Summer Reading Projects

We've been thinking about the summer reading projects we want to do. Here are some of our ideas! AJ: I want to read a ton of books by Dave Pikley because they are really funny and they include comics that are funny. Sometimes I read them by myself, and then I'll talk about them with my mom. Arya: I'm going to read the Harry Potter series. I like that it's all full of adventures. I'll read them on my own, and I'll keep a notebook about the series. I'll put in the pressures Harry is facing and information about the powers and how they change. Asa: Generally I like to see what books we have and read those, but I am interested in fantasy books. I like books with made-up adventures in our world. Sometimes they inspire me to take action or draw or to build something. Asia: I'm going to read books by the author of Floors, Patrick Carman. He writes Mystery books that are filled with clues you have to find out. I'll read them with Layna and some other friends. We'll meet to talk about them a few times over the summer. Dante: I think fiction reading makes the most sense for me. I want to read the Hunger Games series. I also want to read books about drawing comics and work on drawing those as I read. Edison: I will read the Shredderman series. It's funny, about how a kid opens his own website and gets and bully in trouble. I'm really going to focus in on the bully find study him. I think what he does is so important to the whole book. Freya: I might read a bunch of books by Kate DiCamilo because she makes stories that are realistic but not completely. She has some good secondary characters that I could study and write about. I could also try to think about the purpose of the characters and how the books would change if they weren't there. Gerrit: I'm going to read books by Suzanne Collins because I find them very entertaining. I want to make a chart showing the Hunger Games and Gregor the Overlander. I want to see how the problems match between the two books, because it might help me figure out what Suzanne Collins's life was like. Greg: I'm going to San Fransicso and I don't know much about it, so I'm planning to read about different places we could go, tourist attractions, and just all about it. Hadi: I want to read a lot of books by Rick Riordan because I think they are really interesting. He always has a really clear focus--books about the gods-- but with different information in each book. I'll think about differences and similarities across the books. Hayden: First I want to finish up the last two books in the Artemis Fowl, Jack Blank Book Two, the Serpent's Shadow, and Athena's Mark. They are all fictional books that turn everyday things we know about into crazy things that aren't really real. I'll pay attention to things thaw appear one way but are really another way. Jack: I love the Calvin and Hobbes books. I think they are really funny. I started them last year, and I want to finish them. Sometimes you see Hobbes in his natural way and sometimes as a stuffed animal. I want to study what's real and what Calvin imagines. Jake: I want to read several times a day. I want to read the Bunnicula books. If always been interested in them, but I've never gotten a chance to get to know the characters. I've never heard of killer rabbits before. Kate: I'm going to read dystopian novels, novels about strange futures and science fiction. I read the Hinger Games which is a dystopian novel. I'll pay attention to the differences and similarities between now and what the author wrote. I'll start conversations about it with my family, and we'll just talk about it for a long time. Also, I could just jot down my thoughts and grow off of those ideas whenim in bed at camp and about to go to sleep. Louise: Since I'm going to go to Argentina is summer, I'm going to read all about Argentina. I'm going to read a lot of books by Wendy Mast and Gordan Korman because the books I've already read by me them have been really good. Madison: In my camps, I want to find some friends to read books that are dramatic, like Hungeer Games. We could read the Hunger Games or The Divergent Series. We could me together and talk about it. Each of us could study one group of people in the books and become an expert on them. Malinee: I want to start by finishing the Hunger Games series. I also want to read the 39 Clues series. I like how they are really mysterious. I'll be thinking about power because the power changes a lot. I'll write about it because I have a few pages left in my readers notebook. Natalija: I want to read the Chronicles of Narnia because I've watched the movies but I've never read the books. I like how they are kind of realistic fantasy, where I doesn't seem so far fetched. I'll write about the big, main ideas and the characters' flaws. Parker: I love books by Seymour Simon. I loved his books about storms. I could read a lot of books by him. I'd study the important facts that would help me with my job after college. Sofia: I just got the whole Harry Potter series for my birthday, so I'm reading the series. I want to study about power and position and perspective while I read. I'll write about what I figure out. Spencer: I want to read all the Tintin books because I really like the series. My mom has all the Tintin books, but in French. I want to see how the main characters have different amounts of power, and find out who has the most power. Veronica: I want to finish the Hunger Games series and then take on the Harry Potter series. I tried it before when I'm younger, but I think I'm ready for it now. I'll read a book and the watch the movie that goes with it so I can see how it's done differently as a movie. I'll keep a notebook of what I think. Will: I'm going to have a book club with Zora where we read the Molly Moon series together. We can chat over Skype to make plans for what we read, and then we can skype again to talk about our ideas. Character relationships will be huge to pay attention to because often they help her survive. Wriley: I already ordered a lot of books for the summer. I'm going to be away in Montok, and I've always wanted to study the birds there. I could study the birds there, and just birds more in general. I'd pay attention to what kinds of birds they are, and even make a map of what kinds of birds there are and where there nests are. Zora: I was thinking about doing a book club with Will. We would choose a book and read the whole thing and talk about it at the end. I also got three new books from the library that classmates have read, so I'll read those and lots of other books too.

