Dear Parents,
We will be doing this project in class, but I wanted to let you know the requirements and to give you the rubric so you know how your child will be assessed. We will be working on these projects this week and next with a tentative due date of Friday, September 9th. Please let me know if you have ANY questions at my e-mail: magisgraves@fultonschools.org
Thanks for your support!
Jenny M-G
Your teacher has asked you and your partner to design an informational poster entitled “Roots of Our Democracy.” Your teacher has requested that the poster board be divided into 3 sections.
The first section should include an illustration of the three branches of government, a description of each branch, as well as titles of jobs held within each branch. The branches should contain titles and a description of the duties of the three branches.
The second section should contain illustrations and labels of buildings in Washington, D.C. that show the Greek influence of architecture in those buildings. You should explain how our government buildings design is connected to ancient Greece.
The third section will have a map of the world (the teacher will give you a blank map). The map should have Greece, the equator, Prime Meridian, lines of latitude, and lines of longitude labeled. The teacher would like for you to design a model of the bulletin board on poster paper. Be prepared to present your bulletin board to the class and include an explanation of why the separation of branches exists. You should make your poster colorful, informative, and eye catching!!
Unit 1 Performance Assessment Roots of Our Democracy
Student Name: ________________________________________
CATEGORY 4 Exceeds the Standard 3 Meets the Standard 2 Approaching Standard 1 Does not meet the standard
Ideas
4 Ideas were expressed in a clear and organized fashion. It shows a complete understanding of the content of the government unit.
3 Ideas were expressed in a pretty clear manner. Some of the items in the bulletin board could have been expressed in a more organized manner.
2 Ideas were somewhat organized, but were not very clear. It took more than one reading to understand.
1 The bulletin board seemed to be a collection of unrelated ideas. It was very difficult to figure out what it was about.
Content - Accuracy/Completion
4 The bulletin board contains all accurate required facts about the topic.
3 The bulletin board contains 1-2 inaccurate or missing facts about the topic.
2 The bulletin board contains 3-4 inaccurate or missing facts about the topic.
1The bulletin board contains 5 or more inaccurate or missing facts about the topic.
Grammar & spelling(conventions)
4 Writer makes no errors in grammar or spelling.
3 Writer makes 1-2 errors in grammar and/or spelling.
2 Writer makes 3-4 errors in grammar and/or spelling
1 Writer makes more than 4 errors in grammar and/or spelling.
Neatness
4 Bulletin board is extremely clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.
3 Bulletin Board is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.
2 Bulletin board is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.
1 Bulletin board is not clean. It may have several distracting error corrections. It looks like it was done in a hurry.
Sunday, August 28, 2016
Tuesday, August 23, 2016
Three Branches of Government Cut and Paste review game
Dear Parents,
These cards went home in a baggie today for your student to review with for Thursday's quiz. Please e-mail me if your kiddo needs another baggie. Thanks for your support!
Jenny M-G
These cards went home in a baggie today for your student to review with for Thursday's quiz. Please e-mail me if your kiddo needs another baggie. Thanks for your support!
Jenny M-G
|
Legislative
Branch
|
Vice
President
|
|
Executive
Branch
|
Cabinet
|
|
Judicial
Branch
|
Congress
|
|
Makes
laws.
|
House of
Representatives
|
|
Carries
out laws.
|
Senate
|
|
Makes
sure laws are fair/constitutional.
|
9
Supreme Court Justices
|
|
President
|
Interprets
laws
|
|
Decides
court cases
|
Appoints
supreme court justices
|
|
Approves
Presidential appointments
|
Handles
foreign affairs
|
|
Declares
war
|
The
White House
|
|
Introduces
bills to become laws
|
The
Capitol
|
|
Vetoes
bills
|
The
Supreme Court
|
|
Signs bills
to become laws
|
Federal
Government
|
|
Directs
the military
|
Constitution
|
Monday, August 22, 2016
August 22, 2016
Dear Parents,
This week we will have our first quiz in Social Studies on Thursday, 8/25. Students will bring home their journals to study tonight, Tuesday, and Wednesday - please help them remember to bring them back to school the next day because we will be using them in class as we review. Your students need to know the vocabulary (community, citizen, democracy, volunteer, election, tax), the three branches of government at each level and the titles within the branches, why we have separation of powers, and that we got the idea of democracy from ancient Greece so we have columns on our government buildings to honor them.
