WEEK 7: 10/16
WEEK 6: 10/9
We talked briefly about 'alliteration' (3 repeating sounds..."the bumble bees buzzed...")- see if they can come up with a few as they retell their KWO this week!
WEEK 5: 10/2
Notes from Board
https://drive.google.com/file/d/0B5hjTVtWNPJfYWZ4TlpGbkJ2X1Rtazlpb0lZdUNiSGg5Wm5z/view?usp=sharing
WEEK 4: 9/25
Your kiddos did a super job reading their papers aloud today- very enthusiastic writers and readers!
They will probably need assistance this week. We started Unit 3. Although it seems simple, it can be tricky to get rolling.
Homework:
We are retelling Hare & Tortoise again but in a different, much more fun way!
This week, we will write the first paragraph of our 3 paragraph story.
Each paragraph has a purpose in the story. To find key words, we will ask questions (see below).
Parents- look over attachments.
Print the Story Sequence Chart (the one with pictures) if you don't already have one at home.
Also attached is an extra copy of Hare & Tortoise source if your child cannot find theirs from last week.
Read over Hare & Tortoise source. Make KWO (see below).
Assist your student with making kwo by guiding them to ask questions about the story- do not hunt for keywords in each sentence! Instead, ask the questions below.
Characters & Setting
I. Who is the story about? What is he like?__________________________________
1. Describe other main characters ____________________________________
2. What are they thinking or feeling?__________________________________
3. Describe the place. Looks like? ____________________________________
4. When/where does it take place? Mood? (bright, dark, mysterious, suspenseful, peaceful?)_______________________________________________________
5. What is going on in the scene? (don't give away the problem yet!- just list key words that tell about what they are doing)
6. other key words about setting
*2-3 key words on each line- symbols free
Attached is a sample kwo for 1st paragraph but your student's may look a little different.
Students may change the characters and setting a little but they should try to stick to the outline.
I told the kids they should write at least 4-5 sentences but may have as many as 10 in the first paragraph.
Language 1 and History
It was great to be back today! Sounds like everyone had a good week without me though. Thanks for the help!!!
After our warm up in language, we practiced using Word Wall words to help us spell other words. Then we read a silly poem about how not to use your tongue (tattling mostly) and read a book called "A Bad Case of Tattle Tongue" and discussed it. Tongues can be fun too, so we read some tongue twisters and discussed alliteration. Students came up with a list of 'z' words and made a silly sentence. Take home pages included a nursery rhyme with an alliteration example and another page on alliteration.
For K-3 history, we practiced the song and caught up on the President videos through Taylor. Then read information about Polk and Taylor. After graphing, students then had the choice to work on puzzles, color in their President books, or work on activity cards. Take home was the usual page about Polk and Taylor.
4th-6th was an entertaining class today. It was a lot of fun and one of my favorite lessons. We started with the usual President practice and videos. They shared their homework and their compromise work from last Monday. They had done a great job of planning a party by compromise. They convinced me to let them have the party they planned, so they are taking the initiative to set up their own party for next class time. They delegated and organized their planned class event for next week. It will be interesting to see what they accomplish. I'm really impressed with this class! A lot of leadership learning going on here! Back to today's class--our focus was on communication. We discussed what is involved, verbal and non-verbal, and various ways to communicate properly. We then did a project where students were put into 2 groups and given a scenario where a boat was sinking and there were 12 people on board, but only 6 fit in the lifeboat. Using only the basic information about each person, they had to decide quickly who they would save. After reporting their 6 survivors...I explained that I had not communicated some vital information pertaining to each passenger...and when revealed, they could alter their list of survivors. We then discussed the importance of listening to all communication and how when we jump to conclusions quickly, without enough information, it can affect decisions we make.
HMK:
For Day 2 on Suggested Schedule-President card and worksheet
For Day 3: “Think and Write”pg 39-40
Watch on leadershipforkids.com: under leadership-I can be a leader!
For Day 4: Explain which nonverbal/verbal technique is most affective to you and why.
OR
Ask others (parents/siblings) which nonverbal technique do they see you use the most,
For Day 5: “Do Something” –prepare for your party Monday!
Have a great week!
4 - 6 IEW Writing
Today in class:
- We retold the Attaboy story together. Attached is our story from the board.
- New dress-up: quality adjective -(students have a new wordlist in binder).
Homework (this can be broken into 3 days):
- Use your KWO to write your own 3 paragraph version of Attaboy. This is your sloppy copy, not your final draft. Skip lines!
- Edit your 1st draft. Does it follow the story sequence chart? Does it make sense? Do you need to replace weak verbs and adjectives with stronger words? Does your story have a title? It doesn't need to be super neat...this is your sloppy copy. At least make sure your mom can read it.
- Bring rough draft back to class Monday.
Notes:
- Some of you have already written a rough draft. This is great! Take some time to edit your story and make sure it's a super one. Do you need to add more detail? Do all of your sentences make sense? Does it follow the story outline?
- If students want to work ahead after finishing the rough draft story, they may use the checklist in the binder to write the Final Draft.
