Daily Update--Sept.30/13

Wow! The last day of the month!

ELA--The Bio-poems are due tomorrow. The grammar sheet on plurals of nouns is due tomorrow. We will be counting up our reading pages tomorrow so please remember your reading journals. Vocabulary Unit 2 Synonyms and Antonyms page is due Wednesday.

Math--In preparation of our Mid-Unit test on Wednesday, questions #7 i and ii, #10 a,b,c, and #11 a,b,c, #12 e and f, and #15 in problem format on the worksheet are due tomorrow. Extra Math help will be offered again tomorrow at noon.

Science--Microscope Quiz is tomorrow. Study the diagram, spelling of the microscope parts, and the function of each part need to be reviewed.

French--Dictee rewrite is tomorrow at noon.

Health--Journal entry #3 is due Friday.

8R-Science--Microscope Quiz is tomorrow. Study the diagram, spelling of the microscope parts, and the function of each part need to be reviewed.

Cooking test on Friday.

Daily Update--Sept.26/13

ELA--Bio poems are due Tuesday. Everyone took theirs home to work on over the weekend. Our September reading goals are due Tuesday so please read over the weekend to reach your personal goal. There were some students who did not hand in their Evidence of Learning assignment so that MUST be handed in on Monday.

Math--Mid-unit review worksheet questions #2,3,4,5,8, and 12 a,b,and c  are due Monday. This is in preparation for the Mid Unit Test on Wednesday.

Science--Microscope quiz is Tuesday and study hints with study sheets have been handed out. Lab reports are also due Monday.

French--Dictee rewrite is on Tuesday at noon.

8R-Science--Microscope quiz is Tuesday and study hints with study sheets have been handed out.

Thank you to everyone who made pledges for the Terry Fox Run. Due to the weather, we could not go for our run/walk but we did raise $2577 which was fantastic! Thank you for your help in finding a cure!

Have a great (and hopefully dry) weekend!

Daily Update--Sept.25/13

ELA--The "Evidence of Learning" illustration is due tomorrow. Bio-poems are due next Tuesday.

Math--3.3 in the textbook--page 99 and 100--#4 a and b, #5c, #6,7, 10, #12 a in problem format, and #15 are due tomorrow as is the POW.

Science--The lab report is due Monday.

SS--The web on "Society" is due tomorrow as we did not have SS today.

8R-Science--The lab report is due tomorrow.


Tomorrow is the Terry Fox Run. Please bring in your pledge sheets and money tomorrow. It is also Hat Day with proceeds going to the Terry Fox Foundation.

Daily Update--Sept.24/13

ELA-The first IRP is due tomorrow unless you have spoken with me. "Evidence of learning" illustration of the vocabulary word is due Thursday. Bio-poems are due by next Tuesday.

Math--Worksheet 3.3 #1 to 5, #7 and #8 in problem format are due tomorrow. There is also a rewrite of the first short assessment tomorrow at noon for those who have come in for extra help. It is also open for anyone who would like to improve their first mark.

Science--Have the observations of the grasshopper dissection completed for tomorrow.

SS--The web on "Society" is due tomorrow. Remember that you need between 10 and 12 points on the web. You are to read page 18 in the textbook to get your information.

Health--Your title page is due tomorrow.

Remember pledges for the Terry Fox Run.

Daily Update--Sept.23/13

ELA--We will be writing Unit 1 Vocabulary test tomorrow so please review all the words, including definitions, synonyms, antonyms, and proper use of the words in descriptive sentences. The "Evidence of Learning" illustration of a vocabulary word is due Thursday. The IRP is due Wednesday. No due date has been set for the Bio-poems yet.

Math--This week's POW is due Thursday.

Science--We dissected our grasshoppers today. Have your lab book/scribbler tomorrow as we will be working on the written report tomorrow.

French--Dictee is tomorrow.

Health--Title page is due Wednesday.

8R--Science--We dissected our grasshoppers today. Have your lab book/scribbler tomorrow as we will be working on the written report tomorrow.

Remember to get as many pledges as you can for our Terry Fox Run.

Daily Update--Sept.20/13

ELA--Review vocabulary for Tuesday's test. Your first IRP is due Wednesday. You are also working on your "Evidence of Learning" and Bio-poem. Due dates have not yet been set.

