DAY 144 – Aboriginal People (Gr. 5), Air & Flight (Gr. 6), Decimals/Fractions (Gr. 5), Ratios (Gr. 6)



Tomorrow is our Music Champions assembly! Please join us from 9:10 a.m. to 10:15 a.m. to see Music Videos created by students in classes 4/5O, 5/6F and 6R. Also, our community artist, musician Jason Shawana (who taught us about Ojibway culture and drumming) will bring a group to perform music that represents their Ojibway culture. Jason will lead the whole school in some PowWow-style singing warm ups and Nikki Shawana will sing and dance! Community film-maker Vanessa Crosbie Ramsay (who taught us storyboarding and visual storytelling) will show one of her short films. We are very excited! Our invitation on the school blog, Rousseau Ramblings was posted earlier in the week.  Today, with 4/5O and 6R, we made and signed 3 huge “thank you” cards for Jason Shawana, Vanessa Crosbie Ramsay and Sara Dickinson (Learning Through the Arts coordinator for the Royal Conservatory of Music)



We began the day with Independent Reading  practice, and then moved into Social Studies & Science.

Gr. 5 SOCIAL STUDIES – students worked with their partners to put finishing touches on their Google Slides presentations about pre-contact Aboriginal People (First Nations, Inuit….we will learn about Metis people later).


Gr. 6 SCIENCE –  students worked on the Scientific Method for two separate experiments related to Properties of Air. Two Questions/provocations were posed by Ms Fawcett. Students recorded their background knowledge related to the topics, we did a bit of  research as a whole group, and then students made their Hypotheses.

We conducted the first experiment in partners (What happens when moving air/air under pressure is “capped off”?)

Students needed guidance especially with the concept of OBSERVATIONS – what we actually see happening. It is difficult to jump to the conclusions, especially when we are sooooo good at making inferences!!!!

After practising how to articulate actual Observations, we worked on making Conclusions (inferences about WHY the observable facts happened they way the did).



Grade 5 students worked in groups with Base Ten materials and place value charts on converting decimal numbers into fractions (tenths and hundredths)




Grade 6 students continued to help their buddies work on their “About Me” Google Slides presentations  on iPads  

Grade 5 students and their buddies from 1/2K enjoyed books together — in our classroom for a change! Last time, the grade 1/2 students hid on us….so today, Grade 5 students excitedly hid all over the classroom when they heard their buddies were coming to our room!!

In Grade 6, we continued working on Equivalent Ratios. Students are reminded to write the ratios in one of the two correct formats.


  • 3:2
  • 3 to 3



DAY130 – March 31/2015 – Aboriginal Peoples & Communities in Canada (S.S.), Fractions, Music Monday, Buddies

MATH – Fractions

Grade 5 students…

…started working on a review of fractions from grade 4. Working in partners is a great way to share our expertise!


Grade 6 students….

…..reviewed fractions as well, by reviewing anchor charts from last year’s grade 5 blog posts.


We used a simple provocation as a “launching pad” to explore proper fractions, improper fractions, mixed numbers, and decimals.

“If a fraction has a numerator which is smaller than the denominator, is the fraction greater than, less than, or equal to the whole?”




We began learning the song for the annual Music Monday celebration!

This year’s celebration of music education will take place at Rousseau on Monday, May 4th in the Gymnasium. It is an initiative of the Coalition for Music Education. Classes will perform music that they have learned during Music class or Choirs (Primary Choir & Junior Choir) with Mrs. Stinson (West Wing) and Ms Fawcett (East Wing).  You can read more about Music Monday here. This year’s song is called “We Are One”, and is written by 16 year old Connor Ross — he won a contest to have his song featured in this year’s Music Monday celebrations across Canada!

The Coalition for Music Education describes the singing of a common song as follows:

“In a song that captures Canada’s cultural mosaic, We Are One illuminates the purpose of this annual artistic celebration; providing an anthem that is sure to inspire Canadians of all ages to unite in recognition and celebration of the vital role music plays in our culture, our communities and in our schools.”



