Recently, we learned that the English settlers of Needham moved from (present day) Charlestown to Watertown and then on to Dedham in the early 1600s. Yesterday, the children watched a video about the settlers of Jamestown and Plymouth to give them some context regarding life in this area at that time.
This morning, we looked deeper at Plymouth and the history behind the 1620 Harvest Celebration. (No it wasn't called Thanksgiving back then!) The children were fascinated to learn about the differing points of view of the Wampanoag and the English settlers. Plimoth Plantation has an informative, interactive website that we explored. Unfortunately, time ran out and we weren't able to see everything. Please check it out with your third grader when you get a chance. There's lots they can teach you. The website is http://www.plimoth.org/education/olc/index_js2.html.
Happy Thanksgiving! :o)Melanie
Wednesday, November 26, 2008
Friday, November 21, 2008
Pen Pals
Have you ever had a pen pal? Your children do. They are exchanging letters with Mitchell 3rd graders in Ms. Camelio's class. It was exciting to watch the children's eyes light up as they read their first letters this morning!
We began responding to the letters right away. We get to practice some important writing skills in the process. The children need to consider their audience as they are answering questions and sharing information. They need to TTQA (turn the question around) so that the reader knows what questions they are answering. They will also use paragraphing skills. They will work to keep each subject they write about in its own paragraph. Finally, they will need to edit their letters carefully so that they can be easily read.
Ask your third grader about their new pen pal!
We began responding to the letters right away. We get to practice some important writing skills in the process. The children need to consider their audience as they are answering questions and sharing information. They need to TTQA (turn the question around) so that the reader knows what questions they are answering. They will also use paragraphing skills. They will work to keep each subject they write about in its own paragraph. Finally, they will need to edit their letters carefully so that they can be easily read.
Ask your third grader about their new pen pal!
Thursday, November 20, 2008
Native American Stereotypes
Yesterday morning I asked the children to draw a picture of a Native American. A few of them looked at me funny, but most of the children started to draw immediately. As I predicted, most children drew a human figure wearing animal skins, feathers, and face paint. Many of their figures were also carrying a weapon. I gave them five minutes to draw. As they finished, I asked them to share what they drew. I was so excited when several students raised their hands and told me how uncomfortable they felt with my assignment. "It's a stereotype," they complained. "Exactly," I said.
I showed the children a clip from Disney's Peter Pan, "What Makes the Red Man Red," a horribly stereotypical portrayal of Native Americans. I explained to the children that the images they have from Native Americans come from television, movies and sports logos. The vast majority of these images are stereotypical. I ended by showing the children images of actual Native Americans today. The children were surprised to see "regular" people wearing "regular" clothing just like them.
In Room 221 we try to look at the world and our learning from multiple points of view. We aim to be respectful of all people, from all backgrounds, nationalities and skin color. Recognizing stereotypes is just one way we can move towards our goal.
I showed the children a clip from Disney's Peter Pan, "What Makes the Red Man Red," a horribly stereotypical portrayal of Native Americans. I explained to the children that the images they have from Native Americans come from television, movies and sports logos. The vast majority of these images are stereotypical. I ended by showing the children images of actual Native Americans today. The children were surprised to see "regular" people wearing "regular" clothing just like them.
In Room 221 we try to look at the world and our learning from multiple points of view. We aim to be respectful of all people, from all backgrounds, nationalities and skin color. Recognizing stereotypes is just one way we can move towards our goal.
Wednesday, November 12, 2008
The Schoolhouse
We traveled back in time today! We had a great time being students (and teachers) in the year 1850.
Here's what the day looked like:
*Opening - Children bowed or curtsied to the teacher. We sang America. We reviewed the rules of the school and the thought for the day. When Mistress Sullivan did roll call we answered "present."
*Reading - Each group had different books. They were assigned stories to read, spelling and vocabulary to memorize. Groups were called one at a time to stand with the teacher at the front of the room for a lesson.
*Math - Children used slates and chalk to complete math problems from the board. They showed the problems to the adults in the room to be checked.
