Band 7

Today students played through their method books, from #11-18. 

HOMEWORK: # 21 and 22 in the method book.

Just a reminder that a half note is worth 2 beats and a whole note is worth four beats.

Foods 8-10

Today students baked pumpkin muffins.  This was a very successful lab and the muffins were delicious!

Foods 10-11

Today students baked pumpkin muffins.  This was a very successful lab and the muffins were delicious!

Socials 10

Today we began the class by discussing the acronym SPERMG!

SOCIETY
POLITICS
ECONOMICS
RELIGION
MILITARY
GEOGRAPHY

Students must begin to incorporate aspects of SPERMG in their socials paragraphs/essays.

After this discussion, we looked at a paragraph and assessed it according to the rubric below:

Socials 10 Writing Rubric

	Beginning	Developing	Accomplished	Exemplary
Main Topic /Idea	·       no position, opinion or judgment is evident ·       main topic/idea is unclear	·       An opinion or judgment is attempted ·       main topic/idea is implied but not clearly stated	·       An opinion or judgment is evident ·       main topic/idea is clearly stated in the beginning but not rephrased at the end	·       Expresses a clear opinion or judgment ·       main topic/idea is clearly stated in the beginning and rephrased at the end
Supporting Details	·       paragraph has no detail sentences to support the main idea ·       statements are opinion, not fact	·       paragraph has few detail sentences to support the main idea ·       some factual statements	·       paragraph has some detail sentences to support the main idea ·       facts used to support statements	·       paragraph has many detail sentences to support the main idea ·       interpretation of facts enhance argument
Sentences and Grammar	·       sentences are choppy, fragments or run-on ·       sentences often begin with the same word ·       grammatical errors affect readability	·       sentences are well- constructed but have little variety ·       used mostly simple sentences ·       some grammatical errors	·       sentences are well-constructed ·       simple and compound sentences are used ·       few grammatical errors	·       sentences are constructed effectively ·       simple, compound and complex sentences are used ·       no obvious grammatical errors
Organization	·       paragraph is disorganized or confusing ·       paragraph does not have a logical progression	·       paragraph is somewhat organized ·       paragraph has a somewhat logical progression	·       paragraph is well-organized ·       paragraph has a logical progression	·       paragraph is well-organized with smooth transitions ·       paragraph has a logical, effective progression
Mechanics	·       paragraph has many punctuation, capitalization and spelling errors	·       paragraph has some punctuation, capitalization and spelling errors	·       paragraph has few punctuation, capitalization and spelling errors	·       paragraph has no punctuation, capitalization or spelling errors

Students will be assessed by this rubric on the next paragraph assignment.  Students were given class time today to rework/edit their previous paragraphs.  It is imperative that students use this class time to their maximum advantage.

Students who completed the paragraph, and or opted out of using class time, were asked to compete a worksheet on economy.

Language Arts 7

Today students played their instruments for 15 minutes.  Just a reminder, #14 from the method book is due for homework tomorrow!

Students then remained in a circle and we discussed different literature connections.  This means a text (a book or a story) connection to either oneself, another text, or to the outside world.

Today we read the first eleven pages of the book Red Land Yellow River by Ange Zhang.  Here, I made text to self, another text, and outside world connection, modelling what will be expected from the students.  Students then had the opportunity to begin making their own connections to a passage from the story above.

HOMEWORK:  Students were asked to have one connection between a text they have read and either themselves, another text, or the outside world.

English 8

Today we began class by generating a list outlining classroom behaviour expectations.  The following list was agreed upon:

BEHAVIOUR EXPECTATIONS

SUPPORTIVE:

teamwork

encouraging

trustful/honest

caring

listen attentively

laugh with not at

helpful

RESPONSIBLE:

manage yourself

caring

listen attentively

be respectful

laugh with not at

active participant

peaceful

related ideas

Students then filled out their own personal contracts.

