June 8th- June 12th

Online Class Google Meet Times for Students: (varies per class)

  • Monday June 8  (check your homeroom stream) 

  • Friday June 12  at 11:00 am 

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Residential Schools

I will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage, such as what do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land. 

Fatty Legs-

Read Chapters 4-6 Chapters this week on Tumblebooks

https://www.tumblebooklibrary....

Username: calgarypl

Password: sd19

Search up: Fatty Legs

 

OR

 

EPIC!

https://www.getepic.com/studen...

OR

Read the PowerPoint Doc:

Fatty Legs Chapters 4-6

 

OR

 

Click the link to hear:

Chapter 4 Read Aloud:

Fatty Legs - chapter 4

Chapter 5 Read Aloud: 

Fatty Legs Chapter 5

Chapter 6 Read Aloud:

Fatty Legs Chapter 6

Reading Comprehension

       

I can comprehend new ideas and information by responding personally, taking notes and discussing ideas with others 

I can describe and discuss new places, times, characters and events encountered in oral, print and other media texts

I can express points of view about oral, print and other media texts 

I can discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts

I can make connections between fictional texts and historical events 

I can read, write, represent and talk to explore personal understandings of new ideas and information

I can describe characters' qualities based on what they say and do and how they are described in oral, print and other media texts 

I can describe and discuss the influence of setting on the characters and events 

I can support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts 

I can retell or represent stories from the points of view of different characters 

Chapter 4: Code Breaking Activity

Chapter 5: Small Pox Activity

Chapter 6: Characterization Activity

Tasks due Friday, June 12 at 12:20pm:

  1. Chapter 4: Code Breaking Activity

  1. Chapter 5: Small Pox Activity

  1. Chapter 6: Characterization Activity

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada: Based on “The Story of Us” watched in school

  1. Be An Illustrator

  1. Figurative Language Around Us KAHOOT:

https://kahoot.it/challenge/05655579?challenge-id=dbb3afa4-4250-4d68-b7a1-bfc8d9e22983_1591558988388



June 1st- June 5th


Online Class Google Meet Times for Students: (varies per class)

  • Monday June 1  (check your homeroom stream) 

  • Friday June 5  at 11:00 am 

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Residential Schools

I will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage, such as what do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land. 

Fatty Legs- Read Chapters 1-3 Chapters this week on Tumblebooks

https://www.tumblebooklibrary....

Username: calgarypl

Password: sd19

Search up: Fatty Legs

 

OR

 

Read the PowerPoint Doc:

 

OR

 

Click the link to hear:

Chapter 1 Read Aloud:

 Chapter 2 Read Aloud:

Chapter 3 Read Aloud:

Reading Comprehension

       Listening

Speaking

Opinions

Representing

I can comprehend new ideas and information by responding personally, taking notes and discussing ideas with others 

I can describe and discuss new places, times, characters and events encountered in oral, print and other media texts

I can express points of view about oral, print and other media texts 

I can discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts

I can make connections between fictional texts and historical events 

I can read, write, represent and talk to explore personal understandings of new ideas and information

Chapter 1: Activity

Written response questions

Chapter 2: Activity

Flip Grid recording 

Chapter 3: Activity

Drawing representation 

Tasks due Friday, June 12 at 12:20pm:

  1. Chapter 1 questions with written responses 

  2. Chapter 2 Flip Grid response 

  3. Chapter 3 Drawing representation 

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada: Based on “The Story of Us” watched in school

  1. Be An Illustrator

  1. Figurative Language Around Us


May 25th- May 29th


Online Class Google Meet Times for Students: (varies per class)

  • Monday May 25th (check your homeroom stream) 

  • Friday May 29th at 11:00 am

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Figurative Language

I will experiment with words (choice and phrasing) and sentence patterns to enhance meaning and to create mood and mental images.

I will explain how imagery and figurative language such as simile and hyperbole are used to create mood and mental images and convey meaning. 

Figurative Language Project Work Assignment Google doc

Kahoot Link

https://kahoot.it/challenge/05615913?challenge-id=5a5cc42f-888a-4077-b95b-36a49fdc1dba_1589988622701

Game PIN: 05615913

Residential Schools

I will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage, such as what do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land. 

Introduction to Residential Schools Activity Google doc

Tasks due Friday, May at 12:20pm:

  1. Figurative Language Project Work Assignment

  1. Kahoot: Test your FIgurative Language Knowledge

  1.  Introduction to Residential Schools Activity

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada: Based on “The Story of Us” watched in school

  1. Be An Illustrator


May 19th- May 22nd

Online Class Google Meet Times for Students: (varies per class)

  • Tuesday May 19th (check your homeroom stream) 

  • Friday May 22nd at 11:00 am

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Figurative Language

I will experiment with words (choice and phrasing) and sentence patterns to enhance meaning and to create mood and mental images.

I will explain how imagery and figurative language such as simile and hyperbole are used to create mood and mental images and convey meaning. 

Figurative Language Story:

Will be sent to you in your Google Drive titled:

“(Teacher Name) Story for Identifying Figures of Speech”

Figurative Language Code Breaking Assignment:

Will be sent to you in your Google Drive titled:

“1) Figurative Language Code Breaker Assignment”

And

“#2) Figurative Language Code  and Transcriber”

Tasks due Friday, May 22nd at 12:20pm:

Figurative Language: 

  1. Figurative Language Story: Find as many figures of speech as you can in the Halloween story about your class! Highlight the figures of speech based on the color code at the top. 

  2. Figurative Language Code Breaking: Test your knowledge of figurative language by answering multiple choice questions. Each MC answer has a letter attached to it, which you will then use to ‘break the code’

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada 

    1. Based on “The Story of Us” watched in school

  1. Kahoot

    1. Language Arts


May 11th- May 14th

Online Class Google Meet Times for Students: (varies per class)

  • Monday, May 11th at 1:00 pm 

  • Thursday, May 14th at 11:00 am

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Summarizing and Reflection

Writing and Summarizing

I can use developed criteria to revise own work

Your returned Cicada Summary Graphic Organizer and Paragraph you wrote. Your teacher will attach a rubric to the top of your work giving you feedback on the assignment.

Writing and Creating (representing)

I can write or represent the meaning of texts in different forms

I can develop and follow own plan for gathering and recording ideas and information

I can organize ideas and information to emphasize key points for an audience.

Wing It - Activity Part 2 Flip Grid Link-

Create a Commercial for your product

OR

Write a story and record yourself on Flip Grid reading it

*You will write up your script or story in a Google document, then record yourself in Flip Grid

Figurative Language

I will experiment with words (choice and phrasing) and sentence patterns to enhance meaning and to create mood and mental images.

I will explain how imagery and figurative language such as simile and hyperbole are used to create mood and mental images and convey meaning. 

Figurative Language Powerpoint:

Will be sent to you in your Google Drive

Figurative Language Worksheet:

Will be sent to you in your Google Drive

Tasks due Friday, May 15th at 12:20pm:

Summarizing and Reflecting: Cicada Summarizing Activity from last week, Feedback Rubric that the teacher completes

Writing and Creating: Wing It Activity Part 2 Flip Grid of a Commercial for your product OR Write a story and record yourself on Flip Grid reading it.  You will write up your script or story in a Google document first, do your Flip Grid then indicate both the script and Recording are done in the Google Classroom.

Figurative Language Introduction: Task #1 Watch Powerpoint.  Task #2 Figurative Language Practice Worksheet

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada 

    1. Based on “The Story of Us” watched in school

  1. Kahoot

    1. Language Arts Trivia


May 4th- May 8th


Grade 5 Humanities Learning Plan for the Week of: May 4th to May 8th 2020

Online Class Google Meet Times for Students: (varies per class)

  • Monday, May 4th at 1:00 pm → Star Wars/ Movie theme! Bring something to share 

  • Friday, May 8th at 12:20 pm

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Writing and Creating (representing)

I can write or represent the meaning of texts in different forms

I can develop and follow own plan for gathering and recording ideas and information

Wing It - Literacy Shed link to video:

https://www.literacyshed.com/wingit.html

“Wing it” Question Sheet

Summarizing and Reflection

Writing and Summarizing

I can use developed criteria to revise own work

I will summarize and record information in my own words

The Soap Bandit” Story: https://readmeastoryink.com/stories/the_soap_bandit.pdf

“The Soap Bandit” Story Answer Key

“The Soap Bandit” Self Assessment Sheet

Story: The Cicada with Only One Wing 

 Summary Graphic Organizer

Tasks due Friday, May 8th at 12:20pm:

Writing and Creating:

Literacy Shed Video/Activity: Watch https://www.literacyshed.com/wingit.html :This animation is set in 1893 and we first meet our hero, Sherman, working on his plans for a flying machine.  

Task: You have been visited by the aliens and have had an “Idea” planted into your head. Your task is to create a new invention! Nothing is off limits - be creative!  Complete the questions on the “Wing It” Question Sheet. Once you have edited and re-read your work.  Turn it in to your Google Classwork.

Writing and Summarizing:

Soap Bandit Self Assessment: There are 3 Parts to this assignment.  Be sure to read all of the information and do all 3 of the activities. Use the Soap Bandit  Answer Key to assess your work from last week. Use the Self Assessment Sheet to record your work.

Read: The Cicada with Only One Wing and then fill out the Summary Graphic Organizer (this is the same one you used last week).

