Weekly Reminders!

1. We have spirit week this week!

2. Thursday- Risk Watch Presentation in our classroom

3. Friday- Field Trip to Feed My Starving Children in the morning and in the afternoon, we meet w/ our 7th grade buddies in the afternoon.

4. Reading and Spelling Test on Friday!

​5. Math test is on Thursday!

Spelling Words:

​transplant, consult, finance, content, minute, digest, upset, research, incline, construct

bonus words-- entrances, manifest, invalid

​

Vocabulary words: destroyed, opportunity, sustainability, reclaimed, constructed-

Unit vocabulary words: benefit, generation, advice, consumer, familiar

High Frequency Words: equation, among

Reading: Unit 4 Week 4- How can a leader’s experiences inspire change?

Learning Goals:

• I can learn about themes concerning events by distinguishing viewpoints in narrative nonfiction.
• I can develop knowledge about language to make connections between reading and writing.
• I can use elements of opinion writing to write an opinion essay.

Objectives:

• Make connections to personal experiences, ideas in other texts, and society.
• Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating.
• Know that information, critical information, scientific problem solving, and the contributions of scientists are used in making decisions.
• Explore timelines
• Recognize characteristics and structures of informational text. 
• Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in text. 
• Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence and cause and effect. 
• Introduce a topic or text, state an opinion, and create an organizational structure that lists reasons.
• Use linking words and phrases to connect opinion and reasons.
• Provide a concluding statement or section. 

Math: Finish Chapter 10 Fractions

Objectives/ Mathematical Practices:

• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Model with mathematics.
• Attend to precision.
• Look for and make use of structure.

Vocabulary: denominator, equivalent fractions, numerator, is equal to (=), is greater than, is less than, 

Monday- Lesson 8- Compare fractions- Students will use models to compare 2 fractions and record the results. 

Tuesday- Lesson 9- Review fractions chapter to prepare for Thursday’s assessment

Wednesday- Chapter 10 Preparations for fraction assessment- Stations and Kahoot!

Thursday- Chapter 10 Assessment for fractions

(Weekly practice on iReady, Prodigy and IXL)

Science: Chapter 4 Assessment (In class Project)

1. Students will be researching an animal of their choice. (This will include the animals life cycle, descriptions, etc)

2. Detailed assignment sheet will be given in class.

3. Students will be able to identify an animal of their choosing and research them based on their appearance, diet, life cycle and location.

Social Studies: Continuing Lesson 5- Settling in the USA

Questions to answer in this lesson:

• Why do immigrants come to the states?
• How immigrants came to the USA?
• Where did immigrants settle in the US?
• What was life like for immigrants in the US?
• How to become a US citizen-

Video: How do history and culture shape your community?

Essential Question--How do people become part of our country?Overview: Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Objectives:Social Studies

• Analyze why and how people immigrate to the United States.
• Compare benefits and drawbacks of immigrating to the United States.
• Draw conclusions from primary and secondary sources.

Language Arts

• Identify main ideas in text. (reading)
• Describe and illustrate an idea. (writing)

Preview-Think about how it feels to move to a new place and then listen to audio clips from immigrants about their experiences. 

Hands-On Activity: Analyzing Primary Sources-Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Show What You Know- Compare opportunities and challenges of immigration. 

Also: Students will present March Book Reports: Study of Ireland

Writing:

1. Start discussions of Biographies.

2. What do they entail? How do you identify what a biography is?

​3. Students eventually will be writing their own biographies.

4. Historical Fiction writing is finished. 

Religion: Celebrating Reconciliation Session 17 Unit 4 (Sacraments)

When we turn away from God the Father through personal sin, Jesus the Son calls us to forgiveness in the Sacrament of Penance and Reconciliation. God always forgives us and gives us the grace to be truly sorry for our sins. In this sacrament, we confess our sins to a priest, who shares with us Jesus’ gifts of forgiveness and peace.

Session Theme: When we sin and fail to love God the Father and others, Jesus the Son calls us to forgiveness through the Sacrament of Penance and Reconciliation.

1. Learn about capitalization, verbs, and types of pronouns.
2. Edit sentences to improve coherence and clarity.
3. Edit their historical fiction stories for correct usage of grammar
4. Drafts using standard English Conventions, including capitalization of
5. Official titles of people, holidays, and geographical names and places.

This week’s announcements:

1. Spelling and Reading Test on Friday
2. On Tuesday there is an 8:30 Mass.
3. Religion in class assessment on Friday!
4. Mystery reader on Friday at 9 am!

Spelling Words: 

• surprise

• pilgrim

• subtract

• control

• sample

• inspect 

• contrast

• employ

• exclaim

•  Athlete

bonus words: contraction, embrace, completion

High Frequency Words: common, though

Weekly Vocabulary words: 

    slavery: a system in which people are owned by others.

   abolitionist: a person who believes slavery should be stopped.

    violence: actions that cause great harm, damage, or injury.

    equality: the right of all people to be treated the same.

    influential: having a great effect on someone or something.