Due this Monday: your rough draft version of Attaboy
Due after fall break: your Final draft Attaboy narrative with checklist
WEEK 6: 10/9
Language 1 and History
This is Sara Hutchinson, Shanna's sub today for Language and Presidents for K-3. She provided excellent, easy-to-follow lesson plans for both classes...which, unfortunately, I left with her materials in a bag to be returned to her, so the following is by memory and won't be all-inclusive.
K-3 Language: We completed some Word Wall activities re: vc patterns, rhyming words, syllable counting, etc. I read Rude Ralph and The Berenstain Bears Forget Their Manners. Together, the students completed a "Queen of Hearts" assignment that continued use of the above-referenced skills; their homework assignment was attached. I gave the students a choice on how to use the remainder of our time; some chose coloring on the Queen of Hearts worksheet, while others played Sight Word Bingo.
K-3 Presidents: Thanks to Adrienne and her cell-phone coverage, we were able to practice the Presidents song, which the children are learning very well! We read Kid Presidentsregarding William Henry Harrison and John Tyler, followed by President Adams' Alligator, which presents information on presidential pets. Ask your kids about some of these - there have been some quite entertaining pets on the White House lawn! After a ballot vote on which of three selected pets the children found most interesting, we graphed the birthplace of Harrison and Tyler and closed class with coloring the President pages and/or working on the Presidents puzzles that Shanna provided. Each student received a homework sheet.
4 - 6 IEW Writing
(I tried another option to keep the images this time. I am not sure what is going on.)
Today we practiced speaking as we read our stories aloud in the theater room next door. Super job everyone- Enthusiastic readers!
Homework this week:
- Make KWO for "Attaboy" using Story Sequence Outline. Blank handout and source from class in binder. You may change characters and parts of story as long as it follows the basic outline (we are not writing sloppy copy or final draft this week).
- Retell aloud in complete sentences. Practice until it's smooth like butter. It's not easy and takes a few tries.
- Bring the KWO paper back to class.
Our tools thus far:
ly adverb, strong verb, banned words (came/come, go/went). We will be adding 'because' to the list next week.
We talked briefly about 'alliteration' (3 repeating sounds..."the bumble bees buzzed...")- see if they can come up with a few as they retell their KWO this week!
Have a super week! Pumpkin Patch field trip is planned for our group- check your email and RSVP to Melissa Jones by Thursday. 
WEEK 5: 10/2
Language 1 and History
Awesome day guys! We sure get a lot of learning crammed in a short time!
Language-we went over our new Word Wall words and practiced a few. Then read the books "The Worst Day Ever!" and "The Tales of Peter Rabbit", both with the theme of the importance of obeying. Then we discussed the need for patterns in paragraphs which led to using a main idea. Students sorted sentences into main idea headings. Finally, we worked on an activity called Making Words. Using letter tiles, students worked on finding words and sorting them. We will continue working on this project during another lesson. Take home included a sheet on obeying and on ideas in a paragraph.
History K-3-the students practiced their President song and watched the 60-second videos on Jackson and Van Buren. We read Kid President about Andrew Jackson, discussed the Trail of Tears, and read a short bit about Martin Van Buren. Students practiced the Presidents by tossing a ball and saying a President. Then they answered one of the codebreaker answers on their homework page, filled in the birth states, and colored.
History 4-6th-students also practice the song and watched the videos. We read some silly tidbits about the 2 Presidents and discussed some of the not appropriate leader traits of Andrew Jackson. We then focused on how to work together as a group, and good traits for group work. Students worked together to put a list of good leadership qualities in a priority order. They all worked very well on this and we had a lot of discuss and compromise. This led us into the topic of compromise and we read a short story "The Face-Off" about 2 girls refusing to compromise and discussed what they lost from it, and how they could have done things differently.
Suggested HMK:
For Day 2 President card and worksheet
For Day 3: Watch on leadershipforkids.com: under Teamwork: I will work with others!
Ask an adult what ‘compromise’ means to them and an example.
For Day 4: Describe a time you had to compromise. What caused the situation? Did you show respect correctly…without arguing or having a bad attitude? If you are in a similar situation in the future, would you do anything different?
For Day 5: Pick a “Do Something” from page 24
I will not be there next week, but classes are in excellent hands. Thank you Sara and Adrienne for covering for me! You may not get an email on what happens this coming Monday, but for a preview: Lang-subject is on manners, a word wall activity, a nursery rhyme activity, and Sight Word Bingo. History K-3-President informations, Pets in the White House-voting activity, puzzles, and their usual graphing and coloring. 4-6th-President informations, a compromise activity, and then they can do puzzles too.
On Oct 16th, I need to try to leave right at 3:15 if not earlier, so the 4-6th grade class may get out a few minutes early, but they are fine to stay in study hall area to wait.
Hope you have a fantastic week! I'll miss everyone next week!
Mrs. Shanna Pennington
Notes from Board
4 - 6 IEW Writing
Dear Parents- Your students read some super 1st paragraphs today. Lots of description!
There are two new handouts this week:
- blank KWO & sloppy copy which should be used to finish 2nd & 3rd paragraph Hare & Tortoise
- Strong Verb wordlist
- also attached is photo of our class board notes
Our tools (dress-ups) so far in each paragraph:
1. LY adverb- should modify a verb
2. Strong Verb
3. Banned words- came/come, go/went or forms of these words
Homework:
We will work on finishing the Hare & Tortoise (or your own version) by using the Story Sequence Chart KWO.
