A hero is no braver than an ordinary man, but he is braver five minutes longer.--Ralph Waldo Emerson

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PORTRAIT OF A HERO

Dear parents,

Some people say that kids these days lack heroes. Is that true? If they do have them, who are they, and what makes them heroes?

The term "hero" can be traced back to ancient Greece and was a term used to describe mortals who had done something so extraordinary as to make them legendary. (Remember Hercules?) Today, heroes symbolize human excellence; they inspire us to be our best selves. We need heroes.

In the weeks ahead, grades 5 and 6 are going to explore the topic of heroes as we embark on a different kind of research paper. Today some of us completed an introductory survey titled, "What Makes a Hero?" as a way of framing our thinking about the many heroes/courageous people who have shaped history. Students will choose one of these people to showcase in a powerpoint that will include the following:

• a biography

• a quote that somehow demonstrates the values and beliefs of the person of choice

• a summary of his/her accomplishments

• a photo album

• a page describing how his/her accomplishments changed this person's life, and

• how the world has changed or can be changed because of him/her

• a bibliography

• Options: Videos, Podcasts, Poetry, Music, News Broadcasts, Stop-Motion Animation, Movie-maker clipInteresting Facts

I want everyone to peruse the following sites (and others they may find useful) and be thoughtful in choosing a hero or courageous person with whom they can "connect." (After all, they're going to be spending a considerable amount of time together in the days to come...)

Please help your child sift through the sites below as they conduct their search:

• The MY HERO Project. Click on content to see what they have to offer!
• MY HERO Directory. Choose the type of hero you'd like to research
• Site Map of Many Heroes -- another good directory (look on the left)
• MY HERO Search -- for specific information
• Explorers of Land or Sea
• Explorers of Ideas
• Explorers of the Skies
• Explorers of the Arts
• Inventor Heroes
• Science Heroes
• Environmental Heroes
• Earth Day Heroes
• Earthkeeper Heroes scroll down to find thumbnail descriptions
• Heroes Around the World
• Heroes of History
• Women Heroes. Click on the moving pictures.
• Young Heroes

For later:

Citation Machine--for online help making bibliographies (click on MLA style)

We'll be talking about this a lot more in the days ahead.

Have a good evening, everyone.

Teri

I want to REFRESH my mind, DELETE all my problems, UNDO all my mistakes, and SAVE those amazing moments. --Unknown

http://www.gloucestercitynews.net/.a/6a00d8341bf7d953ef0163011a0939970d-800wi

Hello families--

We're all smiling because everyone's got a clean slate as we embark on the final trimester of our 2011-2012 school year! Hang on tight: I guarantee this trimester will literally fly by!

Conferences are behind us (Thank you, parents who were able to stop by!), and there is much to accomplish in the weeks and months ahead. Most notable: fifth and sixth grade parents will be able to access grades in PowerSchool now, which means that those students characteristically late in completing class/homework will seriously need to rethink work habits. I know I have been reiterating the need for parents to check planners to be sure their children are staying current their assignments, and this is why. You may soon see zeros where grades would otherwise be. (One zero can seriously impact a grade average, and multiple zeros will be catastrophic!) Please, please help your children by talking with them about their work and by initializing their planners.

In the week ahead:

• LANGUAGE ARTS: Grade 5 will complete the first draft of their persuasive writing pieces tonight and their final draft by the middle of this week. Sixth grade students should have them turned in by now. They need to finish their Responses to Literature (RTL). I gave them extra time to finish reading their books for the first half of March, but we need to move on, now. I will not accept them after Wednesday. I will assess the RTLs by the end of this week, and record them into PowerSchool soon after. Next, we're on to our Research Report topic, which I believe everyone will find interesting and fun to complete. More on that topic (be sure to check here for necessary links!) in the days ahead.
• SPELLING AND GRAMMAR: Grade 6 will complete Unit 19, as well as a packet of independent Language Arts and Literacy worksheets. More and more, students should become accustomed to finding opportunities in school and out to complete these activities. They can expect them each week until the end of May. (Although I may hand out assignments on a day-to-day basis instead of creating a larger weekly packet. Those always seem daunting!)
  
