Wed., Feb. 27, 2013

by Victoria (Grade 6) and Sarah (Grade 5)

This morning in 5/6F we had French. In French we got a sheet and we had to write 4 winter sports on it then ask a bunch of people what sport they liked best. After that we had free time: you could play games, work on your notebooks or work on our daily journals (grade 6).



After French the grade 5’s had math, in math we took up question number 5 that we did a couple days ago, we showed each other different ways to answer the question to get a level 4 answer. Answers below courtesy of Ella, Olivia and Skyler. [EDITOR: This fraction work was a continuation of the last two days work and last night’s revisions.]

Feb26 2013 Grade 5 Fractions_1

Feb26 2013 Grade 5 math - fractions, mixed numbers_5



Feb26 2013Feb27 2013  Grade 5 & 6 Fractions_4



Meanwhile the grade 6’s worked on literacy/social studies.Grade 6’s worked on writing  two scripts: one for an interview where one student is Ashooging, the Beothuk boy and one script for an interview where the other student is Bjarni, the Viking boy. [EDITOR: To be interviewed in modern times, we are totally thinking of incorporating a Time Machine 🙂 ]



After break we went to the computer lab. In the computer lab we finished:

  • an Open Response question (The grade 6’s had to finish their paragraph on why Ashooging gave Bjarni a gift. The grade 5’s had to write how the story “How We Built the Trojan Horse” would change if it was told by the trojans point of view.)
  • a previous writing assignment: our pros and cons of technology in the classroom on google docs, then post it on the HWDSB commons.

After all that we worked on our scripts for literacy/social studies/drama. The grade 5’s researched what the Trojans and Spartans would wear (because we can wear costumes for our interviews when we film it) and the grade 6’s researched what Ashooging and Bjarni would wear.

Then we had second break (they sold popcorn) 🙂



After break the grade 5’s had a exit card for fractions, and when they were finished that they worked on their point of view sheets.  [EDITOR: Learned this week that there is 1st person, 2nd person and three kinds of 3rd person — Objective, Limited, Omniscient. Thank you to Stephanie (“Mrs. M”), a teacher who writes the blog Teaching in Room 6 for posting such great ideas and templates for Point of View!]

While the grade 5’s did that the grade 6’s did math. Answers below courtesy of Katelynn, Ms Fawcett and Madeline. The 6’s had a lesson and took up question 11 from the text book — goal: showing our thinking in more than one way. Then they wrote down a question for independent work — exit card tomorrow! 🙂

Feb26 2013 Grade  6 Fractions_3

Feb26 2013 Grade 6 Fractions_6

After that both grades had D.P.A outside:) [EDITOR: Great packing snow! We continued building what we started during break, and we used the painted target on the school wall for throwing practice, supervised by me. The creativity was amazing! Below, find a “house” with bench, a maple tree being “tapped for maple syrup”, a snowball on its way to unknown great creativity…and lastly, a duck crafted by Olivia — part of a menagerie of several animals Olivia created] 

713 715 714 716

Tuesday, Feb. 26, 2013 – Math, Literacy, Social Studies, Drama

by Lauren & Ella


First today we had art. In art we worked on tesselations. Basically you cut out a basic shape and cut out a different shaped piece but way smaller. Then you had to tessellate it on a blank piece of paper. Everyone did a great job!!!!

[EDITOR: See this link for basic information about tessellations — they are quite mathematical — and this link for images of tessellations.  Students learn about the patterning aspect of tessellations in Grade 7.  Looking forward to seeing the final products that students have been creating in Mr. Obermeyer’s Art class!)



Today in literacy we worked on our point of view wheels: based on the Social Studies texts, “When We Built the Trojan Horse” for gr.5 and for gr.6 “Ashooging and Bjarni”. When we were done we would find a partner and make a interview with them. But you weren’t being interviewed as your self you were one of the characters in your story! Later we will film the interviews, upload them and present them to the class! [EDITOR: Curriculum expectations addressed as part of our “Point of View” TLCP: Reading, Writing, Media, Social Studies and Drama]

709 708


Next we did math. Grade 5’s corrected their home work questions on the SMARTboard. [EDITOR: We looked at student examples for question 5 — thank you Thomas, Jack and Spencer for sharing such great strategies! We worked on showing all our thinking, and adding additional strategies to bump up our Level 3+ answer to Level 4. For homework and in class tomorrow, students will work on bumping up their answers]

Feb26 2013 Grade 5 math - fractions, mixed numbers_1

Feb26 2013 Grade 5 math - fractions, mixed numbers_2

Feb26 2013 Grade 5 math - fractions, mixed numbers_3

Feb26 2013 Grade 5 math - fractions, mixed numbers_4


GR.6 did the same but did it with the over head projector  [EDITOR: Thank you to Holly, Katelynn and Madeline showing leadership in this regard]. Tonight we will all bump our work up to a level 4.




