November Update

Français

This month, we have been focusing on demonstrating consolidation of learning by applying our knowledge in a culminating task.  As a summative assessment, students are working on a Family Project.  They must choose six family members to describe.  This allows them to demonstrate their knowledge of personal pronouns, verbs (avoir et être), family vocabulary, adjectives, articles, structures; and their understanding of gender (genre).  In case your child has not shared the project outline, the exemplar and the rubric with you, you may view a copy here: Family Project.  The rubric is here.  Sorry the layout did not lend well to a Google Doc conversion, but your child has a copy of the full rubric.

Dictée will help us learn words associated with le jour du Souvenir, Remembrance Day.

Sciences sociales

We continue to investigate the powers and responsibilities of the three levels of government of Canada. This coming week, we will investigate the key responsibilities of citizens.

English

As you know, we are working on publishing a personal narrative.  This week's mini lessons have highlighted the importance of SHOW, DON'T TELL.  By providing the students with teacher models and mentor texts, I have illustrated how they can bring their reader to connect and identify with their feelings without naming them.

Example: 

Rather then state:

I was really nervous as I waited for the examination to begin, but once I got my test, I was okay.

I can show readers how I felt.

As I sat waiting, my stomach began to develop a little flutter.  My palms became moist with perspiration.  I had been clenching my fist so hard that I had left little nail imprints in my hand. As the teacher approached, I felt my throat tighten and my heart began to race like a runner after the starter pistol explodes.  As she laid my copy of the test on my desk, my eyes focused on the first question and suddenly my mind cleared, a calmness enveloped me like a warm blanket, and I knew that I was going to be okay.

Our lessons also focused on developing the middle.  We know our narrative should look something like this:

We want the middle to be full of rich details to fully develop our ideas.  

Patterning and Algebra

Unit Goal:   determine, through investigation using a table of values, relationships in growing and shrinking patterns, and investigate repeating patterns involving translations

We began the unit with creating patterns.  

First I shared my own pattern with the group.  I included a minimum of three terms so students could determine the pattern.  My pattern was presented in a table of values so student could easily extend my pattern and predict the next few terms.  We described my pattern.  At first students only described the pattern rule from getting from one term to the next, but once we hid my pattern and used on the description, we realized that we had to add on to our rule.  Without stating where the pattern begins, it was impossible to duplicate the pattern.  An important lesson for describing pattern rules.  

Although I had chosen a growing pattern and had used a table of value as my model, most group chose to create repeating patterns.  Once the groups had created their patterns, they were asked to switch with another group.  With the pattern they received, they had to extend the pattern and describe the pattern rule.  

We encountered some difficulties determining the pattern that some groups had created because they had not extended their pattern enough for us to see the intended pattern.  Another important lesson, include a minimum of three terms, or three repeats of the pattern core, so that the pattern is obvious and can be used to predict the next term.

On the second day, Mrs Brown(while I participated in Math workshop) had students engaged in a Super Source activity, building and extending Greek Cross patterns.  Students were guided to use a table of value to represent their growing pattern.  Almost every group was able to extend the pattern and describe the pattern rule.  We looked for patterns in each column of the table as well to help us extend the pattern, but also to catch any inconsistencies (an easy way to catch any errors and check our answer for reasonableness).

With this table, we quickly saw an inconsistency in the pattern and discovered an small error.

After building and drawing the first seven terms in this pattern, the group learned it was much easier and much more effective to show the growth in the pattern in a value chart so they could easily see and extend the pattern without having to continue constructing a model.

The next day, after modeling how I would you use a value chart to help me double, then triple a recipe for Baked Apples to share with  my friends, students were given their own recipe problem to solve.  Once we consolidated learning by sharing solutions and making a list of strategies, students were given and Exit Ticket to demonstrate how they could apply their learning on their own to solve a similar problem.

This group decided to use their own strategy for solving the problem.  They did not extend a pattern to come up with their new recipe, but used a series of calculations.  They had difficulty following all the necessary steps to come up with an accurate solutions.  This method, however, could be used to solve the problem.  This group tried to isolate the function without continuing the pattern...looking for the function (to write and expression) is our next step!

Exit ticket

A student who chose to approach the problem without extending the pattern or using a value chart

On Friday, the given problem was much more open.  Students could create their own pattern to extend.  They were asked to use their pattern to predict a given term.  We began, as per usual with a Minds On activity, this time reviewing previous strategies of extending a pattern in a value chart to show the pattern rule and to check our solutions for reasonableness.  Then students were asked to work with a partner to solve the following patterning problem.  Working with a partner or small group is a very important part of our learning too.  Students are able to share ideas and strategies.  They have an opportunity to demonstrate leadership within their small group and to use their social skills for problem solving

Students know that any exchanges during partnered or group work must be accountable talk.  Students conversations must center around the problem solving and sharing of math ideas and strategies.  

I just love how constructive their talk is!  Helping each other to understand and solve the problem.  Feeding off of each others ideas.

Watch these two work together to extend the pattern they created.

True teamwork!

Again, we consolidated learning by sharing our solutions and listing our strategies.  Then, once again, students were provided with an Exit Ticket with a similar problem that allowed them to demonstrate their individual learning and grasp of concepts.

Health

In health we have been discussing how healthy ways to help us deal with daily stress.  We have identified possible sources of stress and listed and practised ways for help alleviate stress.  We have also begun to look at relationships with have with family, friends, peers and others focusing on our treatment of others, our feelings and how to deal with conflict.  Students have been very open with sharing their experiences and feelings.  It has become evident to us, that we have to work towards supporting each other and helping some of the members of class heal from the scars of bullying and taunting.  We will continue to look at how we can build healthy relationships and solve conflict in ways that bring all parties some degree of satisfaction.