Unit Vocabulary Words: benefit, generation, advice, consumer, familiar

Language and Conventions- VCCCV Patterns, Synonyms and Antonyms

Reading

Weekly question: How do communities change over time?

Week 1 story: Frederick Douglass

Weekly Objectives and standards:

• Interact with sources in meaningful ways.
• Develop oral language through listening, speaking, and discussion.
• Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
• Respond using newly acquired vocabulary as appropriate.
• Demonstrate and apply phonetic knowledge by decoding words using knowledge of syllable division patterns.
• Develop drafts into a focused, structured, and coherent piece of writing by developing an engaging idea with relevant details.
• Compose argumentative texts, including opinion essays, using genre characteristics and craft.
• Introduce a topic or text, state an opinion, and create an organizational structure that lists reasons.

Standards

NA_RI_3_1_1

Refer explicitly to the text as the basis for answers.

NA_RI_3_2_3

Explain how key details support the main idea.

NA_RI_3_8_3

Describe the logical connection between particular sentences and paragraphs in a text (e.g., first/second/third in a sequence).

NA_RF_3_4_a_1

Read with purpose.

NA_W_3_1_1

Write opinion pieces on topics or texts.

NA_W_3_1_a_1

Introduce the topic or text.

NA_W_3_10_4

Write routinely over shorter time frames (a single sitting) for a range of discipline-specific tasks.

NA_W_3_10_5

Write routinely over shorter time frames (a single sitting) for a range of discipline-specific purposes.

NA_W_3_10_6

Write routinely over shorter time frames (a single sitting) for a range of discipline-specific audiences.

NA_SL_3_1_a_3

Explore ideas under discussion.

NA_L_3_4_d_1

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

NA_L_3_5_1

Demonstrate understanding of word relationships.

Writing

1. Start on Final Drafts of the historical fiction narratives.
2. Once finished, students will present them if they feel comfortable.
3. Due Friday!

Objectives (Students will……)

• learn about capitalization, verbs, and types of pronouns.
• edit sentences to improve coherence and clarity.
• edit their historical fiction stories for correct usage of grammar
• edit drafts using standard English Conventions, including capitalization of official titles of people, holidays, and geographical names and places.

Math:

1. We will be starting on Chapter 10 this week!
2. Vocabulary words: denominator, equivalent fractions, fraction, numerator, unit fraction
3. Essential Question: How can fractions be used to represent numbers and their parts?

Students will be able to:

• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Model with mathematics.
• Attend to precision.
• Look for and make use of structure.
• Use appropriate tools strategically.
• Make sense of problems and persevere in solving them.

Math standards for this week:

Develop understanding of fractions as numbers.

CCSS.MATH.CONTENT.3.NF.A.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Monday- Lesson 1: Unit Fractions

(We will start with a pre-test to see how much students know about fractions. Then students will watch a video to get a visual of what beginning fractions are)

Tuesday: Lesson 2: Part of a Whole 

(Start with a reteach to warm up from the day before, then a video to preview new lesson)

Wednesday: Lesson 3: Part of a Set

(Start with a reteach to warm up from the day before, then a video to preview new lesson)

Thursday: Lesson 4: Problem Solving Investigation, Strategy: Draw a Diagram

(Start with a reteach to warm up from the day before, then a video to preview new lesson)

Friday- Review lessons 1-4 with math stations and review games

Social Studies: 

This week students will learn about the great Irish famine from 1845-1852.

Students will be able to…..

• Locate historical information from a variety of sources such as primary and secondary written sources, maps and images.
• Select relevant information from the sources to answer historical questions.
• Record information by note taking, categorizing and summarizing.
• Examine the information critically, distinguishing between fact and opinion and detecting inconsistencies and bias.
• Synthesize information from a selection of sources to predict and anticipate,
• create narratives, lines of argument or explanations.
•  Describe the impact of famine and emigration on Irish society (S2 E2 LO2.7)
• Identify the different groups/classes of people in rural Ireland in the mid 19th century (S2 E2 LO2.9)
• Discuss how and why the great Irish Famine is commemorated (S1 E1 LO1.3)

Science

1. This week we will start to learn about living and nonliving animals in Chapter 4.
2. Lesson 3: What are the life cycles of some animals?
3. Videos and worksheets for enrichment activities.
4. By the end of this lesson, the student should be able to develop and use models to describe how some animals grow and change during their life cycles.
5. Life cycle of a Grain beetle.
6. Animal life cycles 60-second video.
7. Comparing life cycles video.
8. Life cycles lesson check.

