After French this morning, we spent some time reading Homeless Bird. One group was able to finish the book and proposed a number of ideas for expressing their thoughts and feelings in response to the book, including writing a letter to the author and writing an alternate ending. Students will also be working on a visual plot diagram to document the main events in the story, changes in the character, symbols included by the author, and themes developed.
Once again today, we went to the CAC to refine our performances for tomorrow’s Arts Festival. Getting on and off stage like professionals takes practice.
After recess, we had an opportunity to venture over to MS4 to see Grade 10 students share their design projects. Their challenge was to create a functional pieces of furniture, which were designed and crafted with community needs in mind.
While we expected it to be a great learning experience, we didn’t realize just how much it would tie into and support our current inquiry into how we express ourselves and our central ideas: Industries are impacted by creativity.
When we returned to the classroom, we debriefed our experience and had a great discussion about the term “industries.” Several students used multiples sources to help define the word and gain better understanding of what industries are and how creativity impacts them. We realized even the furniture industry is impacted by creativity.
The hunger for Homeless Bird was insatiable today. Students were ready to read immediately and reluctant to stop when time was up. As we near the end of this text, the author has us all hooked. What will happen to Koly in the end. As readers, when we find ourselves completely enveloped by the story, we must ask ourselves what is it that the author did to capture and hold our attention? This analytical approach enables us to understand the story more deeply and consider techniques we can use ourselves as writers.
Part of the reason for a premature pause in reading was our first practice for Saturday’s performances. At 9:30 a.m., students from Grades 2-5 gathered in the CAC for our first run though. Of course, being in a new venue with additional performers cause a few bumps. Thankfully, with a compete team of teachers and student problem solvers, we worked out the wrinkles and will try again tomorrow.
Our first performance of one of our songs, though, was a huge hit. Shhh…
In math, we continued our work on our fraction posters. Using the fraction circles and a variety of other multiple sources, students wrestled with the concept and worked hard to document thinking.
After music this afternoon, we headed to the library for another lesson about text and graphic features. Working with our research partners, we used the clues provided to comb through the nonfiction texts and find examples of each feature.
As you look through nonfiction texts and even websites, notice the variety of text and graphic features used. Consider why the author incorporated these and who they help you understand and interpret the text.
Today, students had their first opportunity to experience a lesson planned by Mrs. Wilson. Continuing with our Math-Mania mode for Wednesdays, Mrs. Wilson had prepared a set of problems, which students worked in thinking groups to solve. In 20-minute intervals, students rotated through the series of stations, digging more deeply into division with each problem. With a focus on communication skills and open-mindedness, students worked well in teams to dissect the scenarios, identify a plan for problem solving, and evidencing their thinking in concretely, pictorially, and abstractly.
After recess, Mrs. Wilson took time to reflect on and debrief the lesson. Immediately, Zinnah declared, “This wasn’t Mission Impossible, this was Mission Possible!”
After a week of reflection and drafting, students took time today to write their letters of gratitude to their teachers with whom they worked last week. An unprecedented amount of care and concentration went in to writing the letters neatly. Once complete students found creative ways to decorate the front of the cards in ways that reflected their ideas about I Love to Read and Write Week. What a wonderful way to end the week!
Why 360? Consider a few theories in the following video:
We then thought about what we have been learning about fractions, equivalent fractions, and… the clock. The clock was today’s very valuable multiple source. We started by thinking about the different ways a WHOLE clock is divided. We discovered that a WHOLE clock can be divided into:
2/2 (There are 2 sections, 1 for each half hour)
4/4 (There are 4 sections, 1 for each quarter hour.)
12/12 (There are 12 sections, 1 for each hour.)
60/60 (There are 60 sections, 1 for each minute.)
We then examined the angle of the clock’s hands when it is 3:00 p.m. When the minute hand is on the 12 and the hour hand is on the 3, the rays make a right angle or a 90 degree angle. We then connected this to our understanding for fractions – if we slice the clock into 4 pieces, the portion represented when it is 3:00 p.m. is 1/4 (one fourth).
1/4 = 3/12 = 15/60 = 90/360
These are all equivalent.
90/360 represents the number of degrees (90 °) when it is 3:00 p.m.
We then looked at how many degrees each set of 5 minutes represents.
1/12 = 5/60 = 30/360
These are all equivalent fractions.
30/360 represents the number of degrees (30°) when the hands are separated by 5 minutes (eg. 1:00 p.m.)
Finally, we looked at how many degrees each minute represented.
1/60 = 6/360
These are equivalent fractions.
6/360 represents the number of degrees (6 °) when the hands are separated by 1 minute.
Based on what you know about fractions, equivalent fractions, and angles… what is the size of the angle represented on the clock above. How do you know?
As I started looking for video resources, I just couldn’t stop. There were so, SO many options for using this model to solve problems about fractions, angles, and time. Here are just few samples. As a scholar, definitely consider these multiple sources. Which one exercises your brain the most?