Monthly Archives: February 2017
The Adventure of a Cat and a Dog!
Once upon a time there was a gray and fluffy cat named Fluffy and a Beagle mix dog named Daisy. They lived in the same house their owner’s name was Ella, she first had the cat they had so much fun then she got a DOG named Daisy! The cat was really really mad! Then the next day Ella played with Daisy all day like she forgot about her cat. Then the cat got really mad and bit Ella’s arm during the night and blamed it on Daisy!
The next day Fluffy came over and licked Ella’s arm where Ella thinks Daisy bit her and then that day she played with the cat. While they were playing Daisy got really mad, and she chased the cat out of the house into the woods and they got LOST! Then it started to get dark and they started running around barking and meowing! They have to get back home before Ella wakes up or she’ll be scared!
They were trying to get out they both went different directions and they came back to where they began! Than they thought for a minute then the Fluffy said “ Which way did you chase me out of the house?” Then Daisy said “ This way!” Then they both started running that way and they stopped for a break and they started to see the Sun come up and they started to run as fast as they could! Then they found the house Fluffy ran and laid on the end of her bed and Daisy laid on the couch then Ella woke up. And Daisy and Fluffy never fighted again!
The End!
V.R. Egypt and the Sphinx!
This week we went to Egypt! We got to see all the Huge Pyramids and the Huge Sphinx! It was really cool!
TDA’s
| Text-dependent Questions | Evidence-based Answers |
| How was Hawthorne’s knowledge of Navajo helpful to him as a code talker? (Page 90-91) | Hawthorne lived on a Navajo reservation in New Mexico. Although speaking Navajo was forbidden, but he never stopped speaking it. |
| Compare the experiences of the code talkers with Navajo language when they were young, and later when they were in the Marine Corp. (Pages 90-91) | When Hawthorne was in school the weren’t allowed to speak Navajo language in school, or they would have their mouth washed out with soap. When Hawthorne was older they were allowed to speak Navajo language and they got to help the army with the Navajo language codes. And they won the war. |
| Why was the use of difficult codes so important in WW II? (Pages 91-92) | Since the codes they used before were regular English the enemy would use their English speakers to figure out what they’re saying. Then the enemy cracked the code, then they knew what they were gonna do. Then they wanted to do a different code that was simple but an unbreakable code. So they used Navajo language. |
| Why was Navajo a good language to use for a code? (Pages 93-94) | Because, the Navajo language was not as well understood as other Native American languages. |
| How did recruiters find men to become code talkers? What were some of the challenges in implementing this plan? (Pages 94-95) | To find the Navajos they traveled to the United States, parts of Utah, Arizona, and New Mexico. They found Navajo speakers and they asked if they wanted to sign up to help the Marines defend the United States, but they didn’t know they were gonna be code talkers, so they had to teach them what the codes were. |
| Using the code on page 97, how might you write your name in Navajo? |
First: Ba-goshi-Ne-ahs-jah-Shi-da-Gah-A-woh-A-chin-Dzeh-Tsah-as-zih Last: Gah-dzeh-tkin-Ba-goshi-Lin-Wol-la-chee-Gah-Lha-cha-eh |
| How was the code developed? What special characteristic about Navajo knowledge influenced the words that were chosen? (Pages 96-98) | Each English letter stood for a different Navajo word and meaning. They all met in a room. They all had to use their language to come up with words representing each letter from A to Z. And they had come up with code words for military terms. But they didn’t always agree. |
| How did the code talking program change over time? (Page 99) | There was more words, because there were 200 words at the beginning and at the end there were 600 words. |
| What were some requirements and skills that code talkers had to develop? (Page 99) | They had to translate a three line message in just 20 seconds. They couldn’t make a single error or they would put the troops in danger. |
| What were some of the challenges of the battlefield? (Pages 100-101) | They had to find a safe place. They couldn’t make a mistake. They worked all day and all night they had to send out more than 800 messages a day. |
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What happened later after the war to the Navajo code talkers? Explain why the Code Talkers were not recognized for their contributions to the war effort until much later. Explain why they did not get any recognition or thanks after the war. (Pages 102-103) |
After the war the Navajo code talkers went to live there normal lives. They weren’t recognized for their contributions because they wanted to keep the code talking a secret. Just in case they had to use it again. Then at 1969 they handed out gold medals to the families of the Navajo Code Talkers. |
| Describe the congressional gold medals given to the code talkers. (Page 103) | The front has, a picture of two of the Navajo Code Talkers on it. They have the words Navajo Code Talkers on it.It also says By act of Congress 2000. The back has, Dine Bizaad Yee Atah Naayee Yikeh Deesdl11. Which also means, (The Navajo language was used to defeat the enemy.) It also says USMC And it also said WWII. |
| What can we infer about the use of the Navajo language on the medals? (Page 103) | That it was really important to WWII. |
TDA’s are really cool they make you look back into the text that you read which for this one it was, Navajo Code Talkers!
