Learning Blog

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LEARNING BLOG

MONDAY, JUNE 8, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MATH (B)
9:40-10:40

LANGUAGE (C)
1:10-2:10

MATH (C)
2:10-3:10

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, JUNE 4, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

Health
Grade 5B successfully completed their end-of-unit Human Development and Sexuality quiz this morning. Congratulations to everyone for their hard work and focus throughout this unit. Families can learn more about our health learning at https://www.drooker.ca/health.html.
School Activities
The remainder of the day was spent enjoying two exciting school-wide events: Jump Rope for Heart and Fun Day. Students were active, engaged, and outside for much of the day, making the most of the beautiful weather and the fun activities. Your child is likely coming home feeling tired after such an energetic day.
Reminder
A reminder for Grade 5C students that your end-of-unit Health quiz will take place on Monday.
Enjoy your weekend!

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*5C Health Quiz Monday

WEDNESDAY, JUNE 3, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

Health
Today was a very full and productive day in class. Students completed their puberty quiz and had time to take it home for review. We continued working through our Human Development and Sexuality unit, focusing specifically on the psychological and emotional changes that can occur throughout puberty.

Our discussions centered around how hormonal and physical changes can influence a person’s self-concept and emotions from day to day. We explored the idea that these feelings can shift quickly and that it is important to have trusted people and resources available for support. Students were reminded about Kids Help Phone as a valuable support resource if they ever feel overwhelmed or need someone to talk to.

We also discussed crushes and relationships. Students defined a crush as having a personal interest in someone else, while also recognizing that healthy relationships require mutual feelings and shared interest between two people. We briefly introduced the idea of consent and discussed how feelings can sometimes change suddenly, which is something that must always be respected.

To conclude our learning, we reflected on resilience and the importance of learning to “fail better to feel better.” Students were encouraged to understand that setbacks are part of growth and that bouncing back is an important life skill.

Students worked from pages 26 through 38 in the formative workbooklet today and were given time in class to study, ask questions, and receive support in preparation for our upcoming follow-up quiz. We are hoping to complete that quiz tomorrow if time allows alongside Fun Day and Jump Rope activities. If not, we will wrap up the unit and quiz on Monday.

There are many additional resources connected to this learning available on our Health page at https://www.drooker.ca/health.html.

Math
For 5C, who had an additional health period today, we also continued organizing and setting up our baseball probability performance task. Students began further developing their understanding of probability through the context of baseball statistics and outcomes. We are aiming to continue this task tomorrow and, if needed, into Monday as we continue progressing through our probability unit.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Health Quiz tomorrow (if time affords it...if not, Monday :)

TUESDAY, JUNE 2, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

We used today’s literacy period to continue catching up on Health. Today saw us work all the way up to page 25 of our formative workbooklet. After covering menstruation, the male reproductive system, estrogen, progesterone, testosterone and spermatogenesis, students completed a Venn diagram comparing and contrasting the female and male reproductive systems.
This work will lead us into tomorrow’s quiz. Students were reminded that they are welcome to review both our classroom slide deck available on our Health website as well as the work website on Drooker.ca in preparation. https://www.drooker.ca/health.html
As we move forward, our focus will begin shifting toward the developmental side of puberty, including the mental and emotional changes that take place during adolescence, now that we have spent time exploring the physical and human development components.
MATH (B)
9:40-10:40

Today we continued building our familiarity with the rules of baseball and baseball statistics and probability through an introduction to our spinner performance task. Students explored the idea that a batter has 10 possible outcomes, with 5 resulting in outs and 5 resulting in positive outcomes such as a walk, single, double, triple, or home run. https://www.drooker.ca/dataprobability.html
Using these outcomes, students practiced translating fractions into percentages by multiplying the numerator and denominator by a convenient 10. From there, they'll begin to develop pie graphs to represent their baseball spinner cards inspired by classic sports trading cards from years past. https://www.drooker.ca/uploads/1/1/0/9/110962203/chatgpt-image-jun-1-2026-at-05-58-12-pm_orig.png
Students also used circle graphs to visually represent probability outcomes connected to their spinner designs.
HEALTH (B)
11:40-12:10

Grade 5B were treated to a presentation by Mr. T involving Self Regulation. We'll build upon our learning later on this month as we tackle mental health and prepare our "toolkits" which will assist us in navigating our day to day ups and downs.

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
Health Quiz tomorrow or Monday (Contingent upon time remaining after Fun Day and Jump

MONDAY, JUNE 1, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Over the next several days, there will be an increased focus placed on our health unit as we work to ensure students have ample opportunities to fully engage with and reflect on these important topics before the end of the school year. Our goal is to dedicate meaningful time toward both health and probability as we move through this final stretch of the year.

Students will revisit additional persuasive writing and media studies activities later next week as we continue rounding out the year with a balance of core learning and engaging enrichment opportunities.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in literacy, students began presenting their third oral presentation connected to their recitation of the modified version of The Jumblies poem. I continue to be incredibly impressed by the effort students are putting into these presentations, and it has been especially exciting to see many students becoming more comfortable incorporating movement and expression into their performances. That confidence and creativity have really grown over the course of the year.

A major focus today was ensuring that students who had not yet presented in front of the whole class had the opportunity to do so. As mentioned last week, students were only required to present in front of the class once throughout the year, but many students who have already presented have expressed interest in presenting again. I will continue to work additional presentations into the coming days so more students can share their work and continue building their confidence as speakers.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, we wrapped up our reintroduction to theoretical versus experimental probability. Students worked with fractions to represent the likelihood of different outcomes. For example, when rolling a six-sided die, the probability of landing on the number 5 can be represented as 1/6, which students identified as being unlikely on a probability line. We compared this to the probability of rolling a 1, 2, or 3, which would be represented as 3/6, or halfway along the probability line.

We then connected probability to the world of baseball. Students watched an introductory video explaining the basic rules of baseball before exploring how dice and probability can be used within baseball-themed board games. I shared a baseball simulation game board that uses dice rolls to determine different baseball outcomes and connected this to a game I played growing up called Cadeco Baseball.

Students were introduced to how real-life player statistics can be transformed into probability models using pie graphs and spinners. For example, players with strong home run statistics would have larger portions of their spinner cards dedicated to home run outcomes. This helped students see how collected data can influence gameplay and represent real-world performance.

Over the coming days, students will begin learning baseball through active gameplay outside while also preparing to design their own baseball player cards based on collected data. This project will connect probability, equivalent fractions, percentages, and pie graphs as students build visual representations of statistical outcomes. We also discussed how professional sports organizations rely heavily on data collection and analytics to support drafting decisions, contracts, and in-game strategies. Using examples from professional baseball, students saw how detailed statistical information can influence real decisions within sports organizations.

As part of our outdoor baseball activities, students will also begin exploring how certain athletic measurements and performance metrics can sometimes help predict a person’s ability to throw a baseball with greater velocity. Students will have opportunities to use tools such as radar guns to collect and analyze throwing-speed data while comparing it to athletic tests such as the standing broad jump. This will allow students to further connect data collection, probability, athletics, and real-world statistical analysis in an engaging and hands-on way.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Students had an opportunity to work on their Zoo Perimeter Performance task while others who had previously completed the task had an opportunity to engage with some of the material and links I've placed on our probability website: https://www.drooker.ca/dataprobability.html

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, MAY 29, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Just a reminder that Oral Presentation #3 is due Monday :) https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

Here is L and D's Audio Advertisement: https://youtu.be/op4swzillgg

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today, students continued working in pairs on their first persuasive writing piece. We spent time discussing not only the structure of persuasive writing, but also the importance of effective collaboration and partnership skills. Group work is something we aim to include often, as the more opportunities students have to practise working together, the more these important interpersonal skills can develop.

We discussed how successful partnerships require mutual respect, shared responsibility, and strong communication. This includes finding a quiet workspace away from distractions, ensuring both partners contribute equally to the quality and completion of the work, and making sure that both students seek help or feedback together when necessary. These are important skills that both Grade 5B and Grade 5C will continue developing over the coming weeks and into next year as well.

As part of our persuasive writing focus, students received feedback on several important writing strategies. We reviewed how a strong topic sentence should clearly state the writer’s argument in a very specific way for the audience. Similar to our discussions around strong graph titles, students were encouraged to ensure their topic sentences answer key questions such as who, what, where, when, why, and how so readers fully understand the topic being presented.

We also discussed organization within persuasive writing. Students were encouraged to begin with their strongest argument and supporting evidence first in order to immediately engage and persuade the reader. From there, they can move from strongest to weakest supporting points while continuing to include examples and explanations. We also practised using transition words such as first, next, and finally to help organize ideas clearly and guide the reader through the paragraph. Finally, students learned that rebuttals can be included before wrapping up with a strong concluding sentence.

Families can learn more about persuasive writing here:
https://www.drooker.ca/persuasive-writing.html

MATH (B)
9:40-10:40

Today, students completed their algebra quiz. This marks the conclusion of our algebra unit, and students should feel proud of the hard work they have put into developing their understanding of algebraic thinking and problem-solving strategies.

Next week, we will delve deeper into our probability unit and dive fully into exploring chance, outcomes, and probability experiments.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

THURSDAY, MAY 28, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Just a reminder that Oral Presentation #3 is due June 1st :)

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40Literacy
Today in literacy, students worked collaboratively to explore our persuasive writing organizer and deepen their understanding of how strong arguments are built. Working with partners, students revisited the large chart paper from yesterday where they had recorded arguments, supporting evidence, examples, and explanations connected to persuasive writing. Students then had the opportunity to “shop” for information by identifying the strongest arguments and evidence from both their own work and their classmates’ work.

An especially important part of today’s learning involved visiting an opponent’s chart paper to look for arguments that could be effectively rebutted. This helped students think critically about both sides of an issue while preparing them for stronger persuasive writing. Tomorrow, students will begin applying these ideas as they work together to write a persuasive paragraph of their own.

Families can learn more about persuasive writing here: https://www.drooker.ca/persuasive-writing.html

MATH (B)
9:40-10:40

In math today, students completed a quick review of their algebra learning in preparation for tomorrow’s quiz. We then shifted our focus toward probability and the idea of working smarter, not harder.

Students explored a fascinating real-world business example involving a floating island golf challenge where participants pay for opportunities to attempt a hole-in-one. We discussed how the company carefully studies probability and pricing to ensure that, over time, they earn more money than they pay out in prizes. Students also learned how the company purchases insurance to protect itself in the event that experimental probability does not align with theoretical probability.
This led into an important discussion about the difference between theoretical and experimental probability. We examined simple examples such as flipping a coin and discussed how real-world variables like weight distribution, air resistance, and environmental factors can influence outcomes differently from what “paper probability” predicts.

Students were highly engaged as we explored lottery probability and how understanding odds can completely change the way people think about games of chance. We looked at examples of how mathematicians have identified weaknesses in lottery systems and used probability to their advantage. This even connected to a Hollywood movie based on a true story. We also examined an Ontario Lottery and Gaming Corporation bingo ticket to better understand how lotteries are designed to remain profitable over time.

An important takeaway from today’s lesson was the importance of thinking critically about advertising, gambling, and financial decision-making. Students discussed the importance of understanding odds, recognizing the appeal of luck-based systems, and making thoughtful choices when money is involved. We connected this to the importance of knowing personal limits and making informed decisions in everyday life.

Families can continue exploring algebra concepts here: https://www.drooker.ca/algebra.html

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx
*Algebra Quiz tomorrow

WEDNESDAY, MAY 27, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Dear Parents and Guardians,

As your school’s Occupational Therapist, I am excited to share that our Grade 5 students are learning about self-regulation and interoception, often referred to as our “eighth sense.” Interoception is our body’s ability to notice and interpret internal signals such as heart rate, breathing, hunger, and other sensations that help us maintain balance and well-being.

During an upcoming classroom presentation, students will explore:

The Brain’s “Big Three”: Students will learn how different parts of the brain work together to help us understand and respond to our body’s signals, emotions, and reactions.
Body Vocabulary and Body Maps: Students will build language to describe sensations and emotions using words like “tight,” “shaky,” or “swirly,” and will explore where different feelings may show up in the body.
Interpreting Body Clues: Students will learn how body sensations give us important information and can guide our actions, such as recognizing hunger cues or signs of stress.
Energy Regulation: We will introduce a 1–7 Energy Scale to help students recognize their energy levels and identify strategies to support focus and readiness for learning.
Movement and Self-Regulation Strategies: Students will be introduced to simple movement activities and “body breaks” such as wall push-ups or hand presses that can help with focus, regulation, and managing sensations throughout the school day.

You can support this learning at home by helping your child notice and talk about body sensations and emotions in everyday situations. For example: “My heart is beating fast because I ran for the bus, so I’m going to sit and rest until it slows down.” These kinds of conversations help children build lifelong self-regulation skills.

With thanks,
Arta Taghavi Haghayegh, MScOT
Occupational Therapist, OT Reg. (Ont.)
York Region District School Board

This presentation will take place next Tuesday, June 2nd, during our Health period. If you have any questions or concerns, or if you would prefer that your child not participate, please feel free to contact me at [email protected].

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today, students launched their first formative persuasive writing task by exploring a unique real-world example from Romania involving public transit and healthy habits. Students learned about a specialized camera system that allows riders to earn a free bus ticket after completing 20 squats in front of the camera. Building off this idea, students considered a proposed Ontario-wide transit initiative where individuals could travel free for 24 hours after completing 20 squats, jumping jacks, or push-ups at a transit station.

Students were asked to determine whether they agreed or disagreed with the proposal and then physically moved to one of four corners of the room based on their opinion. Similar to a parliamentary debate, students worked collaboratively in teams to generate arguments supporting their position. Each group recorded their thinking on chart paper before engaging in a respectful face-off debate where they presented and defended their ideas.

As students developed their arguments, they were encouraged to seek out specific supporting data. For example, students learned that each specialized camera unit would cost approximately $11,000 CAD to install. From there, students began questioning how many transit stops exist across Ontario and whether the overall financial investment would be worthwhile. We discussed the importance of moving beyond broad statements such as “this would make people healthier” and instead supporting claims with concrete evidence and deeper reasoning. Students were challenged to think critically about whether completing 20 squats a day over the course of a year could realistically influence long-term health habits and outcomes.
This activity tied closely into our ongoing persuasive writing work and our continued emphasis on data-driven thinking and media literacy. Students are being encouraged to think at a much deeper level by supporting their viewpoints with evidence, statistics, and logical reasoning while also learning the importance of holding decision-makers accountable through informed analysis. We will continue developing these arguments tomorrow. Families can learn more about persuasive writing here: https://www.drooker.ca/persuasive-writing.html

MATH (B)
9:40-10:40

In math today, students completed a quick wrap-up of our algebra unit and reviewed expectations for Friday’s upcoming algebra quiz. Much like our recent patterning assessment, many students expressed confidence in their understanding and even asked whether they could complete the quiz today. It has been wonderful seeing students feel increasingly comfortable with algebraic thinking and problem solving throughout this unit. Families can review algebra concepts here: https://www.drooker.ca/algebra.html

We then officially launched our new probability unit by discussing why probability matters in everyday life. https://www.drooker.ca/uploads/1/1/0/9/110962203/chatgpt-image-may-27-2026-at-11-21-18-am_orig.png Students explored the idea that probability is fundamentally about understanding chances and likelihoods, and how humans have long relied on predicting outcomes to improve survival, decision-making, and success.

Students received an overview of the topics we will be exploring throughout the unit, including probability in games, decision-making, and gambling. We had an important discussion about the rapid rise of online casinos and sports betting advertisements and how frequently children are exposed to these messages through television, YouTube, and online media. Many students were surprisingly familiar with the slogans and jingles associated with various betting platforms.

As part of our learning, we will critically examine casino games and board games to better understand probability, fairness, and how odds are structured.
Students will investigate how casinos are mathematically designed to favour the house while also learning how fractions, percentages, and logical reasoning can help us calculate probabilities more effectively.

To introduce these ideas in a fun and engaging way, students participated in a game of Hangman. We then analyzed how mathematical thinking and probability can help players make smarter choices rather than relying purely on guessing. Students connected this discussion to the popular online game Wordle and explored how strategic thinking, probability, and pattern recognition can improve one’s chances of success. https://www.drooker.ca/uploads/1/1/0/9/110962203/chatgpt-image-may-27-2026-at-11-43-46-am_orig.png

Overall, today’s discussions focused heavily on critical thinking, informed decision-making, and using mathematics to better understand the world around us.

HEALTH (C)
11:40-12:10

Today we continued working on pages 12-16 of our health form and workbook booklets. We wrapped up our previous learning about the stages of reproduction, following development from a zygote all the way to a baby.

We then focused on learning about the female reproductive system. Students explored the function and layout of important structures including the vulva, labia, vagina, cervix, ovaries, fallopian tubes, and uterus. We also discussed how eggs descend from the ovaries through the fallopian tubes and into the uterus as part of the reproductive process.

You can learn more about our health learning here: https://www.drooker.ca/health.html

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx
*Algebra Quiz Friday

TUESDAY, MAY 26, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MEDIA

Today was day 1 of our schedule so we continued to press forward with our Famous Air media campaign work. Students reviewed the key success criteria for their Famous Air commercial projects. We also created a simple flow chart outlining the steps students will follow as they move toward using AI tools to help produce and record their commercials. Students first develop fun and memorable concepts designed to both tell and sell Famous Air before checking in with me for feedback.

From there, students move on to creating detailed storyboards, carefully noting important camera angles and visual details in point form before another teacher conference. Once approved, students begin script writing for their TV commercials. A major focus is adding significant detail so that AI tools will have a very clear understanding of the scenes, dialogue, and visuals students want generated within their final products. Students will conference with me once again after completing their scripts before moving into the AI-supported recording and production stage of the project.

At this point, most groups are progressing at a similar pace, with one group already beginning the script-writing stage. As timelines become tighter, we will likely dedicate several focused media days in the coming weeks to completing this final component of our project. Students also continued taking opportunities throughout the day to record their audio advertisements where possible. Our media studies work continues to connect closely to our learning in media literacy and script writing. More information about media learning can be found here: https://www.drooker.ca/media.html and script writing support can be found here: https://www.drooker.ca/script-writing.html

Here is T&S’s audio advertisement. https://youtu.be/MSxwO2WEZl0

MATH (B)
9:40-10:40

In math today, we continued reviewing our work with equality and inequality concepts. Students worked to ensure their formative workbook activities were completed up to page 90. We also began working through our full unit review in preparation for Friday’s Algebra quiz, although we will need additional time tomorrow to finish reviewing all concepts together.

HEALTH (B)
11:40-12:10

Today we continued working on pages 12-16 of our health form and workbook booklets. We wrapped up our previous learning about the stages of reproduction, following development from a zygote all the way to a baby.

We then focused on learning about the female reproductive system. Students explored the function and layout of important structures including the vulva, labia, vagina, cervix, ovaries, fallopian tubes, and uterus. We also discussed how eggs descend from the ovaries through the fallopian tubes and into the uterus as part of the reproductive process.

You can learn more about our health learning here: https://www.drooker.ca/health.html

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

MONDAY, MAY 25, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Over the weekend, I spent well over 10 hours upgrading many of the anchor charts across more than 85 websites available on Drooker.ca. The goal was to make the learning experience more engaging, easier to follow, and less text-heavy for students both now and in the future should families wish to continue using the materials at home.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in literacy, students were introduced to our new writing text form, persuasive writing. Parents may wish to review some additional support materials here:https://www.drooker.ca/persuasive-writing.html

We discussed how persuasive writing connects directly to real life. Students reflected on everyday examples such as convincing parents to allow certain privileges or purchases, as well as larger examples connected to government and decision-making. We connected this to our recent Parliament field trip and discussed how politicians sometimes vote along party lines, occasionally break from their party to become independents, or choose to follow their own beliefs even when those views may not fully align with their constituents. Students explored how difficult it can be for large groups to reach consensus and how majority rule often shapes decisions.

To introduce persuasive thinking, students participated in a Four Corners activity. They considered the proposal that all Ontario school water fountains should be replaced with modern beverage machines similar to those found in movie theatres, offering water, juice, sports drinks, and caffeinated beverages funded by taxpayer dollars. Students chose whether they strongly agreed, agreed, disagreed, or strongly disagreed and then defended their thinking with evidence and examples.

We then examined both pro and con arguments and discussed how persuasive paragraphs are structured. Students learned that strong persuasive writing includes:

a clear topic sentence stating the writer’s position
supporting reasons and examples
possible rebuttals to opposing viewpoints
a strong closing or clincher sentence

Students also learned how authors may include references to outside information or resources that strengthen their argument. I have linked tutorial videos and strong exemplars below for students to review at home.

https://www.youtube.com/watch?v=gfEoq211UcY

https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-06-at-12-02-14-pm_1.png

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today we finished our introduction to inequalities. Students reviewed the difference between equalities and inequalities while working through pages 82 to 90. Families can review related algebra concepts here: https://www.drooker.ca/algebra.html

https://www.drooker.ca/uploads/1/1/0/9/110962203/published/chatgpt-image-may-22-2026-at-10-51-40-am.png?1779462095One of the key concepts students practiced was graphing inequalities correctly on a number line:

greater than or less than symbols use an open circle
greater than or equal to or less than or equal to symbols use a filled circle
arrows extend in the appropriate direction once the inequality is solved

Students are continuing to build comfort with both solving and graphing inequalities. This can feel abstract at first, so we discussed several real-world examples to help connect the math to everyday situations.

One analogy involved medical testing, where a lab technician may compare cell counts to known benchmark values to determine whether a result is greater than, less than, or equal to a diagnostic threshold.

Another example involved speed limits near schools. For instance, if the speed limit must remain below 40 km/h, drivers at or above certain thresholds may face escalating consequences such as tickets, license suspensions, or more serious penalties depending on how much the limit is exceeded.

Tomorrow we will complete a unit review in preparation for an algebra quiz planned for Friday. Between now and then, students will also begin exploring probability concepts while continuing to work on their zoo area, perimeter, and money performance tasks.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

FRIDAY, MAY 22, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in literacy, students were given additional time to complete their narrative writing test. I am happy to share that all students who were present today successfully completed their narratives. A small number of students who have been recently absent will continue working on their pieces into next week as we begin our new persuasive writing unit. Those students will balance completing their narrative work while also being introduced to persuasive writing concepts and activities. Families interested in learning more about persuasive writing can explore https://www.drooker.ca/persuasive.html.

HEALTH
(I snuck in a little bit of health here to catch Grade 5B up to where 5C was. Unfortunately, 5B lost a full health period this week and this made up for it :))

In Health, Grade 5B reviewed the key reasons why we study human development and sexuality. We discussed how this learning helps us better understand how the human body works, prepares students for the physical and emotional changes connected to puberty, and promotes empathy, respect, and responsibility in relationships and personal decision-making.

Students finished our introductory learning around female puberty before shifting our focus toward male puberty. We compared and contrasted the similarities and differences between male and female developmental changes. One topic students found especially relatable involved changes in body odour during puberty, and we discussed the difference between deodorant, which masks odour, and antiperspirant, which helps reduce sweating.

We also continued our introduction to human reproduction using our formative learning package as a guide. Students learned that males begin producing reproductive gametes called sperm during puberty, while biological females are born with immature follicles that mature over time throughout puberty. We discussed how these reproductive cells combine to create a zygote during sexual reproduction.

Our lesson concluded there for today, but we will continue exploring the stages of reproduction and take a closer look at the physiological development of males and females in upcoming lessons.

More information connected to our Health learning can always be found at https://www.drooker.ca/health.html.

MATH (B)
9:40-10:40

In math today, Grade 5B explored inequalities https://www.drooker.ca/uploads/1/1/0/9/110962203/published/chatgpt-image-may-22-2026-at-10-51-40-am.png?1779462095 as part of our ongoing algebra learning. Students learned the difference between equalities and inequalities and discussed the symbols used when graphing inequalities on a number line. We focused on how open circles are used for values that are greater than or less than, while solid circles are used when values are greater than or equal to or less than or equal to. Students then practiced directing arrows appropriately on the number line before completing page 82 in their workbooklet. Families are encouraged to review our algebra learning here: https://www.drooker.ca/algebra.html.

LANGUAGE (C)
1:10-2:10

See above:)

MATH (C)
2:10-3:10

Grade 5C continued working on their Zoo Performance Task involving area, perimeter, and money concepts. Today provided students with their final large chunk of in-class work time to complete the task. Students requiring additional time will continue working during upcoming algebra and probability periods so that everyone has a fair opportunity to complete the assignment. As part of the simulation component of the task, students working beyond the allotted time will receive a simulated $5 per minute penalty. We have also had several recent absences, so extra flexibility will be provided for students who have not yet had access to the full four hours originally planned for the performance task.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

THURSDAY, MAY 21, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in literacy, students continued the process of wrapping up their narrative writing tests. I have now begun meeting with students one-on-one to provide descriptive feedback, and the results so far have been outstanding. The level of focus and engagement during this unit has really spoken volumes about how much students have enjoyed narrative writing, and the overall quality of their work has been tremendous.

As part of this process, I have been using AI tools to help transcribe student narratives into a polished format while still keeping the writing as close to the students’ original work as possible. In some cases, this means gently correcting capitalization or punctuation, filling in an accidentally omitted word, or occasionally clarifying a sentence while still preserving the student voice and intent.

Over the next little while, I will be compiling these narratives into a small PDF collection that will be shared with families. This will give students an opportunity to celebrate and revisit their own writing while also allowing families to enjoy the creativity and storytelling taking place across the class. It will also help students gain a broader sense of where their work stands alongside their peers’ short narratives.

You can learn more about narrative writing here: https://www.drooker.ca/narrative-writing.html

MATH (B)
9:40-10:40

Today marked the final major work period for the zoo area, perimeter, and money performance task. Students continued refining and completing their projects while keeping in mind the simulation expectations tied to time management and budgeting.

As a reminder, students who exceed their allotted work time receive a simulated $5-per-minute penalty. Additional time will still be provided for some students, including those who were absent recently, so that everyone has access to their full working time for the task.

I was also able to debrief with several students who have completed their zoo projects. Our conversations focused on an important real-world lesson: successful projects are not only creative and visually appealing, but also completed on time, within budget, and according to the client’s expectations. Students were encouraged to think about how creativity, organization, and accuracy all work together to make a project stand out.

We also discussed the importance of careful calculations and budgeting. Since calculators were permitted throughout the task, students were reminded that accurately accounting for material costs and measurements plays a major role in producing a strong final product and leaving a positive impression. A real life example is the recent Eglington Crosstown LRT which ended up roughly 6 years late and about 4 billion over budget!

LANGUAGE (C)
1:10-2:10

Students enjoyed the school play "Aladdin" till 2:40

MATH (C)
2:10-3:10

Students had a bit of time to try and wrap up their narrative test.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

WEDNESDAY, MAY 20, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

After a few busy days away from routine between the long weekend and yesterday’s field trip to Parliament, today focused on helping students settle back into classroom routines and refocus on wrapping up ongoing learning tasks.

Students were given dedicated time to continue and hopefully complete the resolution section of their narrative writing assessment. Many students successfully wrapped up their narratives and carefully worked through their success criteria checklist, while others will need additional time due to absences and vacations over the past little while. We will continue providing time on Thursday and Friday for students to complete their narratives before meeting with me individually for a detailed feedback conference about their work.

Looking ahead, our next major writing focus will shift toward persuasive writing, where students will begin learning how to form strong opinions, support ideas with evidence, and communicate arguments effectively. More information about persuasive writing can be found at https://www.drooker.ca/persuasive.html.
MATH (B)
9:40-10:40

In math, we continued reviewing our algebra learning by comparing the different strategies students have been using to determine unknown variables. Students reflected on both our narrative-style reasoning approach and the use of opposite operations to solve equations.
Today’s lesson introduced students to the important concept that when two variables appear side-by-side, multiplication is implied. For example, in an equation such as AB = 7, the variable A is understood to be multiplied by B.
Students then continued working through their formative algebra booklet up to and including page 81. Our work so far has involved solving equations using addition, subtraction, multiplication, and division while continuing to strengthen confidence with finding unknown variables.
Over the next few days, we will strive to wrap up both our algebra learning and, hopefully, our zoo math projects by the end of the week so that students can transition into our next area of study. Our upcoming math unit will focus on probability and developing students’ understanding of chance, outcomes, and predicting likelihoods.

HEALTH (C)
11:40-12:10

In Health, Grade 5C reviewed the key reasons why we study human development and sexuality. We discussed how this learning helps us better understand how the human body works, prepares students for the physical and emotional changes connected to puberty, and promotes empathy, respect, and responsibility in relationships and personal decision-making.

Students finished our introductory learning around female puberty before shifting our focus toward male puberty. We compared and contrasted the similarities and differences between male and female developmental changes. One topic students found especially relatable involved changes in body odour during puberty, and we discussed the difference between deodorant, which masks odour, and antiperspirant, which helps reduce sweating.

We also continued our introduction to human reproduction using our formative learning package as a guide. Students learned that males begin producing reproductive gametes called sperm during puberty, while biological females are born with immature follicles that mature over time throughout puberty. We discussed how these reproductive cells combine to create a zygote during sexual reproduction.

Our lesson concluded there for today, but we will continue exploring the stages of reproduction and take a closer look at the physiological development of males and females in upcoming lessons.

More information connected to our Health learning can always be found at https://www.drooker.ca/health.html.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

THURSDAY, MAY 14, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Just a reminder that track and field has been moved to tomorrow. Kindly ensure that you come prepared! :)

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

In Language today, students had an opportunity to continue working toward completing the series of events portion of their culminating narrative task. We also reviewed a revamped anchor chart that brings together all of the key success criteria for each section of their writing. d1f0246f-4afd-4a4d-abe9-64b657c2564f.jpg Families looking to further support narrative writing at home can visit https://www.drooker.ca/narrative-writing.html

MATH (B)
9:40-10:40

In Math today, students were introduced to two newly revamped anchor charts focused on our algebraic approach to solving addition, subtraction, multiplication, and division equations involving variables or unknowns. Students practiced thinking about how to isolate unknowns using clear step-by-step strategies and mathematical reasoning. More information and practice opportunities connected to algebra can be found at https://www.drooker.ca/algebra.html.

https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2026-05-13-at-3-28-21-pm_orig.png

https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2026-05-13-at-3-33-05-pm_orig.png

With track and field tomorrow, the long weekend on Monday, and our field trip on Tuesday, we will resume our algebra work on Wednesday of next week.
Following the mini lesson, students were given time to continue working on their Z perimeter, area, and money challenge activities.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

WEDNESDAY, MAY 13, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Re: Next Tuesday's field trip to Parliament
We will board the buses at 9:30 a.m. Parents are welcome to travel with us on the bus, unless you prefer to travel separately. We are aiming to arrive at Queen’s Park by 11:00 a.m. Once we arrive, we will take any students who need to use the washroom to a nearby building across from Queen’s Park. After that, we will have lunch on the lawn, as there are no lunch facilities inside the Legislative Building. In the event of rain, we will eat in the food court of the building across the street. At 11:30 a.m., we will enter the Legislative Building for our guided tour, which will run until approximately 1:30 p.m. We will then board the buses and return to school by around 2:30 p.m.

Please let me know if you have any questions!

Don't forget that tomorrow is Track and Field. Come prepared with lots of sunscreen, water, food, etc.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today, students worked on the problem section of their culminating narrative writing task. Our focus remained on have "3D" (details, description and dialogue)

As part of our ongoing work in descriptive writing, students were reminded to incorporate techniques such as metaphors, onomatopoeia, sensory details, and a balanced use of showing versus telling. A major focus today was applying the third step of our proofreading plan more consistently so that sentences become clearer, richer, and more polished.
Families can learn more about our descriptive writing focus here:
https://www.drooker.ca/descriptive-writing.html
MATH (B)
9:40-10:40

Today we restarted our algebra as students worked through pages 62–69 of their formative work booklets. Our discussions continued reinforcing the important idea that the equal sign represents a balanced scale. Students practised understanding that whenever one side of an equation is changed in order to isolate a variable or unknown, the other side must be changed in the same way to keep the equation balanced.
We also discussed how integers fit into our narrative approach for solving algebraic expressions, helping students think through each step carefully and logically rather than rushing directly to an answer.
Story/Narrative Approach
https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2026-05-13-at-3-28-21-pm_orig.png
Opposite Operation Approach
https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2026-05-13-at-3-33-05-pm_orig.png

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

TUESDAY, MAY 12, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today, students began their final narrative culminating task. They were given most of the period to write the orientation section of their narrative, while keeping in mind the key success criteria of strong narrative writing: details, description, and dialogue.

For description, students were reminded to balance telling and showing, use fresh word choice, include similes and metaphors, add adjectives and adverbs, use onomatopoeia, and draw on as many senses as possible to paint a full picture for the reader.

For dialogue, students were encouraged to include both internal and external dialogue, along with fresh dialogue tags that help convey each character’s personality, voice, and uniqueness.

Tomorrow, students will move on to the problem section of their narratives. Families can review our narrative writing resources here: https://www.drooker.ca/narrative-writing.html

MATH (B)
9:40-10:40

Today, Grade 5B completed a simple and straightforward patterning quiz. Afterward, students had time to continue working on their zoo money, perimeter, and area performance task. They now have 56 minutes remaining to complete their zoo simulation activity.

Grade 5C reviewed the patterning unit in full and looked over the two-page quiz. They found it farcical and demanded to do the quiz today so I obliged them as really and truly no studying was required of them. As mentioned yesterday, the main difference between Grade 4 and Grade 5 patterning is the introduction of decimals. Otherwise, the concepts remain very familiar and manageable.

HEALTH (C)
11:40-12:10

Today we began our Healthy Development and Sexuality unit by first establishing expectations around the use of appropriate scientific terminology related to male and female reproductive systems. Students discussed slang terms that are commonly heard and used, and we emphasized the importance of using proper terminology respectfully and maturely throughout the unit.

We also discussed why it is important for all students to learn about how both male and female bodies function and develop. Beyond satisfying curiosity, this knowledge supports a stronger understanding of human development, reproduction, and the physical and emotional changes that occur during puberty.

Students reflected on how significant hormonal and developmental changes can be during the pre-teen and teenage years and discussed how understanding these experiences can help build empathy, patience, and respect for one another as they navigate this stage of growth together.

We then turned our attention toward defining puberty and learning about the basics of the endocrine system and how hormones are released to help trigger the transition from child to adult. Students were introduced to the role hormones play in physical growth and emotional development during puberty.

We discussed hormones such as testosterone, estrogen, and progesterone, and how these hormones contribute to the many changes experienced during adolescence. While we will explore these hormones in greater detail later in the unit, students began building an understanding of how the body changes during puberty and why those changes occur.

Our learning then shifted into an introduction to biological female puberty. We explored some of the physical and emotional changes that may occur and discussed how some experiences are shared across puberty while others are unique to biological females. Over the next few lessons, we will continue examining female puberty before transitioning into biological male puberty as we move deeper into the unit.

As always, our learning continues to align with the Ontario curriculum expectations. Families can find formative work connected to this unit at https://www.drooker.ca/work.html, and our current slide deck and additional Health resources are available on the Health page at https://www.drooker.ca/health.html.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

MONDAY, MAY 11, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

* I’m really looking forward to building back into our more typical classroom routine after spending much of last week focused on completing our grant project. We do, however, have a few interruptions coming up, including Track and Field this Thursday, the long weekend, and our field trip to Parliament next Tuesday.

*Students were also reminded today to come prepared tomorrow with a topic in mind for their culminating narrative writing task. Over the next several days, students will be working through a four-part narrative, with one literacy period each day dedicated to drafting and developing a section of their story. Students are welcome to continue with a previously assigned prompt, create something entirely new, or check in with me if they would like help generating an idea. Due to our upcoming schedule interruptions, students will wrap up the process next Wednesday as we continue to move through the writing process together.
We also revisited the success criteria for strong narrative writing after spending most of March and part of April developing these skills. Families are welcome to review these ideas together at home using the narrative writing resources found here: https://www.drooker.ca/narrative-writing.html

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MEDIA

Today was our Day 1 schedule, which means we resumed our Media Studies work. Students reviewed the key success criteria for developing a commercial connected to our product, Famous Air. Groups spent time brainstorming and refining ideas for their television commercials before checking in with me for feedback and approval.

Several groups were then able to move on to the storyboard stage, where they began sketching out scenes and planning the structure of their commercials. Students used shorthand notation to represent dialogue, narration, music cues, and different camera shots as they mapped out how their commercials would unfold visually.

We will continue developing these commercials over the next little while, eventually moving toward script writing and exploring how AI tools can help bring these creative ideas to life. Students interested in learning more about media literacy and script writing can explore these resources at https://www.drooker.ca/media.html and https://www.drooker.ca/script-writing.html

MATH (B)
9:40-10:40

In math today, we wrapped up our patterning unit with a quick review and previewed the quiz students will complete tomorrow (Really and truly, no studying is required but just a reminder that one can access most of our formative and summative work on our Work webpage). Students worked through the entire two-page review together, including discussing solutions and strategies, and overall felt very confident with the material. Students were also reminded that calculators are available to support computation

From there, we began transitioning into algebra. Students received an introduction and refresher on solving for unknown values, building on the work we previously completed during our measurement units when determining missing dimensions in shapes using formulas and area relationships.