In the lab we worked on the social studies story that we have been using for point of view, but we worked on question on it. [EDITOR: Students answered an Open Response question, using their Google Docs so files can be shared with me online].

Gr. 5’s question about “How We Built the Trojan Horse” was: How would the story change if you swithched around the point of view to the trojans. Use information from the text and your own ideas.

Gr. 6’s question about “Ashooging and Bjarni” was: What did Ashooging give Bjarni a “gift”? Use information from the text and your own ideas.

[EDITOR: These reading responses will be shared and “moderated”, along with other classes’ work  on Thursday. Junior and Primary teachers will be gathering in their divisions to look at Open Response and some Writing samples as part of ongoing school planning. The activity is based on our current class TLCP that looks at Point of View as well as Reading for Meaning, which are curriculum expectations.]

Back in the class, we wrote Agendas and then went out for DPA! We played kick baseball in the slushy snow and everyone had a good laugh and worked extra hard to move quickly and kick the ball in the wind and slush. Great day!

Feb. 21, 2013

by Luke and Katelynn and Holly

Today in 5/6F we started off the day in our comfy PJ's with our stuffed animals!

stuffies 7


Then we continued our new TLCP called point of view that we started yesterday. First we used three points of view from the book “Alexandria of Africa.” We re-read a section of the book where Alexandria visits a crowded classroom of children in Africa. As a group we wrote down on a chart how THREE people may be feeling or what they are experiencing: Alexandria, the children in the classroom and the person reading the book. Here are a couple:
Then as a whole class we added another piece to the puzzle: WE ADDED EVIDENCE FROM THE TEXT to support the points of view (the part in brackets is where we showed our proof from the book.)

Finally, we practised INDEPENDENTLY: three points of view with evidence.



Break 1 DELICIOUS cupcakes made by terrific parent volunteers and the cupcakes were sold in the gym! Thank you to parents and student volunteers who ran the sale at lunch! [EDITOR: the proceeds from the cupcake sales will go to the S.P.C.A].

After break we did some fractions in math. We were talking about how fractions are involved in baking/cooking. MMMMMM pie. We answered a question with groups on chart paper. The question was: “To make a batch of 12 cookies you need…how much ingredients do you need to make a batch of 36 cookies?

math fraction problem



In our groups, we had different measurements in fractions and everyone had different ideas on how to do it. [EDITOR: Each group used a variety of strategies to answer this challenging question, including pictoral representations, partial sums, etc. Tomorrow we will have our “Reflect and Connect” session where we look at the group work as a whole class and identify the different strategies used. We will make an Anchor Chart that shows the most appropriate strategies for our grades.

math group chart

[EDITOR: We then completed a SELF-ASSESSMENT related to today's group work — this is quickly becoming an excellent strategy for all students and for the teacher. Self-assessment is excellent feedback for students and gives this teacher a very important window into the students' point of view!]


Then we had break! YES outdoor recess! [EDITOR: for safety reasons, our last three breaks have been indoors, due to the dangerous ice on our playgrounds and fields.]

After break 2 we had gym. We did the beep test. It was easy at first but then it got really hard!

After gym we went to the lab for literacy with Miss Rankin's supply teacher. When we signed in, we went to look at yesterdays class blogpost and we had to say how the activity helped us learn about point of view. You can read our comments on yesterday's blogpost at this link: (Please consider also commenting as a guest on our blog!)

Fawcett's Class on February 20th


Today was a great day!


Feb. 20, 2013 — The Hundredth Day of School! :-)

We had a great day today! In Literacy we began our 3rd TLCP (Teaching-Learning Critical Pathway). Our “Big Idea” is “Perception is reality”……….or the mixed-metaphor, ” The truth is in the eye of the beholder” 😉

The two main Learning Goals for this TLCP cycle (about 6 weeks in length) come from the Ontario Curriculum and are:

  • making judgements and draw conclusions about ideas in texts, citing stated and implied evidence from the text
  • identify the point of view presented in texts and suggest some possible alternative perspectives (grade specific additionsGrade 5: ask questions to identify alternative points of view & Grade 6: determine whether they can agree with the view, in whole or in part).