Poetry Month: Day 29 (by Dante)

I chose "I Took a Sip of Water" because it is funny and it has a story about a man who drinks a lot of water, which is a cool topic because it makes him fat and he can't leave his room. That can never happen in real life so it seems interesting and entertaining. I especially like the part when he wants to drink a waterfall. I hope you enjoy it!

I Took a Sip of Water
I took a sip of water,
a second sip, a cup.
I filled a tumbler to the brim
and drank that glass right up.
I guzzled down a gallon,
a gallon is a lot,
but noticed that the more I drank,
the thirstier I got.

I drank a quart of lemonade,
I drank a quart of juice,
I drank a quart of chocolate milk,
it wasn't any use.
I found a dozen sodas
and quickly drank them all,
I felt that I could drink a creek,
a lake, a waterfall.

My body kept expanding,
it seemed about to burst,
and yet I couldn't manage
to satisfy my thirst.
Now I've become so bloated,
I can't fit through the door-
I'm fairly certain I will not
eat sponges anymore.
-by Jack Prelutsky

Poetry Month: Day 28 (by Zora)

I chose "Jabberwocky" because it fascinates me when a poet uses old slang and still can tell a poetic story. Also, the old words are very interesting to try and find the meaning of.

Jabberwocky
 'Twas brillig, in the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogroves,
And the mome raths outgrabe.

"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"

He took his vorpal sword in hand:
Long time the manxome foe he sought--
So rested he by the Tumtum tree,
And stood awhile in thought.

And as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!

One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with it's head
He went galumphing back.

"And hast thou slain the Jabberwock?
Come to my arms, my beamish son!
O frabjous day! Callooh! Callay!"
He chortled in his joy.

'Twas brillig in the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogroves,
And the mome raths outgrabe.

Math Congress: Part Three

Here's our third video from the Math Congress this morning. To see the other videos and the poster, just scroll down!

Math Congress: Part Two

Here's the second video from our Math Congress this morning! Look below this post for our first video and a picture of our chart.

Math Congress: Part One

Today in school, we had a Math Congress about the factors of 24. Our goal was not just to figure out what the factors of 24 were--we did that easily--but to prove to another mathematician how we knew we had all the factors. Here are some snippets of our conversation today. You can use these videos to help you as you write about what you learned from our Math Congress today. Each video will be in a separate post!

We also charted some of the conjectures we discovered about finding factors. You can click on the chart to enlarge it.

Multigenre Magazine Parent Letter

Dear 4-324 Families,

I hope this letter finds you well. Our study of the American Revolution is well underway—the Declaration of Independence was signed, and the first fighting of the war has just begun. As part of our study, each student chose a big topic, event or person that they were interested in studying in more depth. Topics vary from important women of the American Revolution to Benjamin Franklin to the British surrender at Yorktown. For the past few weeks, students have been reading about their topics and taking notes on the important information they are learning.

