Category: Assignment Info

In connection with our current unit and our discussions around the critical thinking core competency, we will be having DEBATES on topics of passion in class!

This is also a great follow up to our discussions about how to write a five paragraph argument (done before winter break), ethics (during our problem-solving unit), and using evidence to make arguments (making sure to say our becauses!) It is also an opportunity to practice writing, research, and speech-making skills.

What are the steps?

• Each person has been given a partner to work with, and together they will form a mini debate team.
• Each two person team has met with another team to decide a topic to debate. We have several different topics being debated in our class.
• The four students will write a statement that serves as the affirmative side of the argument.
• Then, the debate teams of two will begin by outlining for themselves some of the key argument areas they could make, on both the affirmative and negative side of the argument.
• Students will do research to support both sides of the argument, taking notes in their journals. Divide up each page into four sections. Record quotes from the research source, who said it, the name of the source (such as Time Magazine, CBC) and the year. Do not use something older than 2020 or that does not have a date.
• Then, each of the two people on a mini team will decide who is writing the positive/affirmative speech, and which one will write the negative speech to introduce the debate. Both people are responsible for turning in a speech to me. Partners can help one another with evidence for either speech.
• When it is time to debate, Ms. D will flip a coin to decide which side each team will be on, affirmative or negative. Then, we will debate!

What is the format of the debate?

• Team Affirmative will present their 5 Paragraph essay speech supporting the debate statement. (5 minutes – one person from the team)
• Team Negative will present their 5 paragraph essay speech opposing the debate statement. (5 minutes – one person from the team)
• Pause, where partners make quick outlines of counter arguments and evidence they can use against the points made by the other team.  (10 minutes – both partners work together)
• Team Affirmative presents counter arguments against Team Negative’s opening statement. (2 minutes – the person who did not do the big speech)
• Team Negative presents counter arguments against Team Affirmative’s opening statement (2 minutes – the person who did not do the big speech)
• Pause, where partners make quick outlines of concluding arguments and evidence (5 minutes – both partners work together)
• Team Affirmative makes a final argument (1 minute, either partner)
• Team Negative makes a final argument (1 minute, either partner)

Even though each partner may have a different amount of speaking time, partners will work together to gather evidence and to make counter arguments.

If we have time, some teams can debate twice, as we have some groups of four with the same topic.

What is due to Ms. D?

• Each partner needs to turn in an edited, five-paragraph speech, including evidence to Ms. D.
• Ms. D would like to see the evidence cards you have made in your journal.
• Each person participates in the debate.

How do I do well on this project?

• I can use my critical thinking skills to create logical arguments, and back them up with evidence from my research.
• I can document my research in my journal, along with the source of the information.
• I can present my arguments in a clear way, using a five paragraph essay format as practiced in class. I can create a thesis that states my position and then provide evidence and points that help persuade the reader about my point of view.
• I can write paragraphs with a proper indent, introductory sentences, and concluding sentences.
• I can use proper conventions and edit carefully for capital letters, punctuation, and transition words.
• I can present my information aloud to the class using appropriate volume, expression, enunciation, and eye contact.
• I can listen to another team’s arguments with respect and then respectfully respond, debating the issue calmly and clearly.
• I can understand a debate does involve one side or the other having a stronger argument, but that this doesn’t mean I am in a competition to beat another person. Sometimes a decision has to be made between two sides, but it is possible both sides did a great job. I can show I understand a debate is supposed to be a fun way to have a discussion about a topic.
• I can express congratulations to both sides of debating teams, be kind to my partner, and acknowledge the great job the team against me has done.

When will we have the debates?

We will be working on these over the next two weeks and will set a debate time by April 19th, giving enough class time for research and writing.

Thank you and please let me know if you have questions. We went over a lot of this today in class.

What is this project?

As part of our studies on media, we have been analyzing what the parts of a news story are, as well as identifying the steps a reporter takes to create an interesting news story for the public.

Everyone will be creating their own news reports for our own paper Suncrest News!

We have been talking about this assignment for a bit in class, but here are some concrete details if you didn’t catch them during our discussions.

What are the steps?

