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.
Thursday, 18 December 2014
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
Thursday, 27 November 2014
7B Thursday, November 27, 2014
As we continue with The Giver, students are practicing ANSWERING QUESTIONS (see Success Criteria post) appropriately and effectively.
Students who do not own their own copy of The Giver have signed a copy out (I have a master list of the text # that they have borrowed) so that they are able to continue reading / working at home.
HOMEWORK: DUE Monday, December 1, 2014.
1. Read to the end of chapter 6.
2. Write definitions for chapter vocabulary. Answer the following questions in COMPLETE SENTENCES:
Students who do not own their own copy of The Giver have signed a copy out (I have a master list of the text # that they have borrowed) so that they are able to continue reading / working at home.
HOMEWORK: DUE Monday, December 1, 2014.
1. Read to the end of chapter 6.
2. Write definitions for chapter vocabulary. Answer the following questions in COMPLETE SENTENCES:
The
Giver – Chapter 5
Vocabulary:
infraction
34 dosage 38
Questions:
1. What is
the morning ritual in the society?
2. Why must
Jonas start taking a pill every day?
3. What do you
think Stirrings are?
4. How do
you feel about the society in this book? Explain.
5. What
have you found so far that the book’s society represses?
The
Giver – Chapter 6
Vocabulary:
Interdependence
40 indulgently 42 exuberant 44 chastisement 45
Transgressions
45 buoyancy 48
Questions:
1. What
values does the book’s society encourage and embrace?
2. What is the difference in the book between
loss and release? Why do you think the
author points out the difference on page 44?
3. How does the author build the interest in
Jonas’ Ceremony of Twelve?
4. Who makes the important decisions in the
book’s society? How do you know?
Monday, 24 November 2014
7B Monday, November 24, 2014 HOMEWORK - Ch. 3 and 4 The Giver
As we continue with The Giver, students are practicing ANSWERING QUESTIONS (see Success Criteria post) appropriately and effectively.
Students who do not own their own copy of The Giver have signed a copy out (I have a master list of the text # that they have borrowed) so that they are able to continue reading / working at home.
HOMEWORK: DUE Thursday, November 27, 2014.
1. Read to the end of Chapter 5.
2. Define the following vocabulary and answer the following questions:
Students who do not own their own copy of The Giver have signed a copy out (I have a master list of the text # that they have borrowed) so that they are able to continue reading / working at home.
HOMEWORK: DUE Thursday, November 27, 2014.
1. Read to the end of Chapter 5.
2. Define the following vocabulary and answer the following questions:
The
Giver – Chapter 3
Vocabulary:
chastise 20 rarity 21 petulantly 22 bewilderment 23
nondescript
24
Questions:
1. What
about the society is revealed by the reaction to eye color?
2. What is
a Birthmother?
3. Why is
Mother so appalled when Lily suggests she’d like to be a Birthmother?
4. How was
Jonas disciplined for taking an apple home?
5. Why did
the apple intrigue Jonas?
6. What
does the “nondescript” shade of the tunics and the apple tell you about the
people and the society in the book?
The
Giver – Chapter 4
Vocabulary:
gravitating
26 chortled 33 niche
Questions:
1. What
seems to be the purpose of volunteer hours?
2. Why
doesn’t Jonas seem to have a niche?
3. What is
the nakedness rule? How does this
compare to our society?
4. What are
the Releasing Room and the releasing ceremony?
HSP 6/7/8 Week of November 24, 2014
ENGLISH
Students are nearing the end of their Guided Reading selections. Our main focus is learning how to answer questions accurately and appropriately. Please refer to the post: HSP 6/7/8 Success Criteria for Answering Questions for detailed description of this skill.
Students are being asked to modify some of their previous answers to demonstrate application of the skill. This means editing (redoing) some work to practice answering complete questions.
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 continuing to review Fractions. There are 3 groups. (Please look for the student's initials)
NA / JK: Math Makes Sense
SP / RJ / YG: Math Makes Sense
MN / SK / SB / NB / NN: Closing The Gap (Ministry of Education) ; EK: Closing The Gap (Ministry of Education), with additional supplementary resources
HOMEWORK: all students are invited to work on the following ONLINE activity.
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: Students are learning about New France. They are working on Vocabulary building and making connections to the Text they are reading. The grade 7's are using various charts and graphic organizers to determine important information and demonstrate learning.
Grade 7 Study Notes: Use the two columns below to help you remember what you have learned. Take a blank piece of paper, and cover up Column B so you cannot see it. Read each term in Column A and test yourself by writing down three or four key ideas about it.
HOMEWORK: Students are invited to watch Canada A People's History Episode 3 to help visualize the text we are reading.
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: Students are invited to watch Canada: A People's History 9 to help visualize the text we are reading.
Students are nearing the end of their Guided Reading selections. Our main focus is learning how to answer questions accurately and appropriately. Please refer to the post: HSP 6/7/8 Success Criteria for Answering Questions for detailed description of this skill.
Students are being asked to modify some of their previous answers to demonstrate application of the skill. This means editing (redoing) some work to practice answering complete questions.
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 continuing to review Fractions. There are 3 groups. (Please look for the student's initials)
NA / JK: Math Makes Sense
SP / RJ / YG: Math Makes Sense
MN / SK / SB / NB / NN: Closing The Gap (Ministry of Education) ; EK: Closing The Gap (Ministry of Education), with additional supplementary resources
HOMEWORK: all students are invited to work on the following ONLINE activity.
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: Students are learning about New France. They are working on Vocabulary building and making connections to the Text they are reading. The grade 7's are using various charts and graphic organizers to determine important information and demonstrate learning.
Grade 7 Study Notes: Use the two columns below to help you remember what you have learned. Take a blank piece of paper, and cover up Column B so you cannot see it. Read each term in Column A and test yourself by writing down three or four key ideas about it.
|
Column A
|
Column B
|
|
France began to colonize North America to increase the size of wealth
of it’s empire
People came to New France for many reasons
The French learned from the First Nations
Europeans changed the First Nations’ way of life
|
- The fur trade was the main
reason for colonization
- France claimed most of the land from Hudson Bay to the Atlantic
Coast
- These territories were Acadia and New France
- At first, there were no permanent settlements
- Government controlled by Britain
- Missionaries and soldiers were sent
- Some people decided to come to buy land or to work in the fur trade
- French learned skills to survive in the wilderness
- French learned how to trap beaver
- Furs were traded for manufactured goods
- First Nations competed wot work with the Europeans
- More and more land used for the fur trade
- French tried to convert First Nations to Christianity
- Europeans brought new diseases to North America
|
HOMEWORK: Students are invited to watch Canada A People's History Episode 3 to help visualize the text we are reading.
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: Students are invited to watch Canada: A People's History 9 to help visualize the text we are reading.
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