Photos from the Boston Massacre Mock Trial

Members of the public, thank you for joining us in our courtroom today. In lieu of a court sketch artist's renderings, we have photographs of the event. We look forward to seeing you in two weeks at our end-of-year celebration!

The bailiff and honorable judge

The prosecution team and witnesses

The defense team, defendant, and witness

Swearing in the witness

Direct examination of the prosecution witness

Direct examination of the defense witness

Direct examination of the defendant

Cross examination of the defendant

The jury hard at work taking notes on the evidence

Heated deliberation among the jurors, who were hopelessly deadlocked

Boston Massacre Mock Trial Preparations

In preparation for our upcoming Boston Massacre Mock Trial on Thursday, May 30, please help your child choose their outfit. Your child should come to school dressed for the trial which will begin promptly at 8:30am. After the trial, students will have time to change into their everyday clothes. 

In class today, the students discussed clothing ideas for what might be appropriate for a courtroom. As a class, we decided that for all of the roles, students should wear professional clothing. This means solid, neutral colors without a pattern or design. Gentlemen discussed wearing button-up or collared shirts, ties if they desire, and a nicer pair of pants. Ladies discussed wearing dresses or a more conservative top with pants or a skirt.

Children are allowed to bring in props that add to their character if they choose. Please do not purchase clothing specifically for the trial.

We look forward to seeing you next Thursday in our courtroom. 

Ballroom Attire

Dear Families,

The 4th grade ballroom culminating event will be on Wednesday, May 22, at 9:00am. Below is a list of clothing guidelines for the performance.

Girls:

Dress/skirt
Tights or spandex shorts
Closed-toe dress shoes
Hair pulled back

Boys:

Polo or button-down shirt
Tie (optional)
Slacks or dress pants
Dress shoes

It is not necessary to buy clothing for this performance. The goal is for all students to look professional and polished.

The students should come to school dressed for the performance, but may change into everyday clothing after.

Please make sure your child brings a bottle of water for the performance.

Best,

Laura and Robyn

May Curriculum Update

Please read below for a curriculum update in Class 4-312.

Math

On Monday, May 6th, we started a new math unit: dividing three-digit numbers by two-digit numbers. Tomorrow, we will be taking a test that also includes other concepts from throughout the year. After that, we will learn about decimals and complete more geometry work.

Writing

Before Spring Break, our students demonstrated their ability as literary essayists with published essays about a text of their choice. Students read a series of short stories, chose their two favorite texts, and generated claims supported by text evidence. From there, students chose the text and claim about which they felt most passionate and worked through the writing process to plan their supporting reasons and text details, draft their essays while elaborating upon and explaining the importance of their text details, edit using a grade-level checklist, and publish with their neatest handwriting. We are excited for you to read our essays in the hallway when you join us in the classroom on Thursday, May 30th.

Building upon our skills from the literary essay unit, we have moved into a research-based argument essay unit. Students have researched two sides of a controversial topic: Are zoos more helpful to animals or more harmful to animals? From their research, students have put their argument essay skills to the test by working in teams to prepare for a class debate. After the debate helps students to solidify their research-based argument skills, we will move into researching a second controversial topic. Students will then write persuasive letters to convince an audience of their opinion. (We apologize in advance for any future debates at home.)

Social Studies


For the past couple of months, the students have been researching all about the American Revolution, from the first shots fired at the Battles of Lexington and Concord to the end of the war with the Treaty of Paris. Now that we have finished covering the timeline of the Revolution and discussing cause and effect of various events, we are jumping back to where it all started with the Boston Massacre in 1770. Students are examining primary sources that emerged after the Boston Massacre, including eyewitness testimony and committee reports. Based on all of the evidence analyzed during class, we will be conducting a courtroom trial to judge if British Captain Thomas Preston should be found guilty or not guilty for his actions during the Boston Massacre. The exciting trial will take place on Thursday, May 30th, in our classroom (4-312).

