Fairy Tale Adaptations- Little Red Riding Hood

For this unit in writing, we have been working on writing adaptations of our favorite fairy tales. We started by creating anchor charts of how writers map out their adaptations. Here are the anchor charts that Mrs. Wheeler created!

I am in awe of her chart creating ability. Seriously. Just to show how pathetic mine are in comparison:

So, my class worked for 2 weeks creating their own adaptations for Little Red Riding Hood. They could change the characters, the setting, character motivation, or events. I decided to write my own adaptation called Lil' Camouflage Coat. You can read it {HERE}

Once again, my students proved to be incredibly creative!

We decided to share our brilliance with one of our 1st grade classes. They were also studying fairy tales, so this allowed them to see that fairy tales are for all ages!

Here are some pictures of my Soldiers sharing their stories with 1st grade.

Some of my students even included comprehension questions at the end of their stories. A few added glossaries of vocabulary words that they were convinced that 1st graders wouldn't know on their own. :)
I am so proud of my students! They were creative and thoughtful with their stories. When school gets back on from Spring Break, I'll have some of the kids read their stories for the camera so you can be impressed too!

p.s. It was pajama day at school when we got these pictures. We aren't usually so casual! (I wish!)

Project- Creating Paleontologist Field Journals

Last week we studied fossils in science, along with animals that are endangered, extinct, threatened, and thriving. We studied how plants and animals compete for resources and how habitats are changing. Honestly, we have been on this topic of study for some weeks and my students were really getting into it. So, this week I decided to see just how much my students have retained.

Each student was given their choice of scrapbook paper and we created mini-booklets. Each student was to title their journal the same: My Paleontologist Field Journal.

We were going to pretend that we were on dig sites all over the world. We reviewed continents, landforms, and bodies of water, and each student was to choose where they wanted their dig to be located. Then we started writing about just what was happening at our different dig sites. Here is one student's journal- she had an exciting trip.

Day 1- students were to tell where they were leading their team of paleontologists stating their continent and at least 3 landforms or bodies of water that can be found. At the bottom, they were to illustrate themselves with their team.

Day 2 part 1- Students were to describe their night at their camp. Some students said they were scared of the sounds of wild animals. Other students said it was peaceful and quiet. One student complained that someone on his team snored all night and passed gas. My students are seriously creative!
Then they had to tell where they were headed that day, and the equipment they packed in their backpacks- with illustrations!

Day 2 part 2- How was the hike? What did you find? Was it a bone or imprint? With illustrations!
This student said she found a brand new species of prehistoric fish. (while in a canyon in Australia) This is an impressive find!

Day 3- Research day. What type of animal was found? Based on the fossils, what can you tell about the size and species of the animal? What type of eater do you think it was?

Day 4- Packing up to go home. What did you find overall? What have you learned from this dig? What do you plan on ding with the fossils you have found? (She is donating hers to a university lab for further research)

Last, but not least, based on your findings, what do you think your animal might have looked like thousands of years ago?

At the end, students were given Play-doh and were told to create the fossils or imprints that they had found on their adventures. Again, I was totally impressed with their creativity. Here is the imprint she found of this new fish species.

I was so impressed with her work! In fact, all of my students did extremely well. Here are some more things my students found while on their different dig sites:

Dinosaur

Fossilized human bones

Dinosaur/ Dragon

Leaf imprint

Fossilized dinosaur eggs

(this is identical to her picture in her journal!)

Fossilized jaguar bones

Dinosaur footprints

The kids had a blast with this! I can't wait to put these on display in the hallway!

If you'd like a copy of the journal, you can find it {HERE}!

What Good Writing Teachers DO:

a.k.a Becoming a Little Lucy

My school has adopted the Reading & Writing Workshop program (by Lucy Calkins) this year. Specifically, we are using the writing program. (Our small group reading program is the Jan Richardson model)

In an effort to share our professionally developed minds with our parents and students, here are some tips that we teachers came away with after our hour-long professional development today.

What Good Writing Teachers DO:

1. Provide explicit instruction and plenty of opportunity for practice

2. Provide opportunities for students to write for REAL audiences and readers

3. Allow for choice- let students write about what matters to them

4. Instruct in spelling, grammar, qualities, and strategies (this will be done during mini-lessons before writing time. Calkins' model doesn't really provide this)

5. Teach the writing process: rehearsing (I called it 'brainstorming' when I was a kid), drafting, revising, editing, and publishing

6. Study author's writing with students- I plan on using exemplar texts (really good books) as part of my mini lessons so students can hear the flow of good writing.