In Reading we will be starting our classroom rotations with choiceboards where the kids have some class required activities and some choices in activities. Please help your child remember to write down what they read each night on their log. This Friday will be the first homework grade your child will receive for the 3 weeks of reading he/she has done.
We also will be beginning our first graded piece of narrative writing. In class we have been working on strategies for choosing a topic (person or place that is important to you), choosing an interesting hook, writing with descriptive words and powerful verbs, adding dialogue, transitioning with "A little later" or "After that", and using our classroom dictionaries, thesauruses, and highlighters to help edit their work As we have read books in class ("Stone Fox", "Chrysanthemum", "Thank You, Mr. Falker", "Enemy Pie", and "Ralph S. Mouse"), we have discussed the literary strategies they use and we refer back to those during Writing class.
Please let me know if you have any questions or concerns at magisgraves@fultonschools.org
If you are able to contribute some snacks to our class snack cabinet for days some of our kiddos forget their snack. we would appreciate Goldfish, pretzals, animal crackers, etc. Thanks so much for your support!
Mrs. M-G
This week we will have our first quiz in Social Studies on Thursday, 8/25. Students will bring home their journals to study tonight, Tuesday, and Wednesday - please help them remember to bring them back to school the next day because we will be using them in class as we review. Your students need to know the vocabulary (community, citizen, democracy, volunteer, election, tax), the three branches of government at each level and the titles within the branches, why we have separation of powers, and that we got the idea of democracy from ancient Greece so we have columns on our government buildings to honor them.
In Reading we will be starting our classroom rotations with choiceboards where the kids have some class required activities and some choices in activities. Please help your child remember to write down what they read each night on their log. This Friday will be the first homework grade your child will receive for the 3 weeks of reading he/she has done.
We also will be beginning our first graded piece of narrative writing. In class we have been working on strategies for choosing a topic (person or place that is important to you), choosing an interesting hook, writing with descriptive words and powerful verbs, adding dialogue, transitioning with "A little later" or "After that", and using our classroom dictionaries, thesauruses, and highlighters to help edit their work As we have read books in class ("Stone Fox", "Chrysanthemum", "Thank You, Mr. Falker", "Enemy Pie", and "Ralph S. Mouse"), we have discussed the literary strategies they use and we refer back to those during Writing class.
Please let me know if you have any questions or concerns at magisgraves@fultonschools.org
If you are able to contribute some snacks to our class snack cabinet for days some of our kiddos forget their snack. we would appreciate Goldfish, pretzals, animal crackers, etc. Thanks so much for your support!
Mrs. M-G
Tuesday, August 16, 2016
August 16, 2016
Thursday, August 11, 2016
August 10, 2016
Dear Parents,
Wow, this year is off to a great start!! We have gotten to know each other better through several "break the ice" activities, organized and color-coded our class journals, completed our first cold read and cold write assessments, started our first class novel with "Stone Fox", begun our notes on Democracy for our first Social Studies unit, personalized the front covers of our Writing journals with photos that are important to us, created our student-generated class rules, taken our first computation timed test, and begun using our brand new agendas. Having Mrs. Johnson visit our class and read "The Most Magnificent Thing" was an added highlight to our week! I love the good work and thoughtful behavior your wonderful kiddos are showing in our class this week and am excited about this school year. :) :) :)
Here are the first standards we will be focusing on in Math:
Math On Level -
MGSE.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding. For example: Question: Round 34 to the nearest ten. Student thinking: "Let me locate 34 on a number line. I know that it takes four jumps (ones) to get back to 30 and six jumps (ones) to get to 40. This means that the closest ten would be 30."
MGSE.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable. Example: There are 178 fourth graders and 225 fifth graders on the playground. What is the total number of students on the playground? Student 1 100 + 200 = 300, 70 + 20 = 90, 8 + 5 = 13 so 300+90+13 = 403 students. Student 2 I added 2 to 178 to get 180. I added 220 to get 400. I added the 3 left over to get 403. Student 3 I know 75 plus 25 equals 100. Then I added 1 hundred from 178 and 2 hundreds from 275. I had a total of 4 hundreds and I had 3 more left to add. So I have 4 hundreds plus 3 more which is 403.