Learning Objectives

DCI-3-LS3.A.2

Many characteristics of organisms are inherited from their parents.

DCI-3-LS3.A.3

Other characteristics result from individuals' interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.

PE-3-LS3-1

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

PE-3-LS3-2

Use evidence to support the explanation that traits can be influenced by the environment.

Religion:

• Students will attend 8:30 non buddy School Mass
• Students will discuss Stations of the Cross to prepare for Thursday.
• Students will attend the Stations of the Cross on Thursday at 12:30 Mass.
• Celebrate the life of Saint Joseph.
• Learn about key events in St. Joseph’s life to create a timeline.
• Discuss lent and its importance.
• Finish session 17 and start session 18.

This week’s announcements:

1. Spelling and Reading Test on Friday
2. On Tuesday there is an 8:30 Mass and Carmel Spanish students visit classrooms and read a story to students.
3. Thursday- Stations of the Cross 12:30 Service

Spelling Words: 

• certainly

• earn

• return

• search

•  swerve

•  termite

•  third

•  thirsty

•  thirteen

• thirty 

bonus words: determine, virtual, personable

High Frequency Words: system, brought

Develop Vocabulary:  community, donate, convince, generous, transformed-

Unit Vocabulary Words: benefit, generation, advice, consumer, familiar

Language and Conventions- possessive nouns

Reading

Weekly question: How can one person improve a community?

Focus on Daniel Burham and Jane Addams

• Collaborate with others to determine how communities change over time.
• Knowing about biography and understand its elements
• Use language to make connections between reading and writing narrative nonfiction
• Use elements of opinion writing to write a opinion essay

Week 1- Learn more about biography and analyze text structure in a biography

This week we will learn about:

• Primary source- Daniel Burnham
• Biography: The House that Jane Built
• Words that explain main ideas
• Analyze text structure
• Correct or confirm predictions
• Talk about it: Ask relevant questions

Reading-Writing Workshop Bridge:

• Academic vocabulary- related words
• Word Study- R controlled vowels: ir, er, ur, ear
• Read like a writer- explain the use of descriptive language
• Write for a reader-use descriptive language

Writing

1. Finish Historical Fiction rough drafts
2. Start on Final Drafts and the editing process.
3. Once finished, students will present them if they feel comfortable,

Math:

1. We will be continuing Chapter 9- Properties and Equations-
2. Vocabulary words: evaluate, variable, expressions, operations, equation, estimate,

Students will be able to:

• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Model with mathematics.
• Attend to precision.
• Look for and make use of structure.
• Use appropriate tools strategically.
• Make sense of problems and persevere in solving them.

Monday- Lesson 7- Write Expressions- Students will represent one- and two step word problems using equations and a variable.

Tuesday:  Lesson 8- Solve Using Two-Stop Word Problems- Students will represent and solve two-step word problems using equations and a variable.

Wednesday:- Lesson 9- Problem Solving Investigation: Use logical reasoning- Students will use logical reasoning to solve problems. Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Thursday and Friday- Review sessions 1-9 for test next week

Social Studies: Continuing Ireland Unit-

Students in both classes will engage in a month-long look at Ireland through images, videos, and story books. Each student has received a county in Ireland and that will be the county the students researches for their March book report . This week, students will continue to discuss Ireland’s culture, landscape, and landmarks.  Students will learn about the four provinces of Ireland and learn about St. Patrick- Ireland’s patron saint. Students will also learn some songs interconnected with Ireland.

Science

1. This week we will start to learn about living and nonliving animals in Chapter 4.
2. Lesson 1: How can you classify animals? 
3. Videos and worksheets for enrichment activities.
4. Activity: How does a back bone move? How can you classify animals? (video and virtual lab).

Learning Objectives

DCI-3-LS3.A.2

Many characteristics of organisms are inherited from their parents.

DCI-3-LS3.A.3

Other characteristics result from individuals' interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.

PE-3-LS3-1

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

PE-3-LS3-2

Use evidence to support the explanation that traits can be influenced by the environment.

Religion:

• Students will attend 8:30 non buddy School Mass
• Students will discuss Stations of the Cross to prepare for Thursday.
• Students will attend the Stations of the Cross on Thursday at 12:30 Mass.

(Book Reports will be handed out on Monday!)

This week's announcements

• Religion: Tuesday non-buddy Mass at 8:30
• Social Studies: Conclusion of Black History Month
• Finish January animal book report presentations. 
• Spelling and Reading Test on Thursday
• Science Project and Writing of Historical Fiction starts this week.
• There is no School Friday due to Archdiocese meetings!
• iReady progress monitoring starts this week!

