Homework: Monday, August 29, 2016

Math: Finish Standards Practice Book 1.5. It should have been mostly finished in class today.

Daily Reflection: Please complete your daily reflection on your Edublog. We will continue this practice on a daily basis.

Writing: Please complete a total of 3 introduction paragraphs for the narrative prompt we reviewed in class.

These were the directions from Google Classroom:

Write three different introductions for the following narrative prompt: Think of a time in your life where you had to do something you REALLY did not want to do. Tell the story of the experience and what you learned from it.

PLEASE review your classmates’ sample introductions. I noticed that all the intros that were posted to the Google Classroom Stream were missing a key element: You also need to “Tell the story of the experience and what you learned from it.” You might want to hint at that in the intro.

Maybe try: “It wasn’t a fun moment in my life, but I did learn a few things about myself.”

Main Ideas to use for writing about Cicada article

Today we read an article about cicadas and discussed how a main idea is something we assert to be true. A main idea is something that we claim. A main idea needs to be supported by evidence.

These are the main ideas we brainstormed in class today:

  1. We shouldn’t be prejudiced toward cicadas.
  2. Cicadas can benefit us.
  3. Cicadas are relatively harmless but can cause some problems.
  4. Cicadas are strange insects.
  5. Cicadas are interesting insects.
  6. Cicadas and grasshoppers are different (This had the lease evidence.)
  7. Cicadas have caused problems throughout history.
  8. Cicadas can be disturbing to some.

Two Voice Poems…meant to be read AND spoken.

We started crafting two-voice poems today. We’re going through a process to seek out the most interesting topics and telling details. We used a feedback protocol to get a better idea on if our details are interesting and our topics are engaging. Here’s an example of a two voice poem and the process we are going through.

We will revise our thinking and our poems and share these with you by the end of next week. Get ready for some fun and engaging writing!

Homework: Thursday, January 7, 2016

Math: My small group that I worked with needs to finish ODDS for lesson 6.7. You are strongly encouraged to log onto Khan Academy to continue working on your mission tonight as well if you have reliable internet.

The independent group working on math writing today need to log onto Khan Academy to work on your mission tonight.

Reading: Read 30 minutes.

Writing: Please start-if you can at home-the reflection activity related to Khan Activity found on our Google Classroom page. Remember, we are reflecting on the questions posed in the assignment. They are also listed in the Google Form. If you have questions, ask a parent first before asking me. We reviewed this in class, but I get this is new and there might be some confusion. You do NOT have to finish this all at home tonight. We will give time to finish in class tomorrow.

Homework: Tuesday, January 6, 2016

Math: Khan Academy OPTIONAL

Writing: Work on filling in (if you have reliable internet access) your Google Sheet with the comparisons and contrasts we worked on today for the super bouncy ball and red rubber ball. Remember, you can access the Google Sheet by clicking on the Google Classroom icon on the side of the screen. It will take you to our stream on the Google Classroom where you will see the assignment waiting. The assignment is due tomorrow. You will have some time in class to work on this but not a lot.

Reading: FINISH reading the ON-PAPER Newsela article about new Muppet Character.

Answer Prompt:

Write a short paragraph describing the central idea. Use two pieces of evidence to support your writing.

Remember: Central idea is the big message a story shares with the reader. It’s not the topic…it’s the message.

Is the central idea about a new muppet? No…but that’s probably part of the central idea. Is the central idea that a new muppet character has autism? No…but that’s probably part of the central idea. Is the central idea that autism is something a lot of kids have? No…but that’s probably part of the central idea.

READ the article at least twice-once for the gist and once to ask yourself what the article is basically trying to get across to the reader.

Homework: Monday, January 4, 2016

Read: 30 minutes

Writing: Review Compare-Contrast presentation at home. If you read through it once and finished it in class, read it all the way through again, please. Invite a parent or responsible adult to join you this time, so you can discuss it. We will begin working on a multi-paragraph compare-contrast writing project this week looking at reading online vs. on paper.

Math: Khan Academy optional tonight. How do you get to Khan Academy? Scroll down and look at the right hand side of the webpage for an image that looks like KHAN ACADEMY

Click on the picture, and it will take you to our Khan Academy Classroom. 🙂



Reflective Writing Google Form (TEST)

Yesterday we went through what reflective writing is. Today, I’d like to share with you a link to a Google Form I made that will allow us to reflectively write (type) using our Chromebooks.

The link is http://goo.gl/forms/oBBMBfeX8a

Please do not begin typing until you have the topic which we will set in class today.

I’ll be transparent in my thinking: this is a new experiment for me, too. Let’s see if we can use the technology to make the experience meaningful for us.

Fraction Films in Full Production!

We are learning about adding fractions with like and unlike denominators. And what better way to learn something than to teach it.

Check out the Keynote created by Aidan K. and Brayden S.

They’ve written a script to explain what’s going on. They’ve recorded it using our Zoom H4 Recorder and will edit the audio with Audacity. After that they’ll import video and audio into Final Cut Pro X and assemble their instructional film.

The good news? EVERYONE in class will have the opportunity to do this! 🙂 Yes, some will finish sooner than others, but everyone will have the opportunity to showcase their learning in the medium of film.

Our learning and filmmaking will be showcased at the 2016 SEVA Film Festival as well. Deadline to enter is March 4, which is coming all-too-soon.

Why do we do this? To extend our learning, incorporate writing into math, and to think deeply about what we do and why we do it.

Kudos to all our kiddos for their hard work and thinking. They are doing amazing things in class everyday, and I couldn’t be more proud of each of your children.

Making Music With Multiples


Screenshot 2015-12-12 11.15.26

Take a peep at the image. Take a listen to the recording. Guess what they have in common. Multiples.

We’ve been studying fractions the past two weeks and asking questions using the Question Formulation Technique in order to build a deeper understanding of multiples. You can view the questions we will tackle by viewing them on a Google Doc we created.

The definition for a multiple is the product of two counting numbers. But what does that really mean?

One thing we’ve learned that is that common multiples show us when events overlap in the space of time. Take the picture above. You’re looking at a screen shot of an open-source  software called Audacity. (You can legally download it for free for a Mac or PC and use it to create music!)

The patterns you see represent waveforms of sounds. Students used tones, plucks, drums generated by Audacity as well as sounds they made and recorded!

Look at the regularity of the shapes. The song in this post has sounds coming in at multiples of 2, 3, 4, 5, 6.

There is also a “click track” playing at a tempo of 120 beats per minute.

One thing we’ve noticed that is that music sounds “right” when the sounds used are multiples of the click track. For example, if you count by the multiples of 2, 3, 4, 5, and 6 you will get 120! We tested this by changing a click track to 123 beats per minute, and we could hear the music getting out of sync.

We’ll reach out to mathematicians and musicians next week to ask them some of the questions we’ve come up. Undoubtedly, there will be more questions to ask and answer. We look forward to sharing our “music” with you and will create a short film sharing what we’ve learned through this project.

Stay tuned!