We began our Poetry Unit last week. Using the ideas of Georgia Heard, we are looking at digging deeper, beyond the average "Soccer is my favourite sport" or "My dog" poems. We are looking at identifying the things that matter.
7A - Where Does Poetry Hide?
emotions, feelings, thoughts, books, films, quotes, speeches, opinions, riddles, songs, experiences, memories, religious beliefs, nature, personality, yelling, laughter, happiness, anger, sadness, loss, weakness, secrets, fear
Students then "mapped their heart" to identify people/things/experiences that truly matter to them. This Heart Map is to be kept in each student's binder as a reference during this unit. This is an idea generator.
Guiding Questions:
What has affected you? What memories, moments, people, animals, objects, books, fears, scars, friends, siblings, parents, grandparents, teachers, other people, journeys, dreams, crushes, relationships, comforts, learning experiences?
What people have been important to you?
What are some experiences or events that you will never forget?
What happy or sad memories do you have?
What secrets have you kept in your heart?
What small things or objects are important to you?
What do you keep outside your heart?
Wednesday, 16 September 2015
Thursday, 10 September 2015
HSP 6/7/8 Welcome Back! September 10, 2015
Welcome back to the 6/7/8 HSP Class!
Our classroom blog is now up and running. Please check this weekly, as there will be information posted about English, Math, Social Studies / History and Geography as well as upcoming events and opportunities for the Students.
English - Firstly, the Students are completing BASELINE assessment for me. I use this to help write their IEP's and begin to program for them. I asses: Spelling, Reading (CASI/Flint-Cooter or DRA/JRA) and basic writing samples.
The students are completing Quilt pages! They are learning Media Literacy along with demonstrating VOICE in their creative writing.
HOMEWORK: Students will be receiving a blank notebook this week. They are to keep it at home and write weekly. Their writing could take many forms. This year our focus will be on purpose and audience.
Students are also encouraged to visit the school and public library. They should be reading for approximately 30 minutes each day at home for homework.
Math - This week, Students are completing a baseline numeracy assessment. As we begin our program, Students will be working on individualized programs in Math.
HOMEWORK: This week, students are encouraged to memorize Multiplication Facts to 12. This will help reduce some of the reliance on calculators for simple Math. DON'T WORRY...calculators are allowed and encouraged during Math work when students need them :)
Social Studies (Grade 6) - Using the Canadian Reader program, we will be exploring Current Canadian events and issues. This links very well to our Guided Reading program, and we will be learning and strengthening Reading Strategies to help improve understanding and build vocabulary.
The first focus is using Text Features to get a better understanding of what the text is about so Students learn to focus on important information when reading.
History / Geography (Grades 7 and 8) - Using the What in the World program, we will be exploring current events and issues around the world. While the content will be similar, the Grade 7's and 8's will focus on different text features and complete similar, but grade and IEP appropriate work. This links very well to our Guided Reading program, and we will be learning and strengthening Reading Strategies to help improve understanding and build vocabulary.
HOMEWORK: Every post for Social Studies / History and Geography Homework will be the same: please sit down and watch the news with your child.
Our classroom blog is now up and running. Please check this weekly, as there will be information posted about English, Math, Social Studies / History and Geography as well as upcoming events and opportunities for the Students.
English - Firstly, the Students are completing BASELINE assessment for me. I use this to help write their IEP's and begin to program for them. I asses: Spelling, Reading (CASI/Flint-Cooter or DRA/JRA) and basic writing samples.
The students are completing Quilt pages! They are learning Media Literacy along with demonstrating VOICE in their creative writing.
HOMEWORK: Students will be receiving a blank notebook this week. They are to keep it at home and write weekly. Their writing could take many forms. This year our focus will be on purpose and audience.
Students are also encouraged to visit the school and public library. They should be reading for approximately 30 minutes each day at home for homework.
Math - This week, Students are completing a baseline numeracy assessment. As we begin our program, Students will be working on individualized programs in Math.
HOMEWORK: This week, students are encouraged to memorize Multiplication Facts to 12. This will help reduce some of the reliance on calculators for simple Math. DON'T WORRY...calculators are allowed and encouraged during Math work when students need them :)
Social Studies (Grade 6) - Using the Canadian Reader program, we will be exploring Current Canadian events and issues. This links very well to our Guided Reading program, and we will be learning and strengthening Reading Strategies to help improve understanding and build vocabulary.