Spelling Words: 

1. wolves

2. knives

3. children

 4. sheep

5. heroes

6. scarves,

7. geese, 

8. calves,

9. volcanoes, 

10. loaves

Bonus spelling words: crises, cacti, vertebrae

​

Unit vocab words: encourage, defeat, distinguish, achieve, command

Weekly Vocabulary Words:  triumphant, company challenge, twinkle, curious

High Frequency Words: ago, stood

Reading: Unit 3 Week 5- Theme- Heroes- Weekly Question- What kind of actions can be heroic? People can be heroes in many ways, big and small.

• Make connections to personal experiences, ideas in other texts, and society.
• Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating.
• Identity and analyze the heroic deeds of individuals, including military and first responders such as Four Chaplains.

Reading Objectives:

• lIsten attentively, ask relevant questions to clarify information, and make pertinent comments.
• Recognize and analyze genre specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
• Some types of poetry to be examined include: narrative poetry, free verse, concrete-
• Parts of Speech reviewed: nouns, verbs, adjectives, adverbs-
• Identify, use, and explain the meaning of synonyms, homophones, idioms, antonyms, and homographs in a text.

Learning Goals:

• I can learn more about themes concerning heroes and explain poetic elements in poetry.
• I can develop knowledge about language to make connections between reading and writing.
• Words to know to understand poetry: line breaks, stanzas, imagery, sound devices, figurative language.

Writing: 

- Students will start planning there historical fiction narratives.

- Weekly cursive, handwriting and sentence corrections.

​

Math: Chapter 9- Properties and Equations

Vocabulary Words: Associative Property of Multiplication, Distributive Property, equation, evaluate, expression, operations, variable, 

Mathematical  Practices:

• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of others.
• Look for and make use of structure.
• Make sense of problems and persevere in solving them.
• Attend to precision.
• Look for and make use of structure.
• Model with mathematics

Monday- Lesson 1- Hands on: Take apart to multiply- Explore how to take apart factors to multiply. Students will explore how to take apart factors to multiply.

Tuesday- Lesson 2- The Distributive Property- Apply the Distributive Property of Multiplication to find products. Students will apply the Distributive Property of Multiplication to find products.

Wednesday- Lesson 3- Hands on: Multiply Three Factors- Explore how to find the product of 3 numbers. Students will explore how to find the product of three factors. 

Thursday- Lesson 4- The Associative Property--Apply the Associative Property of Multiplication to find products. Students will apply the Associative Property of Multiplication to find products.

• Daily Simple Solutions Math Packet
• Daily practice with IReady Math lessons

​

Social Studies:

1. Conclusion of Black History Month with presentations of February book reports.

2. Start Unit 2: History: Lesson 5 Settling in the United States

Compelling Questions:How do history and culture shape your community?

Essential Question

How do people become part of our country?

Overview

Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Objectives

Social Studies

• Analyze why and how people immigrate to the United States.
• Compare benefits and drawbacks of immigrating to the United States.
• Draw conclusions from primary and secondary sources.

Language Arts

• Identify main ideas in text. (reading)
• Describe and illustrate an idea. (writing)

Preview [10 min]

Think about how it feels to move to a new place and then listen to audio clips from immigrants about their experiences. 

Hands-On Activity: Analyzing Primary Sources [45 min]

Investigate immigration in the United States by carefully analyzing visual and written primary sources from various time periods.

Show What You Know [10 min]

Compare opportunities and challenges of immigration. 

Science: Conclude Chapter 3: Plants

1. Create your own plant project.

(Students will show their understanding of this unit by making their own plant and describing what it needs to survive)

Religion: Lenten Journey

Students will be discussing feelings and emotions during this Lenten journey by coloring a cross with different traits of Lent- We’ll also discuss, as a school family, how we can become closer by acting on these positive actions to become closer to God and each other.

Spelling Words:

I’ve, let’s, can’t, aren’t, didn’t, won’t, couldn’t, wouldn’t, you’ve, doesn’t

Bonus words: would’ve, should’ve, o’clock

Vocabulary Words: interdependence, camouflage, adaptations, food chain, biodiversity-

High Frequency Words: contain, front,

Unit Vocabulary Words: prefer, features, investigate, associate, avoid

Reading: Unit 2- Week 5- Why is it important for animals and plants to depend on each other? Here is the main selection we'll read on Tuesday.

Learning Goals:

• I can explain more about informational texts and explain the author’s purpose in an informational text.
• I can develop knowledge about language to make connections between reading and writing.
• I can use elements of an informational text to write a how-to-article.

Objectives:

• Make connections to personal experiences, ideas in other texts and society.
• Interact with sources in meaningful ways such as: note taking, annotating, freewriting, or illustrating.
• Observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem.
• Identify informational text, develop vocabulary, explain author’s purpose, visualizing, word study and compare texts.
• Generate questions about text before, during, and after reading to deepen understanding, and gain information.
• Make inferences and use evidence to support understanding.
• Use text evidence to support appropriate responses.
• Use glossaries (online version here)  to clarify the precise meaning of words.
• Decode abbreviations, compound words, and contractions.
• Describe how the author’s use of imagery, literal, and figurative language such as simile, and sound devices such as onomatopoeia, achieves specific purposes.

