REMINDER: I will be collecting science and history journals for grading this week. To receive full credit for these homework assignments, please make sure that all entries are up-to-date and that both journals are brought to school Monday morning.
Anything in magenta is optional. Anything in blue should be turned in as homework the next on-campus day.
BLOG KEY
General:
Act – Activity
Ch – Chapter
Ex – Exercise
L – Lesson
p – Page(s)
Math:
HIG – Home Instructor’s Guide
TB – Textbook
WB – Workbook
FP – Facts Practice (A, B, C, or D denotes which sheet to use)
Writing:
IEW- Institute for Excellence in Writing
KWO - Key word outline
Science:
TB – Textbook
NBJ – Notebooking Journal
WDYR – What Do You Remember?
"Let the favor of the Lord our God be upon us and establish the work of our hands..." Psalm 90:17
COMING SOON:
Monday, February 1 - NHS/NJHS Sole4Souls Shoe Drive Begins
Wednesday, February 10 - Spirit Day
Monday, February 15 - President's Day/Teacher Training - No School
Tuesday, February 16 - Open Enrollment for new families begins
Wednesday, February 17 - Valentine exchange
Priority re-enrollment with special benefits for current families is now open. Secure your space for next year now, as we are likely to fill most grade levels.
DOCUMENTS you'll need this week (uploaded to the Google Drive):
BIBLE/VIRTUES: This month, we'll be focusing on the virtue of self-discipline.
MATH:
- Assess mastery of previously learned concepts.
- Assess mastery of division facts.
- Read and interpret percentage of a whole.
- Express a fraction with a denominator of 10 or 100 as a percentage.
- Express a decimal as a percentage.
- Express a percentage as a decimal.
- Express a percentage as a fraction in its simplest form.
- Express a fraction as a percentage.
- Express a fraction with a denominator of a multiple of 100 as a percentage.
MATH FACTS - GENERAL INSTRUCTIONS:
Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes. Have your child complete as many facts on the page as possible before the timer goes off.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home in binders to check your child's work. (Save these to use for grading all future facts pages.) Have the student make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade. (100 if they complete it; 0 if they didn't complete it or don't turn it in)
Here are the instructions for administering facts practice sheets:
1. Set a timer for five minutes. Have your child complete as many facts on the page as possible before the timer goes off.
2. When the five minutes is up, if your child has not finished, please mark the place where he/she left off, and then have the student finish the sheet.
3. Parents, please use the key sent home in binders to check your child's work. (Save these to use for grading all future facts pages.) Have the student make any corrections.
3. Turn the sheet in as homework on the next school day. I will take it as a homework completion grade. (100 if they complete it; 0 if they didn't complete it or don't turn it in)
SPELLING:
- Assess mastery of the four ways to spell words containing the sound of /ŭl/.
- Learn one way to spell words ending in the sound of /ŭs/.
GRAMMAR:
- Recognize and know the components of a pattern 4 sentence: SNLVPrN.
- Classify, label, and diagram a pattern 4 sentence.
- Know the difference between an action verb and a linking verb.
- Know that a predicate noun is a noun in the predicate that renames the sentence subject.
- Be able to compose a pattern 4 sente0nce using labels.
- Correctly spell common contractions.
WRITING/VOCABULARY:
- Learn four new vocabulary words, and be able to properly incorporate them into writing.
- Know the basic structure of an essay.
- Write strong topic sentences.
- Support topic sentences with details and examples.
- Write paragraph clinchers that repeat or reflect key words from the topic sentences.
- Incorporate a variety of dress-ups and sentence openers in writing.
HOPES & DREAMS ESSAY: Parents, if you are not familiar with the structure of an essay, please read p198 of the writing book. IEW teaches students to begin with the body paragraphs and then add the introduction and conclusion. This will be a four-paragraph paper. This week, we are writing the two body paragraphs only. Your students should have already written two topic sentences that I have approved. (See the essay planning guide I distributed in class. Should be located in the pocket of the "writing" tab in binders.) The topic sentences will be the first sentence of each body paragraph. Next, the student should write 5-7 sentences for each paragraph that give more detail about the hope or dream in the paragraph topic sentence. There is a list of brain-helping questions on p199 that can help them if they are struggling to come up with what to say. Students should have completed their outlines in class on Monday, but they do not always use their time wisely, and some students prefer to do it all at home when they can better focus. Please check outline to make sure they make sense before the student begins writing. Each of the body paragraphs should end with a clincher. The clincher repeats or reflects 2-3 key words from the topic sentence. These key words should be highlighted in both the topic sentence and the clincher for each paragraph. Use the checklist to ensure that the paper is properly formatted and that all required dress-ups and sentence openers are included.
VOCABULARY ACTIVITIES:
1. Cut out the blue cardstock PAGE (not the individual cards) in the back of the IEW book that corresponds to this week's lesson.
2. Color the pictures on the front and fill in the words in the blank on the back. Hole punch the page, and place it behind the "writing" tab in your binder. Study the meaning of each word.