We revisited the idea of the equal sign acting like a balance or scale and reviewed the narrative-style process for isolating a variable on one side of an equation in order to determine its value. This foundation will continue to support students as we move further into algebraic reasoning. Families looking to review these concepts at home can visit https://www.drooker.ca/algebra.html

HEALTH (B)
11:40-12:10

Today we began our Healthy Development and Sexuality unit by first establishing expectations around the use of appropriate scientific terminology related to male and female reproductive systems. Students discussed slang terms that are commonly heard and used, and we emphasized the importance of using proper terminology respectfully and maturely throughout the unit.

We also discussed why it is important for all students to learn about how both male and female bodies function and develop. Beyond satisfying curiosity, this knowledge supports a stronger understanding of human development, reproduction, and the physical and emotional changes that occur during puberty.

Students reflected on how significant hormonal and developmental changes can be during the pre-teen and teenage years and discussed how understanding these experiences can help build empathy, patience, and respect for one another as they navigate this stage of growth together.

We then turned our attention toward defining puberty and learning about the basics of the endocrine system and how hormones are released to help trigger the transition from child to adult. Students were introduced to the role hormones play in physical growth and emotional development during puberty.

We discussed hormones such as testosterone, estrogen, and progesterone, and how these hormones contribute to the many changes experienced during adolescence. While we will explore these hormones in greater detail later in the unit, students began building an understanding of how the body changes during puberty and why those changes occur.

Our learning then shifted into an introduction to biological female puberty. We explored some of the physical and emotional changes that may occur and discussed how some experiences are shared across puberty while others are unique to biological females. Over the next few lessons, we will continue examining female puberty before transitioning into biological male puberty as we move deeper into the unit.

As always, our learning continues to align with the Ontario curriculum expectations. Families can find formative work connected to this unit at https://www.drooker.ca/work.html, and our current slide deck and additional Health resources are available on the Health page at https://www.drooker.ca/health.html.

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx
*Please ensure you have an independent reading book available every day at school
*Please ensure you have an idea for your narrative writing test (Be it revising a previously promoted concept or a totally new one!)

FRIDAY, MAY 8, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

BLOGToday was truly an awesome day on so many different levels.
First and foremost, a huge thank you goes out to 5B and 5C for their efforts with our grant project. I am so proud of every single student for their learning, curiosity, and perseverance.
Students in particular learned about critical thinking, research skills, the importance of using multiple reliable sources, working with expert knowledge, and slowing down before sharing information. These were some of the key lessons that came out of our press conference simulation during Monday’s field trip.
You can find our finished grant project webpage here: https://tailsfromthepast.weebly.com/ Hopefully, it serves as a beautiful time capsule that students can revisit years from now, and perhaps as a gateway into critical thinking, journalism, investigation, or other future interests. On the website, you will also find our completed podcast episodes, pictures of our experiences and a few student pieces connected to the project.
Students also completed their news article quiz, and I began giving descriptive feedback. A key reminder today was that students have outstanding reading skills and superb oral communication skills. Their writing is developing, and that is why we have placed such a strong emphasis on it this year.
We talked about the simple but important idea that writing needs to make sense first. Even if the sentences are simple, the goal is to get the meaning across clearly. I reminded students that ought to write exactly the way they speak. Sometimes, once a pencil is placed in someone’s hand, there can be a bit of a “broken telephone” effect between what they know, what they say, and what ends up on the page.
To practise this, we used our writing organizer and notes from Monday’s field trip press conference. We grew individual words into full sentences, then looked at how those sentences could be cut, moved, and jigsawed into an order that made sense. From there, students considered how to gently revise by joining sentences, adding a word, or adjusting the flow.
This connects directly to our work in news article writing: https://www.drooker.ca/news-article-writing.html. Students are learning that reporting is often about thoughtfully organizing strong sentences, sequencing information clearly, and using the tools available to them.
I am especially proud of the students who are persevering, using their cheat sheets, notes, toolkit binders, and strong work samples to continue improving. All of you have such unbelievable talent. I'm spoiled rotten in having such an intelligent group of students (!) Even if things don't ultimately pan out on a single quiz or task, you're all capable and with a bit of perseverance, you can easily polish things up. You're all welcome for as many opportunities as you desire in revising things. Simply ask for another opportunity, show that perseverance and it's yours for the taking! I'm at your service and willing to be as flexible as need be to get you where you want to go :)

I'm not a big fan of weeks like this as we had a deadline and had to push towards wrapping things up. Once again, I appreciate everyone's efforts these past 3 days! Next week, we will return to our regular literacy, math, and health periods and take advantage of our typical structure and build back up some momentum for the rest of the school year!

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

THURSDAY, MAY 7, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

A friendly reminder to all students that I continue to offer extra help during first recess on Day 4. There was unfortunately a noticeable drop in attendance from last week, which was disappointing as I had hoped to discuss next steps for students requiring a retest opportunity from our measurement unit.

I want students to understand that these extra help sessions are designed to support them through additional feedback, clarification, and opportunities to strengthen their understanding. It is important that students take advantage of the support being offered, as it is entirely for their benefit.

As a result of the inconsistent attendance and use of extra help time, I will likely tack on a measurement test page onto our upcoming patterning unit test. This will provide students with another opportunity to demonstrate what they have learned, either through extra help sessions with me or through additional practice at home.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today we continued working through our grant project activities during both literacy and math time. Students were focused on writing their three-paragraph news articles connected to the press conference held at Aurora Town Square. https://tailsfromthepast.weebly.com/press-conference.html It was great to see many students fully engaged in the writing process, with some already completing their final drafts. Some additional time will be given to students to wrap up their News Article Quiz tomorrow :) https://tailsfromthepast.weebly.com/uploads/1/1/0/9/110962203/culminating_task.pdf

While students were writing, I also invited them up individually to record abridged versions of Episodes 2 and 3 of our Go West Young Dog podcast, adapted from Paul Koudounaris' book Go West Young Dog. We have now officially completed the podcast portion of our grant project, and all three episodes are available on tailsfromthepast.weebly.com :)

https://www.youtube.com/watch?v=QlOWjUNOXH8
https://www.youtube.com/watch?v=td5qnwDp-Gw
https://www.youtube.com/watch?v=xV9bZiheK0c

I'm excited to get back into routine next week!

MATH (B)
9:40-10:40

See above :)

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

WEDNESDAY, MAY 6, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
My apologies for a lack of blogging yesterday. I was away at a PD session related to Community Circles

COMMUNITY CIRCLES

BLOG

Today was a bit of a different day in our classroom as we shifted into “full podcast mode!” With our grant project deadline quickly approaching on Monday, students focused their energy and attention on recording Episode One, Freedom Begins, from our adaptation of Dr. Paul Koudounaris’ book, Go West, Young Dog.
As part of the process, we worked together to adapt and shorten portions of the script so that it would flow more naturally for student voice actors while still capturing the excitement and emotion of the story. Several students had the opportunity to step behind the microphone today and record their parts for the episode. We are incredibly proud of their effort, expression, and growing confidence with oral communication and media production skills.
Episode One has now been uploaded to our grant website, https://tailsfromthepast.weebly.com/, along with a direct listening link below for families to enjoy at home. https://www.youtube.com/watch?v=QlOWjUNOXH8
While recording sessions were taking place, other students worked independently on completing pages in their patterning booklet. This allowed students an opportunity to revisit unfinished work from earlier in the year and continue strengthening their understanding of patterning concepts. We have been working alongside an occasional teacher during this math unit, and students have done a great job adapting to the different routines and expectations.
We also spent time today reviewing our upcoming press conference assignment connected to Monday’s field trip. Together, we revisited expectations, success criteria, and the support materials that students can use to help them prepare for this important mid-unit assessment task. Once podcast production wraps up, we will officially begin this next stage of our media studies work.
Tomorrow, we hope to finish recording Episode Two and begin discussing the direction of Episode Three as we work within a very tight production timeline. It has been wonderful seeing students collaborate, problem-solve, and creatively bring history to life through storytelling and audio production.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #3 Due June 1st: https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx

MONDAY, MAY 4, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Thumbs Up and Down Monthly Reports have been uploaded within your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 30 thumbs up a month with ~5 thumbs down. Note: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment. Any significant deviation from this typical ratio can be discussed at home and used to support future goal-setting conversations.

I also sent home students final Oral Presentation task for the year on Friday. Students need to be prepared for June 1st. https://www.drooker.ca/dramawriting-in-role.html Any remaining students who have yet to present in front of the class are required to do so for evaluation. Students who have already presented before the class will be recorded for assessment purposes. Students are welcome to incorporate props and utilize the Parrot Teleprompter App as well should they desire.

GRANT PROJECT FIELD TRIP

We had an unbelievable time during our visit to Aurora Town Square. The experience brought so many of our recent learning pieces together in a meaningful and engaging way. It was exciting to see students making real-world connections and reflecting on everything we have been building toward.

Press Conference
A major highlight has been our press conference, which is now available on our project website https://tailsfromthepast.weebly.com/press-conference.html I strongly encourage you to explore the slide deck included there. It captures a rich overview of our journey so far and highlights the depth of student thinking and participation.

You can also visit the About section of the website to check out the enormity of what we've covered thus far throughout this Community Connected Experiential Learning Grant. There is a wealth of information that showcases the experiences, ideas, and growth that have taken place over the past few weeks. https://tailsfromthepast.weebly.com/aboutgalleries.html

Culminating Task
Students will now begin working on their culminating task connected to the press conference. This will allow them to consolidate their understanding and communicate their ideas in a thoughtful and creative way. https://tailsfromthepast.weebly.com/uploads/1/1/0/9/110962203/culminating_task.pdf
In addition, students will be recording podcasts inspired by Dr. Paul Koudounaris' book Go West, Young Dog. This has been a fantastic opportunity to blend reading, reflection, and oral communication skills in an authentic format.

As part of our podcast project, consent forms will be sent home shortly. These will allow student voices to be shared on our website and potentially through an RSS feed and other platforms such as Apple Podcasts so others can listen and engage with their work. This step helps students understand audience, purpose, and the impact of sharing their ideas beyond the classroom.

Please stay tuned for further updates on the website as we continue this journey. Thank you, as always, for your ongoing support.
https://tailsfromthepast.weebly.com/

FRIDAY, MAY 1, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATESMy apologies for not sending a blog yesterday. I was having some technical issues.

This is also a reminder about Monday’s field trip. Students should bring snacks, lunch, food, and water with them, as we will be away for the full day and will be having both snack and lunch while we are there. We are aiming to arrive around 9:30 and depart back to school around 2:30.

Students who ordered sushi lunch are welcome to pick it up when we return, but they still need to bring enough food and drink for the day.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today, we revisited one of the final portions of our grant project, which involves podcasting. Last week, I introduced students to a script I wrote based on Dr. Paul Koudounaris’ newly released book, Go West, Young Dog. The book explores the companionship and presence of dogs along the railways that expanded from the East Coast to the West Coast of both Canada and the United States.

The script has been shaped into a three-episode podcast series. Students worked in groups of four to choose an episode, complete a table read, and begin discussing which roles they would like to take on when we record.

Episode one sets the scene by looking at the late 1800s through around 1940, when neighbourhood stray dogs were much more common. Many of these dogs were shared and cared for by communities, often finding places to survive and thrive around rail yards.

Episode two focuses on legendary railway dog stories, including Railroad Jack.

Episode three brings the story forward by exploring how the treatment of community dogs and stray dogs began to shift, with dogs becoming more commonly loved inside households rather than out on the rails.

Students will be evaluated on the clarity of their speech, appropriate intonation, and flexibility in delivering their lines. They are encouraged to add words, try different emphases, and bring personality to the script as they record. We will be working on these podcast recordings extensively next week, and I am excited to see the students bring the episodes to life with passion and dedication.

For families who would like to review related learning, our script writing resources can be found here: https://www.drooker.ca/script-writing.html.

I am also working on a website to house the podcast episodes, along with a separate website that will act as a kind of time capsule one year from now. This will include our work connected to the project, especially the culminating news article writing activity that students will be introduced to on Monday at one of the field trip stations. Our news article writing page is available here: https://www.drooker.ca/news-article-writing.html.

Looking ahead...

Next week will be a busy and exciting week in Literacy, with our Monday field trip shaping much of our work. Because of this, our usual literacy flow will be a little different.
Students will continue rehearsing and recording their Go West Young Dog podcast, with plenty of time to practise, refine, and record their work. They will also begin working on a mid-unit news article writing test coming out of our field trip press conference.

Mid May will see us continue building our media skills through audio advertisement recording and TV commercial script writing. Students will have more opportunities to think about audience, purpose, voice, and clear messaging.

We will also keep moving forward with news conferences and press conferences as part of our news article unit. These activities will help students gather details, ask thoughtful questions, and turn information into clear writing.

Finally, late in May, students will be given time to work on their culminating narrative writing tasks, where they can apply the storytelling skills they have been developing throughout the unit. Narrative writing resources are available here: https://www.drooker.ca/narrative-writing.html

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, we briefly reviewed our patterning work so far, including shrinking patterns that involve division. This connects well to our ongoing algebra learning, which can also be reviewed here: https://www.drooker.ca/algebra.html.

Students then returned to their zoo area, perimeter, and budgeting performance task. Grade 5B is now down to one hour and eleven minutes of class time remaining. To keep the simulation connected to real life, students will incur a $5 penalty for every minute they go over the deadline. This is meant to reinforce the idea that deadlines matter, especially when working within a budget and completing a project for a client.

MATH (C)
1:10-2:10

Students received an hour of time to work on their Zoo area/perimeter/budget task. Grade 5C is down to their final hour to complete the project.

MATH (C)
2:10-3:10

Grade 5C worked on pages 23 and 24 of their patterning booklets involving growing patterns with decimals.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, APRIL 30, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in literacy, both Grade 5B and 5C continued building their skills in news article writing. You can learn more about this type of writing here: https://www.drooker.ca/news-article-writing.html

Grade 5B had time to complete their work connected to the human error press conference. Their reporting continues to grow stronger, and it has been great to see students developing their own voice while applying advice shared by Kevin Donovan during our Q and A earlier this week.
Grade 5C focused on crafting their lead paragraphs based on the same press conference. Due to time spent on grant activities, they were not able to move on to their colour paragraphs today. Even so, both classes received descriptive feedback to help guide their next steps and strengthen their writing moving forward.
Here is C + A + D's Audio Advertisement https://www.youtube.com/watch?v=mxRmyJs3FdI
Here is P and M's Audio Advertisement https://youtu.be/SAe8Lc2IlBw

MATH (B)
9:40-10:40

In math, Grade 5B continued their work with patterning, focusing on pages 33 and 34 in their formative booklets. These questions shifted attention toward multiplication-based patterns rather than addition.

We discussed how recognizing the type of pattern early is important. When addition does not seem to fit, students are encouraged to divide the second term by the first term to determine the multiplication rule. This helps them identify the pattern more efficiently and extend it with confidence.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Grade 5C spent time today revisiting key concepts from earlier patterning work as they begin catching up to where Grade 5B is currently working. This reintroduction helped refresh their understanding and set a strong foundation for the days ahead.

A major focus was recognizing that patterns often include a repeating element called a pattern core. Students were encouraged to identify and circle this core when working with visual patterns. We also reviewed the four key attributes that can change in non-number patterns: shape, colour, size, and orientation.

When looking at number patterns, we discussed how growing patterns are often based on addition or multiplication, while shrinking patterns tend to involve subtraction or division. Students also learned that some patterns can involve a combination of operations, which may not always be immediately obvious. Being aware of this will help them as patterns become more complex over time.

Grade 5C will continue building on these ideas over the next few days as they move toward the same stage of learning as Grade 5B.
DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, APRIL 30, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

As spring continues, students are experiencing some growing pains. With summer break getting closer, there is a natural sense of excitement in the room. At the same time, we have also seen some gossiping, social tension, and behaviour that suggests a few students are becoming more relaxed with our agreed upon norms.

Our classroom routines have been reviewed, refined, and practised many times throughout the year. Students know these expectations well and have signed off on our class contract for success.
Families can review a full explanation of our routines here:
https://www.Drooker.ca/routines.html

The class contract summarizes the expectations students have become familiar with and agreed to follow. It is worth revisiting now so that everyone is on the same page as we move through the final stretch of the school year.
Our classroom can essentially be thought of as a "1 Rule Classroom":
If what you are doing interferes with learning, hurts someone's heart, or prevents you from being your best self, you shouldn't be doing it!
General Expectations

Raise your hand and wait to be acknowledged before speaking.
Golden Rule: One speaker at a time. When I speak, you listen. When you speak, we listen.
Treat others the way you would like to be treated.
Do the right thing—even when no one is watching.
Follow instructions the first time they are given.
Be responsible: hand in homework, forms, and notes on time. All deliveries (parent notes, permission forms, etc.) should be placed in the Direct Deliveries bin—no need to chase me, I will review them when time permits.
Take pride in your work—ask yourself: Did I give my best effort? Am I proud of this? Did I apply what I’ve learned (and have I utilized my success criteria checklist to the best of my abilities)?

Safety Expectations

Keep your hands to yourself at all times.
No running in the classroom or hallways.
Our class leader will guide the line and report any concerns to a teacher.
Always ask permission before leaving the classroom or going to the washroom.
When using the washroom: place the cone on your desk before leaving and return it when you come back.
Stay in the classroom until the recess bell rings.
Keep indoor shoes on at all times in case of an emergency.
Do not share snacks.
Store all belongings neatly on hooks or designated areas.

Positive Classroom Culture (PMA)

Maintain a Positive Mental Attitude (PMA).
Be mindful of your words, tone, and volume.
Be honest—no cheating.
No swearing or put-downs.
Respect others’ belongings.
Avoid commenting on someone’s appearance unless it’s something they can fix in 5 seconds or less.
Do not bring toys or distractions to class (they will be held until June).
Look for ways to help classmates, teachers, and staff.

Requesting Help & Feedback

When you require help or feedback, add your name to the Google document available at the main teaching desk.
I will call you up to the help desk in order so I can provide focused support.
A quick help chair is available for questions that can be answered in 10 seconds or less.
Please respect that there is also a triage chair—some students may be seen before you for academic, social, or emotional reasons.

While Awaiting Help or Feedback

First, return to your work bin and check for any work that requires completion, revision, or improvement before moving on.
Then, consult the “Things You Can Do When…” poster.
While waiting, you are to work independently at your desk.
Use your privacy curtain so as not to distract or upstage others receiving help or feedback.

Work Habits & Learning

When finished or waiting for help, refer to the “What Can I Do When Finished?” poster.
Check your work bin regularly for unfinished or returned work before starting something new.
If you need help or a private conversation, add your name to the “Question Parking Lot” on our whiteboard.
Always aim to produce your best work and show pride in your learning.

Fidget Tools

If you require a fidget tool, please have a private conversation with me first.
Please consult with me before bringing any fidget into the classroom.
All fidget tools must remain in your lap or at the side of your desk.
Fidgets must not create a visual or auditory distraction for others, including the teacher.

Computer Use

Computers may only be used with teacher permission and supervision.
While waiting for help, only work on tasks listed on the “Things You Can Do When…” poster.
When asked to close devices, you will have 30 seconds to do so.
Unauthorized use (e.g., during recess) will result in loss of computer privileges.

Recess Routines

Wait for the bell before leaving the classroom.
You will have up to one minute after the bell to gather belongings and exit promptly.
Computers are not to be used during recess.

Lunch Expectations

Follow “Restaurant Rules”: be respectful, use appropriate volume, and clean up after yourself.
Ask the lunch monitor for permission before leaving the room.

Assembly Expectations

Sit in assigned rows (two rows of ten).
Sit cross-legged and listen quietly.
Use the washroom beforehand.
In an emergency, make eye contact with a teacher, use a silent signal, and wait for a response.

Conflict Resolution

If you have a problem with someone, speak to a teacher as soon as possible.
Request a private conversation away from others (please record your name beneath the “Question Parking Lot” sign on our whiteboard).
Trust that the teacher will investigate and follow up with you.

End-of-Day Routine

Follow the Shut Down Routine before leaving.
The teacher or class leader will check that responsibilities are complete.
If you leave without completing responsibilities, you will help clean up the next day.

Shared Space Expectations

Take all belongings with you when leaving the classroom.
If the door is closed, knock once or twice and wait, as a teacher may be in a meeting or on the phone.

Final Reminder

Be honest.
Take responsibility for your actions.
If you make a mistake, think about how you will fix it and talk to me about it.

If you break one of our "Contract for Success" rules, a "Thumbs Down" will be recorded. If a pattern emerges, a progressive discipline approach will be applied towards getting you back on track.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today students began drafting their news articles based on our recent Human Arrow press conference. Using their graphic organizers, they worked through their notes under Who, What, Where, When, Why, and How to structure their writing. The focus was on turning those organized ideas into clear and engaging paragraphs while receiving descriptive feedback along the way. You can learn more about this type of writing here: https://www.drooker.ca/news-article-writing.html. It was great to see students building their articles with increasing confidence and purpose...some students even started applying some of the strategies that Kevin Donovan described in his writing process!

Here is N and E's audio advertisement: https://www.youtube.com/watch?v=-rtxgHALF1g

MATH (B)
9:40-10:40

In math, we continued our work with numerical patterning. Students revisited the idea that patterns are built by understanding how one term changes to the next. We emphasized the importance of finding the differences between early terms and using that information to extend the pattern. Students also explored more complex patterns that involve multiple operations, including some challenging gifted-style questions.

We practiced a helpful calculator strategy where students can lock in a pattern rule by pressing the operation twice and then repeatedly pressing the equals sign to extend the pattern. This gave students a quick and efficient way to check their thinking.

Students completed pages 23 and 24 in their patterning workbook, focusing on patterns that grow and shrink with decimals. A key reminder today was accuracy in describing pattern rules. For example, 0.1 represents one tenth, while 0.01 represents one hundredth. Many students could identify the pattern correctly but needed to slow down when explaining it in words.

Students also had time to continue working on their zoo perimeter, area, and money performance task.

LANGUAGE (C)
1:10-2:10

MATH (C)
2:10-3:10

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, APRIL 28, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today we held another press conference as part of our ongoing news article writing unit. You can learn more about this type of writing here: https://www.drooker.ca/news-article-writing.html. This case was based on a real story out of Surrey, England, involving a group of children who assisted police in an unusual situation.

Students listened carefully and took structured notes under the headings Who, What, Where, When, Why, and How. These notes will support them as they begin drafting their lead paragraphs and, soon after, their colour paragraphs. I took on the role of a helicopter pilot during the press conference, which added a fun and engaging twist. It might be worth asking your child to share what happened in this odd but true story.

Here is S and G's Audio Advertisement: https://youtu.be/J8L3gYUDhkU

MATH (B)
9:40-10:40

We began with a brief recap of the patterning work students completed earlier this year. As is often the case when I am away, students explored a different unit with a supply teacher so that we can revisit and deepen understanding together afterward.

We reviewed key ideas from the first part of the unit, starting with non-numerical patterns. Students revisited the idea that a pattern is defined by a repeating core, known as the pattern core. They practiced identifying and circling this repeating section.

We also looked at how patterns can be translated into letter form. For example, a shape pattern like large triangle, large triangle, small square can be represented as AAB. This helps students describe and analyze patterns more clearly.

Students then explored how patterns can change through four main attributes: size, color, shape, and orientation. Combining these attributes makes patterns more complex and requires closer observation.

From there, we shifted to numerical patterns. Students are moving beyond simple increasing or decreasing patterns and are now examining patterns that involve multiple operations, such as combining addition and multiplication. This added complexity is helping them think more flexibly about how patterns grow and change.

Students also had dedicated time to continue working on their zoo performance task, which integrates measurement concepts like area and perimeter with budgeting. This connects directly to financial literacy, which you can explore further here: https://www.drooker.ca/financial-literacy.html.

HEALTH (C)
11:40-12:10

Today, we wrapped up our substance use unit by revisiting the difference between substance use and addiction. Students then compared nicotine use in cigarettes, cigars, and chewing tobacco with vaping.

We also focused on refusal techniques. One strategy we discussed was the idea of being straight edge, a concept connected to punk music, sobriety, and choosing to be one’s best self. We also looked at how students can use athletics as a refusal strategy, such as explaining that they need to stay focused for practice, training, or an upcoming athletic goal.

Next week, we will begin our Human Development and Sexuality unit. Please reach out before May 1 if you have any questions or concerns so I can plan accordingly.

More Health learning can be found at https://www.drooker.ca/health.html.

LANGUAGE (C)
1:10-2:10

We had our interview with Kevin Donovan during this block as part of our CCEL Grant program. It was very well received and we all learned a ton about investigative journalism!

MATH (C)
2:10-3:10

We used this period for the aforementioned press conference as it was a lot to ask of students to switch right back into math test mode after engaging with the presentation. We'll revisit our math test tomorrow :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, APRIL 27, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
A quick reminder that tomorrow we have a special opportunity as part of our Community Connections experiential learning grant. Students will be participating in an interview with investigative journalist Kevin Donovan. This is a meaningful chance for students to explore real-world journalism, ask thoughtful questions, and deepen their understanding of how stories are investigated and shared with the public.

We are also still looking for a few more parent volunteers for our upcoming field trip to Aurora Town Square on May 4. We will be arriving at approximately 9:30 in the morning and returning to school around 2:30 in the afternoon. Thank you to those who have already signed up to support this experience.
COMMUNITY CIRCLES

MATH (B)
8:40-10:40
Today was fully dedicated to our measurement test. Students worked through a four-page assessment and showed strong focus and perseverance throughout the morning. By the end of the period, all tests were completed, marked, recorded, and reviewed together as a class.

The results were mixed. This was a bit disappointing, especially given the amount of preparation we had done. Students were shown the test pages ahead of time that I was drawing from and we walked through how to approach each type of question. In addition, all practice and summative work has been available for review at home on Drooker.ca/work.html. Students were also permitted to use calculators during the test.

I will continue encouraging students to seek extra support when needed. Extra help remains available during first recess on Day 4, and students always have the option to complete a retest after further practice and review.

Our learning will continue with measurement, now applied through the zoo perimeter and area performance task. This hands-on activity will give students another opportunity to strengthen their understanding in a more applied and creative context.

At the same time, we will begin exploring patterning and algebra concepts. You can find additional support and practice for this area here: https://www.drooker.ca/algebra.html.
We will be making up for missed media literacy time in the coming days and returning to that work shortly.

HEALTH (B)
11:40-12:10

Today in Health, students completed their alcohol and cannabis quiz. This gave them a chance to demonstrate their understanding of the effects, risks, and decision-making strategies we have been discussing thus far in the unit.

Afterward, we reviewed the quiz together. We then began exploring the topic of addictions. Students were introduced to what addiction is, how it can develop, and the impact it can have on both physical and mental well-being. We also discussed the importance of awareness, healthy choices, and seeking support when needed. You can learn more about our Health topics here: https://www.drooker.ca/health.html.

We are on track to wrap up our unit on substance use and addictions next week before moving on to our next area of study in Health.

Addiction happens when the brain and body start to depend on a substance or activity
Many substances (like nicotine, alcohol, and cannabis) affect the brain’s reward system, releasing chemicals that make a person feel good
Over time, the brain begins to expect these feelings and may “crave” the substance
This can make it very hard for a person to stop, even if they know it is harmful
Addiction is not only about substances
Activities like video games, social media, or eating certain foods (like sugary snacks or chocolate) can also affect the brain’s reward system
When something repeatedly gives strong “feel good” signals, the brain can start to rely on it
Understanding how addiction works helps people make informed, healthy choices
It also helps us show empathy and support for people who may be struggling with it

MATH (C)
1:10-2:10

See above :) 5C only had a single period to work on their quiz. Should our presentation with Kevin Donovan fail to take up the entirety of our afternoon tomorrow, students who did not complete the quiz today will have time tomorrow to wrap it up. If it does consume both periods, we'll resume on Wednesday.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, APRIL 24, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Field Trip
As part of our grant project, we are looking ahead to our upcoming field trip on May 4 at our town square. We are planning to arrive on site for approximately 9:30 in the morning and will depart to return to school around 2:30 in the afternoon. It will be a full and engaging day of learning outside the classroom.
We are currently looking for parent volunteers to support us during this trip. All volunteers must have a valid vulnerable sector check in place, as required.
If you are interested in joining us, please feel free to reach out. If we receive more volunteers than we are able to accommodate, names will be drawn to ensure a fair selection process.

Thank you for your continued support and interest.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today’s lesson began with the introduction of Oral Presentation number three. Throughout the year, students have had multiple opportunities to present in front of their peers, building confidence and refining key skills such as posture, eye contact, inflection, volume, gestures, and rehearsal. This latest presentation task continues to strengthen those foundations while inviting a more creative and playful approach.

This assignment is inspired by the imaginative works of Shel Silverstein and Edward Lear, particularly Lear’s poem The Jumblies. Drawing on the whimsical tone and rhythm found in both writers’ work, students will create their own modern adaptation of The Jumblies. As a fun twist, I shared a version generated with AI that includes present-day references like TikTok, Wi-Fi, and YouTube, helping students see how classic styles can be reimagined for today’s world.

Students will receive the full oral presentation package on May 1st and will have a month to prepare. https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_3_jumblies.docx The goal is to blend strong presentation techniques with creative writing, allowing their personalities and ideas to shine through. More support for this type of creative work can be found here:\ https://www.drooker.ca/dramawriting-in-role.html

Media

We also continued our work on our grant project, shifting focus to podcasting. As part of this initiative, students will explore storytelling through audio by recording their own podcast episodes. This connects directly to our media studies learning, which you can explore further here: https://www.drooker.ca/media.html https://tailsfromthepast.weebly.com/

The content for these podcasts is based on the fascinating research of Dr. Paul Koudounaris and his book Go West Young Dog. The text explores the lives of railroad dogs, often strays that traveled alongside rail workers and hobos in the late 1800s and early 1900s. These stories offer a unique glimpse into a lesser-known part of history and have sparked strong interest among students.

With permission, I adapted this research into a three-episode podcast script, each with a different focus. Students will work in groups of four to bring these stories to life through recorded episodes. Over the next few weeks, we will continue to build on this work, giving students time to rehearse, record, and reflect on their storytelling techniques. https://www.drooker.ca/uploads/1/1/0/9/110962203/go_west_script.pdf

It has been exciting to see students engage with both historical content and modern media formats, blending creativity with communication skills in meaningful ways.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today’s focus was on preparing for Monday’s upcoming quiz on measurement. Students were given time to review and ask questions as we worked through key concepts that may appear on the assessment. I shared six practice pages, from which three will be selected for the quiz. These pages cover angles, unit conversions, and the area and perimeter of rectangles, triangles, and parallelograms.

Students were encouraged to use the full set of practice questions to strengthen their understanding and identify areas where they may need a bit more review. The full set of pages can be accessed here: Drooker.ca/work.html, which will remain a helpful resource as we approach the quiz.

Following this review, students returned to their zoo performance task, which was introduced over the past two days. This task continues to give students an opportunity to apply their measurement skills in a more open-ended and creative context. We will keep building on this work over the coming days, balancing review with hands-on application to support a deeper understanding of the concepts

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Students received a full period to work on their Zoo performance task. I'm providing students with 3 hours total of time to complete the task with overages and miscalculations resulting in penalties. For students who are absent, no fear as I'm keeping tabs on time that you're owed upon your return :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Aurora Town Square Field Trip Waiver
*Measurement Quiz Monday

THURSDAY, APRIL 23, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Field Trip
As part of our grant project, we are looking ahead to our upcoming field trip on May 4 at our town square. We are planning to arrive on site for approximately 9:30 in the morning and will depart to return to school around 2:30 in the afternoon. It will be a full and engaging day of learning outside the classroom.
We are currently looking for parent volunteers to support us during this trip. All volunteers must have a valid vulnerable sector check in place, as required.
If you are interested in joining us, please feel free to reach out. If we receive more volunteers than we are able to accommodate, names will be drawn to ensure a fair selection process.

Thank you for your continued support and interest.

Health
I will be sending home, via email, a Human Development and Sexual Health information package as we prepare to begin this unit in early May. This message will come separately from the blog, so please keep an eye out for it.

I ask that families take some time to review the information carefully. If you have any questions, concerns, or would like to request an exemption, there will be a link provided in the email for you to complete. If you are comfortable with your child participating in the unit, there is no need to respond.

For more information about the Health program, you can also visit https://www.drooker.ca/health.html

Thank you for your attention and support as we move into this important area of learning.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today in literacy, students focused on wrapping up their news articles connected to horse racing memorabilia. It was encouraging to see the level of care and effort being put into these pieces. Students continued to apply the success criteria thoughtfully, and the overall quality of writing is really coming together. Ongoing descriptive feedback helped guide revisions and strengthen their work. You can learn more about this type of writing here: https://www.drooker.ca/news-article-writing.html and for support with adding detail, visit https://www.drooker.ca/descriptive-writing.html

Students also continued working on their audio advertisements. We are aiming to have one group per class complete their ad each day, and these are being shared on famousair.weebly.com. It has been great to see creativity and collaboration develop through this activity.

Here are:
A and A's Audio Advertisement: https://www.youtube.com/watch?v=geI0fIAGpuU
R and D's Audio Advertisement: https://youtu.be/C-_jcDx7Ux0
J and A's Audio Advertisement: https://youtu.be/h7Jn3eFnPWk

MATH (B)
9:40-10:40

In math, we officially launched the zoo area and perimeter performance task, which also connects to financial literacy concepts. Students were introduced to the full set of instructions and were given a strong example to help guide their thinking and planning.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-09-10-at-6-11-46-am.png?1599732785 This task will allow them to apply their understanding in a meaningful and engaging way. If you would like to explore more about financial literacy connections, you can visit https://www.drooker.ca/financial-literacy.html

We will begin tomorrow with a brief review of our measurement unit as we prepare for a quiz on Monday. After the review, students will continue building on their zoo performance task work. https://www.drooker.ca/uploads/1/1/0/9/110962203/zooperimeterareamoneychallenge.pdf

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Aurora Town Square Field Trip Waiver

WEDNESDAY, APRIL 22, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

As we continue working through our current unit, I want to share a quick reminder about extra support opportunities. I offer extra help and time for retests on Day 4 during first recess for any students who may need it.

Recently, some students have missed class time due to illness or other commitments, including participation on our school basketball team. These things happen, and this extra time is a great way for students to catch up, revisit concepts, and feel more confident in their understanding.

I have shared this reminder with students at school, and I encourage families at home to help reinforce the importance of taking advantage of this opportunity when needed. It can make a big difference in helping students stay on track and feel successful in their learning.
COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today’s literacy block began with a meaningful and engaging task as students worked together to co-create thoughtful questions for Kevin Donovan, who will be visiting our school on Tuesday, April 28th as part of our Community Connected Experiential Learning Grant program. Both Grade 5B and 5C contributed a wide range of insightful questions, showing genuine curiosity and interest in the opportunity to connect with a real-world journalist.

Grade 5C became especially immersed in this process, dedicating their entire literacy period to brainstorming, refining, and discussing their questions. It was great to see their enthusiasm and focus as they worked collaboratively to prepare for this upcoming visit.

Meanwhile, Grade 5B transitioned from the question-building activity to begin drafting their news articles based on yesterday’s press conference. Students started organizing their ideas and applying the structure of news article writing, building on the skills we have been developing. You can learn more about this form of writing here: https://www.drooker.ca/news-article-writing.html

Both classes will continue this work tomorrow, with time set aside for all students to begin and complete their own news articles connected to the press conference. It has been exciting to see students move from asking strong questions to now stepping into the role of reporters themselves.

MATH (B)
9:40-10:40

Today in math, students in both Grade 5B and 5C wrapped up and reviewed pages 107 to 111, focusing on algebra concepts connected to measurement. This provided a solid opportunity to reinforce key skills and ensure everyone is feeling more confident with the material as we move forward.

Grade 5C continued a bit further into the lesson and were introduced to an exciting new performance task. Students are beginning a zoo design challenge, where they take on the role of a company pitching a proposal to design a new zoo. This project connects directly to perimeter, area, and Financial literacy, and you can explore more about that strand here: https://www.drooker.ca/financial-literacy.html

In this task, students will design a zoo layout that meets specific requirements while staying within a $10,000 budget. Their work will be assessed based on logical design, mathematical accuracy, creativity, and how effectively they manage their budget. It brings together many of the concepts we have been working on in a real-world and engaging way. https://www.drooker.ca/uploads/1/1/0/9/110962203/zooperimeterareamoneychallenge.pdf

Looking ahead, we are preparing for a math test early next week, likely on Monday. At the same time, students will continue developing their zoo design projects while also revisiting and extending their understanding of patterning and algebra. Earlier in the year, during times with an occasional teacher, students began building a strong foundation in these areas. We will now review that learning and continue to build on it as part of our ongoing math work.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, APRIL 21, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today we continued building momentum in our news article writing work. Students participated in our second formative press conference connected to our unit, which you can explore further here: https://www.drooker.ca/news-article-writing.html. They listened carefully and recorded their notes using a structured graphic organizer with the headings Who, What, Where, When, Why, and How. These notes will be the foundation for tomorrow’s writing task, which is based on a humorous yet true story involving racehorses and collectibles.

