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In class, we have been talking about the challenges related to being an immigrant into Canada. Each country has an immigration policy, and the process of applying to move permamently across borders is complicated and sometimes expensive!

We look forward to interviewing some of our community members who have immigrated to Canada to learn about the challenges they experienced, and what it is like to leave your home country. The books we are reading as part of our literature study also provide us with perspective about the immigrant story.

For fun, and in partners, we are going to create our own countries! Then, we will create a map of our country and a brochure, which will specifically advertise our country and explain its immigration policy.

For your country, you will need to create:

• A country name
• A location (island, bordered by other countries?)
• Topographical features (mountains, rivers, forests)
• Major cities
• Border lines (does your country have divisions of provinces/states?)
• An 11×17 coloured map of your country with a grid and legend. (I will talk more about how to make the grid
• A brochure made with 8.5 x 14 legal sized paper with short, written sections and pictures explaining:
  • Flag of your country and its representative symbols
  • Culture, Religion, and Language (You don’t need to create a language, just name it)
  • Major Employment and Resources (What does your country offer)
  • Government Type
  • Services (Education, Medical)
  • Entertainment and Important Sites
  • Immigration process, what documents will be needed, and who you are seeking as immigrants (what skills/characteristics does your country need in terms of immigrants, per our discussions in class.)
• The brochure can be handwritten, you can create it online, or you can type the sections and paste them in the brochure.

This is meant to be a fun activity to create with your partner, and it is an opportunity to show your critical-thinking skills about immigration, as well as your map-making skills.

Criteria:

• I am able to create a country with details about its organization and resources.
• I am able to explain what the country has to offer to others in writing and pictures.
• I am able to create an immigration policy to show solid thinking about how countries have procedures for controlling the movement of people.
• I am able to create a map that shows solid thinking about topographical and political details, as well as a legend that explains its features.
• I can use editing to carefully review my writing, so my brochure communicates ideas successfully and has proper conventions.
• I am able to work collaboratively with a partner to do creative thinking about my country.

Final version due by Spring Break!

Hello Everyone,

In class, we created a timeline on the board of many events that brought people to Canada, going back to 14,000 – 75,000 years ago when First Peoples first came into Canada via Beringia or the ice filled Bering Strait.

We asked the big question, “How did we get here?” To answer that, we discussed the many reasons people were drawn to Canada, such as searching for passage to other lands, seeking new resources and land, the fur trade, escaping war, creating the railway, the gold rush, and seeking new opportunities.

It is a complicated history! Even though Canada is a young country, we have a longer history of how we came to be here that ties in with our unit discussions about people’s need to explore. It also tells us a lot about the Canadian identity, as we have many groups of people who have come to Canada and contribute their cultures to the country we live in.

First, here are some more videos to explore, some of which we will watch in class:

YouTube TedEd What Does It Mean to be a Refugee?

YouTube The European Refugee Crisis from Syrian War

YouTube Cool Map of Early Human Migration

International Organization for World Migration Migration Interactive Map

YouTube History of Immigration to Canada

YouTube 2016 Census History of Immigration Facts

YouTube Great Review of Push Pull Factors for Immigration

YouTube PowToon Review of Types of Immigration

YouTube Curriculum Canada Fur Trade in Canada

Next, let’s each take on one character from Canada’s story, do more research, and then present a monologue to the class as that character!

1.  Pick an individual from Canadian history that we have discussed and get it approved by Ms. D. We each want to do someone different. You don’t have to have a famous person, you could create a person from a specific time period — a Chinese immigrant who is working on the railway in Canada, a person who came over for the fur trade, a farmer coming for new lands, etc.
2.  Do research on that individual, so you know what their story would be. What is the time period you live in? Who are you and where did you come from? What was the journey to Canada like? What were the challenges on the journey? What were the challenges when you arrived? What happened when you got here? Tell us some details that give us information about the push and pull factors of why the person is in Canada.
3.  Write a short script of one minute. Write the script in the first person as if you are the person yourself. Use I statements! Pretend you are in that time period, not telling us a speech about a historical figure. Tell us a story of how you came to Canada. Put the script on cue cards, practice it a lot, almost memorize the script so you can do more acting than reading. You will be presenting it as if you were that character! We will talk more about whether we do this in front of the whole class, or do it as a museum of characters, so it is less nerve wracking!  🙂
4.  Create a costume! You will need something to wear and some props to represent the story you are telling!
5.  Ms. D Help: There are books in the classroom to help with research, and as I know which characters we are interested in, I will post links on this blog entry to help if we need them. Please ask after you have taken time to find some info of your own.