The first focus is using Text Features to get a better understanding of what the text is about so Students learn to focus on important information when reading.
History / Geography (Grades 7 and 8) - Using the What in the World program, we will be exploring current events and issues around the world. While the content will be similar, the Grade 7's and 8's will focus on different text features and complete similar, but grade and IEP appropriate work. This links very well to our Guided Reading program, and we will be learning and strengthening Reading Strategies to help improve understanding and build vocabulary.
HOMEWORK: Every post for Social Studies / History and Geography Homework will be the same: please sit down and watch the news with your child.
7A English - Welcome Back! September 10, 2015
Welcome to Willowdale!
It is a pleasure to be working with the French Immersion class again this year!
Each week, we will post what we are learning, assignments, timelines and Success Criteria so that Students and Parents are able to access classroom learning.
Next week....CASI... Students will be completing this assessment in class Wednesday and Thursday.
ONGOING HOMEWORK: Students are encouraged to read for at least 30 minutes each night. Students are encouraged to keep a Writer's Notebook at home where they can jot down ideas, or write what's on their mind.
This week, students were introduced to MEDIA. Each table group mind-mapped the various ways that Media affects them. From there, we discussed all of their ideas. We will compile a master list that will be posted in class. STAY TUNED...this Mind Map will be used to help the students with their first assignment next week!
It is a pleasure to be working with the French Immersion class again this year!
Each week, we will post what we are learning, assignments, timelines and Success Criteria so that Students and Parents are able to access classroom learning.
Next week....CASI... Students will be completing this assessment in class Wednesday and Thursday.
ONGOING HOMEWORK: Students are encouraged to read for at least 30 minutes each night. Students are encouraged to keep a Writer's Notebook at home where they can jot down ideas, or write what's on their mind.
This week, students were introduced to MEDIA. Each table group mind-mapped the various ways that Media affects them. From there, we discussed all of their ideas. We will compile a master list that will be posted in class. STAY TUNED...this Mind Map will be used to help the students with their first assignment next week!
Thursday, 9 April 2015
6/7/8 HSP - Week of April 7-10
ENGLISH - We are working on several small projects right now:
A - Guided Reading - Students are in 2 groups
The Loch Ness Monster - non-fiction
Weekly tasks: (VOCABULARY was to be completed last week - definitions and sentences)
1. Read story
2. Reflect on reading using Think Marks - students asked to think about passage and use proof from the story to justify their answers
3. Making Connections - students given opportunity to use story to find "for" and "against" facts to complete a t-chart then write a persuasive paragraph convincing someone the Loch Ness Monster "does" or "does not" exist
The Wise Old Woman - fiction
Weekly tasks: (VOCABULARY was to be completed last week - definitions and sentences)
1. Read story
2. Reflect on reading using Think Marks - students asked to think about passage and use proof from the story to justify their answers
3. Making Connections - students were asked to think of someone "elderly" who has made an important influence on their life - writing task
B - DRAMA - Anti Bullying Plays
Students are working in small groups with Ms. Speedman's students. The groups are presenting their plays in two weeks. Next week, we will be focusing on movement and placement on "stage".
Homework:
1. Students are asked to read over their Role for the anti-bullying play. They will have their copy of the play home from Thursday to Sunday.
2. 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
EK, NN - Beginning new unit - Rates, Ratios and Percent
MN, SK, NB - Transformational Geometry
YG, BL, SP, RJ - Transformational Geometry
Homework:
EK, NN - Textbook Chapter 1 "Do You Remember" - I am using this as a diagnostic
MN, SK, NB - Two Step Transformations A Two Step Transformations B
YG, BL, SP, RJ - Plotting Coordinates A Plotting Coordinates B
All Groups: At home: Look at your everyday movements and your surroundings. Where do you see translations? Where do you see reflections? What rotations do you perform at home? Identify at least 3 for each.
GEOGRAPHY
Grade 6/7 Students are investigating how to use an Atlas. They are learning where to find specific maps and how to find information related to the various topics in Geography.
At home:
Please go online to the following sites to continue to familiarize the students with our World. There are online quizzes, puzzles and activities they can work on!
