Homework & Reminders
today I gave the students a list of assignements and activities we have been working on for the last couple of weeks so they can keep a checklist of what they have completed and what they still need to finish and hand in for assessment
Math 7 Quiz #2 tomorrow on multiplying numbers and placing the decimal point- review class work and study the examples as there will be a selection of the same examples on the quiz
Math 6 no new homework
Novel some students still have the good copy of the reader's response Ch 6-10 to hand in (it does not have to be word processed)
Spelling activity #4 today (I have 2- thanks) and spelling list #4 for Thursday test
Grade 6 immunization forms due tomorrow
Girl's volleyball game at home- please return permission forms and be ready with proper attire to play
Oct 20th pictures
Oct 20th Halloween Carnival - lots of fun
Oct 21 provincial P.D. day- no school
General Day
Daily French - we reviewed n'est ce pas? and our new phrase or vocabulary word today was encore un fois (again)
Spelling return Test #3 and redo #2
Prep list for Test #4 and start on the activity - this week using the novel and chapter/page references we are looking at how the words are used in context, using dictionaries for finding reasonable definitions and writing the sentence that the word is in.
Morning funny!
One student became quite frustrated with the dictionary part of the activity until I realized that he was using his French-English dictionary. He still thinks the French dictionary is useless because it doesn't have defintions. He wanted to know what the word was in French so he could look it up and find out the word in English! I tried to explain that he already had the word in English and he still would have no definition (more to the point I didn't know what the word was in French)! He muttered like Muttley(?) the dog from the old cartoon about the fact that technically the French-English dictionary shouldn't be called a dictionary. LOL
Band Ms. Sorban
Math 7 a follow up to the problem on Friday. There are 8 different ways that fully loaded vehicles could transport 28 students. Using a chart we figured out all the ways we could use 3, 4 and 7 to add up to 28
Then the students started to ask about the driver! (Oh, Lord- this age level take everything so literally that it is scary!)
We tried another example of a problem that can be solved by using a chart to ensure the coins are not counted twice.
If you have 12 coins in your pocket. The coins are dimes, nickles and pennies. You have more dimes than nickles and more nickles than pennies, calculate all the different amounts of money you could have.
We discussed today how the response to these types of problems are assessed and we shared a rubric to ensure all students know the expectations:
- use the information
- show your math reasonaing and calculation (even if using a calculator in a multi-step problem)
- find a reasonable answer and
- make a statement with the answer in it making it clear to the reader
We reviewed the class work that will be on the Quiz#2 tomorrow and I gave the students some study time- it did get a bit chatty toward lunchtime!
silent reading
socials- archaeology- what it is, methods, why it is our window into history
intoduced internet -connected book The Usborne Introduction to Archaeology
Group activity- the students had to work cooperatively to piece together a puzzle of an 'artifact' some ahd extra pieces, some had missing pieces and one had the whole thing. It was a really interesting activity for watching what happens and who takes control of a situation, who whines, who assists and ultimately which students were successful. One team finsished it well before the others BUT each team did manage to create close facsimiles. The point was to introduce one of the age old methods of fieldwork- painstakingly finding, documenting, mapping and pieceing together little bits of pottery that may be something or may not. Ability to imagine, create and sketch are also very helpful skills in arcaheology as are patience, teamwork and understanding the conncets to math and science.
We followed this up in the lab at computer time where I was able to show an animation of a quadrat sampling and connect to math and science. Students also used time for incomplete webs and/or redoing paragraphs and/or working on their Reader's Response.
Some are completed all activities and had a modicum of 'free' time.
We went over time in the computer lab.
Back in class we did planners, homework review, clean up and a quick closing of the socials topic using the Usborne text.
Have a good night.
Mrs. J.
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