Tinkering with curriculum to make learning fun!
Below are links to read stories about immigrants in preparation for writing your personal narrative from the perspective of an immigrant. Please start having in mind a character for your story! We also have books on explorers and immigrants in class, and feel free to look up stories of your own (or even use your family’s story as an inspiration for this historical fiction piece.)
Hello Everyone,
Here is the The Puppet Pals Project Rubric – 2016, and if you need any help, here is on online tutorial for Puppet Pals Director’s Pass.
Have fun creating!
Taking the input students provided earlier last week, I have created the participation rubric applicable to all subject areas, which will assist us in marking and self-assessment throughout the year. Please see Notices and Forms for a copy.
This morning, we talked about note taking and how to do it effectively. This is a skill students need to do their independent research. We practiced this skill by taking notes during student presentations about the systems articles we read yesterday. As each group presented about the article they read, other students who had not read the article took notes on important ideas and vocabulary. Words students should be able to explain to you include: diagnosis, symptoms, injuries, infections, and conditions.
As one of the systems was the nervous system, students practiced being neurologists by doing diagnostic tests on a partner. This included tests of reflexes, balance and overall mental awareness. We did a brainstorm of the types of diseases these tests might help a neurologist diagnose. For homework they were asked to read the article Brain Parts and then to look for games or puzzles designed to test brain function.
This was our first day for Library Book Exchange. The librarian, Ms. Ho, explained the rules of the library and gave us a tour of the book collection. Students are allowed to check out 4 books. Each week they need to bring these books back with them to the library. If they want to renew them, they can do so, but she asks that they come back each week to renew in person. Everyone left with a variety of new reading material, whether chapter books, graphic novels, magazines, or non-fiction resources. There is an open book exchange after lunch each day from 1-1:20 PM in addition to our regular time on Tuesday from 10:05-10:25.
I also asked the students to make some S.M.A.R.T. goals for the coming year. I will be having one on one conferences with them about their goals, and I also look forward to meeting parents in person to discuss. They have brought home their goals sheet to be signed by you tonight. Smart goals are simple and specific, manageable, attainable, realistic and reasonable, and timely. Making goals is an area of learning, and we will work together on these as the year progresses. They also had to identify what part of the Learner Profile they would like to work on. To be an effective learner, one needs to be an inquirer, thinker, risk-taker, and communicator, and he or she also needs to be knowledgeable, balanced, principled, caring, and reflective. We defined each of these and they chose one to focus on for now.
Please remember Scholastic Orders due Friday and Terry Fox Money is being collected this week. Continue to work on Reading Around the World and finish the Body Systems packet by Friday. Have a good evening!
Many of the students have asked, “What is different between MACC and a regular class?” In my opinion, one of the things that will be different is that in MACC, students will have more input into their own learning environment. For example, students were encouraged to share essential agreements around behaviours that will provide them with an effective learning community. Today, they were also asked to think about what it means to be a good contributor to a MACC class.
We discussed how activities are more rich when active participation happens. How will we measure this active participation in MACC?
Students were given a rubric with the letter grades A, B, C+, C and C-. We discussed what those letter grades generally mean, based upon students’ past experiences or what they have heard.
Then, I asked them to draft on a blank rubric what participation would look like at the “A” or “B” level. In groups they came up with measurable criteria, and then we shared the criteria aloud. I recorded their responses and collected their drafts, which I will use to make a rubric on participation. This rubric will apply to all subjects and MACC 4/5 activities, and I will ask students to do self-assessments, based on their criteria and mine, as we continue during the term.
Learning how to assess your own performance is an important, lifelong skill, and students will be encouraged to answer their own question when they say, “Is this good enough?” or “Is this what you want?” I often answer by saying, “Does it fit the criteria?” or “What do you think based on what we agreed would be quality work?”
During the last week, MACC 4/5 students discussed the difference between rules and agreements.
Rules are things that are hard line statements designed to ensure our health and safety, and they are usually set before we even arrive at a place. For example, Suncrest has some rules designed to make things run smoothly such as walk on the right side of the hallway, don’t talk while making transitions between classes and stay within the boundaries during recess time. In our classroom, we have a few rules set by Ms. DeTerra such as no hats, gum, toys, and food during classtime, and raising your hand to speak during discussions.
Agreements are different, because with those, we all have some input and come to consensus about what the behaviour in a great learning environment should be. Through discussion and input, students are agreeing to a set of behaviours they know will help us have a positive year. Students brainstormed in small groups ideas for agreements and then shared them with another small group. One person was then nominated between the two small groups to share the best agreements from the list with the whole class. We now have a draft set of essential agreements on our whiteboard, and we hope to revisit and reword as needed during the coming week.
Ask your child about our agreements and how we use them in class!
By now, your child should have shown you their green READING AROUND THE WORLD folder! As homework, I asked them to have you sign the letter at the front (in the top corner is fine) explaining the program so everyone understands how it works. Some quick pointers about this program designed to help students read a variety of fiction and non-fiction resources during the year:
Thank you for your support of the program, and please email me at andrea.deterra@sd41.bc.ca if you have questions.