Sample sentences for speaking and writing for Friday's presentation of learning on space
La Terre comparé à l’univers
Les informations/ les faits intéressants :
Savais-tu que Vénus est la plus chaude de toutes les planètes ?
Savais-tu que la trajectoire de Pluton est diagonale, en forme d’une ellipse.
Savais-tu que toutes les planètes sont rondes?
Savais-tu que le noyau de Vénus est plus chaud que le noyau de Mercure?
Savais-tu que toutes les planètes ont une couleur?
Savais-tu que la masse du soleil est 99% de la masse de tout le système solaire?
Savais-tu que Mercure a une présence d’eau?
Savais-tu que la révolution de Pluton prend 240 ans?
Savais-tu que Mercure est le plus proche du soleil?
Savais-tu que Pluton est la plus éloignée de notre étoile, le soleil?
Un astre, c’est un objet dans l’espace, par exemple une planète, une lune, une comète, un astéroïde,
Les comparaisons :
Comparé à la terre qui est une planète tellurique, Saturne est une planète gazeuse.
Comparé à la terre, qui a un diamètre de 12,000 km, Jupiter a un diamètre de 142,000 km.
Compare à la terre, qui n’a qu’une lune, Jupiter a 67 satellites naturels.
Les questions :
Je pense qu’il y a la vie dans les autres galaxies.
Je me demande s’il y a d’autres formes de vie sur d’autres planètes dans l’univers?
Les informations/ les faits intéressants :
Savais-tu que Vénus est la plus chaude de toutes les planètes ?
Savais-tu que la trajectoire de Pluton est diagonale, en forme d’une ellipse.
Savais-tu que toutes les planètes sont rondes?
Savais-tu que le noyau de Vénus est plus chaud que le noyau de Mercure?
Savais-tu que toutes les planètes ont une couleur?
Savais-tu que la masse du soleil est 99% de la masse de tout le système solaire?
Savais-tu que Mercure a une présence d’eau?
Savais-tu que la révolution de Pluton prend 240 ans?
Savais-tu que Mercure est le plus proche du soleil?
Savais-tu que Pluton est la plus éloignée de notre étoile, le soleil?
Un astre, c’est un objet dans l’espace, par exemple une planète, une lune, une comète, un astéroïde,
Les comparaisons :
Comparé à la terre qui est une planète tellurique, Saturne est une planète gazeuse.
Comparé à la terre, qui a un diamètre de 12,000 km, Jupiter a un diamètre de 142,000 km.
Compare à la terre, qui n’a qu’une lune, Jupiter a 67 satellites naturels.
Les questions :
Je pense qu’il y a la vie dans les autres galaxies.
Je me demande s’il y a d’autres formes de vie sur d’autres planètes dans l’univers?
les mots, un diagramme, les phrases au sujet de l'éspace
Some of the English definitions are not correct. For example, les astres are celestial objects, not asteroides. Une satellite naturel is a moon of a planet, as compared to a satellite that is human-made. La trajectoire de la lune is the trajectory of the moon, not to the moon.
Le Vocabulaire du terme 1
le calendrier
les mois : janvier, février, mars, avril, mai, juin, juillet, aout, septembre, octobre, novembre, décembre, les jours : lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche,
les saisons : l’hiver, l’automne, le printemps, l’été
les aliments
les produits céréales,
les produits laitiers, les fruits, les légumes, les viandes, les fraises, les bananes, les pommes, les bonbons, les champignons, la citrouille, le citron, les haricots, les pommes de terre, le poulet, les carottes, le lait, le pain, le riz, les biscuits, le gâteau, les crêpes, le fromage, le poisson, les œufs, le croissant, le pain au chocolat, le jus de pomme, le jus d’orange
les fêtes
Bonne fête, joyeuse noël, bon anniversaire, bonne année, le Jour de l’an, Kung Hay Fat Choy, Joyeuse Pâques, félicitations!
la météo
il fait chaud, il fait froid, il fait frais, il fait soleil, il pleut, il neige, c’est nuageux, c’est sombre, il y a de la glace, la grêle
la famille
la mère, le père, le frère, la sœur, le grand-père, la grand-mère, la belle-mère, la tante, l’oncle, le beau père, la cousine, le cousin,
l’école
la bibliothèque, le bureau, le gymnase, la cuisine communautaire, les toilettes, la cour, le corridor, la salle des enseignants
les fournissements de l’école
un crayon, un stylo, un cahier, les ciseaux, la gomme à effacer, une règle, un tableau, un pupitre, la colle, un téléphone cellulaire, une tablette numérique, un livre, un papier, une chaise, une bouteille d’eau, un agenda,
les vêtements
le manteau, le chapeau, les souliers, les bottes d’hiver, un imperméable, un traineau
Petit Papa Noël
C'est la belle nuit de Noël
La neige étend son manteau blanc
Et les yeux levés vers le ciel
A genoux, les petits enfants
Avant de fermer les paupières
Font une dernière prière.
Petit papa Noël
Quand tu descendras du ciel
Avec des jouets par milliers
N'oublie pas mon petit soulier.
Mais avant de partir
Il faudra bien te couvrir
Dehors tu vas avoir si froid
C'est un peu à cause de moi.
Il me tarde tant que le jour se lève
Pour voir si tu m'as apporté
Tous les beaux joujoux que je vois en rêve
Et que je t'ai commandés.
Petit papa Noël
Quand tu descendras du ciel
Avec des jouets par milliers
N'oublie pas mon petit soulier.
C'est la belle nuit de Noël
La neige étend son manteau blanc
Et les yeux levés vers le ciel
A genoux, les petits enfants
Avant de fermer les paupières
Font une dernière prière.
Petit papa Noël
Quand tu descendras du ciel
Avec des jouets par milliers
N'oublie pas mon petit soulier.
Mais avant de partir
Il faudra bien te couvrir
Dehors tu vas avoir si froid
C'est un peu à cause de moi.
Il me tarde tant que le jour se lève
Pour voir si tu m'as apporté
Tous les beaux joujoux que je vois en rêve
Et que je t'ai commandés.
Petit papa Noël
Quand tu descendras du ciel
Avec des jouets par milliers
N'oublie pas mon petit soulier.
Les phrases utiles pour le restaurant
un crêpe au :
chocolat/fraises/banane/Nutella/la crème fouetté/le sucre en poudre/le citron/sirop d’érable/ aucun garniture/tout
le sel
une fourchette
une cuillère
un couteau
une serviette
une assiette
- Est-ce que VOUS avez des ___________________?
- Je suis allergique aux ______________ (Melons)
- J’aimerais (I would like) ____________________ SVP
un crêpe au :
chocolat/fraises/banane/Nutella/la crème fouetté/le sucre en poudre/le citron/sirop d’érable/ aucun garniture/tout
- du jus de pomme
- du jus d’orange
- de l’eau
- Est-ce que je peux avoir ____________?
- SVP passe-moi le ____________
- Est-ce que je peux avoir un autre ________________?
- Est-ce que tout va bien? « Oui, c’est délicieux. »
- Il y a un problème avec le ________________
le sel
une fourchette
une cuillère
un couteau
une serviette
une assiette
Vocabulaire de l’école
- un crayon
- un stylo
- un cahier
- une gomme à effacer
- un téléphone cellulaire
- une règle
- un livre
- le gymnase
- la bibliothèque
- la salle des enseignants
- les toilettes
- le corridor
- la cour
- le bureau
- un enregistreuse
- une loupe
- un ordinateur
- un pupitre
- la colle
- le ruban
- un trombone
- les ciseaux
La vinaigrette la plus populaire du vendredi 23 septembre!
L'album avec la theme des amerindiens;
https://sites.google.com/site/skwxwu7meshlanguage/ = Don Ross student language site for Squamish language
http://www.firstvoices.com/fr/Secwepemc = First Voices: a national website for First Nations languages across Canada
https://sites.google.com/site/skwxwu7meshlanguage/ = Don Ross student language site for Squamish language
http://www.firstvoices.com/fr/Secwepemc = First Voices: a national website for First Nations languages across Canada
Projet de photographie
Prends 10 photos du même sujet.
Les Critères
Les Suggestions
Prends 10 photos du même sujet.
Les Critères
- N’utilises-pas les effets spéciaux
- Ne change pas la photo après.
- Choisir les 2 que tu aimes le plus et expliques pourquoi
- Explique ce que tu as appris : qu’est-ce que tu peux changer la prochaine fois?
Les Suggestions
- Change la position de ton corps : en haut, en bas, plus proche, plus loin
- orienter l’appareil d’en haut ou d’en bas
- faire le tour de ton sujet
- Laisse beaucoup d’espace autour du sujet
- agrandir le sujet (zoom in) ou dézoomer!
- Prends 5 photos un jour, puis prends une pause. Prends 5 autres photos un autre jour.
Spring Creek Annual Speeches 2016
You will be asked to present a two to three minute speech on a “concept worth sharing” that explores an idea consistent with one of these general topics or areas:
To be inspired, you may want to review interesting Ted Talks:
http://www.explore-mag.com/FEAT_Kids_2015
http://blog.ted.com/2012/10/17/9-talks-by-impressive-kids/
Speech Development Steps:
1) Develop an idea- What makes a good idea for a talk?
Like a good magazine article, your idea can be new or surprising, or challenge a belief your audience already has. It can be a great basic idea with a compelling new argument behind it. An idea is not just a story or a list of facts. A good idea takes evidence or observations and draws a larger conclusion.
Do I need to be an expert on my topic?
You do not need to be the world’s foremost expert on the topic, but you do have to think about it deeply and critically. Please remember that the audience relies on you to give accurate information, so whatever you say in your talk, please fact-check — especially facts you may take for granted: statistics, historical anecdotes, scientific stats. If you're drawing an example from a discipline that is not your main area of knowledge, use research from widely accepted and peer-reviewed sources, and, if at all possible, consult with experts directly.
A good topic will answer yes to these questions:
Is my idea new?
Is it interesting?
Will it engage my audience?
2) Make an outline, then keyword your notes and write a script if you need to. Include the following criteria:
Introduction
A strong introduction is crucial.
• Draw in your audience members by getting the audience to make connections with your topic or be surprised or puzzled about it.
Body
In presenting your topic and evidence:
• Make a list of all the evidence you want to use to support your ideas.
• (Respectfully) address any controversies in your claims, including legitimate counterarguments, reasons you might be wrong, or doubts your audience might have about your idea.
Conclusion
How can you end your speech but have your audience continue thinking about your idea?
Script
Once you are settled on your outline, start writing a script. Be concise, but write in a way that feels natural to you. Use present tense and strong, interesting verbs. Your speech needs to have a section in French. About 20-45 seconds of it, or ¼ - 1/3 must be in French. The French part should be somewhere in the middle. Think about your Anglophone audience. Use vocabulary they might make connections to. Use visuals to help the audience with the French part. Use gestures, props, and/or expression in your voice to give them clues to what you are saying. CHECK the grammar/vocabulary with Mme. Millen! There will be bilingual parents who will want to hear correct French as well as Anglophones.
3) Visuals
Slides and props (object, costume, etc.) can be helpful for the audience. To help select what should be included, ask yourself: Would my slides or prop help and clarify information for the audience, or would they distract and confuse them?
What goes in my slides?
• Images and photos: To help the audience remember a person, place or thing you mention, you might use images or photos.
- People will understand that the images represent what you’re saying, so there is no need to verbally describe the images onscreen.
• Graphs and infographics
- Keep graphs visually clear, even if the content is complex. Each graph should make only one point.
• No slide should support more than one point.
What should the slides look like?
• Use as little text as possible -- if your audience is reading, they are not listening.
