Data Celebration and Valentine's Party

Celebration

Important Date

Friday, Feb. 13, 2015 @12:15 Celebration

I am honored to inform you that 83% of the class had growth in Math on the NWEA assessment for winter. Of the 4 students who either did not display growth or experienced a minor loss of growth, two of these students were well above grade level. Their computer adaptive test yielded above grade level questions. One of the 4 students remained constant. Only one student below grade level experienced one point loss.

Keep up the good work and celebrate with us on Friday, Feb. 13, 2015 @12:15, Valentine Party and Data Celebration with a Flash Mob. There will be a sign up next week. You are more than welcome to celebrate with us. If students desire to bring a Valentine card or treat, he or she must bring a Valentine for every classmate. In the event that a card is not brought for every student, the student will not be allowed to pass out his or her treat. I will send a paper list of students'  first names next week.

Next Steps

I will give students their data within the next week or so. Students will be reviewing their SMART goals as well as writing new goals with action plans.

Unit Test 6

Unit Test 6 

Unit Test 6 is being moved to Tuesday, Feb. 3, 2015.  I have learned from Unit Test 5 that it is not best to rush the assignment due to limited school days. Below are the report letter outcomes.

Unit 6, Using Data: Addition and Subtraction of Fractions

Vocabulary

Common denominator minimum

Frequency table maximum

Landmark range

Stem and leaf plot mode

Line plot median

Quick common denominator

Simplest form mean (average)

Unlike denominators

Stem

Report outcomes

 Given a set of data, finds and interprets the mean, mode, median and range.

 Adds and subtracts fractions with common denominators.

 Given two fractions, e.g. . and 1/4, expresses them as fractions with a common

denominator, but not necessarily a least common denominator

 Adds and subtracts with unlike denominators through 12 and/ or 100

 Uses equivalent fractions to solve simple contextual problems involving addition and

subtraction.

 Uses the relationship between addition and subtraction when solving fraction number

stories, e.g. if 7/ 12- . = x, then . + x = 7/12/

Technology Activities

Illuminations website

Fraction game http://illuminations.nctm.org/Activity.aspx?id=4148

Equivalent fraction gamehttp://illuminations.nctm.org/Activity.aspx?id=3510

Pick a Path Game, level 4, game 1(adding like denominators) http://illuminations.nctm.org/pickapath/

If you play a game, add a comment about it. Stating whether or not you like it with supporting reasons.

Storyboardthat.com

Helpful hints

Decide your layout first 5X1 or etc.
Save every 5-10 minutes.
Add more frames by selecting <Change Layout>
Use textables tab to add signs or speech bubbles.
Click a character, then click the edit pose to give more options (speaking, walking, etc.)
Use speech bubbles as a way to demonstrate information too.

Content Part

Decide your colony and region first.
Plan your main character(s) day or storyline. (Know where you are going.)
Use your chapter 7 chart.
Keep your Social Studies book nearby station
Keep your Chapter 9 study guide nearby your workstation

• Trade (3 examples)
• Religion
• Social Aspect
• Government
• Geography
• Slave Life

Add tips for your peers in the comment section.

Chapter 9, Colonial Williamsburg, VA

Chapter 9, Colonial Williamsburg, VA

 Due Dates

Plan or draft due _1/27_________________________

Final Due date __1/29__________________________

Inquiry Questions to think about while creating your project:

What was life like for people living in the original thirteen British colonies during the late 1700s? 

How and why did life differ for families in different areas? 

What did colonists do for entertainment and education?

• To identify important sites in Colonial Williamsburg, Virginia (VA)
• To describe six aspect of life in any colony:
• Religion
• Government
• Education
• Social life
• Trades
• Slave life

There is no test for this this chapter only a project.

1.     Create a comic strip displaying life in Colonial Williamsburg, VA. You may choose a Middle or New England colony of your choice. You may use conversations or a narrator as well. You can use one-day or several days as a time reference. Labeled with the following parts. (30 points)

a.     Accurate Colonial region geography(climate, land, etc.)

b.     Trade- choose 3 out of 6 terms and illustrate examples: raw materials (natural resource), human resources, capital resources, interdependence to Great Britain or other colonies, import and/or export

c.      Social life- what they did for entertainment

d.     Education

e.     Religion (As pertaining to the colony of your choice)

f.      Government

Definitions/ Terms

raw materials/ natural resources- natural materials from the earth: wood, fruit, vegetables, animals

human resources- when a human provides a service i.e., blacksmith, shoemaker, cobbler, attorney, teacher, farmer, etc.

capital resources- man made products made via a production, human resource with a natural or synthetic resource

interdependence- when 2 parties, people or companies have a business relationship that must exist via a service or product. (a Teacher has an interdependence with her students) Coco-cola has an interdependence relationship with restaurants, because one must make the product and the other one needs the products for it customers.  There were several interdependence relationships in the colonies. 

export- a resource or product shipped from a colony or country

import- a resource or product shipped to a country from another country

Use chapter(s) 7, 8 and 9 as a point of reference for your information. 

Guidelines and Criteria

There is not a maximum length; however, there is a minimum length of 5 frames. You must have a written summary to accompany your comic strip.

• Neatness
• Color (If you  choose to create a handmade comic strip)
• Geography/ setting
• Accurate information (Social studies information) {See the requirements listed above.}
• Labeling of required information
• Less than 3 grammar or spelling errors

Helpful videos and images

Follow the arrows 

Brown: slave trade products
Green: Colonies to England
Orange: England to Africa & Colonies
Purple: West Indies/ Caribbean islands to Colonies

Website: Colonial Education

Rev. Dr. Martin Luther King, Jr.

