We are beginning our Narrative Unit. Please read the following work and then complete the CHALLENGE question at the bottom for homework:
The Camel and the Mouse by Rumi
One day an untended camel was approached by a mouse. "Let me lead you," the mouse said. Since the cam had nowhere to go and no one to protect him, he agreed to follow the mouse.
Taking the camel's halter in his hand, the mouse began to march the camel across the wilderness. It wasn't long before they came to a swift and angry river. The mouse pulled back from the shore, but the camel stepped into the water. It was up to his knees.
"Take me up on your shoulders and carry me across the river," the mouse commanded, "or I will drown."
"You should have thought of this before you tried to become a leader," the camel answered, and marched across the river by himself.
The Oh So Grand Ox, and the Poor Pathetic Frog By La Fontaine
One day an ox, having wandered far from his home, came to a pond that was filled with water lilies. He did not notice the croaking frog who was trying very hard to get his attention. Although the ox heard the croaking, he had no idea what it meant, or even who was doing it. He was too busy admiring the water lilies.
Meanwhile, the frog -- who had never before seen a creature so large or majestic, so proud or mysterious, or so strange -- found herself growing larger and larger in an attempt to be noticed. Croaking and puffing, and puffing and croaking, she sprang from her lily pad to the shore, but she still couldn't get the ox's attention.
Finally, the frog began rolling on her sides, and twisting her head this way and that, to see if she had been noticed, until her outer skin was so completely filled with hot air that she exploded.
The ox looked down to see what had made such a noise, but the frog, of course, was no longer there.
CHALLENGE: The moral of a fable is sometimes directly stated at the end of the story. Decide how you would express the moral of each of the two model fables. You may write: The moral of (insert title) is...
Friday, 6 February 2015
Thursday, 5 February 2015
HSP 6/7/8 TERM 2!!!
After the craziness of the end-of-term work collection / finish up, we are up and running for Term 2! Thank you for your patience :)
English: We are beginning Persuasion. This will take many forms:
Point-of-View
For / Against charts
Vocabulary building (word choice to make what you're saying effective)
Letter Writing
Our focus will remain: AUDIENCE - Who is your audience? What is the best form for that audience? What is the most effective language for that audience?
Homework: Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
Math: Students are working at various levels / topics. Please refer to intials for each student's suggested homework.
JK - Finding basic information from Graphs
Homework: Questions about Graphs
BL, SP, RJ, YG - Finding information from Graphs
Homework: Questions about Graphs
MN, SK, NB - Math Makes Sense - Interpreting Graphs - answering questions about various types of graphs and inferring what the results mea
Homework: Questions about Circle Graphs Questions about Broken Line Graphs
EK, NN - Looking at Bias in Data from Surveys
Homework: Bias in Data
English: We are beginning Persuasion. This will take many forms:
Point-of-View
For / Against charts
Vocabulary building (word choice to make what you're saying effective)
Letter Writing
Our focus will remain: AUDIENCE - Who is your audience? What is the best form for that audience? What is the most effective language for that audience?
Homework: Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
Math: Students are working at various levels / topics. Please refer to intials for each student's suggested homework.
JK - Finding basic information from Graphs
Homework: Questions about Graphs
BL, SP, RJ, YG - Finding information from Graphs
Homework: Questions about Graphs
MN, SK, NB - Math Makes Sense - Interpreting Graphs - answering questions about various types of graphs and inferring what the results mea
Homework: Questions about Circle Graphs Questions about Broken Line Graphs
EK, NN - Looking at Bias in Data from Surveys
Homework: Bias in Data
Tuesday, 13 January 2015
7B Procedural Writing Assignment
The students are working in class to create an accurate, precise Procedural Plan. They will be making a PowerPoint to present this to the class. They will receive a Writing, Media and Oral Presentation mark for this assignment. DUE: January 26, 2015
1. Success Criteria for Procedural Writing / Power Point Presentation
1. Success Criteria for Procedural Writing / Power Point Presentation
I can…
∙state the goal in an introduction (2-3 sentences…make
it interesting and catchy)
∙list all of the materials with diagrams / visual aids
∙write the steps in a clear, chronological order
∙use strong, precise language (be specific)
∙add simple visual for every step with labels where
appropriate (can be photographs)
∙show the finished product
∙write a conclusion that summarizes: Did it work? Why
or why not? (1 paragraph)
∙create a vibrant, eye-catching power point
presentation at school (1 slide each for: Goal, Materials, each Step,
Conclusion)
2. Evaluation Rubric
|
Criteria
|
Level 1
|
Level 2
|
Level 3
|
Level 4
|
|
|
1- 1 1+
|
2- 2
2+
|
3- 3
3+
|
4- 4 4+
|
|
Writing
|
- An introduction is poorly completed or missing
- A list of materials is included
- Many steps of the procedure are missing or lack detail
- The conclusion is poorly completed or missing
- Student rarely uses correct spelling and grammar in their procedure
(9 or more errors).