Writing: 

Students will:

• Practice writing legibly in cursive,
• Edit complete sentences for subject-verb agreement
• Write a how-to-article in response to a writing prompt.

Math: Continue Multiplication and Division Patterns:

Essential question: What is the importance of learning multiplication and division?

Vocabulary words: columns, rows, multiply, partition, skip count

Mathematical Practices:

• Model with mathematics
• Attend to precision
• Look for and make use of structure
• Reason abstractly and quantitatively.
• Use appropriate tools strategically
• Construct viable arguments and critique the reasoning of others
• Monday- Lesson 5- Divide by 5- Students will use different strategies, including related multiplication facts, to divide by 5.
• Tuesday-  Check my Progress- Halfway point checkpoint to check on progress thus far. Also, Lesson 6- Problem Solving Investigation- Look for a Pattern- Students will solve problems by looking for a pattern.
• Wednesday- Multiply by 10- Students will use different strategies, including patterns, to multiply by 10.
• Students will be assigned daily math activities on SEESAW, IReady lessons, IXL, and Prodigy
• Students will use mental math to solve everyday problems.
• Students will complete daily entries in Simple Solutions Math
• Daily worksheets will be completed for enrichment in current lessons

Social Studies: Begin Lesson 3 about Geography

Overview: Create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography.

Essential Question:

How does geography affect our community?

Objectives:

Social Studies:

•  Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community.
• Compare and contrast different regions in terms of their geographical characteristics.
• Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts:

• Orally present solutions to environmental problems in response to ideas by others. (speaking, listening)
• Organize information in chart form. (writing)
• Identity examples of categories found in text. (reading)
• Write and illustrate descriptions of geographic locations. (writing)

Vocabulary: adapt, climate, conservation, natural resource, natural hazard, physical feature, physical geography, pollution, region-

• Work with a partner to create a planning table about our state, Illinois, including information on: physical geography, natural resources, and climate. Students will then create a brochure to present to class based on facts in the planning table. 

Science:

DCI-3-PS2.A.3

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object's speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)

DCI-3-PS2.A.4

The patterns of an object's motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)

DCI-3-PS2.B.2

Objects in contact exert forces on each other.

DCI-3-PS2.B.3

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

PE-3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

PE-3-PS2-2

Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

PE-3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

PE-3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Here is the link for the story How Things Move

Here is a link for the story we will read together: Forces and Motion All Around Us

This story will review key concepts and vocabulary for this chapter.

• Play a card game with vocabulary words from this chapter
• Biography- Learn about The Wright Brothers 

Religion:  Session 12 Theme- The Catholic Church-Outcomes:

After Pentecost, the Church grew rapidly, with individual churches beginning to form in city after city, farther and farther from Jerusalem. Before his Death, Resurrection, and Ascension, Jesus appointed Peter to lead his Church. Today, the pope, bishops, and pastors are the leaders. The Marks of the Church are that it is one, catholic, and apostolic. 

• Discuss how the Church grew and found new leaders after Pentecost.
• Identify Peter as Jesus’ appointed leader of the Church.
• Identify Marks of the Church: one, holy, Catholic, and apostolic.
• Pray the last part of the Apostles’ Creed.
• Define apostolic, Marks of the Church, Mystical Body of Christ, one, pastor, and Vicar of Christ.
• Non-buddy  Mass at 8:30- 
• Daily songs, devotions and prayers-

*Presentation of November book reports throughout the week

Religion: 8:30 Buddy Mass for the Feast of the Immaculate Conception

December Book Report will be handed out tomorrow

Spelling and Reading Test on Friday

Spelling Words:

dispute, expose, mistake, compete, translate, include, explode, despite, subscribe, reptile

Bonus words: incubate, stipulate, confinement

Vocabulary Words to know this week:

Habitat, solitary, multiplied, eliminated, reintroduced-

Unit Vocabulary Words:

Prefer, investigate, associate, avoid

Language Arts: Unit 2 Week 4; Weekly Question- How does reintroduction of a species affect plants and animals in a habitat?

Learning objective:

• I can learn more about themes concerning interactions by analyzing the text structure of persuasive texts.
• I can develop knowledge about language to make connections between reading and writing.
• I can use elements of an informational text to write a how-to-article
• Interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrations.
• The student knows and can describe patterns, cycles, systems, and relationships within the environments.
• Teach syllable patterns- demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled; and final stable syllables.
• Discuss how the author's use of language contributes to voice.
• Revisit compound words
• Write a response to a literary or informational text that demonstrates an understanding of a text.
• Use text evidence to support an appropriate response.