Reading

A few weeks ago, we began reading our final read-aloud book, Where the Mountain Meets the Moon, by Grace Lin. Please find the synopsis of this exciting fantasy book below:

Living in the shadow of the Fruitless Mountain, Minli and her parents spend their days working in the rice fields, barely growing enough to feed themselves. Every night, Minli's father tells her stories about the Jade Dragon that keeps the mountain bare, the greedy and mean Magistrate Tiger, and the Old Man of the Moon who holds everyone's destiny. Determined to change her family's fortune, Minli sets out to find the Old Man of the Moon, urged on by a talking goldfish who gives her clues to complete her journey. Along the way she makes new friends including a flightless dragon and an orphan and proves her resourcefulness when she tricks a group of greedy monkeys and gets help from a king. Interwoven with Minli's quest are tales told by her father and by those she meets on the way. While these tales are original to Lin (the author), many characters, settings, and themes are taken from traditional Chinese folklore. The author's writing is elegant, and her full-color illustrations are stunning. Minli's determination to help her family, as well as the grief her parents feel at her absence, is compelling and thoroughly human.

As we finish up the year, we will be conducting individual reading assessments with each child to assess their wonderful progress and growth this year.

Important Upcoming Dates

May

• Friday, May 17th at 11:30am: A Midsummer Night's Dream drama performance with Jenny and Matthew
• Tuesday, May 21st: Field trip - Van Cortlandt Park 
• Wednesday, May 22nd: Ballroom Dancing performance at 9:00am 
• Tuesday, May 28th: Ballroom gala for students in the gym (no adults)
• Thursday, May 30th: Join us at 8:45am in 4-312 for an American Revolution presentation

June

• Tuesday, June 4th: No school 
• Thursday, June 6th: Chancellor's Day - No School for students
• Tuesday, June 11th: Clerical Day - No School for students
• Thursday, June 13th: End of Year Celebration at 8:30am (confirmed)
• Wednesday, June 26th: Last Day of School (half day)

Best,

R & L 

Important Upcoming Dates

Here are some important dates coming up as we approach the last months of school:

May

• Monday, May 13th: Philadelphia (information regarding the trip will come home tonight) 
• Friday, May 17th at 11:30am: A Midsummer Night's Dream drama performance with Jenny and Matthew
• Tuesday, May 21st: Field trip - Van Cortlandt Park (chaperone sign-up coming soon)
• Wednesday, May 22nd: Ballroom Dancing performance at 9:00am 
• Tuesday, May 28th: Ballroom gala for students in the gym (no adults)
• Thursday, May 30th: Join us at 8:45am in 4-312 for an American Revolution presentation

June

• Tuesday, June 4th: No school 
• Thursday, June 6th: Chancellor's Day - No School for students
• Tuesday, June 11th: Clerical Day - No School for students
• Thursday, June 13th: TENTATIVE DATE End of Year Celebration
• Wednesday, June 26th: Last Day of School (half day)

ELA Test and Philadelphia Field Trip Information

The ELA State Test is on Tuesday and Wednesday. Please note the following important information:

Children should be at school no later than 8:20. It is extremely important that no one is late to school.

If possible, please do not send your child with a cell phone or any electronic devices, including Fitbits or Smartwatches. If that is not possible, we will collect all the devices before the test begins and will return them after the test is completed.

Children are not allowed to get up from their seat to get water. Children should bring in a bottle of water to school for each day of the test.

Make sure your child eats a healthy, low-sugar breakfast the morning of the test.

If your child is sick with a fever, please do not send them to school. We prefer your child take the test on the scheduled makeup days when they are feeling healthy.

On Monday, April 1, the permission form for the 4th grade Philadelphia field trip will be distributed. Please read the information letter and keep it at home for your records. The permission form and money should be returned to school.

In addition to the information that will be sent home, we want to fill you in on some more details for the trip.

Where we are going: We will visit the Museum of American Revolution and Independence Hall.

Transportation: The grade will be taking coach buses and there will be a bathroom on each bus.

Food: Children must bring lunch and carry their own lunch in a backpack. We will provide snacks for the bus rides. Children may not bring money to purchase food or drinks for lunch.

Pictures: Laura and Robyn will be taking pictures throughout the day and will share the photos with the families.

Technology: Children are not allowed to bring cell phones or iPads.  

Candy: Gum and other candy is not allowed on the trip.

Gift Shop: We will visit a gift shop in Philadelphia. Please talk to your child about ways to keep their money safe while traveling and how to manage money in a store (specifically not putting cash on shelving, and remembering to get change). If you are not interested in your child purchasing anything, please let Laura and Robyn know ahead of time.

