May 2016

Tuesday, May 31, 2016

Last day of May!!

Fifth grade

• Cleaned their workstation
• Logged onto Google Classroom
• Worked on their new assisngment: My Amazing Vacation
• Went to Typing Web
• Posted their Word Per Minutes on Google Doc
• Earned Dojo points

Fourth grade:

• Submitted their Fox Document
• Began an extensive assignment entitled: "My Amazing Vacation."
• This student-driven assignment has 10 requirements:

1. At least three slides or three text boxes long.

2. Must be done on Google slides 

3. Must include the name of the place.

4. Sentences must start with an uppercase letter and end with a period. Sentences must be a complete thought.

5. If using the word "I" it needs to be uppercase.

6. At least two or more pictures about the place.

7. Image should fit the size of the screen.

8. Fonts must all be the same color.

9. Fonts must fit the screen/text boxes.

10. Spell check work!

Third grade:

1. Logged onto Google Classroom
2. Made comments on their peer's work about Martin Luther King
3. Worked on Typing Club
4. Recorded their word per minute score on a Google Doc

First grade:

• Learned about Spreadsheet terms
• Column headings
• Row headings
• Cells
• Reviewed homerow
• Went to Dance Mat Typing to sharpen keyboarding scores

Kindergarten:

1. Logged onto Google Classroom
2. Sang: Keyboarding's Fun!
3. Reviewed home row
4. Sharpened our keyboarding skills by going to Dance Mat Typing
5. Goals achieved were recorded on a Google Doc.

Intervention didn't meet due to regular classroom obligations.

Second grade:

1. Logged onto Google Classroom
2. Opened a new Google Doc
3. Typed as they heard the dictation for keyboarding
4. Took a one-minute warm up
5. Took a one-minute timed test
6. Recorded their scores on a Google Doc
7. They earned a few minutes of free time with their Dojo points

Friday, May 27, 2016

Fifth grade:

• Cleaned their workstation
• Logged onto Google Classroom
• Uploaded and submitted their assignments
• Went to Typing Web
• Posted their Word Per Minutes on Google Doc
• Earned Dojo points

Fourth grade:

• Cleaned their workstation
• Logged onto Google Classroom
• Uploaded and submitted their assignments
• Discussed their loss of 500+ points for comments (as a class) that didn't have:
• Capitalization at the beginning of their comment
• Punctuation at the end of their sentence
• Each infraction cost the class (as a whole) -5 Dojo points
• While class observed these points subtracted from their total, students worked doubly hard to earn back Dojo points
• Students were able to earn enough Dojo points to enjoy a few minutes of free time at the end of class

Kindergarten through third grade:

• Concluded our second lesson on Tchaikowsky (the Romantic composer) 
• Watched:  https://www.youtube.com/playlist?list=PLnFD7vC_EBkCvbRgmNrqu-mDSR3K6L4Z-
• Played review games with facts using this web site: https://quizlet.com/Angie_Vandewarker

Intervention did NOT meet, as Mrs. V was working assisting setting up the sound system for assembly.

Thursday, May 26, 2016

Fifth grade:

1. Logged onto Google Classroom
2. Commented on Google doc
3. Made necessary changes
4. Re-submitted their documents for grading
5. Finished their time with Code.org

Fourth grade:

1. Commented on Fox document of peers
2. Comments had to:
1. start with an upper case letter
2. end with a period
3. be a complete thought
3. If comments did not fit the above criteria, class would suffer -5 Dojo points for each comment doing so (the class currently has less than 30 points until they earn a party!)

Third Grade:

• Sang their round: Row, Row, Row Your Boat

• Warmed up with: A Pizza Hut. a Pizza Hut.

McDonalds. Mcdonalds. 

Kentucky Fried Chicken and a Pizza Hut.

A Taco Bell. A Taco Bell.

Buffalo Wild Wings  a Taco Bell.

Olive Garden

Buffalo Wild Wings  a Taco Bell.

Fourth grade:

Kentucky Fried Chicken and a Pizza Hut.

Olive Garden

• Identified instruments
• Played instrument BINGO

First grade:

• Sang:
• I Like My Bike
• You're A Grand Old Flag
• Sticky Bubble Gum
• Practiced steady beat

Second grade:

• Sang folk songs:
• The Cat Came Back
• Down By The Bay
• The Goat
• We learned Shoo Fly (another folk song)
• Discussed:
• Fermata
• ABA style
• Repeats
• Verses
• Steady beat
• Performed our song as a class in a circle formation (what fun!)

Kindergarten;

• Sang:
• Willohby Wallaby
• Tattle Song
• Interrupting Song
• Learned folk song: Old Blue
• Learned a toned bell part (A and F#)
• We did an awesome job playing our special bells on long sounds!

Intervention: 

• worked on Creative Writing Assignment from classroom teacher
• watched book: The Day The Crayons Quit

Wednesday, May 25, 2016

Fifth grade:

• Finished evaluating their web sites using criteria:

• authority of author

• date of publication

• are other links current that are listed 

• Completed the following actions to get an estimating publishing date for web site

• Type: "inurl:" before URL

• After string: &as_qdr=y15

• Posted their findings

• Earned Dojo points

Fourth Grade:

• Finished editing their Fox Document

• Edited size, style, and color of font

• Inserted image

• Formatted image

• Saved and posted their work

• Commented on their peer's work

Third Grade:

• Sang their round: Row, Row, Row Your Boat

• Warmed up with: A Pizza Hut. a Pizza Hut.

McDonalds. Mcdonalds. 

Kentucky Fried Chicken and a Pizza Hut.

A Taco Bell. A Taco Bell.

Buffalo Wild Wings  a Taco Bell.

Olive Garden

Buffalo Wild Wings  a Taco Bell.

Fourth grade:

Kentucky Fried Chicken and a Pizza Hut.