We’ll be using the information we’ve learned to create our own Multigenre Magazines! Students can choose if they want to create their own magazine or if they want to work with other members of their group. However, each student will be responsible for producing six pieces in a variety of genres. These genres include: a nonfiction piece, a poem, a fictional piece, an essay or feature article, an artistic piece, and a piece in a new genre.

Within these genres, students will be given significant freedom to design their pieces. For example, a student studying George Washington might choose to write a narrative poem about Washington’s feelings about being elected president, or they might choose to convey the same information through a series of journal entries. They might even convey the information through a political cartoon! Pieces can be told through different perspectives and written for different audiences.

What is important is that each piece included in the magazine teaches readers something different about the topic.

Your child will be given significant time to work on this project in class, but they will also have regular homework assignments where they are asked to spend at least 15 minutes working on their project at home. Students will be expected to plan, draft, revise and edit their pieces. Since students work at different paces, their work at home will be based on where they are in the writing process.

Revision and editing checklists will be available in school for students to use. Samples of the genres students are writing in will also be available. If you need more resources to help your child be successful with this project, please let me know. I am happy to send them home.

I will be meeting with your child regularly throughout this project to make sure that their work meets the project’s requirements.

As part of their finished Multigenre Magazine, your child will need to:

¨ Write at least six pieces (additional quality pieces will be given extra credit), including:

o   A nonfiction piece

o   A poem

o   A fictional piece

o   An essay or feature article

o   An artistic piece

o   A piece in a genre they’ve never tried before

¨ Revise and edit their pieces to make sure they are the best possible quality

¨ Publish their pieces neatly (either by handwriting the pieces or typing them—an adult may help with the typing)

¨ Assemble their pieces into a magazine with a catchy cover (If multiple students are working together on a magazine, they only need one cover.)

The finished projects will be due on Wednesday, June 20. Our Multigenre Writing Celebration will be on Friday, June 22, at 8:40 a.m. in the classroom.

If you have any questions, please send a note in to school or email me. Your children are already generating sophisticated ideas for their magazines, and I cannot wait to see how the finished products turn out.

Best,

Katie

Poetry Month: Day 27 (by Wriley)

I chose this poem because it's one of the favorite poems I've ever written and it is about something that means a lot to me.

               RHINOS

That day the sun was rising
And the air crackled in my ear
From the nights before fire
The land was black and burnt
That day was also the day of the sickness


That was the day we saw
A horn poking out of the burnt grass
Then a rhino emerged
A dull gray body
With bright eyes to match

That was the day the rhino
Stampeded into our minds
Burning itself into our memories
And never leaving
-by Wriley

Poetry Month: Day 26 (by Asa)

I chose "The Whitesmith" because it is one of my favorite poems that I have written.

The Whitesmith

I am the whitesmith,
I work all day,
smelting,
burning,
hammering away.
It's hard work, I do agree.
I burned my hand,
as you can see.
One false move around the pit,
but I tell customers,
to steer clear of it.

I am the whitesmith,
I work all day.
I may work all night,
but I get good pay.
I work with a partner of very unique type.
My work-wear is white with brown stripes.

            I am the whitesmith,
              and I love my job.


         By: Asa

Poetry Month: Day 25 (by Edison)

I chose "Hail" because it has a way of showing how I feel.Also, it tells what really did happen the night it was hailing.
Enjoy!

Hail
"Clank!"
"Clank!"
"Clank!"
Hail hits my roof over and over again.
"Bonk!"
"Bonk!"
"Bonk!"
I wake up, startled
Nothing but darkness
"Boom!"
"Boom!"
"BOOM!"
Ice covers the hail and makes it bigger.
"Ka-Boom!"
"Ka-Boom!"
KA-BOOM
Hail can be a very cool form of precipitation
-by Edison

Poetry Month: Day 23 (by Hayden)

I chose "Jack Be Nimble" and "Good Night" because they are both very funny.

