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WELCOME BACK Curriculum Night – PowerPoint PPT presentation

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Title: WELCOME%20BACK


1
WELCOME BACK
  • Curriculum Night

2014-2015
2
Curriculum Night Agenda
  • Presentation
  • Schedule
  • Curriculum
  • Homework/Communication
  • Teacher/ parent communication
  • Routines
  • Technolgy
  • Reporting and learning skills
  • Useful websites

3
Presentation
  • Welcome to the Grade 5 French Immersion
    Presentation. My name is El Aziz and I will be
    your son or daughters homeroom teacher. This
    school year, I will teach your children the
    following subject areas
  • Literacy
  • Social Studies
  • Sciences
  • Health and DPA
  • Art
  • Gym
  • The other subject areas are taught by the
    following teachers
  • Math taught by Mr. McLean
  • English and Music taught by Mrs. Sadeeq. (Mrs.
    Strutt)

4
Here is your childs timetable
for this year.
FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015
PERIOD Day 1 Day 2 Day 3 Day 4 Day 5
815 855 40 minutes Health/DPA Literatie Social studies Science Literatie
855 935 40 minutes Music/Strutt Literatie Math/ McLean Music/Strutt Literatie
935 955 20 minutes Social studies Literatie Math/ McLean Literacy Math/ McLean
955 1025 R E C E S S R E C E S S R E C E S S R E C E S S R E C E S S
1025 1105 40 minutes Math/ McLean Math/ McLean Literacy Eng/ Strutt Math/ McLean Math/ McLean
1105 1145 40 minutes Social studies Math/ McLean Literacy Eng/ Strutt Math/ McLean Science
1105 1145 40 minutes Social studies Physed Literacy Eng/ Strutt Math/ McLean Science
1145 1205 20 minutes Social studies Physed Literacy Eng/ Strutt Science
1225 105 L U N C H L U N C H L U N C H L U N C H L U N C H
105 145 40 minutes Literatie Literacy Eng/ Strutt ART Literacy Eng/ Strutt Science
145 225 40 minutes Literatie Literacy Eng/ Strutt ART Literacy Eng/ Strutt Physed
225 245 20 minutes Literatie Literacy Eng/ Strutt DPA Literacy Eng/ Strutt Health
245 D I S M I S S A L D I S M I S S A L D I S M I S S A L D I S M I S S A L D I S M I S S A L
5
French
  • Reading
  • Term 1
  • Reading strategies
  • Making prediction, questioning and
    making connections
  • Guided reading
  • Novel study and the Reading Process unit
    Reading levelled books
  • Narrative text unit reading legends , myth etc
    integrating the Quebec culture.

6
READING
  • Term 2
  • Reading strategies  Vizualizing, Analyzing,
    synthesizing , infering
  • Guided reading
  • Comprehension texts
  • Literatures circles unit Reading books and
    sharing with his/her group
  • Opinion texts unit about games and videogames and
    some issues in Quebec cultures
  • Interview unit with the use of technology ,
    student will conduct interviews with his/her
    peers
  • Poetry unit Reading poems.

7
WRITING
  • Term1
  • Book report Student will write a book report of
    the book he/she read as well as a critic of the
    book.
  • Write a letter to a member of parliament about an
    issue.
  • During our narrative unit Students will write a
    narrative text. The Writing process will be
    taught.
  • There will be in the class a Guided writing,
    Shared writing and after that your child will
    write Independently a narrative text.

8
WRITING
  • Term2
  • Opinion text unit Students will write an
    opinion text about their favourite games or
    videogames and about some issues in Quebec.
  • Interview unit Students will write interviews.
    Using HOT (Higher Order Thinking) questions
  • Poetry unit Students will write poems
  • Social studies research about First Nations

9
Listening and speaking
  • Term 1
  • Government of Canada oral presentation
  • Skits in social studies Role play
  • Book report presentation and discussion
  • Discussion about some topics in Social studies

10
Listening and speaking
  • Term 2
  • Research project on First Nation
  • play role as a member of First Nations people
  • Literacy circle discussions
  • Poetry oral presentation
  • Opinion text oral presentation
  • Discussion about some issues in Quebec to express
    their opinions.

