TASK: I was to create an organized piece of writing that tells my story. My story is made up of details and memories that construct who I am.
INTENT: Everyone’s story begins the same way but from that moment on our “stories” become unique. Many people and many events are a part of our stories. The purpose of this assignment was for me to tell my story focusing on key events, people, and experiences that helped shape my story.
CRITERIA: My final piece has three paragraphs and a reflection: a) How my story began (5 marks) b) A specific memory or event that had a meaningful impact (5 marks) c) My future self – Who do I see? What goals do I want to attain? (5 marks) d) Reflection on my final piece of writing (5 marks)
TASK: Each day we were given a word and its definition. We then had to write the word in a sentence that showed we understood the meaning of the word.
INTENT: The purpose for learning a new word each day is to enrich our vocabulary in our own writing and expand our knowledge of the English language.
CRITERIA: We were expected to:
Keep our notebook up-to-date
Share our sentences with the class
Use the word in a context related to our subject areas
Thank you Ma'am We read the short story, “Thank you, Ma’am” by Langston Hughes. This story shows the consequences a young thief faces after attempting to steal a strong, yet compassionate, victim’s purse. Rather than punish the young thief, Mrs. Luella Bates Washington Jones empathizes with him and takes him into her home for a hot meal. She teaches him a valuable life lesson.
I chose to draw the scene in the story whern Mrs. Luella Bates Wasinton Jones and roger was eating dinner. In tis scene, Mrs. Luella Bates Wasinton is being kind and was giving im a scond chance by inviting him for dinner. She is felling empathic towards him so she is taking care of him by feeding him food. The reason why I chose this scene was because it shows a lot of turst and kindness.
Iqbal My class read the novel, Iqbal, by Francesco D’Adamo. This story is about a real boy named Iqbal Masih who is sold into a life of slavery at a carpet factory in Lahore, Pakistan. We learned about the working conditions of overworked and abused children who are forced to make carpets all day long and are denied many of their basic rights. Iqbal knows that this kind of life isn’t right and he tries to make a difference in the lives of many.
Throughout the novel, the chapters were only labelled with a number. I took on the role of being the author and I came up with chapter titles that I thought described the events of that chapter. I then summarized the chapter with 3 points of information.
Simile cards
We learned that a simile is a figure of speech that uses the words “like” or “as” to compare two different things. The novel had many examples of similes and as we read we had to identify, record, and explain the similes. Once we had a large selection of similes, we created a simile card for a comparison of our choice. We had to explain the simile and draw an illustration that represented both parts of the comparison.
Explore Response
We wrote an EXPLORE reading response after reading the first 5 chapters of the novel. Our response was 6 paragraphs each focusing on a different area. (Ex- Example, P-Purpose, L- Language and Key Lines, O-Organizational Features, R – Relate, E- Evaluate) I received a mark of /35. (Explain what you did well and/or what you can do better next time)
There are many quotable passages in the novel. We had to identify important quotes and explain why they were significant. After reading chapter 7 we wrote a quiz where we had to respond critically to certain passages. After the quizzes were marked, we then had to go back to our quiz and make corrections to our answers.
TASK: After completing our novel study, I then had to use my knowledge of Iqbal to write an essay on child labour INTENT:
To make my reader aware of the issue of child labour
To inform my reader about the oppression that children like Iqbal face
To empower/encourage my reader to take action in support of children’s rights
CRITERIA: We were evaluated based on:
Strong thesis statement
Clear Introduction
Evidence from the novel with clear citations throughout the body paragraphs
Organizational structures and Use of Transitional Words
Strong Conclusion
Conventions and Language Usage
Followed the steps of the writing process including revising, editing, and proofreading
Social Studies
Timeline
In September, as an introduction to the study of history, we each had to make a timeline of events that represented our own life.
Cro-Magnon Poster
TASK: We had to create a poster that featured four important parts of daily Cro-Magnon life. (Homes, Food, Tools and Social Structure)
: To develop a clear understanding of the Cro-Magnons who were the first modern people to live in Europe, about 40,000 years ago
CRITERIA: We were evaluated on the following key criteria:
Use of specific details of Cro-Magnon daily life in the four quadrant drawings
Clear headings and title
Good use of space/layout
Neatness (use of a ruler, drawn in pencil, coloured in pencil crayons)
Creativity and effort
Egypt Title Page
Egyptian Cartouche:
This is an Egyptian cartouche. This is my name is Ancient Egyptian hieroglypics. Hieroglypics are pictoria writing created in c.3300 BCE. The first purpose for hieroglypics is to keep records of paid taxes, supplies for temples, military information and production of crops. The second purpose for hieroglypics is to be used by scribes to write letters or record stories. The third purpose for hieroglypics is to be used by Eqyptian priests in 4t Century CE who kept hieroglyphs a secret.
