Wed., Dec. 20, 2017 – Social Studies assessment, Art

LITERACY – Social Studies

Students had the opportunity to celebrate their knowledge about communities in Canada – we’ll post some oral explanations of our learning on SeeSaw tomorrow. Students were able to use their higher order thinking skills to compare the experiences of several groups in what is now known as Canada — this includes the following perspectives from the 1800s to 1910:

  • Indigenous people
  • European colonizers
  • Chinese Railway Workers
  • Black Loyalists
  • A variety of immigrants from European countries:
    • Jewish people from several parts of Europe
    • people from the United States
    • people from England, Scotland, Wales (Britain), Denmark, Sweden, Finland, Ukraine, Germany, Russia, Italy, etc.


Mr. Obermeyer kindly considered an idea that Ms Fawcett found on Pinterest for art today!

Check out some of the beautiful works in progress!  Thanks Mr. O for supporting students with their blending and perspective skills!



Dec. 18 2017 – review Social Studies (communities), Flight (science) from last Friday

LITERACY – Social Studies (Canadian Communities, Past & Present)

We created our own timelines….and then one as a whole class (below) for review for tomorrow’s test. Are there any items we have left off from our unit?

Review from earlier:

Read Aloud – The Christmas Menorah

We changed this title when we read to “The Christmas Hanukiah” (name of the menorah used specifically for Hanukah).  Can students please write a 5 sentence summary in the comments below?  A short summary is very tricky….think BEGINNING,   MIDDLE,    END.



We’re learning a New Year’s themed song for the Winter Music Assembly — Thursday, Dec. 21st  @ 2:30pm

DPA Fun!

Dec. 15, 2017

LITERACY – Social Studies (Canadian Communities, Past and Present)

we will have a test on a Tuesday, comparing the experience of Indegenous people and various immigrant groups to British and French colonizers in Canada. Students do not need to know exact dates but knowing the general time period (what part of a century) is helpful:

Grade 4 curriculum

Indigenous people having lived here for 25 000 years

Grade 5 curriculum
Europeans arrived at the start of the 1500s (just over 500 years ago)

Grade 6 curriculum
– 1775 – Some of Canada claimed by Britain (parts of Ontario, Quebec, Newfoundland & Labrador, parts of Maritime provinces…England had smaller amount along the maritime coast….Indigenous people still had the rest of the country as they had for thousands of years
– Late 1700s American civil war – black slaves earned their freedom in Canada by fighting on the side of the British
– 1812 indigenous people fought again on the side of the British — this time in Canada to repel American invaders
– 1867 Canada became a country
– Last half of 1800s Indigenous people & Europeans in Canada made treaties to share the land….but Europeans put in written/English details that Indigenous people didn’t agree to or know about
– Late 1800s Indigenous people put into Reserves by European colonizers
– Late 1800s -1960s European colonizers took indigenous children away from their families to Reaidential schools (last one closed 1996)
– 1870s Chinese workers lured from China to build the cross-Canada Railroad with promise of immigration & permanent citizenship in Canada….after railway built, Chinese expected to pay extra tax to stay or bring their families
– Late 1800s – 1920s – Canada advertised in Europe for more white settlers (England, Scotland, Ireland, Italy, Sweden, Norway, Poland, Germany etc)
– Late 1800s Jewish immigrants came to Canada from many European countries & built the garment industry and many businesses, & helped grow cities (libraries, schools), especially in Montreal

– 2008 – Canadian government apologies for Residential school system



hsnks to a Zev’s mom and dad for teaching us the historical context of and some traditions for Hanukah!

What do Jewish people think about at Hanukah time?

What kind of person do I want to be in the world

How do we balance the scales?


Calendar: Humankind started counting years 5778 years ago

Hanukah beliefs are based on real historical events:

Greeks had a great army & empire and they invaded their neighbours

Greeks invaded Israel and wanted the practice of Judaism to end — wanted them to believe in many gods, not the one Jewish/Christian/Muslim god

A tiny group stood up to the Greeks and reclaimed the temple in Jerusalem — Jewish people consider this a miracle

Hebrew language was used/spoken  in prayer

Yiddish – Language the people spoke in their every day life, combination of German and Yiddish

Ladino – combination between Spanish and Yiddish

Anti-Semitism — form of racism against Jewish people

Eg in canada: 1950s – cap on # of Jewish people

When we light a Hanukkiah, Jewish people put it in their window for all to see


Dec. 13, 2017 – Reading comprehension, summaries, Scatter plots

LITERACY – Reading Comprehension

Many students worked today on reading a non-fiction selection about Icebergs — and followed up questions: Literal comprehension questions (understanding the stated meaning of a text) & Inferential reasoning questions (making inferences based on evidence & background knowledge). Here’s the start:

We used this rubric:

Several other students worked on summary writing, using one of yesterday’s text about Welcoming Newcomers to Canada 1910-1911


  • 1900-1910
  • A million immigrants came to Canada
  • They came from Britain and other European countries
  • About half came from Britain (500, 000)
  • Many Canadians with English (British) heritage [“Anglo-Canadians”] started to complain that the government was letting in “low quality” immigrants from other countries.

FOLLOW-UP (not summary)    —-    “Low quality” immigrants — We identified this as discriminatory wording & thinking (probably racist) used by the Anglo-Canadians (British or English speaking Canadians). We infer that maybe some non-British immigrants didn’t have a lot of money (e.g. they were from Ireland where there was a potato famine?), or maybe their skin was a little or a lot darker (e.g. Italian Canadians? Or black Canadians?), or maybe they weren’t speaking English yet (e.g. Polish? German?), or maybe they had a non-Christian religion (e.g. Jewish immigrants). The Anglo-Canadians were discriminating against them by complaining about them.

* * * * * *  scroll down to the bottom to see some great pictures * * * * *                taken by Scott during independent reading time


Some students worked on finishing their “interpreting line graphs” assessment. Other participated in a lesson about scatter plots. If they can, those who missed the lesson can check out the screenshots below to help them with tonight’s homework (#3 on the photocopied page of scatter plot questions). Pictures include last night’s blog reading/classroom work too!

And a final photo to chat about tomorrow with curious students who actually read our blog post tonight!!! 🙂