1. Your audience is “students at Suncrest.” Choose a topic. We already brainstormed topics and assigned one to each person.
2. Brainstorm ideas. Who will you interview (you need to interview two people)? What observations can you make? What research will you need to do? What pictures will you need to take? What data or math numbers can you gather for this article? How might you use present the information (graph/chart) alongside the article? Detailed information, a picture, and numbers are required for the article.
3. Begin the research and gathering process. Record your findings in your journal under two journal pages called “News Report Notes.” Take pictures using an iPad, or with a device at home if needed. Make sure you have access to your photos at school by saving them in your email or on One Drive.
4. Do interviews. Before doing the interview, make ten questions. Show them to Ms. D. You may need to do interviews at recess or lunch, especially if it means getting perspective from other Suncrest students.
5. Begin writing. Use the handout “Writing a News Report,” as well as any news reports you have seen online and in print, as a guide to writing all of the parts of a news report. Make an outline for your article first (a list of what you will talk about) and then begin drafting it in your journal or on the computer. Remember, it needs to have all the parts of a news report, and a minimum of five paragraphs of information. We did a practice and an edit of that practice report already in class.
6. Begin drafting it in your journal or on the computer.
7.  After you make a rough draft, make a final copy. Make sure to edit it by reading it aloud. Have a peer also edit it carefully for you. Fix any errors.
8.  You can use the tools available on Microsoft Word, to begin the layout of your article. Make sure you think about spacing, the format of the headline versus the body of the article, pictures you want to include, and any charts or graphs that may be helpful.
9.   Share your article. Share your report with me so we can share it with the community.

What are Ms. D’s expectations?

• I can choose a topic for my news story that is of interest for my intended audience.
• I can use critical-thinking skills to gather factual information for my news article.
• I can conduct interviews with students or staff to gather information for my report.
• I can create my story using all of the key elements of a news report.
• I can express my ideas clearly in writing, editing carefully for conventions, and using complex sentences, conjunctions, and transition words.
• I can use tools such as interesting vocabulary, an appealing layout, numbers/charts/graphs, props, or an expressive voice to better communicate my ideas and catch the audience’s attention.
• I can share ideas about my local community in a news story format.

When is it due?  April 11th end of day.

 

We are going to take a look at these on the afternoon of Wednesday, March 29th, and you can continue looking at them at home as you would like! Some of the videos we already discussed in class can be found on the Ted Ed link.

Burnaby Schools Digital Citizenship Web Quest

Data Defenders Game, play on a laptop

Media Smarts Cyber Security Quiz

Media Smarts Reality Check Game

Media Smarts Food Advertising Coco Game

Common Sense Media Google Search Tips for Students

Common Sense Media Digital Passport

/https://www.easybib.com/guides/10-ways-to-spot-a-fake-news-article/

Burnaby Schools Learning Web Resources

Easy Bib Ten Ways to Spot a Fake News Articlei

Ted Ed Media and Journalism Resources

Common Sense Media What is your digital footprint?

Science Buddies Creating an MLA Bibiliography Guide

Easy Bib More complex MLA Bibliography Details – not required, but a challenge for some

 

Hello Everyone,

If you were absent for the presentation today, please get notes from the journal of a friend, as Ms. Lalonde spoke today about a lot of great things we need to know as we move forward in the unit.

You should be able to answer the questions below even if you were not here if you check in with a person from class, as I wrote the notes on the board for everyone, and we went over it together after the presentation, as well. Let me know if you don’t understand a question or need help.

E-Port Title:  Visit from Journalist Theresa Lalonde, CBC

Questions:

What are the six things a journalist needs to consider as they decide the topic for a news report or article?

How is ethics a part of being a quality journalist?

When you write an article or news broadcast, what is something that will make your writing POP and get the attention of the reader or viewer?

What are the three main objectives of a journalist — what do they do?

What does civic engagement mean?

Why do people put fake news out there?

What does a journalist do to ensure they are not sued for libel?

What does a news producer do?

 

Hello Everyone!

As we head into Spring Break time, I want to take a moment to give an update on Independent Project.

 

What has already been done?

