Catherine Njenga

Welcome to Ms. Njenga’s 3rd Grade Class-2019-2020

Teacher: Ms. Njenga

Room Number: 210

Telephone Number: (School-410-396-9098) (Personal- 443-858-2252)

email: cnjenga@bcps.k12.md.us

 

Welcome! I look forward to working with you and your parents. I believe in you and your ability to learn if you are willing to try

Expectations

  • Be Respectful
  • Be Responsible
  • Be Ready

We will be learning and practicing how to be respectful, responsible, and ready intensively during the first six weeks of school and for the rest of the school year.

Required Material

  • 4 composition Notebooks (Notspiral Notebook)
  • 2 sharpened pencils with an eraser
  • Sticky Notes

Syllabus

Langauage Arts:

There are 4 Modules- one Module for each quarter.

 

Quarter 1 

“The sea, once it casts its spell, holds one in its net of wonder forever.”

Jacques-Yves Cousteau

Grade 3, a year of discovery and wonder, begins with a study of the ocean, a rich source of life, beauty, and inspiration. In this first module of the year, students encounter the sea through a careful analysis of literature, informational texts, and art. Students not only gain knowledge about the ocean, but also learn to value curiosity as a driving force in human endeavors.

 

End-of-Module (EOM) Task, students write a multi-paragraph essay explaining why artists or scientists explore the sea. The task requires students to use information from one of the module texts (the poem, artwork, short story, or informational text) to explain why people, including artists and scientists, explore the sea, and to demonstrate their mastery of creating clear, well-organized paragraphs. Some students may choose to use two texts to complete this task.

 

Quarter 2

That’s one small step for man—one giant leap for mankind.

— Neil Armstrong, July 20, 1969 (during the Apollo 11 moonwalk)

In Module 1, students learned that people explore the sea through art and science. In Module 2, students discover that outer space also inspires both artists and scientists who wonder about space. Students encounter the courage of Galileo as he challenges tradition in his efforts to gain new knowledge about space, and they experience the courage of the Apollo 11 astronauts as they flew the first mission to the Moon. They learn how myths attempted to explain what we see when we look up. Students also gain valuable information about the Moon itself, our nearest neighbor in space, and build an appreciation for Earth, our home.

Students extend their critical and close reading skills by exploring how authors organize complex ideas in informational texts. Students also compare and contrast how different authors present information about the same topic. Students learn to distinguish their own points of view from that of the author, particularly as they listen to an excerpt of President John F. Kennedy’s speech in which he sets the Moon as the goal for the US space program.

For End-of-Module (EOM) Task, students write a four-paragraph essay expressing their opinions about the most important thing people have done to learn about space.

 

Quarter 3

“Give me your tired, your poor, your huddled masses yearning to breathe free…”

— “The New Colossus,” Emma Lazarus

In Modules 1 and 2, students learned about how scientists and artists learn about and depict the sea and space. In Module 3, students learn about how immigrants also face the unknown challenges of making a home in a new country. Students read fictional and informational texts that describe the experiences of immigrants as they make their way to a new country. Students also learn about the Statue of Liberty, which is recognized by many as a symbol of welcome to the United States, a nation of immigrants.

Students continue to read closely, noticing how authors develop by describing their thoughts, feelings, words, and actions. Students also focus on identifying the narrator of a text. Students learn to think about how their understanding of events and characters may differ from the understanding of the narrator or characters in a story. Finally, students build on the work they did in Module 2, when they compared and contrasted two texts about the same topic, by comparing and contrasting two stories by the same author. Students use graphic organizers to note similarities and differences between the texts and write a multi-paragraph essay.

The module culminates with the End-of-Module (EOM) Task, for which students write a short narrative in which they describe a small imagined moment based on one of four module texts. The narratives incorporate student knowledge of the immigrant experience and specific techniques for writing fictional texts.

 

Quarter 4

The only realism in art is of the imagination.

— William Carlos Williams

Students began the year by learning about scientists who were inspired to explore the sea and space in Modules 1 and 2. In Module 3, students read about individuals who were inspired to make the difficult decision to immigrate and find new homes. In this module, students think about the relationship between inspiration and creativity as they learn about a range of iconic American artists who have contributed to the fabric of our society and how we view the world. Students study the work of Marian Anderson, Alvin Ailey, William Carlos Williams, Charles Demuth, and Jackson Pollock as they consider how artists get ideas, how they use different art forms, and the qualities that help them succeed.

Throughout the year, students have examined informational texts. Students have learned to identify the essential meaning of a text, use text features efficiently, and notice how visual aids support a text. In this module, students build on that knowledge and pay particular attention to text structure, noticing the logical connections between specific paragraphs and sentences. Students also continue to build on what they have learned about literal and nonliteral language, the use of illustrations to support a piece of fiction and refer to parts of stories and poems to when analyzing literary works.

As the culmination of this work, the End-of-Module (EOM) Task, students work in groups to synthesize what they have learned about an artist and his or her work and explain the significance of the artist’s contributions.

 

Grade 3 Social Studies

Unit 1: The Face of American Cities

In this unit, students identify how different geological regions influence where people live and work. Students will identify and describe the location of major cities in Maryland, the United States, and the world using a globe, maps, and atlases. They will also describe the purposes of a variety of maps and atlases, such as transportation, physical, and political maps. In addition, students will learn the population distribution of places and regions such as rural and urban.  Baltimore City will be used as a case study in this unit.

Unit 2: How Cities Began and How They Grew

In this unit, students will identify how humans have changed the environment to meet their needs, and the variety of factors that influence how cities grow and change over time. They will identify reasons for the movement of people from one community or region to another. Students will also compare family life in their local community by considering jobs, communication, and transportation. Baltimore City will be used as a case study in this unit.

Unit 3: How Cities Govern

In this unit, students learn about how local government is organized and what duties it carries out.  They will identify local government leaders, such as the mayor and city council members, and explain their role in protecting citizens and maintaining order. Students will evaluate practices such as voting, following rules, volunteering, and recognizing national holidays associated with democratic principles Students will describe the actions of people who have made a positive difference in their community, such as civic leaders and organizations. Baltimore City will be used as a case study in this unit

Unit 4: Baltimore City at Work

In this unit, students will specifically focus on Baltimore as their city. They will learn about goods and services provided by businesses in Baltimore City versus those provided by city government.  In addition, this unit incorporates vital financial literacy skills and fulfills the MSDE personal finance requirement for elementary school. Students will learn about financial decisions including how to develop a savings plan, and how to make choices with limited resources. They will also identify the opportunity cost of financial decisions made by individuals.

Grading for both Language Arts and Social Studies

Assessments- 70%

Classwork- 20%

Participation -5%

Homework- 5%

Students who earn a grade of 89% or less will be allowed to retake a test if they so wish to earn a grade of 90% or more with the exception of participation grade.

I will offer coach classes to assist students who need help in any area starting September 30th 2019 through May 29th 2020- Feel free to call me with questions and suggestions

The world needs what our children can do.

It's been an interesting year, but we made it. Enjoy your summer!

Greetings HEMS families @springboardNTL returns to HEMS. Virtual learning will continue with a summer reading program. We look forward to engaging with all of our families!

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