Only a Few Days Left

Current Events

MAY

JUNE

  • 1 June, Wednesday: Summer Sizzler. This will be a fun day where the elementary students will participate in many activities to help celebrate what a fantastic school we have.  The upper elementary students will have their Summer Sizzler in the afternoon from 12:20 to 2:45. Students will need to bring:
    • Clothes that can get wet and their House Shirt
    • Proper shoes to run and play in
    • A change of clothes
    • Sunscreen, hat, and maybe even a coat in case it is cool out
    • A positive attitude and be ready to have some fun
  • 8 June, Wednesday: Last day of school; half day for students

READING

 In this final week of Historical Fiction Book Clubs, we wrapped up our class read aloud and our book club novels. We focused our attention on the endings in our books, and through the ending of the class read aloud, Number the Stars, we came up with two new ideas to add to our reading thinking.

 

The first was that a story’s ending helps us reflect on how things fit or don’t fit together in the book; we pay special attention to parts that surprise us because sometimes those parts are sources of new realizations. When I asked the students to reflect on the ending of Number the Stars through the lens of ‘power’, they suddenly realized how the ending changed their thinking about who really had the ‘power’ in this story- it seemed to be the German Nazis on the surface level, but the efforts of the resistance fighters, the fisherman and the scientists showed that the power of cooperation triumphed over the power of fear.

 

The second idea was all about discovering universal themes across books…how when we have developed some thinking about a big idea in one story, sometimes that thinking helps us find similar ideas in another story. The class was so ready to show me how ‘survival is a group effort’ was true in Number the Stars but was the opposite in Rose Blanche. The Rosens from Number the Stars were able to escape to Sweden because of the help of many, whereas Rose Blanche worked all on her own to feed the children in the concentration camp and ended up killed in the crossfire.

 

This unit of study has been a most thought provoking and rewarding one for our class…the students are certainly encouraged to take their newfound skills into their independent reading lives!

Math

Wrapping up Units 11 & 12

Skills your child should know before they take their  unit 11 & 12 assessment.

  •  The students have learned ways to convert units of measure between ounces, pounds and tons. For example 1 ft = 12 inches
  •     They will also record measurement of equivalents from liters to milliliters. For example 3.25 L = 3,250 ML
  •      Another way they have been converting units is from minutes to seconds. For example 5 min. = 300 seconds
  • They should notice when you convert from a smaller unit to a larger unit ( such as from ML to L )? That you need to divide to find the equivalent measure.
  •   The students have an understanding of grams and ounces as units of weight and mass.
  •   They should know the relative sizes of similar units and to be able to make reasonable estimates.
  •   Be able to find equivalent measurement conversations in the US Customary System, including those with fractions and those in number stories.
  •  To find equivalent measurement conversations in the Metric System, including those with decimals and those with number stories.
  •   Be able to apply the formula for calculating the volume of rectangular prisms and other rectangular based solids. 
  • Be able to  identify properties of polygons and geometric solids using vocabulary such as bases, edges, vertices, and faces.
  • Be able to work on clear explanations of processes in open ended responses.
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Home Connection: Please challenge your child to convert from the Metric to the US Customary System and see if they can do it!

Social Studies

This week in Social Studies we continued with our Project Based Learning Unit on Leaders. Based on our driving questions “What actions does a leader take to improve the quality of life? How can you help?” Students are off and running in their groups, answering the second part of the question – How can you help? 

This week I’ve seen some amazing problem solving, excellent teamwork, and highly motivated students taking actions to improve a specific quality of life. Next week we will wrap up this unit and share out with the other 4th grade classes what each group did to help improve the quality of life. 

Home-connection:  Talk to your child about what their group has done and what still needs to be done before the deadline next Friday. 

Writing

Over the past week writing was again integrated into social studies and reading lessons.

Students continued working on their final projects for our social studies unit, “Take Me to Your Leader,” creating an advertising campaign to convince an audience to support a quality of life issue. Each team of students is working on different products, so there is a wide variety of writing including:

  • nonfiction articles
  • scripts for short skits 
  • Research and documenting current events in women’s soccer
  • Powerpoint on ways to decrease the use of fossil fuels

Students were able to draw on all of the writing lessons over the year as they applied them to this exciting project.

In our historical fiction reading unit, students also engaged in a number of writing-related activities. They continued writing their daily reflection for their current (and final) book club novel, took notes as they read, practiced writing notes about their book without overgeneralizing, and drafted a passage identifying their book’s theme and supporting it with evidence.

A Wonderful Week!

Current Events

MAY

 

  • 27 May, Friday: Grade 4 Pearl Tower field trip.
  • 30 May, Monday: Grade 4 & 5 “Books to Eat”  Books to Eat – Click here to learn more!.

JUNE

  • 1 June, Wednesday: Summer Sizzler. More details to follow.
  • 8 June, Wednesday: Last day of school; half day for students

Soccer Day on PhotoPeach

Math Unit 11 & 12

 

This week the students have looked at items we use in our everyday lives to help them to estimate measurement and capacity. Our warm weather and blue skies allowed the students to use the Eagle Nest to have a scavenger hunt. The students formed groups and had to find and measure manmade and natural products by using the US Standard and Metric lengths of measurement. They also learned and sang songs about each system of measurement. Please check out these songs below.

 

Metric length song: https://youtu.be/djTNUp4XIRo

 

US Standard System length song: https://youtu.be/P9sYvDCnI0g

 

Unit 12

 The students will learn to convert units of measure between ounces, pounds and tons. For example 1 ft = 12 inches

  •      They will also record measurement of equivalents from liters to milliliters. For example 3.25 L = 3,250 ML
  •      Another way they have been converting units is from minutes to seconds. For example 5 min. = 300 seconds
  • They should notice when you convert from a smaller unit to a larger unit ( such as from ML to L )? That you need to divide to find the equivalent measure.

Home Connection: Please see if you child can find equivalents in measurement. Challenge them to go from metric to US Customary and see if they can do it!

*   To review grams and ounces as units of weight and mass.

*   To know the relative sizes of similar units and to be able to make reasonable estimates.

*  To find equivalent measurement conversations in the US Customary System, including those with fractions and those in number stories.

*  To find equivalent measurement conversations in the Metric System, including those with decimals and those with number stories.