Canadian Atlas
This is a link via our school website:
School Library Link Canadian Geographic for Kids, Atlas of Canada (Gov't website) and National Geographic Kids are all excellent choices.
At home:
Please go online to the following site to allow students to explore various websites.
Link to Learning - Grade 8 Geography
Friday, 27 March 2015
7B Media Assignment - Summarizing and Making Connections
Students will be given this assignment on Tuesday, March 31, AFTER they have received both peer and Teacher feedback on a summarizing activity this week in class.
Due Date: Friday, April 10, 2015 AT THE END OF CLASS
Due Date: Friday, April 10, 2015 AT THE END OF CLASS
Materials: Student copy of The Mirror, YouTube
video for Dove Evolution:
Task:
1. Write a paragraph for each Media Text, summarizing
the main idea for each. (What are they about?)
2. Write a paragraph to make connections between the
Media Texts. Refer to: morals, characteristics or other features (main
"character", etc.).
3. A statement is made at the end of the story and the
end of the commercial.
a) Identify the statements.
b) Write a paragraph to identify the connection
between the two statements you identified in part a).
Co-Created Success Criteria:
I can…
- clearly summarize the main idea in each Media Text
- use the Somebody Wanted But So Then model to help me
summarize
- make clear connections to each Media Text and give examples
to show those connections
- identify and explain the statement made on each Media Text
- make clear connections to each statement and give examples
to show those connections
- write 5-8 sentence paragraphs for each answer
- make notes for each Media Text to help me write my rough
draft
- write a rough draft
- edit my work (showing all of my changes and improvements)
- write a second draft (good copy)
- hand in my notes, edited rough draft (showing all of my
changes and improvements) and my good copy
- hand my work in on time
- demonstrate a positive mindset towards my work
- show good work habits
- use my time wisely in class
Marking Scheme:
Media Summary /
Connection Rubric
Criteria
|
Level 1
|
Level 2
|
Level 3
|
Level 4
|
Media Text Analysis
|
Student
has difficulty identifying and summarizing information from both texts.
Little to no explanation included.
|
Student
identifies some of the information included in the text, and experiences some
difficulty summarizing text. There is very little explanation.
|
Student
identifies information included in the texts, and summarizes texts with
adequate explanation.
|
Student
clearly identifies information from both texts. Student clearly explains both
media texts.
|
Personal Connection
|
Student attempts to make a personal
connection. Example (i.e. moral, characteristic, etc) is
attempted, but incomplete.
|
Student makes one personal connection.
Student identifies one example
(i.e. moral, characteristic, etc.) Example is related to one media texts.
|
Student makes personal
connections. Student identifies a few examples (i.e. morals, characteristics,
etc.) Examples are related to both media texts.
|
Student has clearly made several personal
connections. Student clearly identifies several examples (i.e. morals,
characteristics, etc.). Student can clearly explain their connection to Media,
with examples.
|
Moral / Statement
|
Student attempts to identify a
moral related to the statement.
|
Student identifies one moral related
to the statement.
|
Student identifies each moral related
to the statement.
|
Student clearly identifies each
moral related statement, with textual evidence
|
Media Connection
|
Student attempts to make a connection. Example is
attempted, but incomplete.
|
Student makes one personal connection. Example is related
to one media texts.
|
Student makes personal connections. Examples are related
to both media texts.
|
Student has clearly made several personal connections.
Examples are clearly related to both media texts. Student can clearly explain
their connection to Media, using examples.
|
Students
are required to hand in: notes, rough draft that SHOWS ALL EDITING and good
copy. All components are due at the same time on the due date. LATE ASSIGNMENTS will be marked at 85%.
Monday, 23 March 2015
6/7/8 HSP Monday, March 23, 2015
Welcome Back!
I hope everyone enjoyed a relaxing March Break!
Here is our week:
ENGLISH:
1. "Pink Shirt Protest" - we will be reading an article about why the Day of Pink was initiated.
Tasks:
- using note-taking strategies to help identify important information and begin to take notes in order to write independent Summaries of the article
- t-charts of what we can do to stop someone who is bullying and help someone who is being bullied
- MEDIA posters / announcements / advertisements to create and share a message about anti-bullying
2. Guided Reading - We are beginning new Guided Reading groups this week
Group 1 - MN, NB, EK, NN, SK
Group 2 - YG, BL, SP, RJ
Groups will be working on vocabulary building, comprehension, making connections and extending their thinking.