We also introduced our community partner, Kevin Donovan, as part of our community-connected experiential learning project. Students learned about his extensive background, including over 30 years with the Toronto Star as both an editor and investigative journalist. There was a lot of curiosity about his work, and students are already beginning to think about what they would like to ask him. Over the next few days, we will be developing and rehearsing thoughtful interview questions in preparation for meeting him in the library next Tuesday afternoon.

Here's a link to B and T's Audio Ad that they recorded and published today: https://www.youtube.com/watch?v=G59x0TMXEIo
and
Here's a link to L and S's Audio Ad that they recorded and published today: https://youtu.be/iHMlFHOsOcI

MATH (B)
9:40-10:40

In math, Grade 5B wrapped up pages 107 to 111 in our formative workbooklet, bringing us to the end of our measurement unit. We also continued strengthening our algebraic thinking, which is summarized here: https://www.drooker.ca/algebra.html.

A key focus today was solving problems involving the area of a triangle when one dimension is unknown. For example, students explored situations where the area and base are known, but the height is missing. This required a deeper understanding because, unlike earlier problems with rectangles or parallelograms, there are two operations affecting the unknown.

Since multiple operations are affecting the variable, which one should we undo first and apply to the other side of the equation?

Given:
*A=28
*B=7

A=B x H/2

28=7 x H/2

What is happening to H?
*multiplied by 7
*then divided by 2

Undo in reverse order:
*undo ÷2 → multiply by 2
*undo ×7 → divide by 7

28×2=56
56/7=8

Key idea:
Undo operations in the reverse order they happen to the variable.

Analogy:
Putting on socks and shoes:
*You put on socks → then shoes
*To take them off: shoes → then socks

his is an important shift from earlier work and is a great area for review and reinforcement at home. https://www.drooker.ca/work.html

This effectively wraps up our unit. I'll put a bow on it tomorrow and discuss a unit test and performance task then.

HEALTH (C)
11:40-12:10

Today in Health, students completed their alcohol and cannabis quiz. This gave them a chance to demonstrate their understanding of the effects, risks, and decision-making strategies we have been discussing thus far in the unit.

Afterward, we reviewed the quiz together. We then began exploring the topic of addictions. Students were introduced to what addiction is, how it can develop, and the impact it can have on both physical and mental well-being. We also discussed the importance of awareness, healthy choices, and seeking support when needed. You can learn more about our Health topics here: https://www.drooker.ca/health.html.

We are on track to wrap up our unit on substance use and addictions next week before moving on to our next area of study in Health.

Addiction happens when the brain and body start to depend on a substance or activity
Many substances (like nicotine, alcohol, and cannabis) affect the brain’s reward system, releasing chemicals that make a person feel good
Over time, the brain begins to expect these feelings and may “crave” the substance
This can make it very hard for a person to stop, even if they know it is harmful
Addiction is not only about substances
Activities like video games, social media, or eating certain foods (like sugary snacks or chocolate) can also affect the brain’s reward system
When something repeatedly gives strong “feel good” signals, the brain can start to rely on it
Understanding how addiction works helps people make informed, healthy choices
It also helps us show empathy and support for people who may be struggling with it

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, APRIL 20, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MEDIA

Our focus remained on media studies, with students taking part in the second half of a two-part lesson introducing television commercial design. We revisited the key success criteria, especially the importance of creating a memorable concept that clearly tells and sells their product, Famous Air. Students are becoming more aware that strong ideas are what make commercials stick.

We also discussed representation and how commercials are often designed with a specific audience in mind. For this year-long media campaign, students are targeting a balanced audience of fifth grade boys and girls. As a result, one of the expectations in their scriptwriting is to include an even representation of male and female actors of a similar age.

To support their thinking, students explored examples of award-winning commercials and identified different creative approaches used to capture attention and communicate a message effectively. This helped spark ideas as they moved into planning their own concepts.

Students then began developing storyboards using a structured organizer. Each frame includes short notes describing key elements such as dialogue, sound effects, music, and camera angles. This shorthand approach is helping students organize their thinking before moving into full script writing. You can learn more about our media work here: https://www.drooker.ca/media.html https://www.drooker.ca/uploads/1/1/0/9/110962203/commercialsgraphicorganizer.docx

Some students will continue refining their storyboards and will have time to meet with me to debrief their ideas before drafting their scripts.
An exciting part of this process has been introducing students to how AI tools can support their work. We explored how scripts can be entered into AI platforms, and how the level of detail they provide can significantly impact the quality of the generated commercial. This allows students to bring their ideas to life without needing complex filming setups, costumes, or multiple locations, which would be difficult to manage at this time of year. Instead, the focus remains on strong writing, clear description, and creative thinking.

Students also continued recording audio advertisements, and it was great to see another polished ad completed and uploaded today. These recordings are giving students a chance to experiment with tone, pacing, and persuasive language in a different format while building confidence in sharing their ideas. https://www.youtube.com/watch?v=1RkvZ1PK0hQ https://youtu.be/w8zN9BNK6yM

MATH (B)
9:40-10:40

Today, Grade 5B worked through a lesson similar to what Grade 5C explored last week, focusing on applying algebraic thinking to solve problems involving area and perimeter. Students are continuing to build their ability to reason through unknown values using clear, step-by-step thinking. You can explore more about our approach to algebra here: https://www.drooker.ca/algebra.html

A key focus was understanding how to find a missing dimension when given certain information. For example, if the area and base of a shape are known, how can we determine the height?

A=b×h
Students practiced identifying what is happening to the unknown variable in an equation and then “undoing” those operations to isolate it. We reinforced the idea that the equal sign represents a balance or scale, meaning whatever is done to one side of the equation must also be done to the other to keep things equal.

This continues to be an important shift in thinking, as students move from simply calculating to reasoning about relationships between numbers and variables.

Students began working through pages 107 to 111 in their workbooklets. Many will benefit from additional time tomorrow to continue practicing these skills. We will wrap up the unit shortly and begin discussing next steps in our math learning

HEALTH (B)
11:40-12:10

Today in health, we continued working through our formative workbooklets, focusing on pages 17, 18, and 19. These pages explored topics related to alcohol and cannabis, helping students build their understanding of how these substances can affect decision making, health, and overall well being.

One of the activities included a Venn diagram where students compared and contrasted alcohol and cannabis. This helped highlight both the similarities and differences between the two, reinforcing key ideas about their effects and risks.

We also spent some time walking through an upcoming quiz on alcohol and cannabis. As a class, we reviewed each question and discussed the answers together. Many students noticed that the answers were quite straightforward and based on common sense, which made this a good opportunity to reinforce their existing knowledge and confidence.

There was very little new material to review, but this discussion helped clarify expectations for the quiz and gave everyone a chance to check their understanding.

As always, students are encouraged to revisit the unit notes posted on https://www.drooker.ca/health.html to review key ideas and stay prepared for upcoming assessments.

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, APRIL 17, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Students wrapped up their first formative task in news article writing today. They focused on completing their articles with a clear lead paragraph and a strong supporting paragraph that included at least three quotes or extended facts. This structure continues to be an important part of organizing their ideas and presenting information clearly. Families can explore more about this form of writing here: https://www.drooker.ca/news-article-writing.html

Throughout the lesson, I provided ongoing feedback as students worked, helping them refine their ideas and strengthen their writing. We also revisited our full success criteria checklist, which is available in the student organizer, to ensure everyone understands the expectations for this text form.

It was great to see how much progress students have made. Many are becoming more confident in combining ideas into compound and complex sentences, especially in their lead paragraphs. This is a big step forward in developing more engaging and effective writing.

Students also had a chance to explore how writing connects to real-world media. Using the Parrot app and a tripod, we experimented with turning a student news article into a teleprompter script. By adjusting the scroll speed and text size, students saw how their writing could be used for broadcasting.

This experience helped them understand the importance of clarity, pacing, and audience when writing. It also gave them a new perspective on how written work can be shared beyond the page.

We will soon be moving into our next press conference activity, where students will continue to build on these skills in a new and engaging way.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today in math, students continued their work with area by applying the formula for the area of a triangle and solving word problems involving the area of parallelograms and triangles.

Along with completing pages 104-106 in their workbooklets, we spent extra time discussing question 4 on page 106. This was an excellent multi-step problem and would make a strong test-style question. In the problem, students had to find the area of the front of a very unique house shaped like a parallelogram, then find the area of a triangular door, and finally subtract the door area from the total to determine how much material would actually be needed.

This question gave students a chance to think carefully through each step instead of rushing to one answer. We continued to draw diagrams and use different colours to separate the parts of the problem. This helped students visualize the full shape, the missing triangular section, and the reasoning needed to solve it accurately.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

5C began looking at how algebra helps us find unknown values in different situations, especially when working with area. For example, students considered cases where the area and base are known, but the height is missing, or the other way around.
To support understanding, we talked about the meaning of the equal sign as a symbol of balance. Whatever is done to one side of an equation must also be done to the other. This idea helped students begin solving simple equations in a logical and structured way.
We worked through an example together: 3 times h equals 30. In this case, the height is being multiplied by 3. If we want to find the value of h, we need to undo that operation. Students explored this through a simple narrative, thinking about how the height “does not want” to be multiplied by 3, so we reverse it by dividing. Dividing both sides by 3 keeps the equation balanced and leaves us with h equaling 10.
This approach helped students see algebra as a series of understandable steps rather than something abstract. It also reinforced how inverse operations work together. https://www.drooker.ca/algebra.html
From a broader perspective, this unit has covered a range of measurement concepts. Students have worked on unit conversions, explored angles using protractors, and reviewed perimeter. We also learned and applied formulas for area, including rectangles, squares, parallelograms, and triangles. Triangles stood out as a special case, since their area requires dividing by 2.
We will be wrapping up the unit next week, with students completing pages 107 to 111.

I also snuck in a bit of media to catch 5C up to 5B

MEDIA

Today in Media, students were introduced to the world of TV commercials. We began by comparing the scriptwriting process for television advertisements with the audio advertisements students created earlier. This helped reinforce familiar concepts while also highlighting some new techniques.

Students explored how TV scripts can include stage directions, often written in brackets, similar to how they previously indicated sound effects in their audio work. This allowed them to see how planning visuals and actions is just as important as writing dialogue.

We also looked at common industry terminology, focusing on different types of camera shots and what they are used to achieve in advertising. Students learned that the more specific their directions are, the easier it is for actors and directors to bring their ideas to life.

The success criteria for this task remains consistent with our audio advertisements. Students are working toward delivering a clear and memorable message about their product, while also incorporating key elements such as a logo, website, and slogan in a visually engaging way.

To support their work, students were introduced to a variety of digital tools that we will be using for TV commercial production. One example is PhotoMosh, an online platform that allows users to upload and manipulate video clips using creative effects powered by artificial intelligence. This opens up new possibilities for enhancing their projects.

We also discussed how artificial intelligence can assist in generating parts of their commercials based on their scripts. At the same time, students understand that if the technology does not fully meet their vision, they always have the option to act out scenes themselves. We will also have opportunities to use green screens to further enhance their productions.

I have included links below to help illustrate some of the concepts we explored in today’s lesson. You will also find a student-created audio advertisement that was recorded alongside this work.

We will continue developing these ideas in our next Media class on Day 1.
https://www.youtube.com/watch?v=rEn1RlBy1Bo
https://www.youtube.com/watch?v=-Ls_BSfM5Lw
https://www.youtube.com/watch?v=6vAfNHLAiHI
https://youtu.be/PlsOUCFa5o4

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, APRIL 16, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Students continued building their news article writing skills today by transforming their notes from yesterday’s press conference into their first full draft. Using the strategies from our news article writing lessons, students worked to organize their ideas into a clear and engaging two-paragraph piece. You can find helpful supports and examples here: https://www.drooker.ca/news-article-writing.html

For a 40-minute writing block, most students made strong progress, with many completing about three quarters of their article. This is a solid start, and they will have additional time tomorrow to finish and refine their work.

We focused especially on the challenge of writing a strong lead paragraph. Students are learning how to combine the key elements of a news story, the who, what, where, when, why, and how, into smooth, flowing sentences. While younger writers might list these as separate ideas, our goal is to merge them thoughtfully into a concise and cohesive opening.

We also discussed how writing a news article can feel like putting together a jigsaw puzzle. Each piece of information needs to fit just right to clearly tell the story. Students used anchor charts, transition words, and story frames to help guide their writing, along with strategies for moving into their second paragraph and wrapping up their article effectively.

MATH (B)
9:40-10:40

In math, we reviewed work from pages 90 to 100 on the area of a rectangle and then extended our thinking to explore the area of a parallelogram. Students learned that the formula remains the same, base times height, by visualizing how a parallelogram can be rearranged into a rectangle by moving one section to the opposite side.

Students then applied this understanding while completing pages 102 and 103, focusing on finding the area of parallelograms.

We also began exploring the area of a triangle. Through a visual demonstration, students saw how a rectangle can be divided along a diagonal to form two equal triangles. This helped them understand why the formula for the area of a triangle is base times height divided by two, since each triangle represents half of the rectangle.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, APRIL 15, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today marked an exciting launch into our news article writing unit. Students participated in their first formative press conference, where I stepped into the role of Joe Rich and responded to their thoughtful questions. This interactive experience gave students a chance to explore how real reporters gather information.

As the press conference unfolded, students recorded their observations using a graphic organizer. They focused on capturing the key elements of a news story: who, what, where, when, why, and how. They were encouraged to use both words and sketches to support their thinking.

An interesting layer to our learning today was the use of a GPT, which we had previously trained together. We used it to take notes during the press conference and later compared its output with student work. Students quickly noticed how effective the tool was in capturing details, while also recognizing its limitation of recording only short segments before needing a restart. This led to a meaningful conversation about using technology as a support, not a replacement, for their own thinking.

We also reviewed key success criteria for strong news writing and introduced a lead paragraph story frame. This structure will help students develop a clear and confident opening that presents the facts in an engaging and authoritative way. Students will begin drafting their own news articles tomorrow. You can learn more about this form of writing here: https://www.drooker.ca/news-article-writing.html
Who:

Joe Rich – Resident of McBride, British Columbia, hosting the impromptu press gathering.
Andrea Arnold – Local reporter for the Rocky Mountain Goat newspaper who first shared photos online.
Sergeant Eamon McArthur – Conservation officer responsible for local wildlife.
Various reporters (e.g., Elise, Katerina, Kiana, Nene, and others), some from legitimate outlets and some seemingly fictitious.

What:

A deer was spotted wearing a fully zipped high-visibility safety jacket.
Photos of the deer were taken by Joe Rich and Andrea Arnold and shared online, going viral.
The story is considered highly unusual, with no confirmed explanation.
Authorities are investigating and considering tranquilizing the deer to safely remove the jacket.

Where:

McBride, British Columbia, a small village about 200 km east of Prince George.

When:

The deer was first photographed on November 25, 2024.
The press interaction appears to occur shortly after the images went viral (exact date not specified).

Why:

The reason the deer is wearing the jacket is unknown.
Two main theories:
- A driver may have hit the deer, believed it dead, and placed the jacket on it to warn other motorists.
- A prank by individuals (possibly teenagers) who may have tranquilized the deer and dressed it.

How:

The deer appears physically unharmed and behaving normally despite wearing the jacket.
The conservation officer plans to tranquilize the deer, remove the jacket, and release it safely.
Concerns exist about potential harm from the jacket (e.g., snagging on branches, irritation, inability to groom).

MATH (B)
9:40-10:40

In math, students continued building their understanding of measurement by reviewing perimeter and beginning their exploration of area. We revisited familiar concepts from Grade 4, focusing on how to calculate the area of rectangles and squares using length times width, or base times height.

Students worked through pages 90 to 100 in their workbook, practicing both perimeter and area. This provided a solid opportunity to strengthen multiplication skills while applying them in a meaningful context. I circulated to offer feedback and support as needed.

We will continue developing our understanding of area in our next lesson, helping students move toward greater confidence and accuracy with these concepts.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, APRIL 14, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today we revisited our Pet Cemetery grant livestream as a class. Students had time to reflect on what they saw and ask questions that may have come up after yesterday’s experience. I shared a large collection of photos from the visit, which helped bring more clarity and sparked further curiosity.

During yesterday’s livestream, students had the opportunity to interact with Jeremy Hood, the research coordinator for the town of Aurora. He shared his deep knowledge and passion for the site, guiding students through not only the pet cemetery, but also the foundations of the Blochin’s house, along with the ruins of their dog food factory and chicken coop.

One of the most surprising discoveries he shared was that the site is still very much under research. He recently uncovered two of the roughly 750 headstones, and when they were lifted and examined more closely, it was revealed that they had originally been human headstones from the 1800s. On one side, they show the original human engraving, while the other side had been repurposed for pets. This discovery sparked many new questions and conversations among students about the history and reasoning behind this practice.

We also watched a short YouTube video from an urban explorer who toured the same pet cemetery. This gave students another perspective and helped answer lingering questions.

This learning will continue over the next little while, both in class and during our upcoming field trip on May 4th. Students are already showing strong interest and engagement in this topic.

I have also updated our class news page on https://www.drooker.ca/news-article-writing.html with several photo galleries from the pet cemetery. Feel free to explore these at home with your child and continue the conversation together.

MATH (B)
9:40-10:40

Today we did a quick review of our work with angles from last week before shifting our focus to perimeter. We talked about perimeter as the distance around the outside of a shape, and emphasized that it is the total length all the way around. https://www.drooker.ca/spatial-sense.html

Students then worked through pages 83 to 87 in their formative booklets. Their practice included finding the perimeter of regular shapes such as squares and rectangles, working with irregular shapes, and drawing shapes based on a given perimeter.

A big focus of today’s lesson was noticing helpful shortcuts instead of always adding every side one by one. For squares, students learned that the perimeter can be found by multiplying the side length by 4. For rectangles, we looked at how perimeter can be found using 2 times the length plus 2 times the width. This helped students begin to see patterns and use more efficient strategies in their work.

HEALTH (C)
11:40-12:10

Today in health, we continued working through our formative workbooklets, focusing on pages 17, 18, and 19. These pages explored topics related to alcohol and cannabis, helping students build their understanding of how these substances can affect decision making, health, and overall well being.

One of the activities included a Venn diagram where students compared and contrasted alcohol and cannabis. This helped highlight both the similarities and differences between the two, reinforcing key ideas about their effects and risks.

We also spent some time walking through an upcoming quiz on alcohol and cannabis. As a class, we reviewed each question and discussed the answers together. Many students noticed that the answers were quite straightforward and based on common sense, which made this a good opportunity to reinforce their existing knowledge and confidence.

There was very little new material to review, but this discussion helped clarify expectations for the quiz and gave everyone a chance to check their understanding.

As always, students are encouraged to revisit the unit notes posted on https://www.drooker.ca/health.html to review key ideas and stay prepared for upcoming assessments.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, APRIL 13, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MEDIA

Today in Media, students were introduced to the world of TV commercials. We began by comparing the scriptwriting process for television advertisements with the audio advertisements students created earlier. This helped reinforce familiar concepts while also highlighting some new techniques.

Students explored how TV scripts can include stage directions, often written in brackets, similar to how they previously indicated sound effects in their audio work. This allowed them to see how planning visuals and actions is just as important as writing dialogue.

We also looked at common industry terminology, focusing on different types of camera shots and what they are used to achieve in advertising. Students learned that the more specific their directions are, the easier it is for actors and directors to bring their ideas to life.

The success criteria for this task remains consistent with our audio advertisements. Students are working toward delivering a clear and memorable message about their product, while also incorporating key elements such as a logo, website, and slogan in a visually engaging way.

To support their work, students were introduced to a variety of digital tools that we will be using for TV commercial production. One example is PhotoMosh, an online platform that allows users to upload and manipulate video clips using creative effects powered by artificial intelligence. This opens up new possibilities for enhancing their projects.

We also discussed how artificial intelligence can assist in generating parts of their commercials based on their scripts. At the same time, students understand that if the technology does not fully meet their vision, they always have the option to act out scenes themselves. We will also have opportunities to use green screens to further enhance their productions.

I have included links below to help illustrate some of the concepts we explored in today’s lesson. You will also find a student-created audio advertisement that was recorded alongside this work.

We will continue developing these ideas in our next Media class on Day 1.
https://www.youtube.com/watch?v=rEn1RlBy1Bo
https://www.youtube.com/watch?v=-Ls_BSfM5Lw
https://www.youtube.com/watch?v=6vAfNHLAiHI
https://youtu.be/PlsOUCFa5o4

MATH (B)
9:40-10:40

Today we did a quick review of our work with angles from last week before shifting our focus to perimeter. We talked about perimeter as the distance around the outside of a shape, and emphasized that it is the total length all the way around.

Students then worked through pages 83 to 87 in their formative booklets. Their practice included finding the perimeter of regular shapes such as squares and rectangles, working with irregular shapes, and drawing shapes based on a given perimeter.

A big focus of today’s lesson was noticing helpful shortcuts instead of always adding every side one by one. For squares, students learned that the perimeter can be found by multiplying the side length by 4. For rectangles, we looked at how perimeter can be found using 2 times the length plus 2 times the width. This helped students begin to see patterns and use more efficient strategies in their work.

HEALTH (B)
11:40-12:10

Students had an OT during this period as I was released to head off to the pet cemetery for our grant livestream

GRANT PROJECT
1:10-2:10

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, APRIL 10, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
*Just a reminder that Monday afternoon is our grant project livestream from the pet cemetery.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Literacy
Today we began by reminding students to spend time thinking through the plot of their culminating narrative task. They can choose to create their own story or use one of the provided prompts, with flexibility to explore new ideas as needed. The focus was on giving their narratives some intentional direction before drafting.

We then shifted into our new news article writing unit. Although we were introduced to it earlier during our shared library experience connected to the Pet Cemetery project, today marked a more formal start. We explored how news has evolved over time, from word of mouth and radio broadcasts to daily newspaper delivery, and now to online platforms. This opened up a discussion about how modern media operates, especially how clicks and audience attention can influence the way information is presented and supported by targeted advertisements.

Students were introduced to the key parts of a newspaper article. We discussed headlines and datelines, and spent time focusing on the lead paragraph, which answers the who, what, where, when, why, and how. We also talked about the importance of a strong concluding sentence in the lead that transitions into the second paragraph. This second paragraph, referred to as the color paragraph, is where students will include at least three quotes or additional supporting details to expand on the story. We also reviewed the role of the byline.

We examined how to use a graphic organizer to gather information effectively. Students practiced thinking about taking notes, which can include sketches, key words, or paraphrased ideas in their own words. We distinguished between paraphrasing, summarizing, and directly quoting, helping students understand when each approach is most appropriate.

To support this work, I introduced students to the idea of creating their own GPT. Together, we began building a simple AI assistant that can listen to a press conference and produce a verbatim transcript for accuracy. We also trained it to organize information under the headings of who, what, where, when, why, and how. While we did not have enough time to fully begin the press conference activity, this served as a strong introduction to how students can use emerging technology to support their reporting and streamline parts of the note-taking process.

This will set us up well as students begin practicing their own note-taking and move toward writing their first news articles.

https://www.youtube.com/watch?v=Dgnk4hmFD4I

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today we worked through pages 69 and 74 in the formative workbooklets, focusing on angles and measuring angles within triangles. Students reviewed the important idea that the interior angles of a triangle always add up to 180 degrees. This continues to be a key concept that supports their understanding as we move through the unit.

Students then shifted into creating their own angles and designing triangles with specific angle measurements. This is a skill we explored earlier in the year, and it was great to revisit it and see students apply their understanding with more confidence.

A big focus right now is accuracy when using protractors. This can still be a tricky tool, so we are taking time to slow down and be intentional. We are reminding students to line up the arms of the angle carefully and ensure the protractor is positioned correctly before measuring.

As a general goal, we are working towards students being within about three degrees of accuracy when measuring angles. This is a strong benchmark for this stage and helps build both precision and confidence.

Practicing angle measurement at home can really help reinforce these skills. Whether it is through worksheets or by finding and measuring angles in real-life settings, these extra opportunities make a big difference in helping students become more comfortable and accurate. https://www.visnos.com/demos/angle-measurement-practice

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, APRIL 9, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Just a heads up that our field trip permission form related to our CCEL Grant Project is now live on school cash online for sign up purposes.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Students used today’s time to wrap up their final formative narrative within our narrative writing unit. At this point, students have been introduced to their options for the upcoming culminating task.

Over the next month, students will have at least three dedicated sessions, totalling about three hours (or more as needed), to develop a four-section narrative that meets all success criteria. They can choose to create an original story with their own plot, revise and refine one of the prompts we have already worked on using the feedback they have received, or, if they are feeling stuck, work from a teacher-provided plot line.

We will now pivot into news article writing. An early preview of this new form is available here https://www.drooker.ca/news-article-writing.html.

As you already know, the focus of students' culminating work within this unit will involve our inquiry/research into Canada’s oldest pet cemetery.

MATH (B)
9:40-10:40

In math, we worked through page 52 of the workbooklet, focusing on conversion staircase problems. Students were given multiple measurements in different units and needed to convert them into a common unit in order to compare and determine which was largest. We emphasized the importance of carefully selecting a target unit and converting all values accordingly to make accurate comparisons.

We then shifted to angle work on pages 69 and 74. Students revisited their understanding of acute, obtuse, straight, and right angles, with a brief reminder about reflex angles. We reviewed how to properly use a protractor. First, students must align the vertex with the center point of the protractor. Next, they ensure one arm of the angle lines up with the zero mark. From there, they determine which scale to read based on the size of the angle. For example, if an angle appears obtuse, they should select a reading like 140 degrees rather than 40 degrees.

To liven up this work we discussed the importance of angles in real-world contexts, particularly in bridge building. Students reflected on how triangles and truss structures rely on strong, well-positioned angles to create stability. This connects to prior learning in science and helps reinforce the practical importance of what they are learning in math.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Today I worked with Grade 5C to help them catch up, as they are currently about a lesson behind Grade 5B. We began by revisiting some of the earlier work from their formative workbooks, focusing on pages 50, 51, 59, and 66. https://www.youtube.com/watch?v=0Hm1_5Mwwdc https://www.drooker.ca/spatial-sense.html

We reviewed the mnemonic King Henry died by drinking chocolate milk, which supports students in converting between base metric units such as liters, grams, and meters. This quick refresher helped reinforce their understanding and gave them a chance to reconnect with the process.

After that, we briefly explored page 52, mirroring the work that Grade 5B completed earlier in the day. This allowed students to see how their learning is progressing in alignment with the other class.

We then shifted our attention to angles, introducing concepts from pages 69 and 74. This served as an initial exposure, and students will have more time to engage with these ideas in a deeper way.

We will continue working through these pages tomorrow, giving students additional opportunities to practice and build confidence as they catch up.
DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, APRIL 7, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
*March's Thumbs Up and Down reports have been uploaded within your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 30 thumbs up a month with ~5 thumbs down. Note: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment. Any significant deviation from this typical ratio can be discussed at home and used to support future goal-setting conversations.
*Our grant project continues with the livestream from the pet cemetery will occur Monday, April 13 in the afternoon

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today, students began working on their final formative writing piece focused on communicating a clear message. We revisited the idea that a fable and an allegory are quite similar, as both are centered around a meaningful lesson. I explained that an allegory can be thought of as a longer, more developed version of a fable, helping students make connections between the two forms.

Throughout the writing process, I provided descriptive feedback and worked alongside students as they developed their ideas. Many students needed support with idea generation, especially when trying to plan their stories with a clear message in mind from the start. This proved to be one of the more challenging aspects of the task.

It can be difficult for young writers to begin with the end in mind and build a narrative that naturally leads to a lesson or moral. This type of writing asks students to think ahead and structure their ideas with intention, which is a skill that takes time and practice. Today’s work was a meaningful step in helping them move toward that goal.

MATH (B)
9:40-10:40

Today in Grade 5B, students had time to finish and review several pages from their formative workbooklets, including pages 50, 51, 59, and 66. These activities focused on measurement conversions using the familiar staircase mnemonic, King Henry died by drinking chocolate milk. Students are becoming more comfortable moving between units and applying this strategy with greater confidence.

Grade 5C began this work as they are slightly behind 5B. They had the opportunity to start and review one of the assigned pages, and will continue building momentum in the coming days.

Grade 5B also moved ahead to page 52, which continues to reinforce conversion skills through additional practice. This progression is helping students deepen their understanding and accuracy.

Financial Literacy Retest (Day 4 First Recess)

As a reminder, some students would benefit from continued practice with basic operations, particularly multiplication, division, addition, and subtraction, as part of our recent financial literacy unit. I am offering a first retest opportunity on day four for those who wish to improve their understanding.

In the meantime, I have shared a worksheet for optional practice at home. This focuses especially on cross multiplication and working with decimals when calculating total cost with tax. In Ontario, this means multiplying by 1.13, which is an important real-world application for students to become comfortable with.
https://www.drooker.ca/uploads/1/1/0/9/110962203/financial_literacy_extra_practice.pdf

HEALTH (C)
11:40-12:10

Today in Grade 5C, students took part in a lesson similar to what Grade 5B explored late last week. We continued our focus on substance use, addictions, and related behaviours, building a shared understanding of how these topics connect to everyday decision-making.

We began by defining intoxication as being affected by alcohol or drugs, and discussed how it can impact judgment and the ability to think clearly. From there, students explored the various factors that influence intoxication, including the amount of a substance, body size, combinations with other drugs, sex, emotional state, and whether or not someone has eaten.

Students then worked through a short quiz together on page 9 of their formative workbook, reinforcing these concepts and applying their understanding.

In upcoming lessons, we will continue by examining the short-term and long-term effects of alcohol before moving further along in the unit.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Math Retest Day 4 First Recess https://www.drooker.ca/uploads/1/1/0/9/110962203/financial_literacy_extra_practice.pdf

WEDNESDAY, APRIL 1, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

I started off the morning with a recap of our learning involving the Pet Cemetery Grant Project (See below)

While the proverbial "irons" were still hot, I wanted to take advantage and solicit more questions from students that they wanted answers to related to the Pet Cemetery. We continued the process of recording them in a shared google doc and students will have a chance to pose these questions on April 7 (or April 13/rain date) to Jeremy Hood while I livestream from the site as well as on May 4th when we attend our field trip. I pointed out to students that generally speaking if something provokes lots of questions, it's generally "news worthy".

From there, I reminded students of the key success criteria of a news article paragraph lead and then underscored the key success criteria for their secondary/supporting paragraphs (a combination of at least 3 supporting quotes and/or extending facts).

We then turned our attention back towards narrative writing. You'll recall we have one more formative (practice) piece before students select a focus for their unit quiz wherein they'll publish a story of their choosing. For Grade 5B, we looked at how it's challenging to navigate a reader towards a message. Not many students had come prepared with an idea for their narrative. I provided students with 4 options.

1) They could write their own version of the Hen Who Lost Her Eye.
2) They could write an "improved" version of a well known Aesop's Fable (The Ant and the Grasshopper)
3) They could provide a message and alongside me use AI to receive a "skeleton" story idea to flesh out
4) They could altogether write a story they mapped out

DAY 1 SUMMARY
This afternoon, we launched our Pet Cemetery grant project in the library with all Grade 5 classes. Students were introduced to the historical significance of Canada’s first pet cemetery, located just minutes from our school in Aurora.

Although now hidden and long neglected, this site has a rich and fascinating history. The land was recently purchased by the Town of Aurora, which has begun restoring and documenting it. Archaeologists have used ground-penetrating radar to locate burial sites and help reposition headstones that have shifted over time.
We explored the story of the cemetery’s founders, Victor and Anne Blochin. Victor, a Russian general and former prisoner of war, eventually settled in Aurora after forming connections abroad. Together, the Blochins built a life that included dog breeding, pet care, and ultimately the creation of Canada’s first pet cemetery. Animals buried there range from dogs to horses to monkeys and even canaries brought from as far as Winnipeg.
Students will spend the next month learning how to write news articles, developing their skills as young journalists. We are fortunate to have support from Kevin Donovan of the Toronto Star as part of this experience. The unit will culminate in a final news article following our field trip that focuses in on the pet cemetery.

Below you'll find links to some summarizing research and my powerpoint involving today's lesson
https://www.drooker.ca/uploads/1/1/0/9/110962203/happy_woodland_grant_presentation.pptx
and
https://www.drooker.ca/uploads/1/1/0/9/110962203/pet_cemetery_research.docx

DAY 2 SUMMARY
This afternoon’s saw us complete our second intro lesson to our grant project involving Canada's First Pet Cemetery. This site will ultimately serve as the focus of our culminating task. Before we get there, though, we are building our understanding of news article writing. https://www.drooker.ca/news-article-writing.html
To introduce this, I conducted a mock press conference. Students took on the role of reporters, asking questions to uncover the who, what, where, when, why, and how of the situation. As they listened, they recorded their notes in an organizer, practicing how to gather key details from a live source.
We then explored how strong news articles begin with a lead paragraph that clearly presents these same key elements. Students made the connection that this is the foundation of factual reporting. I also shared how, in broadcast journalism, this information is often delivered using a teleprompter, even if the audience does not see it directly.

Research
https://www.drooker.ca/educational-links.html

We shifted into a conversation about research and the importance of credible sources. Students were reminded to think critically about their information by asking questions such as: What is your proof? Where did this come from? How many sources support this idea? Can you verify it?

From there, we explored three key ways to use information from sources. Quoting allows students to use an author’s exact words when accuracy matters. Paraphrasing helps them restate ideas in their own voice while still keeping the meaning. Summarizing allows them to share the main idea in a more concise way. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2026-03-30-at-6-31-36-pm.png?1774910229 and https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2026-03-30-at-5-57-53-pm.png?1774910234

No matter which approach they choose, we emphasized the importance of giving credit. This is an essential step in avoiding plagiarism and building responsible research habits.

I have shared the PowerPoint from today’s lesson to support review and reflection. https://www.drooker.ca/uploads/1/1/0/9/110962203/canadas_first_pet_cemetery_lesson.pptx We will continue to build upon the necessary success criteria and write several news articles in the coming days and weeks. This practice will serve them well as they prepare for their culminating task, where they will report on an aspect of the Pet Cemetery following our field trip.

LANGUAGE (C)
9:40-10:40

Grade 5C is a few lessons behind 5B so they received similar lesson to what 5B had over the past two days:

Today we began preparing for our final formative narrative writing task.

The focus of today’s lesson was on understanding allegory. We explored how an allegory is a story that carries a deeper message beneath the surface. Building on last week’s discussion of foreshadowing, students are starting to see how strong writers plan with intention. They do not just tell a story, they carefully construct it so that meaning is layered throughout.

We talked about how writers leave subtle clues for readers, almost like breadcrumbs. One analogy that resonated was thinking of a story like a treasure map. The writer knows where the treasure is from the start, then works backward to design the journey, adding obstacles and hints along the way. It is up to the reader to navigate that path and uncover the meaning.

Through the German story Max and Moritz., we discussed how many traditional German tales, often associated with Brothers Grimm, carried darker themes and were originally intended to teach children lessons through cautionary storytelling. Students made thoughtful connections to stories they already knew, such as Hansel and Gretel, and noticed how much these original versions differ from modern adaptations.

I shared a personal connection to these stories through my family, including a memorable title my mother recalled from childhood, The Hen Who Lost Her Eye. Although we could not find the exact original, this inspired me to write my own allegory based on that idea. I read this story to the class and walked students through some of the deliberate literary choices I made. For example, the main character Nocturne was named to suggest darkness and suspense, while also hinting at the idea of change or turning, which reflects her journey in the story.

This led into our next step for the unit. Students are now preparing for their final practice piece by brainstorming their own fable or allegory. The focus is on developing a clear message and thinking about how storytelling choices can guide the reader toward that message. Families are encouraged to have a quick conversation at home tonight to help students refine their ideas so they feel ready to begin writing tomorrow. If students feel stuck, they are welcome to draw inspiration from familiar stories such as The Ant and the Grasshopper and create their own version.

MATH (B)
11:10-12:10

I reviewed with students how to use the "King Henry Died By Drinking Chocolate Milk" mnemonic to aid with measurement conversions. Students worked on pages 50, 51, 59, and 66 of their formative work booklets.
https://www.youtube.com/watch?v=0Hm1_5Mwwdc
https://www.youtube.com/watch?v=fT_5CzsGuOg
https://www.drooker.ca/uploads/1/1/0/9/110962203/image0-10_orig.jpeg and

MATH (C)
1:10-2:10

Students completed and reviewed their financial literacy test today. This unit focuses on applying addition, subtraction, multiplication, and division within the context of money, and it offers a clear snapshot of each student’s foundational arithmetic skills.