7. Establish clear goals
8. Provide frequent and useful feedback- I will make it a point to conference with students 1-2 times a week, depending on what time allows.

9. Remember who they're teaching. (referring to teachers) We are teaching kids, not prize-winning authors. There will be mistakes, but that's part of learning!

Before long, we will have some Master Writers!

Character Context Clues- Printable!

Tomorrow is a half day for Hamilton county to allow for parent/ teacher conferences. It's also a Dress as Your Favorite Character day at Clifton Hills! Students may dress as their favorite storybook character, or in their Halloween costume provided that:
1. Costumes actually match a story. Students have to have the book that matches!
2. Costumes aren't scary. No zombies or politicians for us! :)
3. Costumes are appropriate. *ahem* Appropriate length and story genre.

Each grade will participate in a Storybook Parade and plenty of pictures will be taken.

You might be wondering what 3rd grade will be doing during their time in the classroom. Well, we will be working on character analysis and context clues. Using paper bags and art supplies, students will make character bags with clues inside to give hints as to their characters.

If you'd like to download the document, click {HERE}!

As always, if you download it, please leave a comment on what you think!

Persuasive writing- Commercials

We are working on Author's Purpose this week. Figuring out author's purpose is easy as PIE!

P- Persuasive

I- Informative

E- Entertaining

So we looked at writing to persuade today. One of my students was brilliant enough to recognize that commercials are persuasive in nature. I  showed the class {THIS} post from last year where I persuaded my students to use Miracle Money Grow.

I must say, my Soldiers were impressed by my winning personality!

So we created a list of things that my students love and would be able to persuade the general public to buy. We made lists for each item telling why it was such a good deal.
1. Bike
2. Justin Bieber doll
3. Motorcycle
4. XBOX Connect
5. Giant Hello Kitty cookie

The students divided into teams and had to create a mini commercial that introduced the product, told where you could find it, and how much the product would cost.

Here they are!

Personally, I like the motorcycle being sold for $10. I'd never ride one, but it sounds like a good investment. :)

Tomorrow we will expand our advertising empires to include newsprint.

Here they are again: Youtube versions

Bike

Justin Bieber doll

Motorcycle

XBOX

Hello Kitty cookie

Day 161- Oh, the injustice!

It started normally, just a few click- clacks of a typewriter. Soft murmers coming from the direction of the barn.
Click-clack Moo!
Click-clack Moo!
That's right. Cows expressing themselves the only way they know how... through the written...typed word.

I love the end of the school year because it means that we teachers can be a little more lenient in our choice of reading material. During the year we stay fairly true to our school's reading series and we add special books occasionally. Changing to the Common Core standards will help a little, but the end of the year really is the best.

I chose this book because it is hilarious! It's one of my favorites. But this time, after I read it, I noticed that a gross injustice had been done to an animal in this story.

The cows received electric blankets.
The hens received electric blankets.
The ducks received a diving board for their pond.
But what about the PIGS?

Do the pigs not deserve attention? Are they any less worthy of  consideration? Or are they merely lacking in representation?

Oh, pigs of Farmer Brown's farm, we in General Delk's Army shall be your voice!

We created a list of things that we think pigs would like after a hard day of wallowing on the farm.

We wrote our letters, in our best handwriting of course.

 This student thought the pigs would want teddy bears to sleep with at night. 

 This student wants the pigs to have a vacation to the beach.

 A nice bath

 A big tub for a bath

I like the picture- 3 pigs in a hot tub.

 Hot tub

 Hot tub

 A better mud puddle, a nice bath, and a hot tub

A bubble bath

I noticed a theme running throughout most of my students' papers. They were convinced that pigs really just want to be clean and relaxed. Now for the real test... would Farmer Brown take our concerns seriously?

Student- Mrs. Delk, will Farmer Brown really read these letters?

Another student- Of course he will! All Mrs. Delk has to do is put the letters in Mrs. Overton's magic mailbox, then he'll get the letters!

(the magic mailbox was last used at Christmas to get the letters to Santa.)

Me- Guys, I have a little secret. Mrs. Overton knows everybody. If I put the letters in her magic mailbox, you had better believe that they will get to Farmer Brown!

I put the letters in the magic mailbox at the end of the day. I expect a reply soon. I'm sure Farmer Brown will right the injustice done to the pigs. It's only fair. I'll keep everyone posted. 

** Tomorrow is field day! Students are allowed to be out of uniform and wear t-shirts and shorts. Shorts must be appropriate length.**