Criteria:

• Your presentation is one minute long and is written in the first person.
• Your presentation contains solid evidence of having researched the time period or individual you are representing. We learn some facts about when this person was alive, what their challenges were, and how push/pull factors were involved in their immigration story.
• You made an effort to memorize your script and have it written on cue cards to help you.
• You have a costume and at least one prop to help tell your story.
• You are able to use volume, enunciation, pace, and expression so your audience is interested in your story and can understand you clearly.

Due Date:  Presentations will be made no later than February 24th.

Hello,

During our unit “The Way We Move” we are studying the concepts of EXPLORATION and IDENTITY. To do this, we are discussing the reasons people immigrate to other countries and/or become displaced from their countries to become a refugee.

Each student has chosen a book to read over the next 2-3 weeks which will help with the discussion. Our goal is to show a deeper understanding of our unit topics, and to practice and to show evidence of deeper, reading comprehension skills.

As we read, we are trying to help answer questions from our unit:

• What are the reasons people move from place to place? (push/pull factors)
• How does your identity move with you when you leave home?  (core competency of positive personal and cultural identity)
• What are the challenges of leaving one’s home?
• How do we adjust to a new culture?

Students have made themselves a schedule for reading, dividing the pages up into sections so they read a smaller section each day in class. The books cannot go home. Some students are away for a longer absence, and they are reading a book on EPIC and can do the activities listed here at home. Books need to be finished by Friday, February 11th.

Tasks while reading include:  (Students will need to show me these things in their journals when reading is complete.)

• Each day, record in your journal on the Literature Study Pages new vocabulary you find and look up the meanings of the words using an iPad or dictionary.
• As you read, determine what is unique about this story in terms of time, place, and culture. Find out more information about each and record it in your journal on your Literature Study Pages. For example, if you are reading a book about Egypt, research Egypt by looking up a map and finding out more about the country. If you are reading a story about Jewish and Muslim peoples, then find out more about their religious beliefs and their culture. If you are reading something about a specific war, then find out more about the war, such as when, where, and why it happened, and who was involved.
• If you have something in the book you don’t understand, ASK. Don’t be afraid to ask questions about new ideas or cultural references in the books that you may not understand. Some ideas in the books may be unfamiliar to you, and that is okay. Please ask for help!

What will we do after reading? Choose a manner to present information about your book from one of these options.

• Create a diorama with a written explanation. You can create a small model in a shoebox to illustrate the plot, setting, and immigration story in the book. Write 3 paragraphs to explain your model. Don’t tell me how you made the model, but tell me why you placed certain things in your diorama. You will need to find a shoebox or something if similar size. I can provide other art materials as needed.
• Create a poster with writing and pictures. The poster will need to include writing and pictures about the plot, setting, and immigration story in the book. It needs to have at least 3 full paragraphs of writing somewhere on the poster. Please get the poster paper from Ms. D.  If you want to type out writing, I can print it for you to put on poster.
• Create a piece of art with a written explanation. Talk to  Ms. D about options such as making a coloured drawing, watercolour painting, or 3D piece of art of your choice the represents the story, the culture presented, and the setting in some way. I will provide watercolour paper or art supplies. Have at least 3 paragraphs of writing to explain your artistic choices and to explain the book.

Criteria For All Choices: (we will reflect in a rubric at the end)

• Writing is well-edited for conventions and proper paragraph format has been followed including indents, introductory sentences, and concluding sentences.
• Writing shows evidence of interesting vocabulary and transition words.
• Both the project and the written explanation show solid evidence of having read the book, noticing details of plot, the culture or history presented, and the places involved.
• The project shows specific evidence of research beyond the book about the culture or place presented in the novel.
• The project focuses on the questions we are trying to answer in the unit in some way.
• The project has a book title and author visible, so others will know which book was read.
• The project shows evidence of planning (making a draft or sketch before starting, for example) and thinking about layout or aesthetics so information is clearly presented.

Approximate Due Date:  February 22nd

Hello Everyone,

We are in the process of finishing up our last unit projects, so now we will begin a new inquiry unit called The Way We Move!

Unit Focus Statement: Migration is a response to challenges, risks, survival, and a natural need to explore.