Car Sickness: If your child suffers from car sickness and needs to take medication, please send a note to school.

Chaperones: Parents will not chaperone this trip.

Stamp Act Simulation

Today in class, we experienced a Stamp Act simulation. Monica Berry came to our class and told the children that beginning on March 31st, students will need to pay 5 cents for items like bathroom visits, copy paper, pencils, and nurse passes. After Monica left, the children shared their feelings and what actions they would take based on their feelings. We then connected their responses to the start of the American Revolution where British Parliament created and enforced the Stamp Act.

Please know this was a simulation, and students do not need to pay for any school materials.

We encourage you to speak with your child tonight about this activity and the thoughts, concerns, and feelings they had.

Area/Perimeter Test Reflection

Today the students are bringing home the Area/Perimeter Unit Assessment. Below please find two examples of word problems we completed in class. We encourage the children to underline important information, draw a picture, and show all work. If your child needs to redo a problem, please use the following examples to remind them of the strategies we practiced in class.

Next Read Aloud!

Our next read aloud will be Where the Mountain Meets the Moon by Grace Lin. Just like our past read alouds, students will have reading comprehension assignments and quizzes throughout the read aloud. Students may bring in a copy of the book to follow along while reading in class. The book can be found in the public library, the local bookstore, and on Amazon.

Please feel free to get a copy of the book if you would like to follow along at home with the class.

Weekend Homework Due Monday, February 4

Tonight your child is coming home with the weekend homework due on February 4. The packet is broken up into two sections: Excerpt from Wheels of Change and Excerpt from Wolf Stalker. Your child is responsible for reading Wheels of Change and answering three short response questions. The second passage, Wolf Stalker, was completed in class. The following is a list of strategies the children used in class to help answer the questions:

1. Read the questions first. Underline what the question is asking you to prepare yourself for reading.
2. Chunk and retell while reading. If you find the answer to a question, mark it in the passage and then continue reading.
3. Answer each question using Restate Answer Detail Detail
4. Reread the answer checking for RADD and for correct spelling, punctuation, and capitalization.

When answering short response questions, there are many acceptable variations of answers. Please read your child's answers from the classwork as well as two examples of model answers attached to the packet.

Below please find the rubric that will be used to score the short response answers.

Test Prep and Weekend Homework

Testing season has quickly arrived, which will change a few elements to our regular class day and homework assignments.

Since September, we have been completing writing assignments that are similar to what will be on the English Language Arts state exam. For example, your child has read many passages from NY Studies Weekly, as well as other social studies-based readings, and then answered text-based questions. Those writing assignments are formatted similarly to the constructed response questions that will be on the ELA exam in the beginning of April. 

As the weeks progress, we will continue to practice both constructed responses (short responses) and essays (extended responses). These responses will be kept in the classroom so that we can refer to them often and use them as a responsive assessment tool. If you are interested in receiving a copy of any of the writing assignments, please send a note to school and we will send home a copy for you to keep.

We will also practice answering multiple choice questions two to three times throughout the week, in addition to giving homework assignments that mirror this work.

In regards to math, we are progressing at a steady pace through the curriculum. The main focus of the math state exam will be multiplication, division, fractions, and word problems. This week we began Topic 12: Adding and Subtracting Fractions and Mixed Numbers with Like Denominators.  

As of this weekend, the entire fourth grade will begin weekend testing homework. The 4-312 students will receive the weekend assignment every Thursday, and the assignment will be due the following Monday. Each week, we will send home explicit directions on how to complete the homework and how to set up a productive work space. Please review the directions carefully with your child, but allow them to complete the assignment independently.

Please note the state testing dates:

ELA: April 2-4*

Math: May 1-3*

*The state has listed three testing dates; however, the exam should span over two days. We will confirm the dates with you once we get the finalized dates from the city. 

Lastly, if your child is working with a tutor, please let us know. We want to make sure the tutor does not use the same reading passages we use in class. Additionally, we are happy to speak with your child's tutor to let them know the specific areas on which to focus with your child. 

Thank you!

January Curriculum Update

Happy New Year!

Please read below to see how Class 4-312 is hitting the ground and running in 2019.

