Click here for the Pacific Costume Inventory for the Walk Through the American Revolution. Please note the numbers of any costumes you think would work for your child. On Tuesday after school, the costumes will be on display in their packages and your can sign up to reserve a costume. I don't know the exact time and place yet for this Open House, but I will let you know as soon as I know. Thank you to our parent volunteers for creating this detailed list (with photos!) and for their help with the Costume Closet!
Friday, February 16 - Daily Update
Have a nice February break!
Walk Through the American Revolution - Room 20 will be performing on Tuesday, March 6, from 8:30-11:00 a.m. Room 19 will perform on the same day from 12:30-2:00.
Students should have their part memorized by February 26 when we return. We will begin rehearsals on February 27. The list to sign up to borrow costumes will be sent out by our parent volunteers very soon! Please see the packet I sent out last week for additional costume ideas. Many costumes can be made from clothing and items you already have at home. Costumes can also be rented from the Costume Closet in Palos Verdes, or purchased from a party store. Tri-corner hats are available on Amazon for about $10.
What we did today:
Young At Art - Students enjoyed using chalk pastels and acrylic paints in warm and cool colors! Thank you, Mrs. Sampson, for an interesting lesson!
Social Studies Students learned about the First Continental Congress.
Math - Students are learning how a "scaling decimal" changes the outcome of a multiplication problem.
Wordly Wise - Students took the quiz and we checked the homework.
Reading - We focused on the difference between character traits (permanent and consistent parts of a character's personality) and emotions (temporary and changing). We also discussed character motivations. A large part of our discussion was instruction and modeling of how to use text evidence in a written paragraph answer.
IRP - Student finished writing 3 possible introductions for their paper, and chose the best one. They also wrote a conclusion. The first draft of the writing is done!
Root Words: Terminus = ending; Primus = beginning.
Walk Through the American Revolution Info:
Link to More Costume Ideas on California Weekly Explorer
Link to the Cards for Speaking Parts on the California Weekly Website
IRP Basic Instructions: For each paragraph, the process is as follows: First, students need to write a strong topic sentence for the content of the paragraph. They topic sentence is basically the "question" turned into a statement. They will write the topic sentence and connected paragraph underneath the related question.
Next, they need to organize their thoughts for the supporting details of the paragraph. Students will spread out on their desks all of the pages of notes taken to answer that particular question, and then carefully reread the notes. They will find that the notes they took will most likely NOT be written in an organized way. Therefore, they cannot just write the research notes into a paragraph. They will need to "play with" possible organizational structures for the paragraph. They should think about "what is the most logical way I can present this information if I were teaching it?" This might require some experimenting and trial and error.
Once they have the main supporting details in their head, I suggest that they quickly type bullet point snippets of the info they plan to include in their paragraph. These bullet points appear under the topic sentence. Using keyboard shortcuts, it is easy to rearrange bullet points using highlight, cut, and paste. When the bullet point facts are in the correct order, THEN students can type the content of the paragraphs. They will need to create strong sentences and use transition words to make the paragraph flow.
When they write, students need to make sure that they are writing with a professional tone and using short direct sentences. No "I" and no "you" or "slang." They should also avoid overused or meaningless words such as “so,” “well,” “lots of,” “tons of,” “things,” “very,” etc.
Students should remember to give “real-life” supporting examples to support a concept. Readers love examples.
Students will need to access Google Classroom to work throughout the year. The instructions for several ways to access Google Classroom are on the Tech Links page of this website. Click here.