Blog Archives

FRIDAY: SIMILES AND METAPHORS

1/30/2015

Today, students had the pleasure of being taught a lesson on 'METAPHORS' by Mrs. Jensen! They enjoyed an exciting lesson that taught them the difference between a simile and metaphor. Students often find these difficult to distinguish because metaphors do not allow them to use like or as in their comparisons. Click here to see a video on similes and metaphors in pop culture. See if you can identify any of the songs.
1.) LA:

Your 26 Lines of poetic alliteration must be completed by Monday.
The majority of you have completed it already or are on your way to completing your work.
Be sure to follow the student generated criteria sheet.

2.) MATH 6/7: Any unfinished work from the previous day. Refer to yesterday's post.

3.) POST A RESPONSE:

Based on what you learned on Thursday about similes on Thursday and metaphors on Friday, create two of each. Each simile and metaphor must be related to one another.
For example: SImile - Life is like a box of chocolates, because you never know what you're going to get. Metaphor - Life is a box of chocolates because you never know what you're going to get.
Use the following format:

SIMILE 1:
METAPHOR 1:

SIMILE 2:
METAPHOR 2:

Comment on 2 other responses. (Descriptive feedback on structure and content)
Reply to any comments you receive, edit, and revise.

VIDEO LINKS:
Similes and Metaphors in Pop Culture

THURSDAY: SIMILE

1/29/2015

Lichtenstein Inspired Popart

Today, the students learned more about poetry and learned another poetic device (Simile). They learned that similes are when you use 'like' or 'as' in a sentence that compares two different things. We looked at a few examples and then the students created their own similes and compared students in the class to other objects. It was a good activity to see which students would practice the Hillcrest 'R.O.L.E.S.' They were all asked to be respectful in their comparisons. Some students sometimes forget to practice being respectful in their attempts to be funny.

1.) LA/ART: No HW.

2.) MATH 6: Complete both sides of the worksheet (equivalent fractions and LCM).

3.) POST A RESPONSE:

Create a free-verse poem while incorporating the following items: rhyme, alliteration, personification, and a simile.
It must be at least 4 lines.
At the end of each line, be sure to put in brackets the specific poetic device you used)
Practice your Hillcrest R.O.L.E.S.
Comment on at least 2 other student's poems.
Reply to any comments you receive.
Edit/revise if necessary.

VIDEO LINKS:
To be updated

WEDNESDAY: Alliteration Rap

1/28/2015

Logan's Lichtenstein Inspired Art

Today, students started working on their ABC Alliteration Raps! They started by watching Daniel Radcliffe (AKA HARRY POTTER) rapping to 'ALPHABET AEROBICS' by Blackalicious! From this, they generated their own criteria as to what will be expected of a quality piece of writing for their 'ABC RAP'.

1.) MATH 6: NO HW
MATH 7: Pg 58, Copy example 'ME-GAN'S' solution
7/6-2/3 Practice 3,4,5

2.) LA/ART: Your Roy Lichtenstein inspired Art must be completed by tomorrow morning (colouring only).

3.) POST A RESPONSE:

A tanka is similar to a hakiu poem. It is a 5 line poem of 31 total syllables.
Line 1: 5 Syllables
Line 2: 7 Syllables
Line 3: 5 Syllables
Line 4: 7 Syllables
Line 5: 7 Syllables
Click here to read some examples you can read through.
Find an image of something related to a natural landscape (IE Mountains, fall season, winter, etc) and write a tanka based on your image.
Provide a link to your image before your poem.
After each line, be sure to put the number of syllables in brackets.
Comment on at least one other student's poem in regards to the number of syllables in each of their lines.
Reply to any comments you receive.
Edit/revise.

VIDEO LINKS:
Daniel Radcliffe (HARRY POTTER) - ALPHABET AEROBICS

TUESDAY: Poetic Devices

1/27/2015

Today, students dove deeper into poetry and learned several new poetic devices. They learned about alliteration and personification and then created their own poems (free-verse) while incorporating the poetic devices they have learned so far. The students were able to easily create their poems while using their new poetic devices to create poetry.