• SOCIAL STUDIES: Grade 6 will complete The Sealed Box Activity (only) in Section 3: The Shores of Virginia on Monday. Click here for the website to accompany this activity. (We'll do The Original Settlers Activity on Wednesday.)
  
• SOCIAL STUDIES: Grade 5 will complete the Navigator's Log Activity in Section 2: Across the Atlantic on Tuesday. Click here for the website to accompany this activity.
• SOCIAL STUDIES: Grade 6 will complete the Original Settlers Activity in Section 3: The Shores Of Virginia on Wednesday. Click here for the website to accompany this activity.
• SOCIAL STUDIES: Grade 5 will complete the Original Settlers Activity in Section 3: The Shores Of Virginia on Thursday. Click here for the website to accompany this activity..

To date, I have received only 8 responses to my (bright yellow) Request for Volunteers letter. (Thank you to those who sent them back to me!) The end of the school year is extremely hectic for everyone, I realize, but it will take all of us pitching in to create a memorable end-of-year experience for our kids. I will be in touch with those who have expressed an interest in certain areas, and we'll go from there. Also, based on the feedback I received, it looks like we'll each be purchasing our own yearbooks this year.To be honest, this will save a lot of time and effort! I'll get back to you with projected costs.

Enjoy this wonderful, warm weather! My goodness, it's supposed to get up to 80 degrees on Wednesday.

Teri

The letter I have written today is longer than usual because I lacked the time to make it shorter. ~ Blaise Pascal

http://barbaragiamanco.com/2011/05/05/blah-blah-blah%E2%80%A6blog/

In looking over my blogs from the last few days, I have come to the conclusion that I need to uncomplicate things a bit. I write too much. Also, I think I could make my assignments and links easier to spot. Let's see how I do today:

• Tomorrow we'll all be attending a play at the high school; please get those permission slips in, LB,CD,BK, SK,SR, and JD. We'll leave here about 8:40 and be back on or before 10:30.
• Eric Bird will be here in the afternoon for Digital Wish. Grades 5 and 6 come together in this classroom to learn a wide variety of new ways to use technology. (I understand some parents have been creating stop-motion animation with their kids. I think that's awesome!)
• In Social Studies, Grade 6 completed Section Two, Across the Atlantic. In 1607, 105 men and boys made the four-month voyage from Blackwell, England to Virginia to establish a new colony in America. "The Virginia Company" provided three ships (none of which was ever meant to carry passengers) for their expedition. They were the Susan Constant, the Godspeed, and the Discovery. In the last lesson, we learned what it must have been like to prepare for and complete a four month voyage across the Atlantic and we used an interactive link to help us identify all the parts of a ship. Today we clicked on the link, Charting a Course, and, with the help of an interactive map, we filled out a pretty complex Navigators Log. Ask your child to show you the site.
• In Language Arts, Grade 6 completed their Persuasive Writing portfolio piece. I decided to give them a reprieve from completing the Response to Literature (because so many kids hadn't finished reading their books. . .) We will hit the floor running on Monday, the 19th. I want these done (final draft) by the middle of next week.
• No Reading assignment other than to read for 20 minutes at least!
• I only had Grade 5 for Writing today. We began thinking about our own persuasive pieces by co-constructing one in class. Using this website, we'll start work on our Persuasive Writing portfolio pieces on Monday. I hope they think a bit about a topic between now and then.

For tomorrow, March 15th (the Ides of March!), both classes will begin their third Write Source Assessments, which are given at the beginning of each new marking period. (The fourth and final one will come in June; you'll have all the data from the 2011-2012 school year in the June report card.)

Good grief, I'm STILL writing a lot. I do hope that it's easier to navigate to the appropriate sites and assignments, though.