READING

In reading this week we continued on with the final chapters of our read aloud- Number the Stars, and our historical fiction book clubs. Through our class read aloud students learned that readers of historical fiction not only shift between reading fiction and reading related non-fiction, but they also shift between reading their historical fiction as one reads a story, and reading it as one reads an informational text! We can learn many historical facts from reading historical fiction! The class was particularly excited when we found out about a special chemical that was used by the Resistance to ruin dogs’ sense of smell, so that many escaping Jews went undetected by the Nazi soldiers and their dogs!

 

Our class also revisited character perspectives this week, and students were made aware of how one person’s perspective is not everyone’s perspective, that readers need to be careful about making generalizations! For example, what you learn about Jews in Denmark in Number the Stars will not be true for the Jews in the US.

 

Social Studies

Students are off and running with their groups to make a difference. Last week the students were put into groups based on similar interests and starting thinking about how they can help make a difference in that area. The students had lots of great ideas and they were tasked to ask themselves two questions before moving ahead with their ideas.

  • How is what you want to do going to make a difference?
  • How is your group going to complete this before the end of the year?

These two questions helped guide their ideas and actions this week. Here are some of the ways the fourth graders are going to try and make a difference.  The air pollution group is going to make a brochure to be kept in the elementary office to inform new families about the effects of air pollution, what the AQI numbers mean and ways to reduce exposure to air pollution. The endangered animal group is going to sell cookies to raise money to send to an organization that helps protect the Amur Leopards. The women’s rights group is getting signatures to send to a congressperson to urge fair treatment of women. The endangered animal group is interviewing a person who works on the Sea Shepard and is going to use that interview to make a video to raise awareness about whaling and what you can do to prevent it. The pollution group is going to make an advertising campaign called “Think Twice” that they will post on printers throughout the school to get students and teachers to think twice before printing.

 

Students are in full production mode and it’s wonderful to see their excitement and commitment to making a positive impact for others.

 

Home-connection: Talk to your child about their project. What has been the most challenging part so far? What have they been most excited about? How are they making a difference?

 

Writing

During the week students once again engaged in writing that was integrated into their social studies and reading activities.

In social studies, students continued work on their Challenge 2 project, creating an advertising campaign to convince an audience to support a quality of life issue. They began writing portions of their ad campaign, combining facts they researched with persuasive writing—all trying to convince others to help with a certain quality of life issue.

 

They also did much writing during their historical fiction reading unit, including daily reflection writing on their current book club novel and note-taking.

During the week students also engaged in other word work, including using the Words Their Way program, exploring the use of a variety of sentence lengths to make writing more exciting, and vocabulary practice (words in context, antonyms, synonyms, vocabulary tableau) through new words introduced in our class novel, Number the Stars.

 

Leaders, Character Traits, Math, Social Studies, Writing & Reading!

Current Events

MAY

  • Forms for the yearbook were sent home on Wednesday. Please return ASAP along with 270rmb. There is a limited amount, so please turn in as soon as you can! 
  • 18 May, Wednesday: Soccer Day. Students need to bring a water bottle, sunscreen, snacks tennis/sport shoes, and a light jacket. A pizza lunch will be provided.
  • 19 May, Thursday: ES/MS Choir & Orchestra Concert (Grades 4-8)
  • 27 May, Friday: Grade 4 Pearl Tower field trip. We will need chaperones! Please email your child’s homeroom teacher if you can assist this day.
  • 30 May, Monday: 4th/5th Grade Books to Eat Books to Eat – Click here to learn more!.

JUNE

  • 1 June , Wednesday: Summer Sizzler. More details to follow.

 

8 June, Wednesday: Last day of school; half day for students

 

MATH

Unit 11 has four main areas of focus/learning targets:

The students were given a pre-test of Unit 11 & 12 and we have started our way into our unit 11. We are looking at  the US Customary System and the Metric System.   Did you know ……. As of 2014, the United States, Liberia and Myanmar are the only three countries that still use the customary system of measurement instead of the metric system?  Even so, the students will have a good understanding of both systems and how to use them as well as how to convert them from one system to another.  

This week the students each weighed themselves on a metric scale and then converted their weight  to pounds by multiplying by 2.2.  The students really had fun doing this especially when Maille’s dad came into class and we got to weigh him and convert his weight.

Home Connection: 

Please have you child look around the house to find the weight of food products in both metric and customary units.  Point out another one of our vocabulary words “capacity” when entering an elevator.  Talked to them about what items are sold in grams and ounces. Applying math to everyday items we use on a daily basis, helps your child to understand the concepts we are teaching as well as our IXL program.

*   To review grams and ounces as units of weight and mass.

*   To know the relative sizes of similar units and to be able to make reasonable estimates.

*  To find equivalent measurement conversations in the US Customary System, including those with fractions and those in number stories.

*  To find equivalent measurement conversations in the Metric System, including those with decimals and those with number stories.

 

IXL Skills for Unit 11

 

Geometry

Measurement/Grade 4

Measurement/ Grade 5

 

 

READING

This week in our Historical Fiction book clubs we talked about turning to primary sources to better understand history, and to deepen our understanding.

Reading historical fiction is challenging as students are asked to visualize stories that happened at times and in places they know little about or have no experience with. I wanted to draw their attention to how readers of historical fiction can turn to images (photos and illustrations) from the relevant time period, to help them understand their story better. As they say, “A picture speaks a thousand words.” It was really fun to watch the students’ eyes light up when I showed them a photograph of the Danish King- King Christian X, whose name had come up several times in our reading of Number the Stars, that his warm and friendly face helped students understand immediately why the King was so loved and that everyone in Denmark would die to protect him.

We then talked about how readers also gather resources as they read- texts that add background information, to be read alongside the novel, to deepen their understanding of the story. It is amazing how a map, a timeline or article can help us understand our novel better!

Writing

This past week students engaged in a number of writing based activities. During their social studies Leaders unit they began another project, this one researching a current quality of life issue. This required summarizing and recording nonfiction text, a task that involves determining which information is pertinent, and recording it in a quick and simple way that they can interpret later. In the coming weeks they will use their summaries to create a variety of pieces for an advertising campaign—from mini movies to websites to songs.

In our historical fiction reading unit, students continued their daily reflection writing on their current book club novel. Their reflections had a number of formats, including simple summaries, symbol interpretations, a who-what-when-where-why explanation, predictions, and character analyses. Since each format requires a different type of writing, they pulled from many techniques they’ve learned throughout the year.

 

In addition students engaged in other word work, including word sorting and classification using the Words Their Way program, figurative language study through an exploration of imagery, and vocabulary practice (words in context, antonyms, synonyms, vocabulary tableau) through new words introduced in our class novel, Number the Stars.