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada 

    1. Based on “The Story of Us” watched in school

  1. Kahoot

    1. Language Arts Trivia



April 27th- May 1st


Grade 5 Humanities Learning Plan for the Week of: April 27th to May 1st

Online Class Google Meet Times for Students: (varies per class)

  • Monday, April 27th at 1:00 pm

  • Friday, May 1st at 11:00 am

Success Criteria

Resources Required

Listening and Viewing

I can demonstrate attentive listening and viewing

I can identify and interpret the purpose of verbal and nonverbal messages and the perspectives of the presenter 

I can show respect for the presenter’s opinions by listening politely and providing thoughtful feedback

Fligrid Videos “Significant Person Speech”

→ Flipgrid.com

→ Enter class code

→ Significant Person Speech

Significant Person Video Reflection “Flipgrid Speech Review”

→ Under Classwork, “This Week’s Work” 

Writing and Summarizing

I will summarize and record information in my own words

Summarizing Introduction Task

→ Introduction Video: https://www.youtube.com/watch?v=Bi8RnDjELdc

→ Teacher Instruction Video

→ “The Soap Bandit” Story: https://readmeastoryink.com/stories/the_soap_bandit.pdf

Tasks due Friday, May 1st at 12:20pm:

Listening and Viewing:

Flipgrid Videos: You will go to flipgrid.com and choose three student videos to watch. After you watch each video, answer the questions on the Flipgrid Speech Review document. 

Writing and Summarizing:

Soap Bandit Task and Instructional Video: Watch the introduction video about summarizing and the teacher instructional video. The teacher instructional video will go through an example step-by-step to show you how to read a passage and summarize it properly. Then, complete your own summary of the story “The Soap Bandit” using a graphic organizer. 

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Literacy Shed Video: “The Rocketeer”

  1. Free Online Virtual Tours

  1. Picture Writing Prompts

 (2 new ones!)


April 20th- April 24th


This is the final week of our Significant Person Project! Students have been working hard for months on this topic and it will all accumulate in their video speech. After looking at their teachers feedback, students are to make their edits and finalize their good copy. Next, they should practice their speech so that they are comfortable reading it. Finally, using flipgrid, students will record their speech. It is encouraged (but optional) that students dress up or create props from things around the house to make this fun and more realistic! Check out the weekly schedule below for more details:

Online Class Google Meet Times for Students: (varies per class)

  • Monday, April 20th at 1:00 pm

  • Friday, April 24th at 11:00 am

Success Criteria

Resources Required

Writing

I will use the following appropriately: spelling, grammar, capitals, quotations marks, and apostrophes.

I will use feedback to revise my writing (add, delete, or combine ideas to communicate more effectively).

I can organize ideas and information that focus on key parts.

Writing prompt google doc in your google drive called:

: “Writing Picture Prompt Activity” 

Presentation

Present information

I will organize ideas and information to maintain a clear focus and engage the audience

Enhance presentation

I will use effective openings and closings that attract and sustain reader or audience interest

Use effective oral and visual communication

I will adjust volume, tone of voice and gestures to engage the audience

Flipgrid 

Rubric outlining what is expected in your google drive called:

“Living Museum Flip Grid Rubric”

Go to flipgrid.com

(Some classes also have a google submission folder in their drive)

Tasks due Friday, April 24th at 12:20pm:

Writing: 

Speech: You have looked at and made edits based on feedback from your teacher Then you have created your good copy by copying and pasting your speech underneath the boxes or onto a new google doc. 

Writing Picture Prompt Activity: You have chosen at least one picture and completed all questions underneath the picture in full sentences. 

Flipgrid Video: 

You have recorded yourself presenting your speech using flipgrid and made sure that:

- You are standing and we should be able to see at least half of your body

- You are speaking loudly and clearly

- Your script is not in front of your face

- You make frequent eye contact with the camera

- Be creative! Be dressed up and have props!

Check out the new Extension work:

  1. Literacy Shed Video: “The Rocketeer”

  2. Free Online Virtual Tour



April 14th- April 17th


This week students should be looking in their Humanities Classroom to see their returned first draft of their speech. Teachers will be returning work throughout the week with comments/suggestions for students to edit their work. Students have also received a Literacy Shed Activity where they learn about the history of Lego. Check out the weekly schedule below for more details:

Grade 5 Humanities Learning Plan for the Week of: April 14th-17th

Online Class Google Meet Times for Students: (varies per class)

  • Tuesday, April 14th at 2:00 pm - we are having one on Tuesday because we didn’t have school Monday

  • Friday, April 17th at 11:00 am

Success Criteria

Resources Required

Writing

I will use the following appropriately: spelling, grammar, capitals, quotations marks, and apostrophes.

I will use feedback to revise my writing (add, delete, or combine ideas to communicate more effectively).

- Writing Speech Template (on Google Classroom)

Writing and Listening

I can organize ideas and information that focus on key parts.

- Literacy Shed Video Titled: Lego Story 

https://www.literacyshed.com/legostory.html

- The Invention of Lego Worksheet (in Google Classroom)

Tasks due Friday, April 17th at 12:20pm:

  • Writing and Listening: Watch Lego Story video from The Literacy Shed. Using the Invention of Lego Worksheet, put events in the proper order by putting numbers in front. Then answer the following questions in complete sentences. 

Make note:

  • Writing: Throughout the week, your teacher will be providing feedback on your Writing Speech Template.  Your revisions, good copy (either on new document or further down on the same document), and flipgrid of your speech will be due on Friday, the 24th. More information about the flipgrid will be given next week.

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will

switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic 

Updating Journaling Task

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

What In The World Articles

Flipgrid Response (Sharing a personal artifact).

→ View and respond to others as well

The Canadian Reader



April 6th- April 10th


Students are starting to organize their research into their first draft of their speech! Students are to take the research of their significant person, and put it into a speech organizer using full sentences and using the word "I". Their Speech Writing Template is due at the end of the week (Friday). Students have been shared this google doc through google classroom and it is in their google drive. An additional Speech Writing Template is under the Resources Tab.

Students also have "ongoing" work and "extension" work. Ongoing work are tasks that you should be doing throughout the week at any time. Extensions are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

For ongoing:

Read Theory (aim for 20 minutes a day).

Updating Journalling Task

Checking out Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

Extension:

What In The World Articles

Flipgrid Response (Sharing a personal artifact).

The Canadian Reader


Please check your Google Classroom for assignment details, tutorial times, and more!


March 9th- March 13th


The research portion of the Living Museum Project has been completed. Please check powerschool to see if your student has finished their research. Next week, students will look at organizing their speech by becoming their person. In their speech organizer, they are to write with full sentences and use "I" throughout. To stay up-to-date on the deadlines for this project, please refer to the project outline posted under the resource section on the right.

Classes also began watching a documentary on the history of Canada titled "Canada: The Story of Us", by CBC Canada. Students were enthralled as they watched key events from 1607 - 1759 unfold. Sketchnoting occurred throughout the film in order for students to summarize key details. Discussions asked students to consider why events happened and what were the consequences of them? 



March 2nd- March 6th


All classes have now finished their Front Desk Final projects. It was great to see students understanding of the book through various mediums! Kids were creative through interviews, comics, prequel stories, and book critiques. Check powerschool later in the week for their marks and comments.

Students have begun a big project in Social Studies called Significant Person Project/ Living Museum. Students were assigned a significant person in history and have started research on that persons biography as well as the significant things they have accomplished. Students are asked to analyze their findings to conclude the consequences and legacy left behind. All students were sent home with an information sheet about the project as well as the rubric to which students will be marked on. You can also find it under the resource section on the right.


February 18th - February 21st


This week has flown by due to having Monday off for Family Day! We hope everyone had a relaxing and wonderful long weekend!

Some classes continued reading Front Desk while others began their summative project. See the resource link on the side to see the project choices! Students could choose one out of four ways to show their understanding of the book: become a book critic, create a comic above an important event, write a prequel story about a side character, or become a talk show host and interview one or more characters. 

The order of significant people has been revealed! Students took their significant people process reflection sheet in which they ordered nine people throughout history from most significant to least significant based on three areas of criteria to a group. As a group, they had to discuss a final order based on their opinions on information gathered. Finally, a scale was created and people were placed accordingly. The revealing of the order held some surprises and some validations. We made sure to discuss why the final order looked this way and engaged in further debate about a few people. Ask your student how close they were to the final answer!


February 10th - February 12th

It was a short week this week at DMCS due to Teachers Convention and Family Day. Students in 5-3 and 5-6 finished reading Front Desk (shhhhh! No spoilers!) and will begin a summative project shortly. Ask your student where they are at in the book and what has been their favorite parts! 

Students have delved deep into determining scale of significance when it comes to people throughout history. After the scavenger hunt, students had to put people in order from most significant to least and provide specific, factual reasons to justify their placements. Some classes engaged in group debates over the order as well. Check in with your student to see their point of view on some of the people! Take a look under the resource link to see the 9 people who were chosen as well as the reflection sheet some classes were asked to complete for homework. 


February 3rd - February 7th


We are nearing the end of "Front Desk." There have been a few surprising twists that have occurred recently that have left students shocked! Ask your student what has been going on in this award winning book. Identity writing and crest art has been wrapped up. Check Powerschool to see your student's assignment. 

Students continued analyzing the significance of people throughout history by partaking in a scavenger hunt around the gathering area. Students read key information about 9 different people and had to record details in three criteria: what was notable, what were the consequences, and what was symbolic/ was there a legacy?


January 27th - January 30th


This week in Humanities we continued reading “Front Desk’ looking at specific literary devices such as character traits, point of view and summarizing.  When summarizing text such as that in newspapers students have been looking at the 5 W’s- Who, what, when, where and why. Students also continued working on their Identity Crests.  They created symbols and writing to reflect what is important to them and their identity. In addition to this, Identity Crests of art were begun. It was amazing to see their creativity and insight into their lives!

Students will continue to look at the question: What and who should be taught, remembered, and researched? Looking at people and events on a scale from not at all significant, to somewhat significant to very significant against 3 areas of criteria: How notable was the event/person, how widespread and deep were the consequences, and has it been symbolized?


January 20th - January 24th


What are the characteristics that make you who you are? What factors contribute to that? Students are continuing to explore their identity by choosing symbols to represent themselves on a coat of arms. Students have to explain the symbol, why they chose it, and give an example from their lives. Our Word Resolution was wrapped up this week, please check with your student or powerschool to see if it is done.  

Some classes began looking at what and who should be taught, remembered, and researched? That is the big question classes have been exploring as they look at important events and people in Canadian history. Students will develop a criteria on which to judge and present evidence to help explain their positions. 