Monday- Cursive Practice Morning Work

Tuesday: Neat Handwriting MW

Wednesday: Correct sentences

Thursday: December Journal

Friday: Fun worksheet 

Math: Begin Chapter 6- Multiplication and Division Patterns

Essential question: What is the importance of learning multiplication and division?

Vocabulary words: columns, rows, multiply, partition, skip count

Students will be able to:

• Model with mathematics
• Attend to precision
• Look for and make use of structure
• Reason abstractly and quantitatively.
• Use appropriate tools strategically
• Construct viable arguments and critique the reasoning of others

Monday- Lesson 1- Patterns in the multiplication table- Students will identify and explain patterns in the multiplication table.

Tuesday- Lesson 2- Multiply by 2’s- Students will use arrays and drawings, such as bar diagrams, to multiply by 2.

Wednesday- Lesson 3- Divide by 2- Students will use models and related multiplication facts to divide by 2.

Thursday- Lesson 4- Multiply by 5- Students will use different strategies, including patterns, to multiply by 5.

- Daily work on Prodigy, IXL, splash math, iready math

Writing:

• Weekly writing in December writing journal
• Write a how-to article

Social Studies: Begin Lesson 3 about Geography (Friday)

Overview: Create a brochure about the geography of your community and play a matching game to find out how people in different communities adapt to geography.

Essential Question:

How does geography affect our community?

Objectives:

Social Studies:

•  Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community.
• Compare and contrast different regions in terms of their geographical characteristics.
• Use map tools: scale, grid, key (legend), symbols, title, and compass rose.

Language Arts:

• Orally present solutions to environmental problems in response to ideas by others. (speaking, listening)
• Organize information in chart form. (writing)
• Identity examples of categories found in text. (reading)
• Write and illustrate descriptions of geographic locations. (writing)

Vocabulary: adapt, climate, conservation, natural resource, natural hazard, physical feature, physical geography, pollution, region-

Science: Chapter 2: Energy and its forms

- Read Chapter 2 Lesson 1: What are some forms of energy?

- How does energy change form?  Lesson check in class

- Skateboarding energy virtual lab

- What is sound?

Standards/ Learning Objectives

Spelling Words

1. Popcorn
2. Football
3. Moonlight
4. Eyesight
5. Airport
6. Haircut
7. Fireworks
8. Outside
9. Playground
10. Rattlesnake

Challenge Words: courthouse, thumbtack, teammate

Vocabulary words for the week: depended, well-being, population, available, balance

Unit vocabulary words: investigate, prefer, associate, avoid, features

This week’s Reading objectives:

• Interact with sources in meaningful ways.
• Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
• Use print or digital resources to determine meaning, syllabication, and pronunciation.
• Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words.
• Respond using newly acquired vocabulary as appropriate.
• Decode compound words, contractions, and abbreviations.
• Develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction and a conclusion.
• Compose informational texts using genre characteristics and craft.

• Students will be reading “Wolf Island” this week. (We read this whole group on Tuesday and listen to a recording of it on Wednesday, Review on Thursday).
• Spelling and Reading Test on Friday.
• Students will be working on November Journals.
• Cursive morning work on Monday.
• Correct the sentences worksheet for morning work on Tuesday.
• Quality handwriting worksheet on Wednesday.

Writing

1. Students will start to learn about How-To writing.
2. Videos will be watched of what this new writing is.
3. Examples will be read.
4. Students will brainstorm ideas for their own how to article.

Science

• We will be finishing up chapter 1: Forces of Motion on Monday!
• Friday we will be moving on to Chapter 2: Energy and its Forms.
• Chapter 2 Lesson 1 objective: By the end of this lesson, the student should be able to classify and compare different forms of energy and will investigate how energy causes motion and creates change.
• Skateboarding Virtual Lab

Standards for this lesson

DCI-3-PS2.B.3

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.

PE-3-PS2-3

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

PE-3-PS2-4

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Social Studies

1. On Friday, we will be starting on Unit 1 Lesson 3- Geography and the Way We Live.

Objectives:

1. Identify and describe the physical features, climate, and natural resources of various geographic areas, including the local community. 
2. Compare and contrast different regions in terms of their geographic characteristics. 
3. Use map tools: scale, grid, key (legend), symbols, title, and compass rose.
4. Orally present solutions to environmental problems in response to ideas offered by others. (speaking, listening) 
5. Organize information in chart form. (writing) 
6. Identify examples of categories found in text. (reading) 
7. Write and illustrate descriptions of geographic locations. (writing)

Math

Monday: Chapter 5 Lesson 5: Inverse Operations

Tuesday: Chapter 5 Lesson 6: Problem Solving Using a Model

Wednesday: Review for Test, Study guide will be given out

Thursday: Chapter 5 Test

Friday: Review Chapter 5 (Kahoot)

Essential Question: What does division mean?