*Lunch/Recess - Children sat on the porch and enjoyed their lunches. They were given time to play in the yard out front.
*Penmanship - Children used quills and ink to write in their copybook. They could practice making letters, writing their name, or copying passages.
*Geography Game - The day ended with a fun game. The first child named a place. The second child had to name a place that began with the same letter that the first place ended. Ask your child what letter came up the most.
Thanks to Mrs. Waldman for making the copy books!
Thanks to Mrs. Zalkind for chaperoning our trip!
Here's what the day looked like:
*Opening - Children bowed or curtsied to the teacher. We sang America. We reviewed the rules of the school and the thought for the day. When Mistress Sullivan did roll call we answered "present."
*Reading - Each group had different books. They were assigned stories to read, spelling and vocabulary to memorize. Groups were called one at a time to stand with the teacher at the front of the room for a lesson.
*Math - Children used slates and chalk to complete math problems from the board. They showed the problems to the adults in the room to be checked.
*Lunch/Recess - Children sat on the porch and enjoyed their lunches. They were given time to play in the yard out front.
*Penmanship - Children used quills and ink to write in their copybook. They could practice making letters, writing their name, or copying passages.
*Geography Game - The day ended with a fun game. The first child named a place. The second child had to name a place that began with the same letter that the first place ended. Ask your child what letter came up the most.
Thanks to Mrs. Waldman for making the copy books!
Thanks to Mrs. Zalkind for chaperoning our trip!
Thursday, November 6, 2008
Landmarks in the Hundreds
In mathematics, our class has started a new unit called "Landmarks in the Hundreds." This unit will help your child learn about important numbers like 100 and 1000, that we use to find our way around the number system.
First your child will be working with 100 - an especially important landmark. Then we'll work with multiples of 100, 200, 300, 400, and so on up to 1000. We'll be doing "skip counting" -- that's counting by 2s or 5s or 10s, or any other number. The children will work in class, and sometimes at home, doing problems like this one:
If you count by 2s (2,4,6,8,10,12,14...) you eventually land on 100. What other numbers can you count by that will land you exactly on 100? What numbers don't work? How many 2s did you count to get to 100?
Children have very interesting ways to figure out these problems. You can help by asking your child to tell you how he or she got an answer. There are many ways of doing these problems -- and no single "right" way. What's important for your child to know is how his or her own way works. This is all part of developing good common sense about numbers.
We'll also be doing estimation. I may ask your child to find groups of things around the house that number 100, about 200, about 300, and so forth. You can help in your child's search. Talk about the number of things you both are finding, for example:
What about the nuts in the jar? Do you think that would be close to 100? What about the squares in the ceiling?
Finally, any time that you yourself need to estimate or deal with large numbers, please involve your child. Whether you're buying food, or deciding how many tiles to buy to patch the floor, your child probably has some good ideas about how to go about it.
First your child will be working with 100 - an especially important landmark. Then we'll work with multiples of 100, 200, 300, 400, and so on up to 1000. We'll be doing "skip counting" -- that's counting by 2s or 5s or 10s, or any other number. The children will work in class, and sometimes at home, doing problems like this one:
If you count by 2s (2,4,6,8,10,12,14...) you eventually land on 100. What other numbers can you count by that will land you exactly on 100? What numbers don't work? How many 2s did you count to get to 100?
Children have very interesting ways to figure out these problems. You can help by asking your child to tell you how he or she got an answer. There are many ways of doing these problems -- and no single "right" way. What's important for your child to know is how his or her own way works. This is all part of developing good common sense about numbers.
We'll also be doing estimation. I may ask your child to find groups of things around the house that number 100, about 200, about 300, and so forth. You can help in your child's search. Talk about the number of things you both are finding, for example:
What about the nuts in the jar? Do you think that would be close to 100? What about the squares in the ceiling?
Finally, any time that you yourself need to estimate or deal with large numbers, please involve your child. Whether you're buying food, or deciding how many tiles to buy to patch the floor, your child probably has some good ideas about how to go about it.
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