When this was complete, students had the opportunity to get into small groups and begin working towards completion of the project.  Please see the post called FINAL IQBAL PROJECT  for more information.

Senior Band

Today we received a few permission forms in for our trip.  I appreciate those students who are so on the ball!

Today we worked through our regular scales, as well as worked on a listen rhythm exercise.  Students were quite good at listening to each other during this format.

Language Arts / Band 7

MUSIC

Today students moved from numbers #1-10 and branched into #11-13.  This was a tricky transition, as we have now moved from letters being attached to notes, to just notes!

For HOMEWORK: #14 in the method book.



LANGUAGE ARTS

Today students either completed their pen-pal letter to China or a sentence recognition sheet.  The recognition sheet is due for HOMEWORK.

Foods 10-11

Today students baked carrot cake muffins.  They were delicious!

Foods 8-10

Today students baked carrot cake muffins.  They were delicious!

Socials 10

Only two students were in attendance.  They used this opportunity to complete unfinished work.

Senior Band

Today we had a very small class due to the snow.  We had a short warm-up and then dove into a few pieces.

English 8

Please make sure that you have read through the slavery reporter project and are ready to proceed on Thursday.

English 8: FINAL IQBAL PROJECT

Iqbal: Final Project

A Reporter’s Perspective

Your Task: Imagine you are a Canadian reporter visiting Pakistan. You have secretly been escorted into the inside of the carpet factory where Iqbal lives. You have taken detailed notes on the experiences of the children here and now is time to expose the truth.  Try to recall the documentary we watched with about the use of child labour in the chocolate trade.  As well, use the prompts below to complete your report:

·      Explain your position on child labour.

·      How would you let people in Canada know about the conditions of bonded child slaves in Pakistan? 

·      What do you think can be done to address this issue?

·      How would you let people know how they can become involved?

You may choose the following media to present your report:

1.You can film a documentary.

2.You can create a brochure in electronic or print format.

3.You can create a Powerpoint Presentation.

You will have four classes to design your report, with presentations in front of the class occurring on the fifth class.  You may work in small groups unless you prove incapable of doing so, in which case, I will insist that you create a brochure on your own.

RUBRIC FOR ASSESSMENT:

FINAL IQBAL PROJECT MARKING RUBRIC

	Beginning	Developing	Accomplished	Exemplary
Concepts	Work does not convey an understanding of child labour conditions or solutions to child labour issues.	Work conveys a minimal understanding of child labour conditons & solutions to child labour issues	Works conveys some  understanding of Child labour conditions & is able to identify some thoughtful & realistic solutions to child labour issues	Work conveys a deep understanding of child labour conditions & is able to identify many thoughtful and realistic solutions to child labour issues
Communication	Cannot apply concepts learned	Presented content which failed to maintain a consistent focus, showed minimal organization & effort, & lacked an adequate amount of supporting evidence	Presented most of the content with a logical progression of ideas & supporting evidence	Presented content clearly with a logical progression of ideas & effective supporting evidence
Critical Thought	Is unable to independently make connections & draw conclusions	Some evidence of ability to identify one’s own position on the issue, drawing support from experience and information from a variety of sources.	Evidence of ability to identify one’s own position on the issue, drawing support from experience and information from a variety of sources.	Clearly identifies one’s own position on the issue, drawing support from experience and information from a variety of sources.
Quality of Product	The writing/script presents loosely connected ideas & is often difficult to follow, with serious errors in conventions. May need help to complete task.	The writing/script completes most basic requirements; may be vague & unfocused in places, or omit key information. Some errors.	The writing/script is easy to follow & includes enough accurate, relevant information & detail to accomplish the basic task. Few errors.	The writing/script is clear & concise; provides well-chosen, specific information & details to effectively accomplish the task.

Please use the following link to access more information on Iqbal:

http://desk2.sd8.bc.ca/web1/Elementary/Iqbal/links.htm