Leaders & Learning math through Mondrian art on PhotoPeach

 

Social Studies 

 

This week in Social Studies we continued with our Project Based Learning Unit on Leaders. Based on our driving questions “What actions does a leader take to improve the quality of life? How can you help?” students are now answering the second part of the question – How can you help? We formed groups based on what the students were most interested in helping with. Once in their groups they got together and decided on a specific area to make a difference in. The specific area the groups decided on are: endangered whales, factory pollution awareness, equal rights for woman, endangered leopards,  and the health effects of air pollution. The students excitingly got to work, trying to answer the question of “How they can help?”.  We will spend the next 3 weeks taking action and trying to help improve the quality of life.

PBL Leadership Unit/ Gallery Walk on PhotoPeach

Home-connection:  Talk to your child about the issue they chose. Why is that issue important to them? Ask them what they are planning on doing to make a difference.

 

China Alive Field Trip/ Soccer Day/ May Dance Show

 MAY

Monday, May 2: No School; May holiday

  • Friday, May 6: China Alive Field Trip. More details to follow. Students need a home lunch, snack, and money if they wish to purchase some treats and/or souvenirs.
  • Also…. May Dance Show: Grades 3-12. Reception begins at 5:30pm, show starts at 6:00pm at the PAC. Book tickets here: http://pudong-performing-arts.ticketleap.com/collage/.
  • Wednesday, May 18: Soccer Day. More details to follow.

Track & Field Day on PhotoPeach

JUNE

  • Wednesday, June 1: Summer Sizzler. More details to follow.
  • Wednesday, June 8: Last day of school; half day for students

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Social Studies

This week in Social Studies the students continued to gather data on an issue that was important to them and a leader who is making a difference in that area. Once the students were able to find enough information they started writing. The students created a checklist that helped them to organize their information that they were to search for and write about. We started thinking about how we wanted to convey the message though an informational poster. We looked at some various platforms to make our poster, some kids are creating their poster on Easly.com, others on ComicLife, some on a Word Doc and others are doing it by hand. However they choose to create their poster, it will be informative and an important issue.

Next week we will finish researching, writing and making the poster. On Thursday we will display the posters in the fourth grade project area. Then each class will have a museum style walk through – learning about issues and leaders that are important to other fourth graders.

Home connection: Ask your child where they are at in this poster making process. What information do they still need/want to find? What will make their poster unique and remembered among their audience?

READING

 Another exciting week immersing ourselves in historical fiction and reading Number the Stars! Through our class read aloud we were able to explore new vocabulary words like distorted, tentative, dismay and specter, as well as reading thinking that help us dive deeper into stories.

 

There were two major areas of focus this week: determining themes and deepening interpretation through collaboration and close reading. Students learned to interpret the themes in a book by wearing that interpretation like a pair of glasses, examining the feasibility of a chosen theme by putting the book under those lenses. Through this process students could either make their initial idea more precise or broader, or decide to change their idea and try other possible themes altogether. No matter which outcome, we came to the realization that the theme has more power if we make it about the world and not just the book!

 

As for deepening interpretation, we started with the quote, “One may take a journey of any distance at any time, if he simply chooses to ride a train of thought.” by LaTonya Tarell. It inspired us to think about how in a good book, like in a good conversation, you can feel your thinking being changed when you are open to new thinking as you read and discuss with others. By being on a journey of thought you build richer/more powerful interpretations about the book you are reading. It was wonderful to see the class engage in such discussions about NTS and about their book club books. Even as the teacher I was often taken to new ideas and thoughts because many students in the class came up with connections or reflections I had never thought about! And how that added more depth and enjoyment to our read aloud!

 

 

Writing

This past week we incorporated writing instruction and practice into our social studies unit “Take Me to Your Leader.” Students researched a leader who improved the quality of life in some way, taking notes from various sources such as: websites, articles, books, videos. Then, they looked at creating a poster displaying the accomplishments, challenges and character traits of each person and used text features to display their information.

 

We also incorporated writing instruction and practice into our reading unit on historical fiction. Students wrote daily reflections as they read their historical fiction novels, touching on a tip they learned each day (theme, symbolism, character perspectives, etc.). Students also completed a “quick write,” jotting down ideas about how their ideas for theme have changes as they read their novel.

 

 

Math Units 9 & 10 

We had a fun and busy week in math. We finished unit 9 and started unit 10, Reflections and Symmetry. The upcoming assessment is combined for units 9 and 10. We will have the test once we complete the standards taught in unit 10. This week we explored reflections of 2-dimensional figures, practiced identifying lines of reflections and discovered some basic properties of reflections.

Next week in math we will continue with this unit of study. We will explore the connections between reflections and a line of symmetry, use frieze patterns to guide the application of reflections, rotations and translations and introduce addition involving negative integers. Please remember to complete at least 40 minutes of IXL each week.

Money

Multiply decimals

Divide decimals

Patterns and sequences

Geometry

Decimals

 

 

Historical Fiction Reading, Social Studies Leaders, Math, & Writing

Current Events

APRIL

  • 25 April-29 April: Spirit Week 
    • Monday – Pajama Day
    • Tuesday – School Colors Day or Eagle Wear
    • Wednesday – Worldly Wednesday (clothing or colors from your home country)
    • Thursday – Sports Day (Sporty clothes or favorite sports team)
    • Friday – House Shirts
  • 27 April, Wednesday: Grade 4 Track and Field Day. 

MAY

  • 2 May, Monday: No School; May Holiday. 
  • 6 May, Friday: China Alive Field Trip. More details to follow. 
  • 18 May, Wednesday: Soccer Day

 

 

  • READING

    I  read a picture book called Rose Blanche to the class and began our historical fiction class novel ” Number the Stars. ” Rose Blanche provided a nice kick-off to this new unit alerting readers to read analytically at the start of a HF book, to notice details, since it is set in time/place unlike our own. I will be using Number the Stars, however, as the primary means to show students how to tackle complex texts- to make sense of, and get the most out of their reading. Our class discussions have been rich and thoughtful, and they have prompted deeper and more involved conversations/activities in our book clubs. What an exciting unit of study!

     Your child should be reading EACH evening the prescribed number of pages their book club buddies decided to read.  

    The main focus of my teaching this week:

     1) Monitoring for sense- When starting a book, the information comes quickly, so we need to “pin it to a mental bulletin board.” This bulletin board should include who, why, what, where, when and why of the book.

