le 11 au 15 mars 2024
 

Upcoming Dates

Monday, March 11 & Wednesday, March 13 – Salsa Dancing with our artist in residence, Florabelle Moses

Monday-Friday, March 25 – 29 Spring break, NO SCHOOL

Monday, April 1 – NO SCHOOL for students, Teacher Professional Development (No Poisson d’avril! 🐟)

What’s up! Quoi de neuf? 

Please send your child to school in proper footwear and a WARM water-repellent jacket with a hood or a hat when the weather is rainy. It’s getting cold, too, so please have your child wear warmer layers and weather-appropriate shoes. Thank you!

If your child is ill or has had a fever or vomited within the previous 24 hours, please keep your child home. If your child will be absent, please email both teachers (kincaid_j@4j.lane.edu and hopper_s@4j.lane.edu) and please call in and leave a message on the school attendance line (541) 790-7080 or email Eliza at drummond_e@4j.lane.edu.

Please ensure that you email BOTH TEACHERS when you communicate with us.

Le français:

Thank you so much to the parents who have let us know your kids will be missing some school before or after spring break. It really helps us with our planning.

We continue to correct two horrible sentences on all full days, and alphabetize or sort words on our short day. Most students have completed the most recent “J’observe…” writing project about the mama and baby polar bears, and some of the kids are really developing their writing! A few students will be reading their writing aloud to the class this week, before we start the new one, which has yet to be selected.

We began our newest art project, where the kids chose among portions of image that selected from a magazine, and they have to complete the rest of the image. It’s a cool Gestalt kind of thing. Nobody has finished, nor will they soon, and the attached image is one that I began years ago, but have not completed. It, at least, gives an idea of the project.

Student goal:  I am applying myself to my school work. I am actively seeking learning.

Student goal:  I can correct grammatical and punctuation errors in sentences in French.

Student goal:  I can form and connect all the lowercase and uppercase letters correctly in cursive.

Student goal:  I am expanding my vocabulary by incorporating new words into my speaking and writing.

Les sciences humaines (la géographie):

We completed our map about different climate zones in the world, and we’ll begin discussing our francophone project this week and may assign countries. Countries are chosen randomly. I pull a stick with a student name and the student pulls a country from a hat. I am also arranging a variety of visitors to come in and talk about their francophone country.

Student goal:  I can identify and name the world’s oceans and continents.

Les copains/Buddies:

This week, both classes did an art project with their buddies. They had a friendship flower and students shared writing qualities they look for in a friend on each petal.

Mme Shelli hopper_s@4j.lane.edu English & Math teacher

Math Key concepts:

•In a multi-digit whole number, a digit in one place represents ten times what it represents in the place to the right.

•Multiplication can be thought of as a comparison in contexts other than place value.

There IS nightly MATH HOMEWORK this week. This includes the option of bringing to school something from home that is weighed or measured in the metric system.

Last week, students began learning about the metric system of measurement. This week, they will practice measuring in grams and meters, and they will work on converting between kilo-, centi-, and milli- (grams, liters, and meters). While at home and in your daily lives, please help your child notice meters, grams and liters so they can begin to make connections beyond the classroom.

English & Social Studies

We finished the dramatic conclusion of Hatchet by Gary Paulsen last week. On Monday, students will write a well developed paragraph to demonstrate their understanding of how the main character, Brian, evolved throughout his harrowing experience. Last week, students finished drafts of survival narratives; I am now in the process of reading and giving feedback to each student. Later this week, students will revise their stories a final time, and the stories will come home to share with you next week.

Our next module in ELA is an integrated reading, writing, and history unit about the expansion of the United States. This week, students will be reading portions of the text Portland Since Time Immemorial to learn more about Indigenous people of Oregon. Later in the week, we’ll read about the U.S. government’s goal to expand the boundary of the United States in the 1800s with the Louisiana Purchase and about Thomas Jefferson’s push west with the Corps of Discovery.  A major goal of the unit is to look at history from multiple points of view.

This 4j English/Social Studies learning module incorporates lessons from Oregon’s Tribal History/ Shared History lessons, has students reading from primary sources to learn about various perspectives on history, and teaches students to write opinion essays using evidence from text.

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