Folktales, Social Science, and Decimals


Posted by christophergoode | Posted in Uncategorized | Posted on November 28, 2016

Hello All,

Here’s what’s been happening with 4B!

In English class, we have begun a study of traditional stories, that is, folktales, fairy tales, myths, legends, and fables. Over the next month, we will be reading and analyzing many of these, both as a class and at home, with the ultimate goal of each student creating a traditional story of his own.

Our Social Studies unit on culture and cultural diffusion ended this week with all students doing quite well on the cumulative test. Today we began our study of the branches of the social sciences, by looking at the kinds of things political scientists, historians, economists, and geographers want to know when studying a  place or group of people. To begin this endeavor, we will focus on what historians do, by analyzing primary and secondary sources and creating theories about the past.

Math class now has us representing parts of numbers with both fractional and decimal notation, bringing the process to life with money, games, and math toys.

That’s all for this week. Thanks for stopping by and, students, don’t forget your homework.



Weekend Homework

Math: IXL T.4 T.6 T.7

ELA: RAZ Kids 45 minutes

Social Studies: Answer one of your social science questions about HCMC.



Rhino Competition


Posted by christophergoode | Posted in Uncategorized | Posted on November 10, 2016

Junior Landing

Cultural Diffusion, Narrative Writing, and a Field Trip


Posted by christophergoode | Posted in Uncategorized | Posted on November 4, 2016

Hello Everyone,

Thank you to all parents who attended last Friday’s Parent Teacher Conferences! I am very glad to have met each of you and inspired by the amount of support these students have at home. For those parents who could not attend, please email me and we can arrange a meeting that fits your schedule.


Social Studies

Tuesday, Wednesday, and Thursday we performed a three-class activity focusing on the exchange of cultural elements between groups of humans through trade and conquest. During the first class, students, in small groups, designed and built cities using unique sets of materials and described the attributes of their cities in writing.


During class two, students were allowed to begin trading resources with adjacent groups, and, while doing so, learn about the cities with whom they traded. After trading, students returned to their cities with new ideas and resources, added new features to their cities, and then described the benefits of trading with and learning from the other groups.


In the final class, students were given the option to emigrate to other cities, and the welcoming cities were allowed to decide whether the immigrants, upon arriving, would enjoy the same rights as the original group members. Following a final period of city development, groups were then given the option to attempt to conquer another city from which they wanted resources. This final option resulted in one city’s taking over another. The members of the conquered city group truly experienced the devastation of losing control over something they worked very hard to build, but in the end the conquering group, while maintaining ownership of the conquered city, helped to add more features to its conquest, providing ideas and resources that the conquered city would otherwise not have enjoyed.


This three part lesson ended in a very interesting discussion of what happens when groups of people interact with one another and how cultural elements and ideas spread. Next week in Social Studies we will begin to look at what countries and cultures have had an influence on Vietnamese culture.


Students are completing the final stages of their narrative writing project. Using Microsoft Office Online, students are peer-editing and providing feedback on one another’s narratives in preparation for final revision and publishing next week. Following self-assessment and publishing of the final draft, the class will begin a unit about traditional stories, legends, fables, and myths from around the world.


Last Wednesday, we wrapped up our unit on senses and the nervous system with experiments testing visual processing and measuring reaction time. This week, students demonstrated their knowledge and understanding of these experiments by describing, in writing and with a diagram, the process modeled in the experiments. During the next Science unit, we will be looking at earth science, specifically geology and the movement of tectonic plates. More experiments to come.


TIME ZONES. Students are currently studying time zones and time zone maps to be able to determine, based on limited information, what time a plane lands in a foreign time zone, or how long a flight takes based on times of departure and arrival in two different time zones.

Field Trip

And finally, a big thanks to The Cu Chi Wildlife Rescue Station for hosting us and making today’s field trip truly awesome. What an interesting variety of endangered animals! Parents, for more interesting details about this wonderful animal shelter, ask your children to describe and show you pictures of the amazing animals they saw.

That’s all for this week. Have a great weekend and don’t forget to do your homework!

Weekend Homework:

Math: IXL O.6

Writing: Proofread your story for grammar and spelling mistakes using Microsoft Online

Reading: 2 hours.



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