11
Media literacy
  • Term 1
  • Powerpoint presentation about healthy eating
  • Poster of the element of narrative stories
    Tableau de lintrigue
  • Powerpoint presentation about Government of
    Canada
  • Videotape interviews
  • Term 2
  • Creating a poster for the main character, the 3
    important scenes etc in the book they read for
    the literacy circles
  • Create a brochure for a 3D product created in Art
  • creating a cartoon about his favourite video
    games using Bitstrips (opinion texts)

12
Math
  • Term 1
  • Number Sense Operations in math multiplication
    of 2 and 3 digit numbers, division of multi-digit
    numbers. Multiples, factors, prime, and composite
    numbers. Understanding, and reading large
    numbers.
  •  Patterning Different types of patterns, pattern
    rules, solving equations, and inverse operations.
  •  Data Management Line graphs, bar graphs, and
    pictographs. Understanding averages. How to plot
    ordered pairs. Spotting bias and trends in data.
  •  Measurement The Metric System and conversions.
    Linear units, square units, and time. Working
    with money
  •  Geometry Working with shapes and angles.
    Creating shapes when given linear and angle
    measurement.

13
  • Term 2
  • Number Sense Fractions and decimals. Operations
    with these types of numbers. Converting these
    numbers into one another.
  •  Measurement Surface Area, Capacity, Volume, and
    Mass. Calculating these from given shapes and
    dimensions.
  •  Geometry Spatial Geometry includes
    translations, rotations, and turns. Congruency in
    figures and coordinate systems.
  •  Algebra Understanding variables, expressions,
    equations, and inverse operations.
  •  Probability The likelihood of events.
    Describing probability. Relating probability to
    fractions.

14
SOCIAL STUDIES
  • Term 1
  • THE ROLE OF GOVERNMENT AND RESPONSIBLE
    CITIZENSHIP
  • Assess responses of governments in Canada to
    some significant issues, and develop plans of
    action for governments and citizens to address
    social and environmental issues
  • - assess the effectiveness of actions taken
    by one or more levels of government to address an
    issue of national, provincial , and local
    significance
  • create a plan of action to address a social issue
    of local, provincial, and national significance
  • - create a plan of action to address an
    environmental issue of local, provincial, and/or
    national significance
  •  Use the social studies inquiry process to
    investigate Canadian social and/or environmental
    issues from various perspectives, including the
    perspective of the level (or levels) of
    government responsible for addressing the issues
  • Formulate questions to guide investigations into
    social and/or environmental issues in Canada from
    various perspectives, including the perspective
    of the level
  • -Analyze and construct maps in various formats,
    including digital formats, as part of their
    investigations into social and/or environmental
    issues
  •  Demonstrate an understanding of the roles and
    key responsibilities of citizens and of the
    different levels of government in Canada

15
  • Term 2
  • FIRST NATIONS AND EUROPEANS IN NEW FRANCE AND
    EARLY CANADA
  • Analyse some key short- and long-term
    consequences of interactions among and between
    First Nations and European explorers and settlers
    in New France
  • Positive and negative consequences of contact
    between First Nations and Europeans in New
    France.
  • The ways in which different parties benefited.
  • - Interactions between and among First Nations
    and Europeans in New France are connected to
    issues in present-day Canada .
  • Use the social studies inquiry process to
    investigate aspects of the interactions among and
    between First Nations and Europeans in Canada
    prior to 1713 from the perspectives of the
    various groups involved .
  • - Gather and organize information on interactions
    among and between First Nations and Europeans
    during this period, using a variety of primary
    and secondary sources that present various
    perspectives .
  • - Interpret and analyse information and evidence
    relevant to their investigations,
  • Describe significant features of and interactions
    between some of the main communities in Canada ,
    with a particular focus on First Nations and New
    France.
  • - Identify major First Nations in the Great
    LakesSt. Lawrence region and Atlantic Canada at
    the time of contact with Europeans

