LITERACY – Oral Communcation/Comprehension (“read aloud”), Drama
We immediately felt an emotional response to the book “I am not a number”, by Jenny Kay Dupuis and Kathy Kacer. The authors included some detail we had not considered before, and we had a strong emotional response. It was a bit more upsetting than the book, “Fatty Legs”
- It’s better, information wise, to get an idea of what it was actually like – m
- Better to know our countries past and to be more aware of what happened
- Good to be informed about how her past has been but sometimes it’s not good to learn right away because there are details that we aren’t ready to learn yet.
- [The Class decided they were ready — we started with Fatty Legs and we’re ready to move on.]
- It’s better because it can help us know how the character actually feels when she’s going through it.
- It’s good to know more but it is disturbing
Our questions for one of the authors, Jenny Kay Dupuis:
Critical thinking: Compare & Contrast
We compared and contrasted books about residential schools that we have read: Fatty Legs and I Am Not a Number
DRAMA – Corridor of Voices
We practised “Corridor of Voices” as a strategy to deeply explore points of view. Using a simple “I want to eat a cupcake VS I shoukdn’t eat a cupcake” as an issue to explore, we got familiar with the drama technique. Tomorrow, we will practice the strategy to infer & explore the conflicting points of view that the Indian Agent in “I Am Not A Number” could be experiencing (Critical Literacy —-> examining missing points of view).
MATH – Data management
After measuring everyone’s height in the class and recording their month of birth, we prepared to graph the data using a scatter plot. We worked on a T-table today & will graph tomorrow.
We’ll discuss if the scatter plot should or should not be turned into a line graph, and why (or why not). Then we’ll observe….and finally, interpret the data.
MATH – Data Management/some Number Sense
We’ve been exploring how displaying data in a line graph can give different impressions (e.g. stretching a scale can make a gradual upward trend look like a sudden upward trend). Why might a person want to change the impression their line graph makes?
Spaced out x-axis shows a gradual change:
Compact x-axis shows a more sudden change:
We have been interpreting graphs….by noticing what they show (evidence)….and drawing inferences and conclusions
We have been comparing different graph types (previously learned in other grades: circle graph, pictogram, bar graph) and how they accurately show data….or how they show estimates. Correct answers to last Friday’s work is shown below….tonight students will be working on bumping up their answer by explaining all of their thinking (how they used benchmarks, etc.)
LITERACY – Social Studies
We continue to learn about all of the communities that contribute to our modern Canada. Here is a small summary of what we have been learning — including review of Grade 4 & 5 curriculum. Grade 6 curriculum highlighted yellow indicates our current place of study.
Chinese Railway Workers — our class learning through group work & whole class consolidation
LITERACY – Shared Reading/Inferring
Shared reading a picture is a whole class (or small group) reading experience where the teacher can model making inferences and predictions about a picture. Students follow up by making inferences and predictions from pictures after the modelling. We make these inferences by noticing what we see and applying our schema to make sense of it (we make sense of what we see/read by using our background knowledge and/or connections). Here are some pictures we used today! Very funny! When we can make inferences and compare what we see to our background knowledge we can experience HUMOUR !!! Lots of the humour in Gary Larson’s Far Side cartoons comes from his use of “anthropomorphization” of non-human animals (= giving non-human animals human characteristics & behaviour like human thought processes & biases, human posture, human clothing, human behaviour). We can use anthropomorphizing non-human living things in our own stories.
Example of using schema:. “Bears do not stand on their back legs for their regular standing posture & bears don’t show facial expression like humans do, so it is funny when the cartoon shows the bears standing up and one bear looking sheepish, while pointing the hunter to her friend”
We also tried to use our inferring skills in a high-level way by covering up the captions and predicting what a funny caption would be.
MATH – Patterning & Data Management
Now that we have a strong foundation for patterning – both recursive number patterns and Ttable patterns (input/output), we can graph our results. Displaying data is another way to look at patterns.
This graph/data from yesterday has NO PATTERN. There is an upward trend, but we cannot accurately predict the height at age 9 or 10…..so no pattern.
Success criteria for line graphs
- I can use a ruler to create a neat and legible graph
- I can you choose the appropriate axis for my data (which axis is the first number? Which axis is the second number?)
- I can choose the appropriate scale for the X axis and the appropriate scale for my y-axis
- I can accurately plot coordinate points using the x axis and y axis
- I can use a ruler to connect the points (straight line or jagged line)
- I can predict future data (the next numbers) when there is a pattern in the graph
So far we are displaying ordered pairs from a T-table. Our next step will be to write them as ordered pairs inside brackets, eg (x, y). Student connection today! the game Battleship!
Students have generated and answered three questions about the Canadian Legion poppy campaign:
- How did the Poppy Fund start?
- What happens to the money that is collected?
- What is the Royal Canadian Legion
We continued writing our essays about indigenous people on the prairies. Students needed a refresher mini lesson to show them how to develop and organize ideas inside paragraphs. Ms Fawcett shared a simple one sentence paragraph that strung together the ideas about the Indigenous way of life (from the word web — The ideas in the word web were collected by the whole class and organized by the whole class). Ms Fawcett modelled how to
- divide the long run in sentence into separate sentences
- how to link connected ideas together (eg using cause-and-effect)
- how to expand on the ideas to demonstrate our understanding of the social studies learning.
We discussed the answer for recent assessment question.
Student then took the experience from this modelled answer and worked on answering a similar question independently:
Class 6A is selling jars of pickles. The pickles are free for Class 6A, but the jars cost $4 each. If they sell a jar of pickles for $12, how many do they need to sell to collect $420 from the customers?
#jars $ collected
If they want to raise $1000 for charity, how many jars do they need to sell? Use patterning (a T-table).