Olive Garden

• Identified instruments
• Played instrument BINGO

First grade:

• Sang:
• I Like My Bike
• You're A Grand Old Flag
• Sticky Bubble Gum
• Practiced steady beat

Second grade:

• Sang folk songs:
• The Cat Came Back
• Down By The Bay
• The Goat
• We learned Shoo Fly (another folk song)
• Discussed:
• Fermata
• ABA style
• Repeats
• Verses
• Steady beat
• Performed our song as a class in a circle formation (what fun!)

Kindergarten;

• Sang:
• Willohby Wallaby
• Tattle Song
• Interrupting Song
• Learned folk song: Old Blue
• Learned a toned bell part (A and F#)
• We did an awesome job playing our special bells on long sounds!

Intervention: 

• worked on American Symbols document
• worked on Thank You for Carson City library

Tuesday May 24, 2016

Fifth grade:

• Logged onto Google Classroom
• Began a series of lessons where they evaluate web sites
• They collected their data on a Google Doc.
• Tomorrow they will finish and present their findings

Fourth grade:

• Downloaded and edited a Word Document
• Worked on Coding

Third grade:

• Logged on to Google Classroom
• Finished their Google Slides project
• inserted text
• created bulleted list
• inserted an image
• resized image
• Earned Dojo points

First grade:

• Logged on to Google Classroom
• Reviewed Google Slide project: My Birthday Party
• We learned the:
• Esc key (to quit presentation mode)
• Down arrow to advance to another screen (in presentation mode)
• process of submitting an assignment on Google Classroom
• process of reviewing teacher's review comments on our Gmail

Intervention: 

1. Didn't meet due to outdoor classroom activities
2. Will resume reading skills tomorrow

Kindergarten:

1. Logged on.
2. Opened Google Classroom.
3. Reviewed terms about spreadsheets
4. Opened a spreadsheet about the eye color of each of the students in our class
5. Input data
6. Saved it
7. Submitted our work on Google Classroom

Second grade:

1. Logged onto Google Classroom
2. Finished our Google slides presentation: My Teacher
3. Opened a new Google Slide presentation: The Zoo
4. Edited text
5. Added an image
6. Presented our presentation
7. Submitted our assignment

Monday, May 23,  2016

Fifth grade:

• Logged onto Google Classroom
• Returned to their work on Think Central
• Measurement in:
• quarts
• gallons
• pints
• ounces
• Submitted their work in Think Central

Fourth grade:

• Logged on
• Chose desktop image from Google Chrome
• Changed image of themselves 

Third grade:

• Logged on to Google Classroom
• Finished their Google Slides project
• inserted text
• created bulleted list
• inserted an image
• resized image
• Earned Dojo points

First grade:

• Logged on to Google Classroom
• Reviewed Google Slide project: My Birthday Party
• We learned the:
• Esc key (to quit presentation mode)
• Down arrow to advance to another screen (in presentation mode)
• process of submitting an assignment on Google Classroom
• process of reviewing teacher's review comments on our Gmail

Intervention: 

1. We read our sight word packet
2. We worked on iPad apps that strengthen sight word recognition

Kindergarten:

1. Logged on.
2. Opened Google Classroom.
3. Reviewed terms about spreadsheets
4. Opened a spreadsheet about the eye color of each of the students in our class
5. Input data
6. Saved it
7. Submitted our work on Google Classroom

Second grade:

1. Logged onto Google Classroom
2. Finished our Google slides presentation: My Teacher
3. Opened a new Google Slide presentation: The Zoo
4. Edited text
5. Added an image
6. Presented our presentation
7. Submitted our assignment

Friday, May 20, 2016

Mrs. V was out sick.

Thursday, May 19, 2016

Fifth grade:

1. Logged onto Google Classroom
2. Opened code.org accounts to work on:
1. Logic
2. Reasoning

Fourth grade:

1. Logged onto Google Classroom
2. Opened Typingweb.org
3. Earned Free time on pre-approved web pages

Third grade:

1. Review "Farmer In The Dell." 
2. Have students sing each phrase, and then write its melodic rhythm. 
3. Write each phrase on the board and continue until the class has decoded the entire rhythm of the song
4. Re-read the rhythms and clap entire song.
5. Have students skip as they sing the song to reinforce .
6. Review worksheet:
7. Ask students to compare the two examples and point out any rhythmic figures they need to review. Extract those syllable for practice.
8. Practice the rhythms of "Semper Fidelis" with the studnts until mastered, and then have them clap along with the recorded example: http://viewpure.com/fzeqTyO5Mbs?start=0&end=0
9. Ask students to listen to the entire march, and identify the number of times they hear the rhythms they have learned. This is tricky because there are many snatches of the rhythm here and there.

Assessment:

• Observe accuracy of pitch, rhythm and use of head voice
• Observe students' ability to decode the rhythm of the song

Intervention:

• read sight word packet
• worked on iPad apps for sight words

First grade:

1. We sang:
1. Start Your Day With A Song
2. A Bear With A Fiddle In The Middle
3. America
2. We sang solfege symbols
3. We used hand motions
4. We echoed pitches
5. We observed high bells are smaller and low bells are bigger
6. We played "Bee Bee Bumble Bee" as a game

Intervention:

• We read: The Cold
• We read: Sea Turtles
• We read Sight Words on the iPad

Kindergarten:

1. We sang solfege symbols
2. We used hand motions
3. We echoed pitches
4. We observed high bells are smaller and low bells are bigger

1. Sing or play Low High Low
2. Ask: "How does this song start?" "High or low?" (Low)
3. Let's move our hands with this song. Where should our hands be when we start the song?" (Low)
4. Sing the song again, encouraging children to sing and move their hands to match the high and low sounds.
5. Get out xylophones and have only G and E bells out
6. Play on bells
7. Divide up into partners
8. "Sit and face your partner"
9. Hold hands.
10. Make your hands go up and down like the music

Second grade:

1. LISTEN to ‘Train Is A-Comin.’ http://viewpure.com/ly9oC3OZmWE?start=0&end=0
2. SING the song and learn all the verses.”

Before we listen to the song, who can tell us what the Underground Railroad was?

