DAY 91 – Thurs., Feb. 11, 2016 – Writing Speeches, Area of Triangle, Area of a Parallelogram, Drama

Update: Scroll to the end to see today’s Math. ¬†

Our blog has currently used all of its available megabytes, but with technology there is always a work around ūüôā ¬†Today’s math Photos appear from another platform called “Storify”.

 

LITERACY  

Speeches/Writing

  

 

ANCASTER COMMUNITY FOOD DRIVE  

Student council & class reps met today with Ms Fawcett, Mrs. Laws and Mr. Gris to discuss next week’s Food Drive. Student council will work on raising class awareness. Please note below that families are welcome to help Ancaster Community Services to distribute flyers on Saturday.

Did you know that for every $1 raised, Ancaster Community Food services and their partners can purchase $4 of food?

As a result, We will be collecting non-perishable food items as well as donation cheques from families this year.

MATH

Brrrrrrrr

MATH –

DAY 90 – Feb. 10, 2016 – Speech Writing,

  

Literacy – Reading, Writing Speeches

After independent reading practice, we worked on our speeches. Students are at various points in the writing process. All timelines, rubric, and checklists for revising and for editing are in student binders. Students need to use the provided resources independently in order to publish their  final speech.

  

Love how lots of students like to work while standing. Ms Fawcett has had a standing desk in the classroom¬†for five years! Standing can feel really good ūüôā

DPA
  
  

MATH – Area of Triangle

  

  

 

Students:

Consider this question — Carson constructs a triangle with an area of 12 cm2 and Greg creates a triangle with an area of 36 cm2. The base of each triangle is 4 cm. How high is Carson’s triangle? How high is Greg’s triangle?

 

BIRTHDAY BOOKS! 

We have a tradition of creating a page for each other on birthdays….same as every year in @FawcettsClass ūüôā Love seeing how students express themselves through art & words.


  


  

DAY 89 – Tues., Feb. 9, 2016 – Speeches, Writing, Music – Dust in the Wind, Area of Parallelogram

LITERACY – Speech Writing

All students worked on their rough draft Google docs. Most students have put their point form into sentences. Other students have rough drafts finished, and others still are working on revising, and then editing.

We had a mini-lesson about how to write a speech that is engaging for people to listen to. Any thing an audience reads or listens to needs to be so well written that the audience can use Comprehension Strategies (below). When people hear our speeches, they need to see pictures of what we are describing, think about familiar experience is her information, ask themselves questions in their mind about the topic as we go along, make inferences by putting together bits of information we share, predict, decide what the main points are that they should remember, and have an emotional response to what we say (feel empathy toward someone, feel anger indignation regarding an injustice, if you’re curious about something new and unfamiliar, etc.). This is how we know that reading skills are connected to writing ‚Äď if we do these reading comprehension strategies as we read, we are aware of the types of ideas and organization of ideas that result in people thinking in their heads while they listen to our speech (or read our writing).

Again, here is the revising checklist and the editing checklist we are using for our speeches. They’re in¬†students’ binders.


We had a mini lesson about organizing a speech into separate paragraphs and organizing an individual paragraph. This is a review from earlier in the year, as well as writing notes lessons from grade 5, great 4, and probably grade 3 as well (to an extent). 

Our rubric. Students asked why details are not included for level two and level one ‚Äď the simple answer is that I don’t want them to achieve level two or level one ūüôā

MATH – Area of Parallelogram

Here are examples of Level 4 thinking & communication in math. After two days of alternating groups, all students should now be finished pg. 153-153, questions #1-8. Any unfinished work is homework.

We discovered the firmula for area of a parallelogram by looking at rectangles/area of a rectangle and realizing that every parallelogram can be cut/rearranged/pasted back together to make a rectangle with the exact same area.

How can we use what we know about the area of a rectangle to figure out the formula for the area of a triangle???? Id love for students to think about this at home independently, and comment in the comment section below. 


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Day 64 РMon., Jan. 4, 2016 РPoint Form (Writing), Gym, Health, French 

NOTE: Student homework question can be found in the “Health” section below. Please answer in the comments section at the end of the blog post, after signing into your Commons account.

LITERACY РIndependent Reading 

Students began the day reading their Independent Reading books.

LITERACY – Writing (Point Form)

We reviewed Point Form again. There is still a great need in our class to develop this skill. Having skills in writing point form will help us organize and research for the rest of the year. In Point Form, we can use dashes or bullets as well as indentation to show main ideas (e.g. an activity like decorating for a holiday) and supporting details (e.g. like the types of decorations used).

It is important to write phrases (has no subject; often has no verb), and not full sentences

Example:

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HEALTH

Today, we viewed most of the Pixar ¬†movie “Inside Out”, related to our Health Curriculum:

  • Personal Safety/Injury Prevention
    • to promote positive interaction and avoid or manage conflict in social situations
  • Human Development
    • Development of self-concept, Decision Making¬†–¬†make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills

The movie is an excellent representation of how thoughts and emotions combine to shape our perception of the world around us and how emotions cause us to respond to the world around us. We will be able to refer to the language/metaphors/symbolism from the movie to talk through our successes, challenges, and conflicts in the classroom for the rest of this year.

The movie attempts to show how aspects of our personalities are like “islands” — and they are shaped in part by our most important memories (“core memories”). In the movie, Riley’s “Islands” (important parts of her) are: Family, Honesty, Hockey, Friendships, Goofball/humour

For homework, students will list on paper (or type & print out) what they think their “core memories” might be and what they think their “Islands” might be. ¬†For another part of tonight’s homework, students should comment below and answer these questions:

  • What are the emotions in Riley’s “control centre”?
  • How do Riley’s emotions respond to the experience of moving to a new city?
  • Which emotion seems to be the most important one? (more than one possible answer)
  • You may also add any other thoughts or¬†responses you had while watching the scenes in the movie.9432
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