THE HOGGATTEER REVOLUTION
  • Homeroom
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    • Class Handbook
    • Family Involvement
    • Meet the Teacher
    • Place in the World
    • Teachers: File Cabinet
  • Positivity
    • Insightful Poetry
    • Inspirational Prose
    • Meaningful Quotes
    • Positive Behavior Conversations
    • Scripture Studies
  • Exploration
    • Celebrate Good Times (Come On)
    • Cerebral Cinema >
      • Hoggatt-Made Videos
      • Mood Music
      • Music Appreciation
      • Positive Behavior Conversations
    • Coursework >
      • Cultivating America
      • Focus on Science
      • Let's Communicate
      • M4+HEM4+1C5
      • Missouri, USA
      • Recess Bell
      • Scripture Studies

Follow Up to Our Truman Field Trip

11/30/2018

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Some of us were not satisfied with the field trip to the Truman Presidential Museum, earlier this week.  For most of our fourth graders, we experienced a two-hour walking lecture, preceded and followed up with a 2 1/2- hour bus ride.  So when we returned, we revisited some of the things that we saw or heard at the museum.  Here are some supporting videos that I found online:

Bess

Margaret


World War I

Swearing In

Politics


 Renovation

Atomic Bomb


Key West

Desegregation

Resignation


The Candy Bomber

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Harry Truman Museum Visit:  More Pictures

11/29/2018

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Here are the pictures I took with my phone when things were too dark for the regular camera without a flash.
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Harry Truman Presidential Museum Field Trip

11/28/2018

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Thanks to a generous grant and the also-generous support of our PTA, Cecil Floyd fourth graders traveled to Independence, Missouri, on Tuesday, to visit the Harry Truman Presidential Museum.  The museum is set to close for the year of 2019, only to reopen after that with a $22 million upgrade.  That's a much higher price tag than it took to build the initial library in the 1950s.  After some snow on the weekend, we were fortunate to see the current edition (The museum was closed for the weather on Monday, but roads were dry for us on Tuesday.).

Our tour guide, Mark, guided us around the snow-blanketed graves of Harry, Bess, and their only child, Margaret and we found President Truman's office.  This is the office he walked to from his house, just a few blocks away, after he returned to Independence from the presidency.  Some very important people sat in this office, including Presidents John F. Kennedy and Lyndon B. Johnson, as well as top-rated comedian and actor, Jack Benny.

We saw artillery pieces fired by the regiment that served under Truman's supervision in World War I, cars owned by the Trumans, campaign buttons, china plates, wedding shoes, the pistols from an attempted assassination of President Truman, the newspaper that Harry held up after defeating Dewey the 1948 election (even though the headline announced the opposite outcome), and of course, the replica of the oval office from Truman's time there. 

We learned about the gift of a Grecian mask that was given to the president by Greece - a mask that dates some 4-500 years before Christ. We also the Bible Harry placed his hand on to take the oath of office following President Roosevelt's death in 1945.  On this somber occasion, the only Bible that could be found was a Gideon Bible.

We learned about the Truman Doctrine to help rebuild Europe, and the daily drops of supplies requiring 5-600 planes to land there every day.  Our guide also shared the account of the man who became known as the Candy Bomber - a man who made handkerchief parachutes and used them to drop candy to children in West Germany.  Finally, we saw the only written documentation from the president to order the dropping of an atomic bomb on Hiroshima, Japan.


Some of these items are pictured below.  I'll post some addition pictures from my phone, tomorrow.
Meeting Our Guide
Graves
Truman's Office on the Museum Campus
Beams from the Original White House Interior
Grecian Mask
Oval Office
Semi-Secret Door
Portrait of George Washington
Carpet with Presidential Seal
The Oval Office Ceiling
Truman is responsible for reversing the direction of the eagle's head to face the peaceful olive branches, rather than the arrows of war.
Bible Upon Which Truman Took the Presidential Oath
Only Document Telling about Decision to Drop an Atomic Bomb
Planes with Humanitarian Aid for Europe
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Music Appreciation:  Stressed Out

11/27/2018

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Students are often called upon to read "chorally".
That is, they read together simultaneously as a group.