That is correct! The Underground Railroad was actually a network of many people who helped runaway slaves escape and helped them through their dangerous journeys from one point to another until they reached their final destination and freedom.

(Play the recording of “Train Is A-Comin’.” Discuss the words and their message. Have the students sing the song with the recording and learn all the verses. Then ask them to sing the song from memory.)

Now it’s time to ride on our own rhythm train! Remember that beat is the steady pulse felt in music and who can give me a definition for rhythm? Right again! Rhythm is the pattern of long and short sounds found in music. Today’s new vocabulary word is tempo. Our tempo will be very important as we ride our rhythm train because tempo is the speed of music.

Our rhythm train has five different colored stations. Each station has a rhythm written on it and an instrument for you to play when your station color is called out by the conductor. I am the rhythm train conductor. I will set the tempo by keeping a steady beat. You are the train and you will move around the track as I say the rhythm train chant. Don’t forget to play each rhythm twice keeping a steady tempo and beat!

Chugga, chugga, choo, choo, movin’, movin’ 
Chugga, chugga, choo, choo, clickety-clack.
Chugga, chugga, choo, choo, movin’, movin’
Ride the rhythm train on down the track.
Stop the train, it’s time to play.
Find a station, don’t delay.
Blue train box cars, lead us now,
Play your rhythms, you know how!

(Repeat the rhythm train chant at different tempos calling a different color station each time until all students have a turn playing a rhythm. As a grand finale, have all train box cars play their rhythms together.)
STUDENTS ABSOLUTELY LOVED THIS!!!

Wednesday, May 18, 2016

Fifth grade:

1. Logged onto Google Classroom
2. Opened code.org accounts to work on:
1. Logic
2. Reasoning
3. Earned Dojo points

Fourth grade:

1. Logged onto Google Classroom
2. Opened Typingweb.org
3. Earned Free time on pre-approved web pages

Third grade:

1. Review "Farmer In The Dell." 
2. Have students sing each phrase, and then write its melodic rhythm. 
3. Write each phrase on the board and continue until the class has decoded the entire rhythm of the song
4. Re-read the rhythms and clap entire song.
5. Have students skip as they sing the song to reinforce .
6. Review worksheet:
7. Ask students to compare the two examples and point out any rhythmic figures they need to review. Extract those syllable for practice.
8. Practice the rhythms of "Semper Fidelis" with the studnts until mastered, and then have them clap along with the recorded example: http://viewpure.com/fzeqTyO5Mbs?start=0&end=0
9. Ask students to listen to the entire march, and identify the number of times they hear the rhythms they have learned. This is tricky because there are many snatches of the rhythm here and there.

Assessment:

• Observe accuracy of pitch, rhythm and use of head voice
• Observe students' abilits to decode the rhythm of the song

First grade:

1. We sang:
1. Start Your Day With A Song
2. A Bear With A Fiddle In The Middle
3. America
2. We sang solfege symbols
3. We used hand motions
4. We echoed pitches
5. We observed high bells are smaller and low bells are bigger
6. We played "Bee Bee Bumble Bee" as a game

Intervention:

• We read: The Cold
• We read: Sea Turtles
• We read Sight Words on the iPad

Kindergarten:

1. We sang solfege symbols
2. We used hand motions
3. We echoed pitches
4. We observed high bells are smaller and low bells are bigger

1. Sing or play Low High Low
2. Ask: "How does this song start?" "High or low?" (Low)
3. Let's move our hands with this song. Where should our hands be when we start the song?" (Low)
4. Sing the song again, encouraging children to sing and move their hands to match the high and low sounds.
5. Get out xylophones and have only G and E bells out
6. Play on bells
7. Divide up into partners
8. "Sit and face your partner"
9. Hold hands.
10. Make your hands go up and down like the music

Second grade:

1. LISTEN to ‘Train Is A-Comin.’ http://viewpure.com/ly9oC3OZmWE?start=0&end=0
2. SING the song and learn all the verses.”

Before we listen to the song, who can tell us what the Underground Railroad was?

That is correct! The Underground Railroad was actually a network of many people who helped runaway slaves escape and helped them through their dangerous journeys from one point to another until they reached their final destination and freedom.

(Play the recording of “Train Is A-Comin’.” Discuss the words and their message. Have the students sing the song with the recording and learn all the verses. Then ask them to sing the song from memory.)

Now it’s time to ride on our own rhythm train! Remember that beat is the steady pulse felt in music and who can give me a definition for rhythm? Right again! Rhythm is the pattern of long and short sounds found in music. Today’s new vocabulary word is tempo. Our tempo will be very important as we ride our rhythm train because tempo is the speed of music.

Our rhythm train has five different colored stations. Each station has a rhythm written on it and an instrument for you to play when your station color is called out by the conductor. I am the rhythm train conductor. I will set the tempo by keeping a steady beat. You are the train and you will move around the track as I say the rhythm train chant. Don’t forget to play each rhythm twice keeping a steady tempo and beat!

Chugga, chugga, choo, choo, movin’, movin’ 
Chugga, chugga, choo, choo, clickety-clack.
Chugga, chugga, choo, choo, movin’, movin’
Ride the rhythm train on down the track.
Stop the train, it’s time to play.
Find a station, don’t delay.
Blue train box cars, lead us now,
Play your rhythms, you know how!

(Repeat the rhythm train chant at different tempos calling a different color station each time until all students have a turn playing a rhythm. As a grand finale, have all train box cars play their rhythms together.)
STUDENTS ABSOLUTELY LOVED THIS!!!