Take care, everyone--
Teri

I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do. - Leonardo Da Vinci

http://la008.k12.sd.us/Reading%20a%20book.gif

Dear Parents--

Every two weeks, 6th grade students are responsible for reading a book in preparation for a project or writing activity of some sort, which is completed on the 15th and 30th or thereabouts. The exceptions have been in December and February because of breaks in the school schedule. (That doesn't mean that students should stop reading, however. They are required to have read at least 25 books by the end of the year. . .) Since students were given essentially a month to read the latest book, they should be in good shape for this week's (important) writing assignment. They will be writing a comprehensive Response to Literature -- a portfolio piece that will go with them to Middle School. Sadly, when I announced it yesterday (and gave them an extended period to get started), very few people had read or finished their book. I must say, I was disappointed. Please remind your child of the importance of reading at least 20 minutes each night. I will hold them accountable for this assignment, since it is something they should have planned for. Be aware that grades will be affected by work that is turned in late.

For the rest of this week, students will work on their persuasive writing piece in Language Arts. The first draft will be due tomorrow, at which time they can conference with me. The finished piece will be due on Thursday. This is not a long assignment; it just has certain guidelines to follow. Students can use this interactive site to map out an argument for their persuasive essay.

5th graders have Social Studies today. We'll work on the activity I discussed in Friday's blog. (The Journey to Jamestown Adventure Begins here. The valuable resources found at this interactive site will help them to complete the packet of information I gave them titled, Your Adventure Begins. . . It's lots of fun, and it teaches them what it was like for early colonists making their way to America. From now on, there will be a number of interactive activities, so it is essential that each child has their computer at school. Could you remind your child, please?

We have new reading groups--tomorrow they will finish planning out their reading schedules, and therafter will be responsible for the reading and activities associated with that schedule.

For today, we veered a little off topic and watched a video sent to me by a close family friend whose son died as a result of a drug overdose. It's an award-winning (short) documentary and it seemed to make an impression--students really heard the message and wanted to talk about it afterward. One thing the film stressed was the fact that parents and teachers can continually tell children not to do drugs--that they're bad--but it's ultimately up to each child to make the right decision, which isn't always easy to do. Kids are naturally curious, and they don't yet have the capability to fully comprehend the ramifications of their actions . . . . This film laid it out for them. Two young people, former addicts, described just what they lost when they chose to do drugs. My friend described his family's loss, too, explaining how it redefined their lives. We owe it to our kids to keep the lines of communication open during these vulnerable years. Ask your child what s/he learned from the film.

Thanks for all you do--
Teri

Doing the best at this moment puts you in the best place for the next moment. - Oprah Winfrey

by Mark A. Hicks, illustrator
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Hello, families--

Ahh, a short week. With such nice weather, there'll be no complaining from these students; they have an insatiable urge to be outside in this unseasonably warm March air. Have you noticed anything different lately? A cacophony of birdsong greets you as you walk to your car in the morning. It smells different. The sun warms the earth and life stirs. I predict the peepers (my true indicator that spring has arrived) will be early this year.

This (short) week will be no less busy as we move forward in our final trimester. In the weeks ahead, writing prompts, research reports, projects and activities in both Social Studies and Writing (subjects will merge more often now) will provide opportunities for students to "show what they know" in unique and creative ways. Please, please ask your child what's going on in school--check (and initial) their planner for assignments and due dates. Of course, you can look here, too. . .

For this week:

In writing class we're beginning our discussion of Persuasive writing-- which, done well, is nothing short of an art form! If your child is able to convince you that you need to start a sanctuary for wayward llamas, you can thank me. No wait. . . Being able to express your opinions and support those opinions effectively and respectfully is a valuable tool in life. Equally, knowing how to analyze the powers of persuasion helps us to become less susceptible to their negative effects. (Think wise consumers. . .) Although the activities vary between the grades, both classes will eventually be responsible for completing a well-written persuasive piece on the topic of their choice.

• In 6th grade: We divided the room in half and worked cooperatively to determine the value of country life versus city life. Then we turned the classroom into a giant continuum and took a stand on a number of topics ranging from whether or not school uniforms are a good idea to whether or not those who choose not to wear seat belts should face criminal charges. Very thought-provoking! The assignment for tonight is to take the position of a classroom teacher in persuading students that it is important to have writing standards for class work. Many students (certainly not ours) do not see the importance of taking the time to do what is required of them well. (I have to tell you, I think this assignment is brilliant! They get to articulate what I've been trying to tell them all year!)