Students have been learning how to document and present their work using the classroom document camera. Their completed test should now be available in their Notable Work folders of their remote learning Google Drive.

For those interested in improving their results, extra help is available on Day 4 during first recess. Retests will take place on the following Day 4 next week. The retest format will focus only on previously missed questions. For example, if a student scored 20 out of 30, they will redo the 10 marks they missed. That score will then be halved and added to the original mark to determine a new overall result.

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, MARCH 31, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today we continued exploring fables and allegories, building on yesterday’s introduction through the German story Max and Moritz. We discussed how many traditional German tales, often associated with Brothers Grimm, carried darker themes and were originally intended to teach children lessons through cautionary storytelling. Students made thoughtful connections to stories they already knew, such as Hansel and Gretel, and noticed how much these original versions differ from modern adaptations.

I shared a personal connection to these stories through my family, including a memorable title my mother recalled from childhood, The Hen Who Lost Her Eye. Although we could not find the exact original, this inspired me to write my own allegory based on that idea. I read this story to the class and walked students through some of the deliberate literary choices I made. For example, the main character Nocturne was named to suggest darkness and suspense, while also hinting at the idea of change or turning, which reflects her journey in the story.

This led into our next step for the unit. Students are now preparing for their final practice piece by brainstorming their own fable or allegory. The focus is on developing a clear message and thinking about how storytelling choices can guide the reader toward that message. Families are encouraged to have a quick conversation at home tonight to help students refine their ideas so they feel ready to begin writing tomorrow. If students feel stuck, they are welcome to draw inspiration from familiar stories such as The Ant and the Grasshopper and create their own version.

MATH (B)
9:40-10:40

In math, Grade 5B has now caught up with Grade 5C as we began our new unit on measurement. https://www.drooker.ca/spatial-sense.html Students explored body-based benchmarks to better understand units of measurement, helping them build a more intuitive sense of length and size.

We also introduced a helpful mnemonic to support metric conversions: King Henry died by drinking chocolate milk. This phrase helps students remember the order of metric units when converting between them. We will continue practicing how to apply this strategy to conversions involving length, volume, and mass. Students have also been provided with video resources to review this method at home and strengthen their understanding. https://www.youtube.com/watch?v=0Hm1_5Mwwdc

https://www.drooker.ca/uploads/1/1/0/9/110962203/image0-10_orig.jpeg

GRANT PROJECT
1:10-3:10
Literacy
This afternoon’s saw us complete our second intro lesson to our grant project involving Canada's First Pet Cemetery. This site will ultimately serve as the focus of our culminating task. Before we get there, though, we are building our understanding of news article writing. https://www.drooker.ca/news-article-writing.html

To introduce this, I conducted a mock press conference. Students took on the role of reporters, asking questions to uncover the who, what, where, when, why, and how of the situation. As they listened, they recorded their notes in an organizer, practicing how to gather key details from a live source.

We then explored how strong news articles begin with a lead paragraph that clearly presents these same key elements. Students made the connection that this is the foundation of factual reporting. I also shared how, in broadcast journalism, this information is often delivered using a teleprompter, even if the audience does not see it directly.

Research
https://www.drooker.ca/educational-links.html

We shifted into a conversation about research and the importance of credible sources. Students were reminded to think critically about their information by asking questions such as: What is your proof? Where did this come from? How many sources support this idea? Can you verify it?

From there, we explored three key ways to use information from sources. Quoting allows students to use an author’s exact words when accuracy matters. Paraphrasing helps them restate ideas in their own voice while still keeping the meaning. Summarizing allows them to share the main idea in a more concise way. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2026-03-30-at-6-31-36-pm.png?1774910229 and https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2026-03-30-at-5-57-53-pm.png?1774910234

No matter which approach they choose, we emphasized the importance of giving credit. This is an essential step in avoiding plagiarism and building responsible research habits.

Next Steps
I have shared the PowerPoint from today’s lesson to support review and reflection. https://www.drooker.ca/uploads/1/1/0/9/110962203/canadas_first_pet_cemetery_lesson.pptx We will continue to build upon the necessary success criteria and write several news articles in the coming days and weeks. This practice will serve them well as they prepare for their culminating task, where they will report on an aspect of the Pet Cemetery following our field trip.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
**Grade 5C Math quiz tomorrow https://www.drooker.ca/financial-literacy.html

MONDAY, MARCH 30, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today we began preparing for our final formative narrative writing task. This piece will connect to a story I will be sharing tomorrow titled The Hen Who Lost Her Eye.

The focus of today’s lesson was on understanding allegory. We explored how an allegory is a story that carries a deeper message beneath the surface. Building on last week’s discussion of foreshadowing, students are starting to see how strong writers plan with intention. They do not just tell a story, they carefully construct it so that meaning is layered throughout.

We talked about how writers leave subtle clues for readers, almost like breadcrumbs. One analogy that resonated was thinking of a story like a treasure map. The writer knows where the treasure is from the start, then works backward to design the journey, adding obstacles and hints along the way. It is up to the reader to navigate that path and uncover the meaning.

Tomorrow, we will continue this lesson and connect it directly to The Hen Who Lost Her Eye. Students will then begin working on their own allegorical narrative as their final practice piece.

MATH (B)
9:40-10:40

Students completed and reviewed their financial literacy test today. This unit focuses on applying addition, subtraction, multiplication, and division within the context of money, and it offers a clear snapshot of each student’s foundational arithmetic skills.

Students have been learning how to document and present their work using the classroom document camera. Their completed test should now be available in their Notable Work folders of their remote learning Google Drive.
For those interested in improving their results, extra help is available on Day 4 during first recess. Retests will take place on the following Day 4 next week. The retest format will focus only on previously missed questions. For example, if a student scored 20 out of 30, they will redo the 10 marks they missed. That score will then be halved and added to the original mark to determine a new overall result.
PET CEMETERY GRANT PROJECT
1:10-2:10

This afternoon, we launched our Pet Cemetery grant project in the library with all Grade 5 classes. Students were introduced to the historical significance of Canada’s first pet cemetery, located just minutes from our school in Aurora.

Although now hidden and long neglected, this site has a rich and fascinating history. The land was recently purchased by the Town of Aurora, which has begun restoring and documenting it. Archaeologists have used ground-penetrating radar to locate burial sites and help reposition headstones that have shifted over time.
We explored the story of the cemetery’s founders, Victor and Anne Blochin. Victor, a Russian general and former prisoner of war, eventually settled in Aurora after forming connections abroad. Together, the Blochins built a life that included dog breeding, pet care, and ultimately the creation of Canada’s first pet cemetery. Animals buried there range from dogs to horses to monkeys and even canaries brought from as far as Winnipeg.

Students will spend the next month learning how to write news articles, developing their skills as young journalists. We are fortunate to have support from Kevin Donovan of the Toronto Star as part of this experience. The unit will culminate in a final news article following our field trip that focuses in on the pet cemetery.

Below you'll find links to some summarizing research and my powerpoint involving today's lesson
https://www.drooker.ca/uploads/1/1/0/9/110962203/happy_woodland_grant_presentation.pptx
and
https://www.drooker.ca/uploads/1/1/0/9/110962203/pet_cemetery_research.docx

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
**Grade 5C Math quiz Wednesday https://www.drooker.ca/financial-literacy.html

FRIDAY, MARCH 27, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
It was great to be back in class today. Since I was away yesterday, I decided to squeeze in a bit of media during our literacy block.

To help build confidence and refresh our skills with GarageBand, I had one group from each class come up and record their audio advertisement in front of everyone. This gave us a chance to model some of the simple shortcuts again while learning together.

We reviewed how the plus button creates a new track, and how those tracks stack nicely like a staircase when recorded in sequence. We practiced using the R button to start recording, and the spacebar to start and stop both recording and playback. We also looked at how the return key brings the playhead back to the beginning. For students using MacBooks at home, we talked about how Command Z can act like a quick undo, or as we say in class, a little fishhook to erase and try again.

I have included links below to the audio advertisements we recorded today so you can take a listen.

As of now, all groups are in the rehearsal stage, which is a great place to be. Over the next little while, we will begin passing around the class MacBook so each group can record their final version. I will step in as needed to help add sound effects or support the creation of jingles. This process should help us move efficiently while giving each group a chance to shine.
youtu.be/n3sK1I7y3qM
https://famousair.weebly.com/
youtu.be/-eJLGvrZHmY

MATH (B)
9:40-10:40

In math today, grade 5B worked through a unit wrap-up lesson similar to what grade 5C completed earlier. Both classes will be preparing for a quiz on Monday.

Please keep in mind that on Monday and Tuesday afternoon, all grade 5 students will be gathering in the library for the kickoff of our grant project. This will impact grade 5C’s math schedule slightly, so their quiz will take place on Wednesday instead. In the meantime, grade 5C is encouraged to continue reviewing using the financial literacy website, which is linked below.

https://www.drooker.ca/financial-literacy.html

Just a reminder, this unit really boils down to addition, subtraction, cross multiplication and short/long division proficiency. So please continue to review the multiplication and division hacks listed in PDF format below under the homework subheading.

HEALTH (C)
11:40-12:10

In health, grade 5C had a lesson similar to what 5B explored yesterday. We began with a short review of alcohol and then shifted our focus to cannabis. We discussed how it is now a legal substance, and that it contains psychoactive properties, meaning it can affect the way the brain works.

The students asked some truly thoughtful and insightful questions today. I was really impressed with the depth and care behind their thinking, and I did my best to respond at an age-appropriate level.

As a quick note for home, using a Q chart or question chart can be a great way to support higher-level thinking. It is something we will continue to use as we move into our grant project, especially as we begin researching Canada’s first pet cemetery.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Today in math, we began an exciting new chapter as we transitioned from our financial literacy unit into our study of measurement. There was a nice sense of freshness in the room as students were introduced to the metric system and the idea of standardized units.

To make things engaging and personal, we explored some interesting body proportion patterns and quirks. Students used measuring tapes to investigate their own measurements and compare them with others. This led to some great conversations and a lot of curiosity as they noticed both similarities and surprising differences.

As we move forward, much of our work will focus on understanding and using the metric conversion staircase. This will help students confidently convert between units of length, mass, and volume. From there, we will begin to apply these skills in more meaningful ways as we explore perimeter and area, along with some foundational formulas that support this thinking.

Just a quick reminder that all of our formative workbooks are always available online. If you would like to take a look or support your child at home, please visit drooker.ca/work.html and navigate to the Grade 5 section.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Grade 5B Math quiz Monday https://www.drooker.ca/financial-literacy.html
*Grade 5C Math quiz Wednesday https://www.drooker.ca/financial-literacy.html

WEDNESDAY, MARCH 25, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in literacy, students had their final opportunity to complete their 13th Floor narrative. It has been such a pleasure watching their writing grow. I continue to provide descriptive feedback, and everything is really starting to click. Students in both Grade 5B and 5C are showing strong progress and confidence in their storytelling.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math, both classes worked through page 39 of their formative workbooklets, focusing on comparing rates. We reviewed how to determine unit rates and how these skills connect to making smart purchasing decisions. Grade 5C also had additional time to move ahead to page 40 and review their unit quiz together, which led to some thoughtful discussions and reflection.

One highlight today was a great conversation around the idea that you get what you pay for. Students explored how sometimes spending a bit more can lead to better quality, added features, or longer-lasting products. These are important ideas as they continue developing their financial literacy skills.

A reminder that our unit quiz will take place on Monday. After that, we will begin our measurement unit, where students will explore metric conversions, area, and perimeter. This will build toward an exciting project that combines financial literacy with a design challenge inspired by Dragon’s Den.
MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Financial literacy quiz on Monday

TUESDAY, MARCH 24, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

We've shored up Kevin Donovan as a guest speaker. He'll be joining us in person on April 28th as part of our CCEL Grant project which we're starting on next week :)

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
In Literacy today, students began working on their narrative writing using the “13th Floor” prompt. It was great to see them dive into their ideas and start bringing their stories to life. We will continue this writing process tomorrow, with more time to build their narratives and receive ongoing descriptive feedback.

Students are really starting to spread their wings as writers, and I am seeing meaningful growth in both their ideas and their ability to apply the success criteria we have been working on.

Looking ahead, I plan to offer one more formative narrative writing task before we shift into a publishing phase. At that point, students will have the opportunity to either refine and publish one of the prompts we have explored, or create a completely original narrative piece. I am hoping to compile these into a class book that will be available for families as a keepsake, while also giving parents a chance to see how students’ writing develops across the class.

Next week, we will also begin introducing our next writing focus, which is news article writing. This will become our main area of study over the coming months. Toward the end of the year, we will likely explore a short unit on persuasive writing as well.

MATH (B)
9:40-10:40

In Math today, students worked on developing their understanding of rates using pages 37 and 38 of their workbooklets. We discussed how rates can be represented in different ways, such as with fractions or colons, and how these simply show a relationship between two quantities.

A key focus was understanding how to find the unit rate. We emphasized that when solving problems involving money, the money goes inside the division because we are splitting it into equal parts. For example, $12 for 6 chocolate bars becomes 12 divided by 6, which tells us each bar costs $2. When working with $6 for 12 donuts, students learned how to divide a smaller number by a larger number, which introduces decimals and requires careful place value work.

This can be a tricky concept to visualize in writing, so I encourage you to visit our website at https://www.drooker.ca/financial-literacy.html, where you will find helpful explanations and tutorial videos under the “Rates” section.

We will continue working with rates tomorrow as we wrap up our financial literacy unit, with a unit test planned for Monday

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, MARCH 23, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

First, a look ahead. Next Monday and Tuesday, all Grade 5 students will be gathering in the library as we officially launch our Community Connected Experiential Learning Grant project. Students in 5A, 5B, and 5C will be exploring the story of Canada’s first pet cemetery and how it connects to civic planning, news article writing, and investigative journalism. As part of this work, they will be developing a detailed PowerPoint presentation and participating in a series of lessons designed to support their understanding of the project. It is a unique opportunity for students to connect real world history with meaningful literacy skills.

During the first (or second week/rain date) of April, I will be on site at the pet cemetery and will live stream the experience back to the school. Students will be supported in class by other teachers and will have an opportunity to participate in a question and answer session connected to the visit. As part of this learning, students will also have the chance to work alongside Kevin Donovan, a well known writer, investigative journalist, and podcaster, as they continue developing their skills within this unit. The culminating activity for this project will take place on May 4th at the Aurora Town Square.
COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

In literacy today, we spent some time building community through our classroom circles. This continues to be an important space where students can connect with one another and strengthen a sense of belonging. We also reviewed our narrative writing unit and revisited the success criteria that support strong storytelling.

Students were introduced to our newest writing prompt, 13th Floor. We discussed the idea of foreshadowing and how authors give subtle hints about what is to come. I provided students with the opening structure, including the orientation and the problem, and they will now take ownership of developing the events and resolution of their story. Students worked with partners to share and refine their ideas, and they will begin drafting over the next couple of days.

MATH (B)
9:40-10:40

In math, students began exploring the concept of rates through a series of videos, with a focus on real life applications involving money. We started by reviewing ratios using examples such as toy models and scale, helping students see that ratios represent relationships between numbers. From there, we extended this thinking into rates. For example, we looked at a scenario like six dollars for three hamburgers and discussed how this can be expressed as a ratio and then simplified to a unit rate of two dollars per hamburger using division. Students are beginning to see how these ideas connect to everyday decision making.

https://www.drooker.ca/number.html

https://www.drooker.ca/uploads/1/1/0/9/110962203/diecast-scale13_orig.jpeg
https://www.youtube.com/watch?v=iQL4cr3If64
https://www.youtube.com/watch?v=RQ2nYUBVvqI

As we continue wrapping up our financial literacy learning, it would be helpful for students to continue reviewing multiplication strategies, especially as they relate to calculating tax and tips. Practicing both long division and short division will also support their success as we move into more work with rates this week.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, MARCH 13, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

First, I would like to wish everyone a wonderful March Break! I hope it is a relaxing time filled with many memorable experiences. Remember kids, don't let school get in the way of your education :) There's much more beyond our four walls :)
Before the break, I wanted to share a quick update about our upcoming Pet Cemetery grant project. We have now confirmed the dates for the first phase of this work. Beginning after the break, students will be gathering in the library during the afternoons of March 30 and March 31. During this time, all three participating classes will come together to begin organizing and launching the project.
COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today was day two of our schedule and our literacy focus was on reading and interpretation.

Students and I revisited the picture book Race Cars, which I have linked below. Before we began, I introduced students to the idea of an allegory. An allegory is a story where the characters and events represent a deeper message about real life. Race Cars fits this description very well. Although it is written in a way that is accessible for children, it thoughtfully explores themes connected to racism, sexism, and privilege. https://www.youtube.com/watch?v=MhnTaCptmV0
Over the past few reading sessions, students have been reading this book with their guided reading groups and beginning to answer some short response questions. Today, after listening to the book together online, we worked as a class to come to a shared understanding of the message the author was trying to communicate. Students were encouraged to point to specific parts of the text that helped support their thinking. This led to an important and thoughtful conversation about fairness, opportunity, and how people can experience the world differently.

Our discussion then connected naturally to another book students are beginning to see more frequently in classrooms called Unlearn. This book contains a series of very provocative images that can be interpreted in many different ways. Over the coming days, students will work with their guided reading group members to examine these images and develop their own interpretations.

A key part of this work will be finding evidence to support their thinking. Sometimes it can be easier to interpret a message from an image than from a written text. However, the skill we are practicing is the same. Students need to be able to point to proof and clearly explain how that proof supports their interpretation. Whether they are paraphrasing or quoting directly from a text, we are continuing to build the habit of connecting evidence back to their ideas.

MATH (B)
9:40-10:40

In math, we began with a recap of what we have covered so far in our financial literacy unit. As I have mentioned in previous blog posts this week, a number of students are still strengthening their understanding of multiplication algorithms. These skills become especially important when we calculate things like tax or interest.

Today we looked at a familiar example. If you purchase an item that costs $99.99 and need to include tax, you multiply the price by 1.13. At first glance it appears to be a simple question, but when we break it down there are many steps involved. In this example there are twelve individual multiplication calculations within the algorithm, followed by addition to combine the partial products. After that, students must rework the decimals into the answer and then round the final answer to the nearest hundredth. Altogether, there are fifteen components that need to be completed correctly to arrive at the final answer.

Because of this, continued practice with multiplication facts and algorithms remains very important. Some students have already mastered these skills, while others are still building confidence. A little practice at home can go a long way in keeping these skills sharp. Even solving a couple of multiplication questions each evening can help prevent what I sometimes call academic slippage.

We do not have a great deal left in this unit. When students return next week, we will spend some time looking at rates before completing a unit quiz.
Financial literacy will not disappear entirely after that. Later in the term, when we begin our measurement unit, students will complete a combined measurement and financial literacy performance task inspired by the idea of Dragon’s Den. This project will allow them to apply what they have learned in both areas in a creative and practical way.

After our unit recap, we played a few rounds of Money Bingo, which is always a fun way for students to reinforce their understanding of key concepts.

HEALTH (C)
11:40-12:10

In Health, we began with a quick review of last week’s Personal Safety and Injury Prevention quiz, focusing mainly on the multiple choice questions. After that, we started our new unit called Substance Use, Addictions, and Related Behaviors. We began by defining substance use, which refers to the act of consuming substances that change the way a person feels, thinks, or acts. Some substances can be helpful, while others can be harmful, and many have both benefits and drawbacks depending on how they are used.

From there, we discussed alcohol. Alcohol is a legal drug that adults aged 19 and older can purchase in Ontario. We talked about how alcohol can be dangerous for children and teenagers, and how even for adults it can have harmful effects if too much is consumed or if it is used too often. To help students understand some of the effects alcohol can have on reaction time and decision making, we completed a short activity that involved a bit of movement and demonstrated how coordination and responses can be affected.

As always, families can find all Health slide decks on our class Health website if students would like to review the material at home.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, MARCH 12, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MEDIA
In Literacy, I was able to meet with every group to review and approve their Famous Air audio advertisement scripts. Each script was checked to ensure it included all of the required success criteria for our Media Studies campaign. With scripts now finalized, students have moved into the rehearsal stage. Many groups are rewriting their scripts onto cue cards to make practicing easier and to prepare for recording. I am currently gathering and downloading the sound effects students have requested. Soon we will begin recording, with groups using my MacBook one at a time to produce their advertisements.

MATH (B)
9:40-10:40

In Math, students worked on the word problems on pages 23 and 25 of their formative work booklets. I was briefly away during this block for some prep payback time, so students worked with an occasional teacher. I will review their work and provide feedback tomorrow.

HEALTH (B)
11:40-12:10

In Health, we began with a quick review of last week’s Personal Safety and Injury Prevention quiz, focusing mainly on the multiple choice questions. After that, we started our new unit called Substance Use, Addictions, and Related Behaviors. We began by defining substance use, which refers to the act of consuming substances that change the way a person feels, thinks, or acts. Some substances can be helpful, while others can be harmful, and many have both benefits and drawbacks depending on how they are used.

From there, we discussed alcohol. Alcohol is a legal drug that adults aged 19 and older can purchase in Ontario. We talked about how alcohol can be dangerous for children and teenagers, and how even for adults it can have harmful effects if too much is consumed or if it is used too often. To help students understand some of the effects alcohol can have on reaction time and decision making, we completed a short activity that involved a bit of movement and demonstrated how coordination and responses can be affected.

As always, families can find all Health slide decks on our class Health website if students would like to review the material at home.
LANGUAGE (C)
1:10-2:10

MEDIA
See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, MARCH 11, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

Today in Literacy students had their final opportunity to work on their Digging for Gold narrative. As a reminder, our literacy block is currently following a consistent structure. Day 1 focuses on Media Studies, Day 2 focuses on Reading, and Days 3 to 5 focus on Writing.

This pattern will continue for the foreseeable future as we move through both our narrative writing unit and later our news article writing unit. Typically, Day 3 introduces the writing text form we are studying, while Days 4 and 5 are dedicated writing days where students have time to develop and refine their work. Tomorrow we will return to Media Studies and continue moving forward with this same rhythm.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In Math today, students returned to a more typical routine now that we have wrapped up the performance task we began earlier in the week. Our focus returned to Financial Literacy.

We began with a discussion about saving and budgeting, particularly the difference between short term and long term financial goals. Students explored a simple example connected to multiplication skills. We imagined saving $2 per week and calculated how much money that would become over the course of 18 years.

I shared a real life example from when I was a teenager. If I had saved $2 per week for 18 years and then used that money in 1998, when I was 18 years old, to buy shares of Apple stock, the value of those shares today could be worth roughly $175 million depending on how share splits are accounted for. The number is astonishing and it sparked a lot of discussion.

Of course, investing always comes with risk. It is often described as educated gambling because people try to predict what companies will succeed in the future. Sometimes those predictions work out and sometimes they do not. With risk can come reward, but it can also lead to losses or, in extreme situations, bankruptcy. It is fun to imagine the possibilities, but the bigger lesson connects to the famous marshmallow test. Do you take one marshmallow now, or wait and receive several later? We want students to begin thinking about balancing short term impulses with longer term planning.

After that discussion we returned to practicing word problems. Students reviewed some helpful problem solving strategies such as changing the names in the problem to people they know or even their own name, circling the numbers that contain important information, determining the operation or operations needed if the question involves multiple steps, and highlighting the question that needs to be answered.

We also reminded ourselves that strong mathematical thinking should be represented in numbers, pictures, and words.

Students then worked with partners on the word problems found on page 24. Grade 5B began working through these questions together using the strategies we reviewed. Grade 5C, who had a double math period today, was able to complete the partner work and we were able to take up the solutions together as a class.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Following the group work that both Grade 5B and Grade 5C completed during math today, I reminded students of an important idea that often comes up when working with partners. We are aiming for the old saying that two heads are better than one. When students are working together, both members of the group share responsibility for the thinking. If partners decide to solve parts of the problem separately using a divide and conquer approach, they are still responsible for checking one another’s work before submitting their answers. Partner work is most effective when students are discussing strategies, comparing answers, and helping one another catch mistakes.

I also wanted to share an observation that has become more noticeable this week. A portion of students in both classes would benefit from continuing to review their multiplication strategies, particularly cross multiplication as well as the lattice or box method. These methods are tools that help students organize their thinking and maintain accuracy when working with larger numbers.

As mentioned in several of this week’s blog updates, it would be very helpful for students to continue reviewing the Multiplication and Division Hacks that were introduced earlier this year. These can be found under the homework subheading. Continued practice with these strategies helps students build both accuracy and automaticity, which will make solving word problems and multi step questions much easier as we move forward in our math learning.
DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, MARCH 10, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

In literacy today, students had a chance to begin their narrative writing using the prompt I shared yesterday called Digging for Gold. As they got started, I encouraged them to include elements of humor and to incorporate dialogue to help bring their stories and characters to life. I am also very pleased with how our new help and feedback routine is going. Students are using it enthusiastically and it is already helping us become more efficient during writing time.

MATH (B)
9:40-10:40

In math today, we continued reviewing rounding money and also practiced using cross multiplication with decimals to calculate taxes. We talked about how taxes are collected and how they are distributed across municipal, provincial, and federal levels. Students then worked on their performance task. It ended up taking a little longer than I had planned, which I noted for future years when I revisit this unit.

Tomorrow we will return to our usual three part lesson structure. We will begin with some general information about money, followed by some formative practice, and if time allows we will finish with a round of Money Bingo. This unit is not particularly challenging, but it revisits many of the foundational skills we practiced earlier in the year such as column addition and subtraction, multiplication, and rounding. Over the next few days we will also begin shifting our attention toward word problems as we wrap up our financial literacy unit.

As always, I encourage students to continue reviewing their multiplication skills at home using the PDF listed below under the homework section. I have included this resource in every blog since the start of the school year. It also includes the algorithms we use in class, including cross multiplication and the box method, which I have really grown partial to. The PDF also references the dot method for multiplication. Regular review will help students continue to strengthen both their accuracy and their automaticity with multiplication.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, MARCH 9, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
In literacy, students were introduced to their new narrative writing prompt for the week. Last week’s prompt focused on developing suspense, and students did some excellent work building tension and anticipation in their stories. This week’s prompt takes a much more humorous turn.

The story is titled Digging for Gold. Over the years, this prompt has slowly taken shape as I have shared it with different classes. Each group has helped refine the idea in small ways, and the result is a story that I like to think is both entertaining and nearly publishable. The concept was originally inspired by a very funny picture book that is unfortunately no longer in circulation. Because of its humor, I will certainly encourage students to share the finished story with their families at home once they have completed it.

Part of today’s literacy lesson also focused on the process of workshopping a story. We discussed how writers often bring their ideas to peers and use them as a sounding board. Sometimes a friend can help you notice a missing detail, suggest a clearer way to describe something, or simply react to a funny moment in the story. Students practiced thinking about how they might share their work with classmates to help strengthen their ideas before moving forward with their drafts.

MATH (B)
9:40-10:40

In math, we began the day with something that students do not see very often in our class: a pop quiz. I rarely give them, but this one focused on content we have reviewed extensively over the past couple of weeks. Students matched definitions with different methods of payment such as credit cards, debit cards, gift cards, cash, wire transfers, e transfers, cryptocurrency, and electronic wallets.

After taking up the quiz together, we reviewed an important real world detail about money in Canada. Since pennies are no longer in circulation, cash transactions are rounded to the nearest five cents. We revisited our little rhyme to help remember the rule for rounding money: five or more, let it soar, four or less, let it rest. This rounding idea carried over into our work with decimals as we continued calculating transaction costs.

We then returned to our ongoing performance task. Last week students created their own stores and conducted commerce, selling seven different goods or services. Now we are examining the financial side of those transactions.

Students then began calculating the taxes owed to the government on the goods and services sold in their stores. The straightforward way to approach the problem is to take the total sales and multiply by 0.13 to determine the amount of tax owed. I also challenged students to think about it another way by multiplying each of their seven items individually by 0.13 and then adding those individual taxes together to confirm that the totals match. This work gave students a chance to practice cross multiplication, box multiplication, and other multiplication strategies that we reviewed earlier in the year, particularly when decimals are involved. One observation from today’s work is that many students would benefit from a bit more practice with these multiplication methods, so a quick reminder to review the PDF listed under Homework below as well as to visit mathfactcafe.com to generate worksheets.

Another observation I shared with students today has to do with participation and study habits. Earlier in the year, especially in September and October, students were very quick to ask questions and jump into discussions. Lately, I have noticed that some students are waiting until after lessons or after work time to ask questions that could have been addressed right at the moment of difficulty.

I shared an analogy with them about learning. When help or feedback is needed, you're essentially on fire and I'm the bucket of water! The best time to ask for help is right then, when the problem first appears, not later when the lesson has already moved on. Active participation helps everyone learn more efficiently and helps us avoid repeating the same lesson many times for individual students afterward.

We will continue working on these tax calculations and multiplication strategies tomorrow as students further develop their store performance tasks.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, MARCH 6, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
Today in Literacy, students had their final block of time to work on their “Under the Rug” narrative inspired by Chris Van Allsburg’s Harris Burdick Mysteries. This piece has been a longer and more detailed writing task than many of the formats we have worked on earlier in the year, so we have also adjusted some of our feedback routines to better support students during the writing process.

To help manage the different types of support students may need, we introduced a few new help chairs in the classroom. One chair is for ongoing feedback while students are still developing their work. Another is for students who feel their piece is complete and would like final feedback before submission. We also added a quick help chair for brief questions, as well as a chair near my help desk where I can provide more focused, triaged support for students who need a bit more guidance.

Overall, students seem to have a strong grasp of the narrative expectations and are addressing many of the key elements successfully. I am still reminding students to pay particular attention to including dialogue in order to develop voice and personality in their writing. We are also continuing to work on balancing telling and showing so that readers can clearly picture what is happening in the story. In addition to sensory details and sufficient description, students are encouraged to include similes and other descriptive techniques to help bring their narratives to life.

Next week, students will begin responding to a new narrative prompt that will once again challenge them to develop a creative story while applying the narrative writing skills we have been practicing.

MATH (B)
9:40-10:40

In Math today, we began the period with a short discussion about cryptocurrency. Students learned a little more about how Bitcoin works and how the system keeps a public ledger that records Bitcoin ownership and transactions. This ledger allows everyone in the network to see and verify transactions, which helps prevent fraud. We talked about how one challenge with digital currencies is that someone could theoretically claim to own cryptocurrency that they do not actually have. The ledger system helps prevent this by recording and verifying all transactions so that ownership can be tracked and confirmed.

After this discussion, we reviewed our learning from this week about different methods of payment. Students participated in a short activity where they defined and discussed several types of payment systems, including cash, debit cards, credit cards, gift cards, wire transfers, e transfers, cryptocurrency, and electronic wallets. Many students are familiar with electronic wallets through services such as Apple Pay, so we talked about how this term refers more generally to digital systems that allow people to store and use payment information electronically.

Students then continued working on their Little Store performance task. Grade 5B focused on calculating the total value of the goods and services sold when their imaginary stores were open. This led into a discussion about the importance of keeping accurate records of transactions through a process called bookkeeping. We also discussed the role of accountants, who help businesses manage their records, understand how much tax they owe, and identify legal ways businesses can recover certain expenses through tax rebates that help offset overhead costs.

Grade 5C was able to take their work a step further today. In addition to calculating their sales totals, students revisited multiplication with decimals. They now have two remaining questions to complete on Monday. In these final steps, students will calculate the amount of tax that must be paid to the government based on their sales. They will then compare their total revenue with their overhead expenses to determine whether their business made a net profit or if they ended up operating at a loss. This will wrap up the performance task before we move into the next phase of our math learning.
HEALTH (C)
11:40-12:10
In Health today, Grade 5C completed their Personal Safety and Injury Prevention quiz, similar to the quiz that Grade 5B completed yesterday. During our next class, we will review the quiz briefly and then move forward into our new unit on substance use and addictions.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, MARCH 5, 2026. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40

MEDIA

Today in literacy, students continued working on their audio advertisements for Famous Air. I met with several groups to provide feedback on the scripts they are currently developing. We are still at the stage where a few groups are finishing their scripts, so we will continue working through that next class during our media studies block. Once scripts are finalized, students will move into rehearsing and recording their audio advertisements using GarageBand, which we explored together through a tutorial several weeks ago.

MATH (B)
9:40-10:40

In math today, Grade 5B caught up with Grade 5C and completed the first portion of their financial literacy performance task. Both classes will continue working on the next part of the task tomorrow.

HEALTH (B)
11:40-12:10

In health, students completed their end of unit quiz on personal safety and injury prevention. Our next health unit will focus on substance use, abuse, and addictions.

LANGUAGE (C)
1:10-2:10

MEDIA
See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*5C: Health Quiz tomorrow

WEDNESDAY, MARCH 4, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Pet Cemetery Project Update
We have some very exciting developments to share regarding our Pet Cemetery grant project, and there is a lot for students to look forward to over the next little while.

First, we are in the process of confirming a very special guest connected to the project. I recently spoke with Kevin Donovan, who is currently away on a family ski trip. He returns early next week and will be reviewing the details of our grant work shortly after. We are hopeful he will be able to participate in some capacity, and once things are confirmed, I will share more details.

Looking ahead, we are planning a live, on-site virtual visit to the historic pet cemetery. During the week of April 6 (with the week of April 13 as a backup option), I will be visiting the site alongside staff from the Aurora Museum and Archives. We will livestream our walk-through directly back to the school library so students can explore the grounds in real time, ask questions, and get a true “lay of the land.”

To make this experience even more meaningful, the Town of Aurora will be providing students with numbered topographical maps in advance. This will allow them to follow along during the livestream and better understand how the cemetery is laid out. Before the virtual visit, all Grade 5 students will gather in the library for two preparatory sessions where we will:

Learn more about the history of the pet cemetery
Review key background information
Examine the maps
Discuss note-taking expectations
Preview the culminating news article task

Then, on May 4, students will travel to Aurora Town Square for a full immersive learning experience. The day will begin with a screening of the award-winning documentary connected to the site. Afterward, students will rotate through hands-on learning stations.

At one station, students will examine replicated primary source materials, including old Toronto Star articles, Aurora Banner clippings, historical research, and fascinating stories about some of the animals buried at the site.

At another station, students will step into the role of civic planners, imagining the future grand opening of the pet cemetery. They will design amenities and features they believe visitors would value. In the past, student ideas were so thoughtful and innovative that the Town retained and laminated them for use in planning discussions. Student voice truly matters in this project.

Finally, students will participate in a press conference simulation. I will take on the role of Victor Blochin, presenting three different historical perspectives to rotating groups: the opening of the cemetery, a reflective midpoint in its history, and its eventual closure and sale. Students will gather the who, what, where, when, why, and how, collect powerful quotes and key details, and ultimately write three distinct news articles based on the information they uncover.

This project beautifully blends history, media literacy, civic engagement, and creative writing. Students will be thinking critically, asking meaningful questions, and stepping into the roles of journalists, historians, and planners.

There is a great deal to look forward to, and we are just getting started. Stay tuned for more updates as dates are finalized and special guests are confirmed.

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
In Literacy today, students had an opportunity to review the information that I shared earlier in the blog about our Pet Cemetery grant project.

Following this, we transitioned into additional writing time for our “Under the Rug” narrative prompt, inspired by the mysterious illustrations of The Mysteries of Harris Burdick. Students continue to show a great deal of enthusiasm for this story idea. During our class consultation, many students shared that they would like more time to continue developing their narratives as they are eager to see their stories unfold.

Because of this strong engagement, we have adjusted our writing schedule slightly. Our goal is for students to work toward completing all four sections of their narrative by the end of the week. Tomorrow’s Literacy block will focus on Media Studies, so students will have additional writing time on Friday to continue building and refining their stories.

It has been wonderful to see the passion students are bringing to their writing. Many are developing creative and unique ways to introduce the central problem of their story, which is the mysterious bump that suddenly appears under the carpet. Students are showing real ingenuity as they move their stories from the problem toward a resolution.

Throughout the writing process, I continue to meet with students and provide descriptive feedback to help them strengthen their ideas, develop their details, and build stronger narratives. I am very impressed with the creativity and effort students are demonstrating.

Next week I will introduce students to a new writing prompt for their next formative writing practice.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, Grade 5B and 5C learned about cryptocurrency. I have included below a short explanation and analogy of cryptocurrency, Bitcoin, as well as meme coins and the volatility of the market using this novel way of conducting transactions.

Students were incredibly interested in watching the minute by minute changes in the value of a single Bitcoin, which we kept displayed on the screen throughout the lesson. It was fascinating for them to see how quickly the price could rise or fall, and it led to some thoughtful discussions about risk, value, and why some people choose to invest in digital currencies.

After this discussion, Grade 5B reviewed the video that I had shared with Grade 5C yesterday involving multiplication with decimals. They also received the portion of the lesson that was interrupted by yesterday’s power outage. This focused on calculating taxes, tips, or interest using the algorithmic approach demonstrated in the video.

We ran short on time today, so Grade 5B were given instructions related to a new performance task that Grade 5C began working on today involving opening up a store. Throughout this activity, students will create a storefront that includes the prices of seven goods or services. They will then record the transactions that occur as items are “sold” during the role play activity.