Science--If you do not have a lab scribbler, you need one for Monday as we will be dissecting the grasshopper that day. Collect more grasshoppers over the weekend if you can.

French--Prepare for Tuesday's dictee.

8R--Science--If you do not have a lab scribbler, you need one for Monday as we will be dissecting the grasshopper that day. Collect more grasshoppers over the weekend if you can.

Next week is the Terry Fox Run/Walk. Please use this weekend to collect as many pledges as you can. Thank you!

Have a great weekend!!!!

Daily Update--Sept.19/13

ELA--Review for Tuesday's vocabulary unit 1 test. Remember to practice spelling. First IRP is due next week. Work on you r"Evidence of Learning" illustration.

Math--Your POW will be corrected tomorrow.

Science--Make sure you have your lab book for Monday as we will dissecting the grasshopper on Monday.

French--Review for Dictee.

We had an inspirational speaker today--Kailee Rutherford, a girl who had the same cancer as Terry Fox--as a starting point for our Terry Fox Run which will be next Thursday. We encourage students to gather as many pledges as they can. There are prizes for the top fund raisers. There is also a raffle for a signed Jets hockey stick and the tickets can be purchased in the office.

Daily Update--Sept.18/13

ELA--The rough draft of the Bio-Poem needs to be completed for tomorrow. Continue working on your first IRP which is due next week. Review vocabulary words for Tuesday's test.

MAth--Assignment from yesterday will be corrected tomorrow due to the Early Dismissal.

Science--Collect grasshoppers please.

French--Review for Friday's Dictee.

Tomorrow we will be selling cancer bracelets with the sayings "Believe" and "No one stands alone" for $2 each if students are interested in purchasing any. Proceeds go to Terry Fox Foundation.

Daily Update--Sept.17/13

ELA--Review vocabulary as your unit test is next Tuesday, Sept.24. Have atleast 5 to 6 lines of your Bio-Poem rough draft done for tomorrow.  Work on your first IRP.

Math--3.1 Textbook pages 86-87, questions #21,23, and 25 due tomorrow.

Science--Collect grasshoppers please.

French--Review for Dictee on Friday.

8R Science--Collect grasshoppers please.

Early Dismissal is tomorrow so students will be dismissed at 2:10.

Daily Update--Sept.16/13

ELA--A few students did not hand in their friendly letters to me today. This must be handed in tomorrow before 9. We will be writing our first vocabulary test next Tuesday so students should start reviewing now. We talked about several different ways to review vocabulary. Hopefully they will start putting these strategies into practice. First IRP is due next week.

Math--3.1 in the textbook--page 85-87--work on questions #6,8,10,13,15,16,17,18, and in problem format #19 all for tomorrow.

Science--Please try to capture grasshoppers for our first dissection. They can be placed in a plastic container or a jar and brought to school.

French--Dictee on Friday.

8R--Please try to capture grasshoppers for our first dissection. They can be placed in a plastic container or a jar and brought to school.

Our Terry Fox Run/Walk will be held on Thursday, Sept.26 and pledge sheets have been handed out. Please try to get as many pledges as you can by the run date. Thank you very much!

Daily Update--Sept.13/13

ELA--The vocabulary booklet needs to be completed for Monday. The friendly letter is due Monday. Remember to have the rough draft as well as the good copy ready to hand in. Students should be working on their first IRP. Some are reading and using post-it-notes as bookmarks for vocabulary, etc. while others are working on the write up, following the detailed handout. The first IRP should be handed in approximately Sept.25th.

French--Prepare for your first dictee which will be Sept.20th.

Some students have not handed in the signed portion of the informational letter that was handed out on Tuesday. This needs to be handed in asap. Thank you!

Have a great weekend!!

Daily Update--Sept.12/13

ELA--The rest of the vocabulary booklet for Unit 1 will be due Monday. The good copy of the friendly letter to me is also due Monday. The students need to remember to have all processes of the writing ready to hand in. That would be the jot notes, edited rough draft, and the good copy.

Math--3.1 worksheet questions #1 to 9 are due tomorrow.

French--Have the bottom of the page due tomorrow. Dictee will be next Friday.

Please plan on attending our Open House tonight at 7pm followed by the Awards ceremony for grades 9 to 11.