January 13th - January 17th

In Humanities this week we continued reading, “Front Desk” and discussed some important themes brought up in the book such as immigration, socio-economics and racism/stereotypes.  These discussions lead us to talk about Identity. We took a deeper look at personal identity, school identity as well as Alberta and Canada’s identity. Last week we began our work on New Year’s Resolutions and ways to achieve goals and come up with words to describe traits.  This week students chose a word to create an art piece.


January 7th - January 10th


Welcome back to school! We hope everyone had a restful and happy break.

This week students caught up on Front Desk. Since it had been a few weeks since the book was last read, students engaged in peer and class discussions to remind ourselves of characters and events that have occurred. Ask your student about what has happened in the book so far!

We also talked about resolutions: what they are, who makes them, why they are made, and how we can be successful in them. Each person was to create a list of positive adjectives they believe that they currently are, and describe with examples of how they show that trait. Next, they were to think about what they wanted to be or improve in. For example, they might have chosen hard working, respectful, funny, adventurous, and honest as the five current traits and brave, organized, and dedicated, as the traits they want to work on. We made sure to discuss how these traits impact our lives, from school work to friendships to sports. Finally, students had to pick one trait as their goal. Next week, students will write about why they chose this word, why it is important to them, and how they will achieve it. Making real life connections and reflections will be important.  

REMINDER: The field trip to Open Minds Science School for students in classes 5-6 and 5-3 will be here before you know it! We are looking for 5 volunteers to attend each day with us. This program is an amazing opportunity and more information will be coming shortly. 5-6 is attending February 18-24, and 5-3 is attending February 24-28, please email Mrs. Dinich stsonder@cbe.ab.ca or Mrs. Campbell sarleech@cbe.ab.ca if you can join us; you do not have to be a parent of a student in the class! 

Thank you, and we look forward to Science School with your help!


December 16th- December 19th


What a last week of December! We had two great presentations happen this week. 

The first was our genius hour project presentation for 5-3 and 5-6. The students were nervous, but excited to share their two month long project with the other grade five classes. There were clay models of sharks and ASL hand gestures, a space diorama of Jupiter's moons, cakes, a volcano demonstration, and more! The students hard work definitely paid off.

The other presentation was our Physical Regions of Canada. Students got together with their groups and displayed their brochures, posters, powtoons, and websites. Grade 6's and 7's came to visit and were very impressed with what they saw. All teachers were very proud and impressed by what they saw. Congrats students!


December 9th- December 13th


Our Physical Regions of Canada unit is coming to an end! Students are expected to finish their project over the weekend (if needed) for Monday. Some students had a chance to show their knowledge through a website, powtoon, poster, or brochure. Please check with your student on what they have done so far! Mrs. Thompson's and Mrs. Scott's classes will be presenting their projects on Tuesday, and Ms. Nordstrom's and Mrs. Campbell's classes will be presenting Wednesday. We can't wait to see what they have done!

5-3 and 5-6 will be presenting their Genius Hour projects on Tuesday! The projects have looked amazing so far, but some do need to be completed over the weekend. 


December 2nd- December 6th


In our Physical Regions of Canada unit, students completed a check-in to showcase their level of understanding of their chosen region from the research they have completed thus far. Please check Powerschool and with your student to see how they did! Next week, students will get the opportunity to choose how they would like to present their information of their region from a variety of options. This project will be due on Wednesday, December the 18th. 

Classes have continued reading The Front Desk. Some classes learned about point of view and others discussed the importance of setting. Students were tasked with choosing a character to write their perspective on a specific event, using realistic and appropriate thoughts, feelings, and actions. Others were tasked with re-creating an important scene from the book using specific details to ensure that it is clear what and where the setting is. For example, the scene should include details like the orange phone, red buzzer, and "manager" sign Mia has put up to distinguish it from other motels. 

Students in 5-3 and 5-6 have reached the end of their research periods. December 10th, 11th, and 12th classes will be used to create their physical project. Please check in with your student if they need to bring any materials for those class dates. Remember that the presentation date for this is Tuesday, December 17th! All students have been working hard and are excited to show what they know! We have students sewing an outfit for dolls, creating a minecraft world for a political figure, recording a video of the process of training a dog, and making clay sculptures of different hand positions used in sign language, and more!


November 25th- November 29th


All students were placed in a group to research one of the six regions of Canada and began the research process in order to make conclusions about the animals, climate, landscape, resources, jobs, and things to do within their region. They have been using textbooks, websites, and videos to record what they find. Next week students will gather with their groups and sort their information to ensure that they have answered all the important questions fully. In addition, students will complete a check-in quiz on Wednesday to see if they are ready to move onto the project portion. Check out the resources header to see the research task and the information students are expected to know!

Genius hour is an opportunity for students to research a subject they are passionate about and present it in a creative and meaningful way. Thus far, students in 5-3 and 5-6 have created a big question and began their research process to find answers and develop an understanding of their topic. The next step will be to create a blueprint for their showcase project, which could be anything from a website, clay sculpture, powtoon, diorama, or more! In the end there will be a written component and a physical component. The following are some key dates for Genius Hour: 

December 6th- last research day. December 8th- research due. December 10th, 11th, and 12th- creating showcase project. Students are to bring materials to class to work on. December 17th- Genius Hour presentation. 



November 18th- November 21st


Front Desk and centers were worked on this week in Language Arts. Students in 5-6 and 5-3 completed a character trait reflection good copy on a chosen character with three traits and two specific pieces of evidence from the book to support their reasoning. Please check Powerschool this weekend to see. Other classes completed a flipgrid based on a question posed from a chapter. Flipgrid is an online program where students can record their ideas and then view and reply to others. Ask your student to show you their response! In addition, students may have used flipgrid to present their Driver-less car debate. Not only were students focused on presenting arguments and explaining them, but also on their fluency, voice level, and expression. 

In Humanities, most classes were introduced to the regions of Canada. This will be a focus for the up-coming months in Grade 5. There are six regions of Canada: The Cordillera, The Arctic, The Interior Plains, The Atlantic, The St.Lawrence Lowlands and Great Lakes, and the Canadian Shield. After looking at various pictures of each region of jobs, geography, lifestyles, etc., students had to identify the region. Once revealed, students had to place each region on a map of Canada. Next week, students will be placed into groups to research a specific region using textbooks and websites. 


November 12th- November 15th


This was a short yet packed week! Classes continued their characterization of characters in the Front Desk. Characterization is knowing the qualities of a person based on the things they say, do, their thoughts and feelings, and other characters reactions. For example, students discussed Mia, and one character trait for her is helpful. Then students had to prove how they know she is helpful by finding specific evidence from the book based on a category: words, actions, thoughts & feelings, other peoples reactions. Students may have said: Mia is helpful because she helps her parents run the motel by checking customers in at the front desk and bringing them to their rooms. This is based on an action. 

Some classes also practiced writing summaries based on the 5 W's: who, what, where, when, and why. First students had to read a non-fiction passage individually or with a peer. Next, they had to fill out a 5W chart to pull out the most important information. Finally, they were asked to write a short paragraph to summarize the passage in their own words. 

Two classes also watched a CNN10 segment about Driver-less Cars. Students had to think critically to come up with a pro's and con's chart and multiple reasons under each. Then they were asked to choose a side based on what they feel most strongly about and have the most arguments for. It was so fun to see students passionate about stating their position and why! 


November 4th- November 8th


In Language Arts this week classes have continued reading the book "Front Desk." Check in with your student about what has happened thus far in the book. We have met a few of our main characters such as Mia, her parents, Mr. Yao, Jason, and Hank. Students have been discussing the character traits of each and how to decipher between a character trait and a feeling. 

Some classes also continued literacy stations. What station did your child do this week?

All classes took part in Remembrance Day art. We took this time to put our feelings and thoughts into a visual representation through a blackout poem, a newspaper collage, or tissue paper poppy art. The art hung proudly during the Remembrance Day Assembly on Friday. The whole school was respectful as they listened to speeches, band performances, and other presentations.  

The veterans food drive is ongoing until next Friday. Please bring in any non-perishable food item to go towards the Veterans food bank. 

Reminder, no school on Monday, November 11th. 


October 18th- October 31st


We have been very busy in Grade 5! We have been lucky to have two presentations: Jordan Witzel and Sigmund Brouwer. Sigmund Brouwer is a well known Canadian children and adult author with books such as Dead Man's Switch and Innocent Heros. He gave an energizing presentation to our grade 5's and 6's about writing and Vimy Ridge. If you want to learn more about him, check out his website: https://sigmundbrouwer.com/

Classes have also been looking into Remembrance by analyzing poems, artwork, and pictures. Students were asked to develop an understanding of the poem "Flanders Field" by defining unknown words using context cues and breaking down the meaning of each stanza. Classes also looked at various pieces of artwork or pictures and were asked to respond with "I see, I think, I wonder" statements. 

All classes have begun reading the book "Front Desk" by Kelly Yang:

Mia Tang has a lot of secrets.
Number 1: She lives in a motel, not a big house. Every day, while her immigrant parents clean the rooms, ten-year-old Mia manages the front desk of the Calivista Motel and tends to its guests.
Number 2: Her parents hide immigrants. And if the mean motel owner, Mr. Yao, finds out they've been letting them stay in the empty rooms for free, the Tangs will be doomed.
Number 3: She wants to be a writer. But how can she when her mom thinks she should stick to math because English is not her first language?
It will take all of Mia's courage, kindness, and hard work to get through this year. Will she be able to hold on to her job, help the immigrants and guests, escape Mr. Yao, and go for her dreams?

Students will be answering comprehension questions, holding discussions and debates, and completing activities and projects throughout the reading. Check back often to catch up!

Next week we will continue discussing and learning about the importance of Remembrance Day and will have an assembly on Friday, November 8th. Reminder no school on Monday the 11th!



October 14th- October 15th


In Language Arts this week we continued with our literacy stations working on specific skills such as paragraph writing, vocabulary, punctuation and reading.  All grade 5 students are signed up for an account with Readtheory.org. 