• In 5th grade: We also talked about the value of writing persuasively, and began working cooperatively on short worksheet activities aimed at increasing their ability to write convincingly. We will move into activities like the ones I did with 6th graders shortly.

There was no Social Studies today. I'll fill you in tomorrow on what's happening this week.



Well, that's about it for today; time to go home. . . Good night, everybody-
Teri

"Don't limit a child to your own learning, for he was born in another time." ~Rabindranath Tagore

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For the next section of your journey to Jamestown, click here. The valuable resources found at this interactive site will help you to complete the packet of information I gave you titled, Your Adventure Begins. Grade 6 will finish this packet today; grade 5 will begin it when next we meet for Social Studies--next Tuesday.

5th and 6th grade Writing classes should be done reviewing /rethinking / revising / rewriting their prompts from the two previous Write Source assessments. (. . .and they should be turned in. . .) Going over the rubrics again and discussing how aspects of each child's personal writing could be made stronger should help create much stronger pieces; these will be reassessed and included in the third trimester grades.

I hope families check this blog for information about what's happening in Social Studies and Writing classes.

Remember that report cards will go home next week, and conferences have been scheduled for Friday, March 16th. Alison and I look forward to seeing those of you who expressed an interest in coming in. We want very much to make sure our home connection is a strong one. Early adolescence is a confusing, exigent time for students, and developmentally it is in them to challenge pretty much everything. Good grades or not-so-much, report cards should be considered talking points--opening the door for student reflection and goal-setting, and parent/teacher support planning. It is in this spirit that we will greet you next Friday.

Have a good weekend, everyone--
Teri

http://watchdocumentary.tv/wp-content/uploads/2012/02/jamestown-against-all-odds.jpg

Fascinating Jamestown -- Lots to explore in these interactive activities:

JAMESTOWN ONLINE ADVENTURE – INTERACTIVE:

NATIONAL GEOGRAPHIC – JAMESTOWN 1607 – INTERACTIVE:

JAMESTOWN ARCHEOLOGY – INTERACTIVE

ON THE TRAIL OF JOHN SMITH – NATIONAL GEOGRAPHIC INTERACTIVE STORY

JAMESTOWN: WOULD YOU HAVE SURVIVED?

JAMESTOWN: WHERE IT ALL BEGAN – INTERACTIVE

LEARN MORE ABOUT POCAHONTAS

~

Below is yesterday's blog entry. For some reason, I couldn't access this blog on my school computer. Sorry everybody.

Hi families-

After I modeled how to pull information from text and went over several of the links with students helping them put information into their own words, fifth graders worked together on their assignment about Jamestown using the last blog entry. All ten questions listed on the blog were provided to them in hard copy, too. Since we're not going to be here on Thursday, March 8 (We're going to the Flynn, remember?), these worksheets aren't due until next Tuesday, March 13th, at the beginning of class. No later, however, because we'll be moving on to a different topic at that time. Sixth grade should have this work turned in by tomorrow, March 7th at the latest.

As teachers prepare for report cards, there are lots of "loose ends" to wrap up and data to explore. In 6th grade, students were given copies of their two completed Write Source writing prompts and the rubrics used to correct them. Using feedback from those prompts, they have begun revisiting/revising their pieces and will resubmit them by the end of the week. It's surprising how much they've noticed about their writing--I can't wait to read their latest "versions." We also tallied their combined errors from the multiple choice section on a large sheet of chart paper. We're noticing certain problem areas in "Basic Elements of Writing" based on the frequency of incorrect answers. This is good data, and will be helpful in focusing instruction of G.U.M. (grammar, usage, and mechanics).

Sixth grade parents, please be on the lookout for a bright yellow packet of information about "end-of-year" stuff like yearbooks and "Step-Up Night" (and its accompanying slide show presentation). There's a volunteer sign-up sheet that I'd like to have returned by March 16th so that I can start compiling lists and contacting parents. The end of the year will come sooner than you think!