Daily Update--Sept.11/13

ELA--Vocabulary unit 1 Synonyms and Antonyms page is due tomorrow. The rough draft of the friendly letter is also due tomorrow.

Math-POW is due Friday.

French--Bottom of the page from today is due tomorrow.  Dictee is Friday.

Please have the bottom portion of the informational letter signed and returned tomorrow.

Open House is tomorrow at 7pm.

Have a good evening!

Daily Update--Sept. 10/13

ELA--Vocabulary Unit 1 Synonyms and Antonyms page is due Thursday. Daily reading.

Math--POW(Problem of the Week) is due Friday.

SS--The remainder of the Scavenger Hunt is due tomorrow.

Wood working students have a test tomorrow.

8R Science--Title page is due tomorrow.


An informational letter has been sent home. After reading it, I have asked that parents sign the bottom portion and have their child bring the signed portion back to school. Thank you!

Have a good evening!

Daily Update--Sept.9/13

ELA--Students should be reading atleast 20 minutes every day.

Math--We have started POW-Problem of the Week. Students have their problem to solve before Friday of this week. The answer should follow the 5-step problem format and should be done in their Problem of the Week scribbler.

SS-The Scavenger Hunt --questions 1 to 19-- is due tomorrow.

8R Science--Title page is due Wednesday.

Daily Update--Sept.6/13

The first week of grade 8 went well, and students have some homework.

ELA--Daily reading every night for a minimum of twenty minutes as we have set individual goals as well as a class goal.

Science--Title page is due Monday.

French--Remember your dividers.

Remember to bring your registration and immunization forms in asap.

Enjoy the beautiful weather this weekend!

Daily Update--Sept.5/13

Please remember to hand in registration and immunization forms asap.

Science--Title page for Cells and Cell Systems is due Monday. Criteria has been given.

SS--Name tags are due tomorrow and criteria was explained.

French--Remember to bring dividers.

Music--Remember your instrument.

Have a good evening!

Daily Update--Sept.4/13

Welcome to a new school year!

I hope the students have let their parents know of this site as it will be where I will record all homework and other important information.

I will try my hardest to update the blog daily so please check and if you have any questions or concerns, do not hesitate to phone or email me.

The students of 8T were a wonderful group today and I am looking forward to an exciting year ahead!

Have a great evening!

2013-2014 Course Outlines

Below are the course outlines for the 2013-2014 school year.

September 2013

Grade 8 English Language Arts Course Outline and Objectives 

Objectives

            Throughout this course you will learn to understand, appreciate, and use language arts in everyday life. You will learn to listen, speak, read, write, view and represent in different ways throughout the year.

Outcomes:

Category	Indicators
Comprehension ( 40 % ): Reading Listening and Viewing Student makes meaning before, during, and after reading, listening, and viewing a variety of oral, literary, and media texts.	sets purposes for reading, listening, and viewing reflects on own strengths and needs to set attainable goals for improving comprehension uses strategies and cues before, during, and after reading, listening, and viewing to make meaning responds, discusses, shares, and extends understandings
Communication (40%): Writing Speaking and Representing Student communicates own understanding through writing speaking, and representing to learn and to communicate with others.	sets purposes for writing, speaking, and representing reflects on own strengths and needs to set attainable goals for improving communication uses strategies and cues to generate, organize, and communicate thinking, ideas, and information for different audiences and purposes. discusses and shares criteria and works to obtain or provide feedback enhances, improves, and edits works to enhance clarity and artistry
Critical Thinking ( 20%): Student applies thinking skills to interpret and evaluate ideas and information; explores and researches big ideas and questions about self, others, and the world.	poses and generates questions and problems engages in dialogue and debate expresses and substantiates personal positions using evidence and reasoned judgment evaluates information and ideas from a variety of sources uses diverse approaches to test discoveries, solve problems, make decisions, and resolve conflicts

 

Content

During this course we will be studying/ developing skills in:

·         Spelling/grammar

·         Vocabulary building

·         Novel studies

·         Independent Reading Program

·         Short stories

·         Poetry

·         Public speaking and presentations

·         Expository writing

·         Research based writing

·         Writer’s workshop

·         And several others based on student interest

 

Expectations

·         In this course there will be a variety of assignments. We will have daily assignments, homework, reports, journaling, presentations, essays, projects and quizzes.  It is expected that all assignments are handed in on the due dates unless prior arrangements have been made and agreed upon between myself and the student. Late assignments may result in either the student staying in at noon-hour (free time) to complete the assignment or a deduction of marks. Deadlines are very important in this class.