Jack Be Nimble
 Jack be nimble, Jack be quick.
Jack jump over the combustion reaction of 0.2 + heat + fuel to form CO.2 + light + heat + exhaust.

Good Night
Good night, sleep tight,
Don't let the bedbug,
 tick, or louse
 suck blood from you,
 hatch its eggs,
and then develop the larvae on you
...all right?
-by Jon Scieszka

Poetry Month: Day 20 (by Freya)

I chose the adventures of Isabel by Ogden Nash because I think it is funny and fits with our narrative  poetry study.   I also think that it rhymes even though it is a narrative poem.

The Adventures of Isabel
 Isabel met an enormous bear,
Isabel, Isabel didn't care;
The bear was hungry, the bear was ravenous,
The bear's big mouth was cruel and cavernous.
The bear said "Isabel, glad to meet you,
How do, Isabel, now I'll eat you!"
Isabel, Isabel didn't worry.
Isabel didn't scream or scurry.
She washed her hands and straightened her hair up,
Then Isabel calmly ate the bear up.
Once in a night as black as pitch
Isabel met a wicked old witch.
The witch's face was cross and wrinkled,
The witch's gum with teeth were sprinkled.
"Ho Ho, Isabel!" the old witch crowed,
"I'll turn you into an ugly toad!"
Isabel, Isabel didn't worry.
Isabel didn't scream or scurry.
She showed no rage she showed no rancor,
But she turned the witch into milk and drank her.
Isabel met a hideous giant,
Isabel continued self reliant.
The giant was hairy, the giant was horrid,
He had one eye in the middle of his forehead.
"Good morning, Isabel," the giant said,
"I'll grind your bones to make my bread."
Isabel, Isabel, didn't worry,
Isabel didn't scream or scurry.
She nibbled the zwieback that she always fed off,
And when it was gone, she cut the giant's head off.
Isabel met a troublesome doctor,
He punched and he poked till he really shocked her.
The doctor's talk was of coughts and chills
And the doctor's satchel bulged with pills.
The doctor said unto Isabel,
"Swallow this, it will make you well."
Isabel, Isabel, didn't worry,
Isabel didn't scream or scurry.
She took those pills from the pill concocter,
And Isabel calmly cured the doctor.
-by Ogden Nash

Poetry Month: Day 19 (by Arya)

I chose " The Plan"by Nikki Grimes because I think it has a lot of meaning and when you read it, you can actually see it happening in front of you. Once you read this poem, you might also cry!

The Plan

A boy got shot
At school last month
My knees still knock
At the memory.
What makes somebody
Want to shoot,to kill?
"It's hate," says Blue.
"And fear. One
Holds the gun
While the other
Pulls th trigger.
When you're bigger,
You'll understand."
Well, I don't plan
On hating anyone.
But fears already
Scratching at my door,
Which means
I got one down
And one to go.
So, Mister Fear,
If you're listening,
You must be leaving
Now.
-by Nikki Grimes

Poetry Month: Day 18 (by Hadi)

I chose "My Parents Have the Flu Today," because I like how the poet made it funny but it still had all the things that any other poet would have like similies, rymes etc. And I love the idea for the poem, it's very creative and funny!

My Parents Have the Flu Today by Jack Prelutsky
My parents have the flu today,
they are both sick in bed,
and thoughts of what to do today
are swimming through my head.
My nimble brain is burgeoning
with ways to misbehave,
I'll give my brother's Teddy Bear
a haircut and a shave.

 Perhaps I'll make a mud pie
in my sisters stupid hat,
attach my mother's earrings
to the puppy and the cat,
hang carrots from the ceilings,
stuff bananas into shoes,
then set the clocks to different times,
it's certain to confuse.

