French

Lessons from the Field: A Trip to C2TV Sports

lrupp Classroom Community, French, How the World Works, Literacy, Social Studies, TASOK 0 Comment

Today we had the privilege of traveling to the C2TV Sports station. Linked to multiple inquiries, in French and our homeroom, we went with scholarly curiosity and a willingness to learn.

Our goals in venturing beyond our walls included adding to our understanding of the following central ideas and lines of inquiry.

French

Central Idea: We all belong to the same community of learners.

Lines of Inquiry:

  • The people and members that compose our school community.
  • The roles and responsibilities of members of our school community.
  • Our school system helps us learn.

Homeroom

Central Idea: Unit 1: Individuals approach problems in order to reach solutions.

Lines of Inquiry:

  • Characteristics of problem solvers
  • Problem solving processes
  • Processes applied in various contexts

Central Idea: Unit 2: Movement is a change agent.

Lines of Inquiry:

  • Types of movement
  • Forces that cause movement
  • Changes resulting from movement

In addition to learning how problem solvers at the TV station produce a newscast, we sought to develop a variety of approaches to learning skills.

  1. Self-management Skills
    • I take responsibility for my actions
      • Practice self control with words and actions
  2. Communication Skills
    • I listen to directions and instructions and ask clarifying questions when necessary.
    • I listen to the information and the perspectives of others respectfully
  3. Research Skills
    • I gather information from a variety of resources.

 

We are grateful to Madame Michele and Madame Eale for coordinating this trip and to Mr. Kibadhi, one of our very own dads, who was gracious enough to allow us this opportunity to explore his facility.

 

Making the Most of Monday

lrupp Classroom Community, French, Literacy, Math, Music, P.E. 0 Comment

As is our routine, we began our week with a new list of words. Our discussion of the words today allowed us to elaborate not only spelling patterns but also on big ideas related to math and social studies. What ideas come to your mind when you see this week’s words? Jot down your thinking in the padlet below. (Be sure to include your secret agent number and initials with your comment.)

Made with Padlet

Before heading to the library, we revisited our work with parts of speech and spent time adding to and revising our list or words related to our break. Finding homonyms, homographs, and homophones that fit was especially tricky. We also learned, on Google Classroom, how to “TURN IN” our documents by clicking on the “TURN IN” button in the top right corner of the document. We’re aiming for 100% completion of the recent assignments.

At library, we had an opportunity to browse the collection and check out some fresh reading material. Then, Ms. Kraft invited us to give feedback on the library. Please share your ideas by completing the Google Form below.


In music, we continued to work on composing our own songs. After writing the lyrics, which required a verse, refrain, and bridge. we are now working on composing the music using Garageband. We are grateful to Mrs. Fischer for letting us use Third Grade’s iPads for this project.

This afternoon, we practiced badminton at P.E. and had an opportunity to share our activities in French. We were excited to Madame Eale back today.

To finish out the day, we reviewed our work with decimals from Friday. Because we had a few more people today, we were excited to see some more growth mindset in action. Sure enough, a few mistakes were made, and… we learned from them. We then began to extend our thinking about decimals by connecting our hundreds grid to a number line. Then next step is to connect that to measurement. In our grid books today, we made a multiple source by creating and coloring the hundreds grid and then creating and labeling a number line. In both cases, we identified the whole as 1 meter and each square as a centimeter because 100 centimeter equals 1 meter. Another way to say it is 1 centimeter is 1/100 (one hundredth) of a meter. We will work on this concept more tomorrow, but you are welcome to check our Everyday Math Lesson 3.11 for more information and practice today.

 

 

 

Figuring Out… Figurative Language

lrupp French, Homework, Literacy, Math, TASOK 0 Comment

Thank you to those scholars who are exercising their brains and allowing us to consider different points of view by posting your ideas on the embedded padlets.  I’m really enjoying reading your observations about the spelling words and your ideas about the “power of yet.” Know your thoughtfulness and effort are appreciated.

This morning, we spent some time figuring out and fiddling around with figurative language (including Mrs. Rupp’s favorite… alliteration).

In class, we used our Writers Express: A Handbook for Young Writers, Thinkers, and Learners book as a multiple source for finding definitions and examples of each type of figurative language. These were recorded on the back side of the paper we started yesterday, which was folded into eighths. For those of you working at home, another document will be added to your Google Classroom on which you are challenged to write phrases or sentences about your break using the figurative language noted.

Scholarly Multiple Source: Mrs. Warner’s Learning Community

Brain Break: This catchy tune about similes and metaphors will be playing in your mind for the rest of the day.

 

Once we had a clear understanding of each craft element and had shared some examples, we were ready to apply our collection of ideas to a small moment memory personal narrative. (A Google Doc is available in your Google Classroom for drafting your small moment memory). Thinking like Cam Jansen, we went through all our mental snapshots from our break and sought to describe one of those moments in detail. Before starting, we reminded ourselves about other aspects of writing we had discussed earlier in the year including:

  1. Hooking the reader
    • Question
    • Quote / Dialogue
    • Onomatopoeia
    • Action
    • Anecdote
  2. Using Sensory Language
    • Sight
    • Sound
    • Smell
    • Taste
    • Touch
  3. Ba-Da-Bing
    • Where your feet went
    • What you saw
    • What you thought
  4. Conjunctions
    • FANBOYS
    • AAAWWUBBIS

After writing for a few minutes, one of our classroom authors was brave enough to share one of her “sleepy” sentences. As a class, we worked together to revise it, by using some of the strategies noted above. As we worked together, what was once a blurry picture became much more clear.

Scholarly Multiple Source: Revision Stations

(This resource includes ideas for reflecting on your writing with a growth mindset.)

 

Challenge: As you read, use your detective eyes to look for examples of figurative language used by authors.

Use the padlet below to save your ideas. Be sure to include the title of the book and credit the author in the title of the post. (A few examples are provided)

You can also use this space to capture your own original crafted creations.

Made with Padlet

Mid-morning, we headed over to Mr. Fitz’s classroom for… French. French? That’s right, French! Mr. Fitz challenged students to create an activity, task, game, etc. that could help others review and reinforce learning done in French so far this year. Together, we brainstormed a list of ideas, which included:

  • a magic square
  • word search
  • crossword
  • Mad Lib
  • memory / concentration game
  • ???

Over the next two days, each student will be working to create an activity to share with his / her classmates on Friday. For those of you working at home, you could also think of an activity, task, or game that you could do with your family members.

Today in math, we reviewed Lesson 3.6, which involved sharing unequal parts. Once again today, we used a variety of strategies (models, equations, words) to help us show evidence of our thinking. We also discussed how we could use our understanding of common numerators, common denominators, and equivalent fractions to justify our thinking.

Scholarly Multiple Sources: In addition to the Everyday Math lesson, IXL, and Khan Academy, the following videos from Ten Marks are great multiple sources.

Identifying Fractions with Number Lines

Identifying Equivalent Fractions Using Models and Number Lines

Comparing Fractions Using Common Numerators

Finding Equivalent Fractions with Models and Equations

Comparing Fractions Using Words and Symbols

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