16
Science
  • Term 1
  • Matter
  • - Demonstrate an understanding of the properties
    of matter, changes of state, and physical and
    chemical changes
  • - Conduct investigations that explore the
    properties of matter and changes in matter ,
  • - Evaluate the social and environmental impacts
    of processes used to make everyday products
  • Forces
  • -Identify forces that act on and within
    structures and mechanisms, and describe the
    effects of these forces on structures and
    mechanisms
  • - Investigate forces that act on structures and
    mechanisms
  • - Analyse social and environmental impacts of
    forces acting on structures and mechanisms

17
Term 2
  • Human body
  • - Demonstrate an understanding of the structure
    and function of human body systems and
    interactions within and between systems
  • -Investigate the structure and function of the
    major organs of various human body systems
  • - Analyse the impact of human activities and
    technological innovations on human health
  • Energy conservation
  • -Demonstrate an understanding of the various
    forms and sources of energy and the ways in which
    energy can be transformed and conserved
  • -Investigate energy
  • -Transformation and conservation
  • - Analyse the immediate and long- term effects of
    energy and resource use on society and the
    environment, and evaluate options for conserving
    energy and resources

18
HEALTH
  • Term 1
  • - Healthy living
  • -Personal safety
  • Term 2
  • - Substance use abuse
  • - Growth and development

19
PHYSICAL EDUCATION
  • Physical Education
  • Active Participation, Fundamental Movement
    Skills, Locomotion Travelling Skills
  • Term 1
  • Cross Country, Soccer, Volleyball, Basketball
  • Term2
  • Track and Field, Floor Hockey, Badminton, Fitness
    circuits

20
Art
  • Term1
  • Identifies colour relationships, using basic
    colour wheel
  • Produces 2-dimensional works of art
  • Describe how one-point perspective can be used to
    create the illusion of a 3rd dimension.( Draw a
    hall using perspective , draw a city)
  • Term 2
  • Demonstrate understanding that shadows and
    shading create the illusion of 3rd
    dimension(Draw a cube using shade, fruit bowl,
    face shading using Mona Lisa as model)
  • Produce a 3D works of art using recyclable
    materials

21
Music
  • The Music program will be delivered by Mrs.
    Sadeeq

22
Drama
  • Role- playing
  • Create masks and use them in a form of drama
  • Create and present drama to communicate the
    meaning of poems
  • Tableau
  • Typewriter...

23
Assessment
  • Oral Presentation
  • Test
  • Quiz
  • Rubric
  • Conference
  • Etc

24
Homework
  • Students should expect to have approximately 30
    to 45 minutes of homework per night. However,
    some students may have more homework than others
    depending on the completion of their daily
    assignments.
  • Homework will be written on the board and in my
    website.
  • Students are expected to complete all homework
    assignments.
  • Please monitor your child use of his/her agenda.
    Your signature will be required in the agenda.
  • if any part of the homework was not understood,
    it is the students responsibility to approach
    the teacher.
  • Dates of tests to be given are posted on the
    board one week before.
  • Please encourage your child to read a French book
    on daily basis(30 minutes ) to improve his/her
    literacy skills. Reading log can be downloaded
    from my website.

25
Teacher/Parent communication
  • On-going communication will occur via the student
    agenda, sending a note or calling., newsletters,
    my website
  • Please fell free to contact me if you have any
    concerns 905-294-3562 ext. 114 or email me at
  • rachid.elaziz_at_yrdsb.ca

26
Routines
  • Students are expected to arrive at school on time
    and come prepared to begin class once they have
    entered the classroom.
  • In the mornings, students are expected to remain
    silent during Oh Canada and the morning
    announcements.
  • At first recess, Students will remain in their
    classrooms for the first 10 min before proceeding
    outdoors at 1005 am
  • At lunch, students will remain in their classroom
    for the first 20 min before proceeding outdoors
    at 12 25 pm
  • After school, the teacher will dismiss the
    students after the bell has rung at the end of
    the day.

