1/22/14: What are we working on in class?
We have begun our focus on Kentucky history, and in class, we have all read Kentucky, From Sea to Shining Sea to gain some general background knowledge. Students are now working in pairs (or threes) on a topic of their choice associated with Kentucky: Muhamed Ali, limestone, Civil War Battles in KY, etc. They are researching information on their topic and recording information on PAGES, an app on our iPads, so they can create an Infographic.
in·fo·graph·icˌinfōˈgrafik/nounnoun: infographic; plural noun: infographics; noun: info-graphic; plural noun: info-graphics
I will post pictures of the finished products as they are turned in! I am excited to see what they do!!
We have begun our focus on Kentucky history, and in class, we have all read Kentucky, From Sea to Shining Sea to gain some general background knowledge. Students are now working in pairs (or threes) on a topic of their choice associated with Kentucky: Muhamed Ali, limestone, Civil War Battles in KY, etc. They are researching information on their topic and recording information on PAGES, an app on our iPads, so they can create an Infographic.
in·fo·graph·icˌinfōˈgrafik/nounnoun: infographic; plural noun: infographics; noun: info-graphic; plural noun: info-graphics
- 1. a visual image such as a chart or diagram used to represent information or data."a good infographic is worth a thousand words"
I will post pictures of the finished products as they are turned in! I am excited to see what they do!!
12/16/13 Historical event article
Draft of historical event article is due on Friday. At that time, students will turn in their draft and the notes most completed for today. Please don't take them out of the expandable and leave them at home. These will be needed each day this week.
Today in class, I talked about what needed to be done to possibly get an A on the article. There are 5 basic questions that must be answered in the article. That is what is required. Only including this information can get you a B but not an A. To receive an A, students are going to have to have other questions related to their topic and the information must be included in the article.
The article should not sound like an encyclopedia or a textbook. It is an informational feature article that is being written for another student who knows little about the topic. The writing itself should sound like the author who wrote it. It should have voice, description, questions, statistics - whatever is needed to keep the reader interested. The article should have a beginning that grabs the reader right away and makes him/her want to read more, and the article should have an ending that brings the article to a close.
Basic Requirements for the Article Draft:
Today in class, I talked about what needed to be done to possibly get an A on the article. There are 5 basic questions that must be answered in the article. That is what is required. Only including this information can get you a B but not an A. To receive an A, students are going to have to have other questions related to their topic and the information must be included in the article.
The article should not sound like an encyclopedia or a textbook. It is an informational feature article that is being written for another student who knows little about the topic. The writing itself should sound like the author who wrote it. It should have voice, description, questions, statistics - whatever is needed to keep the reader interested. The article should have a beginning that grabs the reader right away and makes him/her want to read more, and the article should have an ending that brings the article to a close.
Basic Requirements for the Article Draft:
- Must have an interesting title
- Author's name should be on the article.
- The article should be written using paragraphs.
- Pictures must be included. For the draft on Friday, students may draw a box to show where they may put a picture but do not have to have the exact one that will appear in the final publication.
- The draft may be handwritten or typed on the computer.
- There should not be more than 3 different fonts used in the article. The text of the article should be size 12 pt or 14 pt. Titles may be a bit larger/color/size.
This is a draft. I don't expect it to be perfect by any means. I need to be able to read it if it is handwritten. If it is typed, the students must do the typing.
Students who are typing their draft at home will need a way to bring it to school to work on in class this week. I use DROPBOX to store all my files out there somewhere in the cloud. I have created a dropbox account students may use to upload their typed draft so they can continue working on it at school and then save it and upload it back into the cloud. I know it might sound confusing, but it really isn't. To access the account, go to dropbox.com . Sign in with the following information:
email = [email protected]
password = vikings
Once a file has been typed and saved at home, you will need to open DROPBOX and click on the white paper icon with a blue arrow. This is up top and on the right. When you click on the icon, it will ask you to choose the file you want to upload. It will help if your name is part of the file name. You browse to find your document, click on it, and then click OPEN. This will upload your file to the cloud.
I am sure there is a YouTube video on Dropbox if you need help. You can also email me and I will try to help. Students may create their own account with your permission. It is free and they would want to make sure they know the email address and password. Please let me know if there is any other information I can provide to help you as assist your child at home.
email = [email protected]
password = vikings
Once a file has been typed and saved at home, you will need to open DROPBOX and click on the white paper icon with a blue arrow. This is up top and on the right. When you click on the icon, it will ask you to choose the file you want to upload. It will help if your name is part of the file name. You browse to find your document, click on it, and then click OPEN. This will upload your file to the cloud.