In Social Studies this week all students handed in their Imagination Islands and were able to share their work with their peers.  Please check Powerschool to see if your student has handed in their research and their good copy map. 

We also learned about the upcoming Canadian election. Students were tasked with reading a "What In The World" article that discussed the issues of the campaign and answering important questions to demonstrate their comprehension. Students also continued practicing answering questions completely by ensuring they have included the key details of the question in their answer. The grade 9 students came to our classes to talk about political parties and then the grade 5's were able to participate in the student vote. The student vote was a great example to show students how the true election process works, including proving identification, getting a ballot, and going behind a screen to vote. 

Next week Albertan author Sigmund Brouwer will be coming to DMCS to speak with the grade 5 and 6 classes about his book called, “Innocent Heroes”.



October 7th- October 10th


This week in LA, classes shared their writing, participated in stations, joined ReadTheory, and worked on answering questions properly.

Some classes celebrated the writing process by sharing their work with their peers. A few classes, who wrote a perspective piece titled "French Roast", read their work to a partner, and then shared with the class. It was wonderful to hear their creativity in their word choices and how they brought the personality of characters to life while following the sequence of the film. 

Stations has been running smoothly for classes as well. Discuss with your student what station they were at this week!

Read Theory (https://readtheory.org/auth/login) is an educational tool that provides reading activities for various ability levels. The readings given are adapted to students' individual ability levels and presents them with numerous skill building exercises that best suit their needs. Read Theory will be used at school but it can also be accessed at home! All students need is their login code and password. 

Finally, some classes have been working on answering questions properly by ensuring that they have included all the key, specific details. When this is done, the reader should be able to easily understand what the question was without looking at the question itself. For example, if I said the answer was "Sunday", what might the question be? Do you think you would have come up with the question: On what day was a new kangaroo was born at the Calgary Zoo? Probably not! This is because the answer did not include the specific information needed. A better answer would be: A new kangaroo was born at the Calgary Zoo on Sunday. This is an important step in students writing that we will continue to work on. 

In Humanities, we are nearing the due date for the Imagination Island project. Students had the opportunity to finish their landform research and begin working on their good copy of their map this week. If students were not done their research they were asked to complete it over the weekend. For 5-5 and 5-7, the Imagination Island project is due on Tuesday, October 15th. For 5-1, 5-3, 5-4, and 5-6 the project is due Wednesday, October 16th. 


September 30th- October 4th


Students have been very busy this week! The writing process is in full swing as students practiced using COPS on their own writing, peer-reviewed by reading work out loud and proposing stars (things they did well) and wishes (things they can improve on), and finally begun typing up their good copy. Some students questioned why we couldn't have started with computers as it is easier to fix mistakes. We had a class discussion that it is important that we know what our mistakes are, why they are a mistake, and how we can fix them, as opposed to a computer. Also, computers sometimes get it wrong! It might correct your word to 'there', which would be correct spelling, but you meant their, which would make your sentence meaning very different! 

Other classes also began using Literacy Stations in order to target specific learning skills. The centers included Read Theory, guided reading, independent reading, word work, non-fiction text exploration, writing, and task cards. Have a conversation with your student about the Literacy Stations they have been to so far! 

In Humanities, classes were introduced to their first project: Imagination Island: Creating a Map. Students have to become cartographers and create their own physical maps complete with landforms, a compass rose and a legend. Furthermore, they have to explain what their landform is, how it was formed, and where it is on the map using cardinal directions. The planning page is due for Monday. Please view the project under the right resource tab. The final project will be due on Tuesday, October 15th

Monday was Orange Shirt Day. Classes discussed the importance of the day, what it was about, and how we can support the message. Some classes also completed an Orange Shirt Day Heart. Please check to see if your student is done.

Finally, if you are in 5-3 or 5-6 please bring a photo to class of something you love! It could be your family, playing a sport, a pet, etc! We want to inspire our classroom community by learning more about our classmates. 


September 23rd-27th


This week in Language Arts, students put their editing skills to the test! Students were given a paragraph full of capital, punctuation, spelling, and grammar errors. Not to mention boring words! Individually they were tasked with finding the errors and turning the rough copy into a good copy. To ensure they had their work be the best work possible, they also peer reviewed. Some classes were also introduced to their first perspective writing piece. After watching the video "French Roast/Toast," (scroll down about half) classes engaged in a brainstorm session about what perspective means, how to write in first person perspective, and what that would look like in their writing. Next week students will be asked to choose a specific character from the video and re-write the scene from that point of view. 

In Social Studies, classes completed their first quiz about the provinces, territories, and capitals of Canada as well as maps. They will receive their quizzes back next week in class to go over. If wanted, students will be allowed to re-write the quiz during lunch hours. Students were also introduced to landforms! Classes discussed what is a landform, how are landforms created, and what are some examples? Students will continue to learn about landforms next week and will be introduced to their first Social Studies project: Creating an Imagination Country. 

The whole school also took part in the Terry Fox Run! It was amazing seeing all the grades running or walking around the school and pond to celebrate the Legacy of Terry Fox. Thank you to all that brought in donations to go towards cancer research. 

Another major event in our school is happening on Monday. Monday, September 30th is Orange Shirt Day. Orange Shirt Day is a day when we honor the Indigenous children who were sent away to residential schools in Canada and learn more about the history of those schools. Check back next week to hear more about our discussions and activities. 


September 16th-19th


Editing is an important step to ensure that the work we produce is the best it can be. Students were introduced to editing strategies such as COPS. COPS stand for Capitals, Organization, Punctuation, and Spelling. Students engaged in different activities to practice each one of these steps. Next week students will put the practice into use as they edit their own writing as well as their peers. In some classes, current events have also been discussed such as new Samsung innovation, glow worms in New Zealand, research on sharks, and hide-and-seek mice. It is important that students know what is going on in the world around them so that they can make real world connections and understand how we as Canadians and individuals can be affected. 

Geocaching! Geocaching is a recreational activity around the world that involves GPS systems and caches. This week, students went old school and used a compass to navigate around the school to find specific questions and riddles. First, students were given two floor maps of the school and a list of 10 directional phrases to a spot. Students had to place each spot of the map using a compass rose and knowledge of directions. Once placed correctly, students had to locate the ten locations and answer a question or riddle. For example: What occurs twice in a week, once in a year, but never in a day? 

Finally, classes started labeling a map of Canada with provinces, capitals, and territories. Next week there will be a quiz to see how well they know the capitals of 10 provinces, 3 territories, and the capital of Canada! Reviewing their maps over the long weekend will be beneficial. 

Play this kahoot for review!: Kahoot Practice  


September 9th-13th


This week we started writing and reading! Students were introduced to the learning commons and the routines that follow going there and signing out books. Students are encouraged to read daily for at least twenty minutes. Students engaged in creative writing by responding to a prompt. Classmates enjoyed listening to each other and sharing. In addition, all classes put together their grade 5 binder! A very important part of their binder is their red "Work in Progress" folder. Please check-in with your student to see if they have something in there for the weekend!

Physical, Political, Relief, and Road are all types of maps that we explored this week (among others). We discussed what maps are used for, how they are important, and where can we find them. We also learned what to include on a map, such as a title, legend, and compass rose. Students then had the opportunity to create their own compass rose art. Next week grade fives will test out their navigation skills and learn about the various landforms found on a map. 


September 3rd-6th

The first week of Grade 5 is in the books! This week was jammed packed with a lot of important and fun activities in all classes. All students received their lockers, met their teachers, and explored the school. Within the classrooms, students participated in getting to know you activities such as writing a "I wish my teacher knew" letter, a cup challenge, time capsules, stem challenge, imagine a school book creation, and more! As a grade 5 community, students brainstormed "the big 3" which are ideals/expectations that we wish to hold ourselves to for the year. In the end, we came up with: Be positive. Persevere. Be Respectful. We will continue to reference these points throughout the year.

Next week students will be getting their gym lockers and will begin CTF! Students need to come prepared with proper running shoes and a change of clothing. 


Welcome to Grade 5!


This web page will be a great place to check for Humanities updates, resources, and assignments. While it may be a little empty now, this will be a happening place over the next few weeks. Please check back weekly for updates. 

For the time being, if you are looking for a great resource for grade 5 level books, please see the attached document!  

"Reading is to the mind what exercise is to the body." -Joseph Addison

About Humanities:

English Language Arts is embedded in all areas of the grade 5 curriculum.  Daily reading is recommended to develop communication, comprehension skills and vocabulary.  Reading provides students with a means of accessing the ideas, views and experiences of others. By using effective reading skills, students construct meaning and develop thoughtful and
critical interpretations of a variety of texts. Writing enables students to explore, shape and clarify their thoughts, and to communicate them to others. By using effective writing strategies, they discover and refine ideas and compose and revise with increasing confidence and skill. Your Grade 5 child will use many methods, such as computer programs, to create, organize and publish information.  They will take responsibility for their role in a group and show appreciation for what others share.  In Grade 5 your child will learn about Canadian geography, its history and its people. 



Humanities

June 8th- June 12th

Online Class Google Meet Times for Students: (varies per class)

  • Monday June 8  (check your homeroom stream) 

  • Friday June 12  at 11:00 am 

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Residential Schools

I will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage, such as what do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land. 

Fatty Legs-

Read Chapters 4-6 Chapters this week on Tumblebooks

https://www.tumblebooklibrary....

Username: calgarypl

Password: sd19

Search up: Fatty Legs

 

OR

 

EPIC!

https://www.getepic.com/studen...