Repeating this practice assists young readers
​with reading fluency -
the speed, accuracy, and inflection of  oral reading.


Why not, since it's called "choral" reading anyway,
​actually read the chorus of a song?
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Mr. Indifferent

11/26/2018

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Sometimes we stay in our own "bubbles".  We don't look past the nose on our own faces.
Take some time to watch this video:
Now for some questions:
  • What acts of kindness does the man ignore, then perform in this video?
  • What do pockets represent?
  • What does the title, Mr. Indifferent, mean?
  • How can we become more aware of serving others?
  • What does being kind do for a person's character?  A person's personality?  A person's health?
  • Where can you find people to be nice to, today?
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Monticello Teacher Institute:  Difficult History

11/25/2018

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I am in the process of applying for next summer's teacher institute at Thomas Jefferson's Monticello.  The application process is pretty thought-provoking, and it has taken a while to prepare my responses to some of Monticello's questions.  Outside of a two-page resumé and some logistical information, the questions range from research, to personality and collaboration, to usage of materials.

The first question (My response follows.):  Monticello is committed to the study and teaching of difficult history.  Give an example of how you approach a challenging topic (i.e. race, religion, gender, politics) with your students.
Thomas Jefferson pooped.  It might be a strange way to address the issue in question, but I believe it illustrates my answer well.  When I consider controversial history, I realize there are complexities as play.  The figures in history are often larger than life, and when students realize that they are human – that they pooped, too – it helps to understand their thought processes, their decisions, their mistakes, their flaws, and their solutions.
 
There are many paradoxes involving the founding generation.  The question of how the esteemed Thomas Jefferson could declare that all men are created equal while owning a plantation full of slaves is one that can be difficult to square.  Without a doubt, it was a dilemma for our third president, as well.
 
I approach difficult subjects with truthfulness.  The imperfections and mistakes of people like Thomas Jefferson allow us to discover trails to our own success.  Such a trails are blazed through forests of trial and error, tangles of failure, and finally achievement – much like the manner in which I teach math and science.
 
The founders used mistakes as stepping stones to significance.  When Thomas Jefferson grappled with slavery and equality, it is a testament to the idea that problems – even everyday complications – do not always have simple solutions.  That is a concept that I can promote with fourth graders.
 
Controversial history injects struggle into learning.  Students wrestle with material and with each other to form their own informed opinions on matters that were not only issues in the past, but matters that emerge in current events, as well.  The old, romantic approach to our founders was flawed and made them out to be superheroes – cold, unapproachable and inhuman.
 
I do not believe in making things easy for my students.  When we discover a controversial topic such as tearing down statues of historical icons based on the individual’s perceived beliefs, we conduct a classroom discussion and try to understand both sides of the controversy.  We find common ground.  We find that we didn’t understand the complete argument before “taking sides”.  We also find that we can disagree while still being civil with one another.
 
If I am serious about molding future thinking, voting, and functioning adult citizens of the United States, I must then be serious about instilling the skills of problem-solving, compassionate conversation, honest and respectful researching, and perseverance.  My students should leave the classroom not as entitled victims who need other people to solve their problems; they should instead depart as creative, critical thinkers, ready to blaze trails through difficult territory.
 
Times have changed.  Today, students can relate to Jefferson, because Jefferson was just as complicated as they are.  He debated with himself the merits of slavery.  He weighed his options in the salty waters of the world.  He fathered outside of wedlock.  He pooped.  So what?  Those are the things we can look at with eyes that are prepared to understand that, because Jefferson and others endured problems and survived their mistakes, so can we.
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Crisis

11/24/2018

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Word Wise

Here are some words to define and understand:
crisis
mettle
retreat
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Liberty's Kids

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Writer's Block

It would appear that Thomas Paine struggled with his message before committing to words in The American Crisis.  He must have felt the cause was pretty bleak.  He must have wondered if independence was a lost cause for the time.

