Art is everywhere, Learning Skills, and Role Playing in History

Meet the 14-year-old Toronto artist with autism leaving his mark on Canada's art community http://www.cbc.ca/news/canada/toronto/toronto-artist-with-autism-wins-award-1.4424088 Shared via the CBC News Android App

Canada History Week, Calgary's weather, Hades + the coaster...

History:

I was not aware of this happening last week and will return to this resource and use some of it for this week's History lessons.

http://fb.historicacanada.ca/CanadaHistoryWeek/English_Book/index.html#page=1

Mathematics:

When Mr. Toale stepped in to work with the class on Friday, I noticed the Math word problems you did.  As I review some of the questions about Integers, it makes me think about the up and down weather that Calgary often faces:

https://globalnews.ca/news/3844300/calgarys-temperature-dropped-43-degrees-in-1-week/

There was a question about a rollercoaster ride.  I have not calculated the answer, but I have seen three different results for the same question.  Before I try to figure it out, I will say that the ride seems to end UNDERGROUND.  So, in honour of the answer, here is a cool video, relating a little bit to the question:

http://www.themeparkreview.com/photos/olympus/hades.htm

In Greek mythology, Hades was the god of the underworld:

https://en.wikipedia.org/wiki/Hades

Wisdom from "The Matrix" & Integers

Wisdom: 

https://www.youtube.com/watch?v=xc3VG9JZM6I

Mathematics:  "I didn't do nothing."  A classic statement, uttered by many students, which will usher in our explanation of Grade 8 Math.

https://www.mathsisfun.com/multiplying-negatives.html

The graphic using the baby walking --to explain how you multiply with Integers-- was not explored very much.  I returned to it with a renewed sense of purpose and came up with an explanation that some of you may find helpful:

This section on Integers may be a lot easier than the adding and subtracting we have been doing.  

I used to use this site, when I had a Grade 8 class, to do some online reviewing of concepts we are learning:  http://www.math.com/school/subject1/lessons/S1U1L12DP.html

This item is also posted on Google Classroom.

Another item of interest, relating to Integers in the "real world."

Proudfoot History sample, another Integer question, Homework tracking chart, facing obstacles and avoiding Kryptonite

History:

Mr. P's sample of the first three stages of the History Inquiry.  Note the brainstorming and questions and the answering of questions.  All of my sources have been recorded on a Google slideshow that I will share with the class. 

Math:

Another Integer example involving subtraction

Making a case for the importance of Learning Skills and Work Habits:

A number of students are probably not aware of work they have not completed.  By using the agenda, some of these concerns could be dealt with.  The class tracking chart (documenting most of the graded assignments) is up and running.  I really wish I had this up during the Parent/Guardian conferences, but I did not.

I intentionally made it blurry.  The main thing is that the Xs represent items not handed in, while the  :) have to do with completed work that has been handed in.  In my 15 years of using this chart, I have never seen so many Xs.  THIS NEEDS TO CHANGE.

Not to despair, things can change.  One student, this afternoon, completed two assignments and received 2 "happy faces."  It may seem overwhelming, but I have a suggestion, given to me by a former Vice Principal.

When it seems like you have soooooooooooooo much work to do, just take it one step at a time.  Instead of seeing all of the work you have to do -- which may have piled up on you and you will eventually get to -- try to see the work in a column and not a row.  That way, you only see 1 thing at a time that you can take care of and, hopefully, not become too overwhelmed. 

This video is worthy of mentioning.  It is not about being a Level 4 student.  I do not expect that from you, but I do expect you to approach your learning with an open mind, some desire, and effort.    Please have a look at this:  https://vimeo.com/201720747.

You may not feel like a superhero every day.  No one does, but do your best, ask for help, and work hard to avoid things with Kryptonite in them.

from https://www.pinterest.ca/pin/467178161330945001/

Louis Riel and Historical Perspective, some announcements and Integers

One of the issues from our recent Open-book assessment in History.
http://www.cbc.ca/news/indigenous/metis-reject-exoneration-louis-riel-1.4404330


Intermediate Division Award winners for September and October

Excellent initiative, spearheaded by the Student Council.

The Grade 7s have a trip next week.

In Math, we are in the last of topics (for now) in the Number Sense strand.  The topic we are looking at Integers.

We add to this, as we move forward.

One of the tricky aspects of working with Integers involves subtraction or working with the idea of Difference.  A lot of the technical aspects of this are posted in the Math section on Google Classroom.  It seems as though most of the thought and energy for the subject-specific material is posted there.  

I do miss posting on the blog, but it is hard for me to find the time.  Google Classroom seems to be more accessible for the students so I will focus on that space.

If you are a parent and have any questions about the class or the program, please drop me a line at my TDSB email address.    Enjoy your weekend.  Thanks to the parent(s)/guardian(s)/extended family members who came out to meet with me for the Progress Report conferences.