OR

Read the PowerPoint Doc:

Fatty Legs Chapters 4-6

 

OR

 

Click the link to hear:

Chapter 4 Read Aloud:

Fatty Legs - chapter 4

Chapter 5 Read Aloud: 

Fatty Legs Chapter 5

Chapter 6 Read Aloud:

Fatty Legs Chapter 6

Reading Comprehension

       

I can comprehend new ideas and information by responding personally, taking notes and discussing ideas with others 

I can describe and discuss new places, times, characters and events encountered in oral, print and other media texts

I can express points of view about oral, print and other media texts 

I can discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts

I can make connections between fictional texts and historical events 

I can read, write, represent and talk to explore personal understandings of new ideas and information

I can describe characters' qualities based on what they say and do and how they are described in oral, print and other media texts 

I can describe and discuss the influence of setting on the characters and events 

I can support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts 

I can retell or represent stories from the points of view of different characters 

Chapter 4: Code Breaking Activity

Chapter 5: Small Pox Activity

Chapter 6: Characterization Activity

Tasks due Friday, June 12 at 12:20pm:

  1. Chapter 4: Code Breaking Activity

  1. Chapter 5: Small Pox Activity

  1. Chapter 6: Characterization Activity

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada: Based on “The Story of Us” watched in school

  1. Be An Illustrator

  1. Figurative Language Around Us KAHOOT:

https://kahoot.it/challenge/05655579?challenge-id=dbb3afa4-4250-4d68-b7a1-bfc8d9e22983_1591558988388



June 1st- June 5th


Online Class Google Meet Times for Students: (varies per class)

  • Monday June 1  (check your homeroom stream) 

  • Friday June 5  at 11:00 am 

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Residential Schools

I will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage, such as what do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land. 

Fatty Legs- Read Chapters 1-3 Chapters this week on Tumblebooks

https://www.tumblebooklibrary....

Username: calgarypl

Password: sd19

Search up: Fatty Legs

 

OR

 

Read the PowerPoint Doc:

 

OR

 

Click the link to hear:

Chapter 1 Read Aloud:

 Chapter 2 Read Aloud:

Chapter 3 Read Aloud:

Reading Comprehension

       Listening

Speaking

Opinions

Representing

I can comprehend new ideas and information by responding personally, taking notes and discussing ideas with others 

I can describe and discuss new places, times, characters and events encountered in oral, print and other media texts

I can express points of view about oral, print and other media texts 

I can discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts

I can make connections between fictional texts and historical events 

I can read, write, represent and talk to explore personal understandings of new ideas and information

Chapter 1: Activity

Written response questions

Chapter 2: Activity

Flip Grid recording 

Chapter 3: Activity

Drawing representation 

Tasks due Friday, June 12 at 12:20pm:

  1. Chapter 1 questions with written responses 

  2. Chapter 2 Flip Grid response 

  3. Chapter 3 Drawing representation 

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada: Based on “The Story of Us” watched in school

  1. Be An Illustrator

  1. Figurative Language Around Us


May 25th- May 29th


Online Class Google Meet Times for Students: (varies per class)

  • Monday May 25th (check your homeroom stream) 

  • Friday May 29th at 11:00 am

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Figurative Language

I will experiment with words (choice and phrasing) and sentence patterns to enhance meaning and to create mood and mental images.

I will explain how imagery and figurative language such as simile and hyperbole are used to create mood and mental images and convey meaning. 

Figurative Language Project Work Assignment Google doc

Kahoot Link

https://kahoot.it/challenge/05615913?challenge-id=5a5cc42f-888a-4077-b95b-36a49fdc1dba_1589988622701

Game PIN: 05615913

Residential Schools

I will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage, such as what do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land. 

Introduction to Residential Schools Activity Google doc

Tasks due Friday, May at 12:20pm:

  1. Figurative Language Project Work Assignment

  1. Kahoot: Test your FIgurative Language Knowledge

  1.  Introduction to Residential Schools Activity

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada: Based on “The Story of Us” watched in school

  1. Be An Illustrator


May 19th- May 22nd

Online Class Google Meet Times for Students: (varies per class)

  • Tuesday May 19th (check your homeroom stream) 

  • Friday May 22nd at 11:00 am

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Figurative Language

I will experiment with words (choice and phrasing) and sentence patterns to enhance meaning and to create mood and mental images.

I will explain how imagery and figurative language such as simile and hyperbole are used to create mood and mental images and convey meaning. 

Figurative Language Story:

Will be sent to you in your Google Drive titled:

“(Teacher Name) Story for Identifying Figures of Speech”

Figurative Language Code Breaking Assignment:

Will be sent to you in your Google Drive titled:

“1) Figurative Language Code Breaker Assignment”

And

“#2) Figurative Language Code  and Transcriber”

Tasks due Friday, May 22nd at 12:20pm:

Figurative Language: 

  1. Figurative Language Story: Find as many figures of speech as you can in the Halloween story about your class! Highlight the figures of speech based on the color code at the top. 

  2. Figurative Language Code Breaking: Test your knowledge of figurative language by answering multiple choice questions. Each MC answer has a letter attached to it, which you will then use to ‘break the code’

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada 

    1. Based on “The Story of Us” watched in school

  1. Kahoot

    1. Language Arts


May 11th- May 14th

Online Class Google Meet Times for Students: (varies per class)

  • Monday, May 11th at 1:00 pm 

  • Thursday, May 14th at 11:00 am

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Summarizing and Reflection

Writing and Summarizing

I can use developed criteria to revise own work

Your returned Cicada Summary Graphic Organizer and Paragraph you wrote. Your teacher will attach a rubric to the top of your work giving you feedback on the assignment.

Writing and Creating (representing)

I can write or represent the meaning of texts in different forms

I can develop and follow own plan for gathering and recording ideas and information

I can organize ideas and information to emphasize key points for an audience.

Wing It - Activity Part 2 Flip Grid Link-

Create a Commercial for your product

OR

Write a story and record yourself on Flip Grid reading it

*You will write up your script or story in a Google document, then record yourself in Flip Grid

Figurative Language

I will experiment with words (choice and phrasing) and sentence patterns to enhance meaning and to create mood and mental images.

I will explain how imagery and figurative language such as simile and hyperbole are used to create mood and mental images and convey meaning. 

Figurative Language Powerpoint:

Will be sent to you in your Google Drive

Figurative Language Worksheet:

Will be sent to you in your Google Drive

Tasks due Friday, May 15th at 12:20pm:

Summarizing and Reflecting: Cicada Summarizing Activity from last week, Feedback Rubric that the teacher completes

Writing and Creating: Wing It Activity Part 2 Flip Grid of a Commercial for your product OR Write a story and record yourself on Flip Grid reading it.  You will write up your script or story in a Google document first, do your Flip Grid then indicate both the script and Recording are done in the Google Classroom.

Figurative Language Introduction: Task #1 Watch Powerpoint.  Task #2 Figurative Language Practice Worksheet

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada 

    1. Based on “The Story of Us” watched in school

  1. Kahoot

    1. Language Arts Trivia


May 4th- May 8th


Grade 5 Humanities Learning Plan for the Week of: May 4th to May 8th 2020

Online Class Google Meet Times for Students: (varies per class)

  • Monday, May 4th at 1:00 pm → Star Wars/ Movie theme! Bring something to share 

  • Friday, May 8th at 12:20 pm

  • The things highlighted in yellow are the materials you need to do these assignments.

Success Criteria

Resources Required

Writing and Creating (representing)

I can write or represent the meaning of texts in different forms

I can develop and follow own plan for gathering and recording ideas and information

Wing It - Literacy Shed link to video:

https://www.literacyshed.com/wingit.html

“Wing it” Question Sheet

Summarizing and Reflection

Writing and Summarizing

I can use developed criteria to revise own work

I will summarize and record information in my own words

The Soap Bandit” Story: https://readmeastoryink.com/stories/the_soap_bandit.pdf

“The Soap Bandit” Story Answer Key

“The Soap Bandit” Self Assessment Sheet

Story: The Cicada with Only One Wing 

 Summary Graphic Organizer

Tasks due Friday, May 8th at 12:20pm:

Writing and Creating:

Literacy Shed Video/Activity: Watch https://www.literacyshed.com/wingit.html :This animation is set in 1893 and we first meet our hero, Sherman, working on his plans for a flying machine.  

Task: You have been visited by the aliens and have had an “Idea” planted into your head. Your task is to create a new invention! Nothing is off limits - be creative!  Complete the questions on the “Wing It” Question Sheet. Once you have edited and re-read your work.  Turn it in to your Google Classwork.

Writing and Summarizing:

Soap Bandit Self Assessment: There are 3 Parts to this assignment.  Be sure to read all of the information and do all 3 of the activities. Use the Soap Bandit  Answer Key to assess your work from last week. Use the Self Assessment Sheet to record your work.

Read: The Cicada with Only One Wing and then fill out the Summary Graphic Organizer (this is the same one you used last week).

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task (aim for once a week)

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Timeline of Canada 

    1. Based on “The Story of Us” watched in school

  1. Kahoot

    1. Language Arts Trivia



April 27th- May 1st


Grade 5 Humanities Learning Plan for the Week of: April 27th to May 1st

Online Class Google Meet Times for Students: (varies per class)

  • Monday, April 27th at 1:00 pm

  • Friday, May 1st at 11:00 am

Success Criteria

Resources Required

Listening and Viewing

I can demonstrate attentive listening and viewing

I can identify and interpret the purpose of verbal and nonverbal messages and the perspectives of the presenter 

I can show respect for the presenter’s opinions by listening politely and providing thoughtful feedback

Fligrid Videos “Significant Person Speech”

→ Flipgrid.com

→ Enter class code

→ Significant Person Speech

Significant Person Video Reflection “Flipgrid Speech Review”

→ Under Classwork, “This Week’s Work” 

Writing and Summarizing

I will summarize and record information in my own words

Summarizing Introduction Task

→ Introduction Video: https://www.youtube.com/watch?v=Bi8RnDjELdc

→ Teacher Instruction Video

→ “The Soap Bandit” Story: https://readmeastoryink.com/stories/the_soap_bandit.pdf

Tasks due Friday, May 1st at 12:20pm:

Listening and Viewing:

Flipgrid Videos: You will go to flipgrid.com and choose three student videos to watch. After you watch each video, answer the questions on the Flipgrid Speech Review document. 

