Homework

Literacy:  Article and Who/What Am I? due Monday

Art:  due Friday

Social Studies:  Skits moved to Monday

Reports go home on Monday!

Art Example:

Art Meets Technology

Below are some pictures showcasing the Grade 5s working on one point perspective with the Ipads.

Homework

Article due Monday
Who Am I? due Monday
Social Studies Skits:  Monday
Math:  Page 132 #3a-d, 137 #2
Hawaiian Day tomorrow

Apologies...

Sorry for not posting yesterday...there was a glitch and I could not sign in!

We are back in action!

Inferencing Task and Social Studies Skit Outline

Who or What Am I?

Name: ____________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Life in New France:  A Skit

Name: ______________________

You will create a skit based on a day in the life on a seigneury in New France.  You must include:

• Morning, Afternoon, and Evening activities
• Meals:  what do they consist of?  how did you make them?
• Roles of men, women and children
• The Seigneurs
• The Habitants
• The Missionaries
• Fur Traders/Coureurs de Bois
• Filles de Roi
• First Nations people
• Explanation of how the Seigneury was set up

Success Criteria:

	4	3	2	1
Skit includes the necessary information Above
Actors are expressive, and well-rehearsed
Props and costumes are used
Proper names and terms of people and places at the time being studied are used throughout the skit

Tuesday, January 27

Article:  due Monday

HNH Musical money

Parent/Teacher Interview Forms

Social Studies Skits-Friday

Valentine's Dance Ticket Orders

Monday, January 26th...and decimals

Math:  Page 126 #1a-f, #2a-d
Article due Monday
Musical money
Return your parent/teacher interview form!
Get marks signed

In Math we have begun our decimals unit.  Today we began our "Daily Decimals" Activity.  We analyze a different decimal every day.  You can find a copy of the anchor chart here.

Have a great night!

CSI at CTK

Inferencing Scene Investigation

Ok...so I couldn't resist adding a little crime scene investigation activity to our unit on INFERENCING...and it was a hit!

We have been studying how to inference properly when reading.  We began with some simple activities I found on line, along with the poem "Listen" from the Nelson program:

http://www.ereadingworksheets.com/reading-worksheets/making-inferences.pdf

https://www.teacherspayteachers.com/Product/Making-Inferences-Through-Poetry-Free-Download-458693

These activities teach the same methods and strategies that the Nelson program does, and follows curriculum, but were way more fun.  They were also age appropriate for many grades.

No matter what you read, the focus is recognizing clues, and deciphering their meanings...soooooo...this gave me the idea to create a crime scene in the classroom, and allow my Grade 5s to become detectives for the morning.

I set it up at recess with my friend Renee (our multi-talented ECE), and thank-you to Dorian for taking my duty!

Once the bell rang, I lined the students up in front of the door.  I told them to close their eyes and explained to them they were no longer Grade 5 students, but actual detectives.  I was to be referred to as "Captain" or "Sir."  Once they opened their eyes they were investigators, and were to be silent, so that they could examine and think on their own.  I Gave them a sheet to fill in while they were investigating:

Inferencing:  A Crime Scene in 5R

Name: ______________________________

Fill in the chart below as it pertains to the crime scene:

Clue	What Does it Mean?

I then unlocked the door, and they entered the room.  Next time I would make them police badges at the Board Office, and hats, to make it more authentic.

The kids were silent.  They were awesome.  They stayed in character.  They created more columns, and filled up both sides of the sheet.

Once we were finished analyzing, I allowed them a few minutes to discuss with other detectives the WHO, WHAT, WHY, WHERE, WHEN, and HOW of the crime.

We then gathered in a circle to discuss our findings...and identified our culprit!  Way to go 5R!

(I may have framed one of the students.  He loved it!  His pencil, eraser, and footprint, along with first initial on the score sheet, were found in the crime scene)

The kids wrote a reflection afterwards, explaining what they originally thought occurred as a result of the clues they found.

The door to our classroom

The crime scene

The weapon?

Analyzing the crime scene

Filling in our sheet

Now they are on to me...I sense some posing...

Friday, January 23

Crime Scene Investigation:  Clues and Reflection due Monday

Bring in HNH Musical Money

Thursday, January 22

No homework tonight!

Wednesday, January 21

Social Studies Projects:  tomorrow

Social Studies Paragraph:  tomorrow

Religion Reflection:  tomorrow

Tuesday, January 20

Math:  Page 122 #1, #2 a-c, #3 a-c

Social Studies Project due Thursday

Religion due tomorrow

Article Outline due tomorrow

Have your novel ready!

The Fur Trade, and Early Settlements in New France

Below are the slideshows used in class for instruction on the fur trade, and settlements in New France.

https://docs.google.com/a/mytools2go.ca/presentation/d/1lo0qMMhVIRRhZZWmYVt5Zy-fSOH4Ik0SJGWMIeD7Xfg/edit#slide=id.p

https://docs.google.com/a/mytools2go.ca/presentation/d/1V0bVJO2PpnVIBHTYwTF-l3JiBhEc9fk-XfoWKFOURAg/edit#slide=id.p

Graphic Organizer: Kids' Health Article

Kids’ Health:  Graphic Organizer

Topic: Kids’ Overall Health and Well-being

Author: _________________________________________________

Introduction:

Introduce the topic of your article.  Make a point to draw your reader’s attention into your article:

Paragraph 1:  Subtitle: _______________________________________

Topic Sentence: ________________________________________________________________

Three Supporting Points

• ______________________________________________________________________

• ______________________________________________________________________

• ______________________________________________________________________

Paragraph 2: Subtitle: ________________________________________________

Topic Sentence: ________________________________________________________________

Three Supporting Points

• ______________________________________________________________________

• ______________________________________________________________________

• ______________________________________________________________________

Paragraph 3: Subtitle: __________________________________________________

Topic Sentence: ________________________________________________________________

Three Supporting Points

• ______________________________________________________________________

• ______________________________________________________________________

• ______________________________________________________________________

Paragraph 4:  Subtitle: __________________________________________________

Topic Sentence: ________________________________________________________________

Three Supporting Points

• ______________________________________________________________________

• ______________________________________________________________________

• ______________________________________________________________________

Conclusion:

Sum up the important parts of the article.