We've all had moments when we couldn't think of something to write; we've all had moments when we couldn't think of the next thing to write.  It doesn't matter as long as we refuse to give up.What are some strategies for overcoming writer's block?
Sometimes the best writing is the writing we struggled through.  The fact that we struggled and kept at it makes it that much more valuable.
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Discussion Quote

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Music Appreciation

The Call
I Won't Give Up
One Voice
Shine Your Way
Tomorrow
Try
White Winter Hymnal

Fair Weather Fans

The first part of The American Crisis reminds me of fair-weather fans in sports, today.  Those are the folks who only cheer for a team and wear their gear if the team is winning.  They never claim to follow that same team if it has a losing season.
December 23, 1776

​THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.
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In other words, the patriot-citizenry was growing numb to the cause.  Even the Congress was leaving their home base in Philadelphia.  George Washington's Continental Army was not winning, and the people were dispirited.  The troops wintered without shoes and provisions.  It had become known as the Winter of the Red Snow.  And civilian support was waning.

Thomas Paine wrote that when the going gets tough, the tough should get going.  He discouraged Patriots from being fair-weather fans - those individuals who only follow their teams in victory and renounce them in defeat:  "The summer soldier and sunshine patriot will, in this crisis, shrink from the service of their country."

How do you feel about folks who only root for their team when the going is smooth and abandon them when things get rough?  Discuss.

​If you'd like to read more, you can read the entire text of Thomas Paine's The American Crisis.
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Pep Talk

Speaking of sports, what Thomas Paine gave the Patriots was basically a pep talk.  We usually associate pep talks with coaches and sports.  There are so many things wrong with the pep talk below, in which the actors are a little insensitive to their players.  Can you identify all of the things these coaches do wrong?
Can you do better?  The teacher will hand you a piece of paper with the name of a group that needs to be built up.  Your job, coach, is to enter the stage and hand us the performance of a lifetime.  Built up your team with some positive, energetic words.
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While We're on the Subject

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Does Your School Have Spirit?
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Generally Speaking

​At times, it may seem that General George Washington acted on his own as the leader of the continental army. While Washington was the commander-in-chief, he often consulted a team of military leaders before making decisions.  Two of those generals are briefly introduced below.
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GENERAL CHARLES LEE was a candidate for commander-in-chief of the continental army when George Washington was selected instead.  Because of this, Lee was always bitter and had nothing but regret that he had been passed over.  He said, "Washington is not fit enough to command a Sergeant's Guard".

Perhaps it was this contempt that led Lee to disobey orders at the Battle of Monmouth in 1778, quickly retreating instead of attacking.  He was tried in a court marshal.  The charges:
​
  • disobedience of orders in not attacking the enemy;
  • misbehavior before the enemy in making an unnecessary, disorderly, and shameful retreat;
  • disrespect to the commander-in-chief

Found guilty, Lee was relieved of duty for a year.

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​GENERAL NATHANAEL GREENE ​was an integral part of Washington's leadership team.  This gifted, self-taught general emerged from the war, being known for his dependability.

In a later battle, the American army was weak and badly equipped.  Greene divided his troops, forcing the British to do the same in response.  This divide-and-conquer strategy paid off.  The entire British force was captured or killed.

Greene was second only to George Washington. Washington, Greene, and Henry Knox were the only generals to serve for the entire eight-year duration of the war.  Greene has been memorialized in many places, from the four Coast Guard cutters and other ships (even a submarine) named for him to a number of statues, as well as 20 U.S. towns and cities, counties in almost 20 states (including Missouri).