• Students chose their topics and informed Ms. D
• Ms. Ho put out requests to all District libraries for books related to topics
• Ms. D went over the Jar of Inquiry and how to ask questions.
• Students were told to begin with Form and Function type questions, and then to expand up into connection, perspective, and responsibility questions. Examples were provided in class and on the wonderings board.
• Ms. D reviewed which are good websites to use, what information to take down to document resources, how to take notes in a T chart, and where to find things like copyright dates/publishers/about us on websites, etc.
• Students began taking notes, whether in their journals by hand or online. No cutting and pasting, please! Notes in their own words. Use the T CHART format.
• Dates for Independent Project deadlines were put in our planners, so students can refer to them.

What’s next?

• Ask new questions. As you research, if something comes up that you are curious about, ask a new question!
• Be sure to avoid commercial websites trying to sell you things, or websites where you can’t find an author and date. Ask Ms. D for help if needed.
• We have been doing secondary research. Now is the time to get some primary research ideas.

What is Primary Research?

Primary research is doing the observing, documenting, analyzing, and making conclusions on your own instead of finding research already done by someone else. It can take many forms. Primary research is required for the project, and it needs to be documented with pictures or notes. Here are some ideas:

• Interview with an expert on the topic. Before you do an interview, write down your questions and ask Ms. D to review them with you. Record the person’s answers, their name, and the date of the interview.
• Do observations at a location, or of someone doing something related to your topic. It is a good idea to take both written observations, the dates you took the observations, and take some pictures to share later as part of your presentation.
• Conduct a lab experiment. Use the scientific method to do a lab write up. Take pictures to document the process so you will have them for your presentation later. Write down the dates you conducted the experiment. We will be talking more about the scientific method this unit.
• Build something. Document your design process with a draft drawing or plan, notes about how the process is going, and pictures so you have them for your presentation later. Record dates about when you did certain things in your notes.
• Do something. Try something for the first time, document the experience, and take pictures so you have them for your presentation later. Record dates about when you did certain things in your notes.

Please try to think about a primary research item on your own. Ms. D can discuss with you immediately following Spring Break some ideas to help, but Spring Break is a great time to visit places!!

 

Hello Everyone!

We have been talking a lot about media literacy, with a focus on how advertisers and those who produce media use specific strategies, gimmicks, or tools to get our attention and sell products to us.

Using these tricks, I would like you to create a product and sell it to us through an in-person commercial in front of the class.

 

 

What are you making?

With a partner or individually you will make a product and then figure out a way to sell it to us in a short, live, memorized commercial in front of the class.

Partners were figured out today, March 3rd. If you were absent, I am going to ask you to work solo just for this time, so we can move forward. Also, please follow up with me to get a handout on the methods of advertising, which can help with this project.

If anyone is absent next week, we may need to have students work solo so things do get finished, so we will be flexible given many colds are going around right now.

The product needs to be an actual object, not a service you are trying to sell. The product doesn’t have to actually be a working thing, but rather a model of a new product you have invented. You can create the product using items from home, not necessarily from scratch.

The product may not be something that already exists, and it can’t involve cartoon or video game characters you already know. It can modify an existing common object. The example I gave in class is a frisbee that has been turned into a SUPER FRISBEE with a motor and flying ability. It does not have to “actually work.”

You will build a prototype of the product, and then one that is inside of packaging, so you can show them during the commercial.

You need to use specific strategies for advertising and packaging we have discussed (found in your journal or binder) to create a compelling commercial that makes us want to buy your product.

What are the steps?

1. Brainstorm in your journal what your product will be.
2.  Using the applied design process, you will draw a picture of your planned product first, so you have a plan in mind. Decide what materials would be needed and make a list in your journal. I would like to see this as part of the project, so I can see your planning process.
3. Discuss what you will do to package or present the product so it is appealing. Think back to our notes about the cereal box or to other advertisements and packaging you have seen.
4. Decide who your audience is? How will you appeal to that specific audience? Will your audience really want the product?
5.  Build a prototype of the product along with its packaging.
6. Give the product a name, and then decide what the slogan, jingle, or gimmick might be for selling it.
7. Write a script for the commercial. If you are working with a partner, both of you need a speaking role. The commercial can be a direct sell to the audience, or it could be a skit. Think about other commercials you have seen for ideas. The script should be 1.5 minutes to 2 minutes in length. Short please!
8. Use drama techniques to make this commercial interesting and engaging! Tone, emphasis, expression, volume, pace, pauses, as we will discuss more in class.
9. What other things will you need to set the scene? Decide if you need a costume while you are doing the commercial. Do you need any props to help you create the setting where the product is used? Do you need anything in the background that can be hung up on the board?
10. Practice presenting. You need to rehearse before doing it in front of the class. It would be helpful to memorize your lines, as reading a script for a commercial won’t be as effective.