Math
We kicked off the New Year by beginning Topic 11 of our math program. During this unit, students will learn about factors, prime and composite numbers, multiples, equivalent fractions, and ordering and comparing fractions. We are using our knowledge of multiplication and division to build on these more complex concepts. After our introduction to fractions in Topic 11, we will continue to develop our understanding of fractions in Topic 12 when we learn how to add and subtract fractions and work with mixed numbers and improper fractions.

Writing and Social Studies
We are continuing to learn about the theme and essential question of what it means to be free by studying the European migration to the New York area. In this interdisciplinary unit that blends social studies and writing, students are learning about the development of the 13 Colonies and what life was like during this time for Native Americans, colonists, and slaves. Students are strengthening their non-fiction reading skills by determining the main idea and supporting details and understanding how non-fiction text features support comprehension. Additionally, students have been learning note-taking strategies and how to pull out the most important information and respond to it with deeper inferences and wonderings. Over the next few days, students will choose a sub-topic they are interested in learning more about, and then they will begin a research report.

Reading
This week, we launched our realistic fiction book clubs. Students have been divided into small-group literature circles to allow for greater discussion, engagement, and individualized support. Each group meets twice a week to discuss the assigned reading while a teacher acts as a facilitator. The objective of each meeting is to practice reading strategies, which include monitoring literal comprehension, making inferences, tracking character change, determining character motivation, identifying theme and important life lessons, and considering author’s purpose. A dual objective of book clubs is for students to improve their listening and speaking skills by engaging in rich discussion with their peers. We encourage you to have conversations with your child about his/her book club text and any assignments that go along with it.

Last week, we started our read-aloud book, Out of My Mind by Sharon Draper. Please find the synopsis of this wonderful book below:

Eleven-year-old Melody has a photographic memory. Her head is like a video camera that is always recording. Always. And there's no delete button. She's the smartest kid in her whole school—but no one knows it. Most people--her teachers and doctors included--don't think she's capable of learning, and up until recently her school days consisted of listening to the same preschool-level alphabet lessons again and again and again. If only she could speak up, if only she could tell people what she thinks and knows . . . but she can't, because Melody can't talk. She can't walk. She can't write.

Being stuck inside her head is making Melody go out of her mind--that is, until she discovers something that will allow her to speak for the first time ever. At last Melody has a voice . . . but not everyone around her is ready to hear it.

Best,

R & L 

Wishing you a happy and healthy New Year!

Dear Families,

Thank you so much for attending our holiday party. The children were so excited to show all of you their dioramas and research reports. We are so proud of all their hard work and dedication to both assignments.

Today, the class wrote essays about the themes of The One and Only Ivan. Then, they watched "The Indian in the Cupboard." The children made a lot of connections to what they learned during this last social studies unit.

Our next read aloud is Our of My Mind by Sharon Draper. Please feel free to send your child to school with a copy to follow along. Just like our last read aloud, it is not mandatory to bring in a copy of the book.

We would also like to thank you for the generous gifts and for all of your contributions throughout the last social studies project.

We wish all of you a happy and a healthy New Year. See you in 2019!

Best,

Laura and Robyn

Spelling Words for Friday's Quiz

1. nervous
2. curious
3. obvious
4. miraculous
5. disastrous
6. enormous
7. generous
8. joyous
9. adventurous
10. numerous
11. ridiculous
12. mountainous
13. jealous
14. famous
15. mischievous

December Curriculum Update

Dear Families,

Although Winter Break is just a few weeks away, Class 4-312 continues to work very hard across all subject areas. Please take a few moments to read through each section below for an overview of our current curriculum plans.

Math
We have transitioned from multiplication into our division units. Students are learning how to divide numbers with 1-digit divisors, and we are dedicating a lot of time toward interpreting and evaluating word problems. Please encourage your child to show his/her work for math on all assignments. We have reviewed many strategies that students can use to understand word problems: underlining important information, rewriting the important information, drawing a picture, drawing a tape diagram, and checking for reasonableness.

As division heavily relies on students' fluency with their multiplication facts, please continue to review multiplication and division facts with your child when you have spare time.