With the information we have here, let's make a Venn diagram to compare and contrast the two generals.
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Revolutionary Reading

11/23/2018

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Before attending Mount Vernon's Teacher Institute Summer Residency in August, I read some 15 books about George Washington and his contemporaries.  I felt at the time that I wanted to be more prepared for my experience in Virginia.

Since returning, I have read eight more books.  George Washington:  First in War is a short read that was included in the bag given to teachers at the institute.  I actually read this entire book during my extended stays (read:  missed flights) at the airports in Virginia and Dallas.  George Washington's Mount Vernon:  Official Guidebook was a book I purchased to learn more about the things I had seen at the estate.  George Washington's Rules to Live By has caricature illustrations and quick explanations of the 110 Rules of Civility that George copied down when he was a child. ​
​George Washington Leads the Way is a comic-book-style publication that introduces kids to some of the important moments in Washington's life.  In a junior novelization, The Legend of Sleepy Hollow, retells the Washington Irving tale of a headless horseman (supposed to be the ghost of a Revolutionary soldier) who terrorizes a schoolmaster in Sleepy Hollow, New York.  Finally, in Siege, the account of George Washington's leadership at the beginning of the Revolution is presented in poetry form.
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Two other books have been enlightening.  One, Thomas Jefferson and the Tripoli Pirates, tells the fascinating account of the beginning stages of the United States Navy, beginning with the first president, but focusing more on the third.  Interestingly, While Washington was the warrior and Jefferson more of a pacifist, it is Jefferson who boldly developed a naval presence and won the "forgotten" war.

Finally, my favorite of the collection:  I picked up Young Washington from the Joplin Public Library when I saw it. This is the newest publication, but it tells of the earliest part of Washington's life - the years preceding the Revolution.  Young Washington is a page-turning masterpiece, telling of Washington's lineage, his teen years, and his foray into military life.  Here is a book that is not afraid to criticize the future father of a nation for his ignorance, his vanity, and his impatience.  Here, too, is a book that demonstrates Washington's growth and learning process. His is a story of learning from mistakes and his growth into a maturity that fell into place at just the right time for the birth of a new, free nation.

I remember reading many biographies when I was in elementary school, but I don't remember them being as compelling as some of these.  This time around, I feel more invested in my reading.  I find myself searching for new information and trying to incorporate my new knowledge into the classroom.
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(The Real) Thanksgiving Meal

11/22/2018

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​We hear, all the time, about how we should not stuff ourselves with food, whether junk food or just too much food in general.  It is often on Thanksgiving that we begin thinking about our New Year's resolutions.  We push ourselves away from the dinner table, and we stare at the empty dishes - coagulated bits of cranberry salad, sticky and charred marshmallow from the yams, turkey gristle - and we wonder if we could possibly be responsible for such carnage.

We ponder our places in the world, in the grand scheme, and we wonder if there is something we might do, something we might say or do - or be - that will make the world a better place.  Are we better people because we eat?  Are we better when we diet?  Are we healthier?  Do we pass plates of positive possibilities to our children?

If you really are what you eat, might I recommend a menu for this, and every, day?

Mercy
Peace
Goodness

Kindness

Cooperation
Honesty

Conviction
Responsibility
Joy
Patience
Laughter

Gentleness
Compassion

Courage
​Resilience
Creativity
Self-Control
Determination
Health
Wisdom

Empathy

Reverence
Endurance
Passion

Understanding
Love
Respect
Freedom

Happiness
​Tolerance
Faith
Satisfaction
Positivity

Growth
Maturity

Gratitude
Perseverence
In this restaurant, you aren't limited to one appetizer, one entree, and one dessert!
Take liberally from every column, and leave feeling better than when you came in.
In fact, eat everything in sight.  You'll thank me for it.
​
Your bill will reflect payment in full,
because the only things you are required to pay
are those parts of yourself that oppose what's on your plate.


