Language Arts
Big ideas:
Fairy and folk tales share common characteristics that define the genre.
- Students will first learn and practice identifying and creating the parts of a story. Then we will look more specifically at fairy and folk tales (perhaps continuing into term 3).
Awareness of other cultures helps us discover our own culture and build our own identity.
- Students will compare Pacific Northwest Aboriginal culture and Francophone (Métis) culture with their own culture. Ex. Le Carnaval d’hiver,
Writing:
Students will be able to:
- Tell a story by organizing a series of events in chronological order
- Know and understand the structure of simple sentences: affirmative, negative and interrogative forms (subject, verb, complement)
- Three New Years’ Resolutions: One affirmative (“I will…”) One negative (“I will not…”) and one open-ended (“Will I …?”). Students will choose one resolution to read to the class and others will decide if it was affirmative, negative or interrogative.
– students will summarize what they read with their partner “je lis à quelqu’un” and write a strategy they used for figuring out a new word
Reading:
Students will be able to:
- Identify the elements of a story in order to associate it with the genres under study, ex. hero, villain, settings, adverse and fortuitous events, beginning, events and resolution, aujourd’hui, demain, hier, au début, à la fin, etc.
- Identify the keywords and themes in a text in order to understand the message
- Identify, in Francophone and Aboriginal texts (oral, written, visual), elements that are present in one’s own culture
- What is culture? Art, Food, Clothing, Beliefs, Traditions, Celebrations,
- Use Venn Diagrams to compare our culture with Francophone and Aboriginal cultures ex. Tracy Healey’s visit explaining Pacific Northwest Traditions (drums, salmon, art), Métis
- read a simple text (readers’ theatre) with fluency; reading with expression, taking into account text elements such as italics, bolded text, intonation, etc.
- Visualize information when reading in order to facilitate comprehension
Oral:
Students will be able to:
- read a simple text (readers’ theatre) with fluency, gestures, eye contact, etc.
- Through shared reading, students will become familiar with readers’ theatre and fairy tales.
Physical and Health Education
Big Ideas:
Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.
- Students will be able to define emotions. We will practice identifying emotions in the fairy tales and stories we read.
- Students will also use the “Feelings Curriculum” to partner with their families and share about experiences when they have felt a certain way.
- Students will practice mindfulness strategies each day (ex. Through the MindUp program, deep-breathing, yoga)
Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations
- Where appropriate, we will use role-play to practice using “I statements” and a firm “no”/”stop”
Identify and describe feelings and worries, and strategies for dealing with them
- Using the “feelings curriculum” grid, we will be able to situate feelings words based on their degree of pleasantness and energy
Math
This term, we will start the school day with math investigations once or twice a week.
Big Ideas:
Development of computational fluency in addition and subtraction with numbers to 100 requires an understanding of place value.
Concrete items can be represented, compared, and interpreted pictorially in graphs.
- Ex. 100 Day graphing
- Data and probability: analyzing data and chance enables us to compare and interpret
- Questions to ask: when you look at this graph, what do you notice? What do you wonder?
- How do graphs help us understand data?
- What are some different ways to represent data pictorially?
The regular change in increasing patterns can be identified and used to make generalizations.
Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
http://www.burnabynow.com/community/burnaby-florist-brings-christmas-cheer-to-dtes-1.5798464 (graph how many stockings were given out in 2014, 2015 and 2016)
Social Studies
Big Idea:
Canada is made up of many diverse regions and communities.
- Examine photographs from a variety of communities and identify similarities and differences
Local actions have global consequences, and global actions have local consequences.
Pipeline: http://www.burnabynow.com/news/year-in-review-pipeline-dominates-the-news-yet-again-1.5656019 (great photo! Show on projector. Have students ask questions about it. Generate vocabulary. Also show First Nations leader protesting and mayor Derek Corrigan protesting it)
- Students should show willingness to consider diverse points of view.
- Students should consider what would happen if no one cared for the environment
- Students should discuss what would happen if someone did not lead the community or country