     2) Thinking across timelines- In HF, there is often more than one timeline of events that intertwine. It is usually the timeline of the protagonist and the timeline of history. To understand anyone, we have to know how a person’s timeline intersects with the timeline of world events.

     3) Characters’ perspectives are shaped by their roles- Characters’ feelings and decisions are influenced by the character’s world and their role in that world. When they respond differently than you would, it helps to ask, “Why?”

     4) Making significance- Readers stay alert, notice parts that are worth pausing over, ask how it connects to other parts and ask, “What is this part really about?”

     5) Seeing big ideas in small details- When you think/write/talk about the big ideas in a book, “lodge” your big ideas in the smallest details from the story. Our class had a blast finding some of the symbols that have surfaced so far in Number the Stars, and came up with insightful meanings for these symbols.

Math  Unit 9

This week we have been focusing on the link between fractions, decimals and percents names for numbers, with a special emphasis on percents. The students have been practicing converting among fractions, decimals, and percents. Students then use grid pictures, the multiplication rule for renaming fractions, memorization of simple conversions, and a calculator for more complex conversions. Finally, students began to apply whole-number multiplication and division algorithms to multiplication and division with decimals in the last two lessons of Unit 9.

Unit 9 has three main areas of focus:

*Equivalencies among fractions, decimals, and percents

*reinforce the use of a data table, survey data, and rank and compare data reported as percents

*introduce multiplication and division of decimals by whole numbers

 

Unit 10

In this unit, your child will take another look at geometry, with an emphasis on symmetry. many objects in nature are symmetrical: flowers, insects, and the human body, to name a few, Symmetry is all around- in buildings, furniture, clothing, and paintings.

The class will focus on reflectional symmetry, also called line symmetry or mirror symmetry, in which half of a figure is the mirror image of the other half. Encourage your child to look for symmetrical objects, and if possible, to collect pictures of symmetrical objects from magazines and newspapers. For example, the right half of the printed letter T is the mirror image of the left half. If you have a small hand mirror, have your child check letters, numbers, and other objects to see whether they have line symmetry. The class will use a device called a transparent mirror, seen below, to see and trace the mirror object of an object. 

Students will also work with positive and negative numbers, looking at them as reflections of each other across zero on a number line. They will develop skills of adding positive and negative numbers by thinking in terms of credits and debits.

Unit 10 has four main areas of focus:

*Students draw a reflection of an image across a line of symmetry.

*Students draw shapes with multiple lines of symmetry and draw lines of symmetry within a shape

*Students identify and continue patterns in both numbers and shapes and can explain their reasoning.

*Students develop an understanding of positive and negative integers.

IXL Skills for Units 9 and 10

Money

Multiply decimals

Divide decimals

Patterns and sequences

Geometry

Decimals

Writing

For the final trimester, we are integrating writing into both our nonfiction reading unit as well as out social studies unit “Take Me to Your Leader.”

Writing across the curriculum boosts critical thinking skills. The writing that students do in social studies is different than the writing they do in the reading unit, so students will learn valuable strategies to apply their writing in many different arenas.

This week in social studies students chose a quality of life issue, then researched a leader who has improved that issue. They began their research on this leader, requiring them to look at multiple sources (books, websites, articles, etc.) and write notes based on what they found. This type of writing involves summarizing just the important parts of the information they read.

In our historical fiction reading unit, students have been writing as a response to their reading, including:

  • describing the historical setting of their book club novel
  • making notes about the who, what, when, where, why of their novel
  • articulating the historical timeline events as well as the timeline of events related to the main character
  • describing the reasons the main character said/did certain things due to living in a time very different from our own
  • articulating a theme for the novel, and supporting it with evidence from the story
  • explaining how symbols or small details lead to big ideas about the novel

In addition, we are using the novel “Number the Stars” as a read aloud during the reading unit. As part of our daily reading, students have explored new vocabulary by using context clues, synonyms, antonyms, sketches, and tableaus to represent the definitions of each vocabulary word.

New Units of Study, Map Testing next week, New Goals….

Current events

  • 18 and 19 April, Monday and Tuesday: DRESS REHEARSALS MANDATORY for Hairspray
  • 18 April, Monday: Parent to Teacher survey opens on PowerSchool. Please take some time to give me some feedback so I may better understand how you have felt with me being your child’s teacher. Thank you in advance for your time to complete this.  
  • 19 April, Tuesday-21 April Thursday: MAP Testing. The order of the tests are as follows: Reading, Language Usage, Math
  • 19 April, Tuesday: Be a “tree hugger!” With any donation you can add your name, (or a friends) to a leaf on our tree in the Cafeteria and help SAS plant trees in Inner Mongolia
  • 20 April, Wednesday: Mini plants for sale during lunch; supplies are limited!
  • 21 and 22 AprilThursday and Friday: Hairspray Show Time! 7pm start. Students prep after school. 
  • 22 April, Friday: Date with Dad: 2:15 check-in for dads/meet up with child; 3:00-5:00 pm activities. “Dads” may also include uncles, grandfathers, older siblings, or family friends. Transportation provided at the end of the event back to Jinqiao and Gubei. For the perfect date, stay for the musical performance of Hairspray after Date with Dad! Register here: https://www.surveymonkey.com/r/DWD2016 
  • 27 April, Wednesday: Grade 4 Track and Field Day (more on this next week)

This has been a wonderful week after our “Student Led Conferences” last week. I felt grateful being able to witness my students proudly showing parents what they have been learning, setting personal goals for the next two months of school and watching them express their enthusiasm for what they have been learning.
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Since then, we have started some exciting new units, including a Leaders unit in Social Studies and Book Club Unit in Reading Workshop (Historical Fiction). Next week there will not be any homework ( just reading), and we will be working on light projects so the students can be as rested and as stress-free as possible to take their MAP tests. The best thing the students can do to prepare for the test is to get a good night sleep, eat a healthy breakfast and carefully read and re-read the questions prior to answering them on the MAP test. There is no time limit – so take your time and read carefully to avoid careless errors.

 

Social Studies 

This week in Social Studies we started our new unit on Leaders. We launched the unit by showing a video on Huang Ming who is trying to reduce the pollution in China through the use of solar energy. Then we introduced our driving question for the unit: What actions does a leader take to improve the quality of life and how can you help?