Complete KWO and sloppy copy this week. The final draft is optional (up to parents) but will be good practice if you can finish it too!
1 ticket = KWO + sloppy copy
2 tickets = KWO + sloppy copy + Final Draft
1. Fill out 1st page kwo handout from class.
2. Retell your KWO aloud.
3. Fill out 2nd page of handout- sloppy copy.
Edit--cross out banned words (came/come, go/went or any forms of these) and replace with stronger words.
Add LY to each paragraph.
4. Gather all three paragraphs together to write final draft.
Final draft checklist:
name & date in upper left corner___
Title centered (give it a fun title!)___
Followed Story Sequence KWO___
At least 4 sentences in each paragraph___
P1 ly word___ strong verb___
P2 ly word___ strong verb___
P3 ly word___ strong verb___
No banned words: came/come, go/went
Language 1 and History
Language I: In Language the students did a final review of our first set of Word Wall words by doing a word scavenger hunt. Our subject today was on needs verses wants, so we read 2 books on sharing and giving up our wants for others' needs. The books were The Teddy Bear by David McPhail and Star Child (Grimm fairy tale). The Teddy Bear sure is a heart touching book if you ever want to read it. We then sorted various items into categories of needs/wants. Take home included 2 worksheets on sharing and needs/wants.
Our next set of Word Wall words: how, green, that, people, very, a, in, kick, favorite, your, boy, her, because, red, good, God, make, no, house, here
K-3 history we did our videos then read a few pages from Getting to Know the Presidents James Monroe and read the story Dangerous Crossing about John Quincy Adams as a child and his sea adventure to France. We also played a memory game by finding Presidents in order from flipped over cards. Students graphed the home states of Monroe and Adams and colored a few minutes. Take home sheets were on Monroe and Adams.
4-6th history included the videos and a few facts about Monroe and Adams. We listed qualities of leaders that we would like to see in those who lead us. Then students were supposed to pick someone in their lives that hold some of those qualities and make a card for them. We discussed the importance of recognizing and being grateful to leaders in our lives. Students hopefully will follow through and deliver the cards they made.
HMK:
For Day 2 on Suggested Schedule-President card and worksheet
For Day 3: Watch on leadershipforkids.com under Gratitude: I will Remember What
For Day 4: “Effective Leader” pg 21
Pick a Bible character who demonstrates important traits discussed in class and why. (does right, on the right path in life, creative, accepts others, passionate, humble, godly, truthful, loyal, respect, communicates)
For Day 5: Pick a “Do Something”
Now on October 9th, I will be out-of-town. I am more than willing to prepare something simple for classes if a parent or 2 want to led a class during the day. My suggestion for language that day would be maybe a couple of stories then play Sight Word Bingo as the students have really liked that in the past. For the history classes, I could provide a couple of books on Presidents, review game ideas, puzzles, and the younger class could work on their coloring books. Jamesina said she could help with the language too if needed, but she obviously is busy with art in the afternoon. So if someone is interested in leading a class that day, let me know and I'll bring in activities next week for you or send them with Adrienne on the 9th (hope you are ok with that Adrienne
). Otherwise, maybe they can have extra gym/outside time???
). Otherwise, maybe they can have extra gym/outside time???
Hope everyone enjoys their week!
4 - 6 IEW Writing
Story Sequence Chart
Questions
The Hare and the Tortise Story
On Mon, Sep 25, 2017 at 9:46 PM Amanda Love <mrs.love.writing.class@gmail.com> wrote:
Your kiddos did a super job reading their papers aloud today- very enthusiastic writers and readers!
They will probably need assistance this week. We started Unit 3. Although it seems simple, it can be tricky to get rolling.
Homework:
We are retelling Hare & Tortoise again but in a different, much more fun way!
This week, we will write the first paragraph of our 3 paragraph story.
Each paragraph has a purpose in the story. To find key words, we will ask questions (see below).
Parents- look over attachments.
Print the Story Sequence Chart (the one with pictures) if you don't already have one at home.
Also attached is an extra copy of Hare & Tortoise source if your child cannot find theirs from last week.
Read over Hare & Tortoise source. Make KWO (see below).
Assist your student with making kwo by guiding them to ask questions about the story- do not hunt for keywords in each sentence! Instead, ask the questions below.
Characters & Setting
I. Who is the story about? What is he like?__________________________________
1. Describe other main characters ____________________________________
2. What are they thinking or feeling?__________________________________
3. Describe the place. Looks like? ____________________________________
4. When/where does it take place? Mood? (bright, dark, mysterious, suspenseful, peaceful?)_______________________________________________________
5. What is going on in the scene? (don't give away the problem yet!- just list key words that tell about what they are doing)
6. other key words about setting
*2-3 key words on each line- symbols free
Attached is a sample kwo for 1st paragraph but your student's may look a little different.
Students may change the characters and setting a little but they should try to stick to the outline.
I told the kids they should write at least 4-5 sentences but may have as many as 10 in the first paragraph.
