National Pepperoni Pizza Day!

PEPPERONI PIZZA DAY

On September 20th, Pepperoni Pizza Day recognizes the most popular pizza ever created. The day celebrates the pizza enjoyed by young and old alike.

While pizza comes with many different toppings, pepperoni is the single most popular pizza. Whether you like your pizza Chicago Style or New York Style, thin and crispy or deep dish, top it with pepperoni!

According to legend, Raffaele Esposito created the first pizza in June of 1889. The Queen of Italy, Margherita of Savoy, inspired the pizza maker. He created the Pizza Margherita to honor the queen and topped the pizza with tomatoes, basil, and mozzarella. The colors represented the Italian flag.

Since then, pizza has evolved. It includes a multitude of toppings from anchovies and pineapple to sausage and bacon. However, pepperoni remains the most popular.

Italian-Americans developed the ever-popular topping through time-honored sausage making techniques. Seasoned pork and beef sausage are smoked and cured. Once the product is ready to be sliced, it’s placed on a delicious pie and baked.

HOW TO OBSERVE #PepperoniPizzaDay

Enjoy a slice of Pepperoni Pizza at your favorite pizzeria with friends or family. Or, make your own at home. Either way, the meal will be fantastic! Take a photo and post to social media using #PepperoniPizzaDay.

Upcoming Events

• Monday

  6:00 PM Duneland School Board Meeting

• October 7, 2019

  6:00 PM Duneland School Board Meeting

• October 15, 2019

  End of the 1st Grading Period

1st Grade:

This week in LA the children brought back in their Coat of Connections project. The children had to design 6-8 black and white picture symbol patches that represent personal connections. I gave each of them a big shield to glue their patches onto. I told them to glue their patches on the front for all to see.They will use the strips to read from while presenting, which is why they are glued on the back of the shield. They also were able to decorate them. They really enjoyed this part of the project. I broke the kids into pairs to practice for their presentations next week. We went over the rubric again, so they have a better understanding of how I will be grading them. We will continue to work on them,and each student will present their presentation next week. They are really excited to share with the class.  I am excited, too!!

2nd Grade:

We worked with our concept of structure as we learned more about language arts. This week we saw how a structure can help us understand words and how sentences have a structure as well. We began the lesson by learning how a vocabulary map is a structure that can provide support to better understand words. The vocabulary map helps to analyze the meaning of a word so that they may better understand the text containing the word. We then looked at the sentence: "It takes perseverance to become an Olympic medalist." I told them that perseverance is a word that will be important throughout their unit so it is a good word to analyze. I asked them if the sentence provided any clues to the meaning of perseverance and what does it mean? From there we worked together on filling out the vocab map. We then created a  web list of tips for perseverance.  They also had the opportunity to draw a small picture that went along with their tip.The students really enjoyed this!!  We then started reading The Most Magnificent Thing. We will finish the story next week. 

3rd Grade:

We continued working on our How to Speak Cat / Dog worksheets. Last week the kids had some trouble navigating through the table of contents. This week they felt more comfortable.  They definitely understand the concept of interactions, but still having difficulty on what goes where. One column is for either positive or negative behavior. Another column is for the specific behavior of the pet. The final one is for their inference.  I walked around and gave them little hints to help them with decoding the animal language. They were pretty good at deciding whether the behavior was positive or negative. We then moved to the backside of interpreting cat/dog interactions. They had to choose a Training Tip to focus on.  I read over a step by step breakdown so they understood the expectations. We will work on this one more day to finish the lesson.

4th Grade:

Since Mr. Stiles and Mrs. Frump went to camp Goodfellow Monday and Tuesday, I had a small class. The girls continued to work on their Interview on Change paragraphs. They took turns reading each others' paragraphs and giving each other advice.  We will have a visitor next week, once all of the girls are back, who will help us turn our paragraphs into a presentation using Pages. Pages is an application to assist students on projects like this.

1st Grade:

       We finished up our drawings from last week. We were working on a "think deeply", and the children needed to draw a picture explaining how they would measure their box. I then read a fax we received from Imi and Zani about having a weight activity at their measurement fair. I gave them a brief introduction to the idea that more of the same object does not always mean the object will be heavier. From there we talked about using our arms as scales. I asked them,"what does it mean when one of my hands are lower"? That object is heavier. I then asked them,"what does it mean when my hand is higher"? The object is lighter. I had 6 stations around the room,  they were to start at their station using their hands as scales to measure the two objects. I also showed them a big bag of color tiles(light) and a small bag of rectangular erasers(heavy). I asked them which was heavier? Most of the children picked the big  bag of color tiles. I then read them the book Just a Little Bit, which is about an elephant and mouse

wanting to play on the teeter-totter. Mouse asked many friends to join his end, but elephant was too heavy. After reading the book I asked the children again about which was heavier, the big bag of color tiles or the small bag of erasers? Most of the children guessed the bag of erasers this time. We will keep working on the concept of heavier

                                                          and lighter next week.

2nd Grade:

    This week in math the students were invited to help Dru and Teller, the detective Duo to help them design a Shape Gallery for their children's museum, the Sensational Math Institute for Learning and Exploration (SMILE).The model will contain playground climbing equipment  and will be decorated using 2-and 3-dimensional shapes. We discussed their experiences at museums and what exactly a gallery was. We then went on to discuss symmetrical shapes. The children were given a cut-out of a "Symmetrical Pentagon"  that could be folded in half so that the two halves match each exactly. I then assessed their understanding of symmetry by asking them "What is the line represented by the fold called (line of symmetry)",and "What are different ways to find a line of symmetry (mirrors and folding lines of symmetry)". This then lead to an activity where they worked with a worksheet full of pentagons with two different points and a mirror. They had to line their mirror up on the points to see the image displayed. If it was a line of symmetry, then they could see the actual shape in the mirror. They then worked independently on  the next

page in their Mathematician's journal. We will continue working on concepts of symmetry next week.

Third Grade:

We continued to explore repeating patterns this week and learned to generalize a rule by determining the element in any given position of the pattern. We then used this concept to determine the 137th letter in the repeating pattern of the name SARAH. The children put their thinking caps on and began computing the question. Most of the children were able to tell me the answer pretty quickly. Fantastic!! Then I asked them "how did we get there?" I shared a tool with them that we use often, called a Think Frame, to help work through the question and lead them to the correct answer. I called on the students to come up to the doc cam as we worked through the problem. So the first thing we needed to figure out was how many letters are in Sarah's name. After discussing the different strategies, they then had to write it out on their Think Deeply worksheet from their Student Mathematician's Journal. They had some difficultly writing their thoughts out about math. We will keep working on writing like mathematicians!! 

4th Grade:

I had half the class for math due to the children going to Goodfellow. We continued to work on identifying the defining characteristics of shapes. We took our list and came up with a

class definition for the shapes. I told them that they don't have to list everything they know about the shape, and that using the right word can cover all the attributes. When you say that the shape is a quadrilateral you know that it is also a polygon, which is a closed shape with three or more straight sides and angles. They also have to draw pictures of examples, non-examples, and a real-life picture. During our discussion of shapes we talked about how certain shapes can be classified as more than one definition. Also, certain shapes can be called another shape, but not the reverse. So... squares are rectangles, but rectangles are not squares. What? Most of the children understand this, some get a bit confused, but they're on the right track!

                           Have a great weekend and eat pizza!!!