I'll switch the salt and sugar,
scatter meatballs on the rugs,
hide spaghetti in a closet,
and refrigerate some bugs.
I'll paint my father's underwear
an iridescent blue.
My options are unlimited...
my parents have the flu.
      -Jack Prelutsky   

Poetry Month: Day 17 (by Natalija)

I chose "Hungry Mungry" by Shel Silverstein because I think Shel Silverstein is one of the best poets in the world! I really like him because he rhymes, uses alliteration, personification, similes, and metaphors. This poem from "Where The Sidewalk Ends" is very funny and silly.

Hungry Mungry
Hungry Mungry sat at supper,
Took his knife and spoon and fork,
Ate a bowl of mushroom soup, ate a slice of roasted pork,
Ate a dozen stewed tomatoes, twenty-seven deviled eggs,
Fifteen shrimps, nine baked potatoes,
Thirty-two fried chicken legs
A shank of lamb, a boiled ham,
Two bowls of grits, some black eyed peas,
Four chocolate shakes, eight angel cakes,
Nine custard pies with Muenster cheese,
Ten pots of tea, and after he
Had eaten all that he was able,
He poured some broth on the tablecloth
And ate the kitchen table.


His parents said, "Oh Hungry Mungry, stop these silly jokes."
Mungry opened up his mouth, and "Gulp," he ate his folks.
And then he went and ate his house, all the bricks and wood,
And then he ate up all the people in the neighborhood.
Up came twenty angry policemen shouting, "Stop and cease."
Mungry opened up his mouth and "Gulp," he ate the police.
Soldiers came with tanks and guns.
Said Mungry, "They can't harm me."
He just smiled and licked his lips and ate the U.S. Army.


The President sent all his bombers - Mungry still was calm,
Put his head back, gulped the planes, and gobbled up the bomb.
He ate his town and ate the city - ate and ate and ate-
And then he said, "I think I'll eat the whole United States."

And so he ate Chicago first and munched the Water Tower,
And then he chewed on Pittsburgh but he found it rather sour.
He ate New York and Tennessee, and all of Boston town,
Then drank the Mississippi River just to wash it down.
And when he'd eaten every state, each puppy, boy and girl
He wiped his mouth upon his sleeve and went to eat the world.

He ate the Egypt pyramids and every church in Rome,
And all the grass in Africa and all the ice in Nome.
He ate each hill in green Brazil and then to make things worse
He decided for dessert to eat the universe.

He started with the moon and stars and soon as he was done
He gulped the clouds, he sipped the air and gobbled up the sun.
Then sitting there in the cold dark air,
He started to nibble his feet,
Then his legs, then his hips,
Then his neck, then his lips
Till he sat there just gnashin' his teeth
'Cause nothin' was nothin' was
Nothin' was nothin' was
Nothin' was left to eat.
-by Shel Silverstein 

Poetry Month: Day 21 (by Malinee)

I chose It's Raining Pigs and Noodles because it was really funny and it really had a good sound to it. I also chose it because it's very interesting because you wouldn't think of it.

It's raining pigs and noodles,
it's pouring frogs and hats,
chrysanthemums and poodles,
bananas,brooms,and cats.
Assorted prunes and parrots
are dropping from the sky,
here comes a bunch of carrots,
some hippopotami.

It's raining pens and pickles,
and eggs and silverware.
A flood of figs and nickels
is falling through the air.
I see a swan, a sweater,
a clock, a model train--
I like this so much better
than when it's raining rain. 
 -by Jack Prelutsky

Poetry Month: Day 16 (by Sofia)

I chose "Love That Dog" because Jack's attitude changes over the book. In the beginning of the book Jack says ''I don't want to because boys don't write poetry, girls do'' ; In the ending of the book Jack ended up writing a magnificent poem (''Love That Dog''.) Another reason I chose ''Love That Dog'' is Sharon Creech is a wonderful writer and she wrote many wonderful stories.

Love That Dog

Love that dog
like a bird loves to fly
I said I love that dog
like a bird loves to fly
Love to call him in the morning
love to call him
''Hey there, Sky!''
-by Sharon Creech

Poetry Month: Day Fifteen (by Madison)

I chose "Once Upon a Simon" because I really miss my cat Simon and I think it would be a great memory of all she did in her life.