Math Advanced-
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Students recognize shapes that are and are not quadrilaterals (four sided) by examining the properties of the geometric figures. A quadrilateral must be a closed figure with four straight sides and they begin to notice characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals.
They sort geometric figures and identify squares, rectangles, and rhombuses as quadrilaterals. Students should classify shapes by attributes and drawing shapes that fit specific categories. For example, parallelograms include: squares, rectangles, rhombi, or other shapes that have two pairs of parallel sides. Also, the broad category quadrilaterals include all types of parallelograms, trapezoids and other four-sided figures. Example: Draw a picture of a quadrilateral. Draw a picture of a rhombus. How are they alike? How are they different? Is a quadrilateral a rhombus? Is a rhombus a quadrilateral? Justify your thinking.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. This standard builds on students’ work with fractions and area. Students are responsible for partitioning (splitting) shapes into halves, thirds, fourths, sixths and eighths.
Please let me know if you ever have ANY questions or concerns by e-mailing me at magisgraves@fultonschools.org Thank you for all of your support!!
Mrs. M-G
Wow, this year is off to a great start!! We have gotten to know each other better through several "break the ice" activities, organized and color-coded our class journals, completed our first cold read and cold write assessments, started our first class novel with "Stone Fox", begun our notes on Democracy for our first Social Studies unit, personalized the front covers of our Writing journals with photos that are important to us, created our student-generated class rules, taken our first computation timed test, and begun using our brand new agendas. Having Mrs. Johnson visit our class and read "The Most Magnificent Thing" was an added highlight to our week! I love the good work and thoughtful behavior your wonderful kiddos are showing in our class this week and am excited about this school year. :) :) :)
Here are the first standards we will be focusing on in Math:
Math On Level -
MGSE.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding. For example: Question: Round 34 to the nearest ten. Student thinking: "Let me locate 34 on a number line. I know that it takes four jumps (ones) to get back to 30 and six jumps (ones) to get to 40. This means that the closest ten would be 30."
MGSE.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable. Example: There are 178 fourth graders and 225 fifth graders on the playground. What is the total number of students on the playground? Student 1 100 + 200 = 300, 70 + 20 = 90, 8 + 5 = 13 so 300+90+13 = 403 students. Student 2 I added 2 to 178 to get 180. I added 220 to get 400. I added the 3 left over to get 403. Student 3 I know 75 plus 25 equals 100. Then I added 1 hundred from 178 and 2 hundreds from 275. I had a total of 4 hundreds and I had 3 more left to add. So I have 4 hundreds plus 3 more which is 403.
Math Advanced-
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Students recognize shapes that are and are not quadrilaterals (four sided) by examining the properties of the geometric figures. A quadrilateral must be a closed figure with four straight sides and they begin to notice characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary when describing the properties of quadrilaterals.
They sort geometric figures and identify squares, rectangles, and rhombuses as quadrilaterals. Students should classify shapes by attributes and drawing shapes that fit specific categories. For example, parallelograms include: squares, rectangles, rhombi, or other shapes that have two pairs of parallel sides. Also, the broad category quadrilaterals include all types of parallelograms, trapezoids and other four-sided figures. Example: Draw a picture of a quadrilateral. Draw a picture of a rhombus. How are they alike? How are they different? Is a quadrilateral a rhombus? Is a rhombus a quadrilateral? Justify your thinking.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. This standard builds on students’ work with fractions and area. Students are responsible for partitioning (splitting) shapes into halves, thirds, fourths, sixths and eighths.
Please let me know if you ever have ANY questions or concerns by e-mailing me at magisgraves@fultonschools.org Thank you for all of your support!!
Mrs. M-G
Monday, May 2, 2016
Update for 3/27
Dear Parents,
We are finishing up our Heat unit with today's test and will have the Unit 6 math assessment on Wednesday. The review sheets that are coming home today will help your student review milliliters/liters and grams/kilograms. The IXL review topics that were homework last week and this (S.1-S.10, U.1, U.2, U.14) will also help your child with the time portions. In class and Tiger Time, we have been working on using number lines and lots of hands on investigations with Capacity, Volume, and Weight.