CHROMEBOOKS ARE UNAVAILABLE DUE TO NWEA TESTING IN CLASSROOMS

Tuesday, May 17, 2016
Fifth grade:

1. Logged onto Google Classroom
2. Opened Think Central
3. Complete an assignment addressing problem areas shown in yesterday's assessment
4. Submitted their assignment
5. Earned Dojo points
6. Spent their Dojo points on pre approved activities

Fourth grade:

1. Logged onto Google Classroom
2. Opened Think Central
3. Began an assessment measuring their skills
4. Several completed assignments:
1. Currency
2. Multiplication
3. And submitted their assignments
5. Earned Dojo points

Intervention:

• Sight Word Packet
• iPad application for Sight Words

First grade:

• Sang:
• You're A Grand Old Flag
• Start Your Day
• Hey May!
• Hello Everybody!
• America
• Read body rhythms
• Played rhythms on rhythm instruments

Third grade:

• worked on Rounds
• heard harmony with the Whippoorwill song
• Attempted:
• Row Row Row Your Boat
• Pizza Hut (a student created Ostinato)
• We sang: 
• You're A Grand Old Flag
• Wakko's 50 states and capitals

Second grade:

• Sang:
• The Cat Came Back
• The Goat
• Take Me Out To The Ball Game
• America
• The Star Spangled Banner
• There are Many Flags
• Accompanied with:
• Woodblocks
• Drums
• Learned to read the repeat sign

Kindergarten:

• Sang:
• Hello Everybody
• My Hands
• Mister Sun
• Ready To Start the Day
• Learned "High Low" Song
• Observed high and low notes on staff
• We played the rhythm of the song on classroom instruments

CHROMEBOOKS ARE UNAVAILABLE DUE TO NWEA TESTING IN CLASSROOMS

Monday, May 16, 2016

Fifth grade

• Logged on
• Worked on Think Central
• Practiced iTools measurement
• Completed a "Show What You Know" assessment about measurement
• Submitted their assessment
• Earned Dojo points

Fourth grade:

• Logged onto Google Classroom
• Continued work on:
• Multiplication
• Currency
• Typingweb.com
• When these were submitted, they created a Think Central Account
• Earned Dojo points

Third grade:

• worked on Rounds
• heard harmony with the Whippoorwill song
• Attempted:
• Row Row Row Your Boat
• Pizza Hut (a student created Ostinato)
• We sang: 
• You're A Grand Old Flag
• Wakko's 50 states and capitals

First grade:

• Sang:
• You're A Grand Old Flag
• Start Your Day
• Hey May!
• Hello Everybody!
• America
• Read body rhythms
• Played rhythms on rhythm instruments

Intervention:

• Worked iPad
• Sight Words
• First Grade

Kindergarten:

• Sang:
• Hello Everybody
• My Hands
• Mister Sun
• Ready To Start the Day
• Learned "High Low" Song
• Observed high and low notes on staff
• We played the rhythm of the song on classroom instruments

Second grade:

• Sang:
• The Cat Came Back
• The Goat
• Take Me Out To The Ball Game
• America
• The Star Spangled Banner
• There are Many Flags
• Accompanied with:
• Woodblocks
• Drums
• Learned to read the repeat sign

Mrs. Naessen's class earned a Dojo point party. They voted to:

1. Play instruments
2. Play Duck, Duck, Goose
3. Play Musical Chairs

Mrs. Farlee's Class earned a Dojo point party. They voted to:

• Watch Kid Snippets
• Play Staff Wars (on iPad)
• Music 7Up

Friday, May 13, 2016

Fifth grade:

• Logged on
• Worked on Google Classroom
• Created accounts through Typing.com
• Posted scores
• Created Think Central Accounts
• Used online manipulatives to demonstrate their understanding of Analog clocks
• Earned Dojo points

Fourth grade:

• Logged onto Google Classroom
• Worked on Currency assignment
• Worked on Multiplication assignment
• Created accounts through Typing.com
• Posted scores
• Earned Dojo points.

Kindergarten, First, Second, and Third grade:

• Learned about Tchaikovsky
• Fact were stored on Quizlet
• Students played the game: ZAP to review facts
• Students sang songs from their previous classes

Intervention: didn't meet due to Progress Monitoring


Thursday, May 12, 2016
Fifth grade:

• Logged on
• Reviewed spreadsheets
• Demonstrated their learning by:
• Navigating to a cell address
• Formatting text
• Inserting Auto Sum function
• Inserting Average function
• Dragging functions to other cells
• Creating a chart to display data

Fourth grade:

• Logged on
• Worked on web pages for:
• currency
• multiplication
• Earned Dojo points

Intervention: The Sea Turtles, and The Cold

Kindergarten didn't meet as they were on a Field Trip to a Museum.


Third grade:

Description: This lesson introduces Appalachian balladry through group singing and the creation of new verses for the British ballad“Froggie Went A Courtin.”

Goal: To engage students in group singing and songwriting while teaching about the British ballad tradition in Appalachia.

Objectives:

Students will…

• learn about the tradition of ballad singing that was brought from the British Isles to the Appalachian Mountains.

• sing along with a song in a call-and-response pattern.

• practice rhyming and other elements of song-writing.

• brainstorm animals and adjectives to describe the animals.