Through this simulation, students will calculate the total value of goods and services sold using addition. They will also determine the taxes owed to the government on those sales. Finally, using simulated amounts, students will compare their earnings to the overhead required to open their store to determine whether they made a profit or a loss.

This activity helps students explore the math behind running a business while applying their skills with decimals, addition, and financial literacy in a practical and engaging way.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Grade 5C managed to make it to the halfway point of their performance task.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, MARCH 3, 2026. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATESSorry for the late blog post this evening. I had the opportunity to take part in a conference call connected to our Pet Cemetery grant project. There has been a great deal of planning behind the scenes, and while there are still a few details to finalize before we move forward, I am excited about what is taking shape. Tomorrow, I will share a general overview with students so they can get a sense of what to expect in the coming weeks and start building some excitement around the project.

As well, I borrowed a bit of time between literacy and math today to review the upcoming Health quiz. Grade 5B will write the quiz on Day 1, and Grade 5C will write it on Day 2. The quiz is two pages and fairly straightforward. We reviewed all of the questions and answers together to ensure everyone feels prepared and confident.
COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
First, a sincere thank you to the many students who revisited yesterday’s blog post and came into class ready to talk. I so appreciated how thoughtfully they noticed that something about this week’s narrative prompt felt… a little unusual.

And they were absolutely right.

Yesterday’s dramatic introduction to our narrative task was, in fact, a ruse. 😊
I will happily and politely place the blame on The Mysteries of Harris Burdick by Chris Van Allsburg. In this brilliant 1984 book, students are given mysterious illustrations paired with a single sentence caption — and then invited to imagine the rest of the story. No full explanation. No tidy answers. Just possibility.
That spirit of mystery and imagination inspired our little classroom twist.

Once the reveal was made, students eagerly began drafting their own narratives. As a reminder, we are structuring our stories using our four-part framework:

Orientation – Who is in the story? Where and when is it happening?
Problem – What goes wrong or creates tension?
Series of Events – What happens as the characters try to respond?
Resolution – How is the problem resolved (or not!)

For some students, the image prompts sparked immediate ideas. For others, the open-ended nature of the task felt a bit paralyzing — which is completely normal in creative writing. To support those writers, I offered a fully developed sample narrative idea, broken into our four sections. Students were invited to borrow from it, adapt it, or use it as a scaffold if their own ideas hadn’t yet taken flight.

Throughout the period, I continued circulating and offering specific, targeted feedback. Tomorrow, students will continue developing this formative practice piece as part of the writing process.

MATH (B)
9:40-10:40

Today we explored the concept of interest and how it plays two very different roles in the real world.

We began by looking at credit cards. The average credit card carries an interest rate of about 19%. Students quickly realized how significant that becomes if a balance is not paid in full. We discussed how interest compounds over time, meaning you begin paying interest on interest — a powerful (and sometimes costly) snowball effect.

We then flipped the lens and looked at interest as a positive force. Some banks, such as Tangerine, offer competitive interest rates to encourage customers to keep their money deposited. In this case, the bank pays you a percentage for allowing them to use your funds — a reminder that interest can work in your favour when managed wisely.

From there, we connected our learning to decimal operations. Students practiced multiplying with decimals to calculate both interest amounts and Ontario’s 13% sales tax. Unfortunately, Grade 5B experienced a brief power outage that interrupted our lesson during this application piece.

I’ve included a tutorial video reviewing how to multiply decimals and correctly place the decimal in the final answer. Grade 5B should take a few minutes to watch it, and we will revisit and consolidate the learning together next class. https://www.youtube.com/watch?app=desktop&v=kwh4SD1ToFc

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Health Quiz: 5B-Thursday/5C-Friday

MONDAY, MARCH 2, 2026. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

COMMUNITY CIRCLES

LANGUAGE (B)
8:40-9:40
In literacy today, we resumed our narrative writing unit with a slow and deliberate build toward the day’s prompt. I began by sharing something I affectionately call The Mysterious Disappearance of Harris Burdick. Borrowing from the well-known book by Chris Van Allsburg, I told students the story of an illustrator who vanished without a trace, leaving behind only a mysterious portfolio of drawings on a publisher’s desk. Each image in Van Allsburg’s collection is striking and provocative, paired with a caption that invites the reader to imagine the larger story.

This tale has captured students’ imaginations for years. In fact, a previous class loved it so much that they wrote a script and recorded a podcast retelling the mystery, which I have linked below and shared with students this morning. https://www.youtube.com/watch?v=vQOURCc6l5E. https://www.drooker.ca/uploads/1/1/0/9/110962203/harrisburdickmysteryscript.docx

Using the “under-the-rug” illustration as inspiration, students began developing their own narratives. The image shows an elderly man in what appears to be his living room, angrily hoisting a chair as he tries to flatten a strange bump beneath his rug, a bump that seems to return no matter what he does. The scene raises immediate questions and invites creative interpretation. https://i.quotev.com/ismvckh4jjlq.jpg

Today, students shared and talked through their ideas with classmates, and I am asking them to review their thinking again at home with a trusted adult or family member. Talking it through often helps clarify direction and strengthen storytelling choices. The goal is for students to arrive tomorrow with a clear, cohesive idea and a strong sense of how they want to bring this mysterious scene to life through narrative writing.

NOTE: The Truth About The Mysteries of Harris Burdick

Many students wonder whether Harris Burdick was a real artist who mysteriously disappeared. He was not. Author and illustrator Chris Van Allsburg created both the artwork and the backstory for his 1984 book The Mysteries of Harris Burdick.

The book presents strange, haunting illustrations, each paired with a title and a single sentence. The invented “lost artist” story is meant to spark curiosity and encourage readers to imagine and write their own stories. The mystery is part of the creative experience, not a real event.

Around this time each year, I share this narrative to build excitement. With today’s artificial intelligence tools, it is possible to generate convincing video clips that help perpetuate the legend and increase student buy-in. This year, I even created “archival security footage” showing Harris Burdick entering a bathroom and never being seen again, which I presented to students as real. https://www.youtube.com/watch?v=5ewa3LxAPzw

To make sure you are reading the blog each night, the first three students who approach me tomorrow and say, “I read the blog and I know the truth,” will receive 25 points added to their Points (thumbs up /thumbs down) account.

MATH (B)
9:40-10:40

In math today, we spent some time reviewing how to write a cheque and why this skill is still useful in everyday life. We looked closely at the different parts of a cheque, including the date, payee line, amount in numbers and words, memo, and signature. Together, we worked through an example and talked about real-life situations where writing a cheque might still be necessary.

After our review, students returned to their formative textbooks and worked to complete pages 14 to 19, making sure to correct any changes they had identified. I met with students to provide feedback and support, helping them feel confident about their progress. It was great to see their attention to detail and growing understanding.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Sound out your ideas for the "Under the Rug" narrative so you're prepared to write tomorrow!

FRIDAY, FEBRUARY 27, 2026. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
*Sorry for the lack of blogging yesterday. I was away at a professional development session.

LANGUAGE (B)
8:40-9:40
Today in Literacy, we began with a brief refresher on the success criteria for effective audio advertising. Students reviewed the key elements that make an ad clear and engaging, and we also looked at how scripts are used in auditions to guide expression, pacing, and delivery.

Students then continued writing their audio advertisement scripts for the Famous Air project. Groups worked thoughtfully to refine their messaging and strengthen the flow of their ads.

I was very impressed with several groups who completed their scripts and have already moved into the rehearsal phase. They are beginning to practice delivery, tone, and timing to bring their ideas to life.

Links to our script writing webpage are provided below for review and additional support at home.

https://www.drooker.ca/script-writing.html

MATH (B)
9:40-10:40

In Math today, we continued exploring payment methods that go beyond the credit cards, debit cards, cheques, and e-transfers we have already discussed. Students learned how transactions can be managed through apps, how wire transfers move money between banks, and we began introducing digital wallets and their connection to cryptocurrency.

We then reviewed the lesson I taught Grade 5C last class on the 99-cent strategy. This method helps students make change for $1, $2, $5, $10, $20, $50, and $100 amounts without borrowing. By subtracting one cent first, such as changing a loonie to $0.99 or a toonie to $1.99, students can complete the subtraction more easily and then add the cent back at the end.

Students began working through pages 14 to 19 to practice these skills. We wrapped up the lesson with a few rounds of Money Bingo, which provided a fun way to reinforce accuracy and build confidence with making change.

HEALTH (C)
11:40-12:10

Today in Health, we wrapped up our unit on personal safety and injury prevention. Students worked through scenario-based tasks in their formative booklets, making safe choices online and weighing the pros and cons of different situations. We also returned to our guiding question: would your future self be proud of the choice you are making?
On Monday, I will try to squeeze in a brief review with both Grade 5B and 5C to help prepare for the short quiz later in the week. The content is straightforward and available at drooker.ca/work.html if you would like to preview it. As always, students are encouraged to review the slide deck on our Health website.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, FEBRUARY 25, 2026. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Today in Literacy, we began our period by revisiting two important concepts that help bring narrative writing to life.

First, we reviewed front-loading and back-loading dialogue tags and the punctuation rules that come with writing dialogue inside a story. We talked about how small mechanical details like commas, quotation marks, and capitalization help make conversations clear and polished for the reader.

Next, we compared dialogue and narration. Narration can act like an all-knowing voice that summarizes events, while dialogue allows characters to speak for themselves and reveal their personalities. When characters talk, readers can hear their voices, understand their emotions, and feel more connected to the story. I’ve included a link below to an anchor chart we explored together that compares narration and dialogue and helps students see why dialogue often creates a richer experience for the reader. https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_descriptive_writers.docx

Students then had time to complete the problem section of the narrative introduced earlier this week. As they worked, I provided ongoing descriptive feedback to support their revisions and next steps.

I was especially encouraged by the number of students who clearly internalized last week’s lessons and applied them thoughtfully. Several pieces demonstrated an exceptional level of detail, voice, and technical accuracy. Students are beginning to embrace authentic dialogue, with each character sounding distinct and appropriate to their age and stage of development. In this particular narrative, the characters are fourth graders, and many students captured that voice in a believable and engaging way.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today in math, students explored the real world of money and the many ways people pay for things. We discussed the subtle differences between payment methods and when each might be used in everyday life.

We began by talking about credit cards and how they allow you to borrow money. We then compared them with debit cards, which use funds directly from a bank account. From there, we looked at cheques, gift cards, and electronic money transfers, which many students recognize through popular apps and peer to peer payment tools they hear about at home.

For practice, Grade 5B completed pages 11 to 12, while Grade 5C worked through pages 11 to 13. To wrap up the lesson, we played Money Bingo, which gave students a fun way to consolidate their understanding and reinforce vocabulary and concepts.

A key takeaway from today’s learning was the importance of developing smart saving habits. We introduced a youth banking program offered by the Royal Bank of Canada called Mydoh, which helps children learn to manage money in a digital environment. I have included a short video link for parents to explore the program further. Tools like this can support conversations at home about saving, budgeting, and responsible spending. The app also allows parents to monitor spending and guide financial decision making, helping children build strong money habits early. https://www.youtube.com/watch?v=CXhwLO3Gli0 https://www.mydoh.ca/

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In 5C’s second math period today, we began exploring what I call the 99-cent strategy, a helpful approach for making change. When making change, accuracy always comes first. Students often notice that when paying with bills such as a $20 or $50 bill, finding the difference can involve several steps of borrowing.

To simplify the process, we looked at how adjusting the amount by one cent can make subtraction much easier. For example, if an item costs $1.67 and you pay with a $20 bill, finding the change requires multiple borrowing steps. If we think of the payment as $19.99 instead, the subtraction becomes far simpler. This small adjustment can make mental math faster and more accurate.

Over the next few pages in our formative workbooklet, students will practice making change for amounts under a dollar, under $2, under $5, under $10, under $20, under $50, and under $100. I am encouraging students to use this strategy to simplify subtraction and build confidence when calculating change.

We also discussed the importance of giving change using the fewest number of coins possible. I shared a real life story from my first job at a Cineplex movie theatre, when I would sometimes claim I had no bills and hand over piles of quarters, dimes, and nickels to weigh customers down whenever I felt frustrated. Needless to say, that is not the most polite or efficient approach. Our goal is to be accurate, efficient, and considerate by providing change in the simplest way possible.

As we move forward, we will continue practicing making change and then pivot toward understanding tax and how it is calculated on goods and services. Eventually, we will connect our financial literacy learning with measurement concepts in a Shark Tank or Dragon’s Den style performance task. Students will combine financial literacy, business planning, and their understanding of area and perimeter as they design and present their ideas.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, FEBRUARY 24, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Today in Literacy, students began writing the problem section of the narrative introduced yesterday. During the study, I circulated and offered ongoing feedback to support their ideas and structure.

We noticed that we still need to review some of the mechanics of dialogue. One helpful strategy I shared is to first highlight the words being spoken out loud, then wrap those sentences with quotation marks at the beginning and end.

Some students will also benefit from continued practice distinguishing between narrative voice and dialogue voice. Writers can report what characters say, or they can quote the words directly and develop unique voices. Quoting and shaping those voices truly elevates their writing.

These are worthwhile skills to revisit. I have included links to our narrative website, along with an anchor chart that clearly distinguishes between narration and dialogue.

https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2025-02-25-at-5-06-21-pm.png?1740523086

https://www.drooker.ca/narrative-writing.html

MATH (B)
9:40-10:40

Today felt like the real launch of our financial literacy work, and the energy in the room reflected it. We began with a short quiz-style activity that got everyone thinking about budgeting, debt, bankruptcy, and the choices people make with money. It sparked great discussion and helped surface what students already know and what they are curious about.

From there, we moved into pages 8, 9, and 10 of the formative work booklet. Before diving too deeply, we paused to establish some shared agreements about how we will record monetary amounts throughout the unit. To support accuracy when adding and subtracting money, students will always write amounts using decimal form. This helps them line up place values and use column addition and subtraction effectively.

We agreed that $1.95 will be written with a dollar sign and decimal notation, and amounts less than one dollar will still include the zero placeholder. For example, ninety five cents will be recorded as $0.95 rather than using the cent symbol. This small shift keeps everything consistent and reinforces place value understanding.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, FEBRUARY 23, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

To kick off a fresh new week in literacy, we dove into a brand new story together. As a class, we carefully segmented the narrative into our four key sections: orientation, problem, series of events, and resolution. Breaking a story into these parts helps students see how ideas unfold and how writers guide readers from beginning to end.

We also revisited our success criteria and the checklist students keep in their binders. Today’s focus was writing in past tense using what I call the “yesterday strategy.” By imagining that the events happened yesterday, students are reminded to keep their verbs consistent and grounded in the past, which helps their writing sound clear and complete.

Over the next couple of days, students will concentrate on writing just two parts of the story: the problem and the resolution. Focusing on these sections helps them get their feet wet while ensuring they address the necessary success criteria for this text form. Taking it step by step builds confidence and allows them to pay close attention to structure, clarity, and verb tense.

It is always helpful to review, so I have included a link below to a short tutorial video that summarizes the lessons from the past few days and sets students up for tomorrow’s writing.

https://www.youtube.com/watch?v=CrojBX-wQCI

MATH (B)
9:40-10:40

In math today, we wrapped up the second part of our introduction to money. To begin, we reviewed the tutorial video linked below, which explores how money originated. Students learned that money was once backed by gold and discussed why gold was considered such a valuable and reliable resource. Its rarity, durability, and universal appeal made it a thoughtful choice for representing value. https://www.youtube.com/watch?v=HbPi-JREHAQ
From there, we shifted our attention to the idea of fiat currency, the gold standard, inflation, what determines the value of something and how our money is protected. Here are some summarizing notes:

FIAT CURRENCY
Imagine you and your friends have special stickers that everyone agrees are valuable. Now, instead of trading toys directly, you use these stickers to show how much each toy is worth. That's a bit like how grown-ups use paper money as a special sticker to trade things.

WHAT IS THE GOLD STANDARD AND WHY WAS IT ABANDONED?
Imagine your toys are super special, like golden toys. The gold standard was when grown-ups said every piece of paper money they had was like having a tiny bit of that golden toy. Now, let's talk about why they stopped doing that.

Why it was abandoned?
Not Enough Golden Toys: There weren't enough real golden toys for all the paper money, and it got a bit tricky to share.

Pros
Shiny and Valuable: People liked the idea that their money was like having a shiny, valuable golden toy.

Cons
Not Enough Gold: There wasn't enough real gold to match all the paper money, so it was like having more stickers than toys.
Hard to Share: Sharing the golden toys among everyone was like trying to share one cookie with a lot of friends – it just didn't work well.

So, they decided to use regular paper money to make it easier for everyone to have their own special toys!

WHAT IS INFLATION?

Imagine you have stickers to buy your favorite toys. If everyone gets tons of stickers, it's like magic stickers falling from the sky. But here's the tricky part: the more magic stickers there are, the more toys might cost. That's inflation – when toys (stuff you buy) get more expensive because there are sooo many stickers (money).

Now, if the grown-ups make waaaay too many stickers (money), like a sticker blizzard, it can cause big problems. The toys might get super expensive, and your stickers might not buy as many toys. It's like if you had a mountain of stickers, but the toys cost a gazillion stickers each. So, it's important for the grown-ups not to go sticker crazy!

https://www.npr.org/2024/08/16/nx-s1-5043678/questions-inflation-interest-rates-prices
(This article is about why things are getting more expensive, which is called inflation. Imagine you used to buy a toy for $10, but now it costs $12. That’s inflation making prices go up.

To try and control this, the people who manage money, like the central bank, can change something called interest rates. Interest rates are like the extra money you pay when you borrow money. If the bank makes interest rates higher, borrowing money becomes more costly, and that can help slow down how fast prices are rising.

The article explains that even though raising interest rates can help with inflation, it doesn’t fix everything right away and can take some time to work.)
https://www.msn.com/en-us/money/markets/ar-AA1Rqrue

https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-02-22-at-7-56-13-am_orig.png

This learning has set us up beautifully to begin our hands-on unit work tomorrow.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, FEBRUARY 20, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Today we returned to our Reading Focus routine. As you know, every Day 2 we spend time strengthening reading comprehension and response skills. Students met in their guided reading groups to respond to the picture book Race Cars, which I introduced last week.

Working collaboratively, students answered an EQAO-style multi-part question. They were asked to identify the message of the book and support their thinking with proof from the text. We reviewed sentence starters and frames that help students introduce and explain evidence. For example:

“In paragraph two, it says…”
“This shows…”
“This means…”

These structures support students in expressing a complete thought and connecting their ideas clearly to the text. We also practised paraphrasing, which means explaining an idea in our own words while staying true to the author’s message.

This skill connects directly to our recent math performance tasks. Students are encouraged to use the words from the question in their answers, follow our three-step proofreading plan, and use transition phrases such as “for example” to clearly present their thinking and evidence.

To help students understand the difference between naming evidence and explaining it, I shared an analogy. It is one thing to point to where the treasure is buried. It is another thing to describe what is inside the treasure chest and explain why those items are valuable. Strong responses do both.

While groups worked on their responses to Race Cars, I met with students for guided reading. Over the next few Day 2 sessions, students will continue reflecting on the text and strengthening their ability to support their ideas with clear evidence.

It was wonderful to see students thinking deeply, collaborating thoughtfully, and building confidence in expressing their ideas.

MATH (B)
9:40-10:40

Today we wrapped up our performance task by examining a common pattern in data called the bell curve. Students learned that the tall middle section of a bell curve represents the mean, median, or mode of a data set. In many real world situations, most results cluster in the middle, with fewer results at the low and high ends.

We connected this idea to a classroom example. Most students fall within the middle range where expectations are met, while a smaller number may struggle and a smaller number may excel. Recognizing this pattern helps us determine whether data makes sense or whether something falls outside what we would normally expect.

Students applied this thinking to our pencil ramp experiment. Each student rolled a pencil five times at ramp angles of 10°, 20°, 30°, 40°, 50°, 60°, 70°, and 80°.
• At 10°, the ramp was too gentle and the pencil did not travel far.
• At 80°, the ramp was too steep and the pencil tended to drop and bounce rather than roll.
• The most effective rolling distances were typically at 40° or 50°, where the slope provided enough incline without causing bouncing.

This middle range reflects the peak of the bell curve. We discussed how unusual results that fall far outside this pattern are called outliers. For example, if a pencil rolled three metres at 80°, we would question whether the test conditions changed or whether the pencil was accidentally pushed.
Students were reminded that we will revisit data management later in the year when we study probability and conduct further investigations.
Introducing our Financial Literacy Unit

After concluding the performance task, we began our new math unit: Financial Literacy.

We will start with a few introductory lessons and then follow a consistent three-part structure:

Financial literacy focus
Topics may include saving, budgeting, and payment methods.
Math booklet practice
Students will work with addition and subtraction of money, making change, and solving word problems.
Money Bingo (time permitting)
If time allows and students remain focused, we will play a digital Money Bingo game to strengthen number sense and change-making skills. A digital bingo caller is available on our financial literacy website. Bingo cards can be provided for home play if families are interested.

To introduce the unit, students watched a short video and discussed how money developed over time.
• Early societies used bartering, trading goods and services directly.
• Bartering became difficult when someone did not have something the other person wanted.
• People began using a commonly valued material to represent worth. Gold became widely accepted.

We explored why gold was suitable:
• It does not corrode or break down.
• It is easy to shape and transport.
• It is rare and requires significant effort to obtain.

We compared gold to necessities such as oxygen and water. While essential for life, these resources are difficult to store, transport, or standardize for trade.
Because gold can be heavy and risky to carry, banks emerged as safe places to store wealth. In exchange for storing gold, banks issued paper receipts. Today this concept exists as paper money, cheques, cards, and digital payments. Banks also invest deposited money, which can create complications if many people try to withdraw funds at once, a situation known as a bank run.

Students learned that Canadian paper money could once be exchanged for gold. Canada abandoned the gold standard in 1931, meaning our currency is no longer backed by physical gold. Today, money has value because people agree to use it as a system of exchange. We briefly introduced the idea that printing more money can reduce its value, a concept known as inflation. We will explore these ideas in greater detail in the coming weeks.

This lesson provided a strong foundation for understanding how money works and why financial literacy is an important life skill.

HEALTH (C)
11:40-12:10

Today in Health we continued working toward wrapping up our Personal Safety and Injury Prevention unit. We began the lesson by discussing online bullying. Students reviewed that bullying involves a repeated pattern of behaviour and talked about how context and nuance can exist among friends. However, when hurtful messages are spread and repeated online, the situation can cross the line into cyberbullying. This helped students understand both the impact of their words and the responsibility that comes with communicating in digital spaces.

From there, we transitioned into our focus on online safety and evaluating information in a world filled with AI tools and rapidly shared content. Students explored why it is important to be thoughtful about where information comes from and how to determine whether it can be trusted. We practiced asking three key questions: What proof is provided? What is the source? How many sources are cited?

Using examples from the website doubtit.ca, students worked to decide whether posts were verifiable and applied our three guiding questions to judge reliability.
We have one small piece of the unit left to complete. After an in class study session, students will write a short quiz to consolidate their learning. We will then begin our next unit, which focuses on substance use and abuse.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, FEBRUARY 19, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Just a reminder that your child should have an independent reading book available to read at all times :)

LANGUAGE (B)
8:40-9:40

MEDIA

Students continued developing their audio advertisements for our fictional product, Famous Air. I have included the link below to the success criteria and organizer they are using to guide their planning and scripting.

I was able to finish debriefing with every group about their advertising concepts. This stage can be quite challenging, as students are working to avoid a simple “sell and tell” approach. Instead, they are thinking creatively about how to capture attention and persuade an audience in a more engaging and memorable way.

We also revisited the importance of using the survey data we gathered earlier in the year. This data should guide their decision making as they choose an angle and messaging strategy for their advertisement. To strengthen their design thinking, students were encouraged to conduct small, informal mini surveys during the creation process. These quick check ins can help them confirm whether their ideas truly appeal to their target audience.

At the end of the year, students will present their campaign and explain the thinking behind their decisions. While they will be given time to prepare, the goal is for their explanations to be authentic and grounded in real feedback rather than guesses. Ultimately, it is all about understanding what the target audience needs in order to capture their attention.

Next week, students will have dedicated time to focus on completing their scripts. I will then meet with groups to review their work, ensure the success criteria have been met, and provide rehearsal time before we move into recording using GarageBand.

MATH (B)
9:40-10:40

In math today, students were given their final work period to complete the performance task connected to the pencil ramping activity. Over the next few days, we will examine the results together and discuss key elements of their responses. This will include looking at their line graphs and considering how the data patterns relate to a bell curve shape, helping students see how results often cluster and what that can tell us about trends and consistency.

I was reflecting about the overall pace of our data management work. With shorter weeks and several weather-related interruptions, the learning has felt somewhat stop and start, and we seem ready for a fresh focus. As a result, I plan to conclude this portion of the unit with this performance task and revisit additional data management later in the year. We will integrate more graphing and data collection alongside our probability work through games and hands-on activities, allowing students to apply these skills in a new and engaging context.

Looking ahead, we are preparing to begin our Financial Literacy unit. This next area of study will explore money concepts, including identifying and managing money, addition and subtraction with money, and making change. It is a practical and engaging unit that connects strongly to real-life experiences, and students are excited to get started.

HEALTH (B)
11:40-12:10

Today in Health we continued working toward wrapping up our Personal Safety and Injury Prevention unit. We began the lesson by discussing online bullying. Students reviewed that bullying involves a repeated pattern of behaviour and talked about how context and nuance can exist among friends. However, when hurtful messages are spread and repeated online, the situation can cross the line into cyberbullying. This helped students understand both the impact of their words and the responsibility that comes with communicating in digital spaces.
From there, we transitioned into our focus on online safety and evaluating information in a world filled with AI tools and rapidly shared content. Students explored why it is important to be thoughtful about where information comes from and how to determine whether it can be trusted. We practiced asking three key questions: What proof is provided? What is the source? How many sources are cited?
Using examples from the website doubtit.ca, students worked to decide whether posts were verifiable and applied our three guiding questions to judge reliability.
We have one small piece of the unit left to complete. After an in class study session, students will write a short quiz to consolidate their learning. We will then begin our next unit, which focuses on substance use and abuse.

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, FEBRUARY 18, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Due to the inclement weather, attendance was lighter than usual but those who were able to join us made the most of our time together.

During our literacy block, we were able to hear a few remaining oral presentations. Students who presented demonstrated growing confidence and clear effort in sharing their ideas with an audience. It was wonderful to celebrate these final pieces and recognize the hard work that has gone into preparing them.

We also spent time exploring how artificial intelligence can support the writing process. Using the “Whack-a-Mole” narrative introduced yesterday, I modeled how we can talk through success criteria, think aloud about story ideas, and refine our work through conversation. Together, we discussed what makes a narrative effective, experimented with revising sections out loud, and listened for how stronger word choices, clearer details, and thoughtful organization can elevate a piece of writing. Students were able to hear how a revised version can incorporate these elements and become something aspirational, noticing where key features were embedded and how they strengthened the overall story.

This modeled process helped students see writing as flexible and collaborative, reinforcing that strong pieces often emerge through reflection, discussion, and revision rather than a single draft.

I have linked our strong work sample below for you to explore and celebrate the learning alongside your child.
https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_work_samplebrickvsparagraphing.docx

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today, students who were present had the opportunity to complete their performance tasks. We will make sure that anyone who was absent has additional time tomorrow so they can finish their work without feeling rushed.

I also continued meeting with students for brief exit interviews connected to our data management unit. These conversations provide valuable insight into how students are thinking and how confidently they can explain their understanding.

As mentioned yesterday, math language development remains an important next step for many students. Demonstrating a willingness to fully explain ideas is essential. We want to avoid any disconnect between the pencil and the mind. Our goal is for students to write as clearly and completely as they would speak if a microphone were placed in front of them.

I may sound like a broken record, but I will continue encouraging students to use words from the question within their answers. This helps ensure they are responding directly and clearly. In addition, students are being reminded to apply the three steps of our proofreading plan and to approach math the same way they approach language. Strong communication skills transfer across subject areas, and students are capable of articulating their rich thinking regardless of the subject name at the top of the page.
MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, FEBRUARY 17, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Today in literacy we returned to our introduction to narrative writing. We began by revisiting the success criteria together so that everyone had a clear picture of what strong narrative writing looks like. From there, we watched a short video that explored what I like to call the mechanics of dialogue in stories.

Dialogue can be trickier than it first appears. Students understand that dialogue shows who is speaking, who they may be speaking to, and how the words are being said. We looked closely at how dialogue tags can appear before or after the spoken words, which are placed inside quotation marks. When a dialogue tag comes after what is spoken, a period at the end of a statement changes to a comma to lead into the tag. If the spoken words end with a question mark or an exclamation mark, that punctuation remains in place before the dialogue tag.

We also examined capitalization within quotation marks. Every sentence inside quotation marks begins with a capital letter, whether it is a single sentence, multiple sentences, or a short interjection. When a dialogue tag appears before the spoken words, writers may use either a comma or a colon to introduce the quotation. I have included the video link below, as this is a concept that can be challenging and is well worth revisiting at home. https://www.youtube.com/watch?v=vZ4BbyBUSmA

After our focus on dialogue, we shifted into oral storytelling. I shared one of my favourite true stories, acting as a narrator describing events that happened to three fifth grade boys named Jonny, Ariel, and Adam. Jonny, of course, was me, though I told the story from the perspective of an outside narrator. The class particularly enjoyed this tale, which they affectionately call Whack a M(h)ole.

Tomorrow, students will write the resolution to the story they heard today. They will use the success criteria and their new checklist in the toolkit binder to guide their work. This task will serve as a diagnostic so I can better understand their strengths and next steps as narrative writers.

All in all, today’s learning highlighted the value of oral storytelling. Stories entertain us, bring us together, and connect us to history in meaningful ways.

MATH (B)
9:40-10:40

Today in math, students continued working on their pencil ramp performance task. While many made solid progress, focus and socializing slowed the pace at times. My hope had been for everyone to complete their ramp experimentation, short answer responses, and line graph today, but a number of students will need a bit more time. We will continue tomorrow so they can finish thoughtfully before we move on to our second performance task.

As students complete their work, I have been conducting short exit interviews to discuss their results and reasoning. Throughout this data management unit, we have been emphasizing the importance of strong mathematical language. Students are encouraged to clearly articulate their thinking, using precise vocabulary and explaining their reasoning step by step. This expectation extends beyond math into literacy, health, and every subject area. Taking the time to patiently explain ideas in detail helps ensure that thinking is clear and complete.

We also continue to reinforce good written response habits. Students are reminded to begin their answers using the words from the question and to apply the three steps of our proofing plan, even within a math context. Many students still rush through the written portion of their work. It is striking how articulate they can be when speaking. If I place a microphone in their hand, their explanations are thoughtful and detailed. Yet when a pencil is in hand, the physical act of writing can slow thinking and sometimes make ideas less clear.

We will keep working toward bridging that gap so that students’ written explanations reflect the depth of understanding they so clearly demonstrate when they speak.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, FEBRUARY 13, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

It is pretty rare for me to pivot from our regularly scheduled lesson plans, but I have to admit that Valentine’s Day always gets me. There is something about the spirit of connection and kindness that feels worth leaning into.

This year, I put together a small Valentine’s Day activity booklet for students. The focus stayed rooted in our learning goals. Students practiced letter writing, applied the three steps in our proofreading plan, and responded thoughtfully to reflection questions. Even with the theme, the literacy skills remained front and center.

The shift from narrative writing to a more thematic day turned out to be a gift. With several students beginning their long weekend early for Lunar New Year celebrations and Family Day, the classroom felt lighter and a little quieter. It was the perfect moment to slow down and enjoy meaningful work together.
To wrap things up, each student went home with a small 3D printed pendant. It was a simple token meant to remind them to stay connected with others, whether through friendship or, one day, something a little more lovey dovey.
MATH (B)
9:40-10:40

In Math today, we launched our first performance task for this unit on Data Management, and the energy in the room was fantastic.

Students began their Pencil Ramper activity. Using a clipboard as a ramp, they released a pencil from different angles, starting at 10 degrees and increasing all the way to 80 degrees. With each trial, they carefully recorded their results and began organizing their findings into a graph.
What I love about this task is how hands on it feels while still demanding precision. Students had to measure thoughtfully, collect consistent data, and begin looking for patterns. The real learning starts when they move beyond simply plotting points and begin interpreting what the data is telling them.
We will continue working on this performance task next week. I am excited to see how their graphs develop and how their thinking deepens as they analyze their results.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, FEBRUARY 12, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
In Literacy today, we continued our routine of making Day Two a reading focus. I worked with guided reading groups while students explored a powerful book called Race Cars, which looks at ideas around privilege through a thoughtful allegory.

Students shared the book within their groups and divided it into the four parts of a narrative that we have been studying: orientation, problem, series of events, and resolution. Each group received four sheets of paper and used both pictures and words to represent how the story fit into those sections. It was wonderful to see the rich conversations and collaboration as they worked to break down the text together.

Next week, we will continue using Racecars as a lens for deeper thinking and discussion. It will also serve as an anchor text for some of our upcoming guided reading work. I am looking forward to seeing where their thinking takes us next.

MATH (B)
9:40-10:40

In math today, we continued our important conversation about using precise mathematical language, especially in data management. Yesterday, students examined two different graphs and had to decide which one better represented a company’s sales. Today, we focused on explaining why.

It is not enough to simply choose Graph A or Graph B. Students need to clearly articulate the differences. For example, Graph A began its scale at zero and showed our company’s sales alongside other toothpaste companies in a balanced way. Graph B, however, started its scale at 21, which zoomed in on the tops of the bars. That magnification made the differences appear much more dramatic and made our company look significantly more impressive.

We talked about how changing a scale can manipulate how data is perceived. When a graph zooms in on the peaks of bars, the differences seem larger than they actually are. This is common in advertising and media, and I want students to have the language and confidence to explain exactly what is happening when they see it.

After that, I introduced our culminating performance tasks for this unit in place of a traditional test. Students were introduced to “Pencil Rampers,” an experimental task involving ramps, measurement, and angles. I will link the full instructions below so you can see what they will be working on.

Before diving into the full task, we explored how line graphs connect to bar graphs. Essentially, the top of each bar becomes a plotted point. Instead of separate bars, those points are connected with a ruler to show flow and change over time. Students will collect data, plot a line graph, and reflect thoughtfully on their findings.

HEALTH (C)
11:40-12:10
In Health today, we took up our Supporting Others quiz from last class and had a thoughtful conversation about online safety. I shared a few quick reminders about being responsible and mindful online. At the same time, we talked about the many positives the internet offers. Beyond online shopping, students have access to information, educational programs, and even future opportunities to work online. The World Wide Web truly can be an incredible place when used wisely.

We then turned our attention to cyberbullying. I reminded students that bullying is a pattern of negative behavior. Whether it happens at school or online, repeated harmful actions are not acceptable. We reviewed who students should contact if they ever notice this happening, including trusted adults and teachers. I also reminded them that the YRDSB GAPPS account belongs to the York Region District School Board and is monitored by our IT department. It is important that students use their GAPPS account responsibly and understand that there is a report feature available if needed.
Next class, we will wrap up our Personal Safety and Injury Prevention unit and complete a short quiz before moving on to our next unit.
LANGUAGE (C)
1:10-2:10

See above

MATH (C)
2:10-3:10

See above

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, FEBRUARY 11, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

MEDIA

Today in Literacy, students began working on their radio scripts and audio advertisements for Famous Air. There was a real buzz in the room as ideas started to take shape.

We revisited our script organizer, success criteria, and a strong work sample to ground everyone in what effective script writing looks and sounds like. Students carefully reviewed the structure of a strong audio ad, including clear dialogue or narration, sound effects, pacing, and a memorable close.

Our key focus remains creativity and memorability. Students are being encouraged to use the survey data we collected earlier this year, along with smaller class surveys, to guide their decisions. Who is their target audience? What do their listeners care about? How can they deliver the Famous Air message in a way that truly connects? Strong ads are not random. They are thoughtful, intentional, and driven by audience insight.

Each script must clearly communicate what Famous Air is all about. Students also need to incorporate their website, slogan, bribe, and jingle so that the message is both engaging and easy to remember. When all of these elements come together, the result is a polished and persuasive piece of media.

Students will have several periods to develop their ideas. I have encouraged them to check in with me throughout the process so I can provide ongoing feedback before they finalize their scripts. Collaboration and revision are essential parts of strong writing.

Where appropriate, we may also explore AI tools to enhance their final audio advertisements. Voice changing platforms such as fakeyou.com offer access to thousands of different voice styles that can make ads even more dynamic and entertaining. We did have an important conversation about responsible use. While the site includes voices inspired by well known celebrities, those voices are not officially authorized. In the real advertising world, using someone’s voice requires proper licensing and compensation. It was a valuable discussion about ethics, ownership, and the realities of media production.