Speaking of "Step-Up Night," I haven't given you a date yet because I honestly don't know; it's based on the actual number of school days in June. It looks more and more likely that we'll get out on the 8th this year, so logically we can assume "Step-Up" will be on Monday the 4th. (Fridays are reserved for the high school.) We'll see if/how that impacts the class trip. (We're still waiting to hear back from those folks.) I'll let you know when I know more.

Friendly reminder: Please, please, please remember to check your child's assignment notebook every night. Some students are beginning to slack off on filling them in because they say no one bothers to look at them at home. It is our single most effective way to keep our students from falling behind. Work is not being turned in on time by some students, which can become increasingly problematic if we don't provide the supports they need. (They are required to fill in assignment books at the end of each day, and I ALWAYS sign them--going over every assignment with every child that comes to me. I won't chase anyone down, however; coming to me is their responsibility. It's our chance to talk about unfinished work, too, and to work out a plan to complete it.) Please ask to see your child's notebook--and initial it--so that I know you know what's going on. It's the single best way to remain in communication about your child's work on a daily basis.

Students also know they are supposed to come see me after they've been absent so that I can provide instruction, materials, and support for completing missed assignments. We're teaching our students to be accountable--not always an easy task. . .

Thanks, everyone, for all you do--

Teri

"Beginnings are always messy." ~ John Galsworthy

Jamestown: The First Permanent English Settlement in the "New World"

Grades 5 and 6 are beginning a new Social Studies unit on Colonialism which will occasionally include visiting this blog to access websites. This week students will be introduced to Jamestown--America's first English colony, through story and by watching the National Geographic Special titled, "Nightmare at Jamestown." Students will then have the opportunity to take notes, engage in discussion on some pretty controversial information, and complete worksheets based on these activities. Beginning Friday, March 2, we're going to embark on a cyber-journey through Jamestown by visiting an awesome site called "Jamestown Rediscovered." We'll visit tour stops and answer questions at each site. (Most of the text from this tour is taken directly from signs on the island of Jamestown.) Students will be given worksheets to fill out with the following questions on them The websites are as follows:

The Land

What did the land look like when the settlers first arrived?

James Fort

Where was it located and what did it look like?

Excavations

Check THIS out! It’s a guided tour of James Fort. EXPLORE, then name three parts of the fort you found interesting and write a sentence describing/explaining each one.

Statue of John Smith

Just who WAS John Smith?

Pocahontas Statue

Who was she and what role did she play in the history of Jamestown?

Glass House

Wondering what THIS is? Check it out! (Then describe its function.)

Jamestown Church

How many were there? Write brief descriptions of each.

Graveyard

Fascinating! Information about burials and headstones. . . What did you find out?

Hunt Shrine

Who does this shrine honor, and why was he important?

Memorial Cross

Find the interesting fact about THIS large wooden cross.

~

Visit these next sites and answer the questions for extra credit:

Name two things the early colonists ate.

Name three items you see, and use two sentences to describe each item.

FOR LOTS OF INFORMATION AND REALLY INTERESTING PICTURES, CHECK OUT THIS BLOG

Several students were given the winter break to complete Explorers Notebooks since they were out at various times in the last few weeks. They promised me that they'd be done and ready to turn in today. I will say, I'm having to chase them down. Hmmmmm... Rest assured they had ample opportunities to gather the necessary materials. I hope they did!

~

A good laugh and a long sleep are the best cures in the doctor's book. ~Irish Proverb

Cartoon from viesaine.net

BOY, DO WE NEED A VACATION!! Last week, 1/3 of the 6th grade class was sick! This week, though many have returned (some had to go home again. . .), many kids just aren't feeling well.

~

This week in both Language Arts and Social Studies classes, we're compiling Explorers Notebooks. Throughout the Explorers unit, students have been reminded to complete work "neatly and completely" since they would be creating "Notebooks" with all the material. With all the activities going on this week, it's a good time to tie up loose ends and create "Presentation Quality" final products. (It's also one last chance to complete late work or correct errors. I've provided ALL materials upon request--and my unit notebook with all materials remains on the back table.) Your child's notebook will be created using a specific set of directions. (Lots of opportunities for being creative, here!) It will count as a final test grade. Ask to see your child's Guide to Creating Explorers Notebooks. There is more than enough time to glue individual activities onto construction paper (and add those finishing touches) before the end of the week. I have all the supplies here, so no one has to make a last-minute run to the store. I want ALL notebooks in my hands on Friday so that I can assess them over the holiday using an Explorers Notebook Rubric. Your child has a copy to further guide them.