Writing and Summarizing:

Soap Bandit Task and Instructional Video: Watch the introduction video about summarizing and the teacher instructional video. The teacher instructional video will go through an example step-by-step to show you how to read a passage and summarize it properly. Then, complete your own summary of the story “The Soap Bandit” using a graphic organizer. 

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic! 

Updating Journaling Task

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

  1. Literacy Shed Video: “The Rocketeer”

  1. Free Online Virtual Tours

  1. Picture Writing Prompts

 (2 new ones!)


April 20th- April 24th


This is the final week of our Significant Person Project! Students have been working hard for months on this topic and it will all accumulate in their video speech. After looking at their teachers feedback, students are to make their edits and finalize their good copy. Next, they should practice their speech so that they are comfortable reading it. Finally, using flipgrid, students will record their speech. It is encouraged (but optional) that students dress up or create props from things around the house to make this fun and more realistic! Check out the weekly schedule below for more details:

Online Class Google Meet Times for Students: (varies per class)

  • Monday, April 20th at 1:00 pm

  • Friday, April 24th at 11:00 am

Success Criteria

Resources Required

Writing

I will use the following appropriately: spelling, grammar, capitals, quotations marks, and apostrophes.

I will use feedback to revise my writing (add, delete, or combine ideas to communicate more effectively).

I can organize ideas and information that focus on key parts.

Writing prompt google doc in your google drive called:

: “Writing Picture Prompt Activity” 

Presentation

Present information

I will organize ideas and information to maintain a clear focus and engage the audience

Enhance presentation

I will use effective openings and closings that attract and sustain reader or audience interest

Use effective oral and visual communication

I will adjust volume, tone of voice and gestures to engage the audience

Flipgrid 

Rubric outlining what is expected in your google drive called:

“Living Museum Flip Grid Rubric”

Go to flipgrid.com

(Some classes also have a google submission folder in their drive)

Tasks due Friday, April 24th at 12:20pm:

Writing: 

Speech: You have looked at and made edits based on feedback from your teacher Then you have created your good copy by copying and pasting your speech underneath the boxes or onto a new google doc. 

Writing Picture Prompt Activity: You have chosen at least one picture and completed all questions underneath the picture in full sentences. 

Flipgrid Video: 

You have recorded yourself presenting your speech using flipgrid and made sure that:

- You are standing and we should be able to see at least half of your body

- You are speaking loudly and clearly

- Your script is not in front of your face

- You make frequent eye contact with the camera

- Be creative! Be dressed up and have props!

Check out the new Extension work:

  1. Literacy Shed Video: “The Rocketeer”

  2. Free Online Virtual Tour



April 14th- April 17th


This week students should be looking in their Humanities Classroom to see their returned first draft of their speech. Teachers will be returning work throughout the week with comments/suggestions for students to edit their work. Students have also received a Literacy Shed Activity where they learn about the history of Lego. Check out the weekly schedule below for more details:

Grade 5 Humanities Learning Plan for the Week of: April 14th-17th

Online Class Google Meet Times for Students: (varies per class)

  • Tuesday, April 14th at 2:00 pm - we are having one on Tuesday because we didn’t have school Monday

  • Friday, April 17th at 11:00 am

Success Criteria

Resources Required

Writing

I will use the following appropriately: spelling, grammar, capitals, quotations marks, and apostrophes.

I will use feedback to revise my writing (add, delete, or combine ideas to communicate more effectively).

- Writing Speech Template (on Google Classroom)

Writing and Listening

I can organize ideas and information that focus on key parts.

- Literacy Shed Video Titled: Lego Story 

https://www.literacyshed.com/legostory.html

- The Invention of Lego Worksheet (in Google Classroom)

Tasks due Friday, April 17th at 12:20pm:

  • Writing and Listening: Watch Lego Story video from The Literacy Shed. Using the Invention of Lego Worksheet, put events in the proper order by putting numbers in front. Then answer the following questions in complete sentences. 

Make note:

  • Writing: Throughout the week, your teacher will be providing feedback on your Writing Speech Template.  Your revisions, good copy (either on new document or further down on the same document), and flipgrid of your speech will be due on Friday, the 24th. More information about the flipgrid will be given next week.

Ongoing and Extension work:

Ongoing: These are tasks that you should be doing throughout the week at any time

Extensions: These are tasks to do if you are done your Weekly Work and would like more to do! These will

switch up every week.

Ongoing

Extension

Read Theory (aim for 2-3 times a week)

Reading (aim for 20 minutes a day)

  • Book from home

  • Tumblebooks online

  • Epic 

Updating Journaling Task

Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

What In The World Articles

Flipgrid Response (Sharing a personal artifact).

→ View and respond to others as well

The Canadian Reader



April 6th- April 10th


Students are starting to organize their research into their first draft of their speech! Students are to take the research of their significant person, and put it into a speech organizer using full sentences and using the word "I". Their Speech Writing Template is due at the end of the week (Friday). Students have been shared this google doc through google classroom and it is in their google drive. An additional Speech Writing Template is under the Resources Tab.

Students also have "ongoing" work and "extension" work. Ongoing work are tasks that you should be doing throughout the week at any time. Extensions are tasks to do if you are done your Weekly Work and would like more to do! These will switch up every week.

For ongoing:

Read Theory (aim for 20 minutes a day).

Updating Journalling Task

Checking out Gym and CTF Classrooms (aim for 1-3 tasks a week from each)

Extension:

What In The World Articles

Flipgrid Response (Sharing a personal artifact).

The Canadian Reader


Please check your Google Classroom for assignment details, tutorial times, and more!


March 9th- March 13th


The research portion of the Living Museum Project has been completed. Please check powerschool to see if your student has finished their research. Next week, students will look at organizing their speech by becoming their person. In their speech organizer, they are to write with full sentences and use "I" throughout. To stay up-to-date on the deadlines for this project, please refer to the project outline posted under the resource section on the right.

Classes also began watching a documentary on the history of Canada titled "Canada: The Story of Us", by CBC Canada. Students were enthralled as they watched key events from 1607 - 1759 unfold. Sketchnoting occurred throughout the film in order for students to summarize key details. Discussions asked students to consider why events happened and what were the consequences of them? 



March 2nd- March 6th


All classes have now finished their Front Desk Final projects. It was great to see students understanding of the book through various mediums! Kids were creative through interviews, comics, prequel stories, and book critiques. Check powerschool later in the week for their marks and comments.

Students have begun a big project in Social Studies called Significant Person Project/ Living Museum. Students were assigned a significant person in history and have started research on that persons biography as well as the significant things they have accomplished. Students are asked to analyze their findings to conclude the consequences and legacy left behind. All students were sent home with an information sheet about the project as well as the rubric to which students will be marked on. You can also find it under the resource section on the right.


February 18th - February 21st


This week has flown by due to having Monday off for Family Day! We hope everyone had a relaxing and wonderful long weekend!

Some classes continued reading Front Desk while others began their summative project. See the resource link on the side to see the project choices! Students could choose one out of four ways to show their understanding of the book: become a book critic, create a comic above an important event, write a prequel story about a side character, or become a talk show host and interview one or more characters. 

The order of significant people has been revealed! Students took their significant people process reflection sheet in which they ordered nine people throughout history from most significant to least significant based on three areas of criteria to a group. As a group, they had to discuss a final order based on their opinions on information gathered. Finally, a scale was created and people were placed accordingly. The revealing of the order held some surprises and some validations. We made sure to discuss why the final order looked this way and engaged in further debate about a few people. Ask your student how close they were to the final answer!


February 10th - February 12th

It was a short week this week at DMCS due to Teachers Convention and Family Day. Students in 5-3 and 5-6 finished reading Front Desk (shhhhh! No spoilers!) and will begin a summative project shortly. Ask your student where they are at in the book and what has been their favorite parts! 

Students have delved deep into determining scale of significance when it comes to people throughout history. After the scavenger hunt, students had to put people in order from most significant to least and provide specific, factual reasons to justify their placements. Some classes engaged in group debates over the order as well. Check in with your student to see their point of view on some of the people! Take a look under the resource link to see the 9 people who were chosen as well as the reflection sheet some classes were asked to complete for homework. 


February 3rd - February 7th


We are nearing the end of "Front Desk." There have been a few surprising twists that have occurred recently that have left students shocked! Ask your student what has been going on in this award winning book. Identity writing and crest art has been wrapped up. Check Powerschool to see your student's assignment. 

Students continued analyzing the significance of people throughout history by partaking in a scavenger hunt around the gathering area. Students read key information about 9 different people and had to record details in three criteria: what was notable, what were the consequences, and what was symbolic/ was there a legacy?


January 27th - January 30th


This week in Humanities we continued reading “Front Desk’ looking at specific literary devices such as character traits, point of view and summarizing.  When summarizing text such as that in newspapers students have been looking at the 5 W’s- Who, what, when, where and why. Students also continued working on their Identity Crests.  They created symbols and writing to reflect what is important to them and their identity. In addition to this, Identity Crests of art were begun. It was amazing to see their creativity and insight into their lives!

Students will continue to look at the question: What and who should be taught, remembered, and researched? Looking at people and events on a scale from not at all significant, to somewhat significant to very significant against 3 areas of criteria: How notable was the event/person, how widespread and deep were the consequences, and has it been symbolized?


January 20th - January 24th


What are the characteristics that make you who you are? What factors contribute to that? Students are continuing to explore their identity by choosing symbols to represent themselves on a coat of arms. Students have to explain the symbol, why they chose it, and give an example from their lives. Our Word Resolution was wrapped up this week, please check with your student or powerschool to see if it is done.  

Some classes began looking at what and who should be taught, remembered, and researched? That is the big question classes have been exploring as they look at important events and people in Canadian history. Students will develop a criteria on which to judge and present evidence to help explain their positions. 


January 13th - January 17th

In Humanities this week we continued reading, “Front Desk” and discussed some important themes brought up in the book such as immigration, socio-economics and racism/stereotypes.  These discussions lead us to talk about Identity. We took a deeper look at personal identity, school identity as well as Alberta and Canada’s identity. Last week we began our work on New Year’s Resolutions and ways to achieve goals and come up with words to describe traits.  This week students chose a word to create an art piece.