MATH (B)
9:40-10:40

Today in Math, we explored our newly revamped class website. One exciting addition is the updated slide carousel, which walks students through how graphs can be created and, more importantly, how they can be manipulated to mislead a viewer. I encourage you to visit the website and take a look at the new improvements. It is a great snapshot of the thinking we are doing in class.

Students then worked on pages 56 and 57, which focus on misleading graphs and scale manipulation. This has been a powerful learning experience. Rather than simply creating graphs, students are learning to question them. What story is the graph telling? Is it presenting information fairly, or is it trying to exaggerate differences?

A key next step for many students is strengthening their math language. It is one thing to create a misleading graph. It is another to clearly explain why it is misleading. We are working on communicating our thinking using precise vocabulary.

For example, students are learning to say things like:

One graph’s scale does not start at zero.
The scale zooms in on the peaks of the bars.
The truncated scale exaggerates the differences between categories.
The zoomed in view makes the gap appear larger than it actually is.

We discussed how viewers can sometimes overlook the scale and focus only on the height of the bars. When the scale is manipulated, people may assume there is a dramatic difference in the data, even if the actual numbers are quite close.
This work connects beautifully to our media studies learning. Students are not just becoming better mathematicians. They are becoming more critical thinkers who can question how information is presented to them.

HEALTH (B)
11:40-12:10

In health, we took up our Supporting Others quiz and then proceeded to wrap up our lesson on online safety which we began last class:

Did You Know? The Internet Keeps Records
Every time you:

Post a photo
Send a message
Join a server
Comment on a video
Use your email to sign up for a game

Data is created.
Even if you delete something, copies of that data may still exist on:

Company servers
Other people’s devices
Archived versions of websites

The internet is built to store information.

Did You Know? Websites Take Snapshots
Tools like archive.org’s Wayback Machine automatically save versions of public websites.
That means:

Public profiles
Blog posts
Comments
Online projects

may still be viewable years later — even if the original post is deleted.
If it was public, it may have been saved.

Did You Know? Your Face Can Be Searched
Websites such as PimEyes.com use AI facial recognition to scan publicly available images across the internet.
With just one photo, these tools can:

Search for other images of the same face
Connect photos from different websites
Match images based on facial features

Even if you didn’t post the photo yourself, it may still be searchable if someone else made it public.
Your face can become searchable data.

Did You Know? Artificial Intelligence Can Create Fake Images and Videos
Artificial intelligence can now create highly realistic fake photos, videos, and audio. These are often called deepfakes.
Deepfakes can:

Make it look like someone said something they never said
Make it look like someone did something they never did
Place a person’s face into a different video or image

Sometimes these creations are very convincing.
This is why:

You should be careful about who takes photos or videos of you.
You should think about consent before allowing images to be shared.
You should question online content and not assume everything is real.

Experts are still developing tools to detect what is AI-generated and what is authentic, but it is not always easy to tell the difference.
Digital literacy now includes asking:
Is this real? Or was this created?

Did You Know? One Username Can Connect Everything
There are public investigation tools (called open-source intelligence tools) that allow people to search by:

Email address
Username
Gaming tag
Social media handles

Often, using the same username across platforms makes it easier to connect accounts.
One small piece of information can reveal much more than you expect.

Did You Know? “Disappearing” Messages Can Be Recovered
Apps like Snapchat are designed so messages disappear. However:

Screenshots and screen recordings can be taken.
Photos can be saved using another device.
Messages are stored temporarily on company servers.
Companies can be legally required to provide stored data.

In real investigations, courts can issue search warrants that require companies to provide digital records.
In past criminal cases, Snapchat messages and Discord chats have been recovered and used as evidence — even when users believed the messages were gone.
Deleted does not always mean destroyed.

Did You Know? Police Use Computer Forensics
Police departments have digital forensic teams that specialize in recovering electronic evidence.
They can:

Recover deleted messages
Extract data from damaged phones
Rebuild files from broken hard drives
Track login histories and IP addresses
Examine metadata (hidden details like when and where a photo was taken)

Even phones that are cracked, water-damaged, or smashed can sometimes still contain recoverable data.
Digital evidence is often a key part of modern investigations.

Did You Know? Everything Online Is Made of Data
Photos, videos, voice messages, and text are all stored as binary code (1s and 0s).
Because it is data:

It can be copied.
It can be backed up.
It can be stored on multiple servers.
It can sometimes be restored.

Voice chats on platforms like Discord are digital files. Images sent on Snapchat are digital files. Comments on any platform are digital files.
Digital files can leave digital trails.

Did You Know? Your Activity Is Valuable
Your searches, clicks, likes, and watch time are tracked using tools such as:

Cookies
Tracking pixels
App analytics

This information helps companies:

Show targeted ads
Recommend specific videos
Suggest products
Shape what appears in your feed

Your interests are part of how companies make money.
Your attention is valuable.

Think Like Your Future Self
Before posting or sending anything, ask:

Would I want this shown in court?
Would I want this shown to a future employer?
Would I want this connected to my name or face?
Did I give permission for this image to be taken or shared?
Would I be okay if this were saved forever?

The internet is one of the most powerful tools in human history.
It is also permanent.
Post wisely.

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, FEBRUARY 10, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
In literacy today, we continued our routine by beginning with another oral presentation and then shifted into the next phase of our introduction to narrative writing.

Students were introduced to a new story, one I affectionately refer to as Alphabet Soup. As I told the story, I paused at key moments to model how I expect students to sketch their thinking using pictures and or words. Together, we placed those ideas into the four narrative sections introduced yesterday: orientation, problem, a series of events, and resolution. The goal is for students to use teacher-provided stories as a starting point, taking those small breadcrumbs of ideas and transforming them into a fully developed piece of writing that meets all success criteria.

Grade 5B experienced a few interruptions today, including lengthy announcements and a lockdown drill, so we were not able to go as deeply as we did with Grade 5C. Grade 5C, however, worked with me on a shared write of the resolution section. This story falls within the horror genre, and Alphabet Soup is absolutely one worth asking your child about.

In the shared writing you will see a strong use of dialogue, fresh dialogue tags, transition phrases, and vivid detail to help bring the story to life. We were not quite able to finish the shared write today, but both classes will revisit their work, refine it, and ensure all key success criteria are in place before we consider the section complete.

Anna and Aisha stood before the edge of Anna’s bed. The girls started squabbling. “Should we look?” Anna exclaimed. “I don’t think so! Maybe there is something under there!” Aisha mumbled. To Anna’s surprise, a giant, frying pan sized hand snatched out at her ankle grabbing her. Anna wailed so loudly that she could’ve caused an avalanche. “Ahhhhh….get off of me! What the….ahhhhhhhhhh…………..” Her voice suddenly was muffled and became fainter as her body was swallowed up and pulled beneath the bed into a dark void. Aisha sprinted urgently towards the stairs as she saw her sister yelling for her life! Aisha screamed for her parents, “Mom! Dad! Come quick!" Both parents were confused yet stumbled over one another in an effort to get upstairs to figure out what was going on. The parents demanded to know what had happened. Her face turned pale and Aisha was at a loss trying to describe what just had happened. Aisha stammered, “Uhh….I don’t…I don’t…she’s just….gone! The soup, the soup it said….look…under the bed! Ahhhhhhhhh! Quickly c’mon!” As Aisha started sobbing telling her parents to hurry, she exclaimed, “C’mon hurry the heck up! The monster has her!”

As always, our narrative writing website outlines the success criteria we are using to guide this work, which are listed below.

REASONING/THINKING:
(Ideas, Content, Purpose)

I worked independently to generate ideas.

I have 4 sections (□ Orientation, □ Complication/Problem,
□ Series of Events, □ Resolution)

COMMUNICATION:
(Clarity and form)

I wrote in past tense (e.g. He went, She walked)

My sentences start off in different ways.

I used my senses (sight, touch, smell, sound, taste) to build up description of the key events

I used juicy adjectives (i.e. brilliant blue eyes) and adverbs (words usually ending in “ly” such as quickly”) to paint a picture in the reader’s mind.

I used like or as (similes) and/or made direct comparisons (metaphors) to help my reader visualize and connect (ie. She was fast like a gust of wind or She was a gust of wind running about.)

I have a balance between telling and showing (e.g. She was sad vs. Her eyes closed while her chin quivered)

I used exciting dialogue and dialogue tags in at least 3 spots across the narrative (e.g. He screamed, “Watch out!”, “Can I have a slice?” she asked.

I have a lot of energy/voice in my writing! You can tell that each character has a unique personality.

ORGANIZATION OF IDEAS:
(Logical plan, focus and connected ideas)

I have a title that hooks the reader

I used transition words like first, next, then, and last between my details.

Sentence parts are linked with conjunctions (but, and, or).

APPLICATION OF LANGUAGE CONVENTIONS:
(Applies language conventions correctly)

I have “Our Proofreading Plan/OPP” throughout my writing to check for (C.U.P.S.)

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

We began by watching a short video to build our understanding of what makes an infographic effective. https://www.youtube.com/watch?v=pLDxBbQcwNY From there, we worked through page 50 together, carefully analyzing how information can be selected and presented when the goal is to promote a business (In this example, one that was focused on Hockey).
A big part of our discussion centered on the idea that infographics are rarely neutral. When you are promoting a product or business, you must thoughtfully handpick the information you include. We talked about how scale can dramatically influence the way a viewer interprets data. The same numbers can tell very different stories depending on how the graph is constructed.
We explored the strengths and weaknesses of different graph types. Would a double bar graph communicate comparisons more clearly, or would a stacked bar graph look more impressive at first glance? Which format best serves the message you are trying to send? We also considered whether a stem and leaf plot would be appropriate in this situation. In this case, we agreed it would not be helpful because it does not clearly organize information into the categories needed to promote the business effectively.
We then moved into the creative side of infographic design. Since the example business was connected to hockey, I suggested that we could take a standard bar graph and design the bars to look like upright hockey sticks. Suddenly, the graph becomes more than just a collection of data. It becomes thematic and visually engaging, reinforcing the overall message of the business. We also discussed how a pie graph might resemble a hockey puck, and how visual connections like that can help make an infographic more memorable. All of these choices, from graph type to scale to design elements, should work together in a cohesive and purposeful way.
The overarching message of the lesson was clear. It is not just about displaying data. It is about conveying your message in a way that is clear, persuasive, and memorable, using carefully selected information and thoughtful visual decisions.
Grade 5C worked through the same lesson on page 50 and then extended their learning to pages 53 and 55, where they examined scale in greater detail and explored examples of misleading graphs. Students were intrigued to see how easily graphs can be manipulated to benefit a particular creator. I have included a link below that offers a powerful example of how data presentation can influence perception. It is definitely worth a look. https://mathspace.co/textbooks/syllabuses/Syllabus-1077/topics/Topic-20924/subtopics/Subtopic-271268/?activeTab=theory
MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, FEBRUARY 9, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Pet Cemetery Grant Project Update
I am excited to share a quick update about our Pet Cemetery grant project.

Thanks to the $3,000 grant we received, I have arranged a fully paid field trip for students on May 4. This is something special for our class to look forward to as part of our learning journey.

Between now and then, there will be lots of rich teaching and engaging experiences connected to the project. We will be welcoming keynote speakers and diving deeper into the history, significance, and storytelling surrounding the pet cemetery. These experiences will help prepare students for the field trip and give them meaningful context for what they will see and explore.

May 4 is shaping up to be a highlight of this project, and I am excited for students to experience it together.

More details to come as we get closer to the date.

LANGUAGE (B)
8:40-9:40
Today in literacy we began with another student oral presentation. I continue to be impressed with how thoughtfully students listen and offer descriptive feedback to their peers. We will keep sprinkling in more oral presentations over the next few days so everyone has a chance to share and grow.

After that, we officially launched our new writing unit and text form, narrative writing. Students were shown our narrative writing web page, which includes a tutorial video along with our learning targets, assessment criteria, rubrics, and tool guides. It is a helpful hub that they can revisit at any time.

https://www.drooker.ca/narrative-writing.html

We are using a clear four section structure for both fictional and non fiction narratives. I also mentioned that we will apply this same structure when we return to our pet cemetery podcasts and organize those ideas using this framework.

Here is the structure we are focusing on:

Orientation
This section introduces the main characters and the setting. It helps the reader understand who the story is about and where it takes place.
Problem
Every strong story has a central conflict or complication. It could be something exciting, surprising, challenging, or even joyful. This is what drives the plot forward.
Series of Events
This is where the story develops. Events unfold in a way that stretches the narrative and builds toward the ending.
Resolution
Most stories are resolved in some way, although sometimes authors choose a cliffhanger ending that leaves the reader wanting more.

We are focusing on writing with an all knowing narrator, almost like a bird’s eye view or a fly on the wall. This narrator understands what is happening and guides the reader through the story. For this unit, we are intentionally avoiding first person or third person labels and instead concentrating on that clear, all knowing storytelling voice.

To model the process, I orally told a story of my own and paused to break it into the four sections so students could clearly see how it all fits together.

We also explored the importance of descriptive writing. Strong narratives do not simply tell what happened. They show it. We talked about using the five senses, choosing fresh and precise words, incorporating similes and metaphors where appropriate, and finding a healthy balance between telling and showing. Instead of writing that a character felt sad, students considered how to show that emotion through actions and physical reactions.

We discussed how each character should have a unique voice. Just like in real life, people speak differently, rely on certain expressions, and structure their sentences in their own way. Skilled writers help readers hear those distinctions clearly.

Finally, we reviewed dialogue. Students practiced front loading and back loading dialogue tags and explored alternatives to the word said using the resource in their toolkit binder. We reviewed the importance of quotation marks and clear punctuation so that readers always know who is speaking and how.

MATH (B)
9:40-10:40

In math today, we worked through pages 46 and 47 of the formative workbooklets, focusing on stacked paragraphs. As we reviewed the questions together, I paused to highlight a few that were worded in ways that could easily cause confusion. We talked about how subtle shifts in language can change what a question is really asking. Learning to slow down, unpack the wording, and identify key terms is such an important skill.

We then spent extra time on the final question on page 47. This one was especially important because we had briefly introduced its components in a previous lesson. It focused on understanding the difference between random, stratified, and systematic surveys.
Students revisited what each type means:

A random survey gives everyone an equal chance of being selected.
A stratified survey divides a population into groups and then samples from each group.
A systematic survey selects participants according to a consistent pattern, such as every fifth person.

We talked about why these differences matter and how each method can influence the data collected. Making those distinctions clearly is key to interpreting results accurately.

After that, we shifted gears and began exploring infographics. We discussed what an infographic is and how it is used to formally present data in a visual and engaging way. Students noticed that most infographics include a bold, eye catching title, carefully selected visuals, and concise representations of data. Sometimes the information is presented in short paragraphs, sometimes through charts or visual summaries, but the goal is always the same: to communicate trends and key findings clearly.

We examined a few examples together and discussed what makes them effective. Tomorrow, we will continue analyzing infographics and begin thinking more critically about how data can be presented in ways that are both accurate and visually compelling.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :) Note: 5C worked on pages 34, 36, and 37 alongside a supply teacher. We will take up the pages and discuss infographics similar to Grade 5B tomorrow.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, FEBRUARY 6, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Pet Cemetery Grant Project Update
I am excited to share a quick update about our Pet Cemetery grant project.

Thanks to the $3,000 grant we received, I have arranged a fully paid field trip for students on May 4. This is something special for our class to look forward to as part of our learning journey.

Between now and then, there will be lots of rich teaching and engaging experiences connected to the project. We will be welcoming keynote speakers and diving deeper into the history, significance, and storytelling surrounding the pet cemetery. These experiences will help prepare students for the field trip and give them meaningful context for what they will see and explore.

May 4 is shaping up to be a highlight of this project, and I am excited for students to experience it together.

More details to come as we get closer to the date.
LANGUAGE (B)
8:40-9:40

WARM UPS

READING

WRITING

MATH (B)
9:40-10:40

LANGUAGE (C)
1:10-2:10

WARM UPS

READING

WRITING

MATH (C)
2:10-3:10

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, FEBRUARY 5, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*Thumbs Up and Down Monthly Reports have been uploaded within your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 30 thumbs up a month with ~5 thumbs down. Note: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment.

I wanted to share a few recent trends that are worth discussing. I’ve noticed a slight dip in overall class participation, and I would really love to see students more actively engaged. I’ve also observed a decline in the ratio of positive contributions compared to neutral or negative ones during class time.
Please take a close look at the percentage shown in the pie graph. This reflects the balance of positive contributions versus neutral or negative ones. Ideally, students should be in the 80–90% positive range. If your child’s percentage falls significantly below that, it would be beneficial to have a conversation at home about strategies for improvement — especially as we move through report card season.

My goal is always to position your child for the highest level of success possible. Recently, however, I’ve noticed a bit of a backslide in overall learning skills across the class — particularly in areas such as following through the first time, demonstrating sustained effort, and fully investing in tasks.

Success at this stage also requires students to be active participants in their own growth. That means engaging fully in small-group or one-on-one instruction, acting on descriptive feedback consistently (not selectively), and driving improvement conversations rather than passively receiving feedback.

LANGUAGE (B)
8:40-9:40
In Language today, we began Oral Presentation Number Two, and it was a fantastic start. The room was filled with a mix of focus and excitement as students prepared to share their work.

As shared earlier in the year, students are only required to present in front of the whole class once. After that, they may choose to be assessed one on one with me or record their presentation privately using a cell phone and tripod. Providing choice helps build confidence while still maintaining high expectations.

Several students who had not yet presented to the class bravely volunteered to go first. I was truly impressed by the level of preparation, the depth of information, and the thoughtful use of props. These additions enhanced understanding and clearly reflected careful planning and rehearsal.

Kudos to everyone who has presented so far. We will continue to sprinkle in more whole class presentations over the next few days for those who would still like the opportunity. Tomorrow will be a bit of a wash as we celebrate our annual carnavale, but we will pick things back up shortly after.
MATH (B)
9:40-10:40

In Math today, we revisited our learning from yesterday, where students physically created their own bar graphs. We reviewed the success criteria for building clear and accurate bars, paying close attention to consistent scale, spacing, labeling, and overall neatness. It was helpful to reflect on how scale can change the way data is interpreted and why thoughtful choices matter.

We then shifted our focus to double bar graphs, which we briefly explored in yesterday’s formative work. Students worked on comparing two sets of data and thinking carefully about how to read and interpret similarities and differences.

From there, we moved into stacked bar graphs, one of my personal favourites. These graphs challenge students to see both the individual parts and the whole at the same time, which leads to rich conversations about totals and comparisons. Students completed pages 46 and 47 in their formative work booklets, applying their understanding of how stacked bars represent combined data.

Unfortunately, a few interruptions this morning, including a power outage, meant we did not have time to fully take up the work together. We will revisit and consolidate their learning on Monday. Even with the unexpected start to our day, students remained focused and adaptable, which was wonderful to see.

HEALTH (C)
11:40-12:10

Today we were fortunate to have a double Health period. The library was occupied with Lego robotics, and Madame S kindly asked if I would take 5C for the full hour. The extra time worked out beautifully.

Students were able to complete their quiz without feeling rushed, and we then moved into an introduction to internet safety. This is always an important conversation, and one that continues to evolve as technology becomes more embedded in our daily lives.

Our goal was not to be alarmist or create fear around being online. Rather, the focus was on awareness and responsibility. We discussed how posts, photos, comments, and even quick reactions can leave a digital footprint. Once something is shared, it can be very difficult to fully take back. We talked about how future opportunities, friendships, and reputations can all be influenced by online choices made in the moment.

The central question we kept returning to was simple and powerful. Will my future self be proud of what I am about to share online?

Students were thoughtful and engaged throughout the discussion. I encourage you to take a look at the notes from today’s lesson below and continue the conversation at home. Open dialogue between school and home is one of the best ways to support students in becoming safe, responsible, and confident digital citizens.

Did You Know? The Internet Keeps Records
Every time you:

Post a photo
Send a message
Join a server
Comment on a video
Use your email to sign up for a game

Data is created.
Even if you delete something, copies of that data may still exist on:

Company servers
Other people’s devices
Archived versions of websites

The internet is built to store information.

Did You Know? Websites Take Snapshots
Tools like archive.org’s Wayback Machine automatically save versions of public websites.
That means:

Public profiles
Blog posts
Comments
Online projects

Search for other images of the same face
Connect photos from different websites
Match images based on facial features

Make it look like someone said something they never said
Make it look like someone did something they never did
Place a person’s face into a different video or image

Sometimes these creations are very convincing.
This is why:

You should be careful about who takes photos or videos of you.
You should think about consent before allowing images to be shared.
You should question online content and not assume everything is real.

Email address
Username
Gaming tag
Social media handles

Screenshots and screen recordings can be taken.
Photos can be saved using another device.
Messages are stored temporarily on company servers.
Companies can be legally required to provide stored data.

Recover deleted messages
Extract data from damaged phones
Rebuild files from broken hard drives
Track login histories and IP addresses
Examine metadata (hidden details like when and where a photo was taken)

It can be copied.
It can be backed up.
It can be stored on multiple servers.
It can sometimes be restored.

Cookies
Tracking pixels
App analytics

This information helps companies:

Show targeted ads
Recommend specific videos
Suggest products
Shape what appears in your feed

Your interests are part of how companies make money.
Your attention is valuable.

Think Like Your Future Self
Before posting or sending anything, ask:

Would I want this shown in court?
Would I want this shown to a future employer?
Would I want this connected to my name or face?
Did I give permission for this image to be taken or shared?
Would I be okay if this were saved forever?

The internet is one of the most powerful tools in human history.
It is also permanent.
Post wisely.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math today, students explored the key success criteria for creating bar graphs by hand and compared this process to yesterday’s work using the NCES Create A Graph website. While technology is a helpful tool, it is important that students understand how to carefully and accurately construct a graph on their own.

When drawing bar graphs by hand, students are expected to use a ruler and create a thick “meniscus” line at the top of each bar so it is easy to see exactly where the bar meets the scale. They are also candy striping their bars with color to make them visually clear and including the frequency number at the top of each bar for precision and clarity.

Students practiced creating bar graphs on pages 32 and 43 of our formative workbook, with a strong focus on designing an appropriate scale. We discussed how graphs must begin at zero and increase in equal increments along the axis. Each jump along the scale must represent the same value, and the scale must cover the full range of the data. That means carefully examining both the lowest and highest numbers before deciding what to count by.

We also explored how scales can sometimes be manipulated to make data look more dramatic than it truly is. For example, imagine tracking how long a child spends doing chores. A bar might look impressively tall, but if the scale only increases by one or two minutes at a time, that “huge” bar might actually represent very little effort. This kind of manipulation happens often, especially on social media, so students are learning to slow down, read the scale carefully, and think critically about what a graph is really showing.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, FEBRUARY 4, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

MEDIA

Today in Media Studies, we revisited our learning from last week around audio advertising and what truly makes an ad successful. While repetition, a catchy slogan, a product bribe, a website mention, a jingle, unique voices, and intro and outro music all play important roles, we reminded students that it ultimately comes down to delivering the message of Famous Air in a memorable way.

Students reviewed the success criteria embedded directly into their group organizers and examined a strong sample script included as a model. We walked through the scriptwriting process step by step and discussed how a clear, engaging concept makes all the difference.

From there, we explored GarageBand and learned how to create a multi track recording for their advertisement. Students were introduced to a few helpful shortcuts. Pressing R starts a recording, the spacebar starts and stops recording or playback, the return key brings the playhead back to the beginning, and Command Z quickly removes something that needs a redo for a second or third take.

Next week, students will begin writing their own audio advertisement scripts. The following tutorial video captures today's lesson in its entirety: https://www.youtube.com/watch?v=-RO8HPe37Kw Organizers and rubrics are available here: http://famousair.weebly.com

MATH (B)
9:40-10:40

In math today, students explored the key success criteria for creating bar graphs by hand and compared this process to yesterday’s work using the NCES Create A Graph website. While technology is a helpful tool, it is important that students understand how to carefully and accurately construct a graph on their own.

When drawing bar graphs by hand, students are expected to use a ruler and create a thick “meniscus” line at the top of each bar so it is easy to see exactly where the bar meets the scale. They are also candy striping their bars with color to make them visually clear and including the frequency number at the top of each bar for precision and clarity.

Students practiced creating bar graphs on pages 32 and 43 of our formative workbook, with a strong focus on designing an appropriate scale. We discussed how graphs must begin at zero and increase in equal increments along the axis. Each jump along the scale must represent the same value, and the scale must cover the full range of the data. That means carefully examining both the lowest and highest numbers before deciding what to count by.

We also explored how scales can sometimes be manipulated to make data look more dramatic than it truly is. For example, imagine tracking how long a child spends doing chores. A bar might look impressively tall, but if the scale only increases by one or two minutes at a time, that “huge” bar might actually represent very little effort. This kind of manipulation happens often, especially on social media, so students are learning to slow down, read the scale carefully, and think critically about what a graph is really showing.

HEALTH (B)
11:40-12:10

In Health today, students completed their Supporting Others quiz and did a wonderful job managing their time. With some extra minutes available, we began an important and timely conversation about internet safety.

We talked about how the internet is often described as the greatest democratizing tool on earth. It gives us instant access to knowledge, creativity, and connection. At the same time, it comes with very real responsibilities and risks.

Over the next few lessons, we will focus on the appropriate use of social media and the idea that once something is posted online, it can be very difficult to remove. Students are learning that websites are frequently archived and captured by automated systems. For example, tools like the Wayback Machine on archive.org can store snapshots of webpages, meaning a blog post or message board comment can remain accessible long after it has been deleted.

We also discussed photographs and digital footprints. With parental permission, we referenced how facial recognition tools such as PimEyes can locate matches of a person’s face across the internet. It is sobering to realize that even being in the background of a photo can connect someone to content they did not intend to share. These conversations are not meant to alarm students, but to empower them with awareness.

Our goal is to help students become thoughtful, responsible digital citizens who understand that their online presence matters. We will continue exploring internet safety in an age appropriate and supportive way over the coming lessons.
LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due tomorrow
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

TUESDAY, FEBRUARY 3, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*If you haven't done so already, *please* ensure that you've emailed me your Oral Presentation #2 picture as soon as possible for enlargement and rehearsal purposes! For families who have already sent in photos, thank you so much. I have enlarged them and sent them home with your child.

The goal of this presentation is to continue building the foundations of oral communication, with one new twist: a prop. The enlarged photo of their hero or role model is an important part of the presentation, but it can feel a bit awkward to manage. Because of that, rehearsal matters even more than usual. Students should practice how they will introduce the photo, whether they will hold it, post it somewhere visible, or reveal it at the end.

They may also want to think about how the audience will interact with it. Will classmates be invited to come up and give it a high five? Will it be shared in some way? No body surfing photos over heads, I kid, I joke, but thinking through these details ahead of time will help students feel confident and prepared.

Thanks, as always, for your support at home.

*Several students will be bringing home an MLL letter for your perusal, signature, and return. This letter is to notify families that, after being supported over the past several years, these students no longer require ELL accommodations. Reaching this point is a significant milestone. Please take a moment to review, sign, and return the letter as soon as possible.

LANGUAGE (B)
8:40-9:40
Students had time to finish their review paragraph writing assessment. I was proud of the focus and perseverance many students showed as they worked to organize their ideas clearly and support their opinions with strong reasons and evidence. It is always rewarding to see how much their confidence grows when they know the structure and can apply it independently.

We have also begun our descriptive writing feedback process. Students are carefully reviewing feedback and thinking about specific ways they can strengthen their writing. This stage is so important because it shifts the focus from simply completing an assignment to truly developing as writers. We are talking about clarity, detail, word choice, and making sure the reader can clearly picture what is being described.

Similar to what I did with their previous review paragraph, I will be uploading a summary of my observations to each student’s Google Drive. These summaries will highlight strengths, next steps, and patterns I am noticing in their writing. I will be sharing them gradually over the next little while as I complete the evaluation process.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today in math we had a bit of a hodgepodge day. We spent some time reviewing our learning in data management, focusing on mean, median, and mode, and doing a quick refresher on stem and leaf plots. It was great to revisit these concepts and strengthen our understanding before moving forward.

Students who still needed to complete their NCES graph performance task worked on finishing that up, while others were busy recording their Menace videos connected to our coding project. It was a productive and energetic block with lots of different learning happening at once.

We are looking forward to starting some new math tomorrow.

MATH (C)
1:10-2:10

Today was a very productive double math period. I was able to bring 5C fully up to pace with 5B, which felt great. After quickly taking up our pictograph work, we moved into bar graphs and worked through to page 28 in our formative booklets.

Students were introduced to the NCES Create a Graph website and had the opportunity to conduct their own survey and complete a performance task by building a digital bar graph. We focused carefully on making sure each graph clearly answered the questions who, what, where, when, why, and how within the title. Students also ensured they included clear and appropriate subtitles.

Tomorrow we will move into some new learning around scale.
MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

THURSDAY, JANUARY 29, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Today in Language, students worked dutifully toward their review paragraph writing test. The class showed strong focus and effort as they planned, drafted, and revised their writing.

A major goal right now is helping students consistently use their toolkit binders and the embedded success criteria. These tools are designed to support their writing and should be out beside them at all times when writing, whether the task is diagnostic, formative, or summative. Some students are still needing reminders, but we are continuing to build this habit so it becomes second nature.

A few students completed their full paragraph today. Others are still working through the process, and that is perfectly okay. I promised students unlimited time as long as they remain focused and use their time wisely, so we will continue this task into next week to allow everyone the opportunity to show their best work.

With report card season underway, I am really looking forward to reviewing the final results and seeing how students have grown. I am hopeful that continued practice and careful use of their writing tools will help boost achievement as we move forward.

MATH (B)
9:40-10:40

In Math today, students had the opportunity to conduct a classroom survey and complete a performance task focused on creating a bar graph using the NCES Create a Graph webpage. This is a tool I modeled for them yesterday, and many students did a great job applying what they learned independently.

One of our key pieces of success criteria was creating a level four title. A strong graph title clearly answers the questions who, what, where, when, why, and how. We talked about how the “why” can sometimes be the trickiest part. Often at the elementary level we collect data simply out of curiosity, which is a great place to start. However, students are beginning to learn that data collection has much bigger purposes beyond the classroom.

We discussed how surveys and data can help people make important decisions. For example, businesses may collect data to determine whether investing in a product or company is a smart choice. Data can also be used to identify patterns over time or trends, such as deciding when to buy or sell stock. In science, data is often gathered to verify results or support conclusions.

The more clearly information is presented on a graph, the easier it becomes for others to understand, analyze, and revisit that data later. Well labeled graphs allow future researchers to pick up where one set of information left off and continue learning from it over time.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

With the recent snow day and 5C missing their Math period yesterday due to the Safe and Caring Schools presentation, our focus right now is getting the class caught up to where 5B is in the Math program.
Today we worked on vertical and horizontal pictographs. Students reviewed how pictographs represent data and how the layout can change while still communicating the same information clearly.
We also revisited a helpful calculator strategy for skip counting by unfriendly numbers. For example, when skip counting by 12, students can enter 12 + 12 and then press the addition symbol twice. This cues most calculators to continue adding by 12 each time the equals button is pressed. It is a simple but effective tool that supports efficiency and accuracy when working with larger or less familiar numbers.
In addition to pictographs, we reviewed BEDMAS and the idea that order of operations is a consistent concept across all areas of math. However, we also discussed how certain algorithms require us to think carefully about the steps involved. When finding the mean or average, students must first add the entire data set to determine the total before moving on to the division step. In this case, our mindset shifts slightly so the algorithm is followed correctly and the result makes mathematical sense.
Students completed pages 24 and 25 of their formative workbooklets and showed good effort as we worked through these concepts together. We will continue reinforcing these skills as we move forward and work toward aligning both classes at the same point in our Math learning.
DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

WEDNESDAY, JANUARY 28, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Today in Language, students had an opportunity to complete their planning for their upcoming review paragraph writing test. Once again, they were presented with an unusual product to imagine purchasing, an idea borrowed from the Klutz Book of Brilliantly Ridiculous Inventions. This time, the featured invention was ice plates.

Ice plates are silicone molds that can be filled with water, frozen, and then used as plates. As students quickly discovered, this product comes with some interesting advantages and some very obvious drawbacks. That contrast made it a perfect choice for review writing.

Using the organizer provided, students planned out their likes and dislikes about the product they imagined buying. As always, anything went when it came to ideas. Some students focused on the fun factor, while others quickly noticed the mess, the melting, and the practicality issues that might come along with serving dinner on ice.

We also worked together during a shared brainstorming session. As a class, we generated 13 possible advantages and disadvantages, along with a helpful word menu that students can borrow from to support their writing. This collaborative thinking gave everyone a strong foundation and plenty of vocabulary to draw from.

Tomorrow, students will begin publishing their full product reviews. They have made some great strides with their planning and idea development, and now it is simply a matter of executing their writing using the success criteria checklist in their toolkit binders. I am very much looking forward to seeing the final results.
MATH (B)
9:40-10:40

n math today, Grade 5B had an opportunity to explore bar graphs alongside me and completed page 27 of their formative work booklets. This lesson allowed students to practice reading and interpreting bar graphs while also reinforcing how data can be organized visually to communicate information clearly.

Today’s learning also focused on how to create a bar graph using a very neat online program that I have mentioned in previous blog posts called NCES Create a Graph. This website gives students the chance to design a variety of different graphs in a very interactive and engaging way.

I walked students step by step through how to use the website. After conducting a short sample survey together as a class, students were able to see how survey results can be turned into a clear visual representation. Tomorrow, students will have an opportunity to design their own bar graphs using this tool after creating and conducting a survey question with their classmates.

A major focus of our success criteria was developing strong and specific graph titles. Students learned to use the guiding questions who, what, where, when, and why to help arrive at the most accurate title possible. Pairing this thinking with a graph starter such as “This graph shows” helps students create titles that clearly communicate exactly what the data represents.

We also discussed why specific titles are so important, particularly when it comes to research and scientific discovery. In order for data to be meaningful, readers must understand how, when, where, and why that data was collected. This clarity allows results to be replicated, compared, and cross checked for accuracy and for potentially transformative outcomes.

Students learned that data can change over time and across different populations, and that including detailed information helps us better understand what the numbers are truly telling us. It was a thoughtful and engaging lesson, and I am looking forward to seeing the graphs they create tomorrow.

HEALTH (C)
11:40-12:10

Today in Health, students reviewed pages 17 to 24 of our formative workbooklets. Our focus was on understanding how to be supportive people and identifying trusted resources that are available when help is needed.

Students revisited learning from our previous Health period, which introduced community and emergency supports ranging from Kids Help Phone to 911. Through guided discussion, we reinforced the important role each service plays and when it is appropriate to use them.

Students learned that Kids Help Phone is a confidential support available 24 hours a day, 7 days a week. We discussed how students can reach out for help at any time, whether a concern feels big or small, and that support is available by phone or by text. Emphasis was placed on the idea that asking for help is a strength and that no problem is too minor to seek guidance or reassurance.

We also clarified the purpose of calling 911. Students learned that emergency services are intended for serious situations involving immediate danger, significant bodily injury, or criminal activity in progress. Understanding the difference between emergency and support services helps students make safe and responsible choices.

This review prepares students for an upcoming short quiz that will focus only on this portion of the unit. The goal of the assessment is to ensure students understand how and when to access help, rather than to test memorization.

Following the quiz, we will move into the next section of our Health unit, which will focus on internet safety and responsible online communication.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Students had a Caring and Safe Schools assembly during this block of time :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

TUESDAY, JANUARY 27, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Oral Presentation #2:
If your child has not done so already, please have them and or assist them in emailing me a photo for their Oral Presentation Number Two prop. This photo will be shared with the class on February 5.

Ideally, I would love to receive all images by the end of this week. This will allow me time to properly enlarge them and return them to students on Monday, February 2. Students can then bring the photo home, assemble their prop, and be fully prepared for Thursday’s presentation.

AI/Blogging
I have recently started to fully embrace AI and all of its advantages, and I am really enjoying using it to help summarize student learning in the daily classroom blogs you receive. It has been a helpful tool for capturing the many things happening each day in a clear and efficient way! It certainly was very time consuming to type and edit the blog and being able to dictate it and have it revised for tone, length, etc. automatically is a game changer.
As a reminder, if you ever find the blog entries a little lengthy, you can also make use of AI at home. Simply copy and paste the text into a program such as ChatGPT, Grok, or Gemini and ask it to condense the information in a way that works best for your family’s evening conversations with your child.

Thank you once again for checking the blog each day and taking time to review it together. Your ongoing support plays a huge role in helping students consolidate their learning and stay on top of upcoming homework and classroom expectations.

Writing Analysis Report
I’ve uploaded to each student’s Google remote learning Drive their most recent writing analysis report based on their latest review paragraph. This feedback is meant to support students as they prepare for the review writing test later this week.

The report provides insight into your child’s current writing strengths, areas for growth, and specific skills we are continuing to develop in class. It is designed to help students better understand what they are doing well and what they should focus on improving.

At this time, the reports are being uploaded in Microsoft Word docx format. Although they are created for Word, you should still be able to view them even if you do not have Microsoft Word installed.