This is important: Only use images that you own or have permission to use. If you
use an image under a Creative Commons license, cite the source at the bottom of your slide.
4) Rehearse
I’ve said my talk once in my head. Is that enough?
Time yourself. Practice with the clock winding down in front of you. Do it until you get the timing right every time.
Posture
Practise standing tall and practice moving when giving your talk. Think about how your body language and gestures add to your presentation.
5) Give your talk
Inhale. Exhale. Do it like you practiced.
6) Savour the glory!
7) Post speech reflection
Show that growth mindset! Consider the challenges, ways you overcame those challenges and the powerful learning that happened for you from presenting your speech!
You will be asked to present a two to three minute speech on a “concept worth sharing” that explores an idea consistent with one of these general topics or areas:
- the competency areas (learning, creativity, collaboration, making a contribution, or thinking critically)
- something that demonstrates a growth mindset
- an idea or story that explores an Aboriginal way of learning or being
To be inspired, you may want to review interesting Ted Talks:
http://www.explore-mag.com/FEAT_Kids_2015
http://blog.ted.com/2012/10/17/9-talks-by-impressive-kids/
Speech Development Steps:
1) Develop an idea- What makes a good idea for a talk?
Like a good magazine article, your idea can be new or surprising, or challenge a belief your audience already has. It can be a great basic idea with a compelling new argument behind it. An idea is not just a story or a list of facts. A good idea takes evidence or observations and draws a larger conclusion.
Do I need to be an expert on my topic?
You do not need to be the world’s foremost expert on the topic, but you do have to think about it deeply and critically. Please remember that the audience relies on you to give accurate information, so whatever you say in your talk, please fact-check — especially facts you may take for granted: statistics, historical anecdotes, scientific stats. If you're drawing an example from a discipline that is not your main area of knowledge, use research from widely accepted and peer-reviewed sources, and, if at all possible, consult with experts directly.
A good topic will answer yes to these questions:
Is my idea new?
Is it interesting?
Will it engage my audience?
2) Make an outline, then keyword your notes and write a script if you need to. Include the following criteria:
Introduction
A strong introduction is crucial.
• Draw in your audience members by getting the audience to make connections with your topic or be surprised or puzzled about it.
Body
In presenting your topic and evidence:
• Make a list of all the evidence you want to use to support your ideas.
• (Respectfully) address any controversies in your claims, including legitimate counterarguments, reasons you might be wrong, or doubts your audience might have about your idea.
Conclusion
How can you end your speech but have your audience continue thinking about your idea?
- Ask a provocative question,
- Make a thought-provoking statement that keeps them thinking,
- Tell your audience how your idea might affect their lives if it’s implemented, Inspire your audience to make a change
Script
Once you are settled on your outline, start writing a script. Be concise, but write in a way that feels natural to you. Use present tense and strong, interesting verbs. Your speech needs to have a section in French. About 20-45 seconds of it, or ¼ - 1/3 must be in French. The French part should be somewhere in the middle. Think about your Anglophone audience. Use vocabulary they might make connections to. Use visuals to help the audience with the French part. Use gestures, props, and/or expression in your voice to give them clues to what you are saying. CHECK the grammar/vocabulary with Mme. Millen! There will be bilingual parents who will want to hear correct French as well as Anglophones.
3) Visuals
Slides and props (object, costume, etc.) can be helpful for the audience. To help select what should be included, ask yourself: Would my slides or prop help and clarify information for the audience, or would they distract and confuse them?
What goes in my slides?
• Images and photos: To help the audience remember a person, place or thing you mention, you might use images or photos.
- People will understand that the images represent what you’re saying, so there is no need to verbally describe the images onscreen.
• Graphs and infographics
- Keep graphs visually clear, even if the content is complex. Each graph should make only one point.
• No slide should support more than one point.
What should the slides look like?
• Use as little text as possible -- if your audience is reading, they are not listening.
This is important: Only use images that you own or have permission to use. If you
use an image under a Creative Commons license, cite the source at the bottom of your slide.
4) Rehearse
I’ve said my talk once in my head. Is that enough?
- Rehearse, rehearse, and rehearse! We can’t stress this enough. Rehearse until you’re
- Completely comfortable in front of other people: different groups of people, people you love, people you fear, small groups, and large groups.
- Listen to the feedback and criticisms and rehearse, rehearse, rehearse.
- Keep rehearsing, and focus on talking like you’re speaking to just one person in a spontaneous one-way conversation.
Time yourself. Practice with the clock winding down in front of you. Do it until you get the timing right every time.
Posture
Practise standing tall and practice moving when giving your talk. Think about how your body language and gestures add to your presentation.
5) Give your talk
Inhale. Exhale. Do it like you practiced.
6) Savour the glory!
7) Post speech reflection
Show that growth mindset! Consider the challenges, ways you overcame those challenges and the powerful learning that happened for you from presenting your speech!
We will start the process of creating speeches by choosing a topic that will be powerful and provocative for the audience. When thinking of your topic, consider TED talks. You could watch https://www.youtube.com/watch?v=h11u3vtcpaY Logan Laplante talking about hackschooling and being happy.
From there, consider:
1. Why is this idea worth sharing?
2. How are you able to connect your idea to either:
From there, consider:
1. Why is this idea worth sharing?
2. How are you able to connect your idea to either:
- The Competency areas ( learning, creativity, collaborating, contributing or critical thinking)
- Something that demonstrates a growth mindset (google this) or
- Aboriginal ways of learning or being? (connecting to community and Nature . . .)
Body System project steps (all in French)
- Read and highlight all the written material you are given either red or green (green = words you know, red = words you don’t know)
- Look up the important words that are in red and write them in the margins
- Read it all again, making sense of body system in your head
- Sketch the system and label it, using the new words you learned through reading. Keep your system simple so you understand how it works as well as the parts of it. Don’t add any complicated parts in your sketch or you will have to explain what they do. You may use other resources but only in French.
- Write a summary paragraph of HOW your system works.
- Use the joining/liaison words to join up all your systems. You can use different liaison words if there are ones that work better for your system.
- Use the vocabulary you learned.
- Keep your sentences simple.
- Do not translate whole sentences from Google Translate. You need to understand exactly what you have written.
- 4-10 sentences
- Highlight every word in your summary paragraph either yellow (subject), red (verb), green (compliment) or pink (joining word). If you start with the verbs (the action) then the subject, the rest are the compliment. Do your best and you can compare your writing with your partners on Monday.
- Sketch and summary paragraph are due Monday morning . Show Mme. Millen before you can start working with your group.
- With your group you will choose who will make the good copy of the image, who will write the notes on the side and who will record themselves explaining how the system works. All group members need to check that the work of the others is correct and neat or fluently read. Do not post to SeeSaw until everything is ready. Mme. Millen will not approve work that is not excellent. Hand in good copies of diagrams with summary explanation so Mme. Millen can make it into a book.
- Post to SeeSaw. Next week we will watch the videos and we will read the book. There will be a quiz to make sure everyone understands EACH system.
- You will then be asked to choose a system to do a project on. This project will be to learn about a disease or problem that affects a body system and to explain to others how to prevent the disease (how to stay healthy or avoid it). We will present our learning to parents and other community members on Feb. 11. You may be able to collaborate with students from Mme. K’s class. Further details available next week!
English book report writing criteria and example
Please present your book report with all the following parts: Title, author, setting, characters, short summary of plot and a long paragraph discussion on ONE theme that you pick to focus on. Use the examples below to understand what the expectations are for each section. Use your rubric to check that you are applying all the necessary parts in the paragraph on your theme.
Example:
Title: War of the Eagles
Author: Eric Walters
Setting (where and when it takes place): This story takes place during WWII on a small CFB in north-western BC, near Prince Rupert. It is very rainy. There are also scenes in a small Japanese fishing village and small First Nations village.
Characters: Jed, Tadashi, Mom, Nana, Smitty, the General, the Eagle, Murdoch, Tadashi’s Dad, the FN chief, Toshio.
Description of characters:
Jed is the main character. He is the son of a British immigrant who is off fighting in WW II in Britain during the story. His mom is First Nations and she takes Jed back to her home community during the war to be with her family. They live with Jed’s Grandma who knows a lot of the First Nations history, traditions, stories and culture. She is also very kind, thoughtful and wise. And funny! The general runs the nearby military base and is friendly with Jed’s Mom and Jed as well. He has two sides: the serious, severe side when he is ordering his men around, and the friendly, thoughtful side when he is in the kitchen or no one else is around. The eagle is a casualty of war; the pathetic soldiers who have no experience shot a wild eagle and injured him. Now they are keeping him tied up to try to nurse him back to health. Jed takes care of him and his Grandma thinks the eagle is a reincarnation of her dead husband.
Theme :
Criteria for writing your paragraph
Have you ever lost your trust in someone? Trust is an important part of life and communities. When someone acts with integrity they can be trusted, but if they let others down or are sneaky, people notice and often lose their trust in them. For example, in War of the Eagles, Tadashi must have lost his trust in Jed a little bit when Jed used some awful, racist insults on Toshio. Jed had to build back up Tadashi’s trust by apologizing and explaining that he understood his mistake. It is possible to regain someone’s trust in you if you continue to act with integrity. Teenagers often struggle to have people trust them since they sometimes make poor choices and then adults don’t trust them. They have to demonstrate many good choices so that adults can trust them with more responsibility. (need an example from a movie or story here). Overall I think trust is a very important theme in making the world a better place. That is why I strive to always act with integrity. Do you?
Example:
Title: War of the Eagles
Author: Eric Walters
Setting (where and when it takes place): This story takes place during WWII on a small CFB in north-western BC, near Prince Rupert. It is very rainy. There are also scenes in a small Japanese fishing village and small First Nations village.
Characters: Jed, Tadashi, Mom, Nana, Smitty, the General, the Eagle, Murdoch, Tadashi’s Dad, the FN chief, Toshio.
Description of characters:
Jed is the main character. He is the son of a British immigrant who is off fighting in WW II in Britain during the story. His mom is First Nations and she takes Jed back to her home community during the war to be with her family. They live with Jed’s Grandma who knows a lot of the First Nations history, traditions, stories and culture. She is also very kind, thoughtful and wise. And funny! The general runs the nearby military base and is friendly with Jed’s Mom and Jed as well. He has two sides: the serious, severe side when he is ordering his men around, and the friendly, thoughtful side when he is in the kitchen or no one else is around. The eagle is a casualty of war; the pathetic soldiers who have no experience shot a wild eagle and injured him. Now they are keeping him tied up to try to nurse him back to health. Jed takes care of him and his Grandma thinks the eagle is a reincarnation of her dead husband.
Theme :
Criteria for writing your paragraph
- The theme I have chosen to write about is: ________________ (trust, citizenship, family, friendship, culture, language, growing up, moving or other. You MUST consult Mme. Millen before choosing a theme other than the ones listed.)
- Explain this theme and why is it important. What are the important parts of it?
- Give examples of this theme from another part of life : a movie, a book, an event from the news, an example from your own life.
- Explain how these examples let you understand the theme better. To add understanding of theme think about the following questions:
- How does this character trait develop?
- Can you learn it?
- Why is it important in life?
- What difference does it make to the world?
- Finally, create an interesting opening and concluding sentence. The opening sentence should make the reader really think about your theme and the concluding sentence should make them keep on thinking about the theme even after they have finished reading your paragraph.