I am sure there is a YouTube video on Dropbox if you need help. You can also email me and I will try to help. Students may create their own account with your permission. It is free and they would want to make sure they know the email address and password. Please let me know if there is any other information I can provide to help you as assist your child at home.
12/12/13: SS Research project & informational writing update
1. The research notes are now due MONDAY! Some students will be done tomorrow and I will check them and they will be ready to begin prewriting/drafting article.
2. DRAFT of article is due 12/20/13. This can be handwritten or typed by the student
2. DRAFT of article is due 12/20/13. This can be handwritten or typed by the student
Next answer to an essential question: What does the article have to "look like?" or "How many pages does it have to be?"
1. There is no answer to how many pages it should be in length. I always say, "As long as it takes you to tell your story." I am predicting the average number of pages will be two. To tell the before, during, and after part of the event can't be done on one unless there are little to no details, which wouldn't be the kind of grade anyone would want.
2. As far as how it looks, it is really up to each individual. I have suggested a two column format and have talked about what the main article of our Storywords or Time for Kids magazines look. I do expect a title, subheadings (as appropriate), author's name, pictures, captions, charts, maps, etc. to be part of their article. All of these would not be found in one article, but there could be two or three. Writing words in bold for is also a text feature they may want to use in the article. The majority of the writing should be the same font and size. Titles and Subheadings may be different but should be consistent. The text of the article should be black, but the title and subheadings may be a different color. Below are examples of an article from Time for Kids and Storyworks. Again, the article the students write does not have look exactly like these, but I wanted to provide you with visual examples.
1. There is no answer to how many pages it should be in length. I always say, "As long as it takes you to tell your story." I am predicting the average number of pages will be two. To tell the before, during, and after part of the event can't be done on one unless there are little to no details, which wouldn't be the kind of grade anyone would want.
2. As far as how it looks, it is really up to each individual. I have suggested a two column format and have talked about what the main article of our Storywords or Time for Kids magazines look. I do expect a title, subheadings (as appropriate), author's name, pictures, captions, charts, maps, etc. to be part of their article. All of these would not be found in one article, but there could be two or three. Writing words in bold for is also a text feature they may want to use in the article. The majority of the writing should be the same font and size. Titles and Subheadings may be different but should be consistent. The text of the article should be black, but the title and subheadings may be a different color. Below are examples of an article from Time for Kids and Storyworks. Again, the article the students write does not have look exactly like these, but I wanted to provide you with visual examples.
12/11/13: below is a 'simple' example of how to use the
note sheet for research.
The example above would be the beginning of my research on the invention of the Cotton Gin. I have to research the time before the cotton gin was invented, during the time of the invention, and then what came after the invention - the effect it had on the states at that time.
I have to start with an essential question before I research so I know what I am looking for. My question for this side of the sheet is "What led up to the invention of the cotton gin?" Anything I find while researching that helps answer this question will be recorded here. I prefer to take notes using bullets but some of the kids like to write full sentences. It doesn't matter to me.
Other essential questions I might ask are:
These basic questions could be used in some form for just about any topic that has been picked. The main thing to remember is that one side of the paper should be all about ONE question. The back would be all about another essential question, etc. Depending on the selected topic, I can easily see where other questions may arise, such as "Who was Eli Whitney, the inventor of the cotton gin?"
Again, this is just an example of how the organizers are to be used and what type of questions they may want to research. Please email or call me with any questions you may have.
I have to start with an essential question before I research so I know what I am looking for. My question for this side of the sheet is "What led up to the invention of the cotton gin?" Anything I find while researching that helps answer this question will be recorded here. I prefer to take notes using bullets but some of the kids like to write full sentences. It doesn't matter to me.
Other essential questions I might ask are:
- Why was the cotton gin invented?
- What happened during the invention of the cotton gin?
- How did the period of the cotton gin end?
- What happened after the invention of the cotton gin?
These basic questions could be used in some form for just about any topic that has been picked. The main thing to remember is that one side of the paper should be all about ONE question. The back would be all about another essential question, etc. Depending on the selected topic, I can easily see where other questions may arise, such as "Who was Eli Whitney, the inventor of the cotton gin?"