As I continue to refine this feedback process, I will be experimenting with PDF versions in the future to make access even easier. My goal is to provide clearer insight into how your child is doing with their writing beyond a single grade or score.

LANGUAGE (B)
8:40-9:40

MEDIA

Consider it is day 1, our focus was on media studies.
Students began the lesson by revisiting the print advertisements they completed last week. These advertisements have now been uploaded to our website at famousair.weebly.com. Students had the opportunity to view one another’s work and select the advertisement they felt most effectively addressed its intended target audience. This activity allowed students to once again incorporate elements of surveying and data collection into our media learning.

Following this, we shifted our attention to radio advertisements.

We began by exploring the concept of a jingle through a variety of examples. Students listened to several strong radio advertisements and discussed how advertisers deliver messages in ways that are memorable and easy to understand, especially within a medium where the audience cannot see anything. Together, we examined the importance of repetition, such as repeating the product name, website, or phone number. We also discussed how characters and accents can help bring an advertising concept to life.

Students analyzed how additional elements are used effectively in radio ads, including slogans, website incentives, sound effects, and intro and outro music. These features help transform a simple script into a complete and engaging audio experience.

This lesson included many strong real world examples, most of which can be found under the radio advertisements subheading on our media webpage at drooker.ca/media.html for families who wish to explore further. e.g. https://www.youtube.com/watch?v=-iHXkt3Aidg

We then turned our attention to how radio advertisement scripts are written. Students learned that scripts typically include a title, followed by a list of characters with brief descriptions. Each new scene begins on a fresh page and includes a short scene description. Character names are usually listed to the left of the margin followed by a colon with dialogue appearing on the right side of the margin. Sound effects are written in brackets where appropriate.

During our next media class, students will learn how to use GarageBand and will review the success criteria checklist connected to this media text form. We will also examine additional strong examples before students begin writing their own radio advertisement scripts for Famous Air.

As part of our discussion, we talked about how radio advertising has evolved over time. Students learned that before television, families would gather around the radio for entertainment and news. While traditional radio has declined with the rise of platforms such as YouTube, Spotify, and podcast streaming services, audio advertising remains very much alive. Many students recognized this from hearing advertisements during podcasts, including our earlier learning this year when we interviewed Bob from Libsyn Ads during a FaceTime session.

Through this media work, students are not only developing skills in persuasive writing and script formatting, but also building transferable skills that connect to upcoming grant projects. These include work related to Canada’s first pet cemetery, as well as learning how to use GarageBand to record the podcast that will serve as a culminating task later this year.

MATH (B)
9:40-10:40

Today in math, students began by reviewing the concepts of mean, median, and mode. These measures of central tendency continue to play an important role as we interpret and analyze data across different representations.

We then revisited the semi leaf plots students created last week. This provided an opportunity to practice reading data sets and connecting visual representations back to numerical summaries such as mean, median, and mode.

Following this review, students turned their attention to creating pictograms, both horizontal and vertical, while working through pages 23 to 26 of our formative workbooklet. Students practiced organizing data clearly and representing it visually using symbols.

While interpreting pictograms does involve applying mean, median, and mode, the primary focus of today’s lesson was understanding and using the legend or key. Students explored how the value of each symbol can change depending on the data set. We discussed how, in early grades, legends often use very friendly numbers, such as one symbol representing one item. As students progress through the grades, legends become more complex and may require skip counting by values such as 8, 12, or other less familiar numbers.

HEALTH (B)
11:40-12:10

Today in Health, students reviewed pages 17 to 24 of our formative workbooklets. Our focus was on understanding how to be supportive people and identifying trusted resources that are available when help is needed.

Students revisited learning from our previous Health period, which introduced community and emergency supports ranging from Kids Help Phone to 911. Through guided discussion, we reinforced the important role each service plays and when it is appropriate to use them.

Students learned that Kids Help Phone is a confidential support available 24 hours a day, 7 days a week. We discussed how students can reach out for help at any time, whether a concern feels big or small, and that support is available by phone or by text. Emphasis was placed on the idea that asking for help is a strength and that no problem is too minor to seek guidance or reassurance.

We also clarified the purpose of calling 911. Students learned that emergency services are intended for serious situations involving immediate danger, significant bodily injury, or criminal activity in progress. Understanding the difference between emergency and support services helps students make safe and responsible choices.

This review prepares students for an upcoming short quiz that will focus only on this portion of the unit. The goal of the assessment is to ensure students understand how and when to access help, rather than to test memorization.

Following the quiz, we will move into the next section of our Health unit, which will focus on internet safety and responsible online communication.

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

MONDAY, JANUARY 26, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Oral Presentation #2:
If your child has not done so already, please have them and or assist them in emailing me a photo for their Oral Presentation Number Two prop. This photo will be shared with the class on February 5.

Ideally, I would love to receive all images by the end of this week. This will allow me time to properly enlarge them and return them to students on Monday, February 2. Students can then bring the photo home, assemble their prop, and be fully prepared for Thursday’s presentation.

AI/Blogging
I have recently started to fully embrace AI and all of its advantages, and I am really enjoying using it to help summarize student learning in the daily classroom blogs you receive. It has been a helpful tool for capturing the many things happening each day in a clear and efficient way! It certainly was very time consuming to type and edit the blog and being able to dictate it and have it revised for tone, length, etc. automatically is a game changer.
As a reminder, if you ever find the blog entries a little lengthy, you can also make use of AI at home. Simply copy and paste the text into a program such as ChatGPT, Grok, or Gemini and ask it to condense the information in a way that works best for your family’s evening conversations with your child.

Thank you once again for checking the blog each day and taking time to review it together. Your ongoing support plays a huge role in helping students consolidate their learning and stay on top of upcoming homework and classroom expectations.

Writing Analysis Report
I’ve uploaded to each student’s Google remote learning Drive their most recent writing analysis report based on their latest review paragraph. This feedback is meant to support students as they prepare for the review writing test later this week.

The report provides insight into your child’s current writing strengths, areas for growth, and specific skills we are continuing to develop in class. It is designed to help students better understand what they are doing well and what they should focus on improving.

At this time, the reports are being uploaded in Microsoft Word docx format. Although they are created for Word, you should still be able to view them even if you do not have Microsoft Word installed.

As I continue to refine this feedback process, I will be experimenting with PDF versions in the future to make access even easier. My goal is to provide clearer insight into how your child is doing with their writing beyond a single grade or score.

LANGUAGE (B)

8:40-9:40

WARM UPS

READING

WRITING

LANGUAGE (C)
9:40-10:40

WARM UPS

READING

WRITING

MATH (B)
11:10-12:10

MATH (C)
1:10-2:10

MATH (C)
2:10-3:10

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

FRIDAY, JANUARY 23, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Today in literacy, students and I continued working through the descriptive feedback process connected to their review paragraph writing. This is a skill they began practicing earlier this week, and it has been great to see their confidence grow as they revise and refine their work.

For students with whom I was not able to complete the full one on one feedback conference, I will be uploading a summary of strengths and next steps to their Google Drive. This will help support their preparation for the upcoming review paragraph writing test.

I am very proud of the growth students are showing. Writing about a fictitious product has been especially freeing, as it allows students to share opinions and ideas without the pressure of formal research or citations. As a result, their voice, detail, and overall engagement in writing have really taken off.

We will be wrapping up this work soon and will be moving into our narrative writing unit shortly.

MATH (B)
9:40-10:40
In math today, students worked through pages 17 and 19 of their formative work booklets.

Page 17 focused on finding the mean, median, and mode of data sets that included decimals. To help make the numbers feel more meaningful, we discussed real life examples such as measuring snowfall in centimeters or millimeters. Situations like recording 3.3 centimeters of snow or 3.9 millimeters helped students visualize where decimals naturally appear.

We then began exploring stem and leaf plots, which can be a challenging concept at first. One helpful way to think about a stem and leaf plot is as a number based version of a bar graph where values are sorted and grouped.

I shared an analogy with students about tracking how many points a basketball player scores each night over a month. When those scores are grouped into the 20s, 30s, and 40s, the stem acts as the main category while the leaves branch out to show the individual values. The result is a horizontal, bar graph like display made entirely with numbers.

This concept can be tricky to visualize, so I encouraged students to review the tutorial video linked below. While stem and leaf plots are not commonly used outside the classroom, they help strengthen important data organization skills that connect directly to graphing and analysis.

Reviewing the video at home will be a great way to reinforce today’s learning.

https://www.youtube.com/watch?v=Uysh0CbbRFE

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

THURSDAY, JANUARY 22, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
In literacy today, students continued their work on the pencil-lead nail polish review that was introduced yesterday. Using their completed planning pages, along with their toolkit binders filled with success criteria and word menus, students worked thoughtfully and checked in with me throughout the block.

Many students were able to finish their reviews and received descriptive feedback from start to finish. Others will need a little more time tomorrow to complete their paragraphs and conference with me, and we will continue then. Overall, it was a productive period, and I am seeing strong growth in this text form. Students will have their quiz next week.

MATH (B)
9:40-10:40
In math today, students worked through pages 12–16, focusing on mean, median, and mode. These concepts help us make sense of large sets of data by giving us a snapshot—a way to summarize information without getting overwhelmed by every single number.

Once again, the YouTube video I’ve linked below offers a wonderful visual overview of the differences between mean, median, and mode, and many students found it helpful in reinforcing their understanding.

As I shared in yesterday’s blog, when we have many data points, it can be difficult to analyze what the data is really telling us. That’s why mathematicians often look for a “middle point” or summary value to help interpret results. However, one important idea we discussed today is that no single method tells the whole story.

At a Grade 5 level, students are learning that:

Mode can be misleading if two numbers appear almost the same number of times, but only one “wins.”
Mean (average) can be skewed by outliers—numbers that are much higher or lower than the rest of the data.
Median, the middle number, can also be affected if there are two middle values that must be averaged and there’s a large gap between them.

Each method has strengths and limitations, which is why it’s important to look at more than one measure when analyzing data. This idea of using multiple points of view—sometimes called triangulating data—helps paint a clearer and more accurate picture.
As students grow older, they’ll explore even deeper ideas such as how data is collected, survey methods, and bias. For now, our focus is on building a strong foundation: understanding that math isn’t just about getting an answer, but about thinking critically about what that answer really means.
https://www.youtube.com/watch?v=B1HEzNTGeZ4

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

WEDNESDAY, JANUARY 21, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Over the past few weeks, I’ve been experimenting with creating my own custom GPT. This involves teaching the tool how I assess student work by feeding it examples, rubrics, curriculum expectations, and detailed explanations of how I teach our writing units.

While I’m very pleased with students’ reading comprehension and questioning skills, writing remains an area where many students can benefit from additional support and refinement.

After several hours of training, I developed a GPT designed specifically to support writing feedback. The tool creates a word-for-word transcript exactly as written, including spelling and punctuation. It then highlights strengths and next steps in student-friendly language, connects feedback to curriculum expectations, and provides a slightly revised version of the writing so students can clearly see how applying feedback improves their work.

I’ll begin placing short PDF summaries into students’ remote learning Google Drives for your review and discussion at home. These will include the transcript, feedback, and revised example.

This project has truly been a labor of love. I’m excited to begin using it with students and hopeful it will become another meaningful conversation tool between you and your child.

LANGUAGE (B)
8:40-9:40

Since I was away yesterday, and with last week’s snow days and PA Day interruptions, I wanted to help the class regain momentum in Literacy. Today we returned to our penultimate review writing task instead of our usual reading block. We will resume with our reading focused period next day 2.

Students re-familiarized themselves with their planning organizer, which helps them record likes and dislikes and develop examples, supporting details, and explanations using pictures and or words.

I also introduced a book I discovered at a past book fair called The Klutz Guide to Silly Inventions. The book features a variety of humorous and completely nonsensical inventions. Today’s picture prompt came from this collection and showcased an invention called Pencil-Lead Nail Polish. The idea is that students could paint their nails and then write directly on paper using their fingernails instead of a pencil.

Students imagined that they had purchased this invention and were asked to write a review about it. They worked either independently or with a proofreading partner to develop their ideas, meet with me for feedback, and referenced their toolkit binders to support their planning.

Students were reminded that their upcoming unit test will also be based on a picture prompt from this same book. Anything they write will be accepted. If they want to invent a price, comment on faulty packaging, or describe problems caused by the product, they are free to do so. Anything goes.

The focus is on generating original ideas and applying them clearly within the structure of a review paragraph. Students were highly engaged and had a lot of fun bringing their creativity to life.

MATH (B)
9:40-10:40

In Math today, students in Grade 5B participated in the same learning survey that was previously completed by the Grade 5C class. Students were asked to rank their preferred learning approaches based on Howard Gardner’s theory of multiple intelligences.

Once the data was collected, we worked together to organize the results from least to greatest. From there, we began a class discussion about how mathematicians analyze data using mean, median, and mode, and how each method gives us a slightly different snapshot of what the data is telling us.
We discussed that the mode is the number that appears most often, the median is the number that falls in the middle of an ordered data set, and if two numbers appear in the middle, we find the mean, or average, of those two values.

Students also learned that each of these measures has advantages and limitations. One example we explored focused on the potential issues with using the mode alone. Imagine a data set with many ones, several numbers in the middle, and many eights. Even if the number one appeared the most often and became the mode, it would overlook the fact that the number eight was also extremely popular. In this case, the data has two strong trends at opposite ends, something the mode alone cannot fully represent.

This led to meaningful discussion about why mathematicians often look at all three measures together rather than relying on just one. Mean, median, and mode each tell part of the story, and when combined, they give us a clearer and more accurate picture of our data.

We'll continue to delve into the advantages and disadvantages of mean, median, and mode tomorrow alongside a video. If you want a quick preview of tomorrow's lesson, please visit our webpage where you can find some anchor charts and summarizing information: https://www.drooker.ca/dataprobability.html

HEALTH (C)
11:40-12:10

Today in Health, Grade 5C participated in the same lesson that Grade 5B explored yesterday. Our focus was on the concept of self-concept, which refers to how a person thinks about and perceives themselves.

Students discussed factors that can strengthen self-concept, as well as comments and experiences that can damage it. We talked about the importance of being mindful when speaking about others, especially around appearance. I shared the idea that if something cannot be fixed in ten seconds or less, it is usually best not to comment on it. While pointing out food in someone’s teeth can be helpful, remarks about physical features such as height, weight, or facial characteristics can negatively affect how someone views themselves.

We also discussed the importance of pausing before speaking if there is even a small chance a comment could be misunderstood. Students reflected on how playful nicknames or jokes, while often meant kindly, can sometimes be misread and impact someone’s confidence.

This led into a conversation about supportive people. Many students described trusted friends as those who stand by you through both good and challenging times. We discussed how turning to supportive adults, teachers, friends, or mental health professionals can help when worries or self-doubt arise.

Students were introduced to several support resources, including Kids Help Phone, Telehealth Ontario, Children’s Mental Health Ontario, student services, and community supports. We focused particularly on Kids Help Phone, a free Canadian service available 24 hours a day at 1-800-668-6868 or online at kidshelpphone.ca, which students can access for concerns both big and small.

We also discussed local youth hubs, including the one in Aurora that operates out of the SARC. These hubs provide safe, welcoming spaces for youth to connect, relax, access recreational activities, receive homework help, and seek emotional support from trusted adults.

Students were engaged throughout the lesson and left with a clearer understanding of self-concept and the many support options available to them within their school and community.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Quick note...I was able to progress further with 5C than 5B today where students had an opportunity to watch a summarizing video on mean, median, and mode;

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

MONDAY, JANUARY 19, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Welcome back, everyone.

It feels like it has been a while since we were last together. I was away last Wednesday, then we had our snow day on Thursday, followed by a PA Day on Friday and the weekend after that.

We are back at it today and ready to settle into our routines again (Please note that I am away tomorrow for an appointment :(. I'm looking forward to rebuilding our momentum together on Wednesday!

LANGUAGE (B)
8:40-9:40

Day 1 is normally our media day but considering my absence tomorrow, I did not want there to be too much of a gap between media periods so today students were given time to finish and polish their print advertisements before we move on to the next phase of our Media Studies unit and year-long marketing campaign—radio advertisements and script writing.

All student print ads have now been uploaded to our class website at famousair.weebly.com.

As a reminder, strong print advertisements should include a memorable and creative message that clearly communicates what Famous Air is to the consumer. Each ad should contain a logo, slogan, website, and product bribe. Students were also encouraged to choose a background color intentionally—using data or emotional impact—and to ensure it complements the overall layout so the viewer’s eye is drawn naturally through the design.

When viewing your child’s work, you may notice that a component is missing, such as a website or slogan. While students are always given ample time to complete their work, I aim to run this project as authentically as possible. This helps students understand that real-world media design includes deadlines and expectations, and that focus and responsibility matter when creating work for a company.

We will be moving on shortly to radio advertisements next day one of our schedule.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, we wrapped up our introduction to Data Management.
Students have now worked through pages 4 to 21 of our formative workbooklet. These lessons focused on key foundational concepts including the difference between quantitative and qualitative data, as well as identifying discrete versus continuous quantitative data. We also explored primary and secondary data, the importance of recognizing patterns over time known as trends, and the need to randomize data samples to reduce bias and favoritism. One example we discussed was systematic sampling.

These pages establish the terminology we will use frequently throughout the remainder of the unit and will lead into deeper conversations about how data can be represented, scaled, and sometimes manipulated in ways that affect interpretation.

A particularly engaging part of the lesson focused on how large-scale surveys, such as the census, influence how taxpayer money is allocated and how society is governed. Students were especially interested in examining real secondary data and discussing how it impacts local communities, provincial decision-making, and the importance of civic voice. We also talked about the role of voting and advocating for issues that matter, regardless of who was elected.

A thoughtful and engaging way to close out the introductory phase of our unit.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math this afternoon, 5C not only participated in the Data Management lesson outlined in today’s earlier blog entry, but also had the opportunity to explore an extension lesson focused on surveying. I will be completing this same lesson with 5B as well.

Students were introduced to Howard Gardner’s theory of multiple intelligences, or more simply, the different ways people prefer to learn. It's incumbent upon me as a teacher to learn how my learners think and diversify their lessons. We discussed how learners are not strictly one type, such as bodily kinesthetic or interpersonal, but instead show preferences across eight categories. Students completed a survey ranking these learning styles from eight as their most preferred to one as their least preferred.

I will be collecting this data and using it to introduce students to a tool I have relied on heavily over the past few years to explore the intersection between computing and graphing. It is a dynamic and student-friendly program called NCES. https://nces.ed.gov/nceskids/createagraph/

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

TUESDAY, JANUARY 13, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

READING

In literacy today, I did a bit of sandbox play and experimentation. As discussed with students last week, I am trying out a new approach to our weekly structure. Day one remains our media-focused day, and I am now working toward making day two a clearly reading-centric day.

Today gave me a chance to test out some center-style work that students completed alongside their guided reading group partners, while I cycled through several guided reading groups of my own. I was also able to do some focused morphology work with a few students during this time. The period offered really valuable insight into what is realistic in terms of how many groups I can meet with, how students manage independent and collaborative center work, and the overall focus they bring to written responses.

At the centers, students worked together to read four short passages. They generated connections and completed reading comprehension questions. I reinforced our UWQSA strategy, which means using the words in the question to start the answer, and students also applied the three steps of our proofreading plan to their written responses.

This session helped me better gauge the balance between guided instruction and independent practice, and it confirmed that continuing to protect day two as a reading-focused day makes sense. That structure then allows days three, four, and five to lean more heavily into writing. Across both classes, students’ overall reading continues to be very strong. If anything, writing remains the area where they need the most support, so this split feels both purposeful and responsive.
I plan to keep tweaking and refining our day two approach as we move forward, experimenting until we land on something that feels efficient, cohesive, and sustainable. Down the road, I would also love to explore additional structures, including the possibility of incorporating a literacy circle approach.

All in all, it was a thoughtful, productive, and genuinely interesting period.

MATH (B)
9:40-10:40

In math today, students completed their coding quiz. I have begun the process of working through and evaluating their submissions, and this particular type of assessment definitely requires a bit more care and attention. Because coding allows for so many valid ways to communicate instructions and reach the same outcome, it is not something we can simply take up together as a class in the traditional sense.

With that in mind, I was still able to sit down with several students today to complete the exit interview portion of the quiz. During this time, students recorded their responses and reflected on what they learned through our MENACE Machine project. These conversations were thoughtful and informative, and they provided great insight into how students approached problem-solving, sequencing, and logical thinking throughout the unit.

Over the next few days, students will complete this exit interview until everyone has had the opportunity to do so. I will also continue uploading images of students’ work over the coming days once I have had the chance to review everything more thoroughly.

Tomorrow, we shift our focus and begin moving into our data management unit.

HEALTH (C)
11:40-12:10

In Health today, students explored the idea of refusal skills. These are tools that help individuals remove themselves from uncomfortable or unsafe situations while maintaining confidence and self-respect. We talked about how these moments can happen unexpectedly and how having pre-thought-out strategies, or even being able to respond spontaneously, can make it easier to navigate peer pressure without escalating the situation or losing face.

As a class, we discussed six key refusal skill strategies. The first was simply saying no. The second was leaving the situation. The third was making an excuse. The fourth involved using humor to deflect. The fifth was changing the subject, and the sixth was suggesting a better option or alternative idea. Students reflected on how having multiple strategies available increases confidence and supports positive decision-making.

To apply these ideas, students worked in small groups and participated in a role-play activity based on a realistic scenario involving shoplifting a can of soda. Each group selected one refusal skill and developed a response that demonstrated how it could be used effectively in the moment. Groups then presented their responses to the class and received feedback on how clearly and convincingly their refusal skill was communicated.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

MONDAY, FEBRUARY 12, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
In literacy today, students began the composition stage of their print advertisements, and the energy in the room was great to see. Each student received their Photoshopped celebrity image and then got to work assembling all of the key elements of a strong print ad.

Students thoughtfully brought together their logo, message, website, bribe, slogan, background color, and other success criteria to create a solid “good copy” version of their advertisement. This stage is all about layout, balance, and making sure the message is clear and persuasive, and students took this responsibility seriously.

Many students are close to finishing, but these kinds of design decisions take time. We will dedicate more time next media period on Day One so students can continue refining their arrangement and composition.

Once completed, all print advertisements will be uploaded to our class website at famousair.weebly.com. This will allow us to document our learning, celebrate student work, and support ongoing assessment and final evaluation for the project.

Up next, once our print advertisements are complete, we will shift gears and begin learning how to write a radio advertisement script. Students are excited to bring their ideas to life through sound and storytelling.

MATH (B)
9:40-10:40

In math today, we began with a quick review of what students can expect on tomorrow’s coding quiz. This helped everyone feel prepared and gave us a smooth transition into our next unit of learning.

We then introduced our new math unit on data management. Students learned that data management involves collecting number information and that, when collected thoughtfully, data can play a powerful role in decision making. We explored how many different groups use data, from professional sports teams to government agencies deciding how to spend taxpayer money.

Students learned several ways to collect data efficiently. We discussed using tally marks as a fast and practical way to record information and organizing data as it appears in tables to keep it clear and accurate.

Next, we explored different types of data. Students learned about qualitative data, which describes qualities or characteristics. From there, we examined quantitative data and its two forms. Discrete data is counted, while continuous data is measured using tools. To bring this idea to life, I shared an example using a radar gun to show how the speed of a baseball pitch can be measured during a game.

We also introduced the concept of a trend, which is a pattern that can be observed over time. To make this idea meaningful, I shared a real life example from one of my first jobs at Wendy’s. Students learned how the restaurant collected year over year data on how many burgers were sold during specific hourly time ranges. This data helped staff anticipate busy periods, prepare food in advance, and manage sales volume more effectively.

Throughout the lesson, students made strong connections between data management and our ongoing media studies unit. We discussed how data driven decision making influences the choices made by companies, organizations, and societies when planning for improvement.

Tomorrow, students will begin working with data more directly as we move into formative tasks that apply these new concepts.

HEALTH (B)
11:40-12:10

In Health today, students explored the idea of refusal skills. These are tools that help individuals remove themselves from uncomfortable or unsafe situations while maintaining confidence and self-respect. We talked about how these moments can happen unexpectedly and how having pre-thought-out strategies, or even being able to respond spontaneously, can make it easier to navigate peer pressure without escalating the situation or losing face.

As a class, we discussed six key refusal skill strategies. The first was simply saying no. The second was leaving the situation. The third was making an excuse. The fourth involved using humor to deflect. The fifth was changing the subject, and the sixth was suggesting a better option or alternative idea. Students reflected on how having multiple strategies available increases confidence and supports positive decision-making.

To apply these ideas, students worked in small groups and participated in a role-play activity based on a realistic scenario involving shoplifting a can of soda. Each group selected one refusal skill and developed a response that demonstrated how it could be used effectively in the moment. Groups then presented their responses to the class and received feedback on how clearly and convincingly their refusal skill was communicated.

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx
*Coding Quiz tomorrow

FRIDAY, JANUARY 9, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

In literacy today, students had their final work period to complete their review of the graphic novel Sticky Bird by John Lechner. This time was spent polishing ideas, revisiting feedback, and making thoughtful revisions to their writing.

I continued our descriptive feedback process, and it has been wonderful to see the progress students are making. Many are beginning to write more original and purposeful topic sentences, along with stronger and more thoughtful closing sentences. These improvements are helping their paragraphs feel more complete and confident.

A common next step for many students is adding more detail to support their opinions. This includes including a greater number of examples or explanations to back up their reasons, as well as increasing the overall volume of ideas in the body of their paragraph. Instead of stopping at three or four opinions, reasons, or examples, students are encouraged to aim for five or six or even more. This extra depth helps their thinking really shine.

Students continue to have access to strong work samples to help guide their writing. Next week, they will complete the final formative/practice review writing task before we move into our unit tests.

As always, I am taking photos of student work and uploading them to individual Google Drive folders for you to view. I will continue to add photos as feedback is given so you can follow along with your child’s progress.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today we wrapped up our coding unit, and it was a great way to bring together a lot of the thinking we have been doing in math. As part of our final lessons, we explored how coding instructions can be used to solve algebraic expressions. This led us to an important idea called BEDMAS, also known as order of operations.

Students quickly noticed that both coding and math rely on clear rules about the order in which instructions are followed. We watched a short YouTube video that explains why order of operations matters https://www.youtube.com/watch?v=dAgfnK528RA, and then looked at a concrete example of how BEDMAS shows up when writing and running code. It was a nice moment where math and coding really clicked together.

After that, we explored another important coding concept called concurrent coding. This is the idea that not everything in a program happens one step at a time. Sometimes, multiple actions happen at the same time. A helpful example we discussed was a car race, where two cars start at the same moment, but one reaches the finish line faster than the other. In real coding, it is very rare that only one thing is happening at once. Often, many processes are running simultaneously, sometimes millions or even billions of them.

As we look ahead to our unit test on Tuesday, students are encouraged to visit the work webpage on Drooker.ca. Please take some time to review the very straightforward work booklet in preparation for the quiz. Students should also revisit our coding website, which is linked below, to refresh their understanding and build confidence.: https://www.drooker.ca/coding.html

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Grade 5C wrapped up the day with some great thinking and problem solving through coding. We explored if-then statements and how clauses work together to create outcomes on the screen. Students learned that if something happens, then a specific result can appear.

We also worked with setting parameters and ranges. For example, if a player earned between 5 and 15 points in a game, one outcome would show up. If they earned more than a certain number of points, a different crayon or response would appear instead.

It was a fun and meaningful way to combine logic, creativity, and careful thinking, and a nice way to round off the day.
DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx
*Coding Quiz Tuesday

THURSDAY, JANUARY 8, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
I've opted to move the Coding Quiz to Tuesday :)

LANGUAGE (B)
8:40-9:40
This morning we began our literacy block by co creating a word menu as a class. Students brainstormed descriptive words and phrases they could use to share their likes and dislikes in writing. This helped students move beyond simple opinions and supported them in adding detail and clarity to their thinking.

We then revisited the graphic novel we read together yesterday, Sticky Burr Adventures in Burrwood Forest. Before writing, students were reminded of the materials they needed to be successful, including their toolkit binders and success criteria checklist.

Students spent the remainder of the block writing their review paragraphs. As they worked, I circulated around the room to provide ongoing descriptive feedback. I met with nearly every student to discuss their ideas, offer suggestions, and help them strengthen their writing. These individual check ins helped ensure students are in a strong position to complete and refine their paragraphs tomorrow.

MATH (B)
9:40-10:40

Today in math, we continued building our coding skills with a lesson focused on pages 109 to 111 of our workbooklets. Students worked with code using shortcuts that were very similar to the Scratch style blocks they used earlier this year when creating their Flappy Bird video games before the winter break. Making these connections helped students see how coding ideas transfer across different projects and platforms.

We talked about how shortcuts in coding, much like loops, help reduce the amount of work needed to complete a program.

When all was said and done, I ensured that everyone had received feedback on pages 105-111.

To wrap up the lesson, I introduced a new section that connects coding and algebra. Students will complete this work tomorrow using pages 112 and 113 of their workbooklets. Some of the algebra work includes multiplication and division. Please continue to review the skills and "hacks" we unpacked to start off the year.

I also let students know that the coding quiz has been moved to Tuesday of next week to allow for extra practice and confidence building. We will be transitioning into our next math unit on data management shortly, and students are looking forward to exploring something new.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

WEDNESDAY, JANUARY 7, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
This morning in literacy, we began our day with a warm and thoughtful warm up focused on making connections as readers. Students practiced text to text, text to self, and text to world connections, helping them link what they read to their own experiences and to the wider world. We explored a short informational passage about the Snowdonia hawkweed, a rare weed that grows in a national park in northern Wales. After reading, students responded to comprehension questions that encouraged them to think carefully about their connections and explain their thinking.

Next, we revisited the success criteria for review writing. Because yesterday was an inclement weather day with a smaller turnout, the students who were present produced a strong work sample. We used that piece today as a shared example and talked together about what makes an effective review. This was especially helpful since it has been a couple of weeks since we last focused on review writing, and it gave everyone a chance to refresh their understanding.

To wrap up our literacy block, we read and discussed Sticky Burr by John Lechner. Students were immediately drawn in by the graphic novel format, and there was lots of excitement around the illustrations, pacing, and storytelling. Overall, the book was very well received, and students are looking forward to responding to it.

Tomorrow, students will write their own review paragraph about the graphic novel. They will have access to a word menu and some pre generated ideas to support them if they choose to use them. It was a lovely literacy morning filled with thoughtful discussion, shared learning, and a genuine enjoyment of reading.

MATH (B)
9:40-10:40

In math today, students worked through pages 105 to 108 of their formative workbooklets. This lesson built directly on yesterday’s learning about loops in coding. We discussed how loops help save time by avoiding the need to write the same code over and over again, and how they are commonly used in efficient programming.

Students also explored loops from a different angle by interpreting written code and deciding whether it would actually work. When they found code that was not functional, they practiced identifying the error and fixing it. One example we discussed together came from page 108, question four. The instructions said to loop the following two times: go down three, go right two, and then enter the library. When students tested this out, they noticed that looping those instructions twice would mean moving down six spaces and right four spaces, which would take the pathway off the grid. The fix was quite simple. Changing “loop two times” to “loop one time” made the code work correctly.

We also talked about strategies for understanding loops more clearly. One suggestion was to temporarily remove the word “loop” and rewrite the instructions by multiplying them out. This can make it easier to visualize the pathway and catch mistakes. Many students were able to spot the incorrect answer, but some rewrote the entire set of instructions instead of identifying the small error that caused the problem. This is very common when learning about loops for the first time.

Our big takeaway was that coding often involves patterns and repetition, and errors do not usually require starting over. Very often, fixing a single word or adjusting a number of spaces is all that is needed. I strongly recommend reviewing pages 107 and 108 at home, as loops can still be a tricky concept. With practice, students will become more confident at spotting small errors and making efficient fixes rather than rewriting everything from scratch.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Students worked in their coding unit work booklets and completed page 105.

When we loop a set of instructions, we are asking the computer to repeat the same steps multiple times instead of rewriting the same instructions over and over again. This helps reduce unnecessary writing and makes our code clearer and more efficient.

We talked about two common ways to set up a loop. One approach is to start by saying, loop the following set of instructions a certain number of times, and then list the full set of steps. Another approach is to write the instructions once and then add a note at the end telling the computer to repeat those steps a specific number of additional times.

For example, if we wanted a Mario character to run in a circle five times, we could begin by saying to loop the instructions five times and then list the steps. Or we could describe how to run the circle once and then ask the computer to repeat it four more times for a total of five.

We discussed how both approaches work, but I shared that I personally prefer starting with the word loop right at the beginning when something needs to repeat. This helps keep the thinking clear and avoids having to calculate totals later on.

Grade 5C is a lesson behind 5B but I'll catch them up in short order tomorrow :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx
*Coding Quiz: Monday, June 16

TUESDAY, JANUARY 6, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

December Thumbs Up and Down Monthly Reports have been uploaded within your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 45 thumbs up a month with ~5 thumbs down. Note: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment. Any significant deviation from this typical ratio can be discussed at home and used to support future goal-setting conversations. Note: December's point totals are significantly higher as I rewarded students 1 point for every Menace Machine Box they coded and/or edited to motivate them throughout the trying and somewhat tedious task.

At the start of the school year, we introduced a simple incentive to recognize positive contributions in our classroom. When a student reached 100 thumbs up (points), they received a $5 bill from me, framed as a small learning scholarship to acknowledge effort, leadership, and engagement.

As the year progressed, this approach raised equity concerns and the monetary reward was discontinued.

Several months later, we shifted to a new model. Students who earned 100 points could “send me out” and receive a coupon for half an hour off game time. While motivating, this system also meant students occasionally missed valuable learning and required time to make it up. From a practical standpoint, tracking and managing these rewards became increasingly time-consuming.

Over the winter break, I reflected on how to better align recognition with learning, equity, and sustainability. Moving forward, students who earn 100 points will be able to apply a 5% bonus to a quiz or test of their choosing as certification of their positive contributions.

LANGUAGE (B)
8:40-9:40

Today was a quieter day in our classroom, as many students were away due to the inclement weather. Because of this, we kept our learning focused and straightforward while still making the most of our time together.

In literacy, students began with a short morphology warm up using a word ladder. This helped refresh their thinking about word parts and how words change meaning as letters are added or adjusted. After this, we transitioned into learning about a card game called Cockroach Poker.

Together, we explored the game packaging and discussed several important features. Students examined the price, the quality and clarity of the instructions, and how the gameplay works. Once everyone had a good understanding, students had the opportunity to play Cockroach Poker themselves and experience it firsthand.

Following the game, we worked together on a co-authored review paragraph using Microsoft Word, which was projected on the whiteboard. Students volunteered their opinions, reasons, and examples, and we discussed how to organize these ideas clearly. We also reviewed the structure of a review paragraph and revisited the key success criteria, helping to refresh students’ understanding of this writing form.

Over the next little while, students will complete two independently written review paragraphs of their own. This work will be followed by a short assessment, after which we will move on to our next writing focus, narrative writing, which will begin shortly.

MATH (B)
9:40-10:40

In math today, we kept things very straightforward since there were quite a few absences. This allowed us to slow things down and really focus on understanding one important idea in our coding unit: looping. Students worked in their coding unit work booklets and completed page 105.

When we loop a set of instructions, we are asking the computer to repeat the same steps multiple times instead of rewriting the same instructions over and over again. This helps reduce unnecessary writing and makes our code clearer and more efficient.

We talked about two common ways to set up a loop. One approach is to start by saying, loop the following set of instructions a certain number of times, and then list the full set of steps. Another approach is to write the instructions once and then add a note at the end telling the computer to repeat those steps a specific number of additional times.

For example, if we wanted a Mario character to run in a circle five times, we could begin by saying to loop the instructions five times and then list the steps. Or we could describe how to run the circle once and then ask the computer to repeat it four more times for a total of five.

We discussed how both approaches work, but I shared that I personally prefer starting with the word loop right at the beginning when something needs to repeat. This helps keep the thinking clear and avoids having to calculate totals later on.

We will continue working with loops in upcoming lessons to help everyone catch up, especially those who were away.

HEALTH (C)
11:40-12:10

In Health today, we spent time recapping some of our early learning from our Personal Safety and Injury Prevention Unit. We returned to important ideas like recognizing when conflict is happening, thinking about the size of the problem, and being proactive by coming up with plans ahead of time. We also talked about how to respond in different situations and why problem solving can sometimes feel tricky when our emotions take over our thinking.

Today’s lesson focused on the concept of fight, flight, and freeze. We learned that when we encounter conflict or danger, our brains often react automatically. Sometimes we want to fight, sometimes we want to run away, and sometimes we freeze. To help make this idea clearer, we connected these responses to animals students already know. For example, the honey badger is a great example of a fight response. A flight response is when we want to run away from danger, which is something adults often notice too. A freeze response can look like being unable to move or trying to stay very still, similar to how frogs or certain insects protect themselves.