Have you ever lost your trust in someone? Trust is an important part of life and communities. When someone acts with integrity they can be trusted, but if they let others down or are sneaky, people notice and often lose their trust in them. For example, in War of the Eagles, Tadashi must have lost his trust in Jed a little bit when Jed used some awful, racist insults on Toshio. Jed had to build back up Tadashi’s trust by apologizing and explaining that he understood his mistake. It is possible to regain someone’s trust in you if you continue to act with integrity. Teenagers often struggle to have people trust them since they sometimes make poor choices and then adults don’t trust them. They have to demonstrate many good choices so that adults can trust them with more responsibility. (need an example from a movie or story here). Overall I think trust is a very important theme in making the world a better place. That is why I strive to always act with integrity. Do you?
Les objets vivants et non-vivants
L’objet
Contient les cellules
Grandi
Meurt
Reproduit
Produit les déchets
Réagissent à leur environnement
Ont besoin d’énergie
Une méduse
Une cellule
Un glaçon
Projet
Vivants Non-vivants
- 5 exemples - 5 exemples et les raisons pourquoi
2. La définition d’un objet vivant :
3. Une fleur est un objet ____________________ parce que ___________________________________
L’objet
Contient les cellules
Grandi
Meurt
Reproduit
Produit les déchets
Réagissent à leur environnement
Ont besoin d’énergie
Une méduse
Une cellule
Un glaçon
Projet
- Créer un table T pour présenter les différences entre 5 objets vivants et 5 objets non-vivants
- Donnez la définition d’un objet vivant
- Explique si une fleur est un objet vivant ou non-vivant
Vivants Non-vivants
- 5 exemples - 5 exemples et les raisons pourquoi
2. La définition d’un objet vivant :
3. Une fleur est un objet ____________________ parce que ___________________________________
Le vocabulaire des êtres vivants
- les êtres vivants
- le monde
- les animaux invertébrés
- le règne
- une expérience
- les champignons
- la cellule
- les flagelles
- diverses
- évoluer
- les scientifiques
- la nourriture
- les algues
- le genou
- se déplacer
- manger
- créer
- niveau
- non vivant
- en dessous
- une aiguille
- les oiseaux
- le sang
- respirer
- la bouche
- un dent
- un squelette
- les poumons
- la peau
- les écailles
- la patte
- pondre
- un œuf
- le poil
- allaiter
- l’alimentation
- un os
- la graine
- le comportement
- les valets
- la vis micrométrique
- la vis micrométrique
- la platine
- le révolver porte-objectifs
- le pied
- les objectifs
- l’oculaire
- un porte-objet
- un couvre-objet
- une compte-goutte
- une boite de Pétri
- une mélange
- une solution
- une maladie
- la santé
- prévenir
- le cœur
- le cerveau
- la moelle épinière
- les taches
- un entrepôt
- un poing
- la moitié
- un globule rouge
- traverser
- les nerfs
- la voie
- le sommeil
- la crane
- la cuisse
- les reins
- la langue
- les articulations
- la vessie
- naitre
Les critères d’une histoire intéressante
- A problem and a solution
- An intriguing/interesting plot
- Interesting details (minimum 3)
- Flow
- Setting gets described in the story a bit
- Interesting vocabulary
- Grade 5: 7-11 sentences, grade 6: 10-16 sentences
image en bon copie: 4 dec
enregistrer ton histoire oralement 4 decembre, ou lundi, 7 decembre
Criteria For Remembrance Day Slideshow Fine Arts project
Due Wednesday November 4th We will watch all shows in class and vote.
- 1-3 minutes in length, Maximum 3 minutes!
- Theme (must be easy to recognize)
- Powerful Slides/evoke emotion (each slide/picture was chosen with purpose)
- Song Choice reflects theme
- Can have words on slides or writing, but not necessary
Due Wednesday November 4th We will watch all shows in class and vote.
Sept. 21, 2015: Everything below is from the previous year - first project (democracy in action) criteria and learning outcomes coming soon!
Le vocabulaire pour les voitures solaires
Les noms et Les verbes melanger!
1. le cadre coroplaste
1. insérer
2. un punaise
2. choisir
3. des vis avec un œil
3. accepter
4. des blocs en bois
4. élargir
5. les essieux courts
5. pour visser
6. les essieux longues
6. poncer
7. les roues en bois
7. glisser
8. le papier de verre
8. attacher
9. les tuyaux en plastiques
9. tordre
10. une poulie
10. placer
11. un moteur
12. une pince pour moteur
13. les bandes élastiques
14. le panneau solaire
15. un pince crocodile
16. le petit bâton « tweazle »
1. le cadre coroplaste
1. insérer
2. un punaise
2. choisir
3. des vis avec un œil
3. accepter
4. des blocs en bois
4. élargir
5. les essieux courts
5. pour visser
6. les essieux longues
6. poncer
7. les roues en bois
7. glisser
8. le papier de verre
8. attacher
9. les tuyaux en plastiques
9. tordre
10. une poulie
10. placer
11. un moteur
12. une pince pour moteur
13. les bandes élastiques
14. le panneau solaire
15. un pince crocodile
16. le petit bâton « tweazle »
Les atteints d’apprentissage en français
La structure du texte narratif
· la situation initiale, le déroulement et le dénouement
· les marqueurs de lieu et de temps
· les personnages
· les évènements
· les références culturelles
400 mots minimum
2 images minimum
Le grammaire :
· l’histoire prend place au passé, alors vous allez utiliser le passé composé et l’imparfait, selon le cas. Je vais vous aider à apprendre ce grammaire.
· Il faut l’accord d’adjectif en nombre et en genre (masculin ou féminin)
· 20 mots de vocabulaire, y inclus 5 verbes intéressants
Les dates de remises
1. Le lieu, les personnages, 10 mots de vocabulaire y inclus 3 verbes intéressants, 3 références culturelles due mercredi, 29 avril
2. les idées en brouillon pour la situation initiale, le déroulement et le dénouement due vendredi, 1 mai
3. Le récit en brouillon et une illustration, mardi le 5 mai. Je vais corriger les verbes et la grammaire et puis
4. le bon copie serai due le 8 mai a la fin de la journée.
La structure du texte narratif
· la situation initiale, le déroulement et le dénouement
· les marqueurs de lieu et de temps
· les personnages
· les évènements
· les références culturelles
400 mots minimum
2 images minimum
Le grammaire :
· l’histoire prend place au passé, alors vous allez utiliser le passé composé et l’imparfait, selon le cas. Je vais vous aider à apprendre ce grammaire.
· Il faut l’accord d’adjectif en nombre et en genre (masculin ou féminin)
· 20 mots de vocabulaire, y inclus 5 verbes intéressants
Les dates de remises
1. Le lieu, les personnages, 10 mots de vocabulaire y inclus 3 verbes intéressants, 3 références culturelles due mercredi, 29 avril
2. les idées en brouillon pour la situation initiale, le déroulement et le dénouement due vendredi, 1 mai
3. Le récit en brouillon et une illustration, mardi le 5 mai. Je vais corriger les verbes et la grammaire et puis
4. le bon copie serai due le 8 mai a la fin de la journée.
Kenya story project
Project outline/assignment: Collaborate to create an illustrated story of 100-800 words and 6-12 illustration spreads, which features an authentic problem and setting in the area of Africa that includes Kenya.
The story may be set in any time period but must be focused on this physical region.
Include artwork in the style of artists in this area during this time period.
Develop characters that fit with your setting.
1. Learn about Africa and its regions, with the aim to understand Kenya’s particular challenges.
a) Learn about the various time periods in Kenya’s history (Palaeolithic, pre-colonial, colonial, post-war, modern).
b) Learn the geography of Kenya.
c) Read several illustrated folk tales from the region, paying attention to the problems showcased. Pay attention to the types of characters (people and their relationships with other people in the stories, animals). Pay attention to the illustrations. Search “african art patterns”, “african tribal art”, “African art” “innovative African art”
2. Listen to a read aloud set in modern day Kenya by Mme. Millen.
3. Brainstorm ideas for story and pictures, discuss possible partners for project. Consider what each person will contribute: art, ideas, writing ability, research. Consider people you did not work with last time.
4. Submit rough draft of story, art style with one sample illustration for teacher review
5. Create a storyboard with rough sketches of illustrations and placement of words. Peer review before good copy.
7. Record sources
8. Share ideas with other groups to avoid overlap and learn from them.
9. Work on good copies
10. Submit a short paragraph telling what parts YOU contributed to the story projec, including the sources YOU consulted.
11. Add interesting and unique information to a class web page that features Kenya.
12. Showcase story at school library and celebration of learning following the percussion artist-in-residence.
**Regional differences to explore: maps for languages spoken, areas of main religions, economy, employment, types of animals, types of bioregion, elevation, tribal cultures and traditions
map of Kenya: major cities, elevation, regions by tourism, national parks,
Rubrics: create, collaborate, story writing, art (coming soon)
The story may be set in any time period but must be focused on this physical region.
Include artwork in the style of artists in this area during this time period.
Develop characters that fit with your setting.
1. Learn about Africa and its regions, with the aim to understand Kenya’s particular challenges.
a) Learn about the various time periods in Kenya’s history (Palaeolithic, pre-colonial, colonial, post-war, modern).
b) Learn the geography of Kenya.
c) Read several illustrated folk tales from the region, paying attention to the problems showcased. Pay attention to the types of characters (people and their relationships with other people in the stories, animals). Pay attention to the illustrations. Search “african art patterns”, “african tribal art”, “African art” “innovative African art”
2. Listen to a read aloud set in modern day Kenya by Mme. Millen.
3. Brainstorm ideas for story and pictures, discuss possible partners for project. Consider what each person will contribute: art, ideas, writing ability, research. Consider people you did not work with last time.
4. Submit rough draft of story, art style with one sample illustration for teacher review
5. Create a storyboard with rough sketches of illustrations and placement of words. Peer review before good copy.
7. Record sources
8. Share ideas with other groups to avoid overlap and learn from them.
9. Work on good copies
10. Submit a short paragraph telling what parts YOU contributed to the story projec, including the sources YOU consulted.
11. Add interesting and unique information to a class web page that features Kenya.
12. Showcase story at school library and celebration of learning following the percussion artist-in-residence.
**Regional differences to explore: maps for languages spoken, areas of main religions, economy, employment, types of animals, types of bioregion, elevation, tribal cultures and traditions
map of Kenya: major cities, elevation, regions by tourism, national parks,
Rubrics: create, collaborate, story writing, art (coming soon)
"Chers juges, chers parents, chers professeurs et chers amis . . ."
Annonce le titre : Aujourd’hui je vais vous présenter le/la/les . . .
Annonce le titre : Aujourd’hui je vais vous présenter le/la/les . . .
Le concours d’arts oratoires 5e année: 1 paragraphe/ 30 secondes- 1 minute/ 75-200 mots
6e année : 3 paragraphes/1minute-4minutes/150-400 mots
1er étape : trouve les mots dont tu as besoin : Les noms, les verbes, les adjectives et adverbes. Si tu as besoin des expressions, demande à Mme. Millen. Fais une grande liste de vocabulaire comme ceci :
Les noms
Les verbes
Les adjectives/adverbes
Les mots de joignant
Les Expressions
Les mots interrogatifs
Remettre les mots de vocabulaire le 23 janvier, 2015
2e étape : Les phrases
Écris toutes les phrases qui t’aident à expliquer ton sujet, en utilisant les mots intéressants. Écris au présent et conjuguer tes verbes au présent si possible. Écris autant de phrases que possible. Remettre les phrases le 30 janvier.
3e étape : organiser les phrases et remettre ton paragraphe brouillon sur Google Docs à Mme. Millen, le 13 fevrier
4e étape : pratique la récitation. Écoute ton paragraphe être lu par Google Translate. Lire et relire ton paragraphe pour le bien connaitre. Essaie de le présenter sans regarder la feuille. Ajoute un peu d’expression. Pratique devant le miroir, ta famille, tes amis et la vidéo.