TDA’s
| Text-dependent Questions | Evidence-based Answers |
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Text features are graphic sources, such as pictures, maps, or charts, make information easier to understand. The author includes Egyptian hieroglyphs, or little pictures, with their meanings on the side of the page. Look at the text on pages 120-121 to find out how each of the hieroglyphs helps the reader understand the information about the young Jean-François and his interests. The first hieroglyph is a picture of a jumping goat. What does this image mean? Why do you think this image was chosen? The second image is a picture of a bird, the ibis. Why do you think this bird was chosen to represent the word “discover”? The last image on page 120 is that of a long-necked giraffe. What does this image represent and why was it chosen? On page 121, what can you say about the first image? What does the image of sandals on page 121 mean and why was it chosen? What does it mean in relation to Jean-Francois? |
All of the hieroglyphs helps the reader know about what the pictures mean and what they represent. On the bottom of some of the pictures it says what they mean. The jumping goat means, there is a jumping free spirited kid goat in the Egyptian word “Imagine.” I think it was chosen because it was jumping in the air. He imagines going to Egypt. I think it was chosen to represent the word “discover.” Because birds discover new places. The long neck giraffe stands for the word “Predict.” Because they can see and predict what they see. It is a picture of a lion. It was Jean Francois favorite animal because it was in his name. Jean-Francois ChampolLION. The word(s) they mean is “Never give up.” Jean Francois never gave up his dream. |
| The title hints that Jean-François will be the one to decipher hieroglyphics. What evidence on pages 120-121 also supports this prediction? | Jean Francois studied the Egyptian Hieroglyphics. He studied Egypt Hieroglyphics. He filled a notebook with Hieroglyphics. |
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Page 122-123 Not all of the images or hieroglyphs in the text match those on the side. What words in the text help the reader understand what these hieroglyphs mean? |
The word(s) that help the reader understand what that Hieroglyphic means is the word or words before it. |
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Page 122 Could Jean-François have been able to help the scholars decipher the Rosetta Stone? Cite evidence (which means to find examples in the text) to support your answer. |
Yes, he could’ve because he knew all the ancient languages. But they turned him down because, they thought it was a hard job for a young boy to do. |
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How does the symbol, or hieroglyph, for “glory” on the side of page 123 support the text on that page? How could you compare the dreams of Napoleon and those of Jean-Francois? |
It supports the text on that page because, Napoleon dreamed of glory. Napoleon’s dream was glory, and Jean-Francois dream was discovery. |
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Page 124 Why were the people angry with Jean-Francois? Use evidence from the text to support your answer. |
Because he was running back to save his notebooks but, people were pointing at him and calling him a traitor. |
| At the bottom of the first paragraph on page 125, the author writes: “Everyone said that the Englishman would be the first to unlock the door to Egypt’s past – everyone except Jean-François. “ Use evidence from the text to explain why the author compares Egypt’s past to a locked door. | Because no english men or women wouldn’t be able to figure out the Egypt language, that is why they call it a locked door. |
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Pages 126-127 Using the text and illustrations, describe the importance of September 1822. |
The importance in September 1822 was, that Jean-Francois found a package at his doorstep, from a friend from Egypt! In it were names of pharaohs copied from a temple . |
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Page 128 – What happened right after Jean Francois first made his discovery? |
People all over France celebrated his discovery! |
| How did this discovery change his life later? Did Jean-François continue to seek knowledge? Cite evidence to support your answer. | Later people from France sent Jean-Francois to Egypt to uncover more knowledge about Egypt. |
In our classroom we do TDA’s. TDA’s are questions we have that we have to answer in the text we read during that week. The story we read to answer these questions was, The Seeker of Knowledge!
Codes Codes! Try to Figure Them Out!!
| A | B | C | D | E | F | G | H | I |
| # | ! | * | $ | & | + | ~ | ) | = |
| J | K | L | M | N | O | P | Q | R |
| % | ^ | @ | / | > | _ | – | < | ` |
| S | T | U | V | W | X | Y | Z | |
| , | : | ; | { | } | [ | ] | ( |
Try to figure these out with the chart up above.
- })&’& #’& ]_; +’_/
- )_} #’& ]_;
- })#: =, ]_;’ >#/&
If you figure them out leave a comment and I’ll tell you if you’re correct. Have Fun!
My Experience In V.R. World War II!
I was able to experience V.R. I got to see World War II! It looked really cool!
This week I was able to go on a Google Expedition I was able to experience V.R. I got to see World War II! It looked really cool! While I was in there I got to see the planes and the construction that happened. And all the explosions that happened!
