June 19-26

As I sit down to write this, it's hard to believe that this is the last week of the school year! It has flown by and it's truly been a pleasure. 

This week students have worked on culminating activities. In math students have been working on designing board games that involve probability. They've come up with some very creative ideas for board games. In language students we discussed the fact that music, including hip hop and rap are forms of poetry. Students are working on a final poem of their choice to perform at our upcoming poetry cafe on Tuesday.

In social studies students presented their projects on a First Nations group, European explorer or Canadian immigrant group. Students taught each other about their topic and answered questions from the class. These projects will be on display at our poetry cafe. 

In science grade 5s learned about the states of matter. We performed a couple of fun experiments involving freezies and popcorn to illustrate the "big ideas" in this strand of science. 

Finally, our grade 6s graduated today. I confess to having shed a tear more than once. Congratulations, Domenic, Ellie, Ben, Fiona, Isabella, Kalsia, Devin and Taylor. :-)

Important upcoming dates:

Tuesday, June 23rd: poetry cafe and celebration of learning (Parents are invited to attend.) 8:35- 11:25; Conquer Cancer with a Kick 3:45-4:30

Thursday, June 25th: last day of school- a bittersweet day :-)

Friday, June 26th: PA day

Homework for this week:

There is no homework for the rest of the year; however,  I spoke with the class this week about the importance of continuing to practise their skills over the summer. Simple workbooks used for even 10 minutes a day can help students retain their skills, particularly in math. These skills can be forgotten if they're not practised. I picked up a couple of Canadian Curriculum workbooks from Costco for my own children to use during the summer, and will ensure that they continue to read. The textbook Jump at Home, by John Mighton is also a good math text to use for extra practice. I don't suggest using these kinds of books for hours on end daily, as we want to develop our children into life-long, enthusiastic learners, but merely as a means to keep up the skills that the students have acquired. 

Best,

Bronwyn Davidson

June 12-19

This week in math students wrote a quiz on probability that went home to be signed and returned. Students began a probability project, creating a board game that uses probability. 

In language students learned about the history of Japanese Canadians during WWII and wrote beautiful haiku poems on the topic. We also created cherry blossom art pieces. Our Junefest canvas is of cherry blossoms, and is dedicated to the Japanese Canadians who were put in internment camps in Canada during WWII. 

Due to the rescheduling of the track meet, I moved the due date for the social studies projects to Monday. On Monday students will present their projects to the class, and teach each other about their various topics. 

Important upcoming dates:

Monday, June 15th: social studies project due

Wednesday, June 17th: Mono Cliffs forms due for grade 5s

Thursday, June 18th: tour of Glen Ames for grade 6s

Friday, June 19th: pool for grade 5s, graduation for 6s

Tuesday, June 23rd: poetry cafe and celebration of learning (Parents are invited to attend.) 8:35- 11:25; Conquer Cancer with a Kick 3:45-4:30

Thursday, June 25th: last day of school- a bittersweet day :-)

Homework for this week:

There is no homework folder homework for this week. Students need to continue to read daily for at least 20 minutes each day. Social studies projects are due on Monday.

Best,

Bronwyn Davidson

Social Studies Project Success Criteria

Here is the success criteria for the social studies project that the students and I created together. 

June 5- June 12

This week in math students continued to work on solving problems involving probability. Students designed spinners that showed the probability of spinning blue as 0.2. They then performed experiments and we compared the theoretical vs. the experimental probability. 

In language and social studies students worked on the rough drafts of their paragraphs for their project, as well as their diary entry and art component. Students also learned what a bibliography is, and how to create one. We co-created the success criteria for the final presentation, which will be posted on the blog. 

We also read a beautiful book, featuring the art of Roy Vickers, entitled, "The Elders are Watching." We made text to text, and text to world connections to the book, including its connection to "War of the Eagles" and "The Lorax." Our Roy Vickers inspired paintings are hanging on display in rm. 21. Finally, we read parts of an article from the Globe and Mail entitled, " Truth and Reconciliation report calls for steps to improve First Nations' lives." 

Important upcoming dates:

Friday, June 5th: PA day

Wednesday, June 10th: probability quiz

Thursday, June 11th: social studies project due

Friday, June 12th: pool

Saturday, June 13th: Junefest  (Please send in your items for our beach basket by Thursday!)

Friday, June 19th: graduation

Tuesday, June 23rd: poetry cafe and celebration of learning (Parents are invited to attend.) 8:35- 11:25

Homework for this week:

There is no homework folder homework for this week. Students need to continue to read daily for at least 20 minutes each day. Also, social studies projects can now go home, as I have evaluated the process. Students can complete their final drafts at home. 

Best,

Bronwyn Davidson

May 29- June 5

This week in math students worked on solving problems involving probability. Students learned how to represent probability as a fraction, and how to show it on a number line between 0 and 1. Students also learned how to represent probability as a decimal and percent. Finally, we worked on the skill of predicting, or extrapolating results using probability. 

In language students continued to read and write poetry. On Monday we had a spoken word artist visit our classroom to do a workshop with the students. Here's a clip of one of her poems, entitled, "Tomboy" : https://www.youtube.com/watch?v=KlHgwctZA8A. Students worked on the skills of writing and performing their poetry during the workshop, and are continuing to use those skills as we move forward in poetry. Many thanks to the parent council for funding this workshop!