5e étape : régler la minuterie pour voir combien de temps tu en utilises. Si c’est trop court, essaie d’ajouter une autre phrase. Si c’est trop long, essaie de la raccourcir. Pratique en classes, entre le 24 fevrier- 6 mars.
6e étape : la présentation. Le 9, 10 ou 11 mars devant la classe.
6e année : 3 paragraphes/1minute-4minutes/150-400 mots
1er étape : trouve les mots dont tu as besoin : Les noms, les verbes, les adjectives et adverbes. Si tu as besoin des expressions, demande à Mme. Millen. Fais une grande liste de vocabulaire comme ceci :
Les noms
Les verbes
Les adjectives/adverbes
Les mots de joignant
Les Expressions
Les mots interrogatifs
Remettre les mots de vocabulaire le 23 janvier, 2015
2e étape : Les phrases
Écris toutes les phrases qui t’aident à expliquer ton sujet, en utilisant les mots intéressants. Écris au présent et conjuguer tes verbes au présent si possible. Écris autant de phrases que possible. Remettre les phrases le 30 janvier.
3e étape : organiser les phrases et remettre ton paragraphe brouillon sur Google Docs à Mme. Millen, le 13 fevrier
4e étape : pratique la récitation. Écoute ton paragraphe être lu par Google Translate. Lire et relire ton paragraphe pour le bien connaitre. Essaie de le présenter sans regarder la feuille. Ajoute un peu d’expression. Pratique devant le miroir, ta famille, tes amis et la vidéo.
5e étape : régler la minuterie pour voir combien de temps tu en utilises. Si c’est trop court, essaie d’ajouter une autre phrase. Si c’est trop long, essaie de la raccourcir. Pratique en classes, entre le 24 fevrier- 6 mars.
6e étape : la présentation. Le 9, 10 ou 11 mars devant la classe.
Oral Presentation Grading Rubric
1 – Weak
2 – Basic
3 – Solid
4 – Wow
Nonverbal Skills
Eye Contact
- no eye contact with audience
- read from cue cards
- minimal eye contact with audience
- read mostly from cue cards
- consistent, direct eye contact with audience
- occasionally uses cue cards
- holds attention of entire audience with the use of direct eye contact
- seldom looks at cue cards
Body Language
- no movement/descriptive gestures, or too much movement & fidgets a lot
- minimal use of body language or some excessive movement
- movements or gestures that enhance presentation
- movements seem fluid and help the audience visualize
Poise
- tension and nervousness is obvious
- has trouble recovering from mistakes
- displays mild tension
- has some trouble recovering from mistakes
- displays little or no tension
- makes minor mistakes, but
quickly recovers from them
- relaxed, self confident
- no-mistakes
Verbal Skills
Enthusiasm
- shows absolutely no interest in topic
- shows little enthusiasm in topic.
- occasionally shows positive feelings about topic
- demonstrates a strong, positive feeling during entire presentation
Speaking Skills
(clarity, tone, volume, inflection of voice)
-mumbles/repeats/um-ahh/too quiet to hear
- talks too fast/slow
- monotone
- voice is soft/too loud
- some parts fast/slow.
- attempts to use emphasis (too much/too little)
-voice is generally clear
- a little slow or fast at times.
- uses voice for emphasis
- clear/strong voice
- good pace
- captures audience with emphasis
Timing
Length of Presentation
too long or too short; more than 45 sec above or below allotted time
within 45 seconds of allotted time +/-
within 30 seconds of
allotted time +/-
within 15 seconds of allotted time +/-
Content
Organization
- does not introduce topic
- cannot understand presentation, no logical sequence
- no summary
- basic intro
- difficult to follow, jumps around, lacks clear transitions
- brief summary (weak ending)
- clearly introduces topic
- easy to follow, logical sequence, stays focussed on one topic, clearly states main points, well organized
- solid summary, reviews some ideas
-creative intro
- flows well, presented in a
logical and interesting
sequence
- thorough summary, emphasizes major points
Subject Knowledge
- substantial information included that does not support claims in any way
- goal of speech unclear
(includes random info)
- some information that is not clearly integrated or connected
- claims unsupported
- sufficient information with
many good points made
- most claims supported
- abundant material clearly related to the topic
- points are clearly made and supported with evidence
Powerful
(creates an image, emotional response OR is thought provoking)
- weak
- basic
- solid
- strong
Comprehension of French
Does not understand the questions following the presentation.
Unclear whether the student understands the questions, is not able to answer the questions following the presentation
Understands the question(s) asked following the speech and answers with short phrase or one word.
-is able to elaborate on the topic or explain details when asked for more information, following the presentation
1 – Weak
2 – Basic
3 – Solid
4 – Wow
Nonverbal Skills
Eye Contact
- no eye contact with audience
- read from cue cards
- minimal eye contact with audience
- read mostly from cue cards
- consistent, direct eye contact with audience
- occasionally uses cue cards
- holds attention of entire audience with the use of direct eye contact
- seldom looks at cue cards
Body Language
- no movement/descriptive gestures, or too much movement & fidgets a lot
- minimal use of body language or some excessive movement
- movements or gestures that enhance presentation
- movements seem fluid and help the audience visualize
Poise
- tension and nervousness is obvious
- has trouble recovering from mistakes
- displays mild tension
- has some trouble recovering from mistakes
- displays little or no tension
- makes minor mistakes, but
quickly recovers from them
- relaxed, self confident
- no-mistakes
Verbal Skills
Enthusiasm
- shows absolutely no interest in topic
- shows little enthusiasm in topic.
- occasionally shows positive feelings about topic
- demonstrates a strong, positive feeling during entire presentation
Speaking Skills
(clarity, tone, volume, inflection of voice)
-mumbles/repeats/um-ahh/too quiet to hear
- talks too fast/slow
- monotone
- voice is soft/too loud
- some parts fast/slow.
- attempts to use emphasis (too much/too little)
-voice is generally clear
- a little slow or fast at times.
- uses voice for emphasis
- clear/strong voice
- good pace
- captures audience with emphasis
Timing
Length of Presentation
too long or too short; more than 45 sec above or below allotted time
within 45 seconds of allotted time +/-
within 30 seconds of
allotted time +/-
within 15 seconds of allotted time +/-
Content
Organization
- does not introduce topic
- cannot understand presentation, no logical sequence
- no summary
- basic intro
- difficult to follow, jumps around, lacks clear transitions
- brief summary (weak ending)
- clearly introduces topic
- easy to follow, logical sequence, stays focussed on one topic, clearly states main points, well organized
- solid summary, reviews some ideas
-creative intro
- flows well, presented in a
logical and interesting
sequence
- thorough summary, emphasizes major points
Subject Knowledge
- substantial information included that does not support claims in any way
- goal of speech unclear
(includes random info)
- some information that is not clearly integrated or connected
- claims unsupported
- sufficient information with
many good points made
- most claims supported
- abundant material clearly related to the topic
- points are clearly made and supported with evidence
Powerful
(creates an image, emotional response OR is thought provoking)
- weak
- basic
- solid
- strong
Comprehension of French
Does not understand the questions following the presentation.
Unclear whether the student understands the questions, is not able to answer the questions following the presentation
Understands the question(s) asked following the speech and answers with short phrase or one word.
-is able to elaborate on the topic or explain details when asked for more information, following the presentation
English essay – overall criteria and marking rubric Name_________________
Big Idea (grade 6-7): to think critically and communicate our ideas with artistry and precision.
(Grade 5): to think critically and communicate our ideas by experimenting with and refining language.
Goal #1: to communicate ideas powerfully through written language
Criteria: does this presentation grab the audience’s attention, make them think, and inspire them to make a change in their life?
Emerging C The essay does not compel the reader to read it. The writing lacks clarity or key sections, such as the introduction, or conclusion, or evidence to support the topic. The sentences do not flow well, or lack interesting vocabulary. There are many spelling errors, or the writing is difficult to read. The work is turned in late.
Developing C+/B The first paragraph clearly introduces the topic and leads the reader on to the evidence. The middle three paragraphs stick to the topic and provide some good details. Sentences flow well and some new vocabulary is used. The writer’s passion for the topic is present some of the time. The last paragraph sums up the topic, but may not lead the reader to continue thinking about it.
Applying A A powerful hook and thought-provoking summary are used. Information is clearly organized. Each paragraph develops only one idea.
(Grade 6-7): Author’s passion for their topic is evident through creative use of compelling examples. New, precise and appropriate vocabulary is used throughout. Author may create images in the reader’s mind. Sentences have flow and invite expressive oral reading.
(grade 5): Author’s passion for their topic is evident through creative and detailed examples which support their main point. New vocabulary is used throughout. Sentences are correctly constructed.
Goal #2: to contribute knowledge/facts to our community to help make community members more informed and able to make better choices
Criteria: does your presentation include important facts that support your argument? Does your presentation include opposing points of view and also dispute these points of view?
Emerging C Main point is unclear. Evidence is not referenced or is missing. Does not provide opposing position.
Developing C+/B Presents one main position/point. Provides less than 3 distinct, referenced facts to support the position. Presents opposing position, but does not clearly refute it. Clearly presents one main position/point. May present some supporting minor points.
Applying A Provides 3 distinct, referenced facts, which support the main argument. (grade 6-7):Presents opposing position. Refutes opposing position clearly, using referenced facts. May provide references used to enrich arguments.
Suggestions for improvement :
Big Idea (grade 6-7): to think critically and communicate our ideas with artistry and precision.
(Grade 5): to think critically and communicate our ideas by experimenting with and refining language.
Goal #1: to communicate ideas powerfully through written language
Criteria: does this presentation grab the audience’s attention, make them think, and inspire them to make a change in their life?
Emerging C The essay does not compel the reader to read it. The writing lacks clarity or key sections, such as the introduction, or conclusion, or evidence to support the topic. The sentences do not flow well, or lack interesting vocabulary. There are many spelling errors, or the writing is difficult to read. The work is turned in late.
Developing C+/B The first paragraph clearly introduces the topic and leads the reader on to the evidence. The middle three paragraphs stick to the topic and provide some good details. Sentences flow well and some new vocabulary is used. The writer’s passion for the topic is present some of the time. The last paragraph sums up the topic, but may not lead the reader to continue thinking about it.
Applying A A powerful hook and thought-provoking summary are used. Information is clearly organized. Each paragraph develops only one idea.
(Grade 6-7): Author’s passion for their topic is evident through creative use of compelling examples. New, precise and appropriate vocabulary is used throughout. Author may create images in the reader’s mind. Sentences have flow and invite expressive oral reading.
(grade 5): Author’s passion for their topic is evident through creative and detailed examples which support their main point. New vocabulary is used throughout. Sentences are correctly constructed.
Goal #2: to contribute knowledge/facts to our community to help make community members more informed and able to make better choices
Criteria: does your presentation include important facts that support your argument? Does your presentation include opposing points of view and also dispute these points of view?
Emerging C Main point is unclear. Evidence is not referenced or is missing. Does not provide opposing position.
Developing C+/B Presents one main position/point. Provides less than 3 distinct, referenced facts to support the position. Presents opposing position, but does not clearly refute it. Clearly presents one main position/point. May present some supporting minor points.
Applying A Provides 3 distinct, referenced facts, which support the main argument. (grade 6-7):Presents opposing position. Refutes opposing position clearly, using referenced facts. May provide references used to enrich arguments.
Suggestions for improvement :
Homework for FOOD project due week of November 4-6:
1. Rough list of food you eat on a typical day: breakfast, snack, lunch, snack, dinner, drinks
2. Cost your parents pay for each item
3. Your opinion on whether FOOD makes all the difference or not. Discuss ideas with your parents. Be prepared to write a paragraph with a few ideas to support your opinion.
