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Sept. 30th-Oct. 3rd, 2019

September 30, 2019 by Nicole Hyde

Reminders and Announcements: 

  • Future Fest will be held on Friday, Nov. 1st 6:30pm.  Please come to the fundraiser and support our school. 
  • Scholastic Book Orders were sent home last week.  Please consider ordering books for your child and help our classroom also! If you order online, just go to scholastic.com and order books, put the code RGHBN in so it goes to my classroom.  🙂 

5th grade Reading: We continue to read our novel Wonder by RJ Palacio. We slowed down with our reading a little so we could work on our narratives so this week we will read to page 204. We will finish part 5 Justin and compare and contrast Via’s family to Justin’s family.  When comparing and contrasting, it is important for students to use specific information. For example, rather than saying “Auggie’s family is nicer than Justin’s” we want students to identify and explain “Auggie’s family is more caring because they all walked with and encouraged Auggie on his first day of school.” Students will continue to be guided through our summarizing strategy for literature which is “somebody, wanted, but, so, then” to help them summarize. We summarized parts 1 and 2 together as a class but from this point on, students summarized part 3 and 4  in small groups, and now they will in partnerships, and ultimately on their own.

5th grade Writing: 5th grade authors continue to work on their setting-based narratives. Students will work on using narrative techniques which we took notes on last week. The four narrative techniques are: meaningful dialogue, sensory detail/description, character’s thoughts, feelings, and actions, and figurative language. Students will be conferring with the teacher, using notes, referring to a mentor text (sample student narratives), as well as using a teacher created narrative modeled paragraph by paragraph, to help them as they draft, revise, and edit essays. Final products are due this week!  Students will begin to create a story plot based on an idiom and then create a five frame comic strip to show the meaning of the idiom and major events of the story and finish by the end of the week. 

5th grade Projects: In projects, we are continuing in our second science unit: matter and energy in organisms and ecosystems. Students got new vocabulary which will be shared with them in Google Classroom. In addition, students will be working on learning how all energy in living things begins with the Sun, what an ecosystem consists of, what an ecosystem needs to thrive, and how energy travels through ecosystems. For the final project, students will be creating travel brochures specific to a major type of biome. Students will research and record a lot of information in order to collaborate with their small groups to create and present their final products. Our goal is to have this project/unit completed in 3-4 weeks, which will be around Oct. 10th-15th. 

6th grade Reading: Sixth graders continue to read The Maze Runner by James Dashner, chapters 18-24. Students will be discussing how the main character’s (Thomas) actions go against the rules and order that have helped the Gladers survive thus far. Is Thomas wise or foolish for his actions? How will this affect the plot? Why? This week’s chapters will help students understand how characters’ actions influence the events later in the plot and ultimately influence other characters as well.  Students will also be taking a comprehension quiz for these chapters. Comprehension quizzes are open book and specific to the chapters we read during the week. Students may not ask a neighbor for help on theses quizzes. If they receive a failing grade, then students will have to fix the questions they got wrong and find specific text evidence in that supports their new answer. 


6th grade Writing: In writing, sixth graders will create a story plot based on an idiom and then create a five frame comic strip to show the meaning of the idiom and major events of the story. Students will work in partnerships to create their idiom-based imaginative narratives. They will also use two mentor texts (examples) of short stories that show the meaning of an idiom for their guidance. In addition, students will have a project description page and rubric to help guide their writing. Finally, students will confer with me as I provide suggestions to revise their writing and prompt them to use narrative techniques, which we’ve been taking notes on and applying in our narrative writing unit. They will also finish up any IXL’s and work on more figurative language.