What does Ms. D expect?

• I can create a product by myself or with a partner using the applied design planning process.
• I can work collaboratively with others if needed to produce a project.
• I can present my ideas clearly to an audience using appropriate volume, enunciation, tone, expression, and pace.
• I can create a commercial script that incorporates thinking about how advertisers sell things to their audience, including some specific wording from the resources Ms. D provided about how people sell products (see your binder.)
• I can create a commercial and product that incorporates thinking about how advertisers use a brand name, slogan, packaging, and other gimmicks to sell a product.
• I can explain who my audience was for the commercial, as well as how knowing my audience influenced my design choices for the product.

When is it due?  Friday, March 10th.

Have fun working on this project!

Hello Everyone,

Please finish reading The Media Effect magazines in class with a partner. Then, answer the following questions on your e-port. You are welcome to work together to come up with the answers. You will need to work on this in class, as you may need to refer to the resource for some of the questions. The book can’t go home, as they belong to the District Resource Library. Thank you!

Title:  The Media Effect

Questions:

What are some of the positive effects of media?

What are some of the negative effects of media?

How many commercials that kids see each year are for sugary, unhealthy foods?

Why is it important to Google that 88% of Internet searches are done on Google in Canada?

Are all people represented equally in the media? Give two examples of how they are not.

Why do you think it would be important to have more equality in terms of the types of people we see in the media? Is it important to you?

How many different logos were you able to count on people’s clothing in the classroom?

Why do companies put their logo on their products?

What are three of the important questions you can ask about text, audience and production as you look at media, so you can make sure you only pay attention to positive media?

Why is gender-specific advertising a problem?

Why is it important to know where the information comes from when you read the news?

How many cat videos have been posted on YouTube??

What is merchandising? Do you own any merchandise? What is it?

Is there equality in the music industry, another form of media?

 

Title:  Math Check In Term 2

Questions:

Using these instructions, and the materials in class, build a tangram 2D shape, then label the fraction parts on the blank paper I provided. Then, take a picture and post it as the answer to the question. Please only do this in class with the tangrams and paper provided.

Make the largest parallelogram you can out of the tangrams. Use all the pieces. What is the fractional name for each part?

The smallest triangle from the tangrams has a value of 1/8. What shapes or designs can you make that have an area of 5/8 ? Show two.

The parallelogram is 1/4. Make a shape that shows 7/8. Label each part with a fraction.

The smallest triangle has a value of 1/8. Build two designs that show a whole. Label the parts with fractions.

Show me a rectangle of area 24 with the paper squares. What are all the ways you can make a garden shape that is a rectangle, with an area of 24?

For these questions, solve and/or explain your thinking.

Please tell me the three models for showing proportional thinking that we have used in class. Describe each briefly.

What is a referent?

How would you define what a fraction is?

What is an improper fraction?

What is an equivalent fraction? Give me an example and explain why they are equivalent.

What is 12 3/8  +  14 2/16 ?

What is 32/7  +   2  3/14?

 

 

During our discussions about perspective and problem-solving, we have focused on the meaning of discrimination. To better understand how discrimination has happened in Canadian history, we will look closely at the Komagata Maru incident, the Chinese Head Tax, Residential Schools, and Japanese Internment.

We began watching In the Shadow of Gold Mountain in class, which is about the Chinese Head Tax. You can watch the rest of the video at the National Film Board site, here.

We watched this video about the Truth and Reconciliation Commission, narrated by Chief Robert Joseph and sharing his own experiences with Residential Schools.

We watched the David Suzuki narrated short film on Japanese Canadian Internment.

And finally, we watched a short film about the Komagata Maru Incident in Canada.

Here are some of the ways you can help with Reconciliation, with this list from CBC, posted as part of National Indigenous History Month in June 2020. There are many examples of personal acts you can take to help, such as educating oneself about Indigenous issues through books and videos.

Here is the Government of Canada website on What is Reconciliation?