Again, this is just an example of how the organizers are to be used and what type of questions they may want to research. Please email or call me with any questions you may have.
check out this website: http://gripcase.com
12/9/13 - Update on Social Studies Research:
a. Some still need to complete the 5 W papers - These are now late.
b. Notes for research/article - NOW DUE FRIDAY, 12/13/13.
c. Completed written draft still scheduled for 12/20/13.
a. Some still need to complete the 5 W papers - These are now late.
b. Notes for research/article - NOW DUE FRIDAY, 12/13/13.
c. Completed written draft still scheduled for 12/20/13.
historical event research and article project
5W Papers (9 in all) due Thursday, 12/5/13.
Each student selected a specific region of the United States weeks ago. They have worked together in groups and read information and created their timelines. For this step of the project, they are to complete one 5W paper for each of the 9 historical events listed in their region. These come from a book we have read in class and used for the timelines.
The 5W paper asks them to tell the Who, What, When, Where, Why, and How of each of the 9 events. All classes have been researching to find the answers for their region. The Who, What, When, and Where are pretty straight forward. For the HOW and WHY sections, students should be more detailed. This information will need a couple of sentences (approximately) to explain how and why the event occurred.
Each student selected a specific region of the United States weeks ago. They have worked together in groups and read information and created their timelines. For this step of the project, they are to complete one 5W paper for each of the 9 historical events listed in their region. These come from a book we have read in class and used for the timelines.
The 5W paper asks them to tell the Who, What, When, Where, Why, and How of each of the 9 events. All classes have been researching to find the answers for their region. The Who, What, When, and Where are pretty straight forward. For the HOW and WHY sections, students should be more detailed. This information will need a couple of sentences (approximately) to explain how and why the event occurred.
The picture to the left isn't great, but this is what the 5W sheet looks like. Students are to write the name each event at the top of the page and then fill in the appropriate information. There are nine in all, one for each event in their region. There has been a lot of class time devoted to this part of the research already and several students have completed this step.
Again, all 9 papers are due Thursday, 12/5/13.
Again, all 9 papers are due Thursday, 12/5/13.
Historical event selected and research notes due Wednesday, 12/11/13.
Most students have already selected the topic/historical event they are going to research. They must choose one of the 9 events from the region they are studying in class. |
|
The note taking sheet can be found above: region_historical_event_organizer.pdf . I have plenty of these at school, but just in case someone comes home and left it at school, you can download this one and print it out.
Each side of the paper (they are two-sided in class) is for just one part of the research. Students need to formulate a question (What happened in Boston before the Boston Massacre? or What did President Jefferson expect Lewis and Clark to bring back with them from the expedition? These are examples of essential questions one might ask if researching either topic. Students write the question in the appropriate place on the form.
There are three columns provided for each essential question. All three may not be needed or another sheet might need to be added. Once the question has been formulated, students will research to find information that helps answer it. That information is to be listed in the DETAILS section of the column. The source where the information originated needs to be listed in the SOURCE box. If one detail box is not enough, they can move over to the next one and so on. After jotting down notes, students need to look for a main idea/theme in the notes. They are to write this information in the MAIN IDEA box.
Next, students would select another resource and search for answers to the same essential question asked on that paper. If they find some, they write down the notes, source, and main idea. This continues until they have collected enough information to answer the question or until they can find no more. At the bottom of the paper, there is a box labeled SUMMARY. This area can be used in many ways: a summary of all their notes, a subheading that might occur in their article, important vocabulary words their audience may need to understand when reading the article, etc. The more planning done along the way, the easier it will be in the end.
From there, it is time to form another research question and continue on. There is no EXACT number of pages of notes needed. I have told them to go until they have enough information to talk about the time period leading up to the event, the event itself, and then what happened or came next as a result of their historical event. Time will be devoted in class but some students will need to work at home as well. I did tell the kids in class yesterday (Monday, 12/9/13) that I would think they would AT LEAST need four sheets of note papers. The article they will write must discuss the time before the event, during the event, and after the event. This would require students to form SEVERAL Essential Questions. Only one question is to be written on one side of a note taking paper. I don't like to set a "number", but for those who need that, 4 is the minimal number! (added 12/10/13)
Students are using the internet for research, books from our school library, and I have purchased MANY books over the holiday to help them build their own knowledge. The kids are welcome to use any other resources you may have at home or you may want to visit the Public Library. Any additional resources you can provide will be a great help. The students need to spend some time READING about their event so they understand it fully before worrying about taking notes. Remember, all notes are due by Wednesday, 12/13/13. (revised due date)
Each side of the paper (they are two-sided in class) is for just one part of the research. Students need to formulate a question (What happened in Boston before the Boston Massacre? or What did President Jefferson expect Lewis and Clark to bring back with them from the expedition? These are examples of essential questions one might ask if researching either topic. Students write the question in the appropriate place on the form.
