Blog Entry – December 8th
LANUAGE
READING
Students are continuing
to write letters on a bi-weekly basis to communicate their comprehension of the
reading they do doing read to self-times. Over the next two weeks we will be
looking at samples of letters and discussing ways we can bump up our letters to
a level 3 or 4.
WRITING
Students have gone
through the writing process from Prewrite-Draft- Revise/Edit and produced their
first Recount for this year in Grade 4. The Grade 5’s went through the writing
process and produced a persuasive piece. This week students are working on
their second writing piece in their text form (Recount or Persuasive) they will
be provided feedback on their first written piece to help them with their
second.
The Grade 4’s were given
a Robert Munsch story and in groups discussed the 5 W’s (who, what, where,
when, why), the important events, and something they learned from the story.
Then they were given time to fill out a prewrite organizer. As a class we wrote
a recount of Stephanie’s Ponytail and used it as a sample students could refer
to when writing their drafts of their Robert Munsch story.
Recount
of Stephanie’s Ponytail
In
the book Stephanie’s Ponytail by Robert Munsch, Stephanie is a girl who enjoys
having different styles of ponytails.
The
story starts off with Stephanie asking her mom for a ponytail coming right out
of the back of her head. When Stephanie gets to school that day all the kids
make fun of her new ponytail style. The following day all the girls have copied
her ponytail style. Stephanie gets frustrated that her schoolmates are copying
her hair after they have already made fun of her. The story continues with
Stephanie coming to school with new ponytail styles. Some of them are on the
side of her head, front of her head, and top of her head. Everyday students
keep teasing her because of her new hairstyle then copy her the next day.
Finally Stephanie tells everyone she is going to shave her head bald because
she is tired of everyone just following what she does. The story ends when
everyone (students, teachers, and animals) shaved their heads bald but
Stephanie comes to school with a nice ponytail coming out the back of her head.
Stephanie’s
Ponytail taught me that it is important to make your own decisions and not just
following along with what everyone else is doing.
The Grade 5’s co-created their assignment with me
discussing the success criteria and outline for their project.
This was the outline we came up with as a class.
Persuasive
Advertisement
Assignment
- persuade someone to buy your product, or an
already existing product
- know your audience
- how is your product going to make someone else’s
life better (“Making a Difference”)
- you may work in a group of 2 or independently
Success Criteria
- name of product
- your opinion
- colour/attract attention (for posters,
brochure….)
- 3 reasons why someone should buy your product
- at least 3 examples/evidence
- evident use of persuasive writing techniques
(slogan, bandwagon, testimonial , emotional appeal, expert opinion)
Topic Ideas
- type of cereal
- pet food
- sell a shoe
- toy
- book
- rainbow looms
- video game, board game
- action figure
- comic book
- car
- piece of technology
- sports equipment
- pencil sharpener
- art piece
- McDonalds
- a pet
- boat
- house (energy conservation)
- new materials for the classroom
- locks
- website
Forms
- Brochure
- Commercial
- Poster
- Billboard
- Slideshow
- Magazine/Newspaper Ad
- letter
- website
Students were given a prewrite organizer to ensure
they cover the success criteria.
Name: ______________________
Product Persuasion
Product
Information-
|
Product Name: ______________________
Purpose (what does it do?):
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Who would need it (Audience – who are you
selling it to?):
_____________________________________________________________________________
_____________________________________________________________________________
My product will make someone else’s life
better because…
_____________________________________________________________________________
_____________________________________________________________________________
|
The method of advertisment I will be using is… (poster, billboard, letter,
newspaper ad etc.)
_________________________________________________________________________
_________________________________________________________________________
My
advertisement will attract my audience because I will use _______ persuasive
strategies.
(e.g.
slogan, colour, emotional appeal, bandwagon, testimonial, expert opinion)
-
-
-
3
Reasons why someone should buy my product
Reason
1. _____________
Examples/Evidence
Reason
2. _____________
Examples/Evidence
Reason
3. ______________
Examples/Evidence
Once
students have finished their prewrite they will begin to create their
advertisement using the form they choose. Students will be given work periods
in class. Students were asked to choose a task they could do in class not
always needing a computer, as the lab is booked for most of the periods in the
remaining two weeks. Students are welcome to work at home but they will be
provided time in class. Once the advertisements are created students will be
presenting their ad in a oral presentation.
MATH
This week we have a Division/Multiplication
Re-Quiz for students who needed more time to practice the concepts. It will be
this Wednesday.
Math Help
Wednesdays (1st break) and Fridays (2nd break)
We will be starting a new unit in math. We will be
looking at Data Management. Here are the expectations for the Grade 4’s and
Grade 5’s.
Grade
4
*collect data
by conducting a survey (e.g., “Choose your favourite meal from the following
list: breakfast, lunch, dinner, other.”) or an experiment to do with
themselves, their environment, issues in their school or the community, or
content from another subject, and record observations or measurements;
*collect and organize discrete primary data and display the
data in charts, tables, and graphs (including stem-and-leaf plots and double
bar graphs) that have appropriate titles, labels (e.g., appropriate units
marked on the axes), and scales (e.g., with appropriate increments) that suit
the range and distribution of the data, using a variety of tools (e.g., graph
paper, simple spread- sheets, dynamic statistical software).
*read, interpret, and draw conclusions from primary data (e.g.,
survey results, measurements, observations) and from secondary data (e.g., temperature
data in the newspaper, data from the Internet about endangered species),
presented in charts, tables, and graphs (including stem-and-leaf plots and
double bar graphs);
*demonstrate, through investigation, an understanding of
median (e.g.,” The median is the value in the middle of the data. If there are
two middle values, you have to calculate the middle of those two values.”), and
determine the median of a set of data (e.g.,” I used a stem-and-leaf plot to
help me find the median.”);
*describe the shape of a set of data across its range of
values, using charts, tables, and graphs (e.g. “The data values are spread out
evenly.”; “The set of data bunches up around the median.”);
*compare
similarities and differences between two related sets of data, using a variety
of strategies (e.g., by representing the data using tally charts, stem-and-leaf
plots, or double bar graphs; by determining the mode or the median; by describing
the shape of a data set across its range of values).
Grade 5
* read,
interpret from primary data and from secondary data, presented in charts,
tables, and graphs (including broken-line graphs);
* distinguish between discrete data and
continuous data
*compare
similarities and differences between two related sets of data, using a variety
of strategies
*draw conclusions from data in charts, tables, and graphs
*describe,
through investigation, how a set of data is collected and explain whether the collection
method is appropriate
*describe,
through investigation, how a set of data is collected and explain whether the collection
method is appropriate
*collect data by conducting a survey
*
demonstrate an understanding that sets of data can be samples of larger
populations
*collect
and organize data and display the data in charts, tables, and graphs
*calculate
the mean
