June 17th - 21st


June is National Indigenous History Month and June 21st is National Indigenous Peoples Day. This is a time to recognize and celebrate the history, heritage, resilience, and diversity of First Nations, Inuit, and Metis. To do this, students learned more about what this month and day mean. Then, they focused on the gifts that Indigenous peoples have shared with others. This led to the reading of an Indigenous story,  Go Show the World - A Celebration of Indigenous Heroes by Wab Kinew. Students discussed these heroes and what made them heroic. Then, they chose one they would like to further research. One student even brought forward the name of an Indigenous woman who was not in the book that she would like to study. Students started by looking carefully at images of the hero they chose and drew a detailed sketch. Then, they took jot notes, looking to answer specific research questions. Finally, they used a checklist and what they have learned about paragraphs this year to write a paragraph about the Indigenous hero.


English Language Arts and Literature Learning Outcomes:

Reading
  • I can apply comprehension processes and strategies when interacting with text.
Writing
  • I can write paragraphs with topic and concluding sentences.
  • I can revise texts to enhance clarity or fluency.
  • I can edit writing for spelling, punctuation, and grammar. 
Social Studies Learning Outcomes 
  • I can recognize the influence of diverse Indigenous peoples as inherent to our culture and identity.

Possible Questions to Ask Your Child:
  • Which Indigenous hero did you choose to research? Why?
  • How has this Indigenous hero made an impact? 
  • What do you find interesting about this person?































Comments

Post a Comment

Popular posts from this blog

Image
 October 16th - 19th  What Did Students Do? Students have spent the last few weeks being fantastic scientists. We have done a lot of work around the science topic: Plant Growth and Changes. Students have spent a lot of time outside noticing different aspects of plants and their changes. They have done observations, research, sketching, writing, art, and buddies!  If your child has not already shared about being an older buddy this year, please have them share about this experience! They were all amazing leaders and role models.  Learning Outcomes: Science I can describe the purpose of plant leaves. I can recognize plant requirements for growth. I can describe the role plants have in the environment. I can synthesize a variety of information. I can investigate the nature of things and develop inferences supported by observations.  Questions to Ask Your Child: -What are the parts of a leaf? -What is chlorophyll? -Why do leaves change colour? -Explain the process o...
Read more
Image
January 22nd - 26th English Language Arts and Literature  Social Studies  This week, students had the privilege of having Knowledge Keeper, Hal Eagletail, come to our class to share his knowledge with us. Prior to his visit, students learned protocols in place to honour and respect Elders and Knowledge Keepers. Then, students focused on listening to Hal Eagletail's teachings. During his time with us, Hal Eagletail taught students many things and left us with the message to get out on the land and "get dirty!" Following our time together, students went onto the land and explored the learning grounds. Many of them certainly got dirty! Then, they spent time reflecting on the teachings they had learned in a sit spot. Finally, students completed a one-pager sharing their take-aways from their time with Knowledge Keeper, Hal Eagletail. I can identify that oral tradition is listening and speaking to pass information from generation to generation. I can discuss how oral stories s...
Read more
Image
April 15th - 18th English Language Arts Reading: This week, we finished our class read aloud of The Miraculous Journey of Edward Tulane. We had great conversations about the text as we read this novel. Next week, students will create a one-pager reflection, focusing on what they enjoyed, their personal connections, predictions they made, major and minor characters, and the lesson of the story. Students also continued reading novels in their small reading groups. A few groups have finished their first novel and moved onto a new one. I can use strategies and make connections to support my comprehension. Questions:  How did Edward Tulane end? Who are some of the major and minor characters? What novel are you reading in your small group?  Writing: Students continued with their Minecraft challenge. They finished their build and then wrote speeches explaining each element of it. They practiced their speeches, ensuring they were speaking clearly and using the right volume.  I ca...
Read more