Homework 5/19

History/Reading– Background: Alexander the Great, Mutiny packet w/ questions, please use the text to write thorough answers, underline the notes that you are using to complete your answers.

  • History assessment early next week on the Web Quest questions #1-58, we will review beforehand and the questions will come directly from the packet.


Math– 5B Workbook pages 120-122, word problems

  • Plot the Points to create the picture worksheet (I wasn’t planning on giving this out so if it’s too much than we can complete it in class).
  • Chapter 11 Quiz early next week


Writing– final draft of your mystery story is due on Monday

follow the rubric!

staple your rough draft and any notes/organizers to the final draft so I can compare each version and the changes.  We read a few in class and we were still struggling with connecting our plot to our evidence to our suspects without things being randomly/loosely connected so keep an eye on that.


Don’t forget to look at the final exam schedule below!

Enjoy your weekend!



Homework 5/18

Reading– finish your book club books and complete the notes and provided questions that were distributed in class.  Your groups have had plenty of time to get this done, so please do your best work!

  • Upon completion of the chapter questions, I will give you the written portion of the assignment this weekend.
  • Spelling Quiz tomorrow
  • Definitions due tomorrow


Math– 5B Workbook pgs. 115-117

  • Quiz next week on Chapter 11


History– Quiz next week on Web Quest questions #1-58


Writing– final draft of your mystery story is due on Monday

  • follow the rubric that I posted on the blog
  • follow the advice and strategies that we have been going over in class!
  • Staple your rough draft and any notes/organizer to the final copy.

Homework 5/17

Reading– definitions due Friday, scroll down to Monday for the words

  • Quiz Friday!


Math– 5B Texttbook pgs. 155-156, Chapter 11 Review


History– double-sided mythology worksheet

  • The Golden Child
  • For Want of a Son


Finals Schedule 

Science– May 31st (take-home exam

Math– June 2nd

History– June 5th


Award Ceremony

June 14th @ 2:00

Not every child receives one this year so i’ll try and let it be known beforehand so parents or other family members can attend.


Homework 5/16

Math– 5B Workbook pgs. 87-90, combinations and coordinate planes practice

  • Textbook Quiz by the end of the week


History- complete your Web Quest questions through #58

  • We will have a short Quiz on this material early next week as well.


Reading– complete the spelling words for Friday

  • Quiz Friday
  • Scholastic Magazine summary due tomorrow


Writing– make sure you have your mystery story rough draft for tomorrow!  Hopefully you used your extra time wisely!

Homework 5/15

Math– Common Core WB Pages 183-5

The notes start on pg. 180

  • Chapter 11 Quiz soon, maybe by the end of the week.


History– Textbook pgs. 288, vocabulary with definitions, Chapter 8, Lesson 3 (much of the material we’ll review and is repeated in the Web Quest)

Remember, have your Web Quest packets completed through #39, we’ll have a short Quiz on these questions soon.

We haven’t had History in a minute so we’ll be reviewing and doing more work in this packet tomorrow.


Spelling Quiz 16









bonjour (french)






What gods did Socrates believe in?


Readingdefinitions and Quiz on Friday

  • Read one article in the Junior Scholastic Magazine this evening, summarize what you read, write down some powerful quotes/statistics that sum up what you read, 1-2 paragraphs properly labeled on notebook paper

Keep working on your Mystery Story’s that we will read/revise/edit/and improve in class tomorrow!

Mystery Rubric


Hi, attached above is a rubric that students can use when writing their rough drafts this weekend.  I myself am somewhat indifferent on rubrics, but I know they are sometimes helpful for students who get a bit blocked and need a refresher along the way.  I’m still looking for the things that we have discussed in class, and try and think back to the film we watched, The Prestige, and how the writers used changes in time, setting, planning out the evidence, the supporting characters, plot twists (red-herrings) – everything we have discussed in class you should have available in your writer’s toolkit.

Remember, when writing mysteries, it sometimes is easier to compose your stories backwards and if you already know how it ends.  It makes incorporating the evidence and plot twists less random because you don’t have to worry about drawing connections to your plot as you go.

Most importantly, be creative, enjoy yourself, and if you didn’t like any of your 3 ‘treatments’, try something new!  I want you to be excited about the topic you chose and interested in getting that story out.

If this all comes together as planned, my hope is that we can have our best compositions from throughout the year compiled into book form so that PACs students years from now can still be reading the enlightened musings from the 5S Class of 2017 🙂

Enjoy the weekend!

Homework 5/12

Reading– the Tower of Trouble mystery story, answer the 4 discussion questions


Writing– begin writing your 5+ paragraph mystery story using your notes from this past week.  Make sure you try and include things such as the following…

  • clearly written main/supporting character
  • a detailed setting
  • suspects/victims
  • evidence and clues that connect to the plot
  • alibis/red-herrings/misdirection
  • an overall resolution to your mystery that makes sense

Consider this your rough draft – it will be collected with all of your planning materials from the homework this past week, including the 1 page on your detective, 1 page on setting, details about your supporting characters, and your 3 ‘treatments’.