Students were really excited to share their own experiences. We went around the room and talked about times when we have felt fight, flight, or freeze in our own lives. We discussed how these responses exist on a spectrum and that different situations can lead to different reactions. Most importantly, we talked about how all three responses are completely natural.

This learning led us into the next page of our formative work booklet, which focuses on assertiveness. We talked about how being assertive means standing up for yourself in a way that is firm but fair. When facing conflict, it is important to clearly state the problem and explain what is making you uncomfortable. Instead of just saying “stop,” we practiced being specific. For example, “Stop. Please keep your hands to yourself. I do not feel comfortable with you touching my body that way.”

We also learned that assertiveness includes sharing what you need to happen next. This might sound like explaining what you will do if the behavior continues, such as letting an adult know. This makes assertive communication a three part process: stating the problem, explaining how it makes you feel, and sharing a clear plan moving forward.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math today, we used our time to revisit and recap our learning around coding from before the winter break. With several students having been away due to illness or early travel, it was important to pause and make sure everyone was on the same page before moving forward.

We reviewed the different ways students have been engaging with coding this term. One format has been paper coding through our formative work booklets, which we will be finishing up this week. Students also participated in an extended lesson using analogy to better understand how computers work. This learning connected directly to our hands on work with the Turing Tumble machine, where students successfully completed the first eleven challenges.

Students were also reminded of their work on their Code.org accounts, where they designed a Flappy Bird style video game using Scratch based coding.

Today’s lesson placed a strong emphasis on reviewing the MENACE machine, as it has been a significant focus of our learning and remains to be formally assessed (Assessments for the Flappy Bird game and the Turing Tumble work were completed prior to the winter break). This activity helped students understand how reinforcement learning works and how it connects to artificial intelligence.

Today, students were sent home with a summary script explaining how the MENACE machine works. This script serves two important purposes. Over the coming weeks and months, students will be working in pairs to present the MENACE machine to other classes in the school, giving them an opportunity to reinforce and share their understanding. The script will also act as a study guide.

Alongside a written quiz, students will be completing a short exit interview, likely on Monday, where they will answer a few basic oral questions about their understanding of the MENACE machine. Reviewing the script at home will be very helpful in preparation for both the presentation opportunity and the exit interview.

Tomorrow, we will continue with page 105 of our formative work booklets, which introduces coding loops and work up to page 118 putting us in a good position for a quiz on Monday. After that, we will move into our next math unit, which focuses on data management.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx
*Coding Quiz: Monday, June 16

MONDAY, JANUARY 5, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Happy New Year and welcome back to all of our students. I hope everyone enjoyed a restful two week break filled with growth, happiness, and time with family. It was truly wonderful to see everyone again this morning.

With the weather being a little unpredictable and the natural nerves that can come with the first day back, we focused on easing ourselves into our routines in a comfortable and straightforward way. Our morning began with a gentle return to our literacy block.

We started with some housekeeping, where we reviewed classroom expectations and the attention strategies we use to keep everyone engaged and focused. Students were reminded how our thumbs up and thumbs down system works and why it helps us communicate quickly and respectfully as a class.

From there, we moved into our literacy warm up. We reviewed spelling strategies and discussed how students are expected to apply these strategies across all subjects, including language, math, and health. We also revisited our three step proofreading plan and the importance of using it after every sentence we write. To support strong writing, we reviewed the success criteria for writing paragraphs and the core elements of descriptive writing that should appear within the body of a paragraph.

Our main focus for today was introducing Oral Presentation Number Two. As a reminder, students complete one oral presentation each term. This time, students will be writing and presenting their own scripts. Their task is to prepare a single paragraph that expresses their appreciation for an inspirational figure and explains why that person is meaningful to them. This figure can come from the sports world, their family, or even from a book.

Students will be assessed on eye contact, volume, voice inflection, movement and gestures, and overall preparation. Unlike our first oral presentation earlier in the year, students will not be provided with a script. Writing their own script is an important part of this learning experience.

Today, a handout related to Oral Presentation Number Two was sent home with your child. This handout includes important information about the assignment, as well as a graphic organizer to support students with planning and writing their paragraph.

In advance of the presentation, students are asked to email me a high resolution photo of their inspirational figure by the due date, which is February 5th. I will use an enlargement website to create a large version of the image that students will then assemble at home using tape and possibly cardboard. The goal is to create a stand up style prop that students can rehearse with and present alongside.

This prop element adds an exciting and creative dimension to the presentation. Last year, one student chose their mother as their inspirational figure and used a life sized version of her photo during the presentation. At the end, classmates were invited to come up and give her mom a hug, which made for a truly memorable moment.

As you know, we typically have Media Day 1 of our schedule and we'll shift it to next week to allow us to build momentum up with our usual "bread and butter" work.

MATH (B)
9:40-10:40

In math today, we used our time to revisit and recap our learning around coding from before the winter break. With several students having been away due to illness or early travel, it was important to pause and make sure everyone was on the same page before moving forward.

We reviewed the different ways students have been engaging with coding this term. One format has been paper coding through our formative work booklets, which we will be finishing up this week. Students also participated in an extended lesson using analogy to better understand how computers work. This learning connected directly to our hands on work with the Turing Tumble machine, where students successfully completed the first eleven challenges.

Students were also reminded of their work on their Code.org accounts, where they designed a Flappy Bird style video game using Scratch based coding.

Today’s lesson placed a strong emphasis on reviewing the MENACE machine, as it has been a significant focus of our learning and remains to be formally assessed (Assessments for the Flappy Bird game and the Turing Tumble work were completed prior to the winter break). This activity helped students understand how reinforcement learning works and how it connects to artificial intelligence.

Today, students were sent home with a summary script explaining how the MENACE machine works. This script serves two important purposes. Over the coming weeks and months, students will be working in pairs to present the MENACE machine to other classes in the school, giving them an opportunity to reinforce and share their understanding. The script will also act as a study guide.

Alongside a written quiz, students will be completing a short exit interview, likely on Monday, where they will answer a few basic oral questions about their understanding of the MENACE machine. Reviewing the script at home will be very helpful in preparation for both the presentation opportunity and the exit interview.

Tomorrow, we will continue with page 105 of our formative work booklets, which introduces coding loops and work up to page 118 putting us in a good position for a quiz on Monday. After that, we will move into our next math unit, which focuses on data management.

HEALTH (B)
11:40-12:10

In Health today, we spent time recapping some of our early learning from our Personal Safety and Injury Prevention Unit. We returned to important ideas like recognizing when conflict is happening, thinking about the size of the problem, and being proactive by coming up with plans ahead of time. We also talked about how to respond in different situations and why problem solving can sometimes feel tricky when our emotions take over our thinking.

Today’s lesson focused on the concept of fight, flight, and freeze. We learned that when we encounter conflict or danger, our brains often react automatically. Sometimes we want to fight, sometimes we want to run away, and sometimes we freeze. To help make this idea clearer, we connected these responses to animals students already know. For example, the honey badger is a great example of a fight response. A flight response is when we want to run away from danger, which is something adults often notice too. A freeze response can look like being unable to move or trying to stay very still, similar to how frogs or certain insects protect themselves.

Students were really excited to share their own experiences. We went around the room and talked about times when we have felt fight, flight, or freeze in our own lives. We discussed how these responses exist on a spectrum and that different situations can lead to different reactions. Most importantly, we talked about how all three responses are completely natural.

This learning led us into the next page of our formative work booklet, which focuses on assertiveness. We talked about how being assertive means standing up for yourself in a way that is firm but fair. When facing conflict, it is important to clearly state the problem and explain what is making you uncomfortable. Instead of just saying “stop,” we practiced being specific. For example, “Stop. Please keep your hands to yourself. I do not feel comfortable with you touching my body that way.”

We also learned that assertiveness includes sharing what you need to happen next. This might sound like explaining what you will do if the behavior continues, such as letting an adult know. This makes assertive communication a three part process: stating the problem, explaining how it makes you feel, and sharing a clear plan moving forward.
LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k
*Oral Presentation #2 due February 5th
https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_2_heroes.docx

FRIDAY, DECEMBER 18, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

I just wanted to take a moment to thank you all for your incredibly kind words and thoughtful gifts. I hope my thank you notes have found their way home in your child’s backpack, but if not, please know how deeply grateful I am.

The greatest gift of all is the opportunity to teach your child. Thank you for sharing them with me and for being such phenomenal partners in their growth. I truly could not do this work without your support.

There is an old saying that reminds us not to let school get in the way of education, so I hope this break gives everyone the chance to step beyond our classroom walls, explore, and experience the world in meaningful ways.

As we head into the holiday season, I wish you nothing but warmth, happiness, and a wonderful new year. I am really looking forward to reconnecting and catching up with everyone soon!

LANGUAGE (B)
8:40-9:40

In literacy today, we continued our introduction to the Pet Cemetery Grant Project and picked up where we left off in yesterday’s narrative. If you recall, I had shared a story about my son and me sitting on the couch doing some additional research as we tried to locate Canada’s first pet cemetery. During that search, we came across a blog written by Anna Lozyk-Romeo, who previously ran for mayor of Aurora. She maintains a wonderful blog focused on photography and local events, and she conducted some particularly meaningful research into the history of the pet cemetery.

Today, I walked students through Part One and Part Two of her blog, which document her search for the cemetery. Together, we unpacked how challenging it initially was for her to find reliable information. One of the first references she encountered appeared in Taddle Creek Magazine, named after the historic creek that runs partially underground in Toronto. That article included mention of a well known artist and sculptor named Merle Foster, who was especially famous for her gargoyle sculptures. Within the article, there was a note suggesting that Foster had been commissioned to create headstones for the pet cemetery, which became an important early clue in the research process.

From there, Anna Lozyk-Romeo continued her investigation and discovered a reference to the pet cemetery in a book. In that text, the cemetery was linked to Mr. and Mrs. Blochin, who operated Bencruachan Kennels in Aurora and had established a pet cemetery on their property. The book also identified Mrs. Blochin as an author, using her full name, Anne Elizabeth Blochin. At this point, I paused to highlight something that immediately stood out to me and that I wanted students to notice as well. Around this period in history, there were very few well known female authors, and it has only been just over one hundred years since women in Canada were granted the right to vote. The reference to Mrs. Blochin as an author carries historical significance, and it is something we will return to and explore more deeply as the project continues.

Within Mrs. Blochin’s writing ("That Dog of Yours"), there is a fascinating ghost story connected to the property. According to the account, a large gathering of people had assembled for a ceremony at the cemetery, and someone had been taking photographs of the event. When the film was developed, one image appeared to show the ghostly figure of a dog standing in front of a headstone. When the photograph was shown to the owner of the dog buried there, they reportedly recognized the image as their own pet, who had recently passed away. Many people at the time found the story both mysterious and compelling.
At this point in the lesson, I shared with students that Dr. Paul Koudanaris, whom I mentioned earlier in the project, had helped point me toward the location of this photograph. I was able to show it to the class, along with a few other images I uncovered deep in the archives of the Toronto Public Library. Students were instantly captivated and squealed with delight as they examined the photos.

As we worked through this information together, I also modeled how I mapped out the entire story using notes and a simple diagram. This helped students visualize what we have uncovered so far through Ms. Lozyk-Romeo’s research. We discussed how note taking is an essential part of non fiction writing and research. Often, we need to create a web or diagram to keep track of information as it comes to us in bits and pieces. It is very rare that deep research presents itself as one clear, all encompassing article that tells the entire story at once.

I ended the lesson at a perfectly suspenseful moment. We have not yet completed the second blog entry by Ms. Lozyk-Romeo, which includes another apparent ghost story connected to the site. We will return to this teaser and continue our introduction to the Pet Cemetery Grant Project early in the new year.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

This morning we spent some time engaging in academically focused fun. With so many families beginning their vacations early, I wanted to keep the learning meaningful without making it feel too heavy.

In math, we revisited the ideas of logic and sequencing that we have been exploring through coding. Students applied many of the strategies from yesterday’s lesson to tackle an Einstein Riddle. If you are not familiar with an Einstein Riddle, I have included a short video below. https://www.youtube.com/watch?v=1rDVz_Fb6HQ
Students had the opportunity to give the riddle a try, and I am proud to share that two students were able to successfully complete Einstein’s famous challenge. Afterward, we reviewed the results together and discussed the different strategies students used or could try next time. This reflection will be helpful, as I would love to revisit another Einstein Riddle later this year and continue building these problem-solving skills.
It was a great example of how thinking, persistence, and curiosity can turn a tricky challenge into a rewarding learning experience.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Students had a bit of time to enjoy the hot chocolate and apple cider that was procured by parent council and helped to clean up the classroom a bit before dismissal :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

THURSDAY, DECEMBER 18, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Today in Literacy, I introduced students to someone who will be an important part of their learning for the foreseeable future: their P-partner, or proofreading partner.

Each student has been thoughtfully paired with a partner for a variety of reasons. Some pairings are based on social strengths, some on academic strengths, and many on a combination of both. The goal is to create partnerships where students can work well together, support one another, and grow as writers and learners. These are not random pairings, but intentional ones designed to help each student feel supported and successful.

Once students met their proofreading partners, they got to work on a shared task. Together, they began writing a review paragraph about the Quoridor board game that I introduced yesterday. As they worked, groups came up to check in with me after nearly every sentence. These quick, frequent conferences allowed for short, rapid-fire feedback that helped keep everyone focused and confident as they wrote. It also ensured that students were meeting the success criteria and understanding what strong review writing looks like.

The room was buzzing with thoughtful conversation, collaboration, and purposeful writing. Students were engaged, responsive to feedback, and eager to revise and improve their work in real time.

We will continue working on review writing early in the new year, building on the strong foundation students began today with their proofreading partners.

COMMUNITY CONNECTED EXPERIENTIAL LEARNING GRANT

As I began yesterday, I continued to use our transition time between Literacy and Math to gently weave in some learning connected to our Community Connected Experiential Learning grant. Rather than shifting abruptly from one subject to another, this transition has become a space for curiosity, storytelling, and the slow building of ideas that will eventually connect to deeper learning.

Picking up where we left off, I shared with students how I personally came across what is believed to be Canada’s oldest and once abandoned pet cemetery. It is a long and winding story, and one that I have intentionally begun to break into smaller pieces. By sharing it gradually, I am able to build suspense while also modelling how stories can unfold over time, leading naturally toward inquiry, research, and writing.

I explained to students that this discovery happened during a very particular moment in our family’s life. At the time, my wife was in the later stages of her pregnancy with our daughter. She was exhausted, nauseous, and spending most of her time resting on the couch. Our usual family pastime of geocaching was not an option, since it is something we intentionally do together and we did not want to leave her out. Instead, my son and I sat down one morning to talk about what we might do for the day.

That conversation led us to a website that is very close to my heart: atlasobscura.com. Atlas Obscura is a fantastic resource for discovering weird, unusual, and often overlooked places around the world. I shared with students that it is well worth exploring, especially during the winter months when you might be looking for a little excitement or inspiration from home. The site and app can even use your location to suggest nearby places that are worth checking out.

As my son and I explored Atlas Obscura that morning, we were stunned to learn that right near us in Aurora was what was described as Canada’s first or oldest pet cemetery. We had never seen it, never heard of it, and had no idea it existed. Even more intriguing, if you search for it on Atlas Obscura today, the listing has been removed. However, a Google search still brings up an older article from the site, complete with a few haunting photographs and a brief historical summary.
What truly caught our attention was the final note at the bottom of the article, which stated that the pet cemetery was located on private property and could not be accessed. That single sentence changed everything. Suddenly, the story felt like a mystery. There were no clear directions, no explanation of where exactly it was, and no easy way to find it. It left us with more questions than answers.

This curiosity led us deeper down the rabbit hole. Our searches eventually brought us to a blog that is still being maintained today by a former mayoral candidate with a deep passion for Aurora’s local history and photography. She had conducted extensive research into the pet cemetery and had written a detailed series of articles that revealed far more history than the brief Atlas Obscura entry ever did. Over the coming weeks, I will be taking students through parts of these articles as we learn more together.

Perhaps the most compelling detail of all was her admission that she herself had never been able to locate the pet cemetery, despite all of her research. Once again, the sense of mystery deepened. As my son and I sat on the couch that morning, scrolling through her photographs and reading the history, we were absolutely floored. The images and the story combined were powerful enough to push us toward a decision. Despite the uncertainty, and despite the questions around access, we felt compelled to try to find it.

That is where I paused the story for students.

The reaction was immediate and delightful. Students were completely drawn in, hanging on every detail, and begging for the story to continue. I promised them that I will keep sprinkling in more of this narrative during our transitions over the next several days and weeks. Eventually, this story will lead us into our upcoming writing and Social Studies units connected to our Pet Cemetery Project and our grant.

For now, the mystery remains, and the curiosity is exactly where we want it to be.

MATH (B)
9:40-10:40

In Math today, students continued their paper coding work and dove even deeper into the world of logic, sequencing, and problem solving. Students worked through pages 101 to 104 in their booklets, focusing on identifying errors in code and repairing them in thoughtful and creative ways.

Much of today’s work involved debugging. Students examined existing code, figured out where things went wrong, and then decided how best to fix it. In some cases, this meant adjusting the number of spaces a robot moved. In other cases, students added an entirely new line of code to correct the path when the robot had travelled too far or not far enough.

One of the most important ideas that emerged today is that there is often more than one correct solution. A robot might reach the same destination by going left and then down, or down and then left. Both sequences can work, as long as the logic behind the steps makes sense and the goal is achieved. This reinforces the idea that coding is not about memorizing one right answer, but about understanding how sequences work and how changes affect outcomes.

From an assessment perspective, this kind of learning requires flexibility. There are many valid ways to repair code, and many different approaches to sequencing.

As we wrap up this stretch of learning, we are not quite finished with coding just yet. We will return to some additional coding work early in the new year before pivoting into our upcoming Data Management unit. This pause is intentional. With several students already away for winter break, I wanted to make sure that everyone has the opportunity to experience and revisit coding before we move on to a brand new area of math.
This approach allows students who are returning after the break to rejoin the learning smoothly, while also giving the class a chance to consolidate their understanding of logic, sequencing, and problem solving. Coding has been a strong foundation for the thinking we will continue to build on moving forward.
In the new year, we will also make some important decisions connected to our Menace Machine project. Students will learn who their partners will be, and we will determine which grades they will be presenting their work to.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

WEDNESDAY, DECEMBER 17, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WRITING

This morning began with a familiar and tender challenge. Unfortunately, my daughter is sick once again, and that meant a bit of a scramble at home before the school day even began. I had planned to head out with my 3D printer in hand, ready to use it as a focal point for our next student review paragraph. Instead, the morning quickly filled with laundry, last minute planning, and a necessary pivot so that my daughter could stay home alongside my wife.

Because of that quick change, our lesson shifted in a way that actually felt quite natural and energizing. Rather than centering our next review paragraph on the 3D printer, I introduced students to a board game called Quoridor. Quoridor is a fascinating game that blends strategy and simplicity. It feels like a gentle hybrid of chess and checkers, and it makes sense why it went viral a couple of years ago.

I first encountered Quoridor through social media, likely Instagram or TikTok, though I honestly cannot recall which one. After seeing it pop up repeatedly, I purchased the physical board game, and today students had the opportunity to explore it up close. They examined the quality of the materials, how thoughtfully the pieces were organized within the box, and what kind of first impression the product made before even playing it.

From there, students transitioned to an online version of Quoridor so they could actually play the game and get a feel for the strategy involved. This allowed them to think not only about how the game works, but also about their experience as users and players. What felt engaging. What felt challenging. What made the game appealing.

Tomorrow, students will be partnered up with their newly assigned proofreading partners. Together, they will co author a focused review paragraph during our literacy block. The goal is to complete the entire piece within that period, emphasizing collaboration, clarity, and thoughtful revision.

To support their writing, we developed a shared word menu filled with ideas, concepts, and vocabulary they can draw from as they write. Students will be working on large chart paper, checking in with me frequently for ongoing feedback and guidance. There is something powerful about making the writing process visible and communal, and this setup really supports that.

Once the paragraph work is complete, we will be able to head into Friday with a sense of accomplishment and celebration. The plan is to enjoy some fun, academically grounded games and exploration as we ease into the final stretch before winter break. Even on mornings that require a pivot, there is always space for meaningful learning, connection, and a little bit of joy.

COMMUNITY CONNECTED EXPERIENTIAL LEARNING GRANT

We made a gentle transition today between literacy and math, one that intentionally slowed the pace and invited some deeper thinking. I opted to build that bridge around a community connected experiential learning grant we were fortunate to secure for $3,000, centered on Canada’s first pet cemetery.

As an entry point into the project, I invited students to share some of their own thoughts and experiences related to death. I wanted to understand how they have encountered sadness or loss in their lives, whether through pets or through loved ones of the human variety. Students shared openly and thoughtfully, and the conversation felt grounded, respectful, and sincere. From there, we moved into a brief and accessible discussion about pet cemeteries as a concept.

I introduced students to a well known and widely respected book by Dr. Paul Koudounaris, an author who has written extensively about pet cemeteries around the world. I wanted students to simply look at the images first. The photographs are incredibly powerful and moving, capturing how people across cultures honour and remember the animals they loved. Among the places featured is Canada’s first pet cemetery, located just a five minute drive north of us, quietly hidden within a forest that borders Aurora and Oak Ridges.

Using these images and a short, casual discussion, we began exploring how animals hold a very unique place in modern society. In the scope of world history, humans began domesticating animals relatively recently, yet they have quickly become central to many of our lives. Pets are not only companions, whether they are goldfish, dogs, cats, or even snakes, but they can also support and protect us in meaningful ways, such as seeing eye dogs and service animals. For many families, animals are deeply woven into their family structures and daily routines.

Because animals do not communicate with us in the same way humans do, we often experience them as uniquely loyal and unconditional. They exist in a space of companionship, routine, affection, and trust. They do not judge our quirks or challenge our moods. That simplicity and constancy makes them profoundly special. As a result, many people have begun to treat pets much like other loved ones when they pass away, with meaningful rites, rituals, and spaces of remembrance. This is not unusual, but rather something we see reflected across societies.

I briefly teased the larger project by flashing up a website I am currently developing, which will eventually house student work connected to our pet cemetery grant. I also hinted at some upcoming field trips and guest speakers that will be made possible through the grant funding. All of these experiences will be free for students and are shaping up to be both meaningful and inspiring.

One of the most important ideas I wanted to share with students is that pets are often a child’s first encounter with grief and loss. Learning how to talk about those feelings helps reduce the emotional weight they carry. When we communicate our emotions, we can begin to make sense of them and approach loss with a more grounded and reflective mindset.

I shared a small piece of my own story with students. I spoke about losing my dog Pepper, who was deeply important to me and who coincided with a formative time in my life as I met my wife and became a parent. Pepper was a constant presence and a powerful bridge into learning how to be nurturing, patient, and loving. Talking through that loss helped me better understand what death means, and those conversations later helped me process the loss of my grandmother, who passed away shortly after. In that way, my experience reinforced how pets can serve as a healthy and accessible entry point into conversations about grief.
Over the coming weeks, we will continue using short transitions between literacy and numeracy to explore how I came across Canada’s oldest pet cemetery and the stories that make it so unique and meaningful. This is a place now being recognized through a documentary and heritage designation, and its history is rich with human emotion and care.

Stay tuned for more updates. I will continue sharing our age appropriate conversations as this project unfolds, and I look forward to taking you along as we discover where this grant and this learning journey will lead us.

MATH (B)
9:40-10:40

Math class today was filled with reflection, celebration, and some really thoughtful connections. We began by looking back at what we accomplished yesterday, and there was a real sense of pride in the room.

Once again, Grade 5B rose to the challenge by completing all of the coding for the 304 game states of our Menace Machine projects. At the same time, Grade 5C took on the equally important role of editing every single one of those boxes. This kind of collaboration continues to be a highlight of the project.

We then turned our attention to accuracy and data. Out of the 304 boxes that needed to be coded, 286 were coded correctly. Together, we revisited how to convert that fraction into a percentage by changing the denominator to 100. Students did very well working through that process, and it was encouraging to see how confidently they applied their understanding. Grade 5C then stepped in to correct the remaining coding errors, which were thankfully very few.

From there, our focus shifted to the Menace summary script. The goal is to prepare students to welcome classes from other grades and teach them about the Menace Machine project. Grade 5 students will have the opportunity to present and explain how coding connects to artificial intelligence and reinforcement learning in an accessible and engaging way.

I have included the script below verbatim for students to work from, but their assessment will focus on their ability to clearly explain a set of key ideas. These include what the acronym MENACE stands for, what its purpose is, what it is made of, how it works, how it learns through reinforcement learning, and how the Menace Machine connects to computer coding and modern artificial intelligence systems.

This led us into a lively and extended discussion about the similarities between the Menace Machine and artificial intelligence programs such as ChatGPT. Students showed a strong grasp of how large language models work and how learning from feedback plays a role in improving performance over time. It was one of those moments where abstract ideas suddenly felt very real and understandable.

To wrap up the lesson, we worked through pages 100 to 104 of the students’ paper coding formative workbooklets. We reviewed the expectations together so students feel confident moving forward, and they will complete those pages in class tomorrow.

MENACE isn’t just a name—it’s an acronym. That means each letter stands for something important!
M is for Machine or Matchbox
E is for Educable, which means it can learn!
N, A, and C stand for Noughts and Crosses—another name for Tic Tac Toe.
The last E is for Engine, like a computer brain!
MENACE learns to play Tic Tac Toe using 304 containers. That’s right—304! Each container shows a different way the game board might look.
Inside each container are coloured beads. Each colour stands for a different move MENACE can make.
Here’s how it works:
MENACE always goes first and plays with the O’s. A human helper finds the right container for the game board and pulls out a bead. The bead’s colour shows where MENACE puts its O.
Then the human opponent plays with X. The helper finds the new container that matches the updated board, pulls out another bead, and MENACE takes its next turn.
They keep taking turns until someone wins, or the game ends in a tie.
Now here’s the fun part--learning!
If MENACE loses, we take away one of each bead it used during the game. That tells it, “Those choices didn’t work.”
If the game is a tie, we add one of each bead it used. Ties are okay—they’re better than losing!
If MENACE wins, we add three of each winning bead. That tells it, “Great job! Do that again!”
This is called reinforcement learning—learning from wins, ties, and losses.
At first, MENACE is just guessing. But the more it plays, the better it gets. Over time, it keeps the good moves and stops using the bad ones.
Guess what? That’s kind of like how ChatGPT and other AI models learn, too!
They don’t use beads, but they do learn from lots of practice—and from feedback given by humans. People help guide them by saying, “This answer is good!” or “This could be better.” That’s human reinforcement!
So even big AI tools like ChatGPT learn from their mistakes, just like MENACE. The difference is, instead of Tic Tac Toe, they’re learning how to talk, answer questions, solve problems, and be helpful in all sorts of ways!
That’s why coding is so important today. When we learn to code, we learn how to give instructions, solve problems, and even help teach computers how to learn better.
You’re not just playing games—you’re learning to think like a programmer and maybe even helping shape the future of AI!

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

TUESDAY, DECEMBER 16, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
In Literacy today, we returned to our ongoing Media Studies projects connected to the Famous Air campaign we began earlier this term. Students jumped back into their creative work with enthusiasm and focus.

First, students had an opportunity to make sure that, if they had not already done so, their slogan and bribe were clearly posted on their website. From there, we moved into planning and conferencing around their upcoming print advertisements. These one-on-one debriefs allowed students to talk through their ideas, explain their thinking, and receive feedback as they continue refining their work.

You may recall that our print advertisements have several key success criteria. Each ad must include the student’s logo, slogan, bribe, website, and a memorable way of delivering the message of their product. During our conferences, students shared which elements they felt confident about and which parts they wanted support with. Many students requested specific Photoshop edits or enhancements, which I will create for them. They will receive these finished elements in the new year so they can affix them to their final print advertisements.

I also had the opportunity to revisit and expand on a previous Media Studies lesson with the class. We explored a media kit produced by Toronto Life magazine, which offers a fascinating behind-the-scenes look at how audience data is collected and used. Students learned how this data helps magazines demonstrate their reach to potential advertisers and how it influences advertising decisions, including cost.

If you are curious, you can click the link below to explore the media kit yourself. It provides a compelling example of how data, marketing, and persuasion come together in the real world of media and advertising. https://cdn.prod.website-files.com/6473f07b4e7dfa200624f0e5/65bbf23d0b92dec2e3baf607_Toronto%20Life%20-%20Media%20Kit%20-%202024-compressed-compressed.pdf

MATH (B)
9:40-10:40

In Math today, students made excellent progress on our MENACE machine project, and I could not be more impressed with their focus and efficiency.

In Grade 5B, students worked together to code all 304 possible game states of our MENACE machine. They did this remarkably quickly and with great attention to detail. This was no small task, and it required careful thinking, collaboration, and consistency. Watching students move confidently through such a complex system was truly outstanding.

In Grade 5C, students took on the equally important role of editing and checking all 304 game states. Through this process, they helped bring our MENACE machine closer to life. While it is still an inanimate object, it can now begin the process of reinforcement. Through reinforcement learning, the MENACE machine can slowly improve its decision-making, eventually learning how to force a tie or even beat a human opponent at tic-tac-toe.

Below, I have included a link to a summary of our MENACE machine project so far. This project will continue tomorrow, and we will take our learning one step further. Students will explore how the MENACE machine and its reinforcement process connect directly to how modern artificial intelligence systems work. We will discuss how tools like ChatGPT and other large language models are trained and reinforced through feedback, allowing this historical project to come full circle as a powerful bridge between early computing ideas and the artificial intelligence that plays such a prominent role in our everyday lives today.

It has been exciting to see students recognize that what we are building in class is not just a math project, but a foundation for understanding how intelligent systems learn, adapt, and shape the world around us.

HEALTH (C)
11:40-12:10

In Health today, we spent time exploring the concept known as the size of the problem as part of our personal safety and injury prevention unit. We began by revisiting what this idea really means. While everyone has different comfort levels around how public or private they want to be, when we pause and take a step back, we are often better able to see the true size of a problem and respond in a way that matches it.

We talked about how our first reactions are often emotional. That emotional part of the brain can sometimes overpower the logical, step by step thinking side. When that happens, it can be harder to solve problems effectively. By slowing down and approaching situations more logically, students practiced thinking about solutions rather than getting stuck in the feeling of the moment.

We discussed common emotional responses such as whining, complaining, or bargaining, and how those reactions are understandable but not always helpful. Keeping our thinking simple and focused allows us to work toward solutions. Many solutions also require compromise, since we all share spaces and have to coexist. Finding ways to combine ideas and include others helps everyone move forward.

From there, students worked through a variety of conflict scenarios and considered how they might respond. I introduced the acronym HALT, which stands for Hungry, Angry, Lonely, and Tired. We talked about how our reactions to conflicts or risky situations can feel much bigger when we are dealing with hunger, strong emotions, disconnection, stress, or fatigue.

This led into the idea of planning ahead by creating what I call a toolkit. A toolkit is a collection of strategies we can rely on when things feel overwhelming. These toolkits should be flexible, tested over time, and adaptable to different situations. When we know what helps us regulate and reset, we are better prepared to respond calmly and thoughtfully.

I shared a few examples from my own life. When I feel stressed, I often need physical distance, and walking, especially in nature, helps lower my stress. When I am tired or frustrated, sitting in a hammock for a short time and listening to calming music helps me reset. When I feel angry, throwing a baseball against a brick wall helps me release energy and refocus. The physical movement and familiar rhythm help ground me and shift my thinking toward recovery rather than frustration.

We also talked about how toolkits have limitations. Weather, location, and responsibilities can make certain strategies unavailable. That means we need backup plans and alternatives. If one tool is not accessible, what can we pivot to instead? These are questions I still ask myself as an adult, and they are important for students to begin thinking about as well.

Our goal is to help students actively reflect, practice these strategies, and build adaptable toolkits that support their safety, wellbeing, and problem solving. These skills take time to develop, but with awareness and practice, students are learning how to respond thoughtfully and care for themselves in a wide range of situations.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

MONDAY, DECEMBER 15, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
In Literacy today, students were given their second and final period to complete the review paragraph for the documentary The Last Ice Merchant. This time was used to finish writing, reread work carefully, and receive continued descriptive feedback from me.

One of the most interesting next steps that has emerged surprised me in a good way. Students have clearly developed a strong understanding of the opinion, reason, example, and explanation cycle within the body of a paragraph. They are able to state what they think, support it with a reason, and point to a specific moment from the film. That is a big success.

The next challenge is helping students feel confident fully unpacking their thinking. Many students wrote things like, “I really liked the way it was filmed.” That is a strong starting point. Often, the opinion and reason were clearly communicated in one well-crafted sentence. Students even provided an example, such as noting a slow-motion scene around the 25-second mark. Where we are still growing is in explaining why that choice made the film more enjoyable or meaningful.

For example, when the filmmaker used slow motion, how did that affect the viewer? Slow motion allowed us to really take in the sheer size of the ice Baltazar was chipping from the mountain. It highlighted the danger of his work and helped us understand how easily the ice could have fallen back on him, putting him at serious risk and possibly requiring an emergency rescue. By slowing the moment down, viewers could truly appreciate the magnitude of what he was doing.

Another common example students chose was the use of angled shots. Again, this is a thoughtful observation. The next step is explaining how that angle adds to our understanding or enjoyment. An angled shot showing the view from Baltazar’s village up to the top of the mountain helps us grasp the incredible distance he travels every single day with his donkeys. It makes the mountain feel enormous and the task feel almost unbelievable. Pausing on that shot allows the viewer to fully appreciate the scale of his journey and the effort involved.

This willingness to slow down, pause, and explain thinking more deeply is exactly what we will continue working on. We will return to media learning tomorrow and then apply these skills again in another review paragraph on Wednesday. The progress students are making as thoughtful viewers and writers is exciting to see.

MATH (B)
9:40-10:40

In Math today, we wrapped up part two of our introductory lesson on the Menace Machine. Students did an excellent job grasping why Professor Michie chose Tic-Tac-Toe as the starting point for exploring reinforcement learning.

We revisited the idea that Tic-Tac-Toe is a solved game with only 304 possible game states. Because the number of situations is manageable, it is an ideal model for learning how reinforcement works before moving on to more complex systems. Students clearly understood that learning how a machine improves its decisions is much easier when the problem itself is simple and familiar.

We watched a tutorial video created by students several years ago and paused often to highlight the key features of reinforcement learning. At its core, the Menace Machine learns through rewarding and consequencing. When a human plays against the machine, a bead is randomly drawn from the box that represents the current game state. That random bead determines the machine’s move. https://www.youtube.com/watch?v=va6HNXxRV3k

If the outcome of the game is a loss, the machine is consequenced by removing one of each colored bead from every box that contributed to that loss. If the game ends in a tie, which is a much better result, the machine is rewarded by adding one of each colored bead to those boxes. If the machine somehow manages to win against a human, that outcome is strongly reinforced by adding three of each colored bead. Over time, beads that lead to losses slowly disappear, while beads that lead to ties and wins become more common.

Eventually, something remarkable happens. This collection of 304 matchboxes, which starts out making purely random choices, ends up containing only beads that lead to good outcomes. At that point, the Menace Machine has effectively learned how to play Tic-Tac-Toe at a level similar to a perfect human player. The randomness fades away and learning takes its place.

I then showed students a computerized version of the Menace Machine. Playing against the physical version can take ten to fifteen minutes for a single game because you must locate the correct box, track the game states carefully, and reflect on which beads need to be added or removed at the end. While this process is valuable for understanding how learning works, it can also feel slow and cumbersome. https://www.mscroggs.co.uk/menace/

The computerized version solves that problem. Using a website that simulates the Menace Machine, students can play against a version that updates instantly. The boxes are found automatically, rewards and consequences are applied immediately, and the learning process can be scaled up dramatically. We looked at a graph showing how early games result in many losses due to randomness, followed by a rapid improvement as the machine learns. Eventually, the outcomes stabilize into consistent ties against a perfect human player.

I encouraged students to review the script explaining the Menace Machine and to explore the online link provided below at home to consolidate their understanding. We also discussed how we will code our own physical Menace Machine in class. This wooden model was built last year alongside students using our $3,000 Community Connected Experiential Learning Grant.

Although we will not be playing full games with the physical machine, it serves as a powerful model for understanding how coding works in real systems. Students will take on different roles, including coders, cross-checkers, and editors, to ensure accuracy. There is a real responsibility involved in correctly filling each matchbox with the appropriate beads, testing the setup, and building in redundancies so that the system works as intended.

The goal is to end up with 304 carefully coded matchboxes that are ready to learn. Starting tomorrow, students will begin the coding process using beads, along with paper coding to plan and check their work. I will also keep a laptop open over the coming weeks so students can continue playing against the computerized Menace Machine and observe how learning unfolds over time.

HEALTH (B)
11:40-12:10

In Health today, we spent time exploring the concept known as the size of the problem as part of our personal safety and injury prevention unit. We began by revisiting what this idea really means. While everyone has different comfort levels around how public or private they want to be, when we pause and take a step back, we are often better able to see the true size of a problem and respond in a way that matches it.