The students came up with questions they had in order to help understand and answer the driving question. The students’ questions will help drive the instruction for this unit. For example; one of their questions was – What is quality of life? We looked at the definition of quality of life – the general well-being of a person in terms of health and happiness. We discussed some examples and the students got into groups and came up with a list of issues that impacts our quality of life. The students then chose one issue that is most important to them and next week will research a leader in that field. Another question they had was, What makes a leader and what qualities do leaders have. To help answer that question we did a jigsaw video activity. Each student watched a video on a leader noting down what qualities that leader has and what action they took to improve the quality of life of others. Then students presented to small groups about the qualities that their leader had.  

Circle Maps  students made to show traits of “Quality of Life.”

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Next week will will continue to answer the students questions. They will choose a quality of life issue that is important to them, research a leader, and create a poster to share. This project base learning unit will provide lots of voice and choice into how the students want to best answer our driving  question – What actions does a leader take to improve the quality of life and how can you help? Stay tuned to see how it unfolds. 

Home connection: Ask your child what issue they chose and why it is important to them? What leader did they find to research and why did they choose that person?  

Math 

Unit 9 has three main areas of focus:

*Equivalencies among fractions, decimals, and percents

*reinforce the use of a data table, survey data, and rank and compare data reported as percents

*introduce multiplication and division of decimals by whole numbers

This week the students had a great time incorporating art into our math unit by introducing the artist “Mondrain”. The students used his concepts of abstract painting to produce their own piece of work. Once their creative piece was done, they had to decipher the percent, fractional and decimal part of each color used in their piece. This really was a fun way to learn to learn our first area of focus *Equivalencies among fractions, decimals, and percents.

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READ below to find out more about the artist…..

 In the 1920s, Mondrian began to create the definitive abstract paintings for which he is best known. He limited his palette to white, black, gray, and the three primary colors, with the composition constructed from thick, black horizontal and vertical lines that delineated the outlines of the various rectangles of color or reserve. The simplification of the pictorial elements was essential for Mondrian’s creation of a new abstract art, distinct from Cubism and Futurism. The assorted blocks of color and lines of differing width create rhythms that ebb and flow across the surface of the canvas, echoing the varied rhythm of modern life. The composition is asymmetrical, as in all of his mature paintings, with one large dominant block of color, here red, balanced by distribution of the smaller blocks of yellow, blue gray, and white around it. This style has been quoted by many artists and designers in all aspects of culture since the 1920s.

To reinforce concepts learned your child should be doing IXL for the minimum of 40 minutes per week.  

IXL Skills for Units 9 and 10

Money

Multiply decimals

Divide decimals

Patterns and sequences

Geometry

Decimals

Language Arts

The new reading unit is all about historical fiction…in book clubs! With this particular genre, students will be tackling more complicated texts and more interpretive reading work. Historical fiction will give them opportunities to enhance their reading skills with new and fascinating challenges, as the characters live in places in which they have not lived, in times they have not known. Needless to say, the reading work will be appropriately intense!

Furthermore, readers are often drawn to historical fiction because the stories are often ones of the struggle toward social justice…you’ll see your children, during this unit of study, realize that reading is really about learning how to live.

This reading of historical fiction supports a new social structure- book clubs. We want students to know the shared pleasure of reading with friends. We want them to know what it’s like to come to know someone through the books they read. And we want them to have the experience of building collective interpretations.

The first bend in this unit focuses on synthesizing perspectives- it teaches readers to read complex texts with deep comprehension, working with support from a book club to keep track of multiple plotlines, many characters, and shifts in time and place.

The second bend in this unit is all about interpretation and intertextuality- as the stories your children are reading become more complicated, one of the most important things they’ll learn is that their novels are not just about what is happening. The books are not just about the plots. Their novels are about ideas. Each book they read will be about more than one idea, and we will be teaching students that reading is about drafting and revising ideas. We will do this work with them first within one text and then across texts and then between texts and their lives. We’ll teach readers to grow nuanced ideas and be changed by the new worlds and characters they encounter.

Home connections: Ask your child about the book they are reading in their book club. Ask them what they wrote in their tree map (bookmark of the main characters) and the mood of the story.

Secret Codes in Science, Concert, Spring Break & Upcoming SLC

MARCH

  • 26 March – 4 April: Spring Break

APRIL

  • 4 April, Monday: No School; Tomb Sweeping Day
  • 5 April, Tuesday: School resumes
  • 7 April, Thursday: Student Led Conferences (School in session)
  • 8 April, Friday: Student Led Conferences (No school)
  • 11 April, Monday: Hairspray Rehearsal
  • 14 April, Thursday: Hairspray Rehearsal 
  • 14 April, Thursday: Help raise money for diabetes research and have fun! Great prizes for students who raise the most money and for those who swim the most laps! Space is limited….sign up here ASAP:https://www.surveymonkey.com/r/TCK5Y5K
  • 18 April, Monday-22 April, Friday: Earth Week. Stayed tuned for details. 
  • 18 and 19 April, Monday and Tuesday: DRESS REHEARSALS MANDATORY for Hairspray
  • 21 and 22 AprilThursday and Friday: Hairspray Show Time! 7pm start. Students prep after school. 
  • 22 April, Friday: Date with Dad. Date with Dad is scheduled for Friday, April 22nd with all “Dads” checking in around 2:15, meeting up with their child and activities going from 3:00-5:00 pm. Some students invite uncles, grandfathers, older siblings, or family friends as their guest for this event. Registration with more specific information will be provided the week we return from Spring Break. Transportation will be provided for participants at the end of the event back to Jinqiao and Gubei. This event is one that many of our students really look forward to and we hope to see as many “Dads” participate as possible. For the perfect date stay for the musical performance Hairspray after Date with Dad!

 

MATH UNITS 9 & 10

WE FINISHED OUR UNIT 8 THIS WEEK AND TOOK OUR ASSESSMENT.   AFTER PARENT CONFERENCES WE WILL START UNITS 9&10.  OVER THE BREAK IF THE STUDENTS ARE ABLE TO GO ON  IXL AND CHECK OUT SOME OF THE CONCEPTS THEY WILL BE TAUGHT, IT WILL BE VERY BENEFICIAL TO THEM.  

Fractions, Decimals,Percents, Patterns, and Symmetry

Unit 9

Will focus on the links between fractions, decimals and percents names for numbers, with a special emphasis on percents. The students will begin with practice converting among fractions, decimals, and percents. Students then use grid pictures, the multiplication rule for renaming fractions, memorization of simple conversions, and a calculator for more complex conversions. Finally, students begin to apply whole-number multiplication and division algorithms to multiplication and division with decimals in the last two lessons of Unit 9.