We had a great time exploring different points of view while participating in Shared Reading (on the SMARTboard with the new reflector app I purchased on my Mac, which allows me to project wirelessly from my iPhone or the class iPad or class iPod from anywhere in the room). Students did think-pair-share on the carpet and as a whole class, and I guided the class in creating charts identifying 3 points of view per picture.

Using the Gradual release of responsibility model, our next step was to spread our wings and work more independently, this time in a group with a new picture:

We worked in groups, grouped by grade, with the following results:

 SOCIAL STUDIES Connection to TLCP #3

We will use a variety of texts for this “Point of View” TLCP, including those with a Social Studies theme. Here are the Social Studies Learning Goals:

Grade 6 : interactions between First Nation peoples and European explorers and settlers and resulting differences in points of view regarding   ): select relevant resources and identify their point of view; identify and explain differing opinions about the positive and negative effects of early contact between European and First Nation peoples; explain how cooperation between First Nation groups and early European explorers benefited both groups; explain how differences between FirstNation peoples and early Europeanexplorers led to conflicts between the two groups (e.g., lack of common language, differing world views and spiritual beliefs, introduction of European diseases, differing views about property ownership); express their personal viewpoints, based
on historical evidence, about the outcomes of early contact between First Nation peoples and early European
explorers; identify some present-day issues concerning First Nation peoples that relate to results of early contact (e.g., the effect of new technologies on First Nation cultures; land claims).

Grade 5 (ancient civilizations) : compare maps of early civilizations with modern maps of the same area; make connections between some elements of modern life and similar elements from early civilizations (e.g., the Olympic ideal, democracy, money as a medium of exchange, citizenship, philosophy,mythology, trade, social structures, legal systems, theatre, architecture); compare and respond to myths and legends from two or more early civilizations.


In keeping with Rousseau’s school wide focus this year on Indicator 1.3 — as part of the Ministry of Education’s School Effectiveness Framework (SEF) we will also be having an overall classroom focus on Self-Assessment (in all subjects). Here is how Indicator 1.3 (Self-Assessment) looks in the classroom, (including the TLCP). This description of how self-assessment looks is taken from the above link):

Indicator 1.3 Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals, and to set their own learning goals within the context of the Ontario curriculum and/or Individual Education Plan (IEP).
At the school:
❖ Self-assessment skills are taught and modelled.
❖ Effective self-assessment tools are used to support student learning.
In the classroom:
❖ Students refer to anchor/criteria charts, rubrics and/or exemplars to help them understand
what quality work looks like and to identify next steps in their learning.
❖ Goal setting is taught and modelled (e.g., think-alouds, anchor charts/criteria charts, exit
❖ Exemplars are used to support students in developing their self-assessment skills.
❖ Participate in the collection and development of personal learning files (e.g., portfolios,
learning logs, course notebooks, student files) that assist in informing the next steps in
their learning.
❖ Set and track learning goals based on identification of strengths and needs (e.g., studentled

❖ Use established success criteria to set individual learning goals in order to continually
improve their own learning.
❖ Engage in learning conversations and peer assessment to explain and question their own

Today, our self-assessment was on our Collaboration and Independent Work skills from the Learning Skills (see report cards) as they related to our group work on Point of View.

Feb20 2013 self-assessment Groupwork Learning skills

Today, we had a check-in with our textbook work on Fractions — at this point, examples can be found in the text or student notebook (we don’t have a textbook per se for Literacy, thus the long literacy posts). We are working in both grades on Equivalent Fractions and today we focused on skills & knowledge (pretty straight forward). In Grade 5, we are at a point where we rely more heavily on pictoral representations: arrays, graphs and also number lines for fractions. In Grade 6, we focus a little more on computation — applying the same operation to the denominator and numerator (e.g. 1/2 is equivalent to 8/16 because if we multiply both 1 and 2 by 8, we get 8/16). We’ll spend more time on problem solving tomorrow (application) which is trickier. Our emphasis, as always, will be making sure we show our thinking (for a Level 3) and showing our thinking PLUS additional solutions (Level 4)
To finish off the day, here is a great student illustration (a font), with a Minecraft theme. Can you find all the Minecraft references in this font? 🙂