From the Hoggatteer family to yours, happy Thanksgiving!
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JPM:  An Ironic Death

11/21/2018

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Joseph Plumb Martin mentions the deaths he experienced during the Revolution with a little different tone than he does one particular experience toward the end of the war.  If I remember correctly from my reading in his memoirs, Joseph sat in his barracks with this particular soldier, a friend, when the soldier started hotdogging with his weapon, swinging it around and spinning it into the air.  A young man, perhaps he wasn't as careful as a more experienced soldier would have been.

The bayonet still fixed to the barrel of his rifle, this young soldier lost control of his shenanigans.  Rifle spun in the air, out of control, and came down, bayonet first, into his calf and coming back out near the ankle.  Joseph reacted quickly to get the soldier some help, but ultimately, as the headline suggests, the young man died from his injury. Just a little while longer and he would have seen the end of war, been able to return home, and had a good chance at a longer life.  I have no doubt that this death had a profound effect on Joseph's life, as he recounts it in detail in his memoirs.

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Music Appreciation:  History Has Its Eyes on You

11/20/2018

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Students are often called upon to read "chorally".
That is, they read together
simultaneously 
as a group.

Repeating this practice assists young readers with reading fluency - the speed, accuracy,
​and inflection of  oral reading.


Why not, since it's called "choral" reading anyway, actually read the chorus of a song? ​
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Book:  Maxi's Secrets

11/19/2018

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Maxi's Secrets (or What You Can Learn from a Dog) is one of the best books I have read in a while.  I enjoy a well-crafted story, and Maxi's Secrets did not fail me in that.

Thankfully, Lynn Plourde spoils the ending by stating up front that the dog dies.  Because of this, the reader constantly anticipates the bad news.  Don't let that dampen your desire to read this great book:  there is plenty of great stuff in between the author's prophecy and the reality at the end.
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From the author's website:
To be honest, I never dreamed of getting a dog. Maxi was a bribe from my parents.

Timminy is moving to a new town and going to a new school for grades 5-8, where he’s the shortest kid at the school and where his dad is the new assistant principal. No wonder his parents get him a dog as a “bribe!” But Timminy and his parents get more than they bargain for. Their new Great Pyrenees puppy Maxi (short for Maxine) is large, lively, and lovable, but also DEAF. While Timminy is busy feeling sorry for himself after getting teased at school and shoved into lockers, Maxi and their next door neighbor Abby who’s blind show Timminy that you don’t have to be just like everyone else to ‘fit in.” But will Timminy learn that lesson along with all the other secrets to life Maxi tries to teach him?
In the three days it took to read this tale, I found myself really listening to this author's voice.  She kept me pushing forward in this story about a boy with social issues and his big white dog.  It was interesting to see the interaction between the main character and others, and to watch how even the positive interactions can be misinterpreted.

I hope Lynn Plourde's other works are as pleasant as this one.
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Monticello

11/18/2018

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Music Appreciation

Home
Top of the World
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Art Appreciation

Analyze the painting shown below.  Check out the details.
  • What do you notice?
  • What do you think is happening?
  • What caused the scene in the painting?
  • What might happen after the scene shown?
  • What does this piece make you wonder?
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First Things First

Look at the house at Monticello (above left).  Then look at Jefferson's original drawing of the house (above right). How are they alike?  How are they different?

Let's take a look around.  Take this 360-degree tour of the Thomas Jefferson's house at Monticello.
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Home Sweet Home

Jefferson designed his house with style in mind.  Note that he "hid" the slave population from the general public. The the wings, the location of the kitchen, the all-weather passage, and the dumbwaiter in the dining room are all ways in which Jefferson demonstrates a kind of embarrassment for owning slaves.  The teacher can explain more.

​
Here is a lot of information in one chart.  Study the chart carefully to make some inferences about the residents of Monticello.
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Brick by Brick

Have you noticed the material Thomas Jefferson used in his house?  Unlike George Washington's Mount Vernon, Jefferson chose brick for the construction of Monticello.
​Colonial Williamsburg has a page about brickmaking. We will use that page to help us learn more about text structure.