We will be going on a field trip to the Museum of Vancouver January 17th to participate in the program “Stories of Resilience and the Road to Reconciliation.” During this we will learn more about the Musqueam Peoples and the reconciliation efforts the museum is participating in as regards Musqueam belongings and history. During our self-guided tour, we can also view the exhibit A Seat at the Table about Chinese Immigration, which is related to our unit.

I will continue to add to this post as I find more resources.

In relating to our overall unit on PROBLEM SOLVING, do some independent research one of the four historical events we discussed in class (which has been assigned as of Friday Jan. 6th) to answer these questions:

1. What is the incident?
2. What happened? Tell me the history and events involved.
3. Why did it happen?
4. Who was involved?
5. What kind of discrimination happened?
6. What has Canada done to try and make it right? Has there been an apology? Reparations? Reconciliation?
7.  Is there an interesting story you can learn that happened during this incident?
8.  Any other facts you believe are important for people to know?

Take detailed notes in your journal under each of these questions. Try to see if you can use at least 5 different resources. There are some books in class you can use in the green bins on top of our bookcases.

Make sure to record your resources where you found information. Take care to use the T-Chart to take notes, and make sure they are neat so I can see your research. You can use a MS Word document to take notes, if you wish, but you still need to have a chart. Please avoid cutting and pasting, and use your own words to take notes.

Research will be due Friday, January 13th, and you can show it to the teacher in class by Friday afternoon. Then we will discuss when Ms. D gets back what we will do to share our research. We will be working in groups to share our findings in a skit format.

HERE ARE SOME LINKS YOU CAN USE TO HELP:

Websites about KOMAGATA MARU

Komagata Maru Grade 4 Video

You Tube Remembering Komagata Maru

History of Metropolitan Vancouver Komagata Maru

CBC Komagata Maru 100 Years Later

CBC Komagata Maru: Justin Trudeau to Apologize

CBC Komagata Maru: Descendants Surprised By Stories

CBC Komagata Maru Memorial Defaced in Vancouver

Canadian Encyclopedia on Komagata Maru

Komagata Maru Continuing the Journey

OHRC Komagata Maru as a Violation of Human Rights

 

Websites about JAPANESE INTERNMENT

CBC Learning A Canada’s History Japanese Internment

Virtual Museum Aya’s Story

Japanese Canadian History. NET

Canadian Encyclopedia Beyond the Tears: Japanese Internment

SEDAI Japanese Canadian Legacy Project

Pictures of Japanese Internment Sites in BC from book Vanishing British Columbia

Websites about CHINESE HEAD TAX

Ties that Bind Website on Chinese Canadians

Canadian Encyclopedia on Chinese Head Tax

CBC Chinese Head Tax Reparations Called For

Globe and Mail PM Offers Apology and Symbolic Payments for Chinese Head Tax

TC2 Background History on Chinese Head Tax

and Response to Head Tax

Historica Canada Building of the CPR

CBC Archives The Personal Impact of Racism

CBC Digital Archives Chinese Immigration Not Welcome Anymore

Websites About Residential Schools:

UBC Residential School History

Canadian Geographic History of Residential Schools

Learning Portal Royal BC Museum Residential Schools

CBC History of Residential Schools in Canada

This entry is due Monday, January 16th. Please make sure you finished the Problem Solving E-Port from before the winter break, as well. Some of the answers to these questions may come from work you are doing the week of January 9th.

Title:  Discrimination and Understanding Why it Happens

Questions:

What is discrimination? Why do you think it happens?

Can you give and explain some examples of things in society we hear about that may not be necessarily true?  (Think about our discussions on gender, family structure, the value of certain jobs, stereotypes.)

How does understanding the many ways people express themselves, the many differences in the world, help us either right now or in the future?

Every behaviour has a reason behind it, and people are usually trying to get one of their needs met. What are the other needs a human being may have other than survival (air, food, water, shelter)? Please use the handout we did in class to help you.

What did we learn about “words that hurt”? What do you think YOU can do to help solve the problem of hurtful words being said at school?

What did you think about as we learned about four of the ways discrimination has happened in the history of Canada?   (Komagata Maru, Residential Schools, Japanese Canadian Internment, Chinese Head Tax)

Which human rights were denied during these events of discrimination and racism in Canada?

Was or is an apology necessary for these events in our history? Why?