Julia Scalzo, Gifted Resource Specialist
3PA- Literary elements were reviewed as we analyzed popular fables to determine the theme. We also began our first focus story, Shells, by Cynthia Rylant. We read and annotated the story, looking for examples of feelings, key words, symbolism/imagery, and big ideas/themes. We then used these annotations to complete a literature web to organize our ideas. There was another focus on character traits and the idea of CHANGE.
4PA- We wrapped up our analysis of Lenny's Red Letter Day with a Socratic Seminar. Students discussed big ideas and themes that emerged in the story, and supported their ideas with examples from the text. Students did a great job discussing their ideas using our "keys to quality conversations". Our next focus story is a Japanese folktake titled, "The Old Man and His Affectionate Son."
5PA- Students wrapped up their discussion though Socratic Seminar on the story, "The Hemulen Who Loved Silence." Through that, we discovered that the Hemulen REALLY wanted. Students then used this character analysis, along with the incorporation of other story elements, to design a theme park that met the Hemulen's needs. I can't wait to see how these turn out!
3PA- This week's focus was on understanding the ideas of forming Generalizations and the Concept of Change. These ideas will permeate throughout the year as we read and analyze stories for deeper meaning.
4PA- This week we applied what we learned about finding the theme in literature. Students read and annotated two poems to determine the theme. The poem titles were "Birdfoot's Grampa" by Joseph Bruchac and "Famous" by Naomi Shihab Nye. We then began our first focus story, "Lenny's Red Letter Day" by Bernard Ashley. We read and annotated places we thought were important, questions we had, feelings, and places where the main character showed concern for others, and where he showed concern for himself. These annotations will help us better understand the story's conceptual themes for deeper understanding.
5PA- We jumped right into the reading and annotating of "The Hemulen Who Loved Silence" by Tove Jansson. Big ideas we explored involved determining what the Hemulen REALLY wanted. Students culminated their understanding of the story in the form of Socratic Seminar. I am impressed with how they shared their ideas and insights. Next week we will pair the natural disaster in the story to a real life hurricane, Hurricane Sandy.
3PA- We are still practicing routines and learning habits as we get settled into Project Arrow. Students took a pretest on a fable titled, The Miser. To show students the types of learning experiences we will have this year, we are using the fable to learn about character perspectives on the stolen gold incident using character traits uncovered by reading the fable.
4PA and 5PA- Students are reviewing literary elements as they prepare for their focus stories we will begin by the end of this week. Literary elements are character, setting, theme, and conflict. We talked about how each element has an impact on the other ones.
New school year, new PA room location! This year, our learning and fun will be in room 145! I am SO energized and excited to be back working with your children this year! I plan on seeing our 3-5 PA friends starting the week of August 25. That week I will be introducing PA and the routines that accompany it. Information will be coming home with regard to "All things PA" to familiarize yourself with both the program and a bit about me.
For your convenience, our PA schedule can be found to the left of this message. You can always access this page to learn about "goings on" in PA.
In addition to working with grades 3-5 for Project Arrow, I will be reaching out and working with our younger Mustangs in a variety of ways. I believe talent resides in all kids, and I enjoy the challenge and opportunity to be able to work with these thinkers in grades K-2. Stay tuned! It's going to be a GREAT year!
Thinking is a GIFT!
Julia Scalzo