|
- A simple introduction is included
- A list of materials is included with a minimal number of
diagrams/visuals
- Steps of the procedure are missing or lack important details or
visuals/diagrams
- A conclusion is attempted by the student
- Student sometimes uses correct spelling and grammar in their
procedure (6 - 8 errors).
|
- A good introduction is used for the procedure
- A list of materials with diagrams/visuals is included
- Most of the required steps are present with good details
- A good conclusion is used for the procedure
- Student uses correct spelling and grammar in their procedure most of
the time (3 - 5 errors).
|
- An attention grabbing, creative introduction is included
- A list of materials with diagrams/visuals and labels is included
- All of the required steps are present with specific details, strong
vocabulary and proper terminology
- A strong conclusion is included
- Student regularly uses correct spelling and grammar in their
procedure (0 - 2 errors).
|
|
|
1- 1 1+
|
2- 2 2+
|
3- 3 3+
|
4- 4 4+
|
|
Media Production
|
- Most of the writing is NOT in an easy to read font OR colour that
DOES NOT contrast the background
- Has difficulty using effective animations and transitions, they ARE
distracting
- Very few slides are neatly organized and most are NOT in a logical
order
- Rarely uses appropriate visuals for the materials and steps of the
procedure
|
- Some of the writing is in an easy to read font and colour that
contrasts the background
- Sometimes uses effective animations and transitions, most of them
ARE distracting
- Some slides are neatly organized and in a logical order
- Minimal use of appropriate visuals for the materials and steps of
the procedure
|
- Most of the writing is in an easy to read font and colour that
contrasts the background
- Regularly uses effective animations and transitions, most are NOT
distracting
- Most slides are neatly organized and in a logical order
- Regularly uses appropriate visuals for the materials and steps of
the procedure
|
- All of the writing is in an easy to read font and colour that contrasts
the background
- Always uses effective animations and transitions, they are NOT
distracting
- All slides are neatly organized and in a logical order
- Always uses appropriate visuals for the materials and steps of the
procedure
|
Thursday, 18 December 2014
7B December 18, 2014
The last day of school is Friday, December 19, 2014. The Winter Break will take place from Monday, December 22, 2014 - Friday, January 2, 2015. School resumes on Monday, January 5, 2015.
I would like to take this opportunity to wish you and your families a safe and Happy Holiday!
Success Criteria for Procedural Writing
I can...
- Start with a goal
- List the materials
- Write steps in a clear, chronological order
- Use precise language
- Illustrate each step with a simple visual
- Show the finished product
- Summarize, in 1 paragraph, Did It Work? Why / Why Not?
Students have been asked to think about a topic for their own procedural writing in January.
I would like to take this opportunity to wish you and your families a safe and Happy Holiday!
Success Criteria for Procedural Writing
I can...
- Start with a goal
- List the materials
- Write steps in a clear, chronological order
- Use precise language
- Illustrate each step with a simple visual
- Show the finished product
- Summarize, in 1 paragraph, Did It Work? Why / Why Not?
Students have been asked to think about a topic for their own procedural writing in January.
Tuesday, 16 December 2014
6/7/8 HSP Week of December 15-19, 2014
The last day of school is Friday, December 19, 2014. The Winter Break will take place from Monday, December 22, 2014 - Friday, January 2, 2015. School resumes on Monday, January 5, 2015.
I would like to take this opportunity to wish you and your families a safe and Happy Holiday!
ENGLISH
Guided Reading: Students have chosen a character from their Guided Reading novel. They have answered specific character sketch questions and are in the process of writing Monologues to present to the class. Presentations will take place in class this week!
Procedures will continue after the holidays.
HOMEWORK:
Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
MATH We are continuing in smaller groups with our Fractions Unit. Homework is below. Please look for your son/daughter's initials for their work.
NA / JK: Math Makes Sense
SP / RJ / YG / SB / BL: Math Makes Sense, some Nelson
MN / SK / NB : Nelson with additional supplementary resources
EK / NN: Nelson with additional supplementary resources
HOMEWORK:
NA / JK: Math Makes Sense Identifying Numerator and Denominator 1 Identifying Numerator and Denominator 2 Halves and Quarters Identifying Part of a Group
SP / RJ / YG / SB / BL: Equivalent Fractions Equivalent Fractions Using Fraction Strips Equivalent Fractions Using Fraction Strips 2 Equivalent Fractions Using Fraction Strips 3
MN / SK / NB : Equivalent Fractions Equivalent Ratios Comparing Fractions Comparing Fractions on a Number Line
EK / NN: Equivalent Fractions Equivalent Ratios Comparing Fractions Ordering Fractions
SOCIAL STUDIES / HISTORY
Gr. 6: Students are working on the series The Canadian Reader. The selection this week is "Tiny Plastic Beads in Our Water." Students will be working on Vocabulary and using graphic organizers. The focus in the text is "answering questions."