Everyone should be finishing up their books for Reading groups as well. Their summaries, short responses, and projects should be turned in by Friday. Independent reading books (only one for February) should be completed, too. We'll do a quick book project tomorrow and get that out of the way.

In Digital Wish, everyone is creating Stop Frame Animation projects. Backdrops are being completed for Thursday's class. During class time, students will create figures out of clay and other materials to demonstrate one of the laws of motion. These should be fun!

Even though this is a week of "finishing up," we sure seem to be busy. For those students who were out, we're helping them to get caught up, too. We'll all start fresh after the holiday.

Be well--
Teri

HERE’S WHAT YOU SHOULD HAVE SO FAR. . .

1. _____ Sores, Scabs, and Scurvy (2 activities in one)

2. _____ Seven Reasons for Exploration (booklet)

3. _____ Latitute and Longitude Worksheet

4. _____ How Explorers Used the North Star

5. _____ Compass Illustration

6. _____ Age of Vikings Cloze (fill in the blanks)

7, _____ Runes

8. _____ Vikings Longship Cloze

9. _____ Create a Longship (model)

10. _____ Characteristics of an Explorer Wordle

11. _____ Viking Flipbook

12. _____ Accordion Timeline (#1-5 complete)

13. _____ Marco Polo Map Activity

14. _____ Prince Henry the Navigator Compass Activity

15. _____ Dias and Da Gama Map Activity

16. _____ Columbus Activity # 1 – Factors and Consequences

17. _____ Columbus Activity # 2 – “This is Your Life”

18. _____ Balboa and Magellan Postcard Activity

19. _____ Explorer Poetry

I have not told half of what I saw. ~Marco Polo

http://people.phillipmartin.info/people_marco_polo.gif

Hello families--

Believe it or not, yesterday marked the halfway point in the 2011-2012 school year. Where does the time go? . . .

As I stated in my earlier blog, this week we've been learning about Marco Polo--explorer, merchant, and storyteller extraordinaire. This marks the latest in a series of activities that will be used to complete the students' "Explorers Notebooks." For my 6th graders, the short map activity I assigned is due tomorrow. For grade 5, it will be due at our next class, which is on Tuesday, January 24th. Students, please look at the links below for help in completing your maps. The third link is just cool--it takes you on a visual and auditory journey from Venice to China--how better to understand the great beauty, mystery, and dangers of the Silk Road? In case you're unfamiliar with links, simply click on the "different colored" words below. (They're also underlined.)

This interactive map showing Marco Polo's journey will help you to complete your map activity. You can also look at this map and decide if it is more helpful to you. Color his journey TO China in one color, and his journey HOME in another color.

I encourage you to visit this National Geographic site and join "explorers" as they recreate Marco Polo's exploration -- tracing his route from Venice to Iraq, Afghanistan, and China. It's a multimedia presentation with video, audio, and photographs that introduce you to the lands and people he encountered. Wicked cool!

Some people who hadn't completed Viking Longships yet had an opportunity to do so this week as well as any other unfinished work in Social Studies. Some people are beginning to falter in terms of completing work in a timely manner. This late work is documented as such and loses points -- ultimately impacting report cards. Now's the time to notice these behaviors and fix them!

For 6th grade, we're finishing Unit 15 in Spelling, Grammar, and Vocabulary. I have to say, some people are not studying for Friday's tests--and a tests are weighted heavily. A word to the wise, guys!

In Language Arts, we're nearing completion of our "Basic Explanatory Essays"--or, as we call them, B.E.E.s. I used these 5-paragraph essays as a way to continue discussion with my students about what constitutes good paragraph writing before they undertake next week's District Writing Prompt. Elaboration continues to be the greatest bugaboo in both classes. As I continue to stress, words create pictures in the reader's mind, and one cannot create a vivid "picture" without details. . .