Dr. King, Jr.

This year our class used 2 text structures to compare and contrast while while we learned about Dr. King. Also, the class read a short biography on the life of Ghandi. Students listened for similarities. In addition to this, our class learned the true definition of equality and justice as Core Democratic Values in our country.

Dr. Martin Luther King Jr. Assembly

Our class collaborated and wrote a poem using figurative language about Dr. King titled,The Man, the Leader, Our King.  Also, Juno wrote an original poem about Dr. King titled,Peaceful as a lamb. In addition to those original poems, presenters from our class read a former Pattengill's poem titled, A man named Martin. 

The man, The leader, Our King

By Puma Thinkers 2014-2015

His courage was iron,

His Faith was steel,

Yet, he was very real

Strong like a lion but peaceful like a lamb

What he did was not a scam

He spoke a trillion times

Spreading his wisdom

Louder than the strongest wind

His words will never freeze

Unlike a winter breeze

Led his troops against segregation,

In a cruel nation

Fighting for human rights

Words not violence

Love not hate,

Peace not war,

Died with a pure but cloudy heart,

With a dream tucked inside

Forever more,

His dream will soar

The Man, the leader, Our King

A Man Named Martin

By Jake W.

Former Pattengill student from

 Ms. Hubbard’s fifth grade class

A man named Dr. Martin Luther King, Jr.

A great man

A man that will not fight

He will use words

Not weapons

He is a

Hero

To me

His words started a

Fire

In people’s hearts in a good way

He wanted hope to make the world fair

I wonder, I wonder

What the world would be like

Without

Martin

Diversity at Pattengill

January Updates 2015

January Updates

It has taken me some time to write this month's blog due to everything being moved as a result of 2 consecutive snow days.  Hopefully, mother nature and other issues will not yield the same results this winter season.

Remember No School Monday due to MLK National Holiday. Enjoy your equality.

NWEA Moved

Mrs. Alston gave our class permission to use an alternative lab and to reschedule our test to a better suited day and time. Thank you Mrs. Alston. Everyone completed it and applied 100% effort. I could not have been more proud. Some students even tested for more than 1 hour of testing.

1/9 to 1/16 (Math Test) Due to Snow day, everyone completed it!
1/15 to 1/20, 1 PM (Reading Test) To avoiding testing consecutive days

Important Dates

Thursday, Jan. 29, 2015: Math Unit Test 6, Using Data and Addition and Subtraction of Fractions
Thursday, Jan. 29, 2015: Social Studies Chapter 9 Project due, tentatively

Mark your calendar

Monday, January 19, 2015: No School, MLK Day National Holiday
Monday, January 26, 2015: No school, Professional Development District wide
Friday, Jan. 30, 2015:Winter Survival, 9:30- 2:00 PM (Outdoors)
Monday, Feb. 9, 2015: NAAPID day, National Parent Involvement Day, All parents welcome
Thursday, Feb. 26, 2015: Science Fair, 6:30- 8 PM, attendance is not mandatory

Progress Reports for Social Studies

Due to the depth of intense  activities due, it was necessary to give a progress report for chapters 6, 7 and 8. Parents are to sign and assist their child with completion of the assignments.

Reteach, Retake

I have kept all Unit test 5 for Math due to almost 1/2 the class needing to retake sections of the test. There were several factors contributing to this:

• The test was given the day before break
• Students rushed.
• Difficult concepts taught by my intern and myself

I will be passing back all this week.

Dr. Martin Luther King Jr. Assembly

Our class collaborated and wrote a poem using figurative language about Dr. King titled, The Man, the Leader, Our King.  Also, Juno wrote an original poem about Dr. King titled, Peaceful as a lamb. In addition to those original poems, presenters from our class read a former Pattengill's poem titled, A man named Martin. (See a separate blog with the poetry and video.)

Subjects at Glance

Math: Studying Data and statistical landmarks via Line plots, Stem and leaf, Bar Graphs. Also, students will be learning how to add and subtract fractions the standard way and a "new way".
ELA:
Reading: The entire fifth grade team used a data cycle to give a pretest and post test on myths           and legends, traditional literature introduced in fifth grade. Ask your child to tell you more.
Writing: Our class wrote historical fiction journal entries from the perspective of a slave. Each journal entry had to describe a part on the Triangular Trade Route of Slavery System with a realistic conflict. This was integrated with Chapter 8, Facing Slavery in History Alive, America's Past. Students will be graded using a rubric. Students will be writing a day without equality or justice as a realistic fiction story.
Poetry Anthology: Our class recently learned figurative language: similes, metaphor, idioms, personification and hyperbole. This knowledge was used to write original poetry about Dr. King.
Social Studies: We are concluding our studies of Chapter 8, Facing Slavery and Core Democratic Values of Equality and Justice. Chapter 9, Colonial Williamsburg focuses on the lifestyle of most colonists. Economics will be integrated with this chapter.
Science: Students are studying Motion. Soon students will begin Human Body Unit integrated with Writing.

 Winter Survival

Planning for Winter Survival will begin next week. The first day is the selection of groups: each group can be as small as 4 students and no larger than 6 students. Students are allowed to pick groups with their friends. Also, students will decide which meal will be prepared. The second day will consist of delegating what each student will bring. The final days will be used to confirm parental permission and purchase of the items. All groups will adhere to strict religious or dietary medical restrictions. It is my desire that each group have a chaperone to monitor each group at winter survival.

Each child must have the following items in order to be prepared:

• Warm jacket
• Snow pants
• Hat
• Boots
• Insulated gloves
• 2 pairs of socks or toe warmers
• 2 layers of clothing