December 2018

Week of December 17-2018

Math: Students in Room 206 will begin  with solving an open response problem.  We will revisit place value to determine how much money (in bills) can fit into a specific box.  On the next day students will correct their own open responses. The students will continue to use partial product multiplication

 

Reading:The fourth graders will continue to read biographies.  In guided reading groups, they will identify the main idea of the text.  They should also be thinking about ideas for the Wax Museum which will be held on  January 31st. Over break, students should start looking at biographies of people of interest. When they return from break, each student is required to have a biography in book form. Students will have to have a hard copy of the book.

 

Social Studies-  Students will complete flip book projects on the Northeast region. Students will also read an informational text article  about the benefits of eating bugs. We may have the opportunity to create a dish using insects!

Spirit Week December 17-21, 2018- Last week before Winter Break!

December 17-21, 2018
Monday– Ugly/Beautiful Sweater Day, Contest by grade level
Tuesday– Candy Cane Day, Bring to share with classmates and/or dress like one
Wednesday– Best Green and/or Red Outfit
Thursday– Pajama, Stuff Animal, Optional Movie Day in classrooms
Friday 
Morning -Winter Caroling starting @9am – Winter Wonderland K-4 Assembly @9:30 a.m. 
Afternoon -Sports Day by class or  grade level 

Winter Celebration Assembly Friday December 21, 2018

Winter Celebration Assembly

I am asking that students wear solid white collared shirts and black slacks or skirt. Please let me know if your child is in need of a white shirt.

“Walking in a Winter Wonderland”

Date: December 21, 2018

Time: 9:30 am – 10:30 a.m.

Lyrics 

Sleigh bells ring, are you listening
In the lane, snow is glistening
A beautiful sight
We’re happy tonight
Walking in a winter wonderland
Gone away is the bluebird
Here to stay is a new bird
He sings a love song
As we go along
Walking in a winter wonderland
In the meadow we can build a snowman
Then pretend that he is Parson Brown
He’ll say, Are you married?
We’ll say, No man
But you can do the job
When you’re in town
Later on, we’ll conspire
As we dream by the fire
To face unafraid
The plans that we’ve made
Walking in a winter wonderland
In the meadow we can build a snowman
And pretend that he’s a circus clown
We’ll have lots of fun with mister snowman
Until the other kids knock him down
When it snows, ain’t it thrilling
Though your nose gets a chilling
We’ll frolic and play, the Eskimo way
Walking in a winter wonderland
Walking in a winter wonderland
Walking in a winter wonderland

 

December 3- 7 This Week in Social Studies.

Greeting Parents of 206, 207, and 209!

From December 3rd to December 7th, Ms. Redmond is completely responsible for instruction and all that comes with it. I have planned this week with the full intention that it will be student-led instead of teacher directed. It is imperative that students get a chance to decide what they learn about, become informed about the issue, and take informed action. This process builds civically engaged students who believe that the people (even the kids) have the power to change the things they don’t like in their society. In fact, it communicates to them that it is their duty to do so. **I am as specific as I can be in this post because I really don’t know which topics students will choose until they vote on Monday.**

This week will open with a discussion about Chicago and the neighborhoods we all live in. Students will identify the good things about their city, identify entities a good city needs (like transportation, schools, green spaces, and parks, etc.), and they will identify problems that they are concerned about within the city. As a class, students will vote on the one issue they’d like to explore.

On Tuesday, students will be split into groups and given a different set of sources to read and explore in their groups. Sources can be anything from photos, articles, to video documentaries on the topic. Students will take note of the most important information within these sources. They, effectively, become ‘experts’ on these sources. On Wednesday, each group will share what they learned from their set of sources with the rest of the class. The rest of the class is encouraged to take notes on other people’s presentations, develop questions, and record something new that they learned from *listening* to their peer’s presentations.

On Thursday, we explore community organizations who are already addressing this issue and they will decide what kind of informed action they want to take.

If their solution can be carried out in the classroom, that is what they will do on Friday. However, if their solution cannot be carried out in the classroom – we will organize our efforts, choose a date, and settle on the logistics of what they decided to do.

Something that I will emphasize to the students this week is the importance of interdependence and active listening. If a group is off-task and doesn’t read the sources, then the larger group won’t get to learn that information. If a group is on-task and has put together good notes for the class and their peers don’t listen during their presentation, then they’ve missed an opportunity to learn. They and their peers are responsible for educating each other.

I urge you to inquire about the discussions your student is having in class! Allow them to be the ‘expert’ at home as well. Ask them about the topic, why they’re interested, the sources, the things they’ve learned, the things their peers are saying, and the things they are wondering about. Continue the conversations from the classroom to the dinner table to the walk to school. I want them to take ownership over their topic and the process.

If you have any questions, comments, encouragements, suggestions, or concerns – please feel welcomed to contact me at mrtoney@cps.edu with the subject Ms. Redmond’s takeover.

Ms. Redmond and Dr. James

Ms. Redmond takes over Instruction

Greetings Parents!

This week, December 3rd through December 7th, Ms. Redmond, the student-intern from the University of Chicago – Urban Teacher Education Program, will be fully responsible for all instruction. She is completely responsible for the planning, implementation, assignments, and grading for this week.

Here is an overview of the student’s week.

In English Language Arts, students are currently exploring biographies. They will read about a new person each day. As a class, we will discuss the person, their contributions to our society, and what life lesson we can learn from their lives. Each person is an activist in their own way. Students will learn about Dolores Huerta (the worker’s rights activist), Malala Yousafzai (A young advocate for girl’s education in the Middle East), Ida B. Wells (An anti-lynching journalist), Thurgood Marshall (the first African-American Supreme Court Justice), and Katherine Johnson (the Mathematician, Physicist, and Scientist). I encourage you to ask your fourth-grader about the people they are learning about in class.

Students will learn how to identify the theme, main idea, character traits, and summarize nonfiction biographical texts.

This week in Math, students will be finishing Unit 3. There are two more lessons in the unit. Students will be introduced to Millimeters (mm) and they will learn how to compare decimals to the hundredths place. On Wednesday, students will be given a study guide that mirrors the test. I will check the study guide in class and will address class trends of misconceptions. Thursday, students will take their Unit Test. On Friday, students will play relevant math games that allow them to have more exposure to fractions with different denominators, equivalent fractions, and decimals to the tenths and hundredths place.

If you have any questions, encouragements, concerns, or comments at all, please feel welcomed to e-mail me at mrtoney@cps.edu with the subject Ms. Redmond’s takeover.

Ms. Redmond and Dr. James