Looking at sentences and an introductory exercise

This exercise came from a George Pfau.  I thought of it as a creative way to enter into a discussion about sentence structure.  http://www.georgepfau.com/art/sentence-drawing-sentence

It was a combination of Art (I intentionally capitalize this word),Writing (okay, so I have to respect this as well), and developing some group dynamics.

Check out the video we watched in class.  It provides a solid overview of where we will go with this topic.  Eventually we will use our competence in sentence writing to develop some solid paragraphs!

The final piece of work from Group #1.

Although it seems very elementary, this video is a reminder of the key rules to sentence writing:

The work around writing will become more complex, as we move forward, but for now we are starting with the building blocks.

Homework
 

Post 600, Geography exercise, 25x25 Multiplication table, Nelson Grade 7 Math textbook link, and some Multiplication pointers

This is Post # 600.  Pretty cool.

In Geography, most of the students have handed in their homework.  If you haven't, please pass it on to me.  Some groups have not finished the "Constructivist" lesson relating to our upcoming topic using K;Naan's book, When I get Older.

Here are a few shots of 7B, at work:

This 25x25 multiplication table may help in identifying some of the factors of a given number.  Right click and save this image, and then print.

from http://ss.hdes.rockwallisd.org/common/pages/DisplayFile.aspx?itemId=2503034

The Nelson Math textbook that we use has an online component.  Check out the following site to get some more information on the facts you may be currently exploring in class:  http://mathk8.nelson.com/math7/default.html

Currently, in Math, we are working on a set of skills that will require you to be comfortable with your multiplication table.  Although this work is not supposed to be reproduced, here is the JUMP Math methodology for learning your Multiplication table in 5 days:
http://vschool.nides.bc.ca/math/Grade7/JumpMath/additional_support_materials_basic_number_sense_learn_times_tables_in_5_days.pdf

A useful video to browse may be this one.  You will also find a number of other very useful videos on YouTube relating to your Multiplication table:

Minimalist blogging, Factors and Multiples, The Beep Test, and I of I for Geography

To maintain a level of solidarity with the Phase 3 of ETFO job action, I will minimize my posting to items relating to information in the class which may be beneficial to students.

A short review of Factors and Multiples.  A current topic in Math in Grade 7.

https://www.mathsisfun.com/numbers/factors-multiples.html

Not only is YouTube a great place to find great sports videos and silliness, but a place to find information on the work that may be happening in class!

Okay, so this last one is a little silly, but it relates to the topic in question.

This is a first:  a Phys Ed post in relation to The Beep Test.

More information can be found at:  http://www.topendsports.com/testing/beepmax.htm

From the same site is a cool link to some results of the Beep Test from different athletes:  http://www.topendsports.com/testing/results/beep-test.htm#athletics

Due to the Terry Fox event on Friday afternoon, 7B is ahead of 7A in this exercise.  I try to share an Item of Interest with the class before a lesson.  The items have come from issues that they have asked about.  In the case of yesterday's class, we looked at the first part of an issue relating to the drought in California.  Although this is not the link I used during my lessons, it still offers some spectacular images.

from http://d.ibtimes.co.uk/en/full/1395140/california-drought-before-after.jpg

http://www.ibtimes.co.uk/california-drought-before-after-photos-show-falling-water-levels-lakes-reservoirs-1461928

homework for 7C

- complete p.3 for Math ; 7A to complete pages assigned by Mr. Chung

- story map for "Gravity Failing"

- any outstanding Geography homework (What is Where, Why There, Why Care or title page)

A moral dilemma, then a choice. Geography homework explained with three examples

So, I was pretty certain I was not going to update this blog due to the Phase Three of the ETFO Work-to-Rule.  I had made peace with it, sort of.  I agreed that I would remain in solidarity, but then something happened yesterday.

A student, who is in my HSP (Home School Program) class and an Exceptional learner -- as defined by the TDSB -- asked me if something I was teaching in class was going to be on the blog.  This is where one of the major forces behind doing the blog came from:  the students.

Is it nice that a parent or the public take a look at it?  Sure.  But the real intention was to provide the students with a review of the day and some additional examples to support their learning.