Once Upon A Simon

once upon a Simon,
Simon

hit her head
meowed all day
bit a mouse in the house
tumbled down the couch
landed on my blouse

and finely
caught the mouse
-by Madison

Poetry Month: Day 13 (by Cheyanne)

I chose "Bees.... Bees I Say!" because i dont think the class is really mature and i just wanna make a poem for the class so they understand what they act like.

Bees... Bees I Say!
People panicking talking
about ooh I'm allergic,
get it out of here! as the kids say
Katie gets tempted "4-324 you
need to stop acting like a bunch
of 1st grader's... you guys are in 4th
grade act like it" I was not even panicking
even when the bee came above my head
what i did was you know.....................
Act calm

Poetry Month: Day 12 (by Spencer)

I chose "Life." One reason is because I like how you can see the title going down the first line. L-I-F-E. Also because I'm terrified of dying.

LIFE
L ife speaks to me
In good times and bad
F eelings throughout your body.
E xtend throughout the night.
- Keri Lynn Smith

Poetry Month: Day 11 (by AJ)

I chose "What is Skateboarding?" because it can give people advice about what skateboarding really is and how you should feel about it. Maybe it will even give advice about what it's like and what happens.

What is Skateboarding?
Scary
Kool
Awesome
Thrilling
Exiting
 Beyond amazing
OK
Active
ROLLING RIDE
Dazzling your day
Injury maker
Not so bad
Good time!
-by AJ

Poetry Month: Day Ten (by Mariann)

I chose the poem 'What Is Pink?' because I love the way the author goes into such great detail when describing the color.  I also chose this poem because the color pink reminds me of Mothers and with the date so close to Mother's Day, I thought it fit.

Title:  What Is Pink?
Pink is the color of a rose.
They come in other colors
But everyone knows
Pink is the mother-color of a rose.
Pink is a new baby,
The inside of a shell.
Pink is a cooked shrimp
And a canterbury bell.
Pink is peachbloom
Gauzy  .   .   .  frail
The wind's exquisite
Wedding veil.

Pink is a bonbon,
Pink is a blush,
Some Easter bunnies
Are pink plush.
If you stand in an orchard
In the middle of Spring
And you don't make a sound
You can hear pink sing.
A darling, whispery
Song of a thing.

Pink is beautiful
Little sister of red
My teacher said,
And a ribbon girls tie
Round their head.
Pink is a sash
With the lovely fold
You'll remember
When your old.
Pink is the flower
On a lady's hat
That nods and bows
This way and that.

Poetry Month: Day Nine (by Jake)

I chose "I Am a Computer" because it helps you do things, like work on line and publish your work and books and drafts. BY JAKE

I Am A Computer
with games some are the same type of game or Essy home work
or biology or physics or   or a cook book or videos
or movies
or Google and Wikipedia and search  but we need thing like FACE BOOK  p.s.   

Poetry Month: Day Eight (by Will)

I chose "Test" because it is an actual event that happened in Georgia that was really passionate for me and  also because I wrote it myself using details from what really happened and from my mentor poet, Sharon Creech.

Test
One day I was swim-swim-swimming
in the sea looking for food
when I heard a small skit-skit-skittering
on the rocks so I
swammmm following my instincts straight
to the crab
so I opened my mouth and
LURCHED forward thinking,
yesyesyesyes
but something pulled me back so
I looked back and saw a HUGE
net grasped around me so I
tug-tug-tugged
until the net fell off
my body
but a net was still attached to
my flipper
and as I tug-tug-tugged
the net grew tight-tight-tighter
until I thought,
I'll never swim again I'll never swim again
but then I was pull-pull-pulled
onto a ship and
I was taken on that
ship to the Georgia Sea Turtle Center
where my staff
Dr. Norton said he would
do surgery to stop the
swell-swell-swelling
of my flipper
so I knew I was in good hands
and I was treated immediately
with nice care and
tasty food in a frozen coolldd ice
block where I had to snap-snap-snap
to get my food
and I was so so happy
that Dr. Norton said my flipper would soon be healed
and when Will and Max S.
adopted me so they could see
how I was doing.

