DAY 88 – Mon., Feb. 7, 2016 – Poetry – reading, inferring; Area of Parallelogram, Music

LITERACY – Reading (inferring)

We read an untitled poem and made inferences about its meaning.

Level 3 answers included

  • LITERAL COMPREHENSION
    • an ability to title the poem based on a reasonable observation (e.g. what words or phrases are featured in the poem)
  • INFERRING/REFLECTING 
    • identifies implied messages within the text (“reading between the lines”)
    • identification of metaphors and other symbols while explaining what the text means

 

Level 4 answers

  • same as above
  • plus something more with INFERRING/REFLECTION….e.g. showed a connection between the meaning of the poem, and another similar concept (shows solid understanding of the meaning because the student can explain  the meaning of the text by applying it to another context)



You could almost hear a pin drop while students worked on reading comprehension! 🙂

Level 3+

 

LEVEL 4

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DPA

Two fun half-court basketball games!


MATH – Area of Parallelogram

 

Students were reminded to use criteria from last week:

  • Formula
  • Numbers for Base & Height (line at right angle to base)
  • Equal signs lined up 
  • Units in final answer

 

MUSIC

After examining the poem this morning (a.k.a., the lyrics to the song “Dust in the Wind” by Kansas!), we discussed how the mood of the poem changed once it was set to music.

  • The song gives it a different tone — it doesn’t sound as depressing, because it has music.
  • Listening to the song isn’t as depressing as reading it
  • The guitar makes it sound kind of happy.
  • I’m pretty sure the song is in a major key – which sounds happier. The notes in the melody go up at the start – going up sounds hopeful – Chloe
  • The music helps me feel differently. When he sings, it makes me think more deeply about the meaning. It has an emotional meaning.
  • The words sound less depressing with music — with just the poem you interpret it just your own way. The music gives a different sound and can change your perspective.
  • I find it it more depressing with the music. The tone of the singers voice was depressing.

 

Students: Have another listen to the song “Dust in the Wind”

  • Do you prefer “Dust in the Wind” as a poem or song? Give reasons why in the comments below!
  • Use examples of elements of music in the song to prove your point of view.

                             e.g. Mode (major vs minor), rhythm, tempo, melody, harmony, orchestration (= instruments used)

 

 

 

 

 

 

 

 

 

DAY 8 – Sept. 11, 2014

(Our blog post is a work in progress – please check back later, too! )

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LITERACY
We worked on putting the finishing touches on our “I Am” poems, and displayed them in the hallway.

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Once finished, students moved on to organizing a new folder & notebook (if desired) for their Genius Hour/Passion Project work.

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We spent time in the Information Technology Hub with books and articles accessed on the internet with class chrome books & iPads, our individual devices and hub computers. (No time for pictures — we were BUSY!)

NUMERACY
During math, grade 6 students put the finishing touches on their place value games and problem solved around the following question:
How can players receive accurate feedback during the game? Answer key? Should the game have a grade 6 facilitator?

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In Grade 5, students shared and learned strategies for putting expanded form numbers into standard form. Students should always show their thinking — either with a place value chart or “stacking” up numbers in columns like an addition question:

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Poem activity for April 11/2014

Good morning everyone! I hope you are having a great day so far! 🙂

Today, you will finally be writing RHYMING POEMS —- but with a twist! Your rhyming poem will also tell a story…..
You will be able to get help with rhyming words by using a device to visit the website   www.rhymezone.com

You will be writing a poem based on a picture that you view —– be sure to hold the photo “up to the light like a colour slide” and put your ear up to “the hive” of the picture so that you can infer all the missing details!  You’re going to need to make inferences about the story that the picture is part of.

Here is an example:
A picture of a guard sleeping on the job at a museum.
A poem where the guard tells the story about what happened…..(notice that the guard doesn’t admit in the poem that he fell asleep — but he does mention that he doesn’t work as a guard anymore!)

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Museum Guard (by TaraLynn, Grade 7)

I work in the museum,
guarding picture where everyone can see ’em.
It’s a picture made completely of tiles
I think it was made by some guy named Giles,
a picture of Romans in robes and sandals
and I have to protect it from thieves and vandals,
I was standing there, doing what I always do,
When I noticed I had to tie up my shoe

Now while I was down there, I did not realize
that the picture started rippling, then one of those guys
stepped right out, stepped onto the floor
I’m sure that’s never happened before.
In no time he was some distance away
and no one knows where hie is, to this very day.
All I know is I don’t have that job anymore.
I still work at the museum but now I clean the floor!

April 1/2014 – Onamatopoeia (Poetry), Geometry

***** Our blog posts are a work in progress – be sure to check back at the end of the day & leave a comment 🙂 We love hearing from you! *****

LITERACY/POETRY

We are welcoming an author to our classroom on Thursday at 12:21pm — Evan Munday will be visiting us as part of Hamilton’s annual gritLIT Festival. Thank you to the Ancaster Public Library and Mrs. Bosher for helping to make this happen! It will be interesting to share our current writing with Mr. Munday — I wonder if he writes poetry?

Today we are exploring onomatopoeia in more detail. We googled “onomatopoeia poetry kids” and found a ton of examples of onomatopoeia, which we then added to an anchor chart.

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What do you think is the purpose of a poet using onomatopoeia?

DPA
Dodgeball! 🙂

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MATH
Going on an angle hunt!!

“This has to be the funnest activity I’ve ever done in math!”

“Everything is 90°!”

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Why did most objects we measured in the entire school have 90° angle vertices? In other words, why are most polygon objects in the school either squares or rectangles? (We are ignoring all curved edges because in grade 5 our focus is polygons)

Maybe they are easier to construct?
When making paper (posters, notices) there is no leftover paper when you make multiple copies of rectangle shapes– this is because they all fit together along the edges with no spaces in between. If all papers had to be cut out in an oval shape there would be a lot of wasted paper after you cut them all out – Glen

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If a container had a base that was a rectangle you could fit more things inside – Stephanie
(Class: As long as the things going into it also had right angles…. You would want to put curved edge objects into a curved cylinder container)

Why are books rectangles?
– The shelves are rectangles – Isabel
– They can be packed on shelves or in boxes without spaces in between them
– They can be packed in a way that they don’t get damaged – Elise

What would happen if all storage boxes were scalene triangle shapes on the base?
-You could pack less things together – Matt D
– It would be trickier to fit them all together quickly without spaces in between them…. It’s easier to pack shapes with 90° angles

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THE LITTLE MERMAID – Rousseau School Musical

Today, we brought together our Sea Chorus and all Lead and Ensemble characters for the first time!
Please check out Little Mermaid updates as we go along, on the Rousseau Music blog!

 

March 24/2014 – Poetry, 2D Geometry

We’re choosing and exploring poems in books, online, etc.. We are putting the poems into google docs and using the “Comment” feature to mark up the poem (showing metaphors, similes. Onomatopoeia, alliteration, imagery, etc.)

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MATH
We made Anchor Charts for estimating angles and constructing angles

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(Close up of the position if the protractor)

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