How to Solve a Prolem
I noticed that a problem at, lets say, an elementary school can effect the whole school district. Like a person taking away cookie day or pizza. Could we change that? The point is if there’s enough people maybe we could. We could change it by having a petition. Maybe I could change it! If you try really hard you could accomplish anything.
Monday, February 26, 2007
Emma
Musical Minuet
Music is very important to me. Ever since I started playing viola 4 years ago I’ve felt even it’s more important. An example is when I was 4 ½ I went to Kinder Konzert and decided I wanted to play cello. I told my parents but I was small and there wasn’t a cello that big. They suggested I play violin. My family went to who is now my teacher to meet her. She suggested I play viola because it is less popular. Soon after she started me out on a violin strung with viola strings. Music is amazing! It is JUST like learning a new language! But first you learn to read it, then you can play and understand it. This is important because music makes me happy and cheerful. In addition to that it makes others feel good too. Many people believe that music is just sound, but I disagree. Music is hard work, practicing, emotional, learning, sometimes difficult- but most importantly fun.
Music is very important to me. Ever since I started playing viola 4 years ago I’ve felt even it’s more important. An example is when I was 4 ½ I went to Kinder Konzert and decided I wanted to play cello. I told my parents but I was small and there wasn’t a cello that big. They suggested I play violin. My family went to who is now my teacher to meet her. She suggested I play viola because it is less popular. Soon after she started me out on a violin strung with viola strings. Music is amazing! It is JUST like learning a new language! But first you learn to read it, then you can play and understand it. This is important because music makes me happy and cheerful. In addition to that it makes others feel good too. Many people believe that music is just sound, but I disagree. Music is hard work, practicing, emotional, learning, sometimes difficult- but most importantly fun.
Aubrey
Lonely
By Aubrey
“I’m lonely since Paige is gone,” I whined. I’m going to go play in my room . There was nothing to do there ether. So I closed my eye and all of a sudden I started to imagine that all my stuffed animals were alive. I opened my eyes and right then I new what to play! I gathered all my stuffed animals and put them in a spot. I grabbed a book and started to read to them. I was pretending they were my audience and they were all listening to me read! I had no reason to be lonely any more. I had all my friends right there with me.
By Aubrey
“I’m lonely since Paige is gone,” I whined. I’m going to go play in my room . There was nothing to do there ether. So I closed my eye and all of a sudden I started to imagine that all my stuffed animals were alive. I opened my eyes and right then I new what to play! I gathered all my stuffed animals and put them in a spot. I grabbed a book and started to read to them. I was pretending they were my audience and they were all listening to me read! I had no reason to be lonely any more. I had all my friends right there with me.
Lila
What Really Makes Me Sad
By: Lila
What really makes me sad is thinking about my Grandpa who passed away last September. He lived in Iowa and I went to his funeral there. The reason it makes me sad thinking about him is because he was really special to me and it was hard to loose him. When I went to the funeral, all my cousins were there and we saw lots of good pictures of his memories. I actually saw him in the coffin and I touched his hand and I cried. It definitely didn’t look like the Grandpa I knew. When the burial happened, my whole family put roses and flowers in his grave. Now, whenever I go to Iowa I think about him. I always go visit his grave and, if anyone, my grandma is the saddest.
By: Lila
What really makes me sad is thinking about my Grandpa who passed away last September. He lived in Iowa and I went to his funeral there. The reason it makes me sad thinking about him is because he was really special to me and it was hard to loose him. When I went to the funeral, all my cousins were there and we saw lots of good pictures of his memories. I actually saw him in the coffin and I touched his hand and I cried. It definitely didn’t look like the Grandpa I knew. When the burial happened, my whole family put roses and flowers in his grave. Now, whenever I go to Iowa I think about him. I always go visit his grave and, if anyone, my grandma is the saddest.
Lila
What Really Upsets Me
By: Lila
What really, REALLY makes me upset is when my little brother hits me in the car. Always. He even does it at home. Whenever he does it I always get in trouble because my mom and dad always think it’s me hitting (or punching or kicking) him. When I react, I don’t punch him back, ‘cause I know that’s wrong, so I just say stop and if I say stop, I’ll hope he stops. If he doesn’t stop, I have to tell my dad or mom. Some times I just get so mad that I do hit him back. Then, me and Leo, my brother, both get in trouble. Why I get so upset and mad is because he does it every single day and I’m tired of it, (it also REALLY hurts!). Plus I get in trouble and it’s not fair.
By: Lila
What really, REALLY makes me upset is when my little brother hits me in the car. Always. He even does it at home. Whenever he does it I always get in trouble because my mom and dad always think it’s me hitting (or punching or kicking) him. When I react, I don’t punch him back, ‘cause I know that’s wrong, so I just say stop and if I say stop, I’ll hope he stops. If he doesn’t stop, I have to tell my dad or mom. Some times I just get so mad that I do hit him back. Then, me and Leo, my brother, both get in trouble. Why I get so upset and mad is because he does it every single day and I’m tired of it, (it also REALLY hurts!). Plus I get in trouble and it’s not fair.