January 7th - January 10th


Welcome back to school! We hope everyone had a restful and happy break.

This week students caught up on Front Desk. Since it had been a few weeks since the book was last read, students engaged in peer and class discussions to remind ourselves of characters and events that have occurred. Ask your student about what has happened in the book so far!

We also talked about resolutions: what they are, who makes them, why they are made, and how we can be successful in them. Each person was to create a list of positive adjectives they believe that they currently are, and describe with examples of how they show that trait. Next, they were to think about what they wanted to be or improve in. For example, they might have chosen hard working, respectful, funny, adventurous, and honest as the five current traits and brave, organized, and dedicated, as the traits they want to work on. We made sure to discuss how these traits impact our lives, from school work to friendships to sports. Finally, students had to pick one trait as their goal. Next week, students will write about why they chose this word, why it is important to them, and how they will achieve it. Making real life connections and reflections will be important.  

REMINDER: The field trip to Open Minds Science School for students in classes 5-6 and 5-3 will be here before you know it! We are looking for 5 volunteers to attend each day with us. This program is an amazing opportunity and more information will be coming shortly. 5-6 is attending February 18-24, and 5-3 is attending February 24-28, please email Mrs. Dinich stsonder@cbe.ab.ca or Mrs. Campbell sarleech@cbe.ab.ca if you can join us; you do not have to be a parent of a student in the class! 

Thank you, and we look forward to Science School with your help!


December 16th- December 19th


What a last week of December! We had two great presentations happen this week. 

The first was our genius hour project presentation for 5-3 and 5-6. The students were nervous, but excited to share their two month long project with the other grade five classes. There were clay models of sharks and ASL hand gestures, a space diorama of Jupiter's moons, cakes, a volcano demonstration, and more! The students hard work definitely paid off.

The other presentation was our Physical Regions of Canada. Students got together with their groups and displayed their brochures, posters, powtoons, and websites. Grade 6's and 7's came to visit and were very impressed with what they saw. All teachers were very proud and impressed by what they saw. Congrats students!


December 9th- December 13th


Our Physical Regions of Canada unit is coming to an end! Students are expected to finish their project over the weekend (if needed) for Monday. Some students had a chance to show their knowledge through a website, powtoon, poster, or brochure. Please check with your student on what they have done so far! Mrs. Thompson's and Mrs. Scott's classes will be presenting their projects on Tuesday, and Ms. Nordstrom's and Mrs. Campbell's classes will be presenting Wednesday. We can't wait to see what they have done!

5-3 and 5-6 will be presenting their Genius Hour projects on Tuesday! The projects have looked amazing so far, but some do need to be completed over the weekend. 


December 2nd- December 6th


In our Physical Regions of Canada unit, students completed a check-in to showcase their level of understanding of their chosen region from the research they have completed thus far. Please check Powerschool and with your student to see how they did! Next week, students will get the opportunity to choose how they would like to present their information of their region from a variety of options. This project will be due on Wednesday, December the 18th. 

Classes have continued reading The Front Desk. Some classes learned about point of view and others discussed the importance of setting. Students were tasked with choosing a character to write their perspective on a specific event, using realistic and appropriate thoughts, feelings, and actions. Others were tasked with re-creating an important scene from the book using specific details to ensure that it is clear what and where the setting is. For example, the scene should include details like the orange phone, red buzzer, and "manager" sign Mia has put up to distinguish it from other motels. 

Students in 5-3 and 5-6 have reached the end of their research periods. December 10th, 11th, and 12th classes will be used to create their physical project. Please check in with your student if they need to bring any materials for those class dates. Remember that the presentation date for this is Tuesday, December 17th! All students have been working hard and are excited to show what they know! We have students sewing an outfit for dolls, creating a minecraft world for a political figure, recording a video of the process of training a dog, and making clay sculptures of different hand positions used in sign language, and more!


November 25th- November 29th


All students were placed in a group to research one of the six regions of Canada and began the research process in order to make conclusions about the animals, climate, landscape, resources, jobs, and things to do within their region. They have been using textbooks, websites, and videos to record what they find. Next week students will gather with their groups and sort their information to ensure that they have answered all the important questions fully. In addition, students will complete a check-in quiz on Wednesday to see if they are ready to move onto the project portion. Check out the resources header to see the research task and the information students are expected to know!

Genius hour is an opportunity for students to research a subject they are passionate about and present it in a creative and meaningful way. Thus far, students in 5-3 and 5-6 have created a big question and began their research process to find answers and develop an understanding of their topic. The next step will be to create a blueprint for their showcase project, which could be anything from a website, clay sculpture, powtoon, diorama, or more! In the end there will be a written component and a physical component. The following are some key dates for Genius Hour: 

December 6th- last research day. December 8th- research due. December 10th, 11th, and 12th- creating showcase project. Students are to bring materials to class to work on. December 17th- Genius Hour presentation. 



November 18th- November 21st


Front Desk and centers were worked on this week in Language Arts. Students in 5-6 and 5-3 completed a character trait reflection good copy on a chosen character with three traits and two specific pieces of evidence from the book to support their reasoning. Please check Powerschool this weekend to see. Other classes completed a flipgrid based on a question posed from a chapter. Flipgrid is an online program where students can record their ideas and then view and reply to others. Ask your student to show you their response! In addition, students may have used flipgrid to present their Driver-less car debate. Not only were students focused on presenting arguments and explaining them, but also on their fluency, voice level, and expression. 

In Humanities, most classes were introduced to the regions of Canada. This will be a focus for the up-coming months in Grade 5. There are six regions of Canada: The Cordillera, The Arctic, The Interior Plains, The Atlantic, The St.Lawrence Lowlands and Great Lakes, and the Canadian Shield. After looking at various pictures of each region of jobs, geography, lifestyles, etc., students had to identify the region. Once revealed, students had to place each region on a map of Canada. Next week, students will be placed into groups to research a specific region using textbooks and websites. 


November 12th- November 15th


This was a short yet packed week! Classes continued their characterization of characters in the Front Desk. Characterization is knowing the qualities of a person based on the things they say, do, their thoughts and feelings, and other characters reactions. For example, students discussed Mia, and one character trait for her is helpful. Then students had to prove how they know she is helpful by finding specific evidence from the book based on a category: words, actions, thoughts & feelings, other peoples reactions. Students may have said: Mia is helpful because she helps her parents run the motel by checking customers in at the front desk and bringing them to their rooms. This is based on an action. 

Some classes also practiced writing summaries based on the 5 W's: who, what, where, when, and why. First students had to read a non-fiction passage individually or with a peer. Next, they had to fill out a 5W chart to pull out the most important information. Finally, they were asked to write a short paragraph to summarize the passage in their own words. 

Two classes also watched a CNN10 segment about Driver-less Cars. Students had to think critically to come up with a pro's and con's chart and multiple reasons under each. Then they were asked to choose a side based on what they feel most strongly about and have the most arguments for. It was so fun to see students passionate about stating their position and why! 


November 4th- November 8th


In Language Arts this week classes have continued reading the book "Front Desk." Check in with your student about what has happened thus far in the book. We have met a few of our main characters such as Mia, her parents, Mr. Yao, Jason, and Hank. Students have been discussing the character traits of each and how to decipher between a character trait and a feeling. 

Some classes also continued literacy stations. What station did your child do this week?

All classes took part in Remembrance Day art. We took this time to put our feelings and thoughts into a visual representation through a blackout poem, a newspaper collage, or tissue paper poppy art. The art hung proudly during the Remembrance Day Assembly on Friday. The whole school was respectful as they listened to speeches, band performances, and other presentations.  

The veterans food drive is ongoing until next Friday. Please bring in any non-perishable food item to go towards the Veterans food bank. 

Reminder, no school on Monday, November 11th. 


October 18th- October 31st


We have been very busy in Grade 5! We have been lucky to have two presentations: Jordan Witzel and Sigmund Brouwer. Sigmund Brouwer is a well known Canadian children and adult author with books such as Dead Man's Switch and Innocent Heros. He gave an energizing presentation to our grade 5's and 6's about writing and Vimy Ridge. If you want to learn more about him, check out his website: https://sigmundbrouwer.com/

Classes have also been looking into Remembrance by analyzing poems, artwork, and pictures. Students were asked to develop an understanding of the poem "Flanders Field" by defining unknown words using context cues and breaking down the meaning of each stanza. Classes also looked at various pieces of artwork or pictures and were asked to respond with "I see, I think, I wonder" statements. 

All classes have begun reading the book "Front Desk" by Kelly Yang:

Mia Tang has a lot of secrets.
Number 1: She lives in a motel, not a big house. Every day, while her immigrant parents clean the rooms, ten-year-old Mia manages the front desk of the Calivista Motel and tends to its guests.
Number 2: Her parents hide immigrants. And if the mean motel owner, Mr. Yao, finds out they've been letting them stay in the empty rooms for free, the Tangs will be doomed.
Number 3: She wants to be a writer. But how can she when her mom thinks she should stick to math because English is not her first language?
It will take all of Mia's courage, kindness, and hard work to get through this year. Will she be able to hold on to her job, help the immigrants and guests, escape Mr. Yao, and go for her dreams?

Students will be answering comprehension questions, holding discussions and debates, and completing activities and projects throughout the reading. Check back often to catch up!

Next week we will continue discussing and learning about the importance of Remembrance Day and will have an assembly on Friday, November 8th. Reminder no school on Monday the 11th!



October 14th- October 15th


In Language Arts this week we continued with our literacy stations working on specific skills such as paragraph writing, vocabulary, punctuation and reading.  All grade 5 students are signed up for an account with Readtheory.org. 

In Social Studies this week all students handed in their Imagination Islands and were able to share their work with their peers.  Please check Powerschool to see if your student has handed in their research and their good copy map. 