Unit 9 has three main areas of focus:

*Equivalencies among fractions, decimals, and percents

*reinforce the use of a data table, survey data, and rank and compare data reported as percents

*introduce multiplication and division of decimals by whole numbers

Unit 10

In this unit, your child will take another look at geometry, with an emphasis on symmetry. Many objects in nature are symmetrical: flowers, insects, and the human body, to name a few, Symmetry is all around- in buildings, furniture, clothing, and paintings.

The class will focus on reflectional symmetry, also called line symmetry or mirror symmetry, in which half of a figure is the mirror image of the other half. Encourage your child to look for symmetrical objects, and if possible, to collect pictures of symmetrical objects from magazines and newspapers. For example, the right half of the printed letter T is the mirror image of the left half. If you have a small hand mirror, have your child check letters, numbers, and other objects to see whether they have line symmetry. The class will use a device called a transparent mirror, seen below, to see and trace the mirror object of an object. 

Students will enjoy this site to understand the vocabulary and concepts in this unit: http://www.mathsisfun.com/geometry/symmetry.html

 

Students will also work with positive and negative numbers, looking at them as reflections of each other across zero on a number line. They will develop skills of adding positive and negative numbers by thinking in terms of credits and debits.

Unit 10 has three main areas of focus:

*Students draw a reflection of an image across a line of symmetry.

*Students draw shapes with multiple lines of symmetry and draw lines of symmetry within a shape

*Students identify and continue patterns in both numbers and shapes and can explain their reasoning.

*Students develop an understanding of positive and negative integers.

Students will enjoy this site: http://www.mathsisfun.com/geometry/symmetry.html

Resources:

EDM Unit 9 Parent Resources

EDM Unit 10 Parent Resources

EDM Games 1

EDM Games 2

 

IXL Skills for Units 9 and 10

Money

Multiply decimals

Divide decimals

Patterns and sequences

Geometry

Decimals

Science

The students learned that creating a code is not as easy as it looks.  Each student had to create a code and see if their partner could find the hidden candy with the code they created.  Later they needed to describe the type of waves that carried the message, explain the code they used, and reflect upon if their partner could understand the message.  If not, what was the problem?  If they could do it over, what would they change.

Home Connection:  Please ask you child how they did on the creation and deciphering of their code; and if they were successful in understanding their partner’s code.

Reading & Writing

This week the students discussed the many reading strategies they have learned this year and made a booklet with materials they would like to share at their student led conference. They also reflected on their trip to the Shanghai Natural History Museum and what they learned from viewing the exhibits.

Many thanks to the parents that volunteered their time to chaperone the groups, and for encouraging the students to read the plaques, in order to document what they were experiencing.   The students had an excellent learning experience and fun time.  Thanks for all your support.

Poetry Slam, Field Trip & Musical coming soon!

MARCH

  • 19 March, Saturday: Hairspray Rehearsal
  • 21 March, Monday: Report Cards Live on PowerSchool
  • 22 March, Tuesday: Conference sign-ups open to parents with 3+ students @ 8:00am
  • 23 March, Wednesday-4 April, Monday: Conference sign-ups open to all until 3pm on 4/4
  • 23 March, Wednesday:“iDreamofmusic” ES school concert, 10:00 AM, in the Auditorium, no tickets are necessary.  Parents, just come right in and take any available seat.  Performers should wear their house (puma, falcon, dolphin, bear) shirts with normal pants and normal shoes.  No special outfits are necessary.
  • 25 March, Friday: Hairspray Rehearsal
  • 26 March – 4 April: Spring Break

APRIL

  • 4 April, Monday: No School; Tomb Sweeping Day
  • 5 April, Tuesday: School resumes
  • 7 April, Thursday: Student Led Conferences (School in session)
  • 8 April, Friday: Student Led Conferences (No school)
  • 11 April, Monday: Hairspray Rehearsal
  • 14 April, Thursday: Hairspray Rehearsal 
  • 14 April, Thursday: Help raise money for diabetes research and have fun! Great prizes for students who raise the most money and for those who swim the most laps! Space is limited….sign up here ASAP:https://www.surveymonkey.com/r/TCK5Y5K
  • 18 and 19 April, Monday and Tuesday: DRESS REHEARSALS MANDATORY for Hairspray
  • 21 and 22 AprilThursday and Friday: Hairspray Show Time! 7pm start. Students prep after school. 
  • 22 April, Friday: Date with Dad. More information to follow.
  • 18 April, Monday-22 April, Friday: Earth Week 

Writing

IMG_2516 IMG_2517 IMG_2520

This past week students prepared in earnest for the Spoken Word performance held on Thursday. They rehearsed their pieces countless times, making sure to express the emotions that were present in their words, and made revisions to their text as they thought of more impactful words and phrases. By Thursday morning they were ready (and maybe just a little bit nervous!). 

The individual class Spoken Word performances allowed every single student to present to a small audience of parents. Then we all gathered in the Black Box theatre for performances by a select group of students from each glass. It was nearly a full house as Newbery Medal-winning poet and author Kwame Alexander kicked off the show with a poem he wrote to his wife before they were married. Then the 

performers stepped one-by-one onto the stage, confident and poised, and delivered their powerful pieces, cheered on by their peers and families. These talented students definitely met the challenge of connecting with the audience and making everyone feel the emotion in their pieces. One parent commented, “I had to keep remembering that these were 10-year-olds! I myself couldn’t write poetry this deep!” 

Hats off the the Grade 4 students for a performance to remember.

MATH UNIT 8 ASSESSMENT ON FRIDAY, MARCH 25TH

Unit 8 is a unit focused on area and perimeter. Please use the information below to review at home as well as this Jeopardy game. Additionally, students will review in class with their respective math teachers prior to the test and a study guide will be sent home.

As a reminder:

Unit 8 revolves around perimeter, area, and scale drawings. The unit begins with a review of perimeter and area concepts previously introduced in Everyday Mathematics, and extends knowledge by developing formulas as mathematical models for the area of rectangles, parallelograms, ad triangles. Unit 8 also explores applications of area with the help of scale drawings. 

Unit 8 has three main areas of focus:

To review perimeter and area concepts,

To develop formulas as mathematical models for the areas of rectangles, parallelograms, and triangles, and

To explore applications of area with scale drawings.   

