Monday, March 2
Today in Math we explored some different division strategies. We continued to work with the traditional long division algorithm, but we explored what is actually happening during each of the steps using base ten blocks. We also were introduced to a new strategy of repeated subtraction. As always, students are welcome to use whichever strategy works best for them! It might be one of these, or it might be an entirely different strategy. Students worked on completing practice three digit by one digit division questions using a strategy or strategies of their choice.
In French, we began our new routine of beginning with calendrier time (to review and practice days, months, numbers, weather, how we're feeling, and vocabulary from previous units). Then we reviewed wild and farm animal vocabulary using the PowerPoint from this website as well as the cards and games on Quizlet.
In Language Arts, we worked on structuring paragraphs using the hamburger model. The topic sentence and conclusion sentence are like the buns, and then the supporting sentences in between are the other toppings. Students created a paragraph on a topic of their choosing using this method.
We had reading time with our Grade 2 Buddies right after lunch. Then, in Art, we began by envisioning falling into a magical land. Each student formed a clear picture in their mind of what their land looked like in detail, and then began drawing their magical land using pencil. About fifteen minutes into creating these magical visions, students had to pass their work to the next desk, and without any communication, the next artist had to add to the original student's vision in a way that made sense to them. We went through this passing and adding process multiple times, until six different students had collaborated on each piece of magical land art. Then the piece was returned to the original student, who could continue adding to this new collaborative vision (though they were not able to erase anyone else's contributions) and then colour with pencil crayon. It was a difficult process for some students to let go of their own original vision and to give up control to other students without being able to communicate their vision. This was part of the intention of this assignment.
We ended the day with Science. This was our final class time to finish up the resistors experiment and electrical safety sheet from last week.
Students are asked to find and bring in an example of a paragraph that includes a topic sentence and supporting details by Wednesday. This could be in a physical book, or it could be printed off of an online piece. Thank-you for supporting your child in finding this at home!
A reminder to please return field trip forms for our Glenbow Museum field trip by the end of this week. Thank-you!
In French, we began our new routine of beginning with calendrier time (to review and practice days, months, numbers, weather, how we're feeling, and vocabulary from previous units). Then we reviewed wild and farm animal vocabulary using the PowerPoint from this website as well as the cards and games on Quizlet.
In Language Arts, we worked on structuring paragraphs using the hamburger model. The topic sentence and conclusion sentence are like the buns, and then the supporting sentences in between are the other toppings. Students created a paragraph on a topic of their choosing using this method.
We had reading time with our Grade 2 Buddies right after lunch. Then, in Art, we began by envisioning falling into a magical land. Each student formed a clear picture in their mind of what their land looked like in detail, and then began drawing their magical land using pencil. About fifteen minutes into creating these magical visions, students had to pass their work to the next desk, and without any communication, the next artist had to add to the original student's vision in a way that made sense to them. We went through this passing and adding process multiple times, until six different students had collaborated on each piece of magical land art. Then the piece was returned to the original student, who could continue adding to this new collaborative vision (though they were not able to erase anyone else's contributions) and then colour with pencil crayon. It was a difficult process for some students to let go of their own original vision and to give up control to other students without being able to communicate their vision. This was part of the intention of this assignment.
We ended the day with Science. This was our final class time to finish up the resistors experiment and electrical safety sheet from last week.
Students are asked to find and bring in an example of a paragraph that includes a topic sentence and supporting details by Wednesday. This could be in a physical book, or it could be printed off of an online piece. Thank-you for supporting your child in finding this at home!
A reminder to please return field trip forms for our Glenbow Museum field trip by the end of this week. Thank-you!