Here is Mrs. Love's example:
A Hare sat on a park bench. He laced up his running shoes. The Hare was six feet tall with short white hair. He always wore new running shoes and shorts. He loved running and racing because he was highly competitive. Hare got up to stretch and warm up while down the trail the joyful Tortoise enjoyed a donut. He was feeling peaceful and loved watching Fox set up the race course because Fox was known for his excellent engineering skills. The weather was cool and crisp. Trees arched over the racecourse near the starting line but far out in the meadow, the sun shined brightly at the finish line. Animals began to gather from all around to watch the big town race.
After making KWO, write a sloppy copy. In class we discussed writing strong sentences with lots of description to give our readers a strong image or feeling. Does their paragraph need to follow the KWO exactly? No, it is a guide, but try to stick as close as possible.
Edit then write final draft 1st paragraph.
Their story will not be complete. It may sound awkward and this is ok!
Checklist:
Name/date upper left____
no title yet--we will add one next week!
skip lines___
spelling/punctuation correct___
add one LY word___
underline LY word___
Next week, we will work together on a KWO in class to complete 2nd and 3rd paragraphs.
We will also add strong verbs and some banned words!
Advanced students may work ahead or try to outline another short story of their choice.
If you need help, please let me know. These story outlines can be fun but because it's a new format, it can also be confusing. Call or text if you need assistance. 718-8457
Amanda Love
WEEK 3: 9/18
Our warm-up was to write one sentence from 3 keywords.
We discussed nouns. Placed noun sticker on 'toolbox'.
We discussion about dressing up for different occasions.
We learned the LY dress-up (a new tool for the toolbox).
We outlined the Tortoise and the Hare.
Homework:
Remember- do a few steps each day. Don't try to do it all at once, and don't save it all for Sunday night!
1.Make KWO for Tortoise and the Hare. 2-3 key words-symbols are free.
Students may make minor changes to the story such as naming the characters or adding details as long as the original outline is followed and the story makes sense.
2.Test KWO aloud a few times to help prepare your brain to write complete sentences!
3.Write a sloppy copy-skip lines. If you use a pen, then you don't have to erase when you make a mistake--just cross it out and keep going!
4.Edit spelling and punctuation in your sloppy copy and add at least one ly dress-up (use ly list handout or a thesaurus). Just write it in on top of that sentence. Example: The hare confidently lay down to rest by a tree.
5.Write a final draft. Skip lines. Underline your favorite ly word. See checklist below.
6.Give your story a super title. Can you come up with something more creative than Tortoise and the Hare? If you need help, look at your very last sentence and borrow a few words to make your title.
7. Practice reading story aloud because we will be reading them in class!
7.Optional: Create a cover picture for your story.
Final Draft Checklist:
___name in upper left corner
___title centered
___story follows keyword outline
___skip lines or double spaced
___add one LY word (underline it)
Place paper in binder for class. You'll show your kwo and rough draft but I will only collect final draft.
WEEK 2: 9/11
Language I and History:
IEW Writing:
Today's Warm up:
Discussion about complete sentences exciting writing using silly sentences.
Reviewed KWO.
Collected Eclipse papers.
Tickets given & placed in pouch for handing in work. When we use checklists soon, I will give more tickets for complete checklists. They can redeem for prizes or treats at end of semester.
We are working toward filling our "toolbox". This is what I'm using for our writing toolbox: http://iew.com/shop/products/tools-young-writers--we will place a sticker in the box each time our class learns to use a tool.
Today's Lesson: The Eagle and the Jackdaw handout.
We read the fable then proceeded to outline on board (notes attached).
We took key words from each line then talked about how to turn those into complete sentences.
We will begin 'dress-ups' next week.
A Hare sat on a park bench. He laced up his running shoes. The Hare was six feet tall with short white hair. He always wore new running shoes and shorts. He loved running and racing because he was highly competitive. Hare got up to stretch and warm up while down the trail the joyful Tortoise enjoyed a donut. He was feeling peaceful and loved watching Fox set up the race course because Fox was known for his excellent engineering skills. The weather was cool and crisp. Trees arched over the racecourse near the starting line but far out in the meadow, the sun shined brightly at the finish line. Animals began to gather from all around to watch the big town race.
After making KWO, write a sloppy copy. In class we discussed writing strong sentences with lots of description to give our readers a strong image or feeling. Does their paragraph need to follow the KWO exactly? No, it is a guide, but try to stick as close as possible.
Edit then write final draft 1st paragraph.
Their story will not be complete. It may sound awkward and this is ok!
Checklist:
Name/date upper left____
no title yet--we will add one next week!
skip lines___
spelling/punctuation correct___
add one LY word___
underline LY word___
Next week, we will work together on a KWO in class to complete 2nd and 3rd paragraphs.
We will also add strong verbs and some banned words!
Advanced students may work ahead or try to outline another short story of their choice.
If you need help, please let me know. These story outlines can be fun but because it's a new format, it can also be confusing. Call or text if you need assistance. 718-8457
Amanda Love
WEEK 3: 9/18
Language 1 and History
I feel like a broken record already, but we had another great day of learning! And all 3 classes ended up getting the prize bag today.