5S History– complete the Web Quest packet through #39



Homework 5/10

Writing- continue writing your 3 separate ‘treatments’ using your detective and setting notes as support.  Remember, a treatment is just a simple way to brainstorm different ways to tell your mystery story without actually writing the whole thing.

  • Try switching around some details and characteristics , for example have your detective be smart instead of clumsy, have the setting be the countryside instead of urban…these details directly impact how your mystery story is told.
  • ***Choose one of your treatments to begin writing in class tomorrow…please do not write a complete essay at home
  • Our next step tomorrow is to add secondary/supporting characters


Math– complete today’s classwork packet, 5B Extra Practice worksheet pgs. 61-64 (try your best, use your notes and the book for reference)


History/Reading read page 1, the background, of the Archimedes’ Bath play to familiarize yourself with the story before we break into groups again tomorrow.

If you haven’t completed and submitted your questions through #39, please do so asap!

Homework 5/9

Math- 5B Textbook pg. 143, Let’s Practice, #s 1-3, new lesson, new concept called combinations and making organizing data using lists or trees.  Use the previous two pages of the textbook as reference along w/ the notes that I put on the board if you are having trouble.  I expect some people to get this easily and some to have some trouble, so as long as you try and show your work, that’s what I care about…we’ll clean all this up tomorrow.


Reading– 45 minutes independent reading, properly label your paper and write quality notes as you’ve been taught all year long, preferably 3/4-1 page worth
Writing- tomorrow make sure that your 1-2 page detective description and your 1-2 page write-up of your setting/atmosphere is completed so we can work on the next step of our mystery story.


Please check the gradebook for missing work.  We have a system now that has been working well so if a child has work completed but was not listening when it was collected or checked, the gradebook will reflect their lack of attention and if the work is ultimately submitted, it will be considered late.


  • Continue working on your Education Galaxy activities to earn stars!  Some people still have zero stars or have not increased their total for almost two weeks now…not good!



Gradebook Updated 5/9 (2:09am)

  • Side note: these past two Mondays have been a bit more hyperactive and talkative than usual.  While today was definitely better than last week, I still have a handful of students walking around the room, sitting wherever they feel like it, doing art projects during lessons, etc., and while I take the materials away along w/ things like Fun Day and Recess, they don’t seem to care so I might have to resort to assigning sets of Presidents for the small few that have unfortunately been putting their needs above the right of others to learn.  More to the point, though, is that I have to constantly stop class in order to refocus my students because of this poor behavior.
  • Long story short, if your child comes home with a set or set(s) of President’s it’s because they have been highly disruptive to the class and/or not paying attention or missing excessive work.  Miss Tina Pimental has also been sitting n the back helping me out in a variety of ways, specifically she is keeping track of the students that are (and are not) paying attention during lessons, those that are talking, copying work, etc., so if you’re starting to see grades slide, I have enough indisputable data now to back up my end.


Hi, just a quick update…the gradebook for both classes is about 95% completed…when you leave comments on everyone’s work it often takes a little bit longer to get things returned 🙂

The Gods & Goddesses Quiz for whatever reason did not go as easily as I originally hoped, in fact, what I thought would be an easy A for everyone turned out relatively poorly and so I’m considering adding a curve to the score that is listed in the gradebook.  While some are low, I know, no one will get lower than a 50 and the kids who truly bombed will have the opportunity to earn some extra points in a different way.

Finally, I can start putting up grades for the Maps, both for the final product and as a group grade.  Overall, I was really impressed by the job that both classes were able to pull off despite the break and other class sessions scattered about for one reason or another.  My hope, however, is that in the future certain students, group-mates in this particular case, my hope is that we all recognize our faults and differences and learn to grow from them rather than to fight/argue/get upset over every little thing.  While most students did display adequate maturity and self-control, the ones that did not were the ones that participated the least and therefore will receive a grade that they earned…

  • all group members will fill out an anonymous card w/ questions so I can get a feel for who did what work on the assignment…this way it’s anonymous and so I expect the truth to get out of four people as opposed to one’s word against the others.

The next time I meet w/ both 5S and 5C we will discuss the maps, what went well, what did not, what we could do as a group to improve during our next assignment, a reflection of this nature is always important when a simple project such as this takes far too long to complete (this should have been done weeks ago).

For 5S, I really appreciate your hard work as your maps came in relatively on time and extremely accurate, colorful, and detailed with numerous physical features.  I’m so proud that you took your time, worked well together in groups that Mr. S set up so that the kids had to work w/ students aside from their immediate friends, a task that isn’t always easy when working w/ new people.

I’ll post a picture of the final results either tomorrow or Wednesday (I think I’m still waiting on one or two).  Aside from that, the grades for that assignment will go up this week.

Any other questions just let me know, thanks again!