Pyramid: Four-sided stone structure used for religious cremonies or as a tomb for important people. Eqyptian pyramids had pointed tops; Sumerian and Central American pyramids had flat tops.
Sistra: Rattling musical insturments of ancient Egypt. They were usally played by women, except when the Pharaoh was making offerings to the goddess Hathor.
Definition Card
We learned a lot of vocabulary words during our Ancient Egypt unit. We had to choose a word, and then define and illustrate it.
Table of Contents
Language Arts
My StoryTASK: I was to create an organized piece of writing that tells my story. My story is made up of details and memories that construct who I am.
INTENT: Everyone’s story begins the same way but from that moment on our “stories” become unique. Many people and many events are a part of our stories. The purpose of this assignment was for me to tell my story focusing on key events, people, and experiences that helped shape my story.
CRITERIA: My final piece has three paragraphs and a reflection:
a) How my story began (5 marks)
b) A specific memory or event that had a meaningful impact (5 marks)
c) My future self – Who do I see? What goals do I want to attain? (5 marks)
d) Reflection on my final piece of writing (5 marks)
Word of the Day
TASK: Each day we were given a word and its definition. We then had to write the word in a sentence that showed we understood the meaning of the word.
INTENT: The purpose for learning a new word each day is to enrich our vocabulary in our own writing and expand our knowledge of the English language.
CRITERIA: We were expected to:
Thank you Ma'am
We read the short story, “Thank you, Ma’am” by Langston Hughes. This story shows the consequences a young thief faces after attempting to steal a strong, yet compassionate, victim’s purse. Rather than punish the young thief, Mrs. Luella Bates Washington Jones empathizes with him and takes him into her home for a hot meal. She teaches him a valuable life lesson.
I chose to draw the scene in the story whern Mrs. Luella Bates Wasinton Jones and roger was eating dinner. In tis scene, Mrs. Luella Bates Wasinton is being kind and was giving im a scond chance by inviting him for dinner. She is felling empathic towards him so she is taking care of him by feeding him food. The reason why I chose this scene was because it shows a lot of turst and kindness.
Iqbal
My class read the novel, Iqbal, by Francesco D’Adamo. This story is about a real boy named Iqbal Masih who is sold into a life of slavery at a carpet factory in Lahore, Pakistan. We learned about the working conditions of overworked and abused children who are forced to make carpets all day long and are denied many of their basic rights. Iqbal knows that this kind of life isn’t right and he tries to make a difference in the lives of many.
Throughout the novel, the chapters were only labelled with a number. I took on the role of being the author and I came up with chapter titles that I thought described the events of that chapter. I then summarized the chapter with 3 points of information.
- Simile cards
We learned that a simile is a figure of speech that uses the words “like” or “as” to compare two different things. The novel had many examples of similes and as we read we had to identify, record, and explain the similes. Once we had a large selection of similes, we created a simile card for a comparison of our choice. We had to explain the simile and draw an illustration that represented both parts of the comparison.- Explore Response
We wrote an EXPLORE reading response after reading the first 5 chapters of the novel. Our response was 6 paragraphs each focusing on a different area. (Ex- Example, P-Purpose, L- Language and Key Lines, O-Organizational Features, R – Relate, E- Evaluate)I received a mark of /35. (Explain what you did well and/or what you can do better next time)
There are many quotable passages in the novel. We had to identify important quotes and explain why they were significant. After reading chapter 7 we wrote a quiz where we had to respond critically to certain passages. After the quizzes were marked, we then had to go back to our quiz and make corrections to our answers.
TASK: After completing our novel study, I then had to use my knowledge of Iqbal to write an essay on child labour
INTENT:
- To make my reader aware of the issue of child labour
- To inform my reader about the oppression that children like Iqbal face
- To empower/encourage my reader to take action in support of children’s rights
CRITERIA: We were evaluated based on:Social Studies
- Egypt Title Page
Egyptian Cartouche:This is an Egyptian cartouche. This is my name is Ancient Egyptian hieroglypics. Hieroglypics are pictoria writing created in c.3300 BCE. The first purpose for hieroglypics is to keep records of paid taxes, supplies for temples, military information and production of crops. The second purpose for hieroglypics is to be used by scribes to write letters or record stories. The third purpose for hieroglypics is to be used by Eqyptian priests in 4t Century CE who kept hieroglyphs a secret.
Pyramid: Four-sided stone structure used for religious cremonies or as a tomb for important people. Eqyptian pyramids had pointed tops; Sumerian and Central American pyramids had flat tops.
Sistra: Rattling musical insturments of ancient Egypt. They were usally played by women, except when the Pharaoh was making offerings to the goddess Hathor.
Science
Math
Integers
Volume
My Volume PostSurface Area
My Surface Area PostPythagoras
My Pythagoras PostPercent
My Percent PostProportional Reasoning
My Proportional Reasoning PostManga High
We Day