Objective:

Students will be able to understand inverse operations through division.

Students will be able to solve word problems through division.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Use appropriate tools and strategies

Look for and express regularity in repeated reasoning.

Attend to precision.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Look for and make use of structure.

• We will be working on Prodigy, IXL and Splash Math for extra practice.
• Continue memorizing fast math facts of multiplying by 10’s.

Vocabulary: inverse operations, repeated subtraction, dividend, divisor, quotient, inverse operations, fact family, related facts

Religion:

This unit focuses on continuing Jesus’ mission by being active members of the Catholic Church. Our first session is Jesus Sends the Holy Spirit- As he had promised, Jesus the Son sent the Holy Spirit to inspire and guide his followers as they spread the Good News and formed the Church. The Holy Spirit inspires and guides us too, and it leads us to know God the Father.

• Students will learn about Saint Katherine Drexel
• Session Theme: Jesus Sends the Holy Spirit to bring life to the Church.
• Review and explore the Fruits of the Holy Spirit

No Homework this week!

No spelling words or tests this week!

Due to this week being short, we will be doing the following on Monday and Tuesday.

Grammar:

• Punctuation
• Review of nouns, verbs, adjectives, adverbs, verbs of being-
• Compound sentences, subjects, and predicates

Writing:

• November prompts and November journal
• Rewrite sentences and correct them for quality handwriting.

Reading:

• Reading passages w/ comprehension questions
• Read passages with a small group to determine elements of different genres

Math:

• Work with division- Prodigy, IXL, Splash math 
• Practice division and multiplication facts
• Math Stations
• Kahoot

Religion: Unit 2 In Class Review 

• Watch stories of the bible for examples of bible stories.

• Kahoot 

• Review Sessions 6-10

Spelling Words

1. total
2. digit
3. talent
4. human
5. minus
6. defend
7. finish
8. equal
9. salad
10. famous

Challenge words: library, mishap, spiral

Reading: Unit 2 Week 1 - Patterns in Nature

How do patterns in nature help plants and animals?

Vocabulary words: patterns, nature, repeat, sequence, symmetry

Unit 2 Vocabulary words: prefer, features, investigate, associate, avoid

High frequency words: certain, half

Unit theme: Interactions/ Essential Question- How do plants and animals live together?

This week’s objectives:

1. Students will learn about informational texts by identifying main ideas and details.
2. Self-selected text and read independently for a sustained period of time.
3. Describe personal connections to a variety of sources, including self-selected texts.
4. Recognize characteristics of digital texts.
5. Use elements of informational text to write a how-to-article
6. Understand and use graphic features

Weekly Grammar:

• Singular and plural nouns
• Irregular nouns
• Plural possessive nouns
• Main verbs and helping verbs

Writing

• Finish personal narratives
• How-to-article/ compose a headline and lead
• Compose facts and details
• Brainstorm and set a purpose
• Plan how-to-article
• Continued writing in November creative writing journal and daily writing in notebook with November prompts.

Math: Chapter 4: Multiplication

• Vocabulary Math Words:
• Array, Commutative Property of Multiplication, equal groups, factors, multiplication, multiplication sentence, multiply, product, repeated addition, combination, tree diagram.

Weekly Objectives:

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Look for and express regularity in repeated reasoning.
6. Look for and make use of structure.
7. Attend to precision.
8. Use appropriate tools strategically.

Monday- Lesson 5- Students will use a make a table strategy to solve problems.- Problem solving investigation

Tuesday- - Lesson 6- Students will use multiplication to find the total number of combinations that can be made when given two groups of objects.- Use multiplication to find combinations.

Wednesday- Chapter 4 Review and Reflect; Vocabulary Check/ Problem Solving, 

Thursday- Assessment on Chapter 4 Introduction to Multiplication

Friday- No School

Science: Continuing with Lesson 2

In this unit, students will

1. Explore the forces all around them. 
2. They investigate the effects of balanced and unbalanced forces, the pushes and pulls of bridge structures, and the effects of gravity and friction on the motion of objects. 
3. Students also explore the power of magnetic forces and design solutions to everyday problems using their knowledge of these forces.

Weekly vocabulary: force, motion, mass, friction, magnetism, gravity, predict, pattern.

Social Studies: Finding Places in the United States

This week students will build a compass and use it to find the direction of eight landmarks across the United States. They then learn how to use map scales to estimate distances from their community to famous U.S. landmarks.

Essential Question: Where in the United States is my community?

Weekly Objective:

1. Use information gained from illustrations and the words in text to demonstrate understanding of the text. (reading)
2. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (reading)

Vocabulary words: canyon, cardinal directions, may key, scale, symbol

Religion: Unit 2 Session 9- Jesus Dies and Rises-

Session Theme:  Through Jesus’ Death. Resurrection and Ascension, we are offered Salvation.