Class breakdowns:
Language I-We did our warm ups with a new tracing mat and some word wall practice. Students reviewed homework and the word order work from last week, and briefly demonstrated that just like letters have to be in order, words in sentences in have to be in order, so stories also have to be in order. Our theme today was on being responsible by doing chores. We read Chores, Chores, Chores and The Saturday Escape. Our final activity was Listen and Stick where students had to figure out what word met the criteria andplace a sticker in the grid. Take home activities were about chores and putting sentences in order.
K-3 history-we did our usual video and watched the next 2 60-second President videos on Jefferson and Madison. The students worked together to put the first 15 Presidents in order. We read books Thomas Jefferson's Feast and Dolley Madison Saves George Washington (both are really good books). Then students had time to color in their books, graph the states, and do various dry-erase activity cards on President's we've studied so far and state information.
4-6th history-we did our song and watched the next 2 60-second President videos on Jefferson and Madison. We listened to excellent reports on Presidents the students had worked on during the week, then some fun facts about the 2 Presidents from today. We then made a list of 'leaders' or people who have authority: parents, police, government, God, elders, teachers/preachers, etc. And with authority, comes rules, so our topic today was on the importance of rules, types, and following rules. We read Thomas Jefferson's 10 rules for a Good Life and I also shared our family's 15 rules. Students were given a worksheet with a list of rules and a Venn diagram and we discussed and categorized the rules into spiritual, mental, or physical or any combination. I always like this lesson as it does bring out opinions and discussions and a case can be made for probably every rule to go into all 3 categories. We did not get it finished, so maybe you'll want to work on it with them to see their views. It can be quite interesting. Next week, I really need to leave by 3pm (have to get Ben to Sedalia for a soccer game), so if you want to plan on picking your student(s) up early at 3pm would be great, or they can hang out in the study lounge area.
HMK:
For Day 2 on Suggested Schedule-President card and worksheet
For Day 3: “Think and Write” pg 16-18 (if they don’t do the book, at least have them think about and pick 1 specific person who is a leader in their lives, maybe even write the name down, as we are going to make a card for a leader while in class next week)
OR/AND
Come up with your own set of 10 personal rules to live by (to share in class)
For Day 4: Watch on leadershipforkids.com under Love: “Love God, Love others!” and/or Respect: “Disciples of Jesus Respect Authority!”
For Day 5: Pick a “Do Something”
Thanks for sharing your students! We are all learning from each other!
Have a great week!
Mrs. Shanna Pennington
4 - 6 IEW Writing
What we did in class today:Our warm-up was to write one sentence from 3 keywords.
We discussed nouns. Placed noun sticker on 'toolbox'.
We discussion about dressing up for different occasions.
We learned the LY dress-up (a new tool for the toolbox).
We outlined the Tortoise and the Hare.
Homework:
Remember- do a few steps each day. Don't try to do it all at once, and don't save it all for Sunday night!
1.Make KWO for Tortoise and the Hare. 2-3 key words-symbols are free.
Students may make minor changes to the story such as naming the characters or adding details as long as the original outline is followed and the story makes sense.
2.Test KWO aloud a few times to help prepare your brain to write complete sentences!
3.Write a sloppy copy-skip lines. If you use a pen, then you don't have to erase when you make a mistake--just cross it out and keep going!
4.Edit spelling and punctuation in your sloppy copy and add at least one ly dress-up (use ly list handout or a thesaurus). Just write it in on top of that sentence. Example: The hare confidently lay down to rest by a tree.
5.Write a final draft. Skip lines. Underline your favorite ly word. See checklist below.
6.Give your story a super title. Can you come up with something more creative than Tortoise and the Hare? If you need help, look at your very last sentence and borrow a few words to make your title.
7. Practice reading story aloud because we will be reading them in class!
7.Optional: Create a cover picture for your story.
Final Draft Checklist:
___name in upper left corner
___title centered
___story follows keyword outline
___skip lines or double spaced
___add one LY word (underline it)
Place paper in binder for class. You'll show your kwo and rough draft but I will only collect final draft.
WEEK 2: 9/11
Language I and History:
Wow! You have smart kids! So impressed on effort, knowledge, and homework that came in today! A good portion of students already almost know the first 10-15 Presidents, even the very young ones. And I got to hear several fantastic reports on Presidents, Stories about themselves, and leadership discussions. They all get A's parents! And the K-3 Language group earned all their stickers on their Prize Path so they get the prize bag Monday. I'm sure both history classes will finish their paths next Monday as well. 
For breakdown of classes:
K-3 Language-after our word wall practice, we discussed strategies to figure out words we don't know by seeing what makes sense, word length, and starting sound of the word. We also did a quick discussion of patterns of words in sentences and practiced putting them in order. We didn't get this finished so they brought home at least 2 sentences if they want to finish them (there might be some words missing in a couple, as I found some extra lying around after class). We also read Llama Llama and the Bully Goat and Stand Tall, Molly Lou Melon. We discussed ways to deal with a bully (be nice, walk away, using our words to tell them it isn't nice, etc), having compassion for people who are unkind to us, and how to still feel good about ourselves even if someone is being mean. Take home papers included a bully worksheet (if younger ones want to just do the drawing part on the back is totally fine) and a worksheet on word order. Don't feel you HAVE to do everything as the take home work is just to give you options to connect to the classroom work.