Concepts: EXPLORATION, IDENTITY

Core Competency Focus: Positive Personal & Cultural Identity

Areas of Inquiry:

• The nature of exploration
• The reasons people move throughout the world
• Human migration and its impact on Canada, indigenous cultures, and the world
• The similarities between humanity and other animals as related to migration
• Our own personal and cultural identity as a result of migration
• Biomes of the world
• Geography and maps
• Personal narrative writing as related to identity
• Tiny House Math Projects (Area, Perimeter, Multiplication, Division) related to what is most important to us
• French Country Mini Project, as well as ongoing vocabulary learning

We look forward to….

• Doing exploration of our identity, of our outside spaces, and more through the use of careful observation and documentation skills
• Studying migratory birds and other animals and tracking their journeys
• A virtual visit with Birds Vancouver to learn about local birds, their behaviours, and migration patterns.
• Writing mini stories designed to strengthen our idea-generation strategies, paragraphing, dialogue writing, and conventions
• Creating a class map of our own family’s migration paths
• Interviewing community members about immigration stories
• Doing a group research timeline on how we all came to be in Canada, then writing mini monologues to present some of the key figures and events from our history
• Making a Quilt of Belonging piece representative of our Cultural Background/Identity
• Reading and analyzing books/stories related to immigration and refugees
• Discussing immigration policies in Canada, and then making our own immigration policy for a made-up location
• Doing activities and games related to multiplication, division, and geometry

Plans may change depending on time and possible functional closures. We will do as much as we can in February and early March, and finish this unit before we go to Spring Break.

Next unit will be on NEEDS and WANTS, talking about resources, geology, economics, trade, and more.

Our independent project research and work will be ongoing from now until June.

More to come!

Ms. D

To show our understandings of data, probability, and graphing, each student will do a mini SOLO math project!

The goal is to show your ability to collect, analyze, and present data on a topic of your choice.

Steps and Requirements:

1.  Choose a topic you can find out data about. Ms. D will give you some examples in class. It will need to be a number-based set of data, such as measuring something using the metric system, or finding out the number of something.
2.  Gather your data in a tally table in your journal.
3.  Look at the data and find the mean, median, and mode of your data.
4. Find out the probability of having a specific response or measurement in your data collection. Use fractions, decimals, and percentages in your journal to show your work around probability.
5.  Decide what kind of graph you will do. Ms. D will give you a piece of graph paper to put it on.
6.  Complete a graph, making sure to include all the important parts of a graph, as well as putting on the graph paper your results for mean, median, and mode, as well as probability, including the fraction, decimal, and percentage.
7. Post a picture of your graph on an e-portfolio labeled “Solo Graph Project.” Write a 5 sentence minimum statement about your graph and what you can conclude from your data (what can you say about the data?).

Criteria:

• I am able to collect data using a table, and to communicate my questions and data collection well in my journal, such that others can read the data clearly.
• I am able to make a graph with all of the essential parts.
• I am able to make a graph that is clear, aesthetic, and neat, so my ideas are communicated clearly.
• I am able to use fractions, decimals, and percentages to express probability (at a minimum, I am able to do fractions and decimals)
• I am able to make a conclusion from my data and communicate it to others.

This shouldn’t take us very long to do, so it will be due November 10th. We will work on it concurrently with our PowerPoint and game projects.

 

Hello Everyone,

Given our many levels of math in MACC, I do things a bit differently than other classrooms to provide differentiation and challenge. So, here are a few reminders on how I do math:

Textbook, do we have one?    It is my experience one textbook is not helpful to address all of our needs in MACC, and usually students do not find it engaging. Thus, I work from a variety of resources, some traditional and some of my own making, so we have materials to work with.

What level of math are we doing?  Just a reminder that we do grade-level math for grade 4/5. That said, sometimes students are ready to talk about things above grade level, such as finding percentages or using exponents. I do discuss those things as we need them for applied math, or for math that connects with our conceptual unit. In the end, though, the focus for assessment is on the grade 4/5 material, and that is what we focus on finishing and reviewing more than the extra discussion items.

How is the main math practice and checking in done?  Students participate in discussions, practice in their journals, and math activities with partners or the whole class. It is during those activities, and through the e-portfolio and projects, that I can see they are understanding math concepts. For example, in the SYSTEMS unit, we created a scatter plot graph together as a class, we did mean/median/mode through Skittles, we played Let’s Make a Deal and Rock Paper Scissors for probability, and we had discussions about graphs from the NY Times. All of these activities provide me with input about whether or not students are understanding the key concepts and material at the grade 4/5 level.