Write a narration to go with the slides in this slideshow.
We, too, get to do a little brick laying in the classroom today.  Let's get a feel for the bricks:
  • Measure each edge.
  • Calculate each surface area.
  • Find the surface area of the whole brick.
  • Calculate the volume.
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End to End and Side by Side

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​Now let's go further:
  • Lay out two bricks, end to end.  Calculate the exposed surface area and the volume of the total number of bricks.
  • Find the same information for three bricks laid end to end.  Four bricks.  Five.
  • Do you find any patterns?  If so, you may be able to predict the surface area and the volume for 10 bricks. Fifty.  One hundred.
  • Do the calculations change if the bricks are laid side by side rather than end to end?  If so, why?

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Up and Up

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Finally:
  • Make a "pyramid" of three bricks, two on the bottom layer and one on the top.
  • Use three more bricks to add a third layer.  How many bricks have you used in all?
  • How many bricks will you need to make a pyramid four layers high?
  • Without building any further, how many bricks would you need for a pyramid ten layers high?   Twenty?  Seventy?  One hundred?
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Step By Step

Not only can a person find patterns in the brickwork, but Jefferson also enjoyed a good parquet floor. 

It's time for us to use pattern blocks to create our own parquet designs (We'll also use them for other activities.). 

Then we will learn how to make tessellations.

Finally, the teacher will introduce you to Pascal's Triangle and some exercises to go along with it.
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Monticello's Parlor Floor
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While We're On the Subject

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What Is Pascal's Triangle?
​Pascal's Triangle Worksheet
​
(to accompany Wonderopolis
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Posting Your Objectives

11/17/2018

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When I was in educational classes at the University of Science and Arts of Oklahoma, I was introduced to the traditional lesson line.  In order to optimize time and allow for a variety of learning styles, that lesson line required a teacher to plan for every step of a lesson.  Each lesson, according to the line, must have a distinct anticipatory set and conclusion, each of which included a clear statement and review of the objectives for the lesson.  Even today, some principals and other administrators require teachers to post their objectives or goals on a board for students to read.

I absolutely followed that line.

However...

When I was ready for my principal to make his first sit-down observation in my classroom, I ticked every box on the lesson line.  Mr. Shelton was not impressed.  After the lesson, I sat in his office and the first thing I remember him telling me was, "That was not a lesson; that was an assignment."

I was shocked.

I had followed the lesson line.  I had told students what we would be doing.  At the end, I had told them what we just did.  In my opinion, every piece was there.  Still, Principal Shelton asked, "Hasn't anyone ever taught you how to put together a lesson?"

Uh oh.

"I guess not," I answered.  And the bearded man took me by the hand and guided me through what he expected to see.

At the next observation (He threw out the first.), Shelton saw me take every piece of his advice and actually teach the lesson.  My next office visit was quite different.  This time, he was the one who was shocked.  He was so impressed that I had mastered all of the skills he had given me, and he started to "tweak" me - my teaching, that is.  He taught me about scattering questions around the room.  He showed me how to make use of overt and covert questioning to include more students.  We worked until I knew more and more about asking higher-order questions.

Still early in the year, Mr. Shelton challenged me to "play with" the old lesson line.  "You're ready," he said.  "Now, you can move things around.  Don't always tell students what the objective is.  Sometimes it's better to let them find it for themselves."

So I started to play, move things around, mold lessons to fit my own teaching style.  And I found the magic.  Finally, I had permission to do things my way - to optimize everything to make it work, instead of forcing myself to follow somebody else's map.  I quickly relegated most of the textbooks to a shelf and called them reference material.  If we needed to consult them, they were available; otherwise, I would take students to another level and into unknown realms.  And they succeeded with the highest test scores and the best behaviors in the school.  All without modern technology, I should add.

I was reminded of that first year when as I listened to John Antonetti speak at last week's MSTA state convention. In a section of his speech, Antonetti talked about posting objectives at the beginning of a lesson.  He likened it to being pulled over by a police officer.