K-3 History-We practiced our song, then watched 60 second videos on Presidents Washington and Adams. Students were able to put the first 10 Presidents in order without much direction from me. We read George Washington and the General's Dog and part of Getting to Know the US Presidents John Adams. We did a quick discussion on how a timeline works and students brought home the timeline worksheet as we ran out of time in class. To end the class, they filled in the state graph for the first 2 Presidents and spent a couple minutes coloring in their progressive coloring book. Take home sheets were about Washington and Adams.
4th-6th History-VERY impressive President work! We practiced our song, then watched 60 second videos on Presidents Washington and Adams. We spent a lot of time listening to what the students had accomplished last week. We also read some silly facts about Washington and Adams-see if your student(s) remember what Washington's teeth were made of and what the White House was like when Adams moved in). Then we discussed negative and positive words we think of when we consider the word leadership: honest, respect, has a vision/plan, listener, smart (in their area of expertise as we are all smart in different ways), brave, godly, sacrificial, and greedy were some of the words brought up. We then focused on commitment/faithfulness. We read a short story called Dan's Plans and his lack of commitment and how that affected his friends' trust in him. We talked about following through commitments often bring about rewards (faithfulness in the Parable of the Talents and the master's reward from Matt 25:14-30).
Homework suggestions follow (if it's a busy week, pick and choose what you want to do-they only need to actually do 1 thing or bring in 1 thing to get a sticker for homework but they can do it all if you want them to) and disregard the book suggestions if you want. Mrs. Reilly found a great resource called leadershipforkids.com and I'm going to include video suggestions that go along with class discussions. But you might want to even use more of them on your own and the corresponding PDF files. They also have videos for under 6 year olds if anyone else is interested.
Have a great week!
For Day 2 on Suggested Schedule-President card and worksheet (can use info on worksheet for card if you want)
For Day 3 on Suggested Schedule- “Think and Write” pg 10-12
OR/AND
watch video on Leadershipforkids.com under Faithfulness: “I will do what I say I will do!” https://leadershipforkids.com/watch/series/berry-blast-theme-park-kids/i-will-do-what-i-say-i-will-do
For Day 4 on Suggested Schedule- Find a definition of leadership-internet, dictionary, your own version, or from another person-to share in class.
Find Bible leader and use words from the list done in class to describe them.
For Day 5 pick a “Do Something”
Think of time you set a commitment you were able to complete. How did you show faithfulness in the situation? How does it make you feel to keep your commitments?
Today's Warm up:
Discussion about complete sentences exciting writing using silly sentences.
Reviewed KWO.
Collected Eclipse papers.
Tickets given & placed in pouch for handing in work. When we use checklists soon, I will give more tickets for complete checklists. They can redeem for prizes or treats at end of semester.
We are working toward filling our "toolbox". This is what I'm using for our writing toolbox: http://iew.com/shop/products/tools-young-writers--we will place a sticker in the box each time our class learns to use a tool.
Today's Lesson: The Eagle and the Jackdaw handout.
We read the fable then proceeded to outline on board (notes attached).
We took key words from each line then talked about how to turn those into complete sentences.
We will begin 'dress-ups' next week.
Homework: (do a little bit each day)
1. Make a KWO (or copy the one from class).
2. Put away eagle story. Practice retelling kwo aloud to make complete sentences. Do it a few times so you will be prepared to write. It doesn't need to be perfect or sound exactly like the story---this is your story but follow the outline.
3. Take out KWO- write sentences out of each line to make a one paragraph story. SKIP LINES! This is your sloppy copy. It can be messy...as long as you can read it. Don't worry about spelling or punctuation. Just write it.
4. Take out sloppy copy. Edit. Correct spelling. Fix mistakes.
5. Write or type a final draft. Skip lines. When we write, we should sit still. Make sure your name is on your paper. Place in binder for class.
Optional homework:
Another source is attached to that handout. Booklice can be done just like the Eagle story. Follow the steps above.
Note: The students will be able to read their papers for the class on occasion but we won't be able to do this in each class due to lack of time. My goal is to make sure each student has several chances.
Please excuse my typos...I meant to expound on the kids sitting still writing sentence but two of my boys plopped down to say goodnight and I forgot to edit that. I meant to say that it's important to be still when writing so we can think well, but to take breaks and not try to hurry and do it all at once. :)
Also, add an 'and' before exciting writing. ;)
And lastly, the link wasn't working for the toolbox...it may be an error on their site. I just copied and pasted again here http://iew.com/shop/products/tools-young-writers If that doesn't work, you can google Tools for Young Writers.
WEEK 1: 8/28
K - 3 Language: K-3 Language-we reviewed/learned our "brain training" exercises. I know sometimes they seem silly, but research has shown that working with kids (and even adults) crossing their mid-body line, help to make brain connections across the hemisphere. We discussed friendship today and read The New Bear at School and a poem about friends. We went over the word wall words and did a few "riddles". Then we went over spelling patterns and syllables and did a search in the Friends poem for certain patterns. For take home, students had a sheet to fill out about themselves and a worksheet on friends. Hopefully we will have some volunteers to share theirs at the next class (in 2 weeks). If they bring back homework, they get a bonus sticker on the path to a prize too.
