Humanities

April 12th-16th

This week, classes began our next Social Studies unit: Canadian stories and ways of life. Students will be learning about Canada's history and the people who lived it. Students will analyze significant people, what they did, and what were the consequences that helped to shape our identity as Canadians today. Classes began by learning about the Indigenous peoples that occupied the land and the first contact of French settlers. 

In Language Arts, students are learning all about figurative language! Figurative language is used to make writing more interesting, vivid, and detailed. Ask your student about similies, metaphors, personification, alliteration, onomatopoeia, and hyperboles. 


April 6th-9th

Nearly all classes presented their Living Museum Project this week! Students dressed up, brought in props or created props, and told their story to their peers. It was so amazing to see all the hard work students put into this project cumulate in this presentation. Well done!

If your class is doing March Madness, we are nearing the end! We have one more round to go to see who will be crowned March Madness (book edition) winner!

Some classes also worked on LEGO story where they watched a short video about this origins of LEGO and had to organize events correctly, as well as make connections to their own lives. 


March 15-26th

Students have been busy on their Living Museum project! They completed their research using a graphic organizer, then used that information to write a speech from a first person perspective. Most speeches were due before Spring Break (the 26th). Check with your student to see when their speech and presentation due dates are.

Our final projects are now complete! It was really cool to see students show their understanding and creativity through different mediums. Ask your student about their final product!


March 8th- 10th (12th)

The Living Museum project has begun! Students have chosen their significant person and now need to research: Why they are significant, what specific contributions did they do, what impact did that have and how widespread was it, and what legacy was left behind? Ask your student who they are learning about!

Most classes have been introduced to the final project to demonstrate their understanding of Front Desk. They have four options to choose from: a book critique, a comic, a pre/post-quel story, or an interview of a main character. 

March 1st- 5th

Some classes completed Front Desk this week and some are reaaally close! (No spoilers!) Ask your student about the book and their thoughts and feelings about everything that went down. Next week, students will be introduced to the final Front Desk project.

Who do you think should be in the top, middle, and bottom in the ranking of significance between Benjamin Franklin, Malala Yousafazi, Johannes Gutuneberg, Steve Jobs, Jarome Iginla, Billie Eilish, Martin Luther King Jr., Jean Augustine, and Adolf Hitler? Remember significance refers to the amount of impact, influence that person has had, wether good or bad! Discuss with your student what was revealed to the class! Next week, classes will learn about our next research project: The Living Museum.

5-3 showed their Genius Hour projects to the other classes in Grade 5. It was amazing to see what they created and learned! As the first class to explore, complete, and demonstrate Genius Hour, they did outstanding! Congratulations to them all!


February 16-26th

Classes have been busy reading our novel study, Front Desk. We are nearing the end! This book has highlighted a lot of important topics including discrimination, immigration hardships, and relationships. Students have engaged in honest discussions around these topics and have demonstrated their understanding through various writing tasks such as predictions, summaries, connections, and questions. 

In Social Studies, students reflected on three specific Canadians: Terry Fox, Wayne Gretzky, and Drake. Each Canadian has shown significance in some manner, and it was up to the students to gather evidence for ranking these three from most to least significant. Classes engaged in a debate about their answers and had to use specific pieces of evidence to ensure a logical judgment was being presented. Students had to use the scale of significance (who should know about this person, globally to no one) and specific criteria (how notable they are, how widespread their contributions are, and their legacy) as support.


February 8th-10th

Classes learned about paragraph writing this week. Students were shown examples and outlines of the proper structure of a paragraph which should: have a topic sentence, supporting details, and a concluding sentences. Students will use this knowledge to create a response to the issue of adding (or not) fluoride to the city's water supply. 

In Social Studies, students used criteria to help make logical decisions about important events in Canada's history. Students also used the criteria to begin looking at the significance of specific Canadians. 

February 1st-5th

Front Desk was continued in LA this week with various writing tasks. Students were asked to make predictions, connections, and questions as well as summarize the chapters read. We are about halfway through the book- ask your student about it!

Social Studies has been full of great discussions by learning about the scale of significance: Who should know about this event? Global, national, regional, individual, or not at all. Different answers was accepted as long as they had accurate evidence to back up their decision. Next week, classes will look at two different events in Canada's history to decide where they should belong on the scale and use specific criteria to support their answers. 

January 25th- 28th

This week in Humanities classes completed their second round of CARS and STARS. It is interesting to see the growths students have made since the first time we completed these at the beginning of the year! Classes did a variety of writing tasks this week. One task required students to make a prediction about the ending of a video based on information already presented and another had students create a pro and con chart to decide if driverless cars are a good or bad thing. 

Next week, students will begin considering the question: "Who and what should be researched, taught, and remembered." Students will be analyzing the idea of significance based on given criteria to help answer the question. 


January 18th- 22nd

All classes have wrapped up their Physical Region of Canada Project and ended it with a class presentation. It was awesome to see the students explain their learning in their own unique and creative ways! We will begin a new unit next week. 

