Blog Entry - May 30th

Blog Entry –May30^th

LANGUAGE

Students have been working on making an advertisement to sell their Literature Circle Book. They have had 4 periods this week and will get 3 more next week to complete their work. The students will present their Advertisement Thursday June 5^th.  Some students have chosen to use technology to help create their advertisement. A reminder that if a student brings in their own technology they are responsible for it, and it must only be used for school purpose and be locked in their locker or my desk for the remainder of the day.

Creating a Media Text – to advertise your book

Curriculum Connection

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create (e.g., a poster advertising a school science fair; a flyer to encourage students to participate in the fair)

3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

Instructions

You are trying to sell your Literature Circle Book.

- choose an appropriate form that reflects your audience

- you will be presenting your advertisement

- need to create a script of what you are going to say

Must Include:

- discuss create an advertisement that reflects the age group of the audience reading your book

- what techniques/conventions did you use to help promote/sell your book?

- why would someone want to read your book?

- what lessons/themes are they taught?

Types of Advertisement/Media (examples)

- newspaper article

- commercial

- trailer

- flyer

- pretend interview with the author

- website

- poster

- magazine

MATH

         Students spent this past week …

- solving money word problems.

- adding and subtracting money amounts (up to 100 for Grade 4 and 1000 for Grade 5)

- calculating a budget using a given allowance, birthday money, and savings

- budgeting what to buy for groceries for a family of 3 for 3 days using $ 80.00 and items from a Longos flyer

Next Week students will be spending some time looking at -  Geometry and Spatial Sense.

Grade 4 Curriculum

- draw the lines of symmetry of two- dimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);

– identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);

– identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g., “The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.);

– relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90o);

– identify and describe the general location of an object using a grid system (e.g., “The library is located at A3 on the map.”);

- identify, perform, and describe reflections using a variety of tools (e.g., Mira, dot paper, technology);

– create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern blocks, Mira, geoboard, drawings), and identify the congruent shapes in the designs.

Grade 5 Curriculum

– distinguish among polygons, regular polygons, and other two-dimensional shapes;

– identify and classify acute, right, obtuse, and straight angles;

– measure and construct angles up to 90o, using a protractor;

– identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties;

– construct triangles, using a variety of tools (e.g., protractor, compass), given acute or right angles and side measurements (Sample problem: Use a protractor, ruler, and pencil to construct a scalene triangle with a 30° angle and a side measuring 12 cm.).

– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system (e.g., “If I walk 5 steps north and 3 steps east, I will arrive at the apple tree.”);

– compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify an area; the use of a coordinate system based on the cardinal directions to describe a specific location);

– identify, perform, and describe translations, using a variety of tools (e.g., geoboard, dot paper)

– create and analyse designs by translating and/or reflecting a shape, or shapes, using a variety of tools (e.g., geoboard, grid paper, computer program) (Sample problem: Identify translations and/or reflections that map congruent shapes onto each other in a given design.).

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time.