1.) MATH 6:

UNIT TEST TOMORROW!
Complete your unit review, mark and correct your work!
Watch the relevant review videos if you need extra review.

MATH 7:

Worksheet and two questions. Refer to your teacher's website. Quiz tomorrow.
Watch the relevant review videos if you need extra review.

2.) LA/ART: Work on your Roy Lichtenstein inspired artwork.

3.) POST A RESPONSE:

Today, you created your own poems while incorporating several poetic devices (IE Alliteration, personification, and onomatopoeia).
Create a 'FREE-VERSE' poem that is meaningful to you.
You must include all three poetic devices you have learned about.
Identify the poetic device by listing it in (brackets) at the end of each sentence that includes one.
You may include as many lines or as little lines as you feel as long as you have included the 3 poetic devices.
Comment on at least one student's poem. Give them DESCRIPTIVE FEEDBACK!
Reply to any comments you receive!

VIDEO LINKS:
Harry Potter - Alliteration
Poetic Devices
Poetic Devices Rap
Fractions Review Videos - YouTube Playlist

MONDAY: WATER POLO

1/26/2015

Learning How To Play Water Polo

Today, we went on a field trip to the Fleetwood pool to learn more about water polo. Students have had several in class sessions learning about the sport and what it takes to play the game. In addition to this, we also learned about the sport in our gymnasium. Many students learned how challenging the sport is and how much hard work and strength it requires. You all did a great job today! Keep it up because we have two more pool sessions!

1.) LA/ART: Continue working on you Roy Lichtenstein Artwork. You will have one last class to work on it tomorrow.

2.) MATH 6/7: Complete any unfinished work.

3.) POST A RESPONSE:

Today, you turned your theoretical knowledge of the sport of water polo and actually learned how to play the game at Fleetwood pool.
What did you learn about the sport today? Provide an example of what you learned.
What can you infer about professional water polo players?
List at least 3 characteristics and why you think water polo players possess those characteristics.
Comment on one other student's response.
Reply to any comments you receive.

VIDEO LINKS:
An Introduction to Water Polo

THURSDAY: Poetic Devices

1/23/2015

Roy Lichtenstein inspired art

Today, students reviewed the learning intentions and the criteria for their Roy Lichtenstein inspired artwork. They incorporated their poetic device (onomatopoeia) into their images and exaggerated them by using different effects learned in class. Students will focus on using techniques that are characteristic of

IMPORTANT: (WE NOW HAVE ENOUGH DRIVERS!! THANK YOU TO THE PARENTS WHO VOLUNTEERED THIS WEEKEND! Shammer and Tristan!!!!! :-) )

We will be going to the Fleetwood Swimming pool on Monday afternoon to participate in our water polo program.

Parents who are driving (Caleb, Kaitlyn, Ethan L., Sarah, and
Jenna), please be in the school by 12:50pm at the latest. We need to leave the school at 1:00pm at the latest so we can be in the water by 1:30pm.
Students, please ask your parents if they can drive and email me directly to let me know how many students they can drive and I will reply to you to confirm.

1.) LA/ART:

Complete your onomatopoeia drawing and be sure to fine line it.
We will work on the colouring style in class on Monday.
Google Roy Lichtenstein
Follow your criteria sheet carefully. If you forgot it at school, post a message and someone can put it up for you.
You must use the Roy Lichtenstein style of art.

2.) MATH 6: Complete Chapter 7 Lesson 7 questions from the textbook.
MATH 7: Math Sheet - Lowest Common Denominator

3.) POST A RESPONSE:

You have been working on inferencing few few days now. You have all learned that inferencing is reading between the lines. In other words, what is the author saying to you but hasn't actually written it down or said it?
Don't forget that your inferences must be based on your background knowledge and facts that you can gather from the picture below.
Click on this link and view the image and answer the following questions:

1.) What season is it and why do you think this?
2.) What time of day is it and why do you think this?
3.) Why is this person on the ground and how did this happen?
4.) If you were to be 5 feet away, what do you think you would have heard when this happened and
why?
5.) What do you think might be nearby? List two things and explain why you think this.

