**Check back later in the week for additional homework related to in class discussions and activities
To finish out our first week of fourth grade, we read The Invisible Boy by Trudy Ludwig. Once again, character, community, conflict, conclusions, and connections were a priority. In addition, though, we examined the illustrations and discussed their connection to the text. Color was a key to communicating emotion and the message of the text.
What do colors communicate? How can we make the invisible visible?
Use the Google Drawing document to create a list of colors and their related emotions. (**You will need to make a copy of the document before completing.**) This final product will come in handy as we write our own compositions.
This coming week, we will continue our comparison of the texts read using our comparison chart and a triple Venn diagram.
**Thank you, Mr. Collins, for adding to our collection of community-building books by sharing Strictly No Elephants by Lisa Mantchev.
On Thursday this week, we continued building our learning community by reading and discussing a book by Kevin Henkes entitled Chrysanthemum. (Click on the links to learn more about the author and the book). While the story is simple, the ideas are significant. We analyzed the main character, her community, and the conflict (internal and external). In addition, we made connections to other stories, drew conclusions, and identified the theme. In addition to referencing the TASOK Learner Profile and seeking to apply what we learned to our interactions with others, we also took time to examine the author’s craft. His word choice was particularly powerful.
Throughout the reading and analysis of this text, it was easy to put ourselves in the shoes of Chrysanthemum, but how would the story have been told if Victoria was the main character. As a scholar, consider a different point of view.
Challenge: Somewhere in your letter, strive to use a list of synonyms in the same way Chrysanthemum’s father did.
We started off our day today by spending time with Eve Bunting’s book One Green Apple (Interview with Eve Bunting). While reading, we discussed character, point of view, author’s purpose, conflict, and theme. After reading, we began to capture some of our thinking on a chart that will eventually allow us to compare and contrast several texts. As part of our analysis, we referenced TASOK’s Learner Profile, trying to identify qualities evidenced in the main character, Farah.
As an extension of our reading, table groups embraced a cup-stacking challenge that required communication, reflection, thinking, risk taking, focus, patience, and perseverance. Today, scholars experienced what George S. Patton intended when he said,…
“Accept the challenges so that you can feel the exhilaration of victory.”
Today we discovered, like a freshly pressed glass of apple juice, striving to stack cups with rubber bands and string is satisfying.
At TASOK, we believe in excellence, integrity, and inclusivity.
As learners at TASOK, we strive to be:
Today, we dug into the meaning of some of these terms, and each scholar took time to consider with which descriptor he / she most identifies. As we continue to grow as “fifth grader thinkers,” our desire is to develop each of these qualities in ourselves and to recognize and celebrate them in one another.
Take a peek at the following video clip from “The Rescuers.”
Like you, Bernard and Bianca are scholars striving to soar. Each character has areas in which he or she soars, is stretched, or is striving towards. Using the terms from the TASOK Learner Profile, how would you describe each character?
Complete the linked form as you reflect on “The Rescuers.”
At the end of each day (including today), we will take time to reflect on ourselves as learners. Below is a copy of our self-reflection form, which might be useful as you think about Bernard, Bianca, and… YOU!
Today, our learning community came together to find commonality. Groups of scholars took time to engage in conversation in an effort to find things they had in common. Foods, family, furry things, favorites, and foreign lands were discussed. Sometimes, rather creative connections were explored, as well. Each commonality was then captured on a card. Once at least 20 cards were collected, groups were able to construct. The challenge was to create a 10 inch tower of cards that could stand for at least 5 seconds. Tough!
While I don’t think these qualities were captured on cards today, it was clear that patience, perseverance, and problem solving are common characteristics of our learning community.
As is true of the building of any construction, card or otherwise, it is important to establish a firm foundation. Likewise, as we embark on our fourth grade journey together and seek to build real and refining relationships with one another, a firm foundation key.
Consider… how is finding commonalities helpful to our classroom learning community?
**Check back later in the week for additional homework related to in class discussions and activities.