1. Rough list of food you eat on a typical day: breakfast, snack, lunch, snack, dinner, drinks
2. Cost your parents pay for each item
3. Your opinion on whether FOOD makes all the difference or not. Discuss ideas with your parents. Be prepared to write a paragraph with a few ideas to support your opinion.
Food project: Does FOOD make all the difference?
Week one: October 28-30
1. intro question: short discussion of topic (class 5, small groups 1, post thoughts 4)
2. video 15 min
3. discussion 10 minutes (large, small)
4. Record what you eat in a typical day its cost 5 min.
5. Hand out project criteria, assignments and due dates 5 min
6. Homework for next week: discuss with parents costs and potential “other” costs to their daily food. Be prepared to write a paragraph stating your opinion on how FOOD makes a big difference (or not).
Week 2: November 4-6
1. Students write their paragraph, set intentions for this project (SMART goals)
2. Research the true costs of food items (using 2 specific websites)
3. Round robin share key issues (see Kagan for procedure)
4. Discuss and practice opening sentence for an essay – hand in rough draft, + self-assessment of today’s work. Class develops criteria for opening paragraph
Week 3: November 12-14
1. Meet groups
2. Research topic
3. Discuss body paragraphs, develop criteria
4. Choose presentation project (no videos) promotion of food/type of food; must include pros and cons
5. Hand in group notes plus individual self-assessment of their work today (contributions to the group, etc.)
Week 4: November 18-20
1. Create and practice presentation
2. Hand in group report + self-assessment
3. Discuss concluding paragraph, set criteria together
Week 5: November 25-27
1. Present to class
2. Peer asses, self-assess dramatic presentations
3. Homework: first draft of essay due at 2:00pm next day
Week 6: December 2-4
1. finish essay, first draft at 2:00pm
2. peer edit for COPS and criteria
3. revise and improve essay
4. self-asses whole project
Week 7: December 9-11
1. discuss learning on various topics as reflection on presentations
2. final version of essay due at end of period
3. plan party and presentations of learning
Week 8: December 16-18
1. invite parents to watch videos of dramatic presentations and share food?
Project outline
English/ Critical thinking Through discussion, reading, listening and writing, students will:
· Develop an appreciation and interest in the topic
· Analyze and develop clear ideas about the topic
· explain their opinions using supporting details
Students will develop a 5 paragraph piece of informational writing (an essay) which will include:
· Effective word choice (new vocabulary, powerful adverbs and verbs)
· A voice demonstrating their thinking as mentioned above
· An organization with an inviting lead, logically flowing paragraphs, and satisfying conclusion
Students will revise their thinking/writing by
· checking class generated criteria, and
· revising to enhance writing traits (ideas, sentence fluency, word choice, voice and organization)
Students will extend their thinking through a dramatic presentation
· to express personal responses and relevant opinions about topics
· by developing explanations, analysing ideas and information, exploring new ideas (examining alternative viewpoints)
Social Studies Students will develop competencies needed to be active, informed citizens by
· Constructing an argument
· Explaining different perspectives on issues
· Evaluating their topic for fairness to local and/or global citizens and the environment
Science · Demonstrate a sustained curiosity about a topic or problem
· Process and analyze information
· Demonstrate an openness to new ideas and a consideration of alternatives
· Evaluate their findings by identifying some of the social, ethical and environmental implications of their investigations
· Communicate their ideas and explanations
Collaboration
being respectful of others skills and opinions, being flexible (trying out someone else’s ideas), working to make your project be successful (being mindful of the group and the project criteria)
Creativity:
the dramatic presentation should be
· imaginative
· purposeful
· original
· have value to the other students in French Immersion and to the parent community
Contribution to society (developing local and global citizenship) Students are able to recognize issues, analyze and take action on issues which interest and impact themselves and their communities.
1. intro question: short discussion of topic (class 5, small groups 1, post thoughts 4)
2. video 15 min
3. discussion 10 minutes (large, small)
4. Record what you eat in a typical day its cost 5 min.
5. Hand out project criteria, assignments and due dates 5 min
6. Homework for next week: discuss with parents costs and potential “other” costs to their daily food. Be prepared to write a paragraph stating your opinion on how FOOD makes a big difference (or not).
Week 2: November 4-6
1. Students write their paragraph, set intentions for this project (SMART goals)
2. Research the true costs of food items (using 2 specific websites)
3. Round robin share key issues (see Kagan for procedure)
4. Discuss and practice opening sentence for an essay – hand in rough draft, + self-assessment of today’s work. Class develops criteria for opening paragraph
Week 3: November 12-14
1. Meet groups
2. Research topic
3. Discuss body paragraphs, develop criteria
4. Choose presentation project (no videos) promotion of food/type of food; must include pros and cons
5. Hand in group notes plus individual self-assessment of their work today (contributions to the group, etc.)
Week 4: November 18-20
1. Create and practice presentation
2. Hand in group report + self-assessment
3. Discuss concluding paragraph, set criteria together
Week 5: November 25-27
1. Present to class
2. Peer asses, self-assess dramatic presentations
3. Homework: first draft of essay due at 2:00pm next day
Week 6: December 2-4
1. finish essay, first draft at 2:00pm
2. peer edit for COPS and criteria
3. revise and improve essay
4. self-asses whole project
Week 7: December 9-11
1. discuss learning on various topics as reflection on presentations
2. final version of essay due at end of period
3. plan party and presentations of learning
Week 8: December 16-18
1. invite parents to watch videos of dramatic presentations and share food?
Project outline
English/ Critical thinking Through discussion, reading, listening and writing, students will:
· Develop an appreciation and interest in the topic
· Analyze and develop clear ideas about the topic
· explain their opinions using supporting details
Students will develop a 5 paragraph piece of informational writing (an essay) which will include:
· Effective word choice (new vocabulary, powerful adverbs and verbs)
· A voice demonstrating their thinking as mentioned above
· An organization with an inviting lead, logically flowing paragraphs, and satisfying conclusion
Students will revise their thinking/writing by
· checking class generated criteria, and
· revising to enhance writing traits (ideas, sentence fluency, word choice, voice and organization)
Students will extend their thinking through a dramatic presentation
· to express personal responses and relevant opinions about topics
· by developing explanations, analysing ideas and information, exploring new ideas (examining alternative viewpoints)
Social Studies Students will develop competencies needed to be active, informed citizens by
· Constructing an argument
· Explaining different perspectives on issues
· Evaluating their topic for fairness to local and/or global citizens and the environment
Science · Demonstrate a sustained curiosity about a topic or problem
· Process and analyze information
· Demonstrate an openness to new ideas and a consideration of alternatives
· Evaluate their findings by identifying some of the social, ethical and environmental implications of their investigations
· Communicate their ideas and explanations
Collaboration
being respectful of others skills and opinions, being flexible (trying out someone else’s ideas), working to make your project be successful (being mindful of the group and the project criteria)
Creativity:
the dramatic presentation should be
· imaginative
· purposeful
· original
· have value to the other students in French Immersion and to the parent community
Contribution to society (developing local and global citizenship) Students are able to recognize issues, analyze and take action on issues which interest and impact themselves and their communities.
Projet maths: la construction d’une maison en triangles et rectangles
Les critères
1. Tu peux travailler seule ou avec une partenaire
2. Il faut construire une maison avec seulement les triangles, les rectangles ou des carrés.
3. Il faut un minimum de 2 sortis (2 portes, ou 1 porte et une fenêtre, etc.)
4. Il faut un toit.
5. Il faut présenter l’aire de tous les murs et le toit en total en centimètres et expliquer comment vous l’avait calculé.
6. Il faut calculer aussi le volume de votre maison en centimètres cubes.
7. Vous pouvez décorer votre maison mais il faut terminer les critères 1-6 avant de la décorer.
8. C’est un projet à faire a l’école e non a la maison. Si tu veux faire quelque chose similaire chez toi, je vous suggère à faire une maison avec du sucre en cube et calculer le volume!
9. Ne gaspille pas le carton; c’est tout ce qu’on a!
Bonne construction!
1. Tu peux travailler seule ou avec une partenaire
2. Il faut construire une maison avec seulement les triangles, les rectangles ou des carrés.
3. Il faut un minimum de 2 sortis (2 portes, ou 1 porte et une fenêtre, etc.)
4. Il faut un toit.
5. Il faut présenter l’aire de tous les murs et le toit en total en centimètres et expliquer comment vous l’avait calculé.
6. Il faut calculer aussi le volume de votre maison en centimètres cubes.
7. Vous pouvez décorer votre maison mais il faut terminer les critères 1-6 avant de la décorer.
8. C’est un projet à faire a l’école e non a la maison. Si tu veux faire quelque chose similaire chez toi, je vous suggère à faire une maison avec du sucre en cube et calculer le volume!
9. Ne gaspille pas le carton; c’est tout ce qu’on a!
Bonne construction!
Social Studies global citizenship paragraph
Criteria for global citizenship paragraph
Explain, with examples and details, what you think are the top 3 most important responsibilities for being an excellent global citizen.
1. Introductory sentence (states your main opinion) 1
2. Concluding sentence (sums up your opinion) 1
3. COPS: capitals, omissions, punctuation, spelling 2
4. Provide your top 3 most important responsibilities with supporting details for each 4
5. Organization of ideas; keep same ideas together and have them flow from one to the next with useful joining words 1
6. Original ideas and examples provide and author’s “voice” 1
Explain, with examples and details, what you think are the top 3 most important responsibilities for being an excellent global citizen.
1. Introductory sentence (states your main opinion) 1
2. Concluding sentence (sums up your opinion) 1
3. COPS: capitals, omissions, punctuation, spelling 2
4. Provide your top 3 most important responsibilities with supporting details for each 4
5. Organization of ideas; keep same ideas together and have them flow from one to the next with useful joining words 1
6. Original ideas and examples provide and author’s “voice” 1
Friday Passion Projects, term 3
1. What are you planning to investigate? Frame it as a question, for example “How can we make dreamcatchers?” or “How can I create a song on GarageBand?” or “How can I increase my understanding of native speakers speaking French?” or “How can I learn how to code?” or “How can I create a blog which people are interested in reading?” or “How can I learn the basics laws of Physics?” “How can we grow more potatoes in our school garden?”
2. What will you need in order to do that? (materials, technology, information, people)
3. How will you document your learning? (film your progress, keep a journal . . .)
4. Outline the steps you will take to complete your project in 6 hours (1.25 hours X 5 Fridays) Make a detailed plan for this Friday.
5. What will your project look like when it is half finished?
6. What will your project look like when it is finished?
7. In what ways will you be thinking critically?
Which of the following competencies will you be focusing on the most: collaborating contributing creating learning
Le CAFE d’écriture pour la semaine de 1-4 avril, 2014
Une chanson!
En utilisant la mélodie de la petite comptine Frères Jacques, écrit ta propre chanson. La chanson doit comprendre 4 phrases au complet que tu répètes 2 fois chacun, et 8 mots de vocabulaires nouveaux.
Si tu travail avec un partenaire, il faut que chaque personne écrit les paroles dans leur cahier « français grammaire ».
Présenter les paroles à Mme. Millen avant de chercher un ordi.
Enregistrer votre chanson sur Garage Band, à présenter vendredi, le 4 avril.
En utilisant la mélodie de la petite comptine Frères Jacques, écrit ta propre chanson. La chanson doit comprendre 4 phrases au complet que tu répètes 2 fois chacun, et 8 mots de vocabulaires nouveaux.
Si tu travail avec un partenaire, il faut que chaque personne écrit les paroles dans leur cahier « français grammaire ».
Présenter les paroles à Mme. Millen avant de chercher un ordi.
