Learning about ways to improve our writing is an area that we will focus on throughout the year as it is important to grow as writers. This week, students were introduced to the editing strategy of C.O.P.S --> Capitals, Organization, Punctuation. and Spelling. Students were given a mini-lesson and had to complete various activities to practice a specific editing strand.
As a class, groups, pairs, and individuals, students brainstormed identity through four categories: DMC student, an Albertan, a Canadian, and themselves. Students were asked to choose one or two aspects of each category that has/will impact their identity the most. For example, a student might have chosen the Rocky Mountains to represent their Albertan identity as they spend a lot of time camping, hiking, or biking in the mountains. Ask your student which aspects of their identity they chose to be represented in each category.
This week in Humanities, students continued getting to know each other and classroom routines through various activities. Classes also began writing through free writing/choice boards and a written prediction with evidence through the activity "Origins." In "Origins", students watched a robot walking through a forest alone, when a train roared past. The robot noticed that the train had the same symbol on the side as they did on their body. The robot rushed to get onto the train, which led them to a dark factory that also had the same symbol. At this point, the students had to brainstorm reasons that if they were the robot, would they choose to go right back to the forest, or go into the factory. Ask your student what they thought, and then what the result was!
In Social, a focus for the next week centers around Identity. Students will be learning what identity is and exploring their own through the lenses of a DMC student, an Albertan, a Canadian, and their personal life.