We had a great time with our younger buddies today! In Mr. Lee’s class, grade 6 students taught their younger buddies to sign into their Google docs accounts! Class 5/6 is full of technology experts who love to see smiling learners, and 1L is full of students eager to learn new technology! Win, win! 🙂

In Mrs. Knight’s 1/2 Class, we explores the first seven letters of the alphabet……….and ALL THE WORDS that can be made!! Amazing!! Who knew there were so many words????

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June 11, 2014 – Social Studies (Canadian Government), Fractions/Probability


We came up with scenarios where the majority of people do not want a particular political party, but that party still “wins” the election because they secure more votes than any other party.


Just some of the political parties we researched in groups. This helped us to understand the different issues that government can be interested in. We also had a student vote today in Mr. Obermeyer’s. All students in grades 3,4,5 & 6 participated. We will find out the “election” results soon!



Good luck to our 5F students who will be running for student council on Thursday!










April 2, 2013 – Writing a Non-Fiction Summary; Science; Math Test; Drama


Happy Spring! (sort of!) It was a chilly day with some flurry activity outside the classroom window, but students’ energy levels certainly show that spring is in the air. We had a great day!



We started today with a bit of independent reading, and a whole-group lesson on writing Non-Fiction Summaries. Through our class DRA data, it is apparent that a large percentage of students are a little overwhelmed with a blank page titled, “Summary” — so we learned/reviewed as a whole class. Students were reminded that when they write a summary, they are not expected to have the text memorized; rather, they should re-read all parts of the text while writing their summary. They were taught/reminded to use all sorts of text features. They were taught/reminded to use all the paragraphs to some degree, and pay attention to topic sentences and sub-titles of sections (Grade 6 texts often include sub-sub-titles, as with our practice science text.) Here is our co-created Anchor Chart:

April2 2013 Non Fiction Summary ANCHOR CHART

Students practised their summarizing skills using Nelson Literacy, summarizing texts related to our Science units (Grade 5: Forces on Structures; Grade 6: Flight). Students not finished brought their summaries home to complete, and students who finished have brought their summaries (and the original text) home to share with parents. 



Today, students wrote an assessment on fractions/decimals/benchmarks/introduction to division (Grade 5) and fractions/decimals/percent (Grade 6). Students will receive feedback tomorrow about their recent math assessments. After the math test, students worked on their Science summaries — and some students continued to work on finishing the math test.



Today in Drama, we connected our TLCP (Teaching Learning Critical Pathway) about Point of View, “Perception is Reality” to Drama. Students participated with me in a read aloud called, The Composition”I modelled our current reading strategy (Questioning) and students jumped in with their own questions as well, which helped to deepen their understanding of the text. The text also requires students to make deep inferences about the point of view of children living in a dictatorship (we made the connection to an upcoming Grade 5  Social Studies unit on Government). We studied the people in the pictures in the text and discussed body language as being a key component to acting out a role in a drama work. In our follow-up Drama activity, we recreated a pivotal scene from the book and students played the part of……the class of students! (Except for Naomi — thank you for acting as the teacher!) Each person was asked to form their point of view as their character (a student in the class in the story) and share their point of view. Students had EXCELLENT, deep and often emotional responses. In a future activity, we will explore opposing points of view inside the head of another character in the book, using a drama activity/technique called, “Corridor of Voices“. Some students asked where the story, The Composition, takes place. I suggested as an extension activity  at home or at school, students could take the initiative to do some research, using clues from the text, to come up with a short list of countries that might be written about in the book.

We finished our day with DPA with Mr. Obermeyer.

While writing our Agendas, I reminded students that many students could be reading aloud for about 10 minutes as part of their nightly reading, in order to improve their oral fluency.

April2 2013 Agenda