Enregistrer votre chanson sur Garage Band, à présenter vendredi, le 4 avril.
The Rights of The Child
The United Nations agrees that all children have the right to:
1. live.
2. be raised by your own parents.
3. be well treated if you are adopted.
4. quality health care.
5. be treated with dignity if you have a handicap.
6. a reasonable quality of life.
7. special help if you are poor or vulnerable.
8. privacy.
9. have the private parts of your body respected.
10. be protected from all forms of violence.
11. go to school.
12. learn.
13. your own opinion.
14. express yourself freely.
15. have fun and relax.
16. refuse to work.
17. be protected from drugs.
18. keep your rights even if you are in trouble with the law.
19. help if you have been badly treated.
20. protection from being kidnapped or sold.
Le paragraphe qui explique ton art des droits de l’enfant
Titre (le droit – en français), nom, date
1. J’ai choisi ce droit parce que . . .
2. J’ai choisi ce symbole parce qu’il représente/démontre . . .
3. Mon arrière-plan démontre . . . parce que . . .
4. La responsabilité qui va avec ce droit c’est . . .
1. live.
2. be raised by your own parents.
3. be well treated if you are adopted.
4. quality health care.
5. be treated with dignity if you have a handicap.
6. a reasonable quality of life.
7. special help if you are poor or vulnerable.
8. privacy.
9. have the private parts of your body respected.
10. be protected from all forms of violence.
11. go to school.
12. learn.
13. your own opinion.
14. express yourself freely.
15. have fun and relax.
16. refuse to work.
17. be protected from drugs.
18. keep your rights even if you are in trouble with the law.
19. help if you have been badly treated.
20. protection from being kidnapped or sold.
Le paragraphe qui explique ton art des droits de l’enfant
Titre (le droit – en français), nom, date
1. J’ai choisi ce droit parce que . . .
2. J’ai choisi ce symbole parce qu’il représente/démontre . . .
3. Mon arrière-plan démontre . . . parce que . . .
4. La responsabilité qui va avec ce droit c’est . . .
Le concours d’arts oratoires/ French public speaking contest
Les questions que Mme. Millen va poser apres ta presentation:
1. Pourquoi as-tu choisi ce sujet?
J’ai choisi ________ parce que ___________.
2. Où as-tu trouve ton information?
J’ai trouvé les informations _____________
Je connais tout cette information déjà.
1. Pourquoi as-tu choisi ce sujet?
J’ai choisi ________ parce que ___________.
2. Où as-tu trouve ton information?
J’ai trouvé les informations _____________
Je connais tout cette information déjà.
5e année: 1 paragraphe/ 30 secondes- 1 minute/ 75-200 mots
6e année : 3 paragraphes/1minute-4minutes/150-400 mots
1er étape : trouve les mots dont tu as besoin : Les noms, les verbes, les adjective et adverbes. Si tu as besoin des expressions, demande à Mme. Millen. Fais une grande liste de vocabulaire comme ceci :Find the vocabulary you will need
Les noms
- La randonné
- La tranquillité
- L’amitié
- Les montagnes
- La poudreuse
- La beauté
- Les frontières
- Une aventure
- Un arbre
- Des lagopèdes
- côtes
- Les vues
- Les récompenses
- Les événements
- descentes
- connaître
- trouver
- Se promener
- commencer
- expliquer
- travailler
- entrainer
- sortir
- grimper
Les adjectives/adverbes
- en forme
- en hiver
- fort
- entouré
- inoubliable
- jaune
- éclatant
- caché
- magnifique
- surprenant
Les mots joignants
- dès que
- cependant
- lesquelles
- souvent
- et
- après
Les Expressions
- Être en forme
- Si non
- Une fois
- Êtes prêts
- Tout près de
- D’en haut
- Non pas
Les phrases interrogatifs
- Est-ce que
- Qu'est-ce que
- Quand
- Comment
- Pourquoi
2e étape : Les phrases
Écris toutes les phrases qui t’aident à expliquer ton sujet, en utilisant les mots intéressants. Écris au présent et conjuguer tes verbes au présent si possible. Écris autant de phrases que possible. Build your sentences.
3e étape : organiser les phrases et remettre ton paragraphe brouillon a Mme. Millen, mardi prochaine au plus tard. Organize your sentences and hand in your rough draft no later than Tuesday, March 4.
Pour presenter, il faut commencer avec "Chers juges, chers parents, chers professeurs et chers amis" Puis, commence avec une belle phrase d’introduction. En suivant, des phrases d’informations et finalement une petite phrase de conclusion.
Mon exemple a moi (Mme. Millen) :
« La randonné en ski! Est-ce que tu l’avais jamais fait? Si oui, vous connaissez la beauté, la tranquillité, le travail et l’amitié qu’on peut trouver en se promener dans les montagnes en hiver. Si non, je vais vous expliquer! Pour commencer, il faut être en forme. Si non, vous allez travailler si fort que vous n’allez pas apprécier la beauté qui vous entoure. Alors, entrainez-vous dès que maintenant si vous voulez sortir des frontières Whistler-Blackcomb! Une fois que vous avez des partenaires, des équipements et ton lunch, vous êtes prêts pour une aventure! Cependant, une aventure ce n’est pas toujours l’adrénaline! Mes aventures les plus inoubliables sont souvent lesquelles où j’ai observé un arbre tout recouverte en lichen jaune éclatant, ou vu des lagopèdes cachés dans la neige tout près de moi, ou grimpé des grands côtes pour admirer les magnifiques vues d’en haut avec mes amis. Les récompenses en randonné sont souvent des événements surprenants, et non pas les grandes descentes dans la poudreuses ou la risque d’un avalanche! »
4e étape : pratique la récitation. Écoute ton paragraphe être lu par Google Translate. Lire et relire ton paragraphe pour le bien connaître. Essaie de le présenter sans regarder la feuille. Ajoute un peu d’expression. Pratique devant le miroir, ta famille, tes amis et la vidéo.Practice your speech
5e étape : régler la minuterie pour voir combien de temps tu en utilises. Si c’est trop court, essaie d’ajouter une autre phrase. Si c’est trop long, essaie de la raccourcir. Time your speech and adjust if necessary.
6e étape : la présentation. Le 7 ou 10 mars devant la classe.
7e étape : les finalistes : à présenter devant la classe de Mme. Boisvert et la notre le 12 mars. Une 6e année va être choisi pour nous représenter samedi, le24 mai au concours provincial à Vancouver. Finalists: one grade 6 will be invited to compete in Surrey on Saturday, March 24, along with one grade 7.
English monthly novel reading assignment
Each month you must read a novel of your choice. You must submit a piece of writing regarding one novel per month. This piece of writing should be about a page (250 words) and has two parts (see below). The first novel and writing is to be done for March 31, the first day back after Spring Break. There are 2 weeks before Spring Break to get started and or finished! Your writing is to be submitted on the last school day of each month after that (at the latest).
1. A general summary of the book including:
a) The setting (time and place). Give a few details.
b) The main characters and their personalities, in a few sentences.
c) A basic outline of the challenge of the plot in your own words. Do not copy this from the book cover. Tease but don’t tell. In other words, don’t give away the ending.
d) A recommendation. What kind of reader would like this book? In other words: “If you like mystery with a bit of history and you’re OK with a bit of blood and tension, you will enjoy this book.” (For example)
2. A discussion of a theme which you reflected on while or after reading this book. This may be the main theme of the book, or one which you came up with as you read. Themes are big ideas, such as: friendship, courage, perseverance, survival, human rights, justice, fear, family, responsibility, community, etc.
a) Explain why you are writing about this theme (how it relates to the book you read)
b) Reflect on your theme: how do some people have this (courage, perseverance, etc.) and some don’t? Can you develop it? Is it important to the world, to humanity?
c) Answer your questions to the best of your ability. There are no right answers. I’m looking for students to take risks to put forth ideas and explanations which have supporting evidence, no matter what the opinion.
1. A general summary of the book including:
a) The setting (time and place). Give a few details.
b) The main characters and their personalities, in a few sentences.
c) A basic outline of the challenge of the plot in your own words. Do not copy this from the book cover. Tease but don’t tell. In other words, don’t give away the ending.
d) A recommendation. What kind of reader would like this book? In other words: “If you like mystery with a bit of history and you’re OK with a bit of blood and tension, you will enjoy this book.” (For example)
2. A discussion of a theme which you reflected on while or after reading this book. This may be the main theme of the book, or one which you came up with as you read. Themes are big ideas, such as: friendship, courage, perseverance, survival, human rights, justice, fear, family, responsibility, community, etc.
a) Explain why you are writing about this theme (how it relates to the book you read)
b) Reflect on your theme: how do some people have this (courage, perseverance, etc.) and some don’t? Can you develop it? Is it important to the world, to humanity?
c) Answer your questions to the best of your ability. There are no right answers. I’m looking for students to take risks to put forth ideas and explanations which have supporting evidence, no matter what the opinion.
Letter to Mme. Millen re Novel Studies
Criteria:
1. Name the 3 novels you liked the best. For each novel, explain WHY you liked it. Each novel must be in a separate paragraph.
2. If there was a novel you didn’t like, tell me the title, and WHY you didn’t like it.
3. Tell me what you thought about the literature circle discussions: did you like them better or worse than writing the reader responses? What was good about them? Was there anything you didn’t like? Think about the parents who you enjoyed discussing the book with. What made them good lit. circle leaders?
4. Do you have any recommendations for me for next time I organize lit. circles?
5. You must use full sentences, capitals, punctuation and re-read for missing words. Each question must be a separate paragraph. This is to be handed in on lined paper (not typed) with the date at the top and the title: Literature Circle reflections. Due Thursday at noon.
6. The letter must start with: Dear Mme. Millen then skip a line
7. Sign the bottom of the letter with your signature (first and last name in handwriting) and neatly print your name below the signature.
Criteria:
1. Name the 3 novels you liked the best. For each novel, explain WHY you liked it. Each novel must be in a separate paragraph.
2. If there was a novel you didn’t like, tell me the title, and WHY you didn’t like it.
3. Tell me what you thought about the literature circle discussions: did you like them better or worse than writing the reader responses? What was good about them? Was there anything you didn’t like? Think about the parents who you enjoyed discussing the book with. What made them good lit. circle leaders?
4. Do you have any recommendations for me for next time I organize lit. circles?
5. You must use full sentences, capitals, punctuation and re-read for missing words. Each question must be a separate paragraph. This is to be handed in on lined paper (not typed) with the date at the top and the title: Literature Circle reflections. Due Thursday at noon.
6. The letter must start with: Dear Mme. Millen then skip a line
7. Sign the bottom of the letter with your signature (first and last name in handwriting) and neatly print your name below the signature.
Essay criteria and marking scheme
Each paragraph is out of 4 marks (5 paragraphs x 4 = 20 marks). Apart from including all required information, each paragraph must use periods and capitals in the appropriate place. All sentences must be complete sentences, and must make sense. Hand-writing should be neat. Name, title and date must be included. If typed, no fancy fonts are to be used. 12 point in black is expected. There are no sub-headings in an essay.
2nd paragraph criteria
3rd paragraph
4th paragraph
Conclusion: minimum 3 sentences. Address the following:
Each paragraph is out of 4 marks (5 paragraphs x 4 = 20 marks). Apart from including all required information, each paragraph must use periods and capitals in the appropriate place. All sentences must be complete sentences, and must make sense. Hand-writing should be neat. Name, title and date must be included. If typed, no fancy fonts are to be used. 12 point in black is expected. There are no sub-headings in an essay.
2nd paragraph criteria
- Discuss why people in general leave their countries to immigrate
- Give a specific example
- Stick to this one topic and
- Provide all the information about this topic in this paragraph. Only a small amount should be in the introduction, the rest should be in this paragraph.
