Week 27

 ELA 

In English Language Arts this week, students were finishing up their news article drafts and working on their final edits. Once students finished, they then transferred their written piece into a final publishing template, which was either the Ramsay Herald or the Ramsay Post depending on which news publication they were writing for.  

Throughout this entire project, students worked towards, and met several curricular ELA learning objectives: 

-       I can write or represent the meaning of text in a variety of forms that engage and inform. 

-       I can integrate the main characteristics of modeled texts to intentionally produce my own text. 

-       I can communicate ideas using content-specific forms to organize information and use visuals that enhance audience understanding and engagement. 

-       I can revise and edit questions to clarify meaning. 

-       I can combine and organize ideas to assist with effective communication and audience understanding. 

-       Use conventions appropriately in my own writing. 

-       I can choose life themes encountered through experiences to create texts. 

-       I can distinguish among facts, supported inferences and opinions. 

-       I can combine and quote information from multiple sources. 

-       I can use paragraph structure in expository texts. 

  

  

  

Math 

In math this week, all students reviewed the process and formula for determining the perimeter and area for both regular and irregular shapes.  Our reviewed helped to support our understanding of shape measurement, as we then began to look at the characteristics of 3D shapes and how a measurement of volume is determined. Next week, students will be starting to look at the process and formula for calculating volume, as well as constructing rectangular prisms based on a provided cubic measurement. 

 

Science 

How can handwriting samples lead to an arrest? This week, we learned about the different characteristics and forms that are used to analyze handwriting. Additionally, students determined how handwriting samples can lead to an arrest. 

Task: In order to be able to determine whose handwriting belonged to who, I asked all students to write the same sentence on a cue card and sign their name. We then posted the different handwriting samples around the classroom to be used as reference for part 2 of the task. Students were then asked to write a random sentence or riddle on another cue card and were assigned a secret number in order to hide the identity of the writer. Once this was complete, students were given a writing sample and asked to match it with one of the samples posted around the classroom. It was tricky, but most were successful! We learned that every person has a unique writing style and can have between 20-30 individual characteristics of writing.  

 

 

French: Mon animal perdu 

This week we continued our work with animals and animal body parts. Students learned proper sentence structure and descriptive vocabulary to describe their animal in order to create a “Missing Animal” poster.