I see my child is bringing home some handouts. Some are challenging for them and they are unable to finish. Do I need to be concerned?   I provide a variety of handouts to further practice things we have already done as a whole class. Some students fly through the handouts, while others may find them challenging or not have the time to finish them. It is okay. These are extra practice and challenges. Each child can finish what they have time for.

Do you mark all of the handouts?  There are some handouts I specifically mark with the class, because they are at grade level. For example, in this last unit, we worked from the book Math on the Job: Keeping People Healthy, and we will go over each question from those, as it deals with grade-level measurement concepts. However, there was extra practice from three other books at a variety of different levels. These handouts take some time and are at different levels of difficulty. Students can finish what they can. I mark it for completion and look over them for general understanding of material. Students are welcome to use the books I have in class to mark their answers if they finish, and have completed all other required work.

How do I know how they are doing on math?  I ask questions about their learning in their e-portfolios. I also ask students to apply what they have learned to a specific activity in class. Assessment is through e-portfolios, observation of their work in class, listening to their answers during discussion, and project work.

My child is feeling some frustration about the math, what can I do? In this group, there isn’t any student below proficient in math this year for grade-level concepts. So, it is important to remind your child they are doing well, and that this program is providing them with some challenge that can sometimes take them outside of their comfort zone. But, that is where new learning happens! If they are having too much trouble with the extra handouts, however, they need to be encouraged to either ask questions in class about questions they don’t understand, or put aside the math and move on to required activities.

How long should students spend on math at home? Each night, please use the 30-40 minutes as a guide for all work, not just math. Please have them work on the priority item first, which is anything with a due date indicated. For example, e-portfolio entries and projects take priority over extra practice for math. It is not my intention that any student stay up late or work beyond 40 minutes on math homework. If I feel students are doing this, and spending hours on math problems beyond their bed times, then I will hold back on offering some of the challenge opportunities so they do not lose sleep. Given we all have different needs in the group, I monitor the temperature of the class throughout the year and make adjustments as needed. Please help support this by limiting the time your child spends on extra challenge at home, encouraging a healthy routine of sleep, nutrition, and play, too!

If you ever have any questions about math, please let me know!

Ms. D

 

Hello Everyone!

Now posted on our classroom wall is our first unit about the concept of SYSTEMS!

Unit Focus Statement:

Our personal choices play a role in how the interconnected system of the human body works.

Concept Guiding the Unit:  SYSTEMS

Core Competency Focus Areas: Personal Awareness & Critical Thinking

Areas of Inquiry:

• The nature of systems and how we participate in them
• The systems of the body and how they work together
• Diseases and how the body defends against them
• Choices and personal awareness that contribute to our overall well being
• How we gather, organize, and interpret data to make healthy choices
• Indigenous and world perspectives on health
• How art and mindfulness practices are related to mental and physical wellness
• French vocabulary and basic expressions about the human body

Learning Activities Coming Up:

• Discussions about Universal Systems found everywhere through activities such as Roller Coaster Making and Scrappy Circuits
• Investigations about body systems through rotating learning stations
• Research on a body system of choice and writing a letter to the Human Body Corporation about why your system is the most important to the body
• Gathering measurement data about ourselves and graphing it
• Math from the book Math on the Job:Keeping us Healthy, practicing math used by health practitioners
• Math games around data and probability, as well as lessons on mean, mode, and median.
• Discussions and labs related to DNA/Genetics (Strawberry DNA extraction), Brain Science, Immunity, and Blood Types (not with real blood!)
• Art activities related to personal exploration and mindfulness such as zentangling, black ink group art, and hive art.
• Research on a Disease of our choice and presenting using PPT
• More updates to come as we get into the unit!

Stay tuned on Twitter as I give daily pictures when possible related to our unit work.

Planners went home today, and a notice about payment is coming soon this week! We will fill these out daily. I write anything that is important to remember on the board at the end of the day. If nothing is written, there are no reminders or work to catch up on at this time. Planners need to come to school every day.

New Parent MACC Orientation is Wed. Sept. 15th 5-6 PM. Zoom invites were sent out via email.

Parent Conferences are on Sept. 22nd and 23rd. We have an early dismissal at 2PM on Sept. 22nd, and Sept. 23rd is a full day. You will receive a notice about how to sign up for a virtual meeting with me on MS Teams in the coming week.