There are three columns provided for each essential question. All three may not be needed or another sheet might need to be added. Once the question has been formulated, students will research to find information that helps answer it. That information is to be listed in the DETAILS section of the column. The source where the information originated needs to be listed in the SOURCE box. If one detail box is not enough, they can move over to the next one and so on. After jotting down notes, students need to look for a main idea/theme in the notes. They are to write this information in the MAIN IDEA box.
Next, students would select another resource and search for answers to the same essential question asked on that paper. If they find some, they write down the notes, source, and main idea. This continues until they have collected enough information to answer the question or until they can find no more. At the bottom of the paper, there is a box labeled SUMMARY. This area can be used in many ways: a summary of all their notes, a subheading that might occur in their article, important vocabulary words their audience may need to understand when reading the article, etc. The more planning done along the way, the easier it will be in the end.
From there, it is time to form another research question and continue on. There is no EXACT number of pages of notes needed. I have told them to go until they have enough information to talk about the time period leading up to the event, the event itself, and then what happened or came next as a result of their historical event. Time will be devoted in class but some students will need to work at home as well. I did tell the kids in class yesterday (Monday, 12/9/13) that I would think they would AT LEAST need four sheets of note papers. The article they will write must discuss the time before the event, during the event, and after the event. This would require students to form SEVERAL Essential Questions. Only one question is to be written on one side of a note taking paper. I don't like to set a "number", but for those who need that, 4 is the minimal number! (added 12/10/13)
Students are using the internet for research, books from our school library, and I have purchased MANY books over the holiday to help them build their own knowledge. The kids are welcome to use any other resources you may have at home or you may want to visit the Public Library. Any additional resources you can provide will be a great help. The students need to spend some time READING about their event so they understand it fully before worrying about taking notes. Remember, all notes are due by Wednesday, 12/13/13. (revised due date)
The last step, a draft of a written article, is due 12/20/13. I anticipate some students will have a finished, published piece by this time, but all that is required is a draft.
One to two pages typed should be sufficient for most. It really depends on the topic and the individual writer. They will probably want to split the page into two columns. I will go into more detail as we begin to have students finished with notes. After Winter Break, all students will publish their final copy of their article. Those finishing before Break will be ready to move on to other things. |
Again, a complete written draft is due Friday, 12/20/13. If you have any questions, please contact me.
HOMEWORK 11/7/13 -All classes
1. Physical Features and Human Characteristics of the regions quiz TOMORROW!!
1. Physical Features and Human Characteristics of the regions quiz TOMORROW!!
HOMEWORK 11/6/13 -All classes
1. Physical Features and Human Characteristics of the regions quiz on Friday.
1. Physical Features and Human Characteristics of the regions quiz on Friday.
HOMEWORK 11/4/13
1. Physical Features and Human Characteristics of the regions quiz on Friday.
1. Physical Features and Human Characteristics of the regions quiz on Friday.
More information about REMIND 101
is available on the CRENSHAW HR page of our website!
is available on the CRENSHAW HR page of our website!
10/25/13: We started the SSPA #1 today. Crenshaw homeroom was able to finish, but it took them quite awhile. Mrs. Casey's and Ms. Porter's class will need another class period to finish next week. The ERQ is a tough one, and they are finding it challenging to answer. Just figuring out how to organize it is a lot. We will keep working on that in all of our classes. They kids worked hard on it in all three classes, and I am proud of them for taking this seriously and doing their best.
10/24/13 Homework
SSPA#1 - tomorrow: review human and physical characteristics, types of maps, supply and demand, and Interdependence.
Crenshaw only: If you didn't finish the crossword puzzle or region map with physical characteristic symbols, complete for tomorrow.
Casey and Porter: If you didn't finish the map with the physical feature symbols, complete tonight as you study.
SSPA#1 - tomorrow: review human and physical characteristics, types of maps, supply and demand, and Interdependence.
Crenshaw only: If you didn't finish the crossword puzzle or region map with physical characteristic symbols, complete for tomorrow.
Casey and Porter: If you didn't finish the map with the physical feature symbols, complete tonight as you study.