"Do you know why I pulled you over?"  The question every cop asks when he approaches the driver.  Personally, I don't answer that question; I don't want to give him any ideas - just in case I give an answer different from his original reason.  Obviously, Antonetti said, the speed limit is posted for us all to see, and yet, we often ignore is. That's the same concept as posting an objective on the board.

Yes, we have heard that posting objectives increases understanding, but "dig deeper in the research," he said.  "It only helps the Melissa Sues in your class."  He had already explained that Melissa Sue represented that prim and proper student in the classroom - the one student who is always there with every answer, every assignment, every point of extra credit.  Melissa Sue will always heed the objective and prepare herself for the tasks ahead.

But what works for Melissa Sue does not work for Bubba.  Bubba is the guy who needs to see something, grab ahold of it, squish it around for a while before learning about it.  Posting the objective does little to nothing for the students who sit on Bubba's end of the scale.

In fact, rigor, that elusive expectation, only happens when students bring their own meaning to a task or an object. Rigor is not when a teacher spews on and on about the material, but when students speculate, infer, and predict. This is not to say that a teacher should never post objectives, but there is something to consider about when and how to do so.

And I realized...Shelton and Antonetti agreed!  In fact, Shelton was ahead of his time.  He taught me about cognitive rigor and student engagement long before those terms were coined.  Much of what I have done for the years in between has been the development of those terms in my classroom.  It brings meaning to 29 years of my own professional development.  I may not be the best at what I do, but I've made it a point to keep searching for ways to play with my lessons.

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Field Tripping:  Traditional, Virtual, and Reverse

11/16/2018

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Our school district allows us to take one traditional field trip, which we chose to take earlier in the year to Bluff Dwellers Cave.

In addition to that, the fourth grade teachers at Cecil Floyd Elementary have worked to arrange three more physical field trips during this school year.  The first, to the Truman Museum in Independence, will cost only $5 per student due to a grant I received after visiting the museum as a part of a George Washington event I attended earlier in the year.  If all goes as planned, two other field trips include one to be determined with the help of the Missouri Conservation Department and another to the Crystal Bridges facility in Arkansas.

I've also scheduled some special events just for our class.  We'll calling them Virtual Field Trips (in which we visit with someone live from locations over longer distances), and Reverse Field Trips (Trunks from special museums in New Hampshire and Oklahoma will be delivered to the school for our use.  We are the only classroom in Missouri to have received these trunks.).

As it stands, we have nine events on the schedule:

2018

  1

Our first field trip was to the Bluff Dwellers Cave, in October, where students explored the mineral and antique museum before diving deep into the cave with a tour guide.

  2

Our next field trip will be a longer excursion to the Harry Truman Library and Museum in Independence, Missouri, on November 27.

  3

On December 4, if all goes as planned, we will visit Wind Cave National Park in South Dakota on our first virtual field trip (not yet confirmed).

  4

On December 18, the plan is to head toward Thomas Jefferson's Monticello in Charlottesville, Virginia on another virtual field trip.
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2019

  5

In March, I'm hoping we can head back to Virginia and back in time to speak with someone from George Washington's Mount Vernon in another virtual field trip.

  6

We'll have a reverse field trip the week of April 1, in the form of a traveling trunk from the American Independence Museum in Exeter, New Hampshire.

  7

Another reverse field trip (traveling trunk) will arrive from the Oklahoma City National Memorial in mid-April.

  8

We're looking to schedule a free field trip with the Missouri Department of Conservation to a local location to be determined.

  9

In preparation for #10 below, a guest speaker from MSSU will visit with students for a week-long artist-in-residence-style presentation relating to the post-colonial era in U.S. history.

10

We will schedule a free field trip, including a provided lunch, to the Crystal Bridges Museum of American Art in Bentonville, Arkansas, to study art from and about early America.
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