Tuesday, February 6, 2007
Blogging Terms and Conditions
Blogging Terms and Conditions
1. Students using blogs are expected to act safely by keeping personal information out of their posts. You agree to not post or give out your family name, password, user name, email address, home address, school name, city, country or other information that could help someone locate or contact you in person. You may share your interests, ideas and preferences.
2. Students using blogs agree not to share their user name or password with anyone besides their teachers and parents. You agree to never log in as another student.
3. Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for your blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school.
4. Student blogs are to be a forum for student expression. However, they are first and foremost a tool for learning, and as such will sometimes be constrained by the various requirements and rules of classroom teachers. Students are welcome to post on any school-appropriate subject.
5. Students blogs are to be a vehicle for sharing student writing with real audiences. Most visitors to your blog who leave comments will leave respectful, helpful messages. If you receive a comment that makes you feel uncomfortable or is not respectful, tell your teacher right away. Do not respond to the comment.
6. Students using blogs take good care of the computers by not downloading or installing any software without permission, and not clicking on ads or competitions.
7. Students who do not abide by these terms and conditions may lose their opportunity to take part in this project.
I have read and understood these blogging terms and conditions. I agree to uphold them.
1. Students using blogs are expected to act safely by keeping personal information out of their posts. You agree to not post or give out your family name, password, user name, email address, home address, school name, city, country or other information that could help someone locate or contact you in person. You may share your interests, ideas and preferences.
2. Students using blogs agree not to share their user name or password with anyone besides their teachers and parents. You agree to never log in as another student.
3. Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for your blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school.
4. Student blogs are to be a forum for student expression. However, they are first and foremost a tool for learning, and as such will sometimes be constrained by the various requirements and rules of classroom teachers. Students are welcome to post on any school-appropriate subject.
5. Students blogs are to be a vehicle for sharing student writing with real audiences. Most visitors to your blog who leave comments will leave respectful, helpful messages. If you receive a comment that makes you feel uncomfortable or is not respectful, tell your teacher right away. Do not respond to the comment.
6. Students using blogs take good care of the computers by not downloading or installing any software without permission, and not clicking on ads or competitions.
7. Students who do not abide by these terms and conditions may lose their opportunity to take part in this project.
I have read and understood these blogging terms and conditions. I agree to uphold them.
Why Weblog our Writing?
Dear Families,
We will be piloting a new way to ameliorate our writing program by sharing our interests and sharing our writing with a real audience, you! We will be posting their writing to our weblog.
A weblog, or blog as they are commonly called, is a special type of web page that can be created and easily updated using a web browser. Each new entry has its own date stamp. Each entry has a comments section where visitors to the blog may leave comments to the author.
When we teach a writing lesson, students will have an opportunity to make a entry for the blog. Please read the parent letter for more information about the unit of study. The students usually choose the topic, but they need to make use of the skills taught in our lesson to help craft their writing. The emphasis is on the quality, not the quantity of what they write.
When a student is ready for publishing, students will use the computers in our rooms to word process their work. Students may also work from home! We, the teachers, will then post the blog entry.
Having a real audience is one of the key components to this pilot program. In addition to receiving comments from the teachers, they are also able to receive comments from parents, grandparents, family, friends and classmates. Parents are encouraged to visit the blog and respond to the writing. Potentially, anyone on the internet could respond to our blogs, however, it is not likely that the world at large will stumble across the blog.
This blogging project is designed to minimize any security risk to your child. The only personally identifying information included in the blog will be their first names. There will be no mention of our school name or our location. Students are allowed to post their interests and opinions, but not their age, e-mail addresses photographs of themselves, or other sensitive information.
Resources:
Blogs created by fifth grade students in the USA
http://itc.blogs.com/macros/
BBC News article about blogging in a school in the UK
http://news.bbc.co.uk/1/hi/magazine/3804773.stm
We will be piloting a new way to ameliorate our writing program by sharing our interests and sharing our writing with a real audience, you! We will be posting their writing to our weblog.
A weblog, or blog as they are commonly called, is a special type of web page that can be created and easily updated using a web browser. Each new entry has its own date stamp. Each entry has a comments section where visitors to the blog may leave comments to the author.
When we teach a writing lesson, students will have an opportunity to make a entry for the blog. Please read the parent letter for more information about the unit of study. The students usually choose the topic, but they need to make use of the skills taught in our lesson to help craft their writing. The emphasis is on the quality, not the quantity of what they write.
When a student is ready for publishing, students will use the computers in our rooms to word process their work. Students may also work from home! We, the teachers, will then post the blog entry.
Having a real audience is one of the key components to this pilot program. In addition to receiving comments from the teachers, they are also able to receive comments from parents, grandparents, family, friends and classmates. Parents are encouraged to visit the blog and respond to the writing. Potentially, anyone on the internet could respond to our blogs, however, it is not likely that the world at large will stumble across the blog.