Wajahat Ali follow up, Integers, Parent/Guardian Conferences, History Inquiry

Framing Wajahat Ali discussion in relation to Cause & Consequence:

KWL for Integers

One of the interesting tidbit involving Integers came from looking at the temperatures on Mount Everest, which can be found here:  https://www.mountain-forecast.com/peaks/Mount-Everest/forecasts/8850

Parent/Guardian Teacher-Interviews are in 1 week

Thanks to everyone who has booked in a time.  Additional forms are available in the classroom.

History Inquiry

This is something all of the students are a part of and following the 4 stage process of research.

At this point, most of the students are in Stage 1 and generating questions for research.

2 separate examples

The blog posts are not as spectacular or detailed as they once were.  I have been using  Google Classroom a fair bit to post a lot of curriculum related stuff that I use while teaching.

This time of year is quite busy with the changes of the season, reporting, and the demands of work.  I hope all of you are doing well.  If you need some help, ask for it.

Have a good evening.

Contemporary issues & Historical Thinking: Viola Desmond, Treaties, Wajahat Ali, photos, Lava walk in Math, & class election results

As the last of the History tests are completed, I thought it might be a good time to review some recent items in the news that would fall under one or more of the concepts we have been studying this term.

Historical Significance:  Viola Desmond

https://www.bankofcanada.ca/banknotes/banknoteable/

https://globalnews.ca/news/3114108/bank-of-canada-set-to-announce-first-canadian-woman-on-front-of-banknote/

Historical Significance:  Treaties Recognition Week

Ontario Regional Chief, Isadore Day of is from Serpent Lake First Nation (http://serpentriverfn.ca/ & https://www.google.com/maps/d/u/0/viewer?mid=1K7B11z9VczN8_4azuhFglhEIlfU&hl=en&ll=46.165424751731734%2C-82.442070776197&z=11) and he was on Metro Morning on CBC Radio this morning.  The show is not up and posted on the Internet, but you can hear him explain what a Treaty is:
http://www.chiefs-of-ontario.org/node/1468

This is one of the topics on the Grade 7 list and it should also be on the Grade list.  If you find this interesting, please consider pursuing it.  A good starting point could be the Wikipedia page on the numbered treaties in Canada:  https://en.wikipedia.org/wiki/Numbered_Treaties#List_of_Numbered_Treaties

https://en.wikipedia.org/wiki/Numbered_Treaties#/media/File:Numbered-Treaties-Map.svg

Historical Perspective:  Wajahat Ali, Lawyer, Writer, Playwright

https://twitter.com/wajahatali

We talked earlier in the year about the dangers of Stereotypes.  When unfortunate incidents of violence happen in the world, namely Terrorism, some may be quick to associate these acts with Islam.   

http://www.cbc.ca/radio/asithappens/as-it-happens-friday-edition-1.4386031/why-this-man-wants-to-take-the-words-allahu-akbar-back-from-terrorists-1.4386048

Perhaps if we can all think differently about the Stereotypes, we can prevent some of the hatred and hurt in the world.

https://londonhatecrimeblog.wordpress.com/2016/05/15/the-pyramid-of-hate/

Images, with short commentary: History Inquiry

In the following short photos, I demonstrated to the class what an initial brainstorm may look like.

The following photo is a blurred photo of a pair of Grade 8 girls who will be looking at Residential Schools in Canada.  I did not want to have it in focus because I did not want their ideas borrowed.  You can see how they have the main idea in the middle and have created a series of questions around their topic.   I will comment further on this in subsequent History classes.

Kit Kat Math:

In an attempt to review a question on Mixed Numbers and Improper Fractions (they seem so important, so I capitalized them), I brought in 4 Kit Kat bars to demonstrate how 9/4 is equal to 2 1/4 chocolate bars.  I think we were so excited about the prospect of eating them that I forgot to take a picture of the bars before cutting them up into serving portions for the class.

 To recap:  2 and 1/4 chocolate bars, when separated, works out to nice "fingers" of Kit Kat Bars.  Four fingers makes 1 Kit Kat bar.

 Halloween photo:

Mr. P illustration, by Anny:

Today we did the Math test, which was postponed from Friday.  To review, we played this game which reviewed the concept of Prime Factorization.  It was called Lava Walk and the students played it in their Gym quads (groups).  A member of a squad was provided with a Composite Number and they had to safely cross the stream of lava and collect all of the prime numbers associated with that number.

In this case, the student did the Prime Factorization for 48, I believe, and gave me the following cards:  2, 2, 2, 2, 3.  When those numbers are multiplied, the answer equals 48.  If it is a different number, I will make the needed changes

2017-2018 Class reps:

Mahima, Anny, Efaz
Unfortunately, 2  ballots were spoiled, which may have altered the final tally.  The 3rd and 4th place were separated by 1 votes!

Grit....

https://littlecolourfulteacher.com/2017/05/04/whats-the-difference-between-good-great/

Angela Duckworth:  University of Pennsylvania 

https://richtopia.com/effective-leadership/grit

...to be continued...