Classwork: March 28th

Revisited Voice Work:
I corrected and turned back the voice work.  This week they are working to correct or complete any missing sections.

Chapter 8 Notes: Slavery

Cottage Art (still working to draw pictures using 2 point perspective technique)

Choice Piece #1: due Friday
THIS IS HOMEWORK!!!!
Students must write 3 choice pieces: narrative; informative essay; opinion essay

Word Journal #5:
con-  com-

Settler Presentations

POW: Marathon

Portfolio Evaluation: pick 3 pieces and write a reflective piece about why you picked them
a) best quality work;  b) where you learned the most; c) best teamwork



EARLY RELEASE
Tuesday through Friday 11:45

Classwork: March 21st!

HAPPY SPRING!

Reading: Ch 9 and Ch 7 of our Social Studies Alive Book; this includes notes.
Writing: Choice piece #1 (kids must write three pieces by the end of the year: 1 narrative story; 1 informative essay; 1 opinion essay).
Drawing: 2 point perspective building/cottage
Word Journal #4: circ- circum-  (find ten words using these prefixes, define prefixes, find 5 other words of your choice with definitions)
Group Project: students are finishing their research on a specific colony; then, with a group are creating a presentation; most are choosing slide presentation, but others are writing scripts for news programs, "PBS specials", or a time-travelling adventure.


GREENBELT PERMISSION SLIP
(see permission slip below)
We will need 3-4 parent volunteers this Friday.
Also, bring in pruning shears (hand held ones; not the long loppers) if you can.

Greenbelt Service Project

Friday, March 25th

Mr. Samson’s class will be participating in an action project this Friday, March 25th, from 1:15-2:30.  We will walk down to the green belt (the green space just south of Hansen’s lower soccer field) and work to clear the trails.  Students will be working to clear brush, cut back plants, and pick up trash.  The goal is to make the space and the trails accessible to students at Marshall and Hansen.  Students may be in contact with middle school students as this is a joint project with Marshall Citizen Science Institute.  Students will want to bring raincoats, rain boots and work gloves.  Students may be using pruning shears.  

I give permission for my student, __________________________, to participate in the Greenbelt Service Project.

PARENT/GUARDIAN SIGNATURE_______________________________Date_____________

⏯ I do NOT want my child using pruning shears.

MAJOR UPDATE!

I have reorganized the way we are doing both math and language arts.

We now rotate through stations for both subjects.  

MATH:  all of this work is kept in a math folder at school

STATION	Description of what they are doing at that station.
WW Word Work	Students are writing mind maps that define relationships between math vocabulary.
POW Problem of the Week	Students work to create solutions to challenging problems.
Mr. Jefts	Kiri's grandfather leads a small group, focusing on group-work and collaboration.
I Independent work	Students are given assignments when they work with me or with Mr. Jefts.  They use the “I” time to complete this work.  After finishing, students should correct their work, or work ahead on pages from their unit.
Mr. Samson	I deliver a lesson, then give an assignment.
Work Places	Work places are part of Bridges; games designed to reinforce math skills.

LANGUAGE ARTS: these assignments are kept in their Homework Folder

Mr Samson	We set goals, discuss assignments, and work on specific skills related to classwork.
Word Journal	Students are listing ten words with a given prefixes.  Afterward, they add any ten words from any source. The goal? 20 words a week.
Writing	They are using the writing process to work on their choice writing piece.  They should be quietly engaged.  Laptops are available.
Independent Reading	Students can read their choice of book, but should pick a book that helps them work on their reading goals (think word journal).
Buddy Up	Students work on their fluency by reading quietly to another partner.
Comprehension	One of two sessions where students finish their notes on chapter 6.

This week, we are putting finishing touches on our letters to the restaurants.

We continue to improve our writing through voice activities.

We are beginning a unit on colonization, including reading and taking notes on Chapter 6 from Social Studies Alive.  Students are also beginning a group project about an American colony (Spanish; French; or British).