3. Use the vocabulary activity homework sheet and a dictionary (preferably a print copy to reinforce alphabetization skills) to complete the following for each word:
a. Write the word.
b. Draw a line between letters in the word to correctly divide the syllables (if applicable).
c. Write the part(s) of speech. NOTE: The acronym NVP AA PIC is used in Shurley grammar to help students remember the parts of speech. We will encounter it in a few weeks in our grammar studies, but it should be review for most students.
d. Write the definition(s) of the word.
e. Use the word in a sentence (other than the one on the back of the card).
f. Try to find at least one (more if you can) synonym and antonym for each word.
g. Look up the etymology for each word. Write the oldest form of the word available and what the roots mean. Does it come from Latin, Greek, or some other root? What do those roots mean? Can you understand how the words got their meaning in modern-day English?
h. Write other forms of the word. For example: "prosper" (v) and "prosperous" (adj) would also be acceptable forms of the word "prosperity" (n) for students to use in their writing assignments.
i. After the homework sheets are completed, please hole punch them and place them behind the corresponding page of vocab words in the binder. They do not need to be turned in. I will periodically look in binders in order to record the homework grade.
READING:
- Summarize a passage through oral narration.
- Identify virtues--as well as elements of truth, beauty, and goodness--in reading passages.
- Engage in meaningful Socratic dialogue.
- Improve reading comprehension.
- Assess mastery of previously learned vocabulary words and chapter maxims.
- Memorize ten new vocabulary words and one new maxim.
- Memorize the imperfect tense for the irregular verb SUM.
HISTORY:
Memorize the key date for the War of 1812.
Know that the British set fire to the White House.
SCIENCE:
- Know the one general sense (touch) and the five special senses (smell, hearing, sight, taste, and balance).
- Be familiar with the five taste sensations--sweet, salty, bitter, sour, and umami--and be able to provide examples of each.
- Identify key facts in a non-fiction reading passage.
GEOGRAPHY:
- Develop a heart of compassion for the peoples of the world who don't yet know Christ.
- Memorize of the names and locations of the provinces of Canada.
PRACTICE MAP: Print a copy of the map using the 5th Grade Documents link above. Have students label and color each territory or province, as well as Greenland and the North Atlantic, while listening to the songs.
MEMORY WORK:
Geography: We'll test over the countries of South America this week. A hard copy of the maps can be found behind the "poetry/maps" tab in your child's binder. Additional maps, as well as MP3s of the song, are available at this link: Geography Resources.
History: Students will memorize 24 key dates this year. The key dates have accompanying jingles that do not have to be memorized, but will help students memorize the dates and retain details about the events to which they correspond. The cumulative quiz over dates 1-18 will be on March 1.
KEY DATES
1. Leif Ericsson Explores America - 1000
2. Columbus Sails to the Americas - 1492
3. Lost Colony of Roanoke - 1587
4. Founding of Jamestown - 1607
5. Landing of the Pilgrims at Plymouth - 1620
6. Salem Witch Trials - 1692
7. First Great Awakening -1740s
8. French & Indian War - 1754-63
9. Boston Tea Party - 1773
10. Paul Revere's Ride - 1775
11. Declaration of Independence - July 4, 1776
12. American Revolution - 1775-83
13. Constitution Ratified - 1787-88
14. Industrial Revolution - Late 1700s
15. Louisiana Purchase - 1803
16. Lewis and Clark Expedition - 1804
17. War of 1812
18. Monroe Doctrine - 1823
Poetry: Our third-quarter poem is Psalm 139:1-18 (NIV)
Psalm 139:1-18
For the director of music. Of David. A psalm.
1 You have searched me, LORD, and you know me.
2 You know when I sit and when I rise; you perceive my thoughts from afar.
3 You discern my going out and my lying down; you are familiar with all my ways.
4 Before a word is on my tongue you, LORD, know it completely.
5 You hem me in behind and before, and you lay your hand upon me.
6 Such knowledge is too wonderful for me, too lofty for me to attain.
7 Where can I go from your Spirit? Where can I flee from your presence?
8 If I go up to the heavens, you are there; if I make my bed in the depths, you are there.
9 If I rise on the wings of the dawn, if I settle on the far side of the sea,
10 even there your hand will guide me, your right hand will hold me fast.
11 If I say, “Surely the darkness will hide me and the light become night around me,”
12 even the darkness will not be dark to you;
the night will shine like the day, for darkness is as light to you.
13 For you created my inmost being; you knit me together in my mother’s womb.
14 I praise you because I am fearfully and wonderfully made;
your works are wonderful, I know that full well.
15 My frame was not hidden from you when I was made in the secret place,
when I was woven together in the depths of the earth.
16 Your eyes saw my unformed body;
all the days ordained for me were written in your book before one of them came to be.
17 How precious to me are your thoughts, God! How vast is the sum of them!
18 Were I to count them, they would outnumber the grains of sand—
when I awake, I am still with you.