Enough said:

For those who need some more guidance for the Geography homework, here it is:

Some fascinating info on Lake Iroquois

This is a screen shot taken from the blogto.com link I have 

In terms of studying the movement of people in particular places, I came across a great entry on the blogto.com website on Lake Iroquois and its shoreline and how this relates to Davenport Road.

http://www.blogto.com/city/2012/07/a_brief_history_of_the_lake_iroquois_shoreline_in_toronto/

Had this student not asked that question, I am not sure when I would have returned to this exercise. 

That bothers me.

I now must wrestle with those thoughts.  In the meantime, I hope the posts, even if they are a touch shorter, will help the various learners who I am fortunate enough to work with.  I will maintain a level of brevity in my posts, but I will not end them.

Looking at Toronto Geography from another point of view: Whose land? - NOW Toronto Magazine, First Story Toronto, and adding the Ojibwe names tof some Toronto streets some

Whose land? - NOW Toronto Magazine - Think Free

I often come across a number of articles I would like to post directly to the blog, but there is not always the link to Blogger.  I am doing some background reading to deepen the discussion we have been having in Geography class about Toronto.

Yes, I know, History is not supposed to start until some time in 2016, but I thought it was important to acknowledge who was here, in this city, prior to the development of the city that was showcased in the previous Geography lessons.  Toronto was a city built up by immigrants.



I also came across a site called First Story Toronto:  https://firststoryblog.wordpress.com/aboutfirststory/

There was also an app available for this site.  If you navigate around, you will find it for Android and Apple devices.  This excellent app (and website) has its origins in the 1995 when the First Story Toronto project, within the Native Canadian Centre on Spadina Ave., wanted to document and preserve the Aboriginal history in our city.

As I explored this site and read the article from NOW, I began to look for some more information.  I came across this, which I did not know about:

Here is the link to the story:  http://www.thestar.com/news/gta/2015/06/02/toronto-street-signs-a-reminder-of-first-nations-heritage.html

Another perspective on the story from The Globe and Mail:  http://www.theglobeandmail.com/news/national/how-my-neighbourhood-looks-and-sounds-in-ojibway/article23793202/

Exploring the History of Toronto is also the exploration of the city's Geography.  It is like the other side of a pair of shoes.

http://secageography.weebly.com/section-2-the-geographic-setting8.html

Actually, there is some logic to this.  The left shoe was made in the USA and right shoe was made somewhere in Asia.  Historically, Converse All-Stars were the quintessential American shoe.  But the study of some parts of Geography look at Regions and Movement.  Production of many popular shoes has shifted or moved to the East Asian region of the world.  

So, to pull it back to the original posts on Toronto's history, I am suggesting that the place we know now has not always been due to the movement of people and the way the land has changed.  In class, we talked about the filling of Garrison Creek as the city developed.  At the same time, it is crucially important to learn why a lot of Aboriginal history has been erased or ignored in this city. 

Both sides of the shoe are needed!

11:50 p.m. before Phase 3 begins.  I am out of here, for now.  I will return.

Phase 3 of ETFO Work to Rule

It looks as though Phase 3 of ETFO's work to rule will begin tomorrow.  As part of that action, teachers are not supposed to update class blogs.  This is unfortunate.  I use the blog as a communication tool, a point of reference for my students, and a reflective exercise for myself.

I will remain in solidarity, while biting my lip, and not post.  If I learn of anything different, I will return to this useful exercise.  I believe Sam Hammond, the head of the ETFO, will be speaking with the media tomorrow.  Until then, here is a piece of information from the CTV website.

http://toronto.ctvnews.ca/ont-elementary-teachers-to-launch-phase-3-of-work-to-rule-1.2569818

I will be placing further emphasis on reviewing the lessons in class and encourage students to ask questions when they need clarification on a matter.  

Respectfully, 

Marc Proudfoot

Geography Class #2

I took both of the KWL charts from each class and summarized them here:

It is my intent to use this chart, along with the curriculum, to explore Geography.  You will also notice the textbook in the shot; we'll use that too.

I did not assign homework, but I introduced students to the following quote by Geographer Charles Gritzner.  I also added a question to go with this quote.  I realize that the quote is a little abstract and the question may also cause one to be a bit confused.

Question for Tuesday's Homework

So, what I have  decided to do was provide the student with 2 samples.  The first one I will share on the blog and second one will be in class on Tuesday.  By then, I think the students will have a more complete understanding of what I am trying to ask them to do.