Thursday and Friday this week in Social Studies we will be reviewing Government on Brain Pop and Study Jams (Democracy, Branches of Government, the Presidency, Supreme Court, How a Bill Becomes a Law). If your students are reviewing at home on Study Jams, remember to sign off on their pages so that can earn Dojo points!
Thanks for all of your support! Please let me know if you have any questions or concerns.
Jenny M-G
We are finishing up our Heat unit with today's test and will have the Unit 6 math assessment on Wednesday. The review sheets that are coming home today will help your student review milliliters/liters and grams/kilograms. The IXL review topics that were homework last week and this (S.1-S.10, U.1, U.2, U.14) will also help your child with the time portions. In class and Tiger Time, we have been working on using number lines and lots of hands on investigations with Capacity, Volume, and Weight.
Thursday and Friday this week in Social Studies we will be reviewing Government on Brain Pop and Study Jams (Democracy, Branches of Government, the Presidency, Supreme Court, How a Bill Becomes a Law). If your students are reviewing at home on Study Jams, remember to sign off on their pages so that can earn Dojo points!
Thanks for all of your support! Please let me know if you have any questions or concerns.
Jenny M-G
Update for 5/2
Dear Parents,
It's hard to believe that we are in the final weeks of 3rd grade!! It has been such a joy to see your kiddos grow so much over the past months. Thank you so much for all of your support this year and for the wonderful goodies we have gotten today for Teacher Appreciation Week!
For the next two weeks, we will be giving homework so please check your child's agenda. Today I am sending home the Health books so your child can read the last two sections of Chapter 3 (pages 78-85) and answer the questions on pages 81 and 85. This will be due on Friday. Also, for math I am asking that your student work on iReady math for 20 minutes 3 nights this week.
Also, we have finished our research and will begin construction on our environmentally friendly homes this week so your child may ask you to send in small boxes, strips of tinfoil, or other small items. I am including the rubric below - this will be an in-class project. Please let me know if you have any questions!
Jenny M-G
It's hard to believe that we are in the final weeks of 3rd grade!! It has been such a joy to see your kiddos grow so much over the past months. Thank you so much for all of your support this year and for the wonderful goodies we have gotten today for Teacher Appreciation Week!
For the next two weeks, we will be giving homework so please check your child's agenda. Today I am sending home the Health books so your child can read the last two sections of Chapter 3 (pages 78-85) and answer the questions on pages 81 and 85. This will be due on Friday. Also, for math I am asking that your student work on iReady math for 20 minutes 3 nights this week.
Also, we have finished our research and will begin construction on our environmentally friendly homes this week so your child may ask you to send in small boxes, strips of tinfoil, or other small items. I am including the rubric below - this will be an in-class project. Please let me know if you have any questions!
Jenny M-G
|
CATEGORY
|
4
|
3
|
2
|
1
|
Construction -Materials
|
Appropriate materials were selected and creatively modified in ways that made them even better.
|
Appropriate materials were selected and there was an attempt at creative modification to make them even better.
|
Appropriate materials were selected.
|
Inappropriate materials were selected and contributed to a product that performed poorly.
|
Construction - Care Taken
|
Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.
|
Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.
|
Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.
|
Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
|
Information Gathering
|
Accurate information taken from at least four sources in a systematic manner.
|
Accurate information taken from at least three sources in a systematic manner.
|
Accurate information taken from at least two sources.
|
Information taken from only one source and/or information not accurate.
|
Journal/Log - Content
|
Journal provides three paragraphs/ five sentences on how your house conserves energy (What kind of power does it use?), reuses materials (How did you build your house?), and does not pollute (How is your house friendlier to the environment?).
|
Journal provides almost three paragraphs/five sentences on how your house conserves energy (What kind of power does it use?), reuses materials (How did you build your house?), and does not pollute (How is your house friendlier to the environment?).
|
Journal provides at least /two paragraphs three sentences on how your house conserves energy (What kind of power does it use?), reuses materials (How did you build your house?), and does not pollute (How is your house friendlier to the environment?).
|
Journal provides less than two paragraphs/three sentences on how your house conserves energy (What kind of power does it use?), reuses materials (How did you build your house?), and does not pollute (How is your house friendlier to the environment?).
|
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