·         Students are also expected to hand in their best work at ALL times. I will not accept low-calibre work.

·         Students will need to bring with them the necessary school supplies for this course; a binder, pens, pencils, erasers, loose-leaf, 2-3 duo tangs, pencil crayons, and markers.

·         It is expected that students keep their binder, notebooks and reading texts in good condition.

·         Students are also expected to keep their notes neat and binders organized in order to make studying for tests and quizzes easier.

Assessment

In addition to the above assignments, reading journals, quizzes and unit tests, in Grade 8 ELA, students will be writing a common assessment piece which will encompass nearly all aspects of the Grade 8 ELA curriculum covered throughout the year. The information gathered from this assessment will assist in reporting to the Province for the Grade 8 Provincial Assessment in February mandated by the Province of Manitoba.

 

 

 

 

 

 

 

 

September 2013

Grade 8 Math Course Outline and Objectives                                                           
Objectives

            The main objective of this course is to encourage the development of students’ abilities to think creatively and logically, to improve problem-solving skills, data analysis skills, and cooperative interactions.

Outcomes

Category	Indicators
Knowledge and understanding of mathematical concepts (70%): Student demonstrates knowledge and understanding of specific mathematical concepts and skills in each strand.	demonstrates knowledge and understanding of: numbers patterns and relations shape and space statistics and probability
Mental Math and Estimation (15%): Student uses math knowledge and number facts to calculate mentally or estimate.	determines an answer using multiple mental math strategies applies mental math strategies that are efficient, accurate and flexible makes a reasonable estimate of value or quantity using benchmarks and referents uses estimation to make mathematical judgments in daily life
Problem Solving (15%): Student applies knowledge, skill, or understanding to solve problems.	applies various strategies to model solutions to problems applies mathematical knowledge to solve problems uses prior knowledge to connect math ideas to other concepts communicates and justifies problem-solving solutions mathematically

Content

During this course of study we will study the following topics:

·         Number Theory

·         Squares and square roots

·         Fractions, Decimals and Percents

·         Integers

·         Graphing

·         Linear Relations

·         Algebra

·         Pythagorean Relationships

·         Rate and Ratio

·         Probability

·         Shape and Space

·         Geometry and Measurement

 

Mental Math and Problem Solving will be interspersed throughout all topics. Students will also be assessed through a Common Math Assessment in March and in June.

 

Expectations

·         In this course there will be a variety of assignments. We will have quizzes, daily assignments, homework, unit tests and projects.  It is expected that all assignments are handed in on the due dates unless prior arrangements have been made and agreed upon between myself and the student. Late assignments may result in either the student staying in at noon-hour (free time) to complete the assignment or a deduction of marks. Deadlines are very important in this class.

·         Math will have daily assignments to provide ample practice time for each concept.

·         Students are also expected to hand in their best work at ALL times. I will not accept low-calibre work.

·         Students will need to bring with them the necessary school supplies for this course; a binder, a ringed note book, pens, pencils, erasers, loose-leaf, 2-3 duo tangs, calculator, geometry set, ruler,  pencil crayons, and markers.

·         It is expected that students keep their binder, notebooks and reading texts in good condition.

·         Students are also expected to keep their notes neat and binders organized in order to make studying for tests and quizzes easier.

 

  

 

 

 

 

 

September 2013

Grade 8 Social Studies Course Outline and Objectives

 

Objectives:

            In this course students will explore societies of the past and make connections between the past and the present. Students will become aware of differing world views and the factors that influence change in societies. We will assess the influence of the past on the present and develop an appreciation for the historical significance of past societies and civilizations.