I am Test,
the sea turtle.

-by Will

Poetry Month: Day Seven (by Parker)

I chose "When I Saw a Squirrel" because it made me really study the squirrel. It seemed a little bit funny because when the squirrel looked up at me I could really get an idea out of my mind of how to make a poem out of it. And I love writing poems about things I see!

When I Saw a Squirrel
When I saw a squirrel I was very calm and
normal I snuck up to it, And didn't say a word.
I wanted to track it, so I (made long lines), but
that was not possible. Well never mind, and
as we act like local snoops, and please don't scream,
because I don't want to fall out of a tree.
-by Parker

                                     
                                       

Poetry Month: Day Six (by Veronica)

I chose "Red Wheelbarrow"by William Carlos Williams because I feel like this poem speaks to me. Our class found this poem in "Love That Dog" by Sharon Creech and when I first heard it I thought it was confusing but good.

Red Wheelbarrow 
By William Carlos Williams

so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens.

Poetry Month: Day Five (by Gerrit)

I chose one of my poems because I'm wanting to see how my poems do. I also want to share my thoughts. I chose

   the Last Time.
by Gerrit

  There  over there look my cat she's so sick
           SO sick we must put her to sleep
  she's skinny,soft,super sick
               Can I help her?
      But quick look the cage if I turn one more page she'll be gone so I will not do it

      But life will continue slowly forever for everyone
                  here is where I feel week
   can I save her can I? ''Does she have to go'' I say''Yes '' is all I hear

 This is the time the cage is waiting,wrestling,to keep the cat in.Her paw comes through a hole
I grabbed it like life wishing I would never have to let go.''BAM LOCK''
 
 the door is shut parting us forever.





             And forever is never!

Poetry Month: Day Four (by Jack)

I chose "Purple Cow" because it's very funny. Also the picture for it is funny. It's by Gelett Burgess, 1895. That's a really old poem! My dad suggested I look it up on the internet, and we found it there.

Purple Cow
I never saw a purple cow, I never hope to see one but I can tell you anyhow I'd rather see than be one
-Gelett Burgess

Poetry Month: Day Three (by Asia)

I chose "Where I'm From" because it expresses where my family is from. It also says where I'm from too. It says what my family calls me and all the memories I have.

Where I'm From
I'm from a city that parties
I'm from the Statue of Liberty
I'm from the Big Apple
I'm from the blocks of fights
I'm from paylo to busupot
I'm from pizza to burgers
I'm from curry to barbecue chicken
I'm from mac & cheese to Chinese food
I'm from a brother that teases
I'm from a twin whose caring
I'm from a sister whose always got my back
I'm from a mom and dad who love me
I'm from a brother of God
I'm from a niece of smiling
I'm from the outside world
I'm from leafy plants and rain
I'm from veggies we grow
I'm from little little
I'm from sugar plum
I'm from mama and babies
I'm from sissy
I'm from doodoo head
-by Asia 

Poetry Month: Day Two (by Kate)

I chose "Picture Puzzle Piece" because it uses very clever rhyming, and it makes one lost, wet puzzle piece seem like a giant story book full of possibilities. Also, it's by Shel Silverstein who is one of my favorite poets because some poets make poems that are really serious and sad and emotional, but Shel Silverstein just makes you laugh and doesn't make you cry. He's really for kids.

Picture Puzzle Piece
One picture puzzle piece
Lyin' on the sidewalk,
One picture puzzle piece
Soakin' in the rain.
It might be a button of blue
On the coat of the woman
Who lived in a shoe.
It might be a magical bean,
Or a fold in the red
Velvet robe of a queen.
It might be the veil of a bride
Or a bottle with some evil genie inside.
It might a small tuft of hair
On the big bouncy belly
Of Bobo the Bear.
It might be a bit of the cloak
Of the Witch of the West
As she melted to smoke.
It might be a shadowy trace
Of a tear that runs down an angel's face.
Nothing has more possibilities
Than one old wet picture puzzle piece.