Students should be saving ALL their writing on their computers; ask your child to read some of their writing to you. Write stories with them. Read to/with them. (The first teacher that I recall reading to me was my 8th grade teacher, Miss Exley. I still remember the story--it was a book excerpt out of Reader's Digest about the Lindburgh baby's kidnapping.) Point is, we're never too old to be read to, and listening to (AND READING) good stories helps build children’s repertoire of active vocabulary, aids in sentence structure, and enhances comprehension. It also provides children with richer, more imaginative/expressive language from which to draw when writing.

http://research.phillipmartin.info/la_fluency.gif

Have a good evening, everyone. Stay warm! I do hope you're out there, reading this.

R/
Teri

"Hatred paralyzes life; love releases it. Hatred confuses life; love harmonizes it. Hatred darkens life; love illuminates it." Martin Luther King Jr.

Dear Families--

In preparation for my lesson commemorating Martin Luther King's birthday (1929-1968), I spent a good part of Sunday reviewing scores of videos outlining the Civil Rights Movement of the '50s and '60s. I found them particularly moving--in part because I recall what it was like living in the deep south from 1957 to 1968. Though I was a young child in 1957 when my family moved there from Vermont's Northeast Kingdom, I vividly remember segregation. I went to a parochial school, and there were no black children enrolled there. Access to public toilets and water fountains was determined by the color of our skin. Black and white children did not live in the same neighboorhoods nor did they often play together in the same streets. As disturbing as those times were for the people who lived through them--their ultimate value has been in reminding us how our country has struggled in defining "freedom" and "equality." Discussing the Civil Rights Movement will be time well spent. Ask your child to tell you about what they learned today.

Students: See how much you learned by completing the interactive timeline found here.

~

I keep trying to find interesting ways for the kids to learn important concepts in Social Studies--after all, the key to our future is in understanding our past...

"EXPLORERS' NOTEBOOK" NEWS

So far we have studied what it was like to be an explorer, what these intrepid souls ate and drank (and why), what kinds of diseases often befell them, and how they learned to navigate uncharted waters.

The Viking Age ushered in our study of explorers with a look at Eric the Red and Lief Ericson and taught us what it meant to "go Viking." In addition to being fierce warriors, Vikings were master craftsmen, shrewd businessmen, and fearless explorers. Sleek longboats gave them a technological edge over other seafarers--they opened vast trade networks in Europe and Asia and stimulated political change. Their reputation probably hastened the formation of European nations as people fortified their cities and joined others to defend themselves against Viking raids. Their travels created lasting new societies in Iceland and Greenland and led to the discovery of North America 500 years before Columbus.

AND NOW. . .

The stage is set for discussing a number of fascinating historical figures. The first one on the list is a lifelong storyteller and author of The Description of the World, an explorer who stimulated an interest in the orient. Christopher Columbus owned a copy of his book and studied it closely, even making annotations in the margins, before beginning his journey in 1492 to what he thought would be China.

This week I'll be showing short annimated clips about the life of Marco Polo and the next page of the Explorers' Notebook will be assigned.

Please note: work not completed during class time is to be finished and ready to turn in by the next class.

"Explorers' Notebook" to date:

What should everyone have so far?

1) Life at Sea (Sores, Scabs, and Scurvy)

2) Latitude and Longitude activity

3) What Would You Take To Sea? activity

4) Compass illustration to label and color (great grade-booster, too!)

5) Reasons for Exploration mini-book

6) How Explorers Found the North Star activity

7) Characteristics of an Explorer "Wordle" activity

8) Viking Flip-Book, "Runes" activity, Viking Longship project

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LANGUAGE ARTS:

We will begin writing a "Basic Explanatory Essay" this week--ask your child to describe how to write one. The format, once learned, will provide them with a "recipe" for creating a good descriptive essay. Helpful information to have! There will be a district writing prompt this month, also, which will provide much needed practice in elaboration.

Check here for information about assignments and due dates. There is much to be done, and keeping up with assignments will allow everyone to be successful.

Thanks for all you do--

Teri