Background

1. When people from the British Isles settled in the Appalachian Mountains, they brought with them folk songs called ballads.
2.  They also wrote new ballads. 
3. All of these ballads tell stories, many of which grew out of historical events such as marriages, murders, and train wrecks. Even “Froggie Went A Courtin’,” about a frog and a mouse getting married, likely refers to some courtship in some royal family, centuries ago. Some believe that it may even refer to a suitor of Queen Elizabeth I of England in the late 16th century.
4. For centuries these songs were generally sung a cappella, but by the 20th century in Appalachia, they began to be accompanied by instruments such as the guitar, banjo, or lap dulcimer. 
5. There are many versions of this song with differing words and melodies. This can largely be attributed to the fact that for many years, these songs existed mostly in the oral tradition. Many of them include some non-sense syllables. 
6. The version below works well for children because the nonsense syllables change with each verse and become animal sounds at the end of the song.
7. Materials
   1. All you really need is a voice to sing. This is an easy song to sing with or without instrumental accompaniment.There are many recordings of this song including a free download on this site. I highly recommend listening to some versions that are either a cappella or accompanied by traditional Appalachian stringed instruments such as the guitar, banjo or lap dulcimer.
   2. White board and marker. You will need these if you are working as a group and would like to record the new verses.
   3. Paper and pencils. The students will need these if they write verses on their own.
   4. Paper and crayons – The students will need these if you are working with young children and choose to have them draw pictures to go along with their verses.
8. Vocabulary
   1. Appalachia: A region in the eastern United States named after a mountain range that actually runs from Canada all the way down to Alabama. While there are many definitions, the region we most often think of as Appalachia is generally defined bythe “southern Appalachian Mountains” that are in West Virginia, eastern Kentucky, east Tennessee, southwest Virginia,western North Carolina, north Georgia, and the northeastern tip of Alabama.
   2. Ballad: A song that tells a story.British Isles: A group of islands off the northwest coast of continental Europe. The islands are the home of England,Scotland, Wales and Ireland. 
   3. Call and Response: The musical practice of a leader calling out a line of music (sung or played on an instrument) and others responding.
   4. Oral Tradition: The tradition of music and other culture being handed down by word of mouth from generation to generation– as opposed to being written down or recorded in another way.
   5. Rhyme: A word that has the same final sound as another word.
   6. Adjective: A word that modifies or describes a person or thing (an animal in this lesson).
9. Procedure
   1. Introduce the concept of a ballad. Ask the students if they know of any songs that tell stories?
   2. Tell about the ballads being brought to the mountains with the first European settlers.
   3. Introduce “Froggie Went A Courtin’” – i.e. it’s about a frog and mouse that get married, but it was probably actually written about real people.
   4. Sing the song with the students repeating the non-sense syllables in call and response fashion.
   5. Brainstorm animals that could come to the wedding and adjectives to describe them. You can either do this as a group or have students do this individually.
   6. Either as a group or individually, have the students write new verses. To do this, simply choose more animals to come to the wedding. The students will have to come up with something to rhyme with each animal and with good adjectives to describe it. (Younger students enjoy drawing pictures to go along with their verse.
   7. With the new verses included, sing the song again as a group. (Put each animal’s sound in the place of the nonsense syllables.)
10. “Froggie Went A Courtin’” Lyrics
    1. Froggie went a courtin’ and he did ride, uh huh, uh huh
    2. Froggie went a courtin’ and he did ride, sword and pistol by his side, uh huh, uh huh
    3. He went up to miss mousey’s hall, oh ho, oh ho
    4. He went up to miss mousey’s hall and for miss mousey did loudly call, oh ho, oh ho
    5. He took miss mousey on his knee, ee hee, ee, hee
    6. He took miss mousey on his knee, he said “miss mousey would you marry me,” ee hee, ee hee
    7. “Oh kind sir I couldn’t do that, oh no, oh no
    8. Oh kind sir I couldn’t do that, without the consent of my dear uncle rat, oh no, oh no
    9. ”Uncle rat laughed and he shook his fat side, ha ha, ha ha
    10. Uncle rat laughed and he shook his fat side, to think that his niece would be a bride, ha ha, ha ha
    11. Who shall be the wedding guests, uh huh, uh huh
    12. Who shall be the wedding guests, all the kinfolk from out west, uh huh, uh, huh
    13. The first to come was the bumble bee, buzz buzz, buzz buzz
    14. The first to come was the bumble bee, fiddle a bouncin’ on her knee, buzz buzz, buzz buzz
    15. The next to come was the little pink pig, oink oink, oink oink
    16. Next to come was the little pink pig, and with the bumble bee danced the jig, oink oink, oink oink
    17. The next to come was the big brown cow, moo moo, moo moo
    18. Next to come was the big brown cow, she tried to dance but she didn’t know how, moo moo, moo mo

First grade:

http://www.chonday.com/Videos/anthofius3

Sing: Hello Everybody:

• Konichawa (Japanese)
• Olah (Spanish)
• Hallo (German)
• Ciao (Italian --sounds like "toe)
• Nǐ hǎo (Chineese --sounds like "knee how")
• Bonjour (French)
• Shalom (Hebrew)

Song: There Was A Man

1. Ask students to listen to story as you play
2. Do you think the story is a true one or a made-up one?
3. How did the man get from one place to another?
4. While children listen again, have them make both hands jump from side to side in their laps in time with the steady beat.
5. As the class sings have individuals take turns make their feet jump from side to side in time with the steady eat, first while seated and then while standing.
6. Bell part is as follows: 
   

Intervention: We read more from Reading Street.

Second grade:

1. Teach song- students discover stead beat and patsch; on "ooo" wiggle hands, on "you" clap

2. Set up your classroom as a rotation of rainsticks, gongs or metals, and Orff instruments. 

3. Transfer patsch to bordun of D and A (play long D and long A together at the same time to the beat). Transfer "ooo" part to rainsticks, and "you" part to gongs and metals. All students practice ALL parts.

 4. To select who is going to play the first instrument in the rotation, students all sit inside the circle of instruments, sing song in a circle, pass the pumpkin, 1st time on "you", ONE student goes to an instrument, does NOT PLAY... this is only to determine who is going to what instrument, not to play YET.. we'll get there. Next time on "you" the student who had the pumpkin last chooses someone else to go with them so you'll have 2 students going to the instrument, sing again, on "you" the student who had the pumpkin last chooses 3 friends to go, etc. Keep adding numbers so you can get everyone to the instruments and then rotate through playing the instruments and singing; this way makes it easy as all students play the same amount of times. We usually rotate through every instrument- singing the song over and over.. drives me a little crazy to hear it that many times but they LOVE it!!! Check back next week for a mixer dance to go with "Pumpkin, Pumpkin"

Wednesday, May 11, 2016
Fifth grade:

• Logged on
• Reviewed spreadsheets
• Demonstrated their understanding of spreadsheets by playing a Battleship game with Excel
• They worked collaboratively with this
• Earned Dojo points

Fourth grade:

• Reviewed currency
• Worked on the following URL's to sharpen their skills:

http://www.mathnook.com/math/babybudget.html

http://www.mathplayground.com/count_the_money.html

http://www.gcflearnfree.org/edlall/count-change

http://www.sheppardsoftware.com/mathgames/decimals...