This blogging project is designed to minimize any security risk to your child. The only personally identifying information included in the blog will be their first names. There will be no mention of our school name or our location. Students are allowed to post their interests and opinions, but not their age, e-mail addresses photographs of themselves, or other sensitive information.
Resources:
Blogs created by fifth grade students in the USA
http://itc.blogs.com/macros/
BBC News article about blogging in a school in the UK
http://news.bbc.co.uk/1/hi/magazine/3804773.stm
Essay Writing-Letter to Parents
We are about to begin our new unit of study on essay writing. Essay-writing has become a hot topic in schools, especially because many standardized tests, including the SAT, have added a writing section, usually in the form of an essay. Students are asked to write essays well into their college years, and we believe it’s crucial that they get a strong start, learning the skills and strategies to craft compelling essays, as well as developing a positive attitude toward the genre.
Your children will become essayists over the next several weeks, and they’ll start by collecting essay ideas in their notebooks for a little bit of time. Then they’ll develop their ideas through the now-familiar writing process, choosing an essay idea and turning it into a draft that will be revised and edited until it becomes an essay to publish.
As your children move through this unit, they’ll learn how essayists take an idea, an observation, or a question, and grow ideas about it. They will learn how to turn an idea they have into a thesis, of sorts, and then how to present evidence to support their claims about that thesis. Our experience tells me that it may be difficult, at first, for young writers to switch gears toward essay writing, especially because they’ve gotten so strong at writing personal narratives. A large part of the energy in this unit will be dedicated to familiarizing students with the genre of essay, to learning to think and organize thoughts like an essayist, and to crafting an essay that moves smoothly from the thesis statement to the supporting evidence. We will move quickly through the writing process, and we will revisit essay-writing again later in the year.
As always, we will continue to work on the mechanics of writing with your children. At this point, there is a clear expectation that writers pay attention to spelling and punctuation. Once students learn how to spell a certain word or use a particular kind of punctuation, we want to see it reflected in their writing, even in notebook entries and first drafts. During this unit, your children will learn more about the variety of uses for commas. Often when students are learning something new they tend to overuse it, so you may see an overabundance of commas for a while--their use of commas will soon become more precise.
We thank you for supporting your child’s writing development. Please let us know if you have any questions or concerns.
Sincerely,
Lynnea West and Jason Pusey
Your children will become essayists over the next several weeks, and they’ll start by collecting essay ideas in their notebooks for a little bit of time. Then they’ll develop their ideas through the now-familiar writing process, choosing an essay idea and turning it into a draft that will be revised and edited until it becomes an essay to publish.
As your children move through this unit, they’ll learn how essayists take an idea, an observation, or a question, and grow ideas about it. They will learn how to turn an idea they have into a thesis, of sorts, and then how to present evidence to support their claims about that thesis. Our experience tells me that it may be difficult, at first, for young writers to switch gears toward essay writing, especially because they’ve gotten so strong at writing personal narratives. A large part of the energy in this unit will be dedicated to familiarizing students with the genre of essay, to learning to think and organize thoughts like an essayist, and to crafting an essay that moves smoothly from the thesis statement to the supporting evidence. We will move quickly through the writing process, and we will revisit essay-writing again later in the year.
As always, we will continue to work on the mechanics of writing with your children. At this point, there is a clear expectation that writers pay attention to spelling and punctuation. Once students learn how to spell a certain word or use a particular kind of punctuation, we want to see it reflected in their writing, even in notebook entries and first drafts. During this unit, your children will learn more about the variety of uses for commas. Often when students are learning something new they tend to overuse it, so you may see an overabundance of commas for a while--their use of commas will soon become more precise.
We thank you for supporting your child’s writing development. Please let us know if you have any questions or concerns.
Sincerely,
Lynnea West and Jason Pusey
Monday, February 5, 2007
Preston
Unfortunate Events
How I got my idea, I was just looking around, seeing what I could write about when I saw my books and noticed the title, A Series of Unfortunate Events.
When something unfortunate happens, you feel like your going to say to the nearest person around, what the? What was that? So you go where ever the ruckus is going on! So then you get there, and you want to know what happened and how. What I don’t know is why people care I would care if it was a loved one. And I’m not saying I don’t do it (but occasionally I do, but don’t tell anyone). When your day is going so well like for instance if you were going to Disney land then everyone is sad because the flight cancels on account of rain. I just don’t get it why bad things happen do you?
How I got my idea, I was just looking around, seeing what I could write about when I saw my books and noticed the title, A Series of Unfortunate Events.
When something unfortunate happens, you feel like your going to say to the nearest person around, what the? What was that? So you go where ever the ruckus is going on! So then you get there, and you want to know what happened and how. What I don’t know is why people care I would care if it was a loved one. And I’m not saying I don’t do it (but occasionally I do, but don’t tell anyone). When your day is going so well like for instance if you were going to Disney land then everyone is sad because the flight cancels on account of rain. I just don’t get it why bad things happen do you?
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