LITERACY – Speech Writing
All students worked on their rough draft Google docs. Most students have put their point form into sentences. Other students have rough drafts finished, and others still are working on revising, and then editing.
We had a mini-lesson about how to write a speech that is engaging for people to listen to. Any thing an audience reads or listens to needs to be so well written that the audience can use Comprehension Strategies (below). When people hear our speeches, they need to see pictures of what we are describing, think about familiar experience is her information, ask themselves questions in their mind about the topic as we go along, make inferences by putting together bits of information we share, predict, decide what the main points are that they should remember, and have an emotional response to what we say (feel empathy toward someone, feel anger indignation regarding an injustice, if you’re curious about something new and unfamiliar, etc.). This is how we know that reading skills are connected to writing – if we do these reading comprehension strategies as we read, we are aware of the types of ideas and organization of ideas that result in people thinking in their heads while they listen to our speech (or read our writing).
Again, here is the revising checklist and the editing checklist we are using for our speeches. They’re in students’ binders.
We had a mini lesson about organizing a speech into separate paragraphs and organizing an individual paragraph. This is a review from earlier in the year, as well as writing notes lessons from grade 5, great 4, and probably grade 3 as well (to an extent).
Our rubric. Students asked why details are not included for level two and level one – the simple answer is that I don’t want them to achieve level two or level one 🙂
MATH – Area of Parallelogram
Here are examples of Level 4 thinking & communication in math. After two days of alternating groups, all students should now be finished pg. 153-153, questions #1-8. Any unfinished work is homework.
We discovered the firmula for area of a parallelogram by looking at rectangles/area of a rectangle and realizing that every parallelogram can be cut/rearranged/pasted back together to make a rectangle with the exact same area.
How can we use what we know about the area of a rectangle to figure out the formula for the area of a triangle???? Id love for students to think about this at home independently, and comment in the comment section below.