DAY 115 – Wed., March 30, 2016 – Fictional Narrative, Characterization, Data Management, Drama, PhysEd


LITERACY -Reading 

We continued to use “A Boy and A Mountain” as a mentor text to learn about the elements of an effective Fictional Narrative. 

Today we zeroed in on “characterization”, based on our skills in a diagnostic assessment (filling out the Mountain graphic organizer – Characters, Setting, Rising Action, Complication, Climax & Resolution).

We reviewed “FAST Characterization” from December (the Grinch!). We colour coded proposed characterization for the character Rudi — any details in red definitely lead to our understanding of Rudi’s character. They relate to Rudi’s Feelings, Actions, speaking (“Say”) and Thinking.

Today we learned a more complex strategy for characterization – STEAL Charactrrization – which includes how a character Looks and also how the character effects others (or is effected by others). 

Ms Fawcett modelled highlighting words/phrases in the text that refers to what Rudi Says, Thinks/feels, what Effects Rudi has on others (and they on him), what Rudi’s Actions are, and how Rudi Looks. 

Back at our tables, we worked on highlighting more words/phrases relating to Rudi’s character and then we worked on filling out this table (on paper or in a google doc).

Our Exit Card today involved asking students to describe all five parts of STEAL Characterization.  Overwhelmingly, students remembered and learned all the major details!

 Students were also invited to provide feedback on the lesson. Overwhelmingly, students felt that the lesson/discussion was too long (agreed – sometimes when students are sharing & debating points of view, it takes a long time). However, there are some excellent “stars” in this feedback! 🙂 I loved that students provided suggestions for improving our learning time!  


We continued working in small groups to display data related to the number of new import cars sold in Canada between 1995-2002. Tomorrow, we will

  • Use our graphs, background knowledge from grade 5,  & curriculum to create criteria for effective graphs
  • Compare the graphs to see how graphing choices (eg scale) can change how we perceive the data

Students: Compare 2 graphs below – What do you notice about any differences in their appearance? Do both graphs help you understand the data in the exact same way? 


Graph 1  

Graph 2  

Graph 3  

Graph 4

Graph 5  

Graph 6  

Graph 7  

Graph 8

Graph 9    

Graph 10


Day 112 – Wed., March 23, 2016 – Fictional Narrative – story elements, Mountain Organizer

This blog post is a work in progress – please be sure to check back later, too 🙂 

 Some students will be organizing the story elements in a Google doc   
Some students will be organizing the story elements in the iPad app “Explain Everything” (This is an excellent app for anyone who owns an iPad and uses it at school – Explain Everything gives the option of including text, images, voice recording, video, drawings, etc. ) 
Other students worked on paper 





Because we are sweet… But not made of sugar 😉 (And  it was an indoor recess…)


DAY 112 – Tues., March 22, 2016 – Interpreting Graphs; Fractions, Oercent, Decimals 

MMATH – Data Management & Number Sense combined (Fractions, Decmals, Percent)

Students have two items to continue working on it home tonight:

  1. Answer the questions comparing the two graphs below (question is glued in their notebooks. We covered the answers in class; students are following up by answering the questions independently in their notebooks)
  2. They are completing a question page involving fractions, decimals, and percent (also in their notebooks already)


Grade 5 review…

Grade 6 new learning about “Percent”  

DAY 111 – Mon., March 21, 2916 – Fictional Narratives


LITERACY Fictional Narrative

We reviewed the structure of a Fictional Narrative, using the familiar “Mountain Organizer” (story map). We worked in our table groups to fill in the story (so far) of “Chitty Chitty Bang Bang” onto Mountain organizers that we created on chart paper.

Nothing greater to celebrate a Monday morning than a Think-Pair-Share — lots of on-task discussion this morning!

For homework, students are to read the other 5 groups’ work (posted below)…..and choose ONE story map to assess. In the comment section below, give 2 stars and a wish for  work of the one group you focussed on. Make sure you indicate which example you are assessing (Group1, 2, 3, 4, or 5). Alternatively, students may also write their answer on paper and hand in tomorrow morning, if the prefer. 🙂

e.g. For a comment:

  • Example 1 (or2, 3, 4, or 5)
  • Two stars:
  • Wish:

Effective Feedback:

  • Refer to something specific (e.g. notice how the students included detail when describing one of the characters)
  • Focus your feedback on the criteria for this activity:
    • The group can identify & explain details about the characters, setting, plot/rising action, complication/problem, climax and resolution
  • Focus objectively on what you notice, e.g “I notice that you….”,  “I see that….”, “It is effective when you…” 
    • avoid biased language such as “I like…”, “It was good that you….”, “Great job on…”)