We also learned about the upcoming Canadian election. Students were tasked with reading a "What In The World" article that discussed the issues of the campaign and answering important questions to demonstrate their comprehension. Students also continued practicing answering questions completely by ensuring they have included the key details of the question in their answer. The grade 9 students came to our classes to talk about political parties and then the grade 5's were able to participate in the student vote. The student vote was a great example to show students how the true election process works, including proving identification, getting a ballot, and going behind a screen to vote. 

Next week Albertan author Sigmund Brouwer will be coming to DMCS to speak with the grade 5 and 6 classes about his book called, “Innocent Heroes”.



October 7th- October 10th


This week in LA, classes shared their writing, participated in stations, joined ReadTheory, and worked on answering questions properly.

Some classes celebrated the writing process by sharing their work with their peers. A few classes, who wrote a perspective piece titled "French Roast", read their work to a partner, and then shared with the class. It was wonderful to hear their creativity in their word choices and how they brought the personality of characters to life while following the sequence of the film. 

Stations has been running smoothly for classes as well. Discuss with your student what station they were at this week!

Read Theory (https://readtheory.org/auth/login) is an educational tool that provides reading activities for various ability levels. The readings given are adapted to students' individual ability levels and presents them with numerous skill building exercises that best suit their needs. Read Theory will be used at school but it can also be accessed at home! All students need is their login code and password. 

Finally, some classes have been working on answering questions properly by ensuring that they have included all the key, specific details. When this is done, the reader should be able to easily understand what the question was without looking at the question itself. For example, if I said the answer was "Sunday", what might the question be? Do you think you would have come up with the question: On what day was a new kangaroo was born at the Calgary Zoo? Probably not! This is because the answer did not include the specific information needed. A better answer would be: A new kangaroo was born at the Calgary Zoo on Sunday. This is an important step in students writing that we will continue to work on. 

In Humanities, we are nearing the due date for the Imagination Island project. Students had the opportunity to finish their landform research and begin working on their good copy of their map this week. If students were not done their research they were asked to complete it over the weekend. For 5-5 and 5-7, the Imagination Island project is due on Tuesday, October 15th. For 5-1, 5-3, 5-4, and 5-6 the project is due Wednesday, October 16th. 


September 30th- October 4th


Students have been very busy this week! The writing process is in full swing as students practiced using COPS on their own writing, peer-reviewed by reading work out loud and proposing stars (things they did well) and wishes (things they can improve on), and finally begun typing up their good copy. Some students questioned why we couldn't have started with computers as it is easier to fix mistakes. We had a class discussion that it is important that we know what our mistakes are, why they are a mistake, and how we can fix them, as opposed to a computer. Also, computers sometimes get it wrong! It might correct your word to 'there', which would be correct spelling, but you meant their, which would make your sentence meaning very different! 

Other classes also began using Literacy Stations in order to target specific learning skills. The centers included Read Theory, guided reading, independent reading, word work, non-fiction text exploration, writing, and task cards. Have a conversation with your student about the Literacy Stations they have been to so far! 

In Humanities, classes were introduced to their first project: Imagination Island: Creating a Map. Students have to become cartographers and create their own physical maps complete with landforms, a compass rose and a legend. Furthermore, they have to explain what their landform is, how it was formed, and where it is on the map using cardinal directions. The planning page is due for Monday. Please view the project under the right resource tab. The final project will be due on Tuesday, October 15th

Monday was Orange Shirt Day. Classes discussed the importance of the day, what it was about, and how we can support the message. Some classes also completed an Orange Shirt Day Heart. Please check to see if your student is done.

Finally, if you are in 5-3 or 5-6 please bring a photo to class of something you love! It could be your family, playing a sport, a pet, etc! We want to inspire our classroom community by learning more about our classmates. 


September 23rd-27th


This week in Language Arts, students put their editing skills to the test! Students were given a paragraph full of capital, punctuation, spelling, and grammar errors. Not to mention boring words! Individually they were tasked with finding the errors and turning the rough copy into a good copy. To ensure they had their work be the best work possible, they also peer reviewed. Some classes were also introduced to their first perspective writing piece. After watching the video "French Roast/Toast," (scroll down about half) classes engaged in a brainstorm session about what perspective means, how to write in first person perspective, and what that would look like in their writing. Next week students will be asked to choose a specific character from the video and re-write the scene from that point of view. 

In Social Studies, classes completed their first quiz about the provinces, territories, and capitals of Canada as well as maps. They will receive their quizzes back next week in class to go over. If wanted, students will be allowed to re-write the quiz during lunch hours. Students were also introduced to landforms! Classes discussed what is a landform, how are landforms created, and what are some examples? Students will continue to learn about landforms next week and will be introduced to their first Social Studies project: Creating an Imagination Country. 

The whole school also took part in the Terry Fox Run! It was amazing seeing all the grades running or walking around the school and pond to celebrate the Legacy of Terry Fox. Thank you to all that brought in donations to go towards cancer research. 

Another major event in our school is happening on Monday. Monday, September 30th is Orange Shirt Day. Orange Shirt Day is a day when we honor the Indigenous children who were sent away to residential schools in Canada and learn more about the history of those schools. Check back next week to hear more about our discussions and activities. 


September 16th-19th


Editing is an important step to ensure that the work we produce is the best it can be. Students were introduced to editing strategies such as COPS. COPS stand for Capitals, Organization, Punctuation, and Spelling. Students engaged in different activities to practice each one of these steps. Next week students will put the practice into use as they edit their own writing as well as their peers. In some classes, current events have also been discussed such as new Samsung innovation, glow worms in New Zealand, research on sharks, and hide-and-seek mice. It is important that students know what is going on in the world around them so that they can make real world connections and understand how we as Canadians and individuals can be affected. 

Geocaching! Geocaching is a recreational activity around the world that involves GPS systems and caches. This week, students went old school and used a compass to navigate around the school to find specific questions and riddles. First, students were given two floor maps of the school and a list of 10 directional phrases to a spot. Students had to place each spot of the map using a compass rose and knowledge of directions. Once placed correctly, students had to locate the ten locations and answer a question or riddle. For example: What occurs twice in a week, once in a year, but never in a day? 

Finally, classes started labeling a map of Canada with provinces, capitals, and territories. Next week there will be a quiz to see how well they know the capitals of 10 provinces, 3 territories, and the capital of Canada! Reviewing their maps over the long weekend will be beneficial. 

Play this kahoot for review!: Kahoot Practice  


September 9th-13th


This week we started writing and reading! Students were introduced to the learning commons and the routines that follow going there and signing out books. Students are encouraged to read daily for at least twenty minutes. Students engaged in creative writing by responding to a prompt. Classmates enjoyed listening to each other and sharing. In addition, all classes put together their grade 5 binder! A very important part of their binder is their red "Work in Progress" folder. Please check-in with your student to see if they have something in there for the weekend!

Physical, Political, Relief, and Road are all types of maps that we explored this week (among others). We discussed what maps are used for, how they are important, and where can we find them. We also learned what to include on a map, such as a title, legend, and compass rose. Students then had the opportunity to create their own compass rose art. Next week grade fives will test out their navigation skills and learn about the various landforms found on a map. 


September 3rd-6th

The first week of Grade 5 is in the books! This week was jammed packed with a lot of important and fun activities in all classes. All students received their lockers, met their teachers, and explored the school. Within the classrooms, students participated in getting to know you activities such as writing a "I wish my teacher knew" letter, a cup challenge, time capsules, stem challenge, imagine a school book creation, and more! As a grade 5 community, students brainstormed "the big 3" which are ideals/expectations that we wish to hold ourselves to for the year. In the end, we came up with: Be positive. Persevere. Be Respectful. We will continue to reference these points throughout the year.

Next week students will be getting their gym lockers and will begin CTF! Students need to come prepared with proper running shoes and a change of clothing. 


Welcome to Grade 5!


This web page will be a great place to check for Humanities updates, resources, and assignments. While it may be a little empty now, this will be a happening place over the next few weeks. Please check back weekly for updates. 

For the time being, if you are looking for a great resource for grade 5 level books, please see the attached document!  

"Reading is to the mind what exercise is to the body." -Joseph Addison

About Humanities:

English Language Arts is embedded in all areas of the grade 5 curriculum.  Daily reading is recommended to develop communication, comprehension skills and vocabulary.  Reading provides students with a means of accessing the ideas, views and experiences of others. By using effective reading skills, students construct meaning and develop thoughtful and
critical interpretations of a variety of texts. Writing enables students to explore, shape and clarify their thoughts, and to communicate them to others. By using effective writing strategies, they discover and refine ideas and compose and revise with increasing confidence and skill. Your Grade 5 child will use many methods, such as computer programs, to create, organize and publish information.  They will take responsibility for their role in a group and show appreciation for what others share.  In Grade 5 your child will learn about Canadian geography, its history and its people. 



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The provincial government has announced that schools will return to classes under Scenario 1. We’re very excited to welcome our students back to school, while keeping everyone as safe as possible on Tuesday Sept 1 https://t.co/klzx75UAdX #yycbe #WeAreCBE https://t.co/o8Sti8O8wD

Applications are being accepted for the Prime Minister's Youth Council (PMYC). Canadian youth, permanent residents and protected persons aged 16-24 years can apply. Deadline: Aug. 17, 2020 Learn more: https://t.co/99n2eU6cgG @leaderstoday #PMYouthCouncil @CdnHeritage https://t.co/mSHBHzLijI

Congratulations to the three #WeAreCBE students awarded a Queen’s Golden Jubilee Citizenship medal! The award honours outstanding citizenship, leadership, community service and volunteerism. Way to go! https://t.co/7FF4YJd80a.

Congratulations to the four #WeAreCBE students selected by Alberta Education to become members of the Minister’s Youth Council! https://t.co/4JviCvQLrT https://t.co/dCUGebYnPJ

Today we sent a year end message to families about our planning for school re-entry this fall. Re-entry survey results and a transportation reminder. Check your email to read it online: https://t.co/qFKMVzfIHS #yycbe #WeAreCBE https://t.co/2V4iqs1Xqo