Resources:

EDM Resources for Parents

EDM Unit 8 Games 1

EDM Unit 8 Games 2

IXL Skills for Practice

  • P.17 Perimeter
  • P.18 Area of squares and rectangles
  • P.19 Area of complex figures (with all right angles)
  • P.20 Compare area and perimeter of two figures
  • P.21 Relationship between area and perimeter
  • P.23 Use area and perimeter to determine cost
  •  SCIENCE/ Social Studies/ Field Trip 

    Shanghai Natural History Museum on PhotoPeach

     

    On Friday, the students went to the Shanghai Natural History Museum as a way to integrate our Science and Social Studies curriculum. This fairly new museum was the perfect venue, to do just that. Our unit in Science on our “Structures of Life” was brought to life by the many reptiles, animals, insects and even a butterfly aviary. We viewed habitats of animals found in Shanghai long ago such as dinosaurs and viewed their life sized bodies with information found on plaques in both English and Chinese. The students witnessed birds that use to be a part of Shanghai in the past and questioned why some of these birds are no longer with us today or how they adapted to the changing environment. We also celebrated the diversity of culture and viewed minority clothing and looked at Mongolian lifestyles and ways people live and survive. Please ask your child about their day and what they enjoyed.

    In Science, this week we reviewed our project about the different ways to communicate a message without using any words or letters. The students are tasked to create their own way to communicate a message to a classmate. The message will be directions to find a piece of candy somewhere hidden in the classroom. They will be making their message clear enough for their partner to follow the instructions without any additional words once the message is given. The task is not to stump their peer, but to make their message so clear the student can be guaranteed to find the candy. I look forward to seeing these creative ideas. Project due, March 24th.

    Ways to relay a message. Use one of the ideas below or create one not mentioned.

     

    • Binary code
    • Objects to represent words or letters
    • Pictures to represent words or letters
    • Musical instruments
    • Different kinds of sounds
    • Computer code
    • Own sign language
    • Blinking
    • High/low pitch sounds
    • Water movements/ripples
    • Light flashes
    • texting via phone (but no words, just a code in symbols)
    • walkie talkie (no words, just a code sent via sounds)
    • using the big blue blocks to create a code
    • drum code
    • using your body/arms
    • clapping
    • flags
    • making patterns with meter sticks

     

     

     

Poetry Slam …. This Thursday & Field Trip on Friday

MARCH

  • 12 March, Saturday: Dance Exchange
  • 14 March, Monday-18 March, Friday: Visiting Authors Kwame Alexander and Todd Parr; A flyer went home containing information about purchasing books by Todd Parr. Please send in your money with your child if you wish to purchase a book.
  • 17 March, Thursday: Please join us for our Grade 4 Poetry Slam from 12:30-2:30pm. 
  • 18 March, Friday: 4th Grade Field Trip to the Natural History Museum. Students will need to bring a home lunch.
  • 19 March, Saturday: Hairspray Rehearsal
  • 21 March, Monday: Report Cards Live on PowerSchool
  • 23 March, Wednesday:“iDreamofmusic” ES school concert, 10:00 AM, in the Auditorium, no tickets are necessary. Parents, just come right in and take any available seat. Performers should wear their house (puma, falcon, dolphin, bear) shirts. 
  • 25 March, Friday: Hairspray Rehearsal
  • 26 March – 4 April: Spring Break

APRIL

  • 4 April, Monday: No School; Tomb Sweeping Day
  • 5 April, Tuesday: School resumes
  • 7 April, Thursday: Student Led Conferences (School in session)
  • 8 April, Friday: Student Led Conferences (No school)
  • 11 April, Monday: Hairspray Rehearsal
  • 14 April, Thursday: Hairspray Rehearsal and Swimathon. Check out this link to sign up for this event: https://www.surveymonkey.com/r/TCK5Y5K.
  • 18 and 19 April, Monday and Tuesday: DRESS REHEARSALS MANDATORY for Hairspray
  • 21 and 22 AprilThursday and Friday: Hairspray Show Time! 7pm start. Students prep after school. 
  • 22 April, Friday: Date with Dad. More information to follow. 

 

LANGUAGE ARTS

During writing over the past week, students completed their spoken word poetry on the theme “strong emotions.” Next they began focusing on the performance aspect of their spoken word. We reviewed the performance techniques, and why they would employ particular elements. For example, they could use a freeze (a pause) just before saying an important point. Or they could make their voice crescendo (become louder) as they approached a meaningful part. They might be full-front at times, or turn their body away at others. They could consider gestures to emphasize points, or use a quicker or slower tempo depending upon the meaning of the line. As they discovered, a spoken word is a true performance, and they use the skills of an actor to convey the meaning of their poem.

 

Poetry Slam
 
Fourth grade students and teachers would like to invite you to our poetry celebration next Thursday, from 12:30pm-2:30pm! We will begin in five separate locations so that everyone can enjoy the spoken word poetry performances of their own child’s class, and then gather as one big group in the Black Box Theatre by 1:30pm to enjoy selected performances from each fourth grade classroom. We will have the company of our visiting author, Kwame Alexander, making the occasion that much more special! We hope to see you at our Poetry Slam!
 
At 12:40pm:
Ms. Merkt- PAC upper lobby
Ms. Shih- ES225
Ms. Frazier- ES226
Mr. Fessler- Black Box Theatre
Mr. Anderson- ES228
 
At 1:30pm:
Everybody in the Black Box Theatre
 
MATH
 
This week the students are starting to learn and develop an understanding of perimeter and area concepts. They are exploring formulas as mathematical models for the areas of rectangles, parallelograms, and triangles.
 
Next week they will  explore applications of area with scale drawings. As you know IXL is an excellent tool to practice these concepts to reinforce the learning that takes place in the classroom.
The students should have a good understanding of P.17, P.18 and P.19 from our first week of unit 8.
Please check out some of the games from our EDM resources below.

Resources:

EDM Resources for Parents

EDM Unit 8 Games 1

EDM Unit 8 Games 2

IXL Skills for Practice

 

SCIENCE
 In Science this week we launched the project that we will work on for the next two weeks. The students are tasked to create their own way to communicate a message to a classmate. The message will be directions to find a piece of candy somewhere hidden in the school. The requirements are to not use any words or letters in the way they communicate. As well as making it clear enough for their partner to follow the instructions without any additional words once the message is given. Good luck students!
 