------------------------------------------------------------------------------------------------------------
IEW Writing: Dear Parents,
This email might be longer than the rest. I will usually send a quick follow up from class. Feel free to contact me with any questions as we get rolling. Your students did well today. We have a lively class of nine. They are eager to learn and even raised their hands with joy when I asked if they wanted homework.
We will be filling our writing toolbox each week.
Homework:
For the parents: Please grab a cup of tea, a comfy spot, and read the attached parent letter.
Instructions from class for the students:
Warning: don't do this all in one day or you will hate writing. Do a little each day.
Take out Eclipse source handout. Read over it. Make a KWO with the key words that we underlined in class (attached is a picture of our KWO from the board). 2-3 key words, symbols are free.
Make a KWO like the one we did in class.
Put away the Eclipse story.
Use your KWO to practice saying complete sentences out loud to your mom or dad or brother or sister or pet monkey.
Now try to write those sentences down on a piece of paper in a paragraph like we talked about in class. Look in a book to remember what a paragraph looks like. It's a group of sentences about ONE topic.
Put your paper back in your blue folder in your binder. Bring it back to class.
~Happy 1st Day! Happy Labor Day! Happy Writing!
Sincerely,
Mrs. Love
--------------------------------------------------------------------------------------------
Art: Draw in your sketchbook. Bring your pictures to show in class.
--------------------------------------------------------------------------------------------
K-3 History: We read P is For President and discussed traits and jobs of Presidents. Students had a worksheet to draw or write some of the things we discussed. We then read Duck for President. We discussed voting, and had a vote as to whom the students would have voted for between Duck and Farmer Brown. Duck won by a hair. For take home, students had a sheet on Duck and Farmer Brown, and on what they would want/do if they were President. They can write or draw on them for next class. If they bring back homework, then they get a bonus sticker to add to our prize path. And if they have something for show and tell related to a President we are studying, then they can get another sticker too.
------------------------------------------------------------------------------------------------------------
4-6 History: 4th-6th-we started with the President song as well. We also discussed jobs the President does and requirements. We then went into discussing what kind of leadership skills are needed for a President and for even everyday leadership opportunities, and traits of those who don't want to be in a leadership position. Students took a quiz to see where they were at on learning character traits and to recognize some areas they could work on. We also discussed Chapter 1 in the Everyday Leadership book and I explained their suggested weekly schedule and how the workbook goes. They will need to see this email for homework choices or you can relay the information to them. Doing the homework will greatly help in class discussions! I gave them all a folder with the President card to pick a President to find out about weekly when we start working on Presidents in 2 weeks. And if they are sharing a book, they can write their homework in the folder to bring to class instead of the book. I won't send this information every week, as it is in their folders, but I will send the homework every week that is given in class or under Day 3 and 4 here:
Suggested Daily Schedule:
Day 1: STSG class time on Presidents and Leadership
Day 2: Pick a President and fill out the dry-erase President card in your folder and do the President worksheet. ONLY USE DRY ERASE MARKERS
( A Snapshot of Me handout is in place of a President worksheet this week)
Day 3: Fill out any book work from character book or worksheets: Do “Think and Write” page 6-7
Day 4: Pick a Homework Activity—THESE WILL BE SENT TO YOUR PARENTS BY EMAIL WEEKLY-PLEASE HAVE THEM CHECK EMAIL FOR YOU
HWK: To share in class
1. Make a magazine cover of yourself in the future with positive accomplishments/attributes.
OR
2. Find a Bible verse relating to how you feel about being a leader, or an example of someone in the Bible wanting to lead/not lead.
Day 5: Pick a “Do Something” Activity from the book or find out/make something related to a President for the week. Example: bring in a food they liked, a favorite story about them, a poster about them, a favorite activity they did, an important event, etc to share in class. Invent your own “Do Something” and achieve it. Be creative!!!
*Ducksters.com is a fantastic website for President information and even a way to quiz yourself
Bring to class each week: your folder, Everyday Leadership book, pencil, and completed homework.
I hope everyone enjoys the holiday this weekend!
Mrs. Shanna Pennington
1. Make a KWO (or copy the one from class).
2. Put away eagle story. Practice retelling kwo aloud to make complete sentences. Do it a few times so you will be prepared to write. It doesn't need to be perfect or sound exactly like the story---this is your story but follow the outline.
3. Take out KWO- write sentences out of each line to make a one paragraph story. SKIP LINES! This is your sloppy copy. It can be messy...as long as you can read it. Don't worry about spelling or punctuation. Just write it.
4. Take out sloppy copy. Edit. Correct spelling. Fix mistakes.
5. Write or type a final draft. Skip lines. When we write, we should sit still. Make sure your name is on your paper. Place in binder for class.
Optional homework:
Another source is attached to that handout. Booklice can be done just like the Eagle story. Follow the steps above.
Note: The students will be able to read their papers for the class on occasion but we won't be able to do this in each class due to lack of time. My goal is to make sure each student has several chances.
