This morning we had a…..problem.<\/p>\n
<\/p>\n
Too many students are coming in with homework that is just obviously thrown together at the last minute, with no effort put forth whatsoever. \u00a0This is unacceptable. \u00a0Homework is for practice, and should allow a student to figure out what they need to work on. \u00a0If a student does not understand something, they should refer to notes\/parents\/the website and do their best to figure it out. \u00a0Saying “I didn’t get it” and handing in something that shows no effort at all does not send a good message.<\/p>\n
As such, tonight students need to fix their math homework from last night. \u00a0I expect them to come in with the problems done absolutely perfectly. \u00a0If they do not understand a problem, I expect to see a real struggle on a page to understand it, with them working it multiple ways.<\/p>\n
So, tonight they should fix this (not everyone needs to do this obviously, and they know who they are):<\/p>\n
WordProblemsWithUnknowns<\/a><\/p>\n They should also finish the first six pages of the math review packet:<\/p>\n CC-5th-grade-word-problems<\/a><\/p>\n <\/p>\n In Language Arts we talked about the Harlem Renaissance, and the effects it had on the poets and artists of the day. \u00a0We had read some Langston Hughes poems before, but today read some poems from other artists of this time period. \u00a0We talked about how sometimes knowing the historical and topical context in which a poem or literary work was written can help us to understand the author’s true message.<\/p>\n We read some about the<\/p>\n Harlem Renaissance<\/a><\/p>\n And watched a neat little video<\/a> about it too.<\/p>\n Tonight students have another poem to analyze that came from this era. \u00a0They should use their knowledge of what was going on when this author wrote the poem to infer the author’s true message. \u00a0Is he really just talking about a sunrise, or is it something more? \u00a0Is the entire poem a metaphor for something? \u00a0If so, what? \u00a0I expect at least a half-page answer to number 6!<\/p>\n TheDawnsAwake<\/a><\/p>\n Students should also add on to their story from yesterday, using the next 5 vocabulary words. \u00a0This were pretty well done yesterday, and I hope tomorrow’s are just as good.<\/p>\n In science, we got a\u00a0review packet and looked at the LONG list of vocabulary associated with our ecosystems unit (from first quarter). \u00a0Students should have a manila folder that they are keeping all of these review sheets in. \u00a0 They should be slowly reviewing and studying these as we close the gap to EOGs.<\/p>\n Tonight students should answer the first 10 questions from this packet, and give me reasoning, or at the very least, the page they got their answer from. \u00a0Unfortunately I do not have this packet in digital form. \u00a0I’ll see if I can get a hold of it and upload it here sometime this week.<\/p>\n <\/p>\n So, tl;dr<\/p>\n fix yesterday’s algebra problems<\/p>\n WordProblemsWithUnknowns<\/a><\/p>\n Finish through page 6 in the review packet:<\/p>\n CC-5th-grade-word-problems<\/a><\/p>\n Analyze this poem, answer questions, paying particular attention to number 6:<\/p>\n TheDawnsAwake<\/a><\/p>\n Add to your story from yesterday, and expand it to include our next 5 vocabulary words<\/p>\n Do the first 10 questions in the ecosystems review packet<\/p>\n <\/p>\n And read!<\/p>\n <\/p>\n Have a good one,<\/p>\n -Mr. Potter<\/p>\n <\/p>\n Also a reminder that the field trip is this Friday! \u00a0Please make sure you arrive around 4:40AM (yes, AM). \u00a0The buses are leaving promptly at 5AM. \u00a0We should be back around 6PM.<\/p>\n","protected":false},"excerpt":{"rendered":" This morning we had a…..problem. Too many students are coming in with homework that is just obviously thrown together at the last minute, with no effort put forth whatsoever. \u00a0This is unacceptable. \u00a0Homework is for practice, and should allow a student to figure out what they need to work on. \u00a0If a student does … Continue reading Homework May 19 (Tues)<\/span>