In social studies we looked at several clips about First Nations issues, past and present. Students learned about some of the negative consequences of explorations, both short term and long term. We read a book entitled, "Cheyenne Again," and learned about residential schoos and their impact on First Nations culture. The students then wrote poety on the topic of First Nations issues. Their poetry shows a deep understanding of the issues and consequences. Students also began to work on writing the paragraphs for their social studies project. Together we co-created success criteria for the paragraphs and for the art/poetry component of their project. 

In art students learned about a famous Canadian arist named, Roy Vickers. I chose  Vickers because he is similar to a character from our read aloud book, War of the Eagles, in that his heritage is half Tsimshian and half English.  Here is a clip of him talking about different choices of media: http://www.royhenryvickers.com/rhv_media.  After learning about the artist students created works of their own in the style of Roy Vickers. 

Finally, good luck to Julia, Beatrice, Ellie, Noelle and Isobel, who are going to sing with the Williamson Road choir for the Governor General! 

Important upcoming dates:

Thursday, June 4th: pool

Friday, June 5th: PA day

Friday, June 19th: graduation

Homework for this week:

There is no homework folder homework for this week. Students need to continue to read daily for at least 20 minutes each day, and continue to work on their notes if they felt there were gaps. Most students are finished their notes. Students also need to gather any necessary materials for their artifact piece, if that is their chosen art form, by Thursday. 

Best,

Bronwyn Davidson

May 22-29

This week in math students completed a unit on measurement and wrote a final quiz that covered all the measurement topics. That quiz went home today to be signed and returned for Tuesday. We started our final math unit, which is on probability. 

In language students continued to read and write poetry. Students shared their poems during author's chair, and learned how to identify and use personification, similes and metaphors in their writing.  We also watched a spoken word artist present his work and discussed why his presentation was so effective. Here is the link for that poem: https://www.youtube.com/watch?v=RTZrPVqR0D8. 

In social studies we looked at several clips about the history of Canada and discussed which source was the best and why. Students took notes while watching the clips in order to practise their listening and summarizing skills. 

In art students finished their Keith Haring works of art, which are displayed in the hall outside our room. 

Important upcoming dates:

all week: bike/ walk to school week
Monday, May 25th: spoken word artist visit

Thursday, May 28th: pool

Homework for this week:

There is no homework folder homework for this week. Students need to continue to read daily for at least 20 minutes each day, and continue to work on their notes if they felt there were gaps. Most students are finished their notes. Students also need to brainstorm  and/ or research for the art/ poem/song component of their project, which we will begin on Wednesday in class. 

Best,

Bronwyn Davidson

Social Studies Project

Social Studies Project- Grade 5

Learning task: Research and report on a significant group or person from the First Nations or European Explorers.

All work will be modeled in class. Students can do research and final drafts at home, but the majority of the work is to be completed at school. We will create success criteria as a class as components are taught and modeled.

Presentation choice: bristol board, shoe box, power point or prezzie, duotang

Tasks:

1) Answer the following questions in paragraph form. Use 3 separate paragraphs.

a) The facts

Who are they? Describe.

Where did they come from and where did they settle? Or, where did they live in Canada?

When did they come to Canada? or When did they meet Europeans?

Why did they come to Canada? (explorer) What was life like? (First Nations)

b) Consequences

What happened when they met the other group? What were the positive and negative consequences?

c) Connections to Today

How is the interaction connected to present day issues in Canada? What were the long-term consequences?

How did the person or group contribute to Canadian identity?

2) Map. Include a map of the country where your chosen group is from. The map must be coloured neatly and labeled appropriately. 

3) Diary entry from the perspective of the person you’re researching, explaining their point of view and describing an event that has taken place. This will be presented in role.

4) Art: choose one of the following.

a) Create a visual art piece to be displayed in a gallery or museum that is typical of your chosen group and the time.

b) Create a poem or song that conveys the ideas and experiences of your chosen group.

5) Bibliography

Possible groups or people: Champlain,  Cartier, Hudson, Cooke, Forbisher, De Monts, Etienne Brule, Ojibway, Abenaki, Algonkin, Haudenosaunee, Ojibwe, Ottawa, Potawatomie, Wendat, Weskarini; Beothuk, Innu, Mi’kmaq, Passamaquoddy, Wolastoqiyik, Courier des bois, Donnaconna, Filles du Roi, First nations women

Missionairies

Social Studies Project- Grade 6

Learning task: Research and report on a significant group of people who settled Canada.

All work will be modeled in class. Students can do research and final drafts at home, but the majority of the work is to be completed at school. We will create success criteria as a class as components are taught and modeled.

Presentation choice: bristol board, shoe box, power point or prezzie, duotang

Tasks:

1)Answer the following questions in paragraph form. Use 3 separate paragraphs.

a) The facts

Who are they? Describe.

Where did they come from and where did they settle?

When did they begin to settle in Canada?

Why did they come to Canada?

b) Consequences

What happened when they tried to settle? What were the positive and negative consequences?

c) Connections to Today

How has your group contributed to Canadian identity?

2) Map. Include a map of the country where your chosen group is from. The map must be coloured neatly and labeled appropriately.

3) Diary entry from the perspective of the person you’re researching, explaining their point of view and describing an event that has taken place. This will be presented in role.

4) Art: choose one of the following.

a) Create a visual art piece to be displayed in a gallery or museum that is typical of your chosen group and the time.

b) Create a poem or song that conveys the ideas and experiences of your chosen group.

5) Bibliography

Possible people:

First Nations, French, English, Chinese, Metis, Inuit, Japanese Canadians, Acadians, Germans, Scandinavians, South Asians, Carribean peoples, Black Loyalists, Ukranians, Irish, Scottish