In class this week we brainstormed different ways to relay this message. Here are some of the possibilities the students came up with.
  • Binary code
  • Objects to represent words or letters
  • Pictures to represent words or letters
  • Musical instruments
  • Different kinds of sounds
  • Computer code
  • Own sign language
  • Blinking
  • High/low pitch sounds
  • Water movements/ripples
  • Light flashes
  • texting via phone (but no words, just a code in symbols)
  • walkie talkie (no words, just a code sent via sounds)
  • using the big blue blocks to create a code
  • drum code
  • using your body/arms
  • clapping
  • flags
  • making patterns with meter sticks
Over the course of the next few weeks I can’t wait to see how to students tackle this task. The deadline will be March 24th.
 
Home-connection: Ask your child what they are planning to do for this assignment. Ask them why they choose that way vs. another way.

Eagle Concert, Poetry Reading, Area/Perimeter, Science Waves (hearing/sight)

Current Events

MARCH

  • 5 March, Saturday: Hairspray Rehearsal
  • 11 March, Friday: Hairspray Rehearsal
  • 12 March, Saturday: Dance Exchange
  • 14 March, Monday-18 March, Friday: Visiting Authors Kwame Alexander and Todd Parr; A flyer went home containing information about purchasing books by Todd Parr. Please send in your money with your child if you wish to purchase a book.
  • 17 March, Thursday: Please join us for our Grade 4 Poetry Slam from 12:30-2:30pm. There will be two parts to the event, the first being Spoken Word performances within individual classes, and the second being selected performances from each class with everyone together in the Black Box Theatre along with a very special guest!
  • 18 March, Friday  Shanghai Natural History Museum Field trip 
  • 19 March, Saturday: Hairspray Rehearsal
  • 21 March, Monday: Report Cards Live on PowerSchool
  • 23 March, Wednesday:“iDreamofmusic” ES school concert, 10:00 AM, Pudong Auditorium, 10:00am, no tickets are necessary.  Parents, just come right in and take any available seat.  Performers should wear their house (puma, falcon, dolphin, bear) shirts with normal pants and normal shoes.  No special outfits are necessary.
  • 25 March, Friday: Hairspray Rehearsal 
  • 26 March – 4 April: Spring Break

APRIL

  • 4 April, Monday: No School; Tomb Sweeping Day
  • 5 April, Tuesday: School resumes and Hairspray Rehearsal
  • 7 April, Thursday: Parent Conferences (School in session)
  • 8 April, Friday: Parent Conferences (No school) and Hairspray Rehearsal
  • 11 April, Monday: Hairspray Rehearsal
  • 14 April, Thursday: Hairspray Rehearsal
  • 18 and 19 April, Monday and Tuesday: DRESS REHEARSALS MANDATORY for Hairspray
  • 21 and 22 April, Thursday and Friday: Hairspray Show Time! 7pm Start. Students prep after school. 
  • 22 April, Friday: Date with Dad. More information to follow. 

Concert

Math

 Math Unit 8

This week the students were reintroduced to the concepts of perimeter and area. 

They are learning formulas for the area of rectangles, parallelograms, and triangles. 

The IXL practice of P.17 and P.18 help to reinforce this concept.  Please see that your child

Practices a minimum of 40 minutes per week.  

Three Learning Targets your child will learn:

  • I can use multiples, a number line, or a visual model to multiply a fraction by a whole number, including those in number stories.
  • I can use a formula to calculate the perimeter of a rectangle, including those in number stories.
  • I can use a formula to calculate the area of a rectangle, or when the area is known, find a missing length or width, including those in number stories.

 IXL Skills for Practice

Each Day when the students enter the classroom and they are introduced to a math story problem.  

They have learned  “The Four Steps to Solve Problems.

Step 1: Find out

  • What is the problem about?
  • What am I being asked to find?
  • What information can I use?

Step 2: Choose a Strategy

  • Which strategy or combination of strategies would be most helpful?    ( Draw a diagram, make an organized list, use logical reasoning)

Step 3: Solve It

  • Show my Work.  Explain.  Read carefully

Step 4: Check it

  • Did I answer the question?
  • Does my answer make sense?
  • How can I prove my answer is correct?

Science 

This week in Science we continued our unit on waves. We watched a video on the eye and talked about how we see. We learned that light travels in waves and reflects off of objects. The characteristics of the light wave is how our eyes are able to determine the color of an object. We read an article on Morse Code and practiced decoding and writing a message using Morse Code. Next week the students will be creating their own way to communicate. We will think of ways to send a message (other than spoken and written language) to a classmate with directions to find a target. It should prove to be yet another fun filled learning week. 

Writing/ Reading  (Poetry) 

In writing and reading this week we continued our Spoken Word unit “Song of Myself.” Students wrote “list poems” to practice their use of imagery and similes/metaphors. We first studied a list poem by Betsy Franco that is full of interesting imagery that appeals to our five senses:

On the Way to School

I find a dark brown penny.

I pat a friendly cat.

I slush through murky puddles.

I stomp a berry flat.

I tap, tap, tap with a pointy stick

on a fence along the block.

I move a roly poly bug

and kick a bright white rock.

And when I hear the first bell ring

I know I might be late.

I sprint like a racer, full-speed ahead

and whizz through the front gate!

Students wrote their own list poem that began “Take a look inside my….” and followed that with either room, backpack, or cubby. Then they had to use imagery and similes/metaphors to describe the items we would find inside.

This completed their exploration of poetic devices: alliteration, metaphor, imagery, onomatopoeia, repetition, rhyme, rhythm, and simile. The next step was to begin brainstorming ideas for their spoken word piece. I reminded them that the theme of our spoken word pieces is “family,” and that writing should be told from their point of view. They should also relate a personal experience or personal feelings that move the listener in some way.

Once they had shared ideas with peers and with me, they chose one and began a draft. They are free to use (or not use) elements from the poems we did in class (chant poem, list poem, alliteration poem, synonym poem), and must include at least three poetic devices. I shared two more examples of spoken word to ignite their creativity, and they were off writing!

Next week will continue to refine their spoken word pieces, and will begin to integrate the performance techniques we’ve analyzed for several weeks, such as using crescendo/decrescendo, gestures, freezes, and run-on lines.

Mark your calendar now to attend these performances on March 17. From 12:30 – 1:15, each student in our class . From 1:30 – 2:30 four students from each class will perform for everyone in the new Black Box Theatre. We are so excited that our performance will include visiting author Kwame Alexander, a writer, poet, and 2015 Newberry Medal winner!

Home Connection:  The students have pen pals from Kissimmee, Florida.  Ask your child what he/she  are learning about writing a friendly letter, the name of their friend and what they have learned about them.

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