Third grade:

Description: This lesson introduces Appalachian balladry through group singing and the creation of new verses for the British ballad“Froggie Went A Courtin.”

Goal: To engage students in group singing and songwriting while teaching about the British ballad tradition in Appalachia.

Objectives:

Students will…

• learn about the tradition of ballad singing that was brought from the British Isles to the Appalachian Mountains.

• sing along with a song in a call-and-response pattern.

• practice rhyming and other elements of song-writing.

• brainstorm animals and adjectives to describe the animals.

Background

1. When people from the British Isles settled in the Appalachian Mountains, they brought with them folk songs called ballads.
2.  They also wrote new ballads. 
3. All of these ballads tell stories, many of which grew out of historical events such as marriages, murders, and train wrecks. Even “Froggie Went A Courtin’,” about a frog and a mouse getting married, likely refers to some courtship in some royal family, centuries ago. Some believe that it may even refer to a suitor of Queen Elizabeth I of England in the late 16th century.
4. For centuries these songs were generally sung a cappella, but by the 20th century in Appalachia, they began to be accompanied by instruments such as the guitar, banjo, or lap dulcimer. 
5. There are many versions of this song with differing words and melodies. This can largely be attributed to the fact that for many years, these songs existed mostly in the oral tradition. Many of them include some non-sense syllables. 
6. The version below works well for children because the nonsense syllables change with each verse and become animal sounds at the end of the song.
7. Materials
   1. All you really need is a voice to sing. This is an easy song to sing with or without instrumental accompaniment.There are many recordings of this song including a free download on this site. I highly recommend listening to some versions that are either a cappella or accompanied by traditional Appalachian stringed instruments such as the guitar, banjo or lap dulcimer.
   2. White board and marker. You will need these if you are working as a group and would like to record the new verses.
   3. Paper and pencils. The students will need these if they write verses on their own.
   4. Paper and crayons – The students will need these if you are working with young children and choose to have them draw pictures to go along with their verses.
8. Vocabulary
   1. Appalachia: A region in the eastern United States named after a mountain range that actually runs from Canada all the way down to Alabama. While there are many definitions, the region we most often think of as Appalachia is generally defined bythe “southern Appalachian Mountains” that are in West Virginia, eastern Kentucky, east Tennessee, southwest Virginia,western North Carolina, north Georgia, and the northeastern tip of Alabama.
   2. Ballad: A song that tells a story.British Isles: A group of islands off the northwest coast of continental Europe. The islands are the home of England,Scotland, Wales and Ireland. 
   3. Call and Response: The musical practice of a leader calling out a line of music (sung or played on an instrument) and others responding.
   4. Oral Tradition: The tradition of music and other culture being handed down by word of mouth from generation to generation– as opposed to being written down or recorded in another way.
   5. Rhyme: A word that has the same final sound as another word.
   6. Adjective: A word that modifies or describes a person or thing (an animal in this lesson).
9. Procedure
   1. Introduce the concept of a ballad. Ask the students if they know of any songs that tell stories?
   2. Tell about the ballads being brought to the mountains with the first European settlers.
   3. Introduce “Froggie Went A Courtin’” – i.e. it’s about a frog and mouse that get married, but it was probably actually written about real people.
   4. Sing the song with the students repeating the non-sense syllables in call and response fashion.
   5. Brainstorm animals that could come to the wedding and adjectives to describe them. You can either do this as a group or have students do this individually.
   6. Either as a group or individually, have the students write new verses. To do this, simply choose more animals to come to the wedding. The students will have to come up with something to rhyme with each animal and with good adjectives to describe it. (Younger students enjoy drawing pictures to go along with their verse.
   7. With the new verses included, sing the song again as a group. (Put each animal’s sound in the place of the nonsense syllables.)
10. “Froggie Went A Courtin’” Lyrics
    1. Froggie went a courtin’ and he did ride, uh huh, uh huh
    2. Froggie went a courtin’ and he did ride, sword and pistol by his side, uh huh, uh huh
    3. He went up to miss mousey’s hall, oh ho, oh ho
    4. He went up to miss mousey’s hall and for miss mousey did loudly call, oh ho, oh ho
    5. He took miss mousey on his knee, ee hee, ee, hee
    6. He took miss mousey on his knee, he said “miss mousey would you marry me,” ee hee, ee hee
    7. “Oh kind sir I couldn’t do that, oh no, oh no
    8. Oh kind sir I couldn’t do that, without the consent of my dear uncle rat, oh no, oh no
    9. ”Uncle rat laughed and he shook his fat side, ha ha, ha ha
    10. Uncle rat laughed and he shook his fat side, to think that his niece would be a bride, ha ha, ha ha
    11. Who shall be the wedding guests, uh huh, uh huh
    12. Who shall be the wedding guests, all the kinfolk from out west, uh huh, uh, huh
    13. The first to come was the bumble bee, buzz buzz, buzz buzz
    14. The first to come was the bumble bee, fiddle a bouncin’ on her knee, buzz buzz, buzz buzz
    15. The next to come was the little pink pig, oink oink, oink oink
    16. Next to come was the little pink pig, and with the bumble bee danced the jig, oink oink, oink oink
    17. The next to come was the big brown cow, moo moo, moo moo
    18. Next to come was the big brown cow, she tried to dance but she didn’t know how, moo moo, moo mo

First grade:

http://www.chonday.com/Videos/anthofius3

Sing: Hello Everybody:

• Konichawa (Japanese)
• Olah (Spanish)
• Hallo (German)
• Ciao (Italian --sounds like "toe)
• Nǐ hǎo (Chineese --sounds like "knee how")
• Bonjour (French)
• Shalom (Hebrew)

Song: There Was A Man

1. Ask students to listen to story as you play
2. Do you think the story is a true one or a made-up one?
3. How did the man get from one place to another?
4. While children listen again, have them make both hands jump from side to side in their laps in time with the steady beat.
5. As the class sings have individuals take turns make their feet jump from side to side in time with the steady eat, first while seated and then while standing.
6. Bell part is as follows: 
   

Intervention: We read more from Reading Street.

