Week of 9/10
For English, we are continuing our discovery into vivid, descriptive language. Students
randomly selected a straightforward sentence and added vivid descriptions. The following
day students shared their examples with their group and they worked together to add as
many descriptions as possible. What does it look like? What does it sound like?
randomly selected a straightforward sentence and added vivid descriptions. The following
day students shared their examples with their group and they worked together to add as
many descriptions as possible. What does it look like? What does it sound like?
Students then turned these ideas into a paragraph of approximately 75 words. This was a
huge undertaking, and we are still working through the writing process to improve these
paragraphs.
huge undertaking, and we are still working through the writing process to improve these
paragraphs.
For our unit of inquiry, students worked on creating questions for us to inquire into for this
unit. They created dozens of questions and we are working on narrowing those down into
the essential big questions for our unit.
unit. They created dozens of questions and we are working on narrowing those down into
the essential big questions for our unit.
Using the central idea as our guide, students decided which group ALL the books in our
class could be filed into as it relates to the central idea. Believe it or not, the students
decided ALL books in the classroom can be filed under the “yes” pile, as they all have
lessons to teach us.
class could be filed into as it relates to the central idea. Believe it or not, the students
decided ALL books in the classroom can be filed under the “yes” pile, as they all have
lessons to teach us.
 |
 |
| The "yes" pile |
Students selected any 3 books in the classroom. Read the book and wrote a brief
explanation of how the book connects to our unit.
explanation of how the book connects to our unit.
 |
| Student-selected books |
Chalk Talk: This is visible thinking strategy where students have a discussion with
each other using only their pencils. They are not allowed to literally talk during this
discussion.
All Chalk Talk questions came from the student-created questions earlier in the week.
This visible thinking routine proved to be a great tool to give all students time and
opportunity to have their voices heard during a discussion.
each other using only their pencils. They are not allowed to literally talk during this
discussion.
All Chalk Talk questions came from the student-created questions earlier in the week.
This visible thinking routine proved to be a great tool to give all students time and
opportunity to have their voices heard during a discussion.
Students used their “form” questions to make a list of people and discoveries in
which they would like to inquire MORE into throughout the unit. Ms. Chiya took
the students to the library for Japanese class this day. The students were able
to locate books on their interests from their “form” lists.
Later in the week, the students had a brainstorming session of all possible
reflection questions for our unit.
...and sometimes we Tweet at the author and illustrator of a book to pass along our
thoughts or questions.
which they would like to inquire MORE into throughout the unit. Ms. Chiya took
the students to the library for Japanese class this day. The students were able
to locate books on their interests from their “form” lists.
Later in the week, the students had a brainstorming session of all possible
reflection questions for our unit.
...and sometimes we Tweet at the author and illustrator of a book to pass along our
thoughts or questions.
...and sometimes they Tweet back!
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