3rd paragraph
- Discuss in general what it is/was like for immigrants to Canada when they arrived
- Give a specific example
- Stick to this one topic and
- Provide all the information about this topic in this paragraph. Do not add info on this topic to other parts of your essay, except possibly one sentence in the conclusion.
4th paragraph
- Discuss YOUR ideas on how immigration has changed Canada. Give general thoughts, your reasons why and then DETAILS. Has immigration made Canada better? Better than what? Why? Can you compare and contrast Canada to another country?
- Provide an example from your experience, your family’s experience or your research which supports your thinking.
Conclusion: minimum 3 sentences. Address the following:
- Reflect (in writing) on your learning, while referring to your specific example. For example “Sikhs today are an important part of our country, for more than just great Indian food restaurants. They are great believers in contributing to communities. They have worked hard to integrate into Canadian society while still preserving their language and traditions. Sikhs add a colourful piece to the “mosaic” of modern Canadian culture.”
- Offer a summary of your learning about immigration in general. For example: “Immigration has shaped Canada. Our nation has become very multi-cultural and we have promoted understanding and tolerance among many different cultures. Yet we must still remember to look beyond the face of new immigrants to see the real person.
- At the very end, pose a question to the reader, to encourage them to think more deeply on the subject. For example: “When you meet new immigrants in the future, will your attitude be any different than before?” or “How can we learn from knowing immigrants’ stories?” or “Do you know a new immigrant you could reach out to?”
Good "hooks", or ways to draw in the reader to read on:
1. Onomatopoeia eg: swish, swoosh, EEK, OW!
2. Questions eg: why would anyone leave their homeland?
3. A short, intense sentence eg: It was a dark and stormy night.
4. A fascinating fact eg. Megalodons had teeth as big as your head!
5. An analogy eg: Immigration is like a fast-flowing stream; continuously moving people to new places.
1. Onomatopoeia eg: swish, swoosh, EEK, OW!
2. Questions eg: why would anyone leave their homeland?
3. A short, intense sentence eg: It was a dark and stormy night.
4. A fascinating fact eg. Megalodons had teeth as big as your head!
5. An analogy eg: Immigration is like a fast-flowing stream; continuously moving people to new places.
Introductory paragraph must include
1. The hook sentence which draws the reader in.
2. Introduce the questions you will address in this essay:
a) Why did they leave?
b) What was it like when they got here?
c) How did this change Canada?
3. Give a hint of the story you will tell (ie. Your story or the cultural group you will be discussing)
Second Paragraph tells all about and only about why they left
Third paragraph tells all about and only about what it was like when they got here.
Fourth paragraph tells all about and only about how these immigrants or the group they belonged to have changed Canada
Concluding paragraph: Next week!
1. The hook sentence which draws the reader in.
2. Introduce the questions you will address in this essay:
a) Why did they leave?
b) What was it like when they got here?
c) How did this change Canada?
3. Give a hint of the story you will tell (ie. Your story or the cultural group you will be discussing)
Second Paragraph tells all about and only about why they left
Third paragraph tells all about and only about what it was like when they got here.
Fourth paragraph tells all about and only about how these immigrants or the group they belonged to have changed Canada
Concluding paragraph: Next week!
Essay topic: Immigration
Question to address: What is it/was it like to be an immigrant AND who does/has immigration impacted (changed/ defined/helped) Canada?
Consider the following questions to help you brainstorm your ideas for your essay:
1. Why would someone leave their country of birth?
2. What was it/is it like when you come to Canada?
3. How does immigration affect the people who are here in Canada already?
You may choose to write your essay using a personal or family story OR you may decide to pick a particular cultural group which has immigrated to Canada and do a little research to find out the answers to the above questions.
The essay will have 5 paragraphs: an introduction, 3 supporting paragraphs and a conclusion.
Please DO NOT start writing until I have clarified the guidelines/criteria. At the moment, discuss and research your idea with your family and friends in preparation for writing.
This essay will be written in class over the next 3 weeks with lots of support and feedback from Mme. Millen.
Consider the following questions to help you brainstorm your ideas for your essay:
1. Why would someone leave their country of birth?
2. What was it/is it like when you come to Canada?
3. How does immigration affect the people who are here in Canada already?
You may choose to write your essay using a personal or family story OR you may decide to pick a particular cultural group which has immigrated to Canada and do a little research to find out the answers to the above questions.
The essay will have 5 paragraphs: an introduction, 3 supporting paragraphs and a conclusion.
Please DO NOT start writing until I have clarified the guidelines/criteria. At the moment, discuss and research your idea with your family and friends in preparation for writing.
This essay will be written in class over the next 3 weeks with lots of support and feedback from Mme. Millen.
Mme. Millen's example essay on immigration. I have not yet written the conclusion. This is my first draft. It could use some editing, I'm sure! Please remember that I am writing my best so you have something to strive for. Some of you are capable of writing at this level. If this seems overwhelming, just do your best. Consider the questions above and try to address them as best you can, using formal language. I will provide frequent feedback.
Why would anyone leave their homeland? What would make someone pick up and move across the world where the people don’t speak the same language, or practice the same customs, or even want you?! Imagining the conditions which would make someone leave their place of origin is only the first piece of the puzzle of immigration. Immigration is challenging and has been fraught with disgraces here in Canada, but things are changing for the better. Canada now welcomes new immigrants for what they offer our country. We see ourselves as a patchwork quilt of cultures and this makes us richer for our diversity. We now appreciate this richness in ways that we didn’t before.
Many immigrants come to Canada to improve their opportunities in life. Life must be pretty hard for someone to want to leave their extended family and friends, and their way of life, behind. The Sikhs who have been immigrating to Canada for over one hundred years began coming to Canada to seek work when there was none at home. They planned to work and earn money, then return home. But many stayed in Canada. Maybe they saw opportunity? Maybe they recognized that life really wasn’t going to improve at home?
When the Sikhs first came B.C. in the early 1900s they worked on the railroad, in lumber camps and sawmills. They were considered good workers, and although they were paid less than white workers doing the same work, they were paid more than the Chinese workers. Groups of Sikhs shared housing, so they were able to keep their language and culture strong. Over the years they have had to face much discrimination, such as immigrant policies which were prejudiced against them, a lack of suffrage and mistrust by the white population. Now, at least, they are seen as equal in the eyes of the law. I wonder how they feel about their place in Canada.
Sikhs have contributed to Canada in many ways. They have added their strong community-mindedness, their dedication to service and they have served. Many Sikhs have held public office and many others have started successful businesses as well as become teachers, doctors and other contributing members of society.
“The Sikhs have earned the right to call Canada their home. They have
worked hard, saved, paid taxes, bought property, invested wisely, sent
delegations, engaged legal services, prayed and waited for things to
change. If they encountered an obstacle they never gave up . . .”
Sarjeet Singh Jagpal in Becoming Canadian: Pioneer Sikhs in their own Words, 1994
In the above book, Kartar Singh, is quoted as giving the following advice to his fellow Sikhs in 1929 as follows:
"It is a great joy to me to find that her in this distant land you still keep up your own religious faith and do not neglect your Sikh religion. That is the right thing to do if you want to remain in a distant country with moral character and good social and family traditions . . . Secondly, you must remember that you are guests in a new country and you have to observe the first law of hospitality, which is to accommodate yourselves as far as possible and pay every consideration to the manners and customs of this new country where your children are being born and where you yourselves have elected to live. This is a necessity in every country where people emigrate if good will and friendly feelings are to be observed. This does not mean that you are to alter all your own good customs and manners of living, but rather that you are to seek at every point to find a common meeting place where your own life and the Canadian life coincide. To put what I wish to say in two words, you should do you best to prove yourselves “Good Canadians”.
This sage advice may explain why Sikhs have managed to become respected citizens of Canada.
Many immigrants come to Canada to improve their opportunities in life. Life must be pretty hard for someone to want to leave their extended family and friends, and their way of life, behind. The Sikhs who have been immigrating to Canada for over one hundred years began coming to Canada to seek work when there was none at home. They planned to work and earn money, then return home. But many stayed in Canada. Maybe they saw opportunity? Maybe they recognized that life really wasn’t going to improve at home?
When the Sikhs first came B.C. in the early 1900s they worked on the railroad, in lumber camps and sawmills. They were considered good workers, and although they were paid less than white workers doing the same work, they were paid more than the Chinese workers. Groups of Sikhs shared housing, so they were able to keep their language and culture strong. Over the years they have had to face much discrimination, such as immigrant policies which were prejudiced against them, a lack of suffrage and mistrust by the white population. Now, at least, they are seen as equal in the eyes of the law. I wonder how they feel about their place in Canada.
Sikhs have contributed to Canada in many ways. They have added their strong community-mindedness, their dedication to service and they have served. Many Sikhs have held public office and many others have started successful businesses as well as become teachers, doctors and other contributing members of society.
“The Sikhs have earned the right to call Canada their home. They have
worked hard, saved, paid taxes, bought property, invested wisely, sent
delegations, engaged legal services, prayed and waited for things to
change. If they encountered an obstacle they never gave up . . .”
Sarjeet Singh Jagpal in Becoming Canadian: Pioneer Sikhs in their own Words, 1994
In the above book, Kartar Singh, is quoted as giving the following advice to his fellow Sikhs in 1929 as follows:
"It is a great joy to me to find that her in this distant land you still keep up your own religious faith and do not neglect your Sikh religion. That is the right thing to do if you want to remain in a distant country with moral character and good social and family traditions . . . Secondly, you must remember that you are guests in a new country and you have to observe the first law of hospitality, which is to accommodate yourselves as far as possible and pay every consideration to the manners and customs of this new country where your children are being born and where you yourselves have elected to live. This is a necessity in every country where people emigrate if good will and friendly feelings are to be observed. This does not mean that you are to alter all your own good customs and manners of living, but rather that you are to seek at every point to find a common meeting place where your own life and the Canadian life coincide. To put what I wish to say in two words, you should do you best to prove yourselves “Good Canadians”.
This sage advice may explain why Sikhs have managed to become respected citizens of Canada.
Literature Circles: criteria and marking
Criteria:
ü Choose a passage (a part in the book) that makes you think. Something you wondered about or connected to.
ü Record your passage and explain why you chose it in writing in your English notebook. Your explanation should be 5-8 thoughtful sentences long. As you write, look for ways to connect to the bigger themes of life. For example, hope, friendship, family ties, courage, perseverance. . .
ü Have your passage marked with a bookmark. Practice reading it aloud before your group meets.
Connections
1. Refer to the story
2. Refer to your personal experience/ world experience / other story
3. Explain the feeling
4. B.I.B.B. (Bring it back to the book)
Questions
1. Refer to the story.
2. Ask deep questions: Ones that make you think more about the story.
3. Answer your questions. Use « Maybe . . . »
4. Expand on and record your thinking. Explore themes such as: friendship, war, peace, families, courage, fear, hope, perseverance, etc.
Marking:
Each passage you write will be marked out of 10. AFTER you have recorded your passage, your writing should be 5-10 sentences long.
Criteria
Neat printing and proper page layout, COPS (capitals, omissions, punctuation, spelling) /1
Carefully refers to the story, title of book recorded, page number, and short quote in quotation marks. /1
Asks a deep-thinking question OR makes a connection to relevant experience (self, world or other story). (1-3 sentences) /2
Answers the question OR explains the feeling. (2-4 sentences) /3
Explores the theme that connection or question relates to. (2-4 sentences) /3
Le vocabulaire des énergies-alternatives
Le transport
Améliorer
Renouvelables
non- renouvelables
Les ressources
Éviter
Mieux que
La distribution
Dépenser (de l’argent)
La meilleure
La fabrication
Comparer
durable
L’utilisation
revaloriser
Non-durable
Les gaz à effet de serre
Préserver (la qualité d’eau)
Le pire
Des problèmes
Savez-vous . . ?