10/23/13 Homework
US Map: Students who have not completed the US Map with the 11 Physical Features of the US are to complete this tonight. The map should show the boundaries of the 5 regions, and then there should be a symbol for each feature drawn and colored in the appropriate region. That information should be in their SS Notebook. Below is an example I made during one of the classes that will give you an idea of what the map should look like. (Don't laugh too hard when you see my
art work). :)
US Map: Students who have not completed the US Map with the 11 Physical Features of the US are to complete this tonight. The map should show the boundaries of the 5 regions, and then there should be a symbol for each feature drawn and colored in the appropriate region. That information should be in their SS Notebook. Below is an example I made during one of the classes that will give you an idea of what the map should look like. (Don't laugh too hard when you see my
art work). :)
10/22/13 Homework
Crenshaw: Study Human Characteristics of US Regions. Retaking quiz tomorrow.
Porter & Casey: Quiz tomorrow on Human Characteristics and retake of Physical Characteristics.
Social Studies District Proficiency Test will be on Friday, 10/25. All 4th graders will take the test. The information they are suppose to have been studying WILL be on the test!
Crenshaw: Study Human Characteristics of US Regions. Retaking quiz tomorrow.
Porter & Casey: Quiz tomorrow on Human Characteristics and retake of Physical Characteristics.
Social Studies District Proficiency Test will be on Friday, 10/25. All 4th graders will take the test. The information they are suppose to have been studying WILL be on the test!
10/21/13 Homework
*Porter and Casey - study for Physical Features Quiz tomorrow
-Human Characteristics Quiz Wednesday
*Crenshaw - retake Physical Features if you haven't reached 10 or 11
- Human Characteristics quiz tomorrow
There is a new set on Quizlet - Human Characteristics of the US Regions.
*Porter and Casey - study for Physical Features Quiz tomorrow
-Human Characteristics Quiz Wednesday
*Crenshaw - retake Physical Features if you haven't reached 10 or 11
- Human Characteristics quiz tomorrow
There is a new set on Quizlet - Human Characteristics of the US Regions.
Physical Features of the
US Regions Quiz: Crenshaw: Monday (retake) Porter and Casey: Tuesday |
*I can identify the physical features In each of the five United States Regions.*
Map Practice:
There is a new set of flashcards in Quizlet. It is called "What kind of map am I?" You will need to determine whether the map you see is a physical map, a political map, or a special-purpose map. This will be good practice for tests later on.
Map Practice:
There is a new set of flashcards in Quizlet. It is called "What kind of map am I?" You will need to determine whether the map you see is a physical map, a political map, or a special-purpose map. This will be good practice for tests later on.
10/17/13: Porter and Casey: Study Geography Terms 5-10 minutes.
Crenshaw: Study the Physical Feature starred words from our lesson today.
Crenshaw: Study the Physical Feature starred words from our lesson today.
10/16/13: Study Geography Terms 5-10 minutes.
10/15/13: Study Geography Terms 5-10 minutes. I am going to split the GEO TERMS in two different parts. I will also leave all of them together in a set. Some of the kids thought it would be helpful if they could just work with one half and then the other, so that is what I will do.
10/14/13: Study Geography Terms for 5-10 minutes.
10/11/13: Study Geography Terms!! If you haven't tried Quizlet yet, set up your account and give it a try!
10/9/13: Students in all 3 classes should set up their Quizlet account and study the geography terms for 5-10 minutes, using Quizlet or some other method.
Pleae read the directions below
to set up an account in Quizlet.
to set up an account in Quizlet.
Quizlet is free and can be run from a mobile device or a computer. Since the kids are under 13, you will have to help set up their account. The information in the pictures to the right explain the safeguards QUIZLET provides for students this age.
1. Click on this link: http://quizlet.com/join/8T4f8Bj4k (or copy it and paste it in the address bar of your browser) [The link is also on the SS page on the Weebly sight] 2. Click on LOG IN OR JOIN 3. Click on SIGN UP the first time. 4. The kids should put in their school username and password. This will allow me to know who is using the program but it doesn't put their whole name out on the site. Their username and password are in their agenda's if you want to make sure they enter it correctly. 5. It will ask for their birthday. 6. It will also ask for an email, so this is where you need to put in your email. You will receive a confirmation email to activate the account. After activating the class, you should see that they are part of a class called falcons4bes. I'm not sure if there is a step before this since I'm not signing in as a kid. If you look around QUIZLET, there are lots of ways to study the vocabulary "flashcards" for tests. The first set is for social studies – GEOGRAPHY TERMS. If any of my directions don't work, please let me know so I can correct them. Thanks for reading all of this and hopefully in the end it will be worth it to you and your child. |