Reading Around the World:  Booklets went home today. Please sign the letter at the front to acknowledge it was read and have them bring it back to show me this week. These duotangs can be kept in the backpack to have as a reference for books to read for the year. The program is optional. Reading is highly encouraged!

Kindly,

Ms. D

 

Dear Parents and Students:

Hello to everyone, and a special welcome to our 12 new MACC students and their families! I hope you are all doing well, and that everyone was able to enjoy some of the beautiful sunshine this summer.

 

For new parents:

My name is Ms. DeTerra (known as Ms. D), and I have been the Grade 4/5 MACC teacher at Suncrest for the past six years, since the program started at the school. In fact, I was on the District Committee to create Burnaby MACC in 2013. Before that, I wore many hats! I was on the District’s Staff Development Team as an Advanced Learning Helper Teacher, providing District support for gifted students and teaching Challenge Programs in grades 2 – 7.  I have been teaching since 2003, and I have extensive experience with the International Baccalaureate Primary Years Programme as both a teacher and consultant. Before teaching, I also worked in the corporate sector, in public relations for technology companies. My approach to teaching involves cultivation of inquiry skills, hands-on activities, and conceptual-based, transdisciplinary learning, meaning I combine most subjects into larger units for meaningful connections between disciplines. As soon as we get settled in, I will send you a ZOOM invite for a virtual presentation about the program and my approach. Please look for this in our second week of school.

For all parents and students:

• Our first day together is Tuesday, September 7^th from 8:55– 10:00 AM. I open doors at 8:50 AM. After that time, all students need to leave school grounds. The playground is used by before and after school daycare, and there isn’t supervision after school.
• In MACC, we start right away with a full class. Everyone knows who their teacher is – me!  Students meet new classmates on day one.
• Please come to PORTABLE CLASSROOM 3 at the back of the school and line up to the left of the wooden porch.
• Please note the parking lot is for Suncrest School and Daycare Staff only; however, there is a lot of parking around the front of the school.
• You don’t need to bring anything the first day in terms of supplies. Just you! See below for my supply list.
• MASKS are required for all students in grades 4-7 in indoor areas.
• At this time, indoor school spaces are for students and staff only, as visitors require an appointment. I also encourage both parents and students to wear masks and distance from one another as we congregate outside. Thank you for keeping everyone safe!
• I will distribute a packet with more information, as well as a letter for each child to welcome them, on the first day.

 

Supplies List:

A list of supplies was posted on the Suncrest School Website by the office, but here is my detailed list. All supplies will be kept in backpacks or small bins in the cloakroom. Students do not have individual desks with storage, and we have limited space, so please avoid large or unnecessary items. Please label supplies with a name. Thank you!

 

• Backpacks: Please find a backpack that will accommodate a lunch bag and one binder. Try to avoid larger bags, especially roller ones, as we have limited space. Please make sure they are not too heavy, and that your child can open and close it independently.
• Duotangs – 3 different colour, 3 prong duotangs (ideally plastic, as they last longer, but paper is okay.) Give these to Ms. D so she can set them up for you.
• Blue Binder – 1, one inch, 3 ring binder. This will have all unit handouts and will be kept in the backpack. You may find your child will want 4 dividers to split up work from Math, Language Arts, Socials/Science, and Other. If you would like to set those up for them, it can be helpful, but it is not required.
• Journal – I will provide a composition book for your child during our first week. This book is where ALL notes for ALL subjects will be kept. No paper is needed.
• Small Standard Math Set – With protractor and compass.
• Calculator – A small, basic one, not scientific or with internet access.
• Erasers – 3 white, vinyl erasers – one at school and two at home for back up
• Sharpies – 2 standard black sharpie markers
• Fine Liners – 2 standard black, ultra-fine tip markers
• Pencils – 2 packages of quality pencils with erasers on top. If you can, during the school sales, get extras, as grade 4/5 students go through pencils quickly.
• Pencil Sharpener – a quality one with a storage for shavings
• Highlighters – 1 thin highlighter
• Thin Felt Markers – one package of 12 thin felt markers
• Coloured Pencils – one package of 12, pre-sharpened coloured pencils
• Scissors – one pair of scissors, ideally sharp ones, not with blunted edges
• Glue Sticks – 4 large glue sticks (Elmer’s if possible) – one at school and three at home for back up
• Pencil Container/Bag – Optional. I will provide a small, plastic bin in class for things, and it does not have a lot of room for a box. I find a small pencil bag with a zipper is more useful than a box, which is hard to put the backpack and take to and from school when you need to finish a project.
• Inside Shoes: Each student needs a pair of inside shoes that stays at school, to help with keeping our classroom clean. Please put your child’s name on each shoe. Shoes will also be worn for GYM, so please do not send crocs, flip-flops, or shoes that will easily fall off.
• Water Bottle: Students need to have a water bottle with a secure lid. They will keep it in their backpack.
• Lunch Kit: Try to keep it as small as possible. Ideally it can fit inside their backpack.

