Day 31 – Oct. 19, 2017

LITERACY – Social Studies, Reading, Planning for Writing 

Previously:

  • we read Nelson Literacy and pulled out important vocabulary, in partners
  • We defined the words in a collaborative whole-class google doc
  • We sorted the words into groups that of words that “go together”
  • We c0-created a word web to show how the ideas are interconnected

Today we refined the word web. Ms Fawcett modelled using context to further sort & understand the sort the words/ideas and arrange them to show cause and effect

Tomorrow, we will work individually to pull the ideas back together and write about how agreements/treaties were made. Students will be encouraged to include as many of the words as they understand.

 

MATH – Patterning

We took up some examples from the math we’ve been working on for 3 days.

textbook explanation:

 

Practice:  #1 – 4

Day 30 – OCT. 18, 2017 – Residential Schools, primary sources, graphic organizers, patterning

LITERACY – Graphic Organizers, Social Studies (Residential schools vs Inuit life)

Yesterday, students were introduced to a new “Venn diagram” format — rectangles!! With overlapping rectangles, we can organize our information in a way that makes it easier to read. This is grade for older grade 6 students who include more detail in their graphic organizers.

We are almost finished reading “Fatty Legs”, a true account of a young Inuvialuk girl’s experience at a Residential School in 1944. Olemaun (Margaret) Pokiak-Fenton wrote the book with her daughter in law. Comparing Olemaun’s life with her family and her two years at Residential School help us to understand the effects of removing a person from their family and culture. We are also learning about the 60’s Scoop, where Indigenous children in Canada were forcibly removed from their families and  adopted by and raised by non-Indigenous(usually)  families. Understanding how so many Indigenous people in Canada were stripped of their language, spirituality and way of life helps us to understand the lives of Indigenous people in Canada today. Eventually, we will have this schema to refer to when studying cultural groups that were invited to settle in Canada from Europe and South East Asia. Comparing and contrasting different experiences in Canada and the resulting modern day communities in Canada is our focus for Social Studies and a topic for much of our Literacy.

We learned today that a Primary Source is a historical document or other artefact that was present during a historical event (compared to a secondary source, such as our Nelson Literacy textbook that was written in the modern day about history). Here is a Primary Source from the Canadian Department of Indian Affairs in 1921:

MATH – Patterning

We reviewed yesterday’s work, which students did with Mrs. Bell (in Ms Fawcett’s absence)

Our new math pattern learning involves patterns that related two numbers in a T-table

We can see a recursive pattern (like those we already learned about) if we find the gap number going  DOWN THE VERTICAL column (“# of triangles in each arm”)….”start at 4 and add 4 each time”.

But what if we needed to know the # of triangles in each arm for Figure #100????????? It would take too long to +4 one-hundred times, and we would more likely make an error.

Instead, we need to find the pattern rule that relates the left column (figure number) to the right column (# of triangles in each arm).

We can use the gap number in the right column and use it as a clue.

 

A gap number of +4 each time  is a clue:   

If the # of triangles increases by groups of 4,

the Figure number needs to be multiplied by 4     (x4)

1 x 4 = 4

2 x 4 = 8

3 x 4 = 12

Figure # 100??

100 x 4 = 400 triangles in each arm

DPA

Fun! Warm as a spring day 🙂

   

 

(date should be Oct. 18, not 17)

Day 28 – OCT. 16, 2017

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

 

LITERACY – Reading: vocabulary 

After our Monday morning “brag and drag”,  we worked on finding definitions for words related to residential schools in Canada. Our source for the vocabulary was thenNelson Literacy text from last week. We worked in partners on a collaborative whole-class document —-  we had the text beside us so that we could read the sentence the word appeared in.  We can create a better definition by looking at the sentence and using context clues (meaning in the sentence) to infer how the word is related to the topic of residential schools.

 

We refined the definitions as a whole group and with some teacher input 🙂

Next, we sorted the words into groups of words that seemed to go together.