The Pike Road Progress

Upcoming Two Weeks: March 7-March 18

What Is My Place In The Environment?

Students continue to explore our driving question. On Friday March 4th, Mayor Stone spoke to Community 5 Learners about Pike Road's place in the environment. He spoke to them about the importance of having a plan and vision for the future in order to maintain the type of environment that we have now in Pike Road.
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Shoeboxes Needed!

We are creating time capsules for each student with our current unit of study over the next two weeks. Students will evaluate "What is my place in the environment?" They will answer this question with their time capsules, and they will open them in May 2023, when they graduate. These time capsules will be made out of shoeboxes. Please send in a shoebox with your child's name on it by next Monday, March 14. If you have any extra shoeboxes, please send them in. Additional roles of masking tape to seal them would be appreciated as well. THANK YOU!

Planting For PRS Raised Garden Beds

Students in C5 are helping get our raised garden beds started! This past week, going along with our study of environments, each project group planted different seeds. Each student was able to plant two different types of plants. Students are excited to sit back and watch their plants grow!
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Content Areas

English Language Arts

Students have been working extremely hard during their study of Hatchet. Students just recently completed a flipbook or brochure working on their summarizing skills. Students have learned two strategies for summarizing: SUM and GIST. We will continue to incorporate these skills into our studies.

Last week, students worked on their ability to quote accurately from the text (Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. [RL.5.1].) Students have been working hard to thoroughly answer text-dependent questions using direct quotations and paraphrasing. Students submitted answers in class Thursday and received feedback on these via Edmodo. There will be an in-class assessment on quoting accurately from the text at the beginning of this week (either Monday or Tuesday). The best way to be prepared for this assessment is to be caught up on the reading with Hatchet, and review RACE, which is our strategy for answering text-dependent questions (R-restate the question in a topic sentence, A-answer all parts, C-cite evidence to support answer, E-end with a concluding thought).

We will conclude our study of Hatchet as we lead up to Spring Break. Students will focus in on identifying theme and supporting that claim with evidence from the text (Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2].) Students will be assigned to create a Theme Mobile for Hatchet at the end of this week. Teachers will supply large straws and string to create the actual mobile. The students are responsible for creating what goes on the ends of the mobile. More instructions will be pushed out when this is assigned, but it will be due March 17. Students will share their work in class that day, so the mobile should be finished when they come to school that Thursday!

Please note that students should still be reading a chapter a night and completing a keynote for vocabulary for Hatchet. Ch. 10-19 Vocabulary will be due March 16. Students will take an end of the text assessment on Hatchet on March 15. This will focus on their ability to comprehend a grade level text. Students should review for the assessment by going over the comprehension questions provided for each chapter!

Students worked together to complete a main event activity that helped them create their Hatchet flipbooks and brochures.


Students finished up their Geometric Dream Houses last week. They then moved on to finding the area, perimeter, and volume of a rectangular prism. In the upcoming weeks students will learn to figure the area, perimeter, and volume. This will include the area and volume of composite figures.

Each morning students are given a single math problem to do while in homeroom. This problem is a review that will help students retain skills learned earlier in the school year. Many students are simply not completing these problems. You can check Edmodo to see if your child has been submitting their bell ringer answers.

Spiral review sheets are being sent home each week as well. Each Friday they are checked. Approximately half of our students each week are not completing these reviews. They should be taped or glued into their math journal. You can check your child's notebook to see the spiral reviews.


Students recently completed two major projects corresponding to both Black History Month and Women's History Month. We are very impressed with the researching skills our C5 learners have displayed in order to create their products.

We are looking to finish up our study of the Revolutionary War this week. We will discuss the articles of confederation and the three branches of government. Next week we will focus on The Declaration of Independence, federalists and anti-federalists, The Bill of Rights, and the election of George Washington (Standard 9).

When we come back from Spring Break we will shift towards a later time period by studying standard 10:
Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States, including the War of 1812, the Indian Removal Act, the Texas-Mexican War, the Mexican American War, and the Gold Rush of 1849. Analyzing the role of the Louisiana Purchase and explorations of Meriwether Lewis and William Clark for their impact on Westward Expansion. Explaining the purpose of the Monroe Doctrine. Identifying Alabama’s role in the expansion movement in the United States, including the Battle of Horseshoe Bend and the Trail of Tears. Identifying the impact of technological developments on United States’ expansion Examples: steamboat, steam locomotive, telegraph, barbed wire.

You can help your student by discussing any of the above historical moments with them. They enjoy hearing about the unsung heroes in history, so researching these events together would be a great way to gain information and understanding.


Students studied the effects of acid rain on statues by carving a piece of chalk and then raining on it with vinegar. The vinegar eroded the chalk in the same way that acid rain erodes statues. On Read Across America day students studied the difference in solids and liquids by reading the Dr. Seuss book Bartholemew and the Oobleck and making Oobleck and experimenting with it.

Our upcoming science lessons will include the study of earth's layers and the atmosphere.


Friday, May 13th, 6:30am-8pm

Atlanta, GA, United States

Atlanta, GA

Our second payment was due Thursday March 3, 2016. If you did not get your payment in, it's not too late. We'd love for all of the children to be able to go. You can pay by cash, check, or online.
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Don't forget Spring Break is from March 21-25. March 28 is Professional Learning Day, which means no school for students!

Read Across America Day

Students and teachers celebrated Read Across America Day on March 2 by dressing up as their favorite book characters. Students also learned more about the day and Dr.Seuss in history class.
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