-by Shel Silverstein (A Light in the Attic)

Poetry Month: Day One (by Louise)

I chose "Class Bully" because at the end of the poem they say" It's guys who don't hit girls who're strong" and that's what my mom would say when ever Gordon or Freddy, (my two brothers) wanted to fight back. Also because Nikki Grimes, ( the author) is my mentor poet and this is my favorite poem that she wrote in her book, "MY MAN BLUE".


Class Bully
       A bully
kicks me in the knee.
That bully's name
is Tiffany.
      I fume
but don't return the blow.
Guys don't hit girls
Blue says, and so
     I grab
her wrists 'til she
calms down, while
     Laughing
jeering kids stand 'round
and shout "You wimp!" But
they're all wrong.
      It's guys
who don't  hit girls
      Who're strong.

-by Nikki Grimes (from My Man Blue)

Dance-- Week Two

We had our second musical theater class on Monday. After our dance and theater warmups, we created our own tableaus. Some of them depict happy scenes, and others depict sad scenes.

Can you tell which scenes are which?

"People Equal"--Version Twelve

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our twelfth video.

Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Eleven

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our eleventh video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Ten

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our tenth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Nine

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our ninth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Eight

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our eighth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Seven

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our seventh video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Six

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our sixth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Five

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our fifth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Four

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our fourth video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Three

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions are a little different! Here's our third video.


Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version Two

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions is a little different! Here's our second video.

Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

"People Equal"--Version One

Today we studied how poetry can be performed in many different ways. After listening to different versions of Martin Luther King Jr.'s "I Have a Dream Speech," we decided to try it out ourselves. We read James Berry's Poem "People Equal." Working on our own or with partners, we practiced performing the poem in different ways. Then, we shared our poems with the class. Each of our versions were a little different! Here's our first video!

Be sure to let us know what you think: What do you notice the poets are doing as they perform? How does that add to your understanding of the poem?

Musical Theater Began Today!

We started our Musical Theater program with Karen today. Over the next several weeks, we'll be working with other fourth grade classes to put on our own version of "1776," the musical. Today we began with drama and dance warmups.

Then, we started learning one of the songs we'll be singing and dancing to during our performance in June.

Make sure you're practicing our song regularly at home!

Colonial America Signs

In case you couldn't travel back in time to 1750 and join us in Cobbletown, here are some close-up shots of the signs we made for our colonial shops. Check out the other posts to see the pictures of Cobbletown in action!

Spring Break Reading

It's Spring Break! That means we have 10 extra days to read! What are you reading over the break? Leave a comment to tell what you are reading, and check the comments to see what other people are reading!

Cobbletown

Welcome to Cobbletown! If you did not have a chance to see our village in person, here are some pictures from the town. You'll see each of the shop keepers and their stores.

Did you get a chance to tour Cobbletown today? What did you learn during your trip back in time? 

If your character's name is misspelled, please leave a comment letting me know!

Cabinet Maker William Cooper

Wig Maker Elizabeth Hoffer

Gunsmith John Switison

Bootmaker Pete Robertson

Milliner Harmony Sislton

Clockmakers William Bentingham and Pete

Gunsmith Tyson

Apothecary Owners Henry Algood and Eleanor Algood

Bookbinder John Williams

Whitesmiths Tyler Robertson and Ben Cedarleaf

Harness Maker Mercy Hevensmith

Dame School Teacher Mary Ruth

Blacksmiths Myles Birmingham and John Carter

Hat Maker Fezington Fez

Inn Keepers Samantha and Charlotte Coopersmith

Dressmaker Claire Abigail Smith

Printer Emily Johnson

Papermaker Michael Tennerson

Founders Jack Bones and William Smith

Silversmiths Gary Jones and John Smith