Today we were a liiiiitle loud….but still pretty good.

 

 

This morning we did a bunch more rotations.

Students analyzed another poem.

They worked on identifying figurative language in poetry.

They worked independently on the figurative language they still need work on

And they read more of “Love that Dog” with Mr. Potter!

 

Tonight students need to find an example of figurative language in the book they are currently reading.  Some students expressed concern that their book may not have any figurative language, and we talked about how simple it should be to find examples of simile and hyperbole.

In science we are going to continue talking about weather for the entire quarter.  Tonight students should find a weather forecast for Friday, and copy it down.  We will be looking at these tomorrow.  I have purposefully been vague about what copying down Friday’s forecast means.  I am interested in what they believe to be a complete forecast for Friday.

 

In Math today we talked AT LENGTH about division, and how we divide things.  We are either dividing something up into groups, OR we are dividing something up into groups of a given size.

Tonight again students have division problems to analyze.  They should determine whether we are splitting something up into a given number of groups, OR if we are dividing something up into groups of a given size.

Essentially they should be asking themselves what information we have in the problem.  Do we know how many groups?  Or do we know how big the groups are?  Whichever we don’t know is what we are trying to determine.

NOTES_Feb3

Division_Feb3

 

 

so, tl;dr

Find an example of figurative language in your book to show me tomorrow.  If you write this down, make sure to include the page number.

Write down Friday’s weather forecast

Analyze some division problems

NOTES_Feb3

Division_Feb3

And read!

 

Have a good one,

 

-Mr. Potter

Happy Tuesday!

 

I was quite impressed with the amount of students who brought their quiz sheet back signed today.  I believe we had 20 out of 23.  That’s fantastic!

 

This morning we talked about a poem I really enjoy, called “I Sing the Battle” by Harry Kemp.  This is an interesting poem that is written as a sort of ‘call and response’.  We talked about the meaning and the structure together, and some of the items that students might not be quite familiar with.

Tonight students have some questions to answer about this poem.  On the back, they should expand upon number six especially, as I want to know why the poem makes them feel a certain way.

figurative-language-poem-2-i-sing-the-battle-by-harry-kemp

 

We also read some more of “Love that Dog” by Sharon Creech.  Definitely ask your student what they think of this book.  It’s one of my favorites.  So if they don’t like it, I will be extremely sad!

 

In Math today we talked at length about division, and what division really means and represents.  The entire purpose of these discussions is NOT so students can simply do division.  The purpose of these discussions and of our homework today is to get students thinking about division and what is going on with the process.

Tonight students have a few word problems to look at.  Each problem can be answered with division problem.  Students need to identify how that division problem is realized.  Are we dividing 10 into 5 equal groups?  OR are we dividing 10 into groups of 5?   This may seem like a nitpicky thing to ask students, but again we want them really thinking about what is going on instead of just grabbing numbers and smashing them together, and hoping everything works out.

Notes

Division_Feb2

 

 

so, tl;dr

Answer some questions about “I Sing the Battle”

figurative-language-poem-2-i-sing-the-battle-by-harry-kemp

Think about how some division problems should be done

Division_Feb2

And read!

 

Have a good one,

 

-Mr. Potter

 

 

Welcome back after such a LONG weekend!

 

Today was another very productive day.  I could get used to these!

We did a ton of rotations this morning.

Students worked on IXL (A new program we are using focusing in math and science)

Students found examples of figurative language in Shel Silverstein books.

Students read in small groups with Mr. Potter

Students worked on division in small groups with Mr. Potter

And students worked on Alliteration in small groups

That’s a lot of stuff!

 

Tonight students should shock me by showing their amazing abilities with alliteration.

The first worksheet is self explanatory.  On the second worksheet, students brainstorm words that begin with the letter A, B, and C on the front in the boxes.  They then use those words to create a sentence using alliteration, a la Dr. Seuss’ A B C.  On the back they should do the same with D, E, and F.

Alliteration

Alliteration Seuss

 

Next we looked at all of the quizzes we took on Friday.  Students received a sheet that they used to record all of their quiz scores.

They then used their performance to think about what they still need to work on to become proficient, and then specifically what they will do in order to achieve that.

They also recorded homework and reading logs turned in last week.  We will start doing these weekly and students will be responsible for getting these signed and returned.

 

Tonight students have different math homework depending upon what they need to do.  Below are four sets of decimals.  If they need to work on adding, they should add these.  If they need to work on subtraction they should subtract them.  If they need to work on multiplication they should multiply them, and if they need to work on division, they should divide them!

1.4                .7

2.4                .6

.27                .09

.30                .06

 

 

So tl;dr

alliteration!!

Alliteration

Alliteration Seuss

Add, subtract, multiply, or divide these numbers based on what you need to work on:

1.4                .7

2.4                .6

.27                .09

.30                .06

Bring back your quiz sheet signed!

 

And read!

 

Have a good one,

 

-Mr. Potter