Second grade:

1. Teach song- students discover stead beat and patsch; on "ooo" wiggle hands, on "you" clap

2. Set up your classroom as a rotation of rainsticks, gongs or metals, and Orff instruments. 

3. Transfer patsch to bordun of D and A (play long D and long A together at the same time to the beat). Transfer "ooo" part to rainsticks, and "you" part to gongs and metals. All students practice ALL parts.

 4. To select who is going to play the first instrument in the rotation, students all sit inside the circle of instruments, sing song in a circle, pass the pumpkin, 1st time on "you", ONE student goes to an instrument, does NOT PLAY... this is only to determine who is going to what instrument, not to play YET.. we'll get there. Next time on "you" the student who had the pumpkin last chooses someone else to go with them so you'll have 2 students going to the instrument, sing again, on "you" the student who had the pumpkin last chooses 3 friends to go, etc. Keep adding numbers so you can get everyone to the instruments and then rotate through playing the instruments and singing; this way makes it easy as all students play the same amount of times. We usually rotate through every instrument- singing the song over and over.. drives me a little crazy to hear it that many times but they LOVE it!!! Check back next week for a mixer dance to go with "Pumpkin, Pumpkin"

Kindergarten: 

1. We talked about high and low sounds
2. We learned the song
3. We sat in a circle
4. We took turns choosing a new "Teddy Bear" for the middle while practicing our pitch

Tuesday, May 10, 2016
Fifth grade:

• Logged on
• Reviewed spreadsheets
• Demonstrated their understanding of spreadsheets by playing a Battleship game with a computer generated application
• Earned Dojo points

Fourth grade:

• Reviewed shapes
• Played a game demonstrating understanding with definitions
• Earned Dojo points

Third grade:

• Logged onto Google Classroom
• Reopened their Google Slides project about Martin Luther King
• Listed facts on a bulleted list
• Inserted image from Google onto Google slides
• Finished their time with Typing Club (and recording their WPM scores on a Google Doc)

First grade:

• Logged onto Google Classroom
• Navigated to their Google Drive
• Opened their Google Slides 
• Presented their presentation for observation of peers
• Earned Dojo points

Intervention: We read the Sign Maker in the Reading Street book.

Kindergarten:

• Logged onto Google Classroom
• Opened "Eye Color" spreadsheet
• Learned terms:
• Column heading
• Row heading
• Active Cell
• Created a spreadsheet showing which eye color our class has
• Created a chart showing data
• After spreadsheet lesson, we went to Dance Mat Typing and practiced keyboarding
• Earned Dojo points

Second grade:

• Logged onto Google
• We reviewed the Google Slides we began last time
• Finished one Google Slide presentation (My Gift To You-to their teacher)
• Finished another Google Slide presentation
• Created a bulleted list
• Inserted image from Google
• Resized image

Monday, May 9, 2016
Fifth grade:

• Logged onto Google Classroom
• Discussed spreadsheets
• Re-opened a spreadsheet
• Formatted cells
• Created cell ranges
• Created formulas
• Dragged formulas to new cells (with the fill tool)
• Submitted a shareable link, so instructor could make comments to their work
• Created Quizlet account
• Took quiz using Quizlet
• Earned Dojo points

Fourth grade:

• Logged onto Google Classroom
• Discussed their grades from last week's spreadsheet assignment
• Cleaned out their email folders
• Opened  web sites to review capital and state understanding
• Played ZAP with 3D shape definitions

USA Map Match Game - Geography Games For Kids - By KidsGeo.com

http://www.kidsgeo.com/geography-games/united-states-america-map-game.php

• 
  

  USA Capitals Map Match Game - Geography Games For Kids - By KidsGeo.com
  

  http://www.kidsgeo.com/geography-games/usa-capitals-map-game.php
  
  

  The U.S.: State Capitals - Map Quiz Game
  

  http://online.seterra.net/en/vgp/3063

Demonstrated their knowledge on Quizlet with: https://quizlet.com/class/2716834/

Kindergarten through Third grade:

• met in the hallway due to Media Center being used for a meeting
• discussed:
• Treble Clef
• Whole note/rest
• Half note/rest
• Quarter note/rest
• Eighth note/rest
• Sixteenth note/rest
• Repeat sign
• Sharp/flat
• Staff
• Treble Clef notes (lines/spaces)

Intervention:

• Read: Muddy Mess
• Read: Red Pajamas
• Read: Reading Street story: "The Signmaker"

Friday, May 6, 2016
Fifth grade:

• This "class" consisted of five students who didn't go to Fifth Grade Camp
• Logged onto Google Classroom
• Discussed spreadsheets
• Played "Battleship" with an Excel spreadsheet
• Worked strategically to strike opponent's ships

Fourth grade:

• Logged onto Google Classroom
• Discussed spreadsheets
• Re-opened a spreadsheet
• Formatted cells
• Created cell ranges
• Created formulas
• Dragged formulas to new cells (with the fill tool)
• Submitted a sharable link, so instructor could make comments to their work
• Earned Dojo points

Mrs. Joll's class earned a Dojo party:

• They voted to spend their time in the following activities:
• Musical Chairs
• ZAP
• Request songs
• Where is Thumbkin?
• They earned points toward another party

Intervention: didn't meet due to student working on Mother's Day cards

First grade and Second grade:
Sang: Hello Everybody:

• Konichawa (Japanese)
• Olah (Spanish)
• Hallo (German)
• Ciao (Italian --sounds like "toe)
• Nǐ hǎo (Chineese --sounds like "knee how")
• Bonjour (French)
• Shalom (Hebrew)

• We observed that the notes of the song correspond to Do, Re, Mi
• We played them on the bells, as we sang the Appalachian Song (or down by Smoky Mountains)
• We marched to a steady beat

We learned that John Phillips Sousa (this week's composer)

• Was called: Sousa - American composer, bandmaster, arranger and writer known as "The March King". 
• He composed 136 marches including "The Stars and Stripes Forever" - the national march of America

