In third grade, students need to be able to correctly use apostrophes to show possession or ownership. At first, this can be difficult. We have to start back at the basics. First, we review what a noun is, both singular and plural, paying close attention to not just adding apostrophes to plural nouns. Many students want to add an apostrophe to every word that ends in s! To have a concrete picture of what a noun, singular noun, plural noun, common noun, proper noun, singular possessive noun, and plural possessive noun is, we made a noun foldable. In this foldable, students wrote the definition of each and then had to dig through magazines for pictures of each kind of noun. They then cut it out, glued it, and labeled it. Some of them got very colorful and creative!
We also read a few books on apostrophes, like Alfie the Apstrophe
We will continue to work on apostrophes! They can be tricky.
You still have time to order quality literature for inexpensive prices online. Books go wonderfully in Easter baskets (just let me know, and I will keep your order a secret). Our classroom code is FLZP8. I won't place the order until about 9:00 tonight, so order anytime before then! Just go to www.scholastic.com and click away!
Mr. Johnson, Clay's dad, brought in authentic lumbering tools that his great grandfather used in the Ludington area in the 1800s. It was great for the kids to see the actual, used and rusty tools. Thank you, Mr. Johnson!
We read two nonfiction articles about using log marks in lumbering. We discussed why they used log marks and what they normally used to represent their logging company. Students had to draft log marks that they would have for their company, then they transferred their favorite oneti a log slice that Mrs. Roesler's husband cut for us. Thank you Mr. Roesler!
We also did a shamrock drawing and coloring to celebrate St. Patrick's Day!
We have had an exciting and busy week of learning. Our third graders have worked hard on finishing up their essays, publishing their essays on the computer, writing another essay in one sitting (rather than spread over an entire unit), being interrupted by a good book by some wonderful readers, learning about lumberjacks, and comparing characters from two different books that we read. Phew!
Ty interrupting the class with a good book!
Students are getting real good at using boxes and bullets with parallel structure to help organize their thoughts and ideas. We call it our planning for writing.
Autumn was the super hero of the week- such a fitting title for her! She shared a book with us and shared her wonderful poster, too. She not only wore the cape, but wore a beautiful smile on her face.
On Friday, we dressed up as different Shantyboys that work at a camp. We had a big push, cooks, barn bosses, blacksmith, and lumberjacks. It was so good to see the kids dressed up!
Clay made a double sided ax and a two man saw out of cardboard and duct tape. I love his enthusiasm!
Samantha interrupted with a good book while dressed like a cook.
We also finished typing out our essays in the computer lab.
We compared the characters Elmer and Jeremy from two different books by writing if we agree or disagree that they learned the same lesson. We first filled out a graphic organizer to help organize our thoughts, and then we used it to write a four paragraph essay, with parallel structure. We did most of it together, but students will soon be organizing and writing about two characters on their own.
I am looking forward to next week with more learning!
It was wonderful to see all the Lumberjacks on Friday. There was a lot of plaid in our classrooms! The Lumberjacks wrote conclusions to their essays, took a light and sound test, and munched on popcorn while watching The Lorax. We discussed how The Lorax is similar to what happened during the lumbering era. The jacks cut down all the trees for money, but made the mistake of not planting more trees. They cleared vast amounts of trees and never looked back, just looked forward to the next plot of land they could cut. Ask your child what job he/she would want at a lumber camp.
Yesterday we read nonfiction articles about the conditions that the lumberjacks lived in at camp. Students were shocked that they only made $25 a month, didn't get paid until the end of the season, worked six days a week, and started their day at dawn.
Then, students wrote a letter from a lumberjack's perspective to their family back home explaining and complaining about life at camp by using the articles to support their complaints. The students had such a great time with this. Knowing that lumberjacks were fairly uneducated, students enjoyed misspelling words, using the word "ain't" and writing kind of sloppy. Many students even crinkled up their papers, making them look old.