Students have been very invested in writing their letters to Justin Trudeau as a way to highlight who they believe in Canada's most influential person!
We have been working hard at: - understanding what is persuasive writing - learning and utilizing strong language to build and defend ideas - interpreting the research we find online and finding the "so what factor" - organizing our ideas with supporting details This week we will start the formal writing of the letter this week, and will go through some peer edits before ACTUALLY sending them off to Mr. Trudeau. Students asked if we could....and I thought, why not!
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FOR MONDAY:
Click here to access the quick videos about some of Canada's most influential people. Be sure to continue taking jot notes about theses people. Be prepared to pick WHO you believe should be names Canada's Most Influential Person. Students are balancing many different HUM projects right now and are doing great!
1 - we are still waiting to hear back from the students at Kugluktuk 2 - ongoing Book Clubs, typically during FLEX 3 - writing bootcamp: with the help of wrapping that up in the next couple weeks 4 - immigration iMovie As a class we generated a list of questions we could ask or research to find out some information about why and how someone would choose to immigrate to Canada. Students had some great insights! Students had the choice is they would rather ask a family member about their immigration story, OR research why a group of people immigrated here, and then re-tell their story. We discussed the pros and cons to both, although most people decided to interview a family member. We are working with the iPads to create digital stories. Students are working hard and are aiming to have these done by May 9th. Students have been plugging away at their short stories. Stay tuned for pictures on the process (bootcamp) we have explored so far! Students are LOVING their stories, and can see their ideas transforming into creative stories.
Students have been learning about the CP railroad. They have read articles and non-fiction texts to help bring new knowledge to the surface. They have engaged in collaborative conversations to use this new knowledge to build on previous understandings. Through these conversations students critically determined what they thought would be the best routing for the railroad. Students drew out their routing and needed to justify their choices incorporating ideas such as: impact, increasing population, distribution of resources, increasing tourism, etc. This work, and justifications, have been marked and are on PowerSchool. Students will be receiving this work back this week - should they like to improve their mark, they have until the end of the week (April 26th) to complete it.
This assignment also incorporated a math component, which has been marked and attached to the assignment. If you are looking for a good book, or want to make a suggestion for new books in the LC, check out this website: https://pernillesripp.com/our-favorite-books/
I welcome any and all new book suggestions. While Miss Malayko is away Tuesday, if you choose to do the FLEX BLOG activity, follow the instructions below: Instructions: - using the plot diagram from yesterday, determine each plot element (beginning, rising action, climax, resolution/solution, conclusion) from the Pixar shorts linked below - complete all work in your Wednesday Writing journal - draw the plot diagram and fill it in Reminder - this is a plot diagram (see image on the right) Links (pick one...if you have time, you can do more than one) Geri's Game: https://www.youtube.com/watch?v=gLQG3sORAJQ Lifted: https://www.youtube.com/watch?v=i62znvPLlrw The Present: https://www.youtube.com/watch?v=WjqiU5FgsYc Students in 5A are starting an inquiry project about the Arctic Region. Please ask your child about the letter that was sent home today. Here is what we have done so far:
1- brainstormed questions to ask students in Kugluktuk - no restrictions, just that it had to be school appropriate 2- talked about our criteria for "important" and talked about what is important 3- categorized our questions into the categories of importance 4- grouped into areas of interest based on the categories of importance 5- started a google doc with all of the questions in our interest based groups. |
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