Kindergarten:

• sang:
• Hello Everybody (in several languages)
• Nobody likes a tattle tale
• I can follow the rules
• Please and thank you
• learned about John Phillip Sousa: 

  http://www.52composers.com/sousa.html

Thursday, May 5, 2016
Fifth grade:

• This "class" consisted of five students who didn't go to Fifth Grade Camp
• Logged onto Google Classroom
• Discussed spreadsheets
• Played "Battleship" with an Excel spreadsheet
• Worked strategically to strike opponent's ships
• Took a Quizlet quiz demonstrating spreadsheet understanding
• Earned Dojo points

Fourth grade:

• Logged onto Google Classroom
• Discussed spreadsheets
• Opened a new spreadsheet
• Formatted cells
• Created cell ranges
• Created formulas
• Dragged formulas to new cells (with the fill tool)
• Earned Dojo points

Kindergarten:

• We sang: 
• "Hello Everybody"
• Please and Thank you
• The Tattling Song
• I Can Follow the Rules
• We read rhythms and performed them on rhythm sticks
• We listened to "
  Saint-Saëns - The Carnival of the Animals - VIII. Characters with Long Ears,"

First grade:

• Sang "Hello Everybody"
• Sang You're A Grand Old Flag
• We listened to: Marche Militaire 
• We discussed dynamics:
• forte
• piano
• crescendo
• decrescendo
• We marched to a steady beat
• We read rhythms and performed them on rhythm sticks

Intervention: We read from their Title books

Third grade:

• Sang:
• Star Spangled Banner
• Grand Old Flag
• Rag Mop
• Watched a Sesame Street video of There's A Hole In The Bucket
• Performed: There's A Hole In The Bucket (with toned bells)
• Read rhythms and performed them on rhythm sticks

Mrs. Crane's and Mrs. McVitte's classes earned 1,000 Dojo points, and decided to split their 40 minutes as follows:

1. Exploring classroom instruments
2. Singing request songs
3. Musical Chairs
4. Playing ZAP (a review game of musical facts)
5. Outdoor recess

Second grade:

• Sang:
• Down By The Bay
• Groovy Zoovy Zoo
• America
• We discussed the language of the "America."
• We discussed how this version has "do" starting on F since it's written on the "F Scale"
• We played bells: C, F and B flat to accompany America

Wednesday, May 4, 2016
Fifth grade:

• This "class" consisted of five students who didn't go to Fifth Grade Camp
• Logged onto Google Classroom
• Discussed spreadsheets
• Worked on an application using cells (Battleship)
• Worked strategically to strike opponent's ships
• Took a Quizlet quiz demonstrating spreadsheet understanding
• Earned Dojo points

Fourth grade:

• Logged onto Google Classroom
• Opened saved Temperatures spreadsheet
• Created a bar chart
• Titled chart
• Saved and renamed file
• Uploaded assignment
• Took Quizlet quiz demonstrating spreadsheet understanding
• Earned Dojo points

Third grade:

• Sang:
• Star Spangled Banner
• Grand Old Flag
• Rag Mop
• Watched a Sesame Street video of There's A Hole In The Bucket
• Performed: There's A Hole In The Bucket (with toned bells)
• Read rhythms and performed them on rhythm sticks

Mrs. Postema's first grade class:

• Earned Dojo points for party
• They chose to:
• Duck Duck Goose
• Play tic tac toe
• Watch  Kideos
• Watch Kid Snippets

Intervention: Read Reading Street stories

Second grade:

• Sang:
• Down By The Bay
• Groovy Zoovy Zoo
• America
• We discussed the language of the "America."
• We discussed how this version has "do" starting on F since it's written on the "F Scale"
• We played bells: C, F and B flat to accompany America

Kindergarten:

• We sang: 
• First We Wave
• Please and Thank you
• The Tattling Song
• I Can Follow the Rules
• We read rhythms and performed them on rhythm sticks
• We listened to "
  Saint-Saëns - The Carnival of the Animals - VIII. Characters with Long Ears,"

First grade:

• Sang BINGO
• Sang You're A Grand Old Flag
• We listened to: Marche Militaire 
• We discussed dynamics:
• forte
• piano
• crescendo
• decrescendo
• We marched to a steady beat
• We read rhythms and performed them on rhythm sticks

Tuesday, May 3, 2016
Fifth grade:

• Logged onto Google Classroom
• Opened Excel
• Reopened their spreadsheet
• Worked on terms:
• cell range
• marquee
• active cell
• format cell
• re-size
• Formatted cell ranges
• Dragged formula to other cells
• Explored coding with Tynker.com
• Earned free time with Dojo points

Fourth grade:

• Reopened their spreadsheet
• Formatted cells
• Explored coding with Tynker.com
• Ran out of time and couldn't use Dojo points for free time

Kindergarten-Third grade:

• Learned about Frances Scott Key
• He was from Frederick Maryland
• He often walked the streets of the city
• Key established a law practice as a young man
• He argued cases in Washington where he moved
• 1814 he wrote the poem which later became the lyrics to the Star Spangled Banner
• He died in 1843
• Listened to Star Spangled Banner
• Discussed the importance of standing quietly with respect for our flag
• Enjoyed the "American Soldier" by https://www.youtube.com/playlist?list=PL455F555243B0F0E0

Intervention: didn't meet due to getting cards done for Mother's Day in regular classroom.


Monday, May 2, 2016

Fifth grade:

• Logged onto Google Classroom
• Opened Excel
• Reopened their spreadsheet
• Inserted
• Auto Sum
• Average
• Built a formula
• Dragged formula to other cells
• Explored coding with Tynker.com

Fourth grade:

• Logged onto Google Classroom
• Opened Excel
• Reopened their spreadsheet
• Built a "difference" formula
• spent remaining time spending their "Dojo" points, as they'd earned 1,000.

Kindergarten-Third grade

• Did age appropriate keyboarding
• Worked on Coding with Tynker

Intervention: Reading Street series: Morris, Dolores, and Chloris