“Of the people, for the people, by the people.  Democracy!”

Students are wrapping up their exploration of the 13 colonies and 3 regions established by the Rebels this week.  Our first Case Study:  Colony Vs. King, has examined the influence King George of England had  on the people under his rule and escaping his rule.  Also, students in the Brisbin Crew have learned the 13 colonies’ locations and similarities and differences these colonies shared together.  Though our fieldwork was canceled, students still participated in a reenactment of 13 different battles, claiming each of the colonies, one by one.  Though the Redcoats won (by one colony!) students were able to examine the unjust nature and imbalance of power exhibited by the armies of the Redcoats and the Rebels.  We even tried to recruit our neighbors to fight on our sides during our glow in the dark bocce tournament in the gym with our buddies, the Bell Crew.  The Brisbin Crew has taken an in-depth look into the motivations of the Founding Fathers and their Rebel followers , including the political, social, religious, and economic reasons why these people chose to break away and start a revolution.

Students have written narratives as colonists during the inception of the revolutionary time period, and are completing their first case study project- an informational/ expository piece and watercolor map.  We have participated in many protocols- Getting the Gist, Gallery Walks, Chalk Talks, and Concentric Circles to discuss/ explore these topics in depth.  Next week students will kick off the second case study: The Boston Tea Party, and will look at some key moments in America’s history that shaped the foundation of our country.  The Boston Massacre, The Boston Tea Party, the many acts association with taxation, and, ultimately, the lead up to the Declaration of Independence and signing of the Constitution.

Our fieldwork to the Verdi West Ranch has been a fantastic real-life glimpse into the care taking of horses, who served, during the Revolutionary time period, as transportation and an integral part of communication for people.  Students are not only team building, but learning care and upkeep for these important animals.photo-24 photo-23

Our Final Product for this expedition is a British Social Dance, including George Washington’s favorite Minuets to be presented on our Celebration of Learning night, December 18th.  Needless to say, the students in our crew are very, very excited to be participating in this fun event.  The public is invited to celebrate with us!

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Math:

Students are halfway through their studies in the new Bridges curriculum.  It is proving to be very challenging and thought provoking material for many, if not all students.  We are pleased to see how the structure of the program is teaching students to challenge themselves intellectually and building their stamina during the “grappling” moments.  In 5th grade, students have been working on volume, dimensions, and multi-step multiplication via learning different strategies.  They are also on the final steps of the infamous Million Dollar Bedroom Project, which explores manipulation of very small and very large numbers.  In 4th grade, students are working on models for multiplication and division, and primes and composites, and multiplicative comparisons and equations.  They have completed their Everyday Arrays projects as well.

ELA:

What is a topic sentence?  What is a thesis?  How do these two relate and compare?  Using the informational/ expository rubric and checklist, students are finishing the beginning of their scaffolded writing program by writing a piece on the 3 regions of the original 13 colonies.  We began with a close reading protocol called “Getting the Gist.”  We completed one GTG for each of the 3 regions, and then received a graphic organizer to compile our summary statements.  Then, each student wrote introductory and concluding paragraphs to frame the body of their piece.  Students completed a peer review in which they went through the rubric checklist, ensuring their pieces would score at least a 3 on the formal rubric.  Now, students are wrapping up their final drafts to present during our Goal Setting Conferences.

On top of their informational piece, students have also completed a narrative (with little structure, on purpose) to practice On Demand writing.  The topic for this piece focused on elements of the colonial time period, including characters and events that are factual representations of the American Revolution.

Students are putting together an Active Reading Journal by sewing a book together to respond to their reading.  As a crew, we are reading the book “Chains,” and will model how to use the in-depth rubric to go deeper with our reading.  Students are also conferencing with me regularly and reading their good fit books during the Daily 3.

Character and the 4th Case Study:

Ben Franklin has been our character study for the beginning half of our school year.  Our 4th case study for R & R is called “Ben and Me,” and students have completed our first book club on this title.  We are learning about Ben Franklin’s maxims and are developing our own.  Also, students are completing their H.O.W’s tracking folders every week, and setting goals to help them reach the HOW’s 100.  This month, our goals focus on the design principle “Collaboration and Competition.

Happy Fall!!!

Julie