Writing

This week, we entered the publishing stage of the Personal Essay. The personal essay is a five-paragraph essay that incorporates argument and narrative writing elements. The children were asked to write a thesis statement, or a personal opinion/claim about a topic or person in their lives. The goal is to support the thesis with three concrete reasons, along with accompanying details and personal experiences.

Furthermore, our students are learning how to structure an essay by using paragraphs (introduction, body paragraphs, conclusion) to organize ideas and to support a thesis statement. Ask your child about "TEEC," an acronym that helps us remember how to structure a strong body paragraph: Topic sentence, Evidence or Examples, Explain the importance of the evidence, and Concluding sentence.

The students are asked to apply various writer’s craft moves they have been learning since the beginning of the year, including descriptive language, dialogue, figurative language, sequencing phrases and transition words, similes, metaphors, and show, not tell. Additionally, students continue to practice all they know about the mechanics of good writing, which includes writing with correct punctuation and capitalization. We are excited for you to read your child's personal essay the next time you visit our classroom! 

Social Studies
We are continuing to learn about the theme and essential question of what it means to be free by studying the European migration to the New York area. As you know, we are currently learning about the Native Americans who lived in the New York area 400 years ago. After researching various aspects of Native American life, the class was broken up based on interest groups. Each group chose a different topic to research; the different group topics are food, family life, government, creation myths, and the European explorers. Our culminating project will be a series of dioramas, teaching the audience about the Native American way of life and the explorers who “found” the new land.

Thank you to all families who sent in supplies. We look forward to presenting our projects to you during the holiday party on December 20!

Reading
We continue to push students' thinking about reading through our daily read-aloud book, The One and Only Ivan, and by providing feedback to students based on their independent reading books. Please see today's other blog post about Weekly Reading Responses. Once the New Year rolls around, we will launch our first set of book clubs for the year, which provides the students with an opportunity to read and discuss a book with a small group of their peers and a teacher. More info to come in January!

Important Dates
Our publishing party/holiday celebration will be on Thursday, December 20, at 8:30am. We look forward to seeing you there!

Best,

R & L 

Weekly Reading Responses

As you know, students have a weekly reading response due each Monday. These reading responses consist of at least two paragraphs: the first paragraph is a summary of the book students are reading independently, and the second paragraph is the section in which students can demonstrate their deeper thinking by choosing a prompt from the Reading Response Bingo Board.

Today in class, we reviewed a model reading response based on our read-aloud text, The One and Only Ivan. As a class, we analyzed the elements that contribute to a strong response: a summary that outlines the main events of the book in sequential order; a response that includes character feelings, traits, and/or motivations; and a response that includes details from the text to support thinking. After reviewing the response together, we attached the model response to the inside-back cover of each student's Reading/Spelling Notebook for future reference. (The model response is also copied and pasted below.)

Over the next few days, please review your child's reading responses and comments with him/her and review the model response in the back of the Reading/Spelling Notebook. We appreciate your support in helping us to push students' thinking more deeply about their independent texts!

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Model Reading Response

         The One and Only Ivan by Katherine Applegate is a book about a silverback gorilla named Ivan who lives in the Exit 8 Big Top Mall and Video Arcade and is owned by a human named Mack. Ivan can understand humans, but they cannot understand him. Ivan lives in his domain in the mall with Stella, an elephant who was taken from her family to live in the mall, and Bob, a dog. Later on in the story, Ruby, another elephant, joins the circus. Ruby asks Ivan about his childhood. Ivan tells her that when he was a baby, his family called him “Mud” because he was always drawing with mud in the forest. Later, Mack trains Ruby to do tricks, but Ruby starts to fight him because he is mistreating her. Trying to soothe Ruby from what she went through with Mack, Ivan decides to tell Ruby more about his past, such as when humans killed his parents. Then, Ivan decides to secretly start painting at night.   

Dear Diary,

I am very upset with Mack. The other day he brought me into the ring. He looped my feet with rope so that I could not run away and heavy chains hung from my neck. All he wanted me to do was learn the tricks, but I was exhausted. I thought he would see how tired I was by looking at me, but either he did not care or he did not notice. Still, he kept yelling at me and wouldn’t leave me alone. He tried to pull at me, but I refused to move. He took out a claw-stick and I think he wanted to hurt me with it. He was getting angrier and angrier at me for not listening, but at the same time, I was angrier and angrier by the minute. I was dead-tired. I did not want to listen to him. Shouldn’t he treat me with love and respect if he wants me to do something for him? Without me even realizing what I did, I used my trunk and  slapped him as hard as I could. He dropped the claw-stick and fell down on the ground and curled into a ball and howled a scary sound. I did it!!! I was so proud of myself for standing up and protecting myself. However, I am now a little worried. What if Mack is really angry at me? Will he retaliate? Will he do something worse to me?