HOMEWORK: Students are invited to read more about this: Global News Article
Gr. 7: We are continuing to look at the development of community and relations with the Aboriginal peoples.
HOMEWORK: Please use the following link to find reading and associated questions.
Henry Hudson
Gr. 8: Students are learning about Confederation. They are working on familiarizing themselves with Vocabulary and maps of Canada before and after Confederation, along with the various Conferences and Agreements that have been made. This week, students are discussing the SOCIAL impact of why some did not want to be a part of Confederation.
HOMEWORK: Click on the link below to the reading selection. As a family, have a discussion and fill in the graphic organizer. Your family is "the group" referred to in the instructions :)
Family Reading and Discussion - Confederation
I would like to take this opportunity to wish you and your families a safe and Happy Holiday!
ENGLISH
Guided Reading: Students have chosen a character from their Guided Reading novel. They have answered specific character sketch questions and are in the process of writing Monologues to present to the class. Presentations will take place in class this week!
Procedures will continue after the holidays.
HOMEWORK:
Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
MATH We are continuing in smaller groups with our Fractions Unit. Homework is below. Please look for your son/daughter's initials for their work.
NA / JK: Math Makes Sense
SP / RJ / YG / SB / BL: Math Makes Sense, some Nelson
MN / SK / NB : Nelson with additional supplementary resources
EK / NN: Nelson with additional supplementary resources
HOMEWORK:
NA / JK: Math Makes Sense Identifying Numerator and Denominator 1 Identifying Numerator and Denominator 2 Halves and Quarters Identifying Part of a Group
SP / RJ / YG / SB / BL: Equivalent Fractions Equivalent Fractions Using Fraction Strips Equivalent Fractions Using Fraction Strips 2 Equivalent Fractions Using Fraction Strips 3
MN / SK / NB : Equivalent Fractions Equivalent Ratios Comparing Fractions Comparing Fractions on a Number Line
EK / NN: Equivalent Fractions Equivalent Ratios Comparing Fractions Ordering Fractions
SOCIAL STUDIES / HISTORY
Gr. 6: Students are working on the series The Canadian Reader. The selection this week is "Tiny Plastic Beads in Our Water." Students will be working on Vocabulary and using graphic organizers. The focus in the text is "answering questions."
HOMEWORK: Students are invited to read more about this: Global News Article
Gr. 7: We are continuing to look at the development of community and relations with the Aboriginal peoples.
HOMEWORK: Please use the following link to find reading and associated questions.
Henry Hudson
Gr. 8: Students are learning about Confederation. They are working on familiarizing themselves with Vocabulary and maps of Canada before and after Confederation, along with the various Conferences and Agreements that have been made. This week, students are discussing the SOCIAL impact of why some did not want to be a part of Confederation.
HOMEWORK: Click on the link below to the reading selection. As a family, have a discussion and fill in the graphic organizer. Your family is "the group" referred to in the instructions :)
Family Reading and Discussion - Confederation
Monday, 8 December 2014
7B The Giver Homework Questions - Monday, December 8, 2014
Homework Due: Friday, December 12, 2014
The
Giver – Chapter 7
Vocabulary:
Exasperated
50 retroactive 54 acquisition 54 apprehensive 55
Questions:
1. How does
the Ceremony of Twelve start?
2. What do
the numbers mean for each person?
3. Why is
the number 19 skipped in the Assignments?
4. What do you think Jonas’s Assignment will
be? Explain your thoughts.
The
Giver – Chapter 8
Vocabulary:
Crescendo
59 humiliation 59 benign 59 anguish 60
Meticulously
62
Questions:
1. Why do
Jonas and the audience at the Ceremony of Twelve feel nervous or confused at
the start of this chapter?
2. What is
announced as Jonas’ Assignment? What job
does this Assignment involve?
3. What
qualities does the Chief Elder explain Jonas will need?
4. Predict how Jonas’ life will change as he
trains for his new Assignment?
The
Giver – Chapter 9
Vocabulary:
Requisitioned
69 excruciating 70 reeled 71
Questions:
1. What is
it like to feel different? Why is this a
new sensation for Jonas at the start of chapter 9? How is Jonas treated differently by others?
2. What
happened to the Receiver selection that failed?
3. What are
Jonas’ instructions for his Receiver training?
Why are some of the rules puzzling?
4. What is
puzzling to Jonas about the rule regarding lying?