Please excuse my typos...I meant to expound on the kids sitting still writing sentence but two of my boys plopped down to say goodnight and I forgot to edit that. I meant to say that it's important to be still when writing so we can think well, but to take breaks and not try to hurry and do it all at once. :)
Also, add an 'and' before exciting writing. ;)
And lastly, the link wasn't working for the toolbox...it may be an error on their site. I just copied and pasted again here http://iew.com/shop/products/tools-young-writers If that doesn't work, you can google Tools for Young Writers.
WEEK 1: 8/28
K - 3 Language: K-3 Language-we reviewed/learned our "brain training" exercises. I know sometimes they seem silly, but research has shown that working with kids (and even adults) crossing their mid-body line, help to make brain connections across the hemisphere. We discussed friendship today and read The New Bear at School and a poem about friends. We went over the word wall words and did a few "riddles". Then we went over spelling patterns and syllables and did a search in the Friends poem for certain patterns. For take home, students had a sheet to fill out about themselves and a worksheet on friends. Hopefully we will have some volunteers to share theirs at the next class (in 2 weeks). If they bring back homework, they get a bonus sticker on the path to a prize too.
------------------------------------------------------------------------------------------------------------
IEW Writing: Dear Parents,
This email might be longer than the rest. I will usually send a quick follow up from class. Feel free to contact me with any questions as we get rolling. Your students did well today. We have a lively class of nine. They are eager to learn and even raised their hands with joy when I asked if they wanted homework.
Homework:
For the parents: Please grab a cup of tea, a comfy spot, and read the attached parent letter.
Instructions from class for the students:
Warning: don't do this all in one day or you will hate writing. Do a little each day.
Take out Eclipse source handout. Read over it. Make a KWO with the key words that we underlined in class (attached is a picture of our KWO from the board). 2-3 key words, symbols are free.
Make a KWO like the one we did in class.
Put away the Eclipse story.
Use your KWO to practice saying complete sentences out loud to your mom or dad or brother or sister or pet monkey.
Now try to write those sentences down on a piece of paper in a paragraph like we talked about in class. Look in a book to remember what a paragraph looks like. It's a group of sentences about ONE topic.
Put your paper back in your blue folder in your binder. Bring it back to class.
~Happy 1st Day! Happy Labor Day! Happy Writing!
Sincerely,
Mrs. Love
--------------------------------------------------------------------------------------------
Art: Draw in your sketchbook. Bring your pictures to show in class.
--------------------------------------------------------------------------------------------
K-3 History: We read P is For President and discussed traits and jobs of Presidents. Students had a worksheet to draw or write some of the things we discussed. We then read Duck for President. We discussed voting, and had a vote as to whom the students would have voted for between Duck and Farmer Brown. Duck won by a hair. For take home, students had a sheet on Duck and Farmer Brown, and on what they would want/do if they were President. They can write or draw on them for next class. If they bring back homework, then they get a bonus sticker to add to our prize path. And if they have something for show and tell related to a President we are studying, then they can get another sticker too.
------------------------------------------------------------------------------------------------------------
4-6 History: 4th-6th-we started with the President song as well. We also discussed jobs the President does and requirements. We then went into discussing what kind of leadership skills are needed for a President and for even everyday leadership opportunities, and traits of those who don't want to be in a leadership position. Students took a quiz to see where they were at on learning character traits and to recognize some areas they could work on. We also discussed Chapter 1 in the Everyday Leadership book and I explained their suggested weekly schedule and how the workbook goes. They will need to see this email for homework choices or you can relay the information to them. Doing the homework will greatly help in class discussions! I gave them all a folder with the President card to pick a President to find out about weekly when we start working on Presidents in 2 weeks. And if they are sharing a book, they can write their homework in the folder to bring to class instead of the book. I won't send this information every week, as it is in their folders, but I will send the homework every week that is given in class or under Day 3 and 4 here:
Suggested Daily Schedule:
Day 1: STSG class time on Presidents and Leadership
Day 2: Pick a President and fill out the dry-erase President card in your folder and do the President worksheet. ONLY USE DRY ERASE MARKERS
( A Snapshot of Me handout is in place of a President worksheet this week)
Day 3: Fill out any book work from character book or worksheets: Do “Think and Write” page 6-7
Day 4: Pick a Homework Activity—THESE WILL BE SENT TO YOUR PARENTS BY EMAIL WEEKLY-PLEASE HAVE THEM CHECK EMAIL FOR YOU
HWK: To share in class
1. Make a magazine cover of yourself in the future with positive accomplishments/attributes.
OR
2. Find a Bible verse relating to how you feel about being a leader, or an example of someone in the Bible wanting to lead/not lead.
Day 5: Pick a “Do Something” Activity from the book or find out/make something related to a President for the week. Example: bring in a food they liked, a favorite story about them, a poster about them, a favorite activity they did, an important event, etc to share in class. Invent your own “Do Something” and achieve it. Be creative!!!
*Ducksters.com is a fantastic website for President information and even a way to quiz yourself
Bring to class each week: your folder, Everyday Leadership book, pencil, and completed homework.
I hope everyone enjoys the holiday this weekend!
Mrs. Shanna Pennington
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