                                                                                 Love,

                                                                                 Ruby

Homework Helper

Today, each child received a resource to help them not only complete each homework assignment, but also to remember to bring all of their homework materials back to school! Please check your child's gold folder tonight for two copies of the Homework Helper: the green copy should be kept in the gold folder and the purple copy should be hung on a wall near where your child completes his/her homework. Thank you for helping to support your child be a more responsible and independent student!

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Homework Helper!

Use the following steps each time you complete your homework.

1. Unpack your backpack, and lay all your school materials on the table. This includes your HW folder, HW agenda, and book baggie.

2. Open your HW agenda to today’s date. Read each assignment, and place the materials for each assignment on the table.

3. Choose one assignment. After that is complete, place a ✔ next to that assignment in your agenda. Then, place the HW in your gold folder.

4. Choose the second assignment. After that is complete, place a ✔ next to that assignment in your agenda. Then, place the HW in your gold folder.

5. Complete step 4 until each assignment is finished.

6. Clean up your HW area by placing your HW folder, HW agenda, and any other materials in your backpack.

It is always a good idea to have an adult at home check your backpack to make sure you have all your materials ready for school the next day.

Next Read Aloud!

We recently completed our first chapter book, Because of Winn-Dixie by Kate DiCamillo. Our final writing assignment for this book will be an extended response essay. The assignment will be attached to next week's reading log. The children will have one week to complete this assignment.


Our next read aloud will be The One and Only Ivan by Katherine Applegate. Just like Because of Winn-Dixie, students will have reading comprehension assignments and quizzes throughout the read aloud. Students may bring in a copy of the book to follow along while reading in class. The book can be found in the public library, the local bookstore, and on Amazon.

Please feel free to get a copy of the book if you would like to follow along at home with the class.

Reading Response Bingo!

This week, we are beginning a new method for students to respond to their weekly reading. In addition to completing their log after reading for 30 minutes each night, students must also complete a weekly reading response due each Monday. We are giving the children many options for how they wish to complete their reading responses. Today during school, each child received a Reading Response Bingo Board on purple paper that should live in their gold folder for the next few months. Please view the Bingo Board and instructions below:

The reading response should be completed on the second page of the reading log. In class today, we also reviewed a model reading response in class together so each student is aware of the expectations for their response. Please read our mentor reading response below and review it with your child if they need a refresher:

Title of Book: Because of Winn-Dixie

Reading Response I Chose: Compare and Contrast

Reading Response:

     Because of Winn-Dixie by Kate DiCamillo is a heartwarming story about a ten-year-old girl named Opal who rescues a stray dog and names him Winn-Dixie after the grocery store where she finds him. At the beginning of the story, Opal is lonely as she has just moved to a new place in Florida. She does not have any friends, and her father is a preacher who keeps his feelings very guarded. However, throughout the book, Winn-Dixie helps Opal to make new friends and connect with new, interesting people.

One way the preacher and I are similar is that we both care about those who are not as fortunate or lucky as we are. For example, the preacher allows Opal to keep Winn Dixie, a “Less Fortunate.” He also helps people in his church. I also care about people and animals who do not have as much as others. I rescued two stray dogs who needed a home. I also raise money for UNICEF, which helps kids in need get medicine, education, clean water, and healthy food.

On the other hand, the preacher and I are different because the preacher keeps to himself while I am more outgoing. For example, in Chapter 2, Opal says, “Sometimes he reminded me of a turtle hiding inside its shell, in there thinking about things and not ever sticking his head out in the world.” I am the exact opposite! I always talk to my family and friends about my feelings and problems, and I think it is important not to bottle things up inside. Luckily, the preacher is starting to come out of his shell more because of Winn-Dixie.

If your child has any questions about the reading response prompts, please encourage him/her to speak to us about it in class before the assignment is due.