La foresterie
Réduire (l’impact)
C’est
L’Extraction (des matières primaires)
utiliser
La fin (de vie)
Couter
La Biodiversité
Un choix
Les émissions
Les expressions
A mon avis
Je pense que
Je crois que
L’empreinte écologique (écolo)
Il y a
Parce que
Il vaut la peine
Mais
Voilà
pourquoi
Améliorer
Renouvelables
non- renouvelables
Les ressources
Éviter
Mieux que
La distribution
Dépenser (de l’argent)
La meilleure
La fabrication
Comparer
durable
L’utilisation
revaloriser
Non-durable
Les gaz à effet de serre
Préserver (la qualité d’eau)
Le pire
Des problèmes
Savez-vous . . ?
La foresterie
Réduire (l’impact)
C’est
L’Extraction (des matières primaires)
utiliser
La fin (de vie)
Couter
La Biodiversité
Un choix
Les émissions
Les expressions
A mon avis
Je pense que
Je crois que
L’empreinte écologique (écolo)
Il y a
Parce que
Il vaut la peine
Mais
Voilà
pourquoi
Projet Ener-alt Les critères pour l’affiche du groupe
Goals :
1. To educate people about these alternative technologies.
2. To help people evaluate what we should be supporting in Whistler and what is not worth spending money on.
3. To demonstrate to your parents your contribution to a group.
Les Critères : 1. Un titre. Nomme la technologie et illustre-le avec un sketch ou diagramme qui démontre où il se situe à Whistler.
2. Dresse une liste de tous les composants du cycle de vie de la technologie et l’empreinte écologique correspondante (en chiffres).
3. Démontre, à l’aide d’un (ou plusieurs) diagrammes à bandes, une comparaison entre la technologie ancienne et votre technologie alternative.
4. Dresse une liste de tous les pours et les contres de votre technologie alternative.
5. Fournir un sommaire du point de vue de votre groupe au sujet de cette technologie alternative (En français et en anglais).
6. Fournir une liste de toutes les ressources consultées durant le processus.
7. Fournir une liste de remerciements à tout le monde qui vous avez aidé durant le processus.
8. Dresse une liste de tous les membres de votre groupe et leurs forces démontrées durant le processus de la création de cette affiche.
Due : mercredi, le 27 novembre
1. To educate people about these alternative technologies.
2. To help people evaluate what we should be supporting in Whistler and what is not worth spending money on.
3. To demonstrate to your parents your contribution to a group.
Les Critères : 1. Un titre. Nomme la technologie et illustre-le avec un sketch ou diagramme qui démontre où il se situe à Whistler.
2. Dresse une liste de tous les composants du cycle de vie de la technologie et l’empreinte écologique correspondante (en chiffres).
3. Démontre, à l’aide d’un (ou plusieurs) diagrammes à bandes, une comparaison entre la technologie ancienne et votre technologie alternative.
4. Dresse une liste de tous les pours et les contres de votre technologie alternative.
5. Fournir un sommaire du point de vue de votre groupe au sujet de cette technologie alternative (En français et en anglais).
6. Fournir une liste de toutes les ressources consultées durant le processus.
7. Fournir une liste de remerciements à tout le monde qui vous avez aidé durant le processus.
8. Dresse une liste de tous les membres de votre groupe et leurs forces démontrées durant le processus de la création de cette affiche.
Due : mercredi, le 27 novembre
Projet Ener-alt Les critères pour la paragraphe individuelle écrite
Goals
1. To demonstrate your ability to synthesize and evaluate information and provide evidence for your conclusions.
2. To demonstrate your knowledge of vocabulary related to alternative energies.
3. To demonstrate your ability to construct sentences in French.
Criteria 1. Prioritize the top three technologies that citizens of Whistler should spend their taxpayer dollars on to reduce our CO2e.
2. Explain your reasoning : What information supports your point of view?
3. Give an example of an alternative energy which does NOT merit support and give your reasons why.
4. A clear opening sentence, several middle sentences which support your arguement, and a clear concluding sentence.
5. Use of rich vocabulary related to the subject.
6. Use of several correct French sentence structures such as : « Je pense que . . . » and « Parce que . . . » Mieux que, meilleure que, aussi, etc.
7. You take risks in French to try to explain your ideas. Therefore not all your French will be correct THAT IS OK!! The point is to get your ideas across.
8. Do NOT use GoogleTranslate for more than one word. I will be able to tell and furthermore, you are not learning by doing this. DO use French spell check (Go to tools – language – French)
Exemple : Je crois que le pouvoir nucléaire est la technologie que les citoyens de Whistler doivent poursuivre plus que d’autres nouvelles technologies. Le pouvoir nucléaire est une source d’énergie qui n’abime pas l’environnement, qui provient d’une énergie consistante et forte pour longtemps et qui ne coute pas trop à maintenir une fois que la centrale est construit. Comparé aux centrales hydro-électriques, le pouvoir nucléaire n’utilise que 10% de l’eau, ne fait aucun impacte sur les rivières et offre les emplois permanents aux travailleurs d’ici à longs termes. Je pense que les technologies comme l’hydro-électricité font une grande empreinte sur notre terre qui n’est pas acceptables à cause du dommage qu’ils produisent à la nature. Les citoyens de Whistler doivent poursuivre l’énergie nucléaire à cause de ses efficacités et sa petite empreinte sur la nature.
1er brouillon due : mercredi, le 20 novembre
2e brouillon due : mardi, le 26 novembre
3e exemplaire due : mercredi, le 4 décembre
Les entrevues avec Mme. Millen commencent mercredi, le 4 décembre. I will ask you to explain your point of view on alternative energies. Exactly the same information you wrote in your paragraph, but you have to explain to me orally. You will not be allowed any notes to refer to. It will be useful to have learned the key vocabulary and sentence structures we have been working on in order to answer in reasonable sentences. We will practice interviewing each other before hand.
Tips on making a good movie By Mike Douglas
Thank you very much for coming in and sharing your expertise Mike! It was a fascinating presentation.
A good film is powerful. It can change people’s thinking; it can transform us. Or it can educate us, inspire us, get us excited about something, influence us to make change.
1. Think about your purpose. Are you trying to inform, educate, influence, inspire. Are you making a documentary, a drama, a mystery, a comedy?
2. Get a pen and turn on your brain – seriously! Make a plan, an outline. Make a script.
3. How can you make this movie a STORY?!
4. How does the film
a. Begin? How does the movie open? What is the first scene? The first shot?
b. Middle? What information are you planning to share? Which parts will you show? Which parts will you zoom in for? Wide-angle parts?
c. End? Conclusion: your final product. Your story wraps up. You leave your audience thinking about your story (or wishing they were eating your food!)
5. The structure: Will you have a host who talks through the movie? Just a voice (a narrator)? Or will the actors tell the story through what they are doing and dialogue? Will there be interviews? Will you have titles, subtitles? Which perspectives will you show? (The pumpkin getting cut up (owwww!) The person eating the yummy muffin?
6. What images and types of shots will best tell your story? Think about zooming in, wide angle, different angles.
7. Plan your shooting time: make a schedule. How many seconds for each section?
8. Who is the crew?
a. Camera
b. Narrator
c. Interviewer
d. Interviewee
e. Host
f. Editor
g. Music
h. Artistic details on paper promotion/titles, credits
9. Shoot the movie
10. Edit to make it show what you want it to show.
11. Present it. Get feedback (reviews)
12. Change anything?
13. Promote it to a wider audience if you think it is great!
A good film is powerful. It can change people’s thinking; it can transform us. Or it can educate us, inspire us, get us excited about something, influence us to make change.
1. Think about your purpose. Are you trying to inform, educate, influence, inspire. Are you making a documentary, a drama, a mystery, a comedy?
2. Get a pen and turn on your brain – seriously! Make a plan, an outline. Make a script.
3. How can you make this movie a STORY?!
4. How does the film
a. Begin? How does the movie open? What is the first scene? The first shot?
b. Middle? What information are you planning to share? Which parts will you show? Which parts will you zoom in for? Wide-angle parts?
c. End? Conclusion: your final product. Your story wraps up. You leave your audience thinking about your story (or wishing they were eating your food!)
5. The structure: Will you have a host who talks through the movie? Just a voice (a narrator)? Or will the actors tell the story through what they are doing and dialogue? Will there be interviews? Will you have titles, subtitles? Which perspectives will you show? (The pumpkin getting cut up (owwww!) The person eating the yummy muffin?
6. What images and types of shots will best tell your story? Think about zooming in, wide angle, different angles.
7. Plan your shooting time: make a schedule. How many seconds for each section?
8. Who is the crew?
a. Camera
b. Narrator
c. Interviewer
d. Interviewee
e. Host
f. Editor
g. Music
h. Artistic details on paper promotion/titles, credits
9. Shoot the movie
10. Edit to make it show what you want it to show.
11. Present it. Get feedback (reviews)
12. Change anything?
13. Promote it to a wider audience if you think it is great!
Les critères pour présenter une recette dans une petite video:
1. Il faut une recette de bonne santé. Cela veut dire qu’il faut 1 tasse ou moins du sucre. On n’ajoute pas des noix à cause des allergies.
2. Il faut que vous apportez vos ingrédients, et de l’équipement spécialisé si nécessaire.
3. Tout le monde doit participer. Vous allez expliquer les rôles à la fin de la vidéo.
4. Sur la vidéo, il faut démontrer comment préparer avec les explications orales sans lire le papier.
5. Il faut soumettre aussi une recette sur papier en français. Vous pouvez copier la recette de l’internet, mais il faut l’organiser sur la page et citer la site-web où vous l’avez trouvé. Vous pouvez l'illustrer pour ameliorer la presentation!
2. Il faut que vous apportez vos ingrédients, et de l’équipement spécialisé si nécessaire.
3. Tout le monde doit participer. Vous allez expliquer les rôles à la fin de la vidéo.
4. Sur la vidéo, il faut démontrer comment préparer avec les explications orales sans lire le papier.
5. Il faut soumettre aussi une recette sur papier en français. Vous pouvez copier la recette de l’internet, mais il faut l’organiser sur la page et citer la site-web où vous l’avez trouvé. Vous pouvez l'illustrer pour ameliorer la presentation!
- http://www.recettes.qc.ca/ est une bonne ressource
Les Critères pour la présentation de toi dans ton quartier
1. Tu utilises au moins 5/10 nouveaux mots de vocabulaire.
2. Tu décris ton quartier, ta famille et toi avec des détails intéressants qui nous aide à mieux te comprendre.
3. Tu utilise le verbe AIMER sous le forme « j’aime » et aussi « nous aimons ».
4. Tu utilises les images qui nous aident à mieux comprendre.
5. Tu regardes tes amis pour la plupart.
6. Tu prononce clairement les mots.
7. La durée:
· 1minute-1.5minutes pour les 6e
· 30-60 secondes pour les 5e
8. Il y a de la créativité évident dans l’aspect visuel.
2. Tu décris ton quartier, ta famille et toi avec des détails intéressants qui nous aide à mieux te comprendre.
3. Tu utilise le verbe AIMER sous le forme « j’aime » et aussi « nous aimons ».
4. Tu utilises les images qui nous aident à mieux comprendre.
5. Tu regardes tes amis pour la plupart.
6. Tu prononce clairement les mots.
7. La durée:
· 1minute-1.5minutes pour les 6e
· 30-60 secondes pour les 5e
8. Il y a de la créativité évident dans l’aspect visuel.