MATH:
Students still needing to do their test: YG, MN, NB, BL, SK, RJ and SP
OPEN BOOK TEST WILL TAKE PLACE Wednesday, March 25th
Groups:
NN, EK - 7.3, 7.4, 7.5 - text and workbook (Nelson)
MN, NB, SK - Cartesian Coordinates, Flips, Slides and Turns
SP - Tranformational Geometry work
YG, BL, RJ - Flips, Slides, Turns and Symmetry
GEOGRAPHY - All students working on tasks using an Atlas
I hope everyone enjoyed a relaxing March Break!
Here is our week:
ENGLISH:
1. "Pink Shirt Protest" - we will be reading an article about why the Day of Pink was initiated.
Tasks:
- using note-taking strategies to help identify important information and begin to take notes in order to write independent Summaries of the article
- t-charts of what we can do to stop someone who is bullying and help someone who is being bullied
- MEDIA posters / announcements / advertisements to create and share a message about anti-bullying
2. Guided Reading - We are beginning new Guided Reading groups this week
Group 1 - MN, NB, EK, NN, SK
Group 2 - YG, BL, SP, RJ
Groups will be working on vocabulary building, comprehension, making connections and extending their thinking.
MATH:
Students still needing to do their test: YG, MN, NB, BL, SK, RJ and SP
OPEN BOOK TEST WILL TAKE PLACE Wednesday, March 25th
Groups:
NN, EK - 7.3, 7.4, 7.5 - text and workbook (Nelson)
MN, NB, SK - Cartesian Coordinates, Flips, Slides and Turns
SP - Tranformational Geometry work
YG, BL, RJ - Flips, Slides, Turns and Symmetry
GEOGRAPHY - All students working on tasks using an Atlas
Friday, 20 February 2015
7B Movie Review - Terms
1. Movie Review Terms (There will be a test at the end of the unit!!)
Blurbs - when a quote from a review is used in an advertisement for the movie
Critic - a professional who publishes his opinion on a particular movie/play/book
Mediocre - ordinary but not especially outstanding
Clichè - something that's been used so many times that it no longer surprises or interests the audience; overexposure; stereotyped
Character driven - when the characters in a fictional work develop over the course of the story into people you care about
High Concept - when the idea behind the story is interesting enough to get people to see the movie without knowing anything else about it
Plot - what the story is about; the pattern of events
Hype - using different techniques to get the audience excited about the story
Out of Context - when quotes are mixed up and changed around to give the words a different meaning
Puns - a clever play on words
Editorial Rights - when handing over a review to a publication, the editor has the power to create a title and cut things out of the review
Syndication - when the same article is published in more than one newspaper or publication
Ratings System - when the critic uses a scale to show the degree of how much they recommend the movie
Audience demographics - when the critic recommends that only a certain group of people should see, or not see, the film
Critical Bias - when the critic cannot review the film fairly due to a personal problem with something in the film
Spoilers - when a critic reveals secrets and plot points that could ruin the surprise for the audience and lessen their enjoyment of the movie
Blurbs - when a quote from a review is used in an advertisement for the movie
Critic - a professional who publishes his opinion on a particular movie/play/book
Mediocre - ordinary but not especially outstanding
Clichè - something that's been used so many times that it no longer surprises or interests the audience; overexposure; stereotyped
Character driven - when the characters in a fictional work develop over the course of the story into people you care about
High Concept - when the idea behind the story is interesting enough to get people to see the movie without knowing anything else about it
Plot - what the story is about; the pattern of events
Hype - using different techniques to get the audience excited about the story
Out of Context - when quotes are mixed up and changed around to give the words a different meaning
Puns - a clever play on words
Editorial Rights - when handing over a review to a publication, the editor has the power to create a title and cut things out of the review
Syndication - when the same article is published in more than one newspaper or publication
Ratings System - when the critic uses a scale to show the degree of how much they recommend the movie
Audience demographics - when the critic recommends that only a certain group of people should see, or not see, the film
Critical Bias - when the critic cannot review the film fairly due to a personal problem with something in the film
Spoilers - when a critic reveals secrets and plot points that could ruin the surprise for the audience and lessen their enjoyment of the movie
Subscribe to:
Posts (Atom)