Classes have been focusing on writing point of view by using characters from the Front Desk. Students were challenged to become a character from the book and describe an event as if they were living through it. This week also started our second round of CARS and STARS, which is an assessment that targets 12 types of comprehension.


December 14th-18th

Some classes continued reading Front Desk. Check in with your student to see how they are enjoying the story and what has happened so far!

Students had more time to research their physical region and should be done at this time. Students also worked on the quality of life aspect of their research which has students summarizing their information to determine what kind of life people have. 

December 7th-11th

Classes worked on their good copies of their character trait writing this week. Students were to self and peer review using COPS to ensure they were ready for their final work. 

Most classes have begun their research into a specific Canadian physical region. Ask your student what region they are working on! 


November 30th- December 4th

Students have been recording character traits with a specific character in mind. As they have listened to the story, students recorded examples to support their character trait using a brainstorming page. Students then took their brainstorming examples and placed them into a writing planner. 

In Social Studies, classes have now learned all/most of the areas of the six physical regions of Canada. This week, they will be introduced to their research project where they will choose one region to research more in-depth. 


November 23rd-27th

Adjectives that describe a character are called a character trait. We can figure out character traits by looking at the words a character uses, the actions they perform, their thoughts & feelings, and how other character's react to them. Students looked at these categories in order to find character traits for Mr. Yao, Mia, Mr. & Mrs. Tang, and Jason. 

In Social Studies, students sketch-noted information about the physical regions of Canada through videos, slideshows, and a scavenger hunt. They learned about the landscape/landforms, jobs, animals, and Indigenous groups for each. 


November 16th-20th

In the book Front Desk, classes discussed the importance of setting and how it influences the plot and characters. Students demonstrated their understanding of this in two ways: through a setting drawing and a setting writing piece.

Students were introduced to the 6 regions of Canada: The Cordillera, The Interior Plains, The Arctic, The St. Lawrence and Great Lakes, The Atlantic and The Canadian Shield. 


November 9th-13th

Classes continued reading Front Desk. Ask your student about the book! Here are some guiding questions: where does this story take place? Who are some of the characters? What do we know about them? 

Please check-in with your student and/or check Powerschool to see if your student has submitted their Imagination Island project!


November 2nd-6th

Classes were introduced to their first novel read aloud of the year- Front Desk! Take a look at the website to learn more, including the inspiration behind the book: https://www.frontdeskthebook.c...

Classes also began wrapping up their Imagination Island projects by creating new animals with physical and behavioral adaptations that could exist on their islands. Final good copies were due today or early next week!


October 12 - 23

Language Arts

Students learned about different types of sentences as well as how to respond to questions.  Daily reading is also encouraged at school and home.  


Social Studies

Students began working on creating their own "Imaginary Island". In this project they are to create an island that demonstrates an understanding of longitude and latitude coordinates, compass directions, a legend including landforms and cities.


October 5 - October 9

Language Arts

The students continued using the COPS editing strategy.  Students were also assessed on their reading comprehension this week.  All classes also worked on a class banner representing their "house" as part of Chimera Time.  The three houses that were represented are Goat, Snake and Lion. 


Social Studies

Students were introduced to different types of landforms this week.  They learned 20 different types - mountains, hills, cliffs, swamps, peninsula, isthmus, etc...


September 28 - October 2

Language Arts

This week the students continued learning about the editing strategy - C.O.P.S. to improve their writing.  A variety of activities were designed for the students to practice these strategies. We will be using this strategy throughout the year.

C= Capitals

O= Organization

P= Punctuation

S= Spelling

In addition to learning about editing over the past few weeks this week we also focused a variety of activities about Terry Fox and Orange Shirt Day. 


Social Studies

The students continued to learn about Canada through our work about Terry Fox.  In addition to this work we also looked at maps and created a compass rose art piece.  Check out the Google Classroom for some of the examples later in the week.  Landforms will be our next focus in Social Studies.


  


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Every year many CBE schools participate in a Terry Fox Run. In 2020, our schools raised an incredible $163,886.64 for cancer research. Thank you to all of our students, staff and school communities who have kept Terry’s dream alive 40 years after his journey began! #WeAreCBE https://t.co/di9w1dX7DI

RT @UsihChristopher: We thank you for your patience and understanding as we work to make this learning shift for next week. While it is yet another significant change, we hope that it will serve to reduce the current learning disruptions that are continuing to occur in our schools. https://t.co/FOfXcybh91

Starting Monday, April 19 students in Grades 7-12 will transition to at-home learning for at least two weeks. https://t.co/JVJhOw8d8R #yycbe #WeAreCBE https://t.co/ZTbWWkZJLt

RT @DalhousieCBE: Social distancing requirements hampering reading buddies? No problem! Our @DalhousieCBE Gr 4/5 HUB students recorded read alouds for younger students to listen to. Authentic audience and sense of ownership and pride! #SomosDalhousie #WeAreCBE @yycbedu @CBElanguages https://t.co/XZZQyF2reX

Each year Alberta Education sends an important survey to parents/guardians of students in Grades 4, 7 and 10. The results are used to assess satisfaction with the quality of education & we use the information to improve teaching and learning. https://t.co/S1qsRKBerD #yycbe