In grammar, we reviewed the four types of sentences, as well as how to diagram them. I was so impressed that they remembered how to diagram the understood (you) in command sentences! They were reminded that, in order to make diagramming questions easier, you should rearrange the words to form a statement. This just makes it easier to find all of the verbs and locate the subject. Finally, we reviewed rules for punctuation in a direct quotations. We will be using these rules as we write our next narrative assignment!
The students brought in their comic strip narrative organizer today. We first discussed sequencing and plot formation in narrative writing. Then, the class broke into pairs and worked to peer review their story boards. They gave each other feedback on the story lines, helping their classmates to create an easy to understand plot line. Next, we all discussed the "tools" that we have added to our writing "toolbox". They have learned about character development, setting, descriptive writing, "hooks" to capture the readers' attention, keeping your paragraph on topic, and more. We will be using these tools to help us to create a longer narrative paper! Together, we took a story line (my true story of a fox eating our chickens), and plotted it out in our story plot graphic organizer. We made sure, as a group, that we had an introduction, a rising plot, a climax, a falling plot, and a resolution. While we created our group story board, we discussed how these elements need to stay clear, even when we add detail and richness. Sometimes, it's easy to get completely off track and lose our readers! Once our story was roughly drawn out in story-board format, we verbally created a paragraph for the introduction paragraph, alone. One of the kids came up with the excellent idea to begin the story with the "beep, beep, beep" of an alarm clock! Way to pull those readers in and "hook" their attention!
Once our example paragraph was complete, I left the students to work on their own introduction paragraphs. This is simply a paragraph to introduce the character(s), the setting, and to get the reader acquainted with the story. I am stopping the kids there! We will be looking at these paragraphs on Thursday, moving on when they are edited and revised. I reminded them of their previous narrative writing papers... and how amazing they were! We are going to "eat an elephant" by taking one little bite at a time... and end up with a fabulous story!
Math- In math class today, Ms. Jennifer worked with the kids on decimals up to the thousandths. They converted fractions to decimals, including problems with mixed numerals. They also worked to put decimals and fractions in increasing and decreasing order. Spanish- The kids were all a buzz, working on their family tree Spanish posters! They are putting their Spanish words for relatives to use, and hopefully helping to commit them to memory. There are leaves and stems and tree trunks scattered throughout the room... and the happy sound of children being creative together!
In social studies class, Mr. Dennis taught the students about immigration. They read at home about the Statue of Liberty and immigrants flocking to the U.S. from 1880-1920. The class worked today on an activity where they were able to make up a character, filling out their own "immigration papers". They loved creating a background for their character, including their reasons for wanting to come to the United States!
In art class, Ms. Nancy had the students bring in a picture of a tropical bird. The kids practiced sketching their bird onto paper before committing to draw in, in marker, onto burlap. Once their main lines were drawn, they used yard and a needle to stitch over the lines, with corresponding colors. The kids really learned how to sew well during our Civil War puppet project! They did an amazing job today! 
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