VIDEO LINKS:
To be updated

WEDNESDAY: Inferencing

1/21/2015

Today, students learned more about reading strategies. More specifically, we focused on inferencing by using our background knowledge. We learned that we use our background knowledge to infer meaning. Students were able to read a poem (The Hummingbird) and were able to make inferences and show their visible thinking on their activity sheets. Inferencing is one of the more challenging reading strategies. We will look deeper into inferencing tomorrow with another reading activity!

1.) LA/ART:

Come up with ideas as to what you want to draw for your onomatopoeia art assignment.
Have at least a few different words and picture ideas to draw from tomorrow.
You will receive your criteria sheet in class based on what was generated in class today.

2.) POST A RESPONSE:

Inferencing is deciphering meaning from what you already know about something. What you know has to do with your background knowledge, what you've read, your experiences, etc.
Choose a novel you have read or a movie you have seen and give a brief description of what happens in the novel.
Make an inference and provide evidence of what you think a sequel might be about.
Be sure to provide evidence.
Comment on at least one other student's work. Be sure to comment on their inference and see if they provided evidence as to why they made their inference.
Reply to any comments you receive.

VIDEO LINKS:
Onomatopoeia Pop Art
How to create Roy Lichtenstein Style Pop Art Using Digital Tools

TUESDAY: HAIKU

1/20/2015

Today, students learned more about reading strategies. They focused on visualizing and determining what is important. In addition to this, they reviewed and used their other strategies as they completed their reading activity and their visible thinking. The deep thinking responses and comments the students came up with today blew me away. Keep up the good work everyone!

1.) MATH 6: Chapter 7 Lesson 6 Complete the remainder of the questions.
MATH 7: Any assigned work. Please check your teacher's website.

2.) POST A RESPONSE:

A Haiku poem is Japanese style of poetry that often relates to nature.
It has 3 lines. The first line has 5 syllables, the second line has 7 syllables, and the third line has 5 syllables.
Indicate how many syllables each line has at the end of each line.
Create two different Haikus and post them in one post.
Comment on one other student's haiku poems. Be sure to indicate if they followed the correct structure (3 lines and correct syllables)
Reply to any comments you receive.

VIDEO LINKS:
How to Write a Haiku Poem

MONDAY: POETRY

1/19/2015

Today, we started learning about poetry. Student brainstormed a list of words and phrases that come to mind when they think of poetry and we brainstormed this on the board and the students wrote the mind map out in their notebooks. This was followed by reading several poems from Shel Silverstein's, Where the Sidewalk Ends. Students were able to see the humorous side of poetry as well they were able to see how different things contribute to how we perceive the words in poems. We focused on learning about limericks today and the pattern that it follows.

WATER POLO FORMS - PLEASE RETURN WITH YOUR $15 TOMORROW.

1.) MATH 6: Chapter 7 Lesson 6 Worksheet and textbook questions number 1-7.
MATH 7: Check your teacher's website.

2.) POST A RESPONSE:

Today you learned that limericks are often quite humorous.
You also learned they follow an AA BB A rhyming pattern.
In addition to this, you learned about the number of syllables in each line. The first, second, and third lines have 7-10 syllables each. Say the words out loud if you are unsure how many syllables each of your words has.
The third and fourth lines have between 5-7 syllables each.
Create your own limerick. I want you to create a funny limerick about someone you know. Be sure not to insult anyone because we do not want to hurt anyone's feelings.
Comment on at least 3 poems and check to see if your classmates used the correct number of syllables in their poems!
Reply to any comments you receive and in your edited/revised version, include the number of syllables in each of your lines.

