I hope everyone had a rejuvinating Spring Break and is ready to get back into the swing of things. I had a really nice first day back and was very pleased with how smoothly the transition back into school routines went for everyone. We were able to get a lot done in the classroom today.
In Vocabulary this week, the roots are Pur/ Purg (cleanse), Fus (pour), Press (press or push), and Pend (hang). We did our usual pretest and sort and then worked on making hypotheses for the root meanings. The students were very close to all of the literal translations in their guesses and used the sort words as excellent evidence to support their assertions.
In Reading we spent the day doing some recap and review of Sign of the Beaver after not having read a new chapter in about a week and a half. We broke up so that each student practiced skimming a chapter and then wrote a short, dramatic summary. The students then took turns reciting their summaries as we did somewhat of an old-fashioned radio drama retelling. Tomorrow we will get back on track with Chapter 19 and students will continue to take a more active role in constructing their own questions on the information in the chapters.
In Writing we began a short writing project with the underlying goal of analyzing the makeup of a metaphor. We began today by actually listening to various samples of different pieces of music spanning many genres. Students wrote about the different qualities of the music and then we did a little work working with Italian musical composition terminology as a common vocabulary to use to talk about the musical pieces. How is this all going to lead to metaphors you may ask, well, you’ll have to wait and see to how we develop our musical descriptions and then connect them to events and personal experiences over Spring Break. We will work specifically with constructing metaphors with a clearly defined tenor, vehicle, and ground. Music will be the vehicle, our personal experiences will be the elements of the tenor, and the ground will be based in Italian music terminology. It should be a fun few days, and if all turns out well, the students will exit the project with a greater understanding of both how to construct a metaphor and how to analyze one too. For a little basic information on the makeup of a metaphor, you can follow this link or this link .
- Vocabulary: Sort
- Mathematics: Order of Operations “Parentheses First” worksheet, both sides. Write 2 word problems based on the given number sentences, keeping in mind the effects of the parentheses.
- Reading: Read for 25 minutes and fill out Prediction section in Reading Log.