 

Outcomes:

Category	Indicators
Knowledge and Understanding (70%): Student acquires information about human interaction in societies past and present, near and far. Student understands and applies key social studies concepts.	Through a study of topics, the student: acquires knowledge about life past and present. understands and applies concepts related to studied civilizations. ·         uses appropriate social studies vocabulary
Research and Communication (15%): Gathers, manages and shares information and ideas on social studies topics.	In social studies research and communication, the student: poses questions about social studies topics collects and interprets information from diverse sources and perspectives compares and evaluates the reliability of information sources records and organizes information and ideas expresses and shares information and ideas using a variety of media
Critical Thinking and Citizenship (15%): Thinks critically and creatively about social studies topics. Connects learning to the responsibilities and rights of citizenship.	Through critical reflection and the application of social studies learning to citizenship, the student: assesses the impact of individual and collective actions on the larger community (past and present) takes an informed and ethically defensible stand on social issues accepts diversity and recognizes human commonalities in a changing and complex world (past and present)

Content

During this course of study we will study the following topics and civilizations:

• Unit 1: Understanding Societies Past and Present
• Unit 2: Early Societies of Mesopotamia, Egypt, or the Indus Valley
• Unit 3: Ancient Societies of Greece and Rome
• Unit 4: Transition to the Modern World
• Unit 5: Shaping the Modern World

Expectations

·         In this course there will be a variety of assignments. We will have daily assignments, homework, research, projects, unit tests and quizzes, presentations and in-class observations.  It is expected that all assignments are handed in on the due dates unless prior arrangements have been made and agreed upon between myself and the student. Late assignments may result in either the student staying in at noon-hour (free time) to complete the assignment or a deduction of marks. Deadlines are very important in this class.

·         Students are also expected to hand in their best work at ALL times. I will not accept low-calibre work.

·         Students will need to bring with them the necessary school supplies for this course; a binder, pens, pencils, erasers, loose-leaf, 2-3 duo tangs,  pencil crayons, and markers.

·         It is expected that students keep their binder, notebooks and reading texts in good condition.

·         Students are also expected to keep their notes neat and binders organized in order to make studying for tests and quizzes easier.

 

 

 

 

September 2013

Grade 8 Science Course Outline and Objectives

 

Objective:

The main objective of this course is to encourage the development of students’ abilities and understanding of science concepts, scientific inquiry process, and design process and problem solving.

 

Outcomes:

Category	Indicators
Knowledge and Understanding of Science Concepts (70%): Student demonstrates understanding of science concepts and skills.	·         demonstrates knowledge of life science, physical science, and earth science
Scientific Inquiry Process (15%): Student asks questions, generates possible explanations, collects and analyzes evidence, and reaches conclusions based on evidence.	formulates questions that lead to investigations  makes predictions/hypotheses designs a fair test or a plan to answer questions manipulates instruments appropriately and in a safe manner makes relevant observations, collects data and information, measures, classifies  analyzes and interprets data to draw conclusions that explain data identifies possible sources of error as well as strengths of the experiment
Design Process and Problem Solving (15%): Student applies science knowledge to seek solutions to practical problems.	identifies practical problems to solve seeks solutions to problems and selects and justifies a method to be used to find a solution creates a written plan which includes materials, steps to follow, safety considerations, and detailed diagrams develops criteria to evaluate a prototype constructs and tests a prototype using predetermined criteria identifies and makes improvements to a prototype and justifies the changes

 

 

 

 

Content

During this course of study we will study the following strands:

• Cells, Tissues, Organs and Systems
• Optics
• Fluids
• Water System

Expectations

·         In this course there will be a variety of assignments. We will have daily assignments, homework, research, projects, unit tests and quizzes, presentations, lab reports, design projects and in-class observations.  It is expected that all assignments are handed in on the due dates unless prior arrangements have been made and agreed upon between myself and the student. Late assignments may result in either the student staying in at noon-hour (free time) to complete the assignment or a deduction of marks. Deadlines are very important in this class.

·         Students are also expected to hand in their best work at ALL times. I will not accept low-calibre work.

·         Students will need to bring with them the necessary school supplies for this course; a binder, ringed Science notebook, pens, pencils, erasers, loose-leaf, pencil crayons, and markers.

·         It is expected that students keep their binder, notebooks and reading texts in good condition.

·         Students are also expected to keep their notes neat and binders organized in order to make studying for tests and quizzes easier.

 

 

 

September 2013

Grade 8 Basic French Course Outline and Objectives                               

 

Objectives

            Grade 8 Basic French focuses largely on oral language development. This course develops skills in basic grammar, beginning/continuing reading and writing, vocabulary, verb conjugation, culture and geography.

