{"id":2338,"date":"2012-10-13T11:11:25","date_gmt":"2012-10-13T18:11:25","guid":{"rendered":"http:\/\/sd41blogs.ca\/hintzl\/?page_id=2338"},"modified":"2017-01-03T20:06:40","modified_gmt":"2017-01-04T04:06:40","slug":"learning-outcomes","status":"publish","type":"page","link":"https:\/\/sd41blogs.ca\/ubiall\/learning-outcomes\/","title":{"rendered":"Learning Outcomes"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Language Arts<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Big ideas:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Fairy and folk tales share common characteristics that define the genre.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">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). <\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Awareness of other cultures helps us discover our own culture and build our own identity.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students will compare Pacific Northwest Aboriginal culture and Francophone (M\u00e9tis) culture with their own culture. Ex. Le Carnaval d\u2019hiver, <\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Writing:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Students will be able to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Tell a story by organizing a series of events in chronological order<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Know and understand the structure of simple sentences: affirmative, negative and interrogative forms (subject, verb, complement)<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Three New Years\u2019 Resolutions: One affirmative (\u201cI will\u2026\u201d) One negative (\u201cI will not\u2026\u201d) and one open-ended (\u201cWill I \u2026?\u201d). Students will choose one resolution to read to the class and others will decide if it was affirmative, negative or interrogative. <\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">&#8211; &nbsp;students will summarize what they read with their partner \u201cje lis \u00e0 quelqu\u2019un\u201d and write a strategy they used for figuring out a new word<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Reading:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Students will be able to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">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\u2019hui, demain, hier, au d\u00e9but, \u00e0 la fin, etc.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Identify the keywords and themes in a text in order to understand the message<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Identify, in Francophone and Aboriginal texts (oral, written, visual), elements that are present in one\u2019s own culture<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What is culture? Art, Food, Clothing, Beliefs, Traditions, Celebrations, <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Use Venn Diagrams to compare our culture with Francophone and Aboriginal cultures ex. Tracy Healey\u2019s visit explaining Pacific Northwest Traditions (drums, salmon, art), M\u00e9tis<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">read a simple text (readers\u2019 theatre) with fluency; reading with expression, taking into account text elements such as italics, bolded text, intonation, etc.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Visualize information when reading in order to facilitate comprehension<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Oral:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Students will be able to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">read a simple text (readers\u2019 theatre) with fluency, gestures, eye contact, etc.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Through shared reading, students will become familiar with readers\u2019 theatre and fairy tales. <\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Physical and Health Education <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Big Ideas: <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Having good communication skills and managing our emotions enables us to develop and maintain healthy relationships.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students will be able to define emotions. We will practice identifying emotions in the fairy tales and stories we read. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students will also use the \u201cFeelings Curriculum\u201d to partner with their families and share about experiences when they have felt a certain way. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students will practice mindfulness strategies each day (ex. Through the MindUp program, deep-breathing, yoga)<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Identify and describe avoidance or assertiveness strategies to use in unsafe and\/or uncomfortable situations<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Where appropriate, we will use role-play to practice using \u201cI statements\u201d and a firm \u201cno\u201d\/\u201dstop\u201d<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Identify and describe feelings and worries, and strategies for dealing with them<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Using the \u201cfeelings curriculum\u201d grid, we will be able to situate feelings words based on their degree of pleasantness and energy<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Math<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This term, we will start the school day with math investigations once or twice a week. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Big Ideas:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Development of computational <\/span><b>fluency<\/b><span style=\"font-weight: 400;\"> in addition and subtraction with numbers to 100 requires an understanding of place value.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Concrete items can be represented, compared, and interpreted pictorially in <\/span><b>graphs<\/b><span style=\"font-weight: 400;\">.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Ex. 100 Day graphing<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Data and probability: analyzing data and chance enables us to compare and interpret<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Questions to ask: when you look at this graph, what do you notice? What do you wonder?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How do graphs help us understand data?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What are some different ways to represent data pictorially? <\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">The regular change in increasing <\/span><b>patterns<\/b><span style=\"font-weight: 400;\"> can be identified and used to make generalizations.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Engage in problem-solving experiences that are <\/span><b>connected<\/b><span style=\"font-weight: 400;\"> to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.burnabynow.com\/community\/burnaby-florist-brings-christmas-cheer-to-dtes-1.5798464\"><span style=\"font-weight: 400;\">http:\/\/www.burnabynow.com\/community\/burnaby-florist-brings-christmas-cheer-to-dtes-1.5798464<\/span><\/a><span style=\"font-weight: 400;\"> (graph how many stockings were given out in 2014, 2015 and 2016)<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Social Studies<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Big Idea:<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Canada is made up of many diverse regions and communities.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Examine photographs from a variety of communities and identify similarities and differences<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Local actions have global consequences, and global actions have local consequences.<\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400;\">Pipeline: <\/span><a href=\"http:\/\/www.burnabynow.com\/news\/year-in-review-pipeline-dominates-the-news-yet-again-1.5656019\"><span style=\"font-weight: 400;\">http:\/\/www.burnabynow.com\/news\/year-in-review-pipeline-dominates-the-news-yet-again-1.5656019<\/span><\/a><span style=\"font-weight: 400;\"> (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) <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students should show willingness to consider diverse points of view. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students should consider what would happen if no one cared for the environment<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students should discuss what would happen if someone did not lead the community or country<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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). &nbsp; Awareness of other cultures helps us discover our own &hellip; <a href=\"https:\/\/sd41blogs.ca\/ubiall\/learning-outcomes\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Learning Outcomes<\/span><\/a><\/p>\n","protected":false},"author":4060,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/pages\/2338"}],"collection":[{"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/users\/4060"}],"replies":[{"embeddable":true,"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/comments?post=2338"}],"version-history":[{"count":9,"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/pages\/2338\/revisions"}],"predecessor-version":[{"id":5240,"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/pages\/2338\/revisions\/5240"}],"wp:attachment":[{"href":"https:\/\/sd41blogs.ca\/ubiall\/wp-json\/wp\/v2\/media?parent=2338"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}