Writing in Shaving Cream
In our Early Reading Intervention class we have learned and reviewed seven letters and sounds. We are so proud of ourselves because we can identify most of the letters, sound and even write them. It was a lot of fun writing them using shaving cream.
We are also proud of ourselves because we can write our names without looking at our nameplate.
Mrs. Jimenez
The Magician’s Nephew
Last week, students volunteered to read aloud chapters 7+8 in The Magician’s Nephew. Students were also quizzed on chapters 5+6.
Mrs. Foster
Old Yeller
Last week, in the novel Old Yeller, students read chapters 3-4 and displayed comprehension by answering questions for each chapter.
Mrs. Foster
English Class
Last week, students used their outline to write their body paragraphs, each with a topic sentence and supporting details. Students also used their printed research articles to implement quotations and statistics. Finally, students used their textbook to cite their two or more sources in MLA format.
Mrs. Foster
How Persuasive Are You
Last week, students were pre-assessed for their prior knowledge about writing a good, structured, expository paragraph. Then, students were prompted with a situation and had to write their own persuasive paragraph, supporting their topic sentence with three reasons.
Mrs. Foster
Reading Class
For the week of October 19-23, students read chapter 6 of The Silver Chair. Also, we analyzed specific quotations of Aslan and matched them with the Scripture references. In addition, students participated in a great class discussion about whether God calls (& chooses) us or we call (& choose) Him.
Mrs. Foster
Reading Class
For the week of October 19-23, students finished up the Population Bar Graph, which was an extension of the story, The All-American Slurp. Then we began reading the novel Old Yeller by Fred Gipson. We had a wonderful discussion about stereotyping as a pre-reading activity, due to some of the stereotypes about Indians and women seen in the novel. Finally, we discussed the setting, characters, and key events/conversations of chapters one and two.
Mrs. Foster
English Class
For the week of October 19-23, after choosing a cause & effect topic (problem in society) and brainstorming, students created an outline of their essay, which included the following: lead, thesis, body topic sentences, restated thesis, and solutions to their problem. Then, students actually wrote their introductory paragraph and created a unique essay title.
Mrs. Foster
English Class
For the week of October 19-23, students chose an object to bring to class to describe. Students filled in a brainstorming chart with as many adjectives as possible, using the five senses. Next, students wrote two similes. Finally, they used their chart and similes to write a full paragraph describing their object.
Mrs. Foster
Reading Class
During the week of October 13-16, students began reading The Silver Chair by C.S. Lewis. They read chapters 1-3, completed comprehension questions, and completed a quiz. In class, we discussed the setting, characters, and key events/conversations.
Mrs. Foster