I wish all of you a calm last week before school starts up again, and I hope we all find ways to enjoy the sunshine and our families so we are ready for a new year. I look forward to meeting you all in person and to working with your children this year. If there is anything I can do to support you or to answer questions, please let me know.

Thank you in advance for your support!

With kindness,

Ms. D

Hello Everyone,

After you have chosen a person who has done something to change the world and solve problems, you will make a PowerPoint presentation about them, and about how you are inspired to make change or solve problems of your own because of what you learned!

Here are the steps for the project:

• Choose a person using the previous blog post of articles, or the books posted in EPIC to help you decide.
• Do research on the person, recording your notes in your journal.
• Experiment with PowerPoint (we did this in class) to make sure you know how to open a new presentation, create new slides, select a theme, insert text boxes, and insert pictures.
• Create the slideshow per the instructions below, then present it to the class.
• You may want to make index card notes for your presentation, because you can’t read off of the slides.

Here are the slideshow requirements:

• Slide One:  Title of your presentation, your name, the date, a picture of the person.
• Slide Two-Three:  Introduction to your person. Where were they born, their education, their interests, job, birthdate, etc.
• Slide Four:  What problem they solved and why?
• Slide Five:  What did they do to solve it?
• Slide Six:  How you feel about what they did and what problem are you inspired to solve.
• Slide Seven:  What is your plan to solve this problem? (Your action plan)
• Limit text on each slide and try to use pictures to illustrate your point. You will be talking to present it, so you do not need too much text.
• Please do not use fonts that are smaller than size 12 font, and avoid scripty, cursive, capital letters (which indicate shouting), and microscopic, hard-to-read fonts.
• Use one of the themes on PowerPoint for colours of backgrounds and format, rather than creating your own. You want to avoid using colours that make it hard to read what you have on the screen (such as white on black, yellow on red, etc.)
• If you use a picture, do not put text directly on top of it, because it is hard to read. You can make a coloured box on top of a picture, such as a white, rectangle box, and then put text on top of that, if you want to create captions for your pictures.

This project will be due February 5th, and then we will do presentations February 8th and 9th, Monday/Tuesday.

Hello Everyone!

So, now that we have our research notes, having used book and internet resources to gather information, we can work on our presentation!

You will work with the other students who chose your discrimination topic to create an oral presentation for the class, so we can learn from your research.

You will be evaluated on:

• Making sure everyone in your group has an opportunity to practice public speaking.
• Public-speaking skills including volume, enunciation, pace, and body language, which we will review in class.
• Including information that answers all of the questions from the research, that Ms. D gave you before.
• Providing information in a clear way so the class can take notes on what you found out!

Steps for creating this presentation:

1. Meet with your group and brainstorm ideas.
2. You will need to create a skit that is serious in tone, where each person in the group plays a part to help tell the story of the discrimination issue.
3. For example, you might have one narrator, someone representing those who were discriminated against, someone representing the group doing the discriminating, and someone representing the people who did something to make the situation right (the person who made the apology or wrote a letter apologizing.)
4. Write a script. You may want to divide the issue into two parts – one group doing the event, and another group doing the reconciliation or apology.
5. Practice the script as a group.
6. Make props if they are needed to help tell the story.
7. Find costumes if you would like, but they are not required.
8. Present your skit in front of the class.

Again, each person needs a speaking role. Use your research and make sure you answer all of the questions through your presentation.

Presentations will be due January 21st, Thursday, and we will present that Thursday and Friday. If we need to make adjustments for absences, we will do that.

Ms. D will be giving you class time for all of the steps for this project, but you can also do some practicing of your part at home or make props at home. You can also bring in items from home to serve as props, rather than making them.

If you have any questions, please let me know!

Have fun with this, as it was meant to be a fun way to make sure we understand these four, significant events in our history, and how these major problems were made right or not by Canadians.