 

Outcomes

Category	Indicators
Oral Communication (40%): Student listens and speaks to communicate ideas and to interact with others.	listens for meaning demonstrates listening comprehension with oral or written responses (in complete sentences) demonstrates listening comprehension by responding to classroom instructions (e.g., Sortez vos stylos.) demonstrates oral competence by speaking with others and by presenting information uses appropriate vocabulary and expressions to communicate information follows the sentence structure and pronunciation of the French language  uses grammatical forms accurately to communicate the message
Reading (20%): Student reads for meaning and responds to written text	demonstrates an understanding of a variety of familiar, authentic texts with oral or written responses identifies the main idea and supporting details of a variety of authentic texts responds to written texts by giving an opinion reads aloud with fluency and accuracy
Writing (40%): Student writes to communicate ideas and information.	writes various types of short texts on familiar topics following a model, with increasing independence writes the main idea with supporting details uses appropriate vocabulary, expressions, grammatical forms, spelling, capitalization, and punctuation ·         revises and refines written texts

 

 

Content

            During this course we study a number to topics including:

·         Themed units

·         Vocabulary and grammar

·         Short stories

·         Dictionary skills

·         Oral presentations

·         Verb tenses and conjugation

·         And others based on student interest

 

Expectations

·         Throughout this course there will be a variety of assignments emphasizing oral communication. We will have quizzes, daily assignments, homework, projects and will be using the Rosetta Stone program in our French Language Lab.  It is expected that all assignments are handed in on the due dates unless prior arrangements have been made and agreed upon between myself and the student. Late assignments may result in either the student staying in at noon-hour (free time) to complete the assignment or a deduction of marks. Deadlines are very important in this class.

·         Students are also expected to hand in their best work at ALL times. I will not accept low-calibre work.

·         Students will need to bring with them the necessary school supplies for this course; a binder, a note book, pens, pencils, erasers, loose-leaf, French-English dictionary, Bescherelle,  2-3 duo tangs, pencil crayons, and markers.

·         It is expected that students keep their binder, notebooks and reading texts in good condition.

·         Students are also expected to keep their notes neat and binders organized in order to make studying for tests and quizzes easier.

 

 

 

September 2013

Grade 8 Visual Art Course Outline and Objectives

 

Objectives:

      Grade 8 Visual Art course allows students to develop an understanding and appreciations of the elements and principals of artistic design in a variety of contexts.  

 

Outcomes:

Category	Indicators
Language and Tools (20%): Student develops understanding of and facility with visual art elements, principles, and media.	demonstrates understanding of the elements and principles of artistic design in a variety of contexts develops understanding of and facility with visual art media, tools, and processes
Creative Expression (60%): Student individually and collaboratively generates, develops, and communicates ideas in creating original visual art for variety of purposes and audiences.	generates and uses ideas from a variety of sources for creating art develops original artworks, creatively integrating ideas and art elements, principles, and media ·         finalizes and shares own original artworks
Knowledge and Understanding of Visual Arts in Culture and Understanding (10%): Student connects the visual arts to contexts of time, place and community, and develops understanding of how art reflects and influences culture and identity.	experiences and develops awareness of artworks from various times, places, social groups, and cultures experiences and develops awareness of a variety of art forms, styles, and traditions
Analysis and Communication (10%): Student analyzes, reflects on, and constructs meaning in response to art created by self and others.	analyzes own and others’ artistic compositions constructs personal interpretations of their own and others’ art works

 

Content

            During this course we will be completing assignments on the following:

·         Portfolio Assignment

·         Tessellations

·         Aboriginal Dot Art

·         Narrative Art

·         Sketching

·         Kinetic Art

·         Patterned Ink Drawings

·         And others based on students’ interests and abilities

Expectations

·         Throughout this course students will be working in class on all assignments, however due dates are important and some work may need to be completed at home. Late assignments may result in either the student staying in at noon-hour (free time) to complete the assignment or a deduction of marks. Deadlines are very important in this class.

·         Students are also expected to hand in their best work at ALL times. I will not accept low-calibre work.

·         Students will need to bring with them the necessary school supplies for this course; sketching pencils, a ruler, erasers, markers, crayons, and black sharpies.

·         It is expected that students keep their portfolio in good condition.