The
Giver – Chapter 10
Vocabulary:
Exhilarating
78 deftly 79
Questions:
1. What
does Jonas notice that is similar and different about the Receiver of Memory’s
dwelling compared to his own?
2. What
will Jonas’ position as Receiver of Memory involve?
3. Why is
it important to save memories in the book?
In your own life?
4. How will the old Receiver transmit the memory
of snow to Jonas?
6/7/8 HSP - Week of December 8, 2014
ENGLISH
Guided Reading: Students have chosen a character from their Guided Reading novel. They have answered specific character sketch questions and are in the process of writing Monologues to present to the class.
Writing: Procedures...
Students are exploring Procedures. They worked in partners to define "Procedure" and outline the Success Criteria for a GOOD procedure. From there, students continued to work in partners to access "Furniture Assembly" instructions online (from a well-known retailer). Using their co-constructed Success Criteria, the students gave the company DESCRIPTIVE FEEDBACK. From there, we are going to look at PURPOSEFUL WRITING...if you wish to have the company make a change, what is the most effective/efficient/appropriate method of communication? Students will draft a piece of writing to get their message across.
HOMEWORK:
Students are being asked to bring in a PROCEDURE for class on Tuesday and Wednesday. They will be using the Success Criteria to evaluate and then make any necessary improvements to the work.
Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
MATH
NA / JK: Math Makes Sense
SP / RJ / YG / SB: Math Makes Sense
MN / SK / NB : Nelson with additional supplementary resources
EK / NN: Nelson with additional supplementary resources
HOMEWORK: all students are invited to work on the following ONLINE activity. There are several levels for the students to explore and practice.
Online Homework Tasks
SOCIAL STUDIES / HISTORY
Gr. 6: Students are working on the series The Canadian Reader. The selection this week is "Tiny Plastic Beads in Our Water." Students will be working on Vocabulary and using graphic organizers. The focus in the text is "answering questions."
HOMEWORK: Students are invited to read more about this: Global News Article
Gr. 7: We are continuing to look at the development of community and relations with the Aboriginal peoples.
HOMEWORK: to be posted Tuesday
Gr. 8: Students are learning about Confederation. They are working on familiarizing themselves with Vocabulary and maps of Canada before and after Confederation, along with the various Conferences and Agreements that have been made. This week, students are discussing the SOCIAL impact of why some did not want to be a part of Confederation.
HOMEWORK: to be posted Tuesday
Guided Reading: Students have chosen a character from their Guided Reading novel. They have answered specific character sketch questions and are in the process of writing Monologues to present to the class.
Writing: Procedures...
Students are exploring Procedures. They worked in partners to define "Procedure" and outline the Success Criteria for a GOOD procedure. From there, students continued to work in partners to access "Furniture Assembly" instructions online (from a well-known retailer). Using their co-constructed Success Criteria, the students gave the company DESCRIPTIVE FEEDBACK. From there, we are going to look at PURPOSEFUL WRITING...if you wish to have the company make a change, what is the most effective/efficient/appropriate method of communication? Students will draft a piece of writing to get their message across.
HOMEWORK:
Students are being asked to bring in a PROCEDURE for class on Tuesday and Wednesday. They will be using the Success Criteria to evaluate and then make any necessary improvements to the work.
Students are to continue reading short stories, novels, etc. at home to build vocabulary and practice the skill of reading. We visit the school library on a regular basis, where students are given the opportunity to check out books. Alternately, a family visit to your local public library is an excellent opportunity for you to be included in the book-choosing experience and become more aware of your child's reading interests. Especially if your child is reading books in a series, I encourage you to take out your own copy and read it in order to promote discussion.
MATH
NA / JK: Math Makes Sense
SP / RJ / YG / SB: Math Makes Sense
MN / SK / NB : Nelson with additional supplementary resources
EK / NN: Nelson with additional supplementary resources
HOMEWORK: all students are invited to work on the following ONLINE activity. There are several levels for the students to explore and practice.
Online Homework Tasks
SOCIAL STUDIES / HISTORY
Gr. 6: Students are working on the series The Canadian Reader. The selection this week is "Tiny Plastic Beads in Our Water." Students will be working on Vocabulary and using graphic organizers. The focus in the text is "answering questions."
HOMEWORK: Students are invited to read more about this: Global News Article
Gr. 7: We are continuing to look at the development of community and relations with the Aboriginal peoples.
HOMEWORK: to be posted Tuesday
Gr. 8: Students are learning about Confederation. They are working on familiarizing themselves with Vocabulary and maps of Canada before and after Confederation, along with the various Conferences and Agreements that have been made. This week, students are discussing the SOCIAL impact of why some did not want to be a part of Confederation.
HOMEWORK: to be posted Tuesday
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