Weekly Objective:

1. Discuss Jesus’ gift of new life.
2. Discuss Jesus’ passage from Death to Resurrection.
3. Describe what Saint Paul wrote about the Paschal Mystery in his letters.
4. Explain that we show our love for others through our actions.
5. Define Paschal Mystery

Announcements

• Grandparent’s Day on Tuesday- Hope to see lots of grandparents at the 8:30 Mass. Mrs. Lombardo has provided us with a list of students who will be participating. 
• Reading and Spelling Test on Friday!
• Math Test on Thursday!

Spelling Words

1. thousand
2. shower
3. power
4. enjoy
5. bounce
6. avoid
7. appoint
8. annoy
9. proud
10. fountain

Challenge Words: pronounce, surroundings, turmoil

Reading and Vocabulary Words

Pouch: a small bag that closes with a piece of string.

Globe: an object shaped like a doll.

Murmuring: a soft, continuous sound.

Mountainside: the sloping side of a mountain.

Footpath: a narrow walking path for people.

High Frequency Words: unit, figure

Unit Academic Vocabulary Words: competition, solve, occasion, organization

Students will be able to……

• Interact with sources in meaningful ways.
• Recognize characteristics of digital texts.
• Demonstrate knowledge of distinguishing characteristics of well-known children's literature.
• Identify the meaning of and use words with affixes.
• Respond using newly acquired vocabulary as appropriate.
• Use a known root word as a clue to the meaning of an unknown word with the same root.
• Demonstrate and apply phonetic knowledge by identifying and reading words from a research-based list.
• Write complete words, thoughts, and answers legibly in cursive, leaving appropriate spaces between words.

Reading: Unit 1 Week 5- Question of the week: Why should we appreciate our environment?

Goals: I can learn more about traditional tales and analyze descriptive language in a myth.

I can develop knowledge about language to make connections between reading and writing.

I can use elements of a narrative to write a personal narrative.

Objectives:

-Develop oral language through listening, speaking, and discussion.

-Make connections to personal experiences, ideas in other texts, and society.

-Interact with sources in a meaningful way such as note taking, annotating, freewriting, or illustrating.

-Recognize characteristics of digital texts.

-Apply critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.

This week’s reading is:  The Golden Flower

Word Study: Teach Diphthongs ou, ow, oi

Writing

1. We are writing our Personal Narratives.
2. We have finished our Introduction paragraphs and will be moving on to the three body paragraphs. 

Math: Completion of Chapter 3- Subtraction

• Reason abstractly and quantitatively.
• Model with mathematics.
• Attend to precision.
• Look for and make use of structure.

Math Vocabulary Words: digit, hundreds, tens, thousands, regroup, 

Monday- Lesson 7- Subtract across zeros- Students will subtract across zeros

Tuesday- Lesson 8- Fluency practice and Review of chapter-

Wednesday- Practice test for Chapter 

Thursday- Assessment for Chapter 3 Subtraction- Subtraction

Friday- Math practice reteach lessons reviewing subtraction concepts

Religion- Session 7- Unit 2- Following Jesus

Theme- Jesus the Son call us to love God the Father and one another

Outcomes:

• Explain what Jesus wants us to do in order to follow him.
• Discuss how God calls us to follow the Ten Commandments.
• Explain how being generous helps us follow Jesus.
• Define conversation

Social Studies:

For the past few weeks, our focus was on researching famous Hispanic Americans in celebration of`Hispanic Heritage Month- Monday our students will continue creating Google Slides for their Hispanic Heritage famous person  Students had a very productive Media session last week so hopefully they will complete the six slides on Monday and be ready to present in class. Mrs. Leonhardt will be in our class for the presentations- thrilled about this!

Also, we’ll return to our book this week with continued study of maps and geography. Students will be creating their own map of the world and identifying continents, oceans, and equator.

Science: I will know that pushes and pulls affect motion.

Words to know: force, friction, magnetism

In this unit, students explore the forces all around them. They investigate the effects of balanced and unbalanced forces, the pushes and pulls of bridge structures, and the effects of gravity and friction on the motion of objects. Students also explore the power of magnetic forces and design solutions to everyday problems using their knowledge of these forces.

Lesson 2- How does force affect motion link here

Link here for vocabulary for Lesson 2: force, motion, mass, friction, magnetism

Copy of activity link here

• In this lesson, students investigate the patterns of motion exhibited by a trapeze. In the activity, Trapeze Tester, students build a model trapeze. They make observations and take measurements of the motion of that model and use that data to predict the motion of a real trapeze.

Mystery Science activities will be utilized along with the Science book.

Link here for standards for this Chapter