Monday, January 19th

Social Studies Project:  due Thursday

Make sure you have your novel ready for tomorrow for independent reading!

Thursday, January 15th

Math Test:  Monday

Social Studies Project:  Due Thursday

Bring in your Harvest Fresh lunch forms!

Wednesday, January 14th

Math:  Review due tomorrow.  Test Monday

Reading:  Library tomorrow!!

Writing:  Research due tomorrow for health article.

Social Studies:  Quiz tomorrow.  Assignment due next Thursday the 22nd

Art:  Due tomorrow

Tuesday, January 13th

Math Test next week on Chapter 1:  Patterning

Research Sheet for non-fiction article due Thursday

Social Studies Quiz on Thursday

Art due Thursday

Library visit moved to 10 AM on Thursday

Latest Assingnments

Below is the culminating activity for our unit on the fur trade, and the study sheets we made as a whole class for the Social Studies quiz on Thursday

The Fur Trade

Choose one of the assignments from the options below.  Due:  Thursday, January 22.

Option 1:  Trading Posts

Questions:  Why were trading posts created?  Who created them?  How did the whole trading process work?  How were the “voyageurs” connected to the trading posts?  Name the mose famous trading post in the fur trade.

Map:  Label all of the places you would put a trading post on the map of Canada.  Explain why you would put trading posts where you have done so.

Modern Day:  Why don’t we “barter” today?  What are the modern day trading posts?

Option 2:  Coureur de Bois

Letter:  Write a letter home to someone you are close to in France, explaining what it is like to be a coureur de bois in Canada.  Make sure to touch on your feelings of the license situation the King has forced upon the fur traders.

Option 3:  Land

Journal Entry:  Write a journal entry from the perspective of a First Nations person.  Explain your feelings on the fur trade, the European people, how life has changed since their arrival, and how you feel about all of the land claims.

Option 4:  des Grossiellers and Radisson

Wanted Poster:  Create a WANTED poster of des Grossiellers and Radisson.  Include the WHO WHAT WHERE WHEN WHY  and HOW.  

Option 5:  Fashion in France

Research the whole movement of fashion in France at the time of the fur trade.  Explain why the beaver hat was so popular.  Explain why the beaver hat was so unatainable in France.

Option 6:  Drama

Take on the role of someone that was involved in the fur trade. Express your feelings on the fur trade and how you were affected by it.  Focus on the benefits and consequences of the fur trade.  Be sure your presentation is at least 2 minutes, and dress in character.  BECOME your character.

Success Criteria:

• Written in detail to include the utmost information
• Neat (double spaced, size 12 font, colouring is done properly and not messy)
• Research beyond the obvious.  Delve deeper into your textbook to find more detail, or do outside research

The Fur Trade

Pages 156-173

1.  Who was the first person to trade with the First Nations people?  What did they trade?________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

2.  Why was fur popular in Europe in the 1600s?  ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3.  Who were MERCHANTS? ______________________________________________________________________________

______________________________________________________________________________

4.  Who were the two countries that were fighting for the King of the Fur Trade in Canada? ______________________________________________________________________________

5.  What did Europeans build along the waterways to make trade easier with the First Nations? _____________________________________________________________________________

6.  What goods were traded between these two groups?

First Nations (Types of fur) (Name 3)	Europeans (Types of goods) (Name 5)

7.  Who did the French Fur Traders often marry? _____________________________________

8.  What were the coureurs de bois?  ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

9.  Who were des Grosseilliers and Radisson? _________________________________________

10.  Where did they explore?  What did they find?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

11.  Why were they mad at the French? ______________________________________________________________________________

______________________________________________________________________________

12.  Which country did they approach to trade furs for?  What ended up happening? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

13.  King Charles II was so happy with des Grosseilliers and Radisson’s success getting furs, he started what company? ___________________________________________

What land did he claim for England? ______________________________________________________________________________

______________________________________________________________________________

14.  Who became upset/angry with King Charles decision to claim all of that land for England? ______________________________________________________________________________

15.  What were VOYAGEURS? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

16.  What happened as a result of the competition between France and England? (3)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

17.  How did the FIRST NATIONS people depend on European Goods?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

18.  How did the fur trade result in competition amoungst the first nations people?

______________________________________________________________________________

______________________________________________________________________________

19.  The First Nations people started losing their traditional hunting grounds because ______________________________________________________________________________

______________________________________________________________________________

20.  Who did Champlain form alliances with? ______________________________________________________________________________

______________________________________________________________________________

21.  Who did the Haudenosaunee form an alliance with? ______________________________________________________________________________

______________________________________________________________________________

22.  What was the result of the conflict between First Nations people and the alliances they made with France and England?______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

23.  Which two diseases did the Europeans bring with them to Canada? ______________________________________________________________________________

24.   

Benefits of the Fur Trade	Consequences of the Fur Trade