FIRST EXAMPLE

From time to time, I have decided to use an Item of Interest, or IOI, in class.  A couple of days ago, we talked a little bit about Garrison Creek and how it relates to Christie Pits and Trinity Bellwoods Park.  I followed this up with an observation that begins to answer the set of questions:

What is Where?

It looks as though a bridge used to be on Harbord, near Grace Ave.

See  http://www.blogto.com/city/2010/11/the_garrison_creek_discovery_walk/

Why There?

From a little searching , I realized that Garrison Creek used to flow through this area.  The images can be found on the link underneath the photo I posted.  Garrison Creek ends up flowing down to the corner of Bathurst Street and Lakeshore Blvd.

Why Care?

This is a small part of the development of our city.  This is an example of the land being changed by people and you can still see some evidence of how things used to be in this part of the city.

I will follow up with another example on Tuesday before giving this out as a formal homework assignment.

FYI:  Here is a shot of what was known as the Bickford Ravine with the bridge in the background:

http://www.blogto.com/city/2012/12/what_harbord_street_used_to_look_like_in_toronto/

Talli Osborne visit

by Ginger AKA Heather (former student)

The Grove and AMG had a visit today from Talli Osborne.  She is a motivational speaker who shared some stories with the audience about some of the struggles and lessons she learned growing up.  It was a very powerful talk from a woman with a huge spirit, a great sense of resilience, persistence, and creativity.

photo by Mahera in Grade 8

Talli's webpage may be explored at:  http://talliosborne.com/

homework

The Grade 7s in Room 52 had to answer three questions in their Journal.

Where possible, I try to add a sample answer to model for the students.

Have a pleasant evening.

Island presentations, first assembly, routines, a little bit of Art, and the FIRST Geography class

Waders.  Not from Room 52, but from:
http://images.travelpod.com/users/jandhontour/1.1261918936.wading-through-the-river.jpg

There may be some parents or visitors who are new to this page.  I have shared the blog address with the students I teach in Geography and I will post some information for that class first, so you won't have to wade through the other posts and news.

Developing a KWL chart with 7A around the subject of Geography

Here are the contributions made by 7B.

For all of my classes, I like to put up on the board what they will be doing, so the have a sense of what is coming.  All Geography periods (and eventually History) will be a double period in length of approximately 80 minutes. 

I introduced the class by trying to get a sense of what the students are familiar with when it comes to Geography.  This is the first year that the curriculum moves from being Social Studies into the more specific disciplines of Geography and History.  

To engage the students, Mr. Chung's class completed a 2005 Geography online survey.  We did this as a large group.  The link is here:

http://www.cgeducation.ca/programs/geoliteracy/

While I was looking for the preceding link, I came across another link for a quiz from Canadian Geographic.  Here is the link for that one.  I did not do this with 7A:  

http://www.canadiangeographic.ca/magazine/oct13/ultimate_quiz/ultimate1.asp

In 2009, The Canadian Atlas online (link on the side of the blog) began a humourous campaign to educate the citizenry about the importance of both History and Geography.  Here is an image from that campaign.  I used it during the lesson today:

Geography happens on Day 2 and Day 4 of the 5 day cycle.  The first homework exercise is to complete a title page for the Geography duotang.  Here is a rather rushed sample, by me.

This is due on Friday

If you have any questions, please drop me a line at:  marc.proudfoot@tdsb.on.ca

The island activities that were started last week came to an end on Monday with the group presentations.  While there were large numbers of photos, I only have a couple to post:

Students who might not normally hang out got a chance to work together.

The exercise gave the students a really great chance to get to know one another.

Both schools -- AMG & The Grove -- had our first assembly together to go over rules and routines.  This is something that needs to be repeated and repeated, especially at the start of the year, so positive habits and routines can be established.  

In terms of developing habits, keeping track of the agenda is key.  If students can develop the responsibility to complete this task on a regular basis, it will make taking care of assignments, or completing forms, much easier.  

Sorry, I could not rotate this.  Here is an example of an agenda that is completed ans has been signed by both a parent and Mr, P.

I have also posted this reminded on the door, so students will see this before they come in the room:

This is the final item, I believe, for today.

The students carried on a tradition I have been doing for the past 14 years:  creating a Coat of Arms.  I began with explaining what the purpose of the exercise was, had a series of example up on the board for the students to see, and allowed the students to be creative in expressing themselves.

Homework

Geography title page

Outstanding forms:  student names on board in Room 52