27
LUNCHTIME ROUTINES
  • Students are expected to be seated and eating
    their lunch.
  • Boomerang lunch everyday please!!! As Im running
    the Ecoschool club in the school and we really
    want to reduce waste generated in the school. We
    certified as a GOLD status Ecofriendly school and
    we want to keep this status.

28
Technology
  • Cell phones are not permitted to be used or seen
    in any shape or form during school hours.
  • Any electronic devices are also prohibited (i.e.
    Ipods, games, etc.)

29
Reporting
  • Reporting periods are
  • Elementary Progress Report November
  • Report Card, Term 1 February
  • Report Card, Term 2 June

30
Learning Skills
  • Responsibility
  • Fulfils responsibilities and commitments within
    the learning environment.
  • Completes and submits class work, homework, and
    assignments according to agreed-upon timelines.
  • Takes responsibility for and manages own
    behaviour.

31
Learning Skills
  • Independent Work
  • Independently monitors, assesses, and revises
    plans to complete tasks and meet goals.
  • Uses class time appropriately to complete tasks.
  • Follows instructions with minimal supervision.

32
Learning Skills
  • Initiative
  • Looks for and acts on new ideas and
    opportunities for learning.
  • Demonstrates the capacity for innovation and a
    willingness to take risks.
  • Demonstrates curiosity and interest in learning.
  • Approaches new tasks with a positive attitude.
  • Recognizes and advocates appropriately for the
    rights of self and others

33
Learning Skills
  • Organization
  • Devises and follows a plan and process for
    completing work and tasks.
  • Establishes priorities and manages time to
    complete tasks and achieve goals.
  • Identifies, gathers, evaluates, and uses
    information, technology, and resources to
    complete tasks.

34
Learning Skills
  • Collaboration
  • Accepts various roles and an equitable share of
    work in a group.
  • Responds positively to the ideas, opinions,
    values, and traditions of others.
  • Builds healthy peer-to-peer relationships
    through personal and media-assisted interactions.
  • Works with others to resolve conflicts and build
    consensus to achieve group goals.
  • Shares information, resources, and expertise, and
    promotes critical thinking to solve problems and
    make decisions.

35
Learning Skills
  • Self-Regulation
  • Sets own individual goals and monitors progress
    towards achieving them.
  • Seeks clarification or assistance when needed.
  • Assesses and reflects critically on own
    strengths, needs, and interests.
  • Identifies learning opportunities, choices, and
    strategies to meet personal needs and achieve
    goals.
  • Perseveres and makes an effort when responding
    to challenges.

36
Ecoschool Club has a GOLD status
  • Here at Franklin St. P. S., we are very conscious
    about preserving our environment for future
    generations. The Ecoschool Club has started and
    will take place every Wednesday. The Ecoteam is
    targeting to reduce waste in the school and to
    reduce Energy comsumption as well. Our
    initiatives are recycling, composting and
    litterless lunches. To help preserve our Gold
    status, please help us by having a litterless
    lunch for your kid
  • WASTE-FREE LUNCH TIPS
  • Get children to help pack their lunches with
    healthy foods.
  • Only pack as much food as your child will eat.
  • Use a reusable lunch bag/box for carrying a
    lunch.
  • Use a refillable bottle for drinks its
    cheaper and children can save drinks for later.
  • If you choose to use a single-serving container,
    please make sure it is recyclable in your childs
    school.
  • Put sandwiches, muffins, etc. in
    Tupperware-style containers, instead of plastic
    bags. Label
  • all containers with your childs name so they
    have a better chance of coming home.
  • Avoid pre-packaged, single-serve portions of
    snacks.
  • Put re-usable napkins in your childs lunch box.
  • Prepare extra food at dinnertime and use the
    leftovers for lunches. Minimize the morning
  • rush by packing lunches the night before and
    refrigerating overnight.
  •  Interested in joining the Ecoteam? Please
    contact Mr. El Aziz ext 114

37
USEFUL WEBSITES
  • www.Linktolearning.com
  • Provides links to sites that support the
    Ontario, Canada education curriculum from
    Kindergarten to Grade 8.
  • www.edu.gov.on.ca (curriculum expectations)

38
  • Thank you and good evening.
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