VIDEO LINKS:
The Limerick Song

FRIDAY: Monitoring Comprehension

1/17/2015

Today, students learned more reading strategies. They learned more about 'MONITORING COMPREHENSION'. They learned some tips on what they can do to monitor their comprehension and some of the tips included: ask a friend/teacher/parent, use text features, stop and think, slow down, re-read, look in a dictionary, do some research, etc. The students learned that any time they use any of these skills or anything really to monitor their comprehension, it helps deepen their understanding of what they are reading. All of us do these things as we read, but we are not always aware we are doing them.

IMPORTANT: WATER POLO
- Parents, the water polo program will cost students $15 for the program. This consists of several classes at school and at the pool. I will upload the actual permission form this weekend once the website allows me to. Please read it and send the money with your son/daughter on Monday. If there are any issues with providing the funds, please email me directly. Nobody will be denied this learning opportunity.

1.) MATH 6: Chapter 7 lesson 6 worksheet and textbook questions #1-7
2.) MATH 7: Any assigned work. Check your teacher's website.

3.) POST A RESPONSE:

When reading the daily post on our class site, what do you do to 'MONITOR YOUR COMPREHENSION'?
For example, which tips do you use that you learned about in class? (Read the daily blurb if you can't remember all the tips in your bat belt or tool kit!).
1 - List 3 monitoring comprehension tools you use on a regular basis when doing your daily PAR work.
2 - Also, explain how all three help you improve your understanding of what you need to do on our class site.
3 - Be sure to give 3 clear examples.
4 - Comment on one student's response.
5 - Respond to any comments you receive.

Video Links:
Fractions Videos

THURSDAY: Background Knowledge, and Connections

1/15/2015

Today's reading lesson focused on using background knowledge to make connections. Mrs. Jensen modelled her visible thinking on the image of Beetle Juice and it was interesting to see how her thoughts and opinions turned out to be different compared to some of the opinions of the students. This is important to note because it tells us that we all have different background knowledge because we have all had different life experiences. One student may write one idea or thought down and other students may write something totally different depending on what they know.
1.) MATH 6:

Watch this video to review today's lesson.
Chapter 7 Lesson 6 worksheet and Textbook questions #1-7

MATH 7:

Any assigned work. Please check your teacher's website.
Ms. Wilson's Site Ms. Farrell's Site

2.) POST A RESPONSE:

Today, you learned how everyone has different background knowledge. Each year of your life adds to your background knowledge. In a few weeks, I will be adding the 37th chapter to my book of background knowledge! That's a lot of chapters!
Background knowledge also differs from one person to the next because we all read different books, read different stories, and experience life differently which contributes to our unique lives.
1 - How did using your background knowledge help you understand the picture from today's lesson? (Adventures in Babysitting).
2 - Do you feel using your background knowledge to make connections helps you when you understand what you read?
3 - Please use an example from something you have read recently and explain how you used your background knowledge to make a meaningful connection in order to understand what you were reading.
4 - Ask yourself, what did something that you read remind you of and how was that important to your understanding of what you read?

VIDEO LINKS:
Comparing Mixed Numbers and Improper Fractions

WEDNESDAY: VISIBLE THINKING

1/14/2015

Transition Word Overload

Today, the students learned more about writing fluency by learning not to overload 'TRANSITION WORDS' into their writing. Scott and Damian volunteered for the demo. In the image, each book represents a transition word you may see in a piece of writing. Clearly they were overloaded by them. Click here to see the visual representation of this on our class Instagram page.

1.) MATH 6: Chapter 7 Lesson 5 Worksheet and textbook questions #1-10. Also, Watch this video to review today's lesson.
MATH 7: Any assigned work.

2.) LA: If you haven't done so yet, review the learning intentions for the Novel Approach with your parents. I will be contacting each of your parents to make sure you have done this.

3.) POST A RESPONSE:

We have been working on writing down your thinking onto your reading materials.
1 - Today, I would like you to post your VISIBLE THINKING in paragraph form on how you read the daily post on our class website. (IE Thoughts, questions, connections, ideas, experiences, vocabulary, phrases, explanations, etc.)
2 - In addition to your visible thinking, I also want you to write down 3 different purposes when you read the daily post on our class website. Surely you all read it several times to check to see if you have completed everything and to make sure you have not missed something.
3 - Keep in mind the different sections and the types of things that you see here on a daily basis. Be sure to comment on these.
4 - Comment on one other person's response and reply to any comments you receive.

VIDEO LINKS:
Converting Mixed Numbers to Improper Fractions
Sharpie Zentangles

TUESDAY: Setting a Purpose

1/13/2015

Learning about fractions

Today, students learned more reading strategies. The learning intention of the day was, "I can set a purpose when I read.' Students learned that each time they read something, the purpose changes and they learn something new. Today, on the first read, many students read for pleasure in order to get a feel for song lyrics. On the second read, many students read to deepen their understanding. For homework, students were asked to discuss page one of their 'NOVEL APPROACH' booklets with their parents and to go over the learning intentions listed on that page. Parents, please be sure to ask your children about their handout.

1.) LA: Discuss the learning intentions on page one of your 'NOVEL APPROACH' handout.

2.) MATH 6: No homework.
MATH 7: Any assigned work.

3.) POST A RESPONSE:

After the iChart, what did today's lesson begin with and why?
Why do we begin all lessons with this?
Which reading strategy did you learn about today?
Why do we set a purpose before reading?
What happens when you read something for the first time? Second time? Third time?
Who pushed your thinking today?
How did they push your thinking?
Comment on one post and respond to any comments you receive.

VIDEO LINKS:
Caleb's Holiday Presentation
Khan Academy - Mixed Numbers and Improper Fractions

MONDAY: UNICEF

1/12/2015

www.unicef.ca

Today, students learned about UNICEF, why it was created, and what this organization stands for. In addition to this, the students learned about the poverty cycle and how sometimes, children living in developing countries (3rd world countries), often get stuck living in poverty for generations and generations. If children are forced into child labour, they are unable to receive an education, which inevitably leads to a job that does not pay well. When these children get older, because they lack the education to get a good job, they end up living in poverty and the cycle starts over again when they in turn have children.

1.) MATH 6:

Chapter 7 Lesson 4 Worksheet.
Quiz on everything covered so far (Chapter 7 Lessons 1- 4)

MATH 7: Any assigned work.

2.) LA: Paragraphing worksheet is not due tomorrow. We will continue working on it in class tomorrow.

2.) POST A RESPONSE:

Watch this video to review what was discussed in class today.
Today you learned about UNICEF, why it was created, and what they do as an organization of the United Nations. You completed a mini research assignment and used your critical thinking skills
What are 4 things UNICEF helps children with?
Why was UNICEF created and when?
List two reliable sources of information.
Also list two points for each reliable source of information explaining why it is reliable.

VIDEO LINKS:
UNICEF - For Every Child
Imagine - UNICEF World Version

FRIDAY: United Nations

1/9/2015

Today, students learned more about developing countries and how UNICEF helps with supplying food, money, education, and shelter. Many of you have seen the orange donation boxes everywhere. They are one of the largest organizations that help provide for children in need. The United Nations has been instrumental in bringing awareness to the world about children in developing countries who need our help. We are agents of change and we need to act in order to change the world.

1.) MATH 6: Chapter 7 Lesson 3 questions (text and worksheet)
MATH 7: Any assigned work.

2.) SOCIALS:

Watch this video that was created by the United Nations (UNICEF).
Think about what problems exist for children around the world and think of ways you think we can solve these problems.

3.) Student Learning Journey E-Folios:

If you are one of the 5 students who have yet to create an account at weebly.com, please do so.
Use your Gmail address and use your code name when you register. Do not input any personal information.
Create a simple website if you can figure it out. Play around with the functions.

4.) POST A RESPONSE:

After watching the video, post any comments about how you feel about it and what you think you can do to improve life for children around the world.
Ask yourself what actions you can take to solve these problems.
Comment on at least one other student's post.
Reply to any comments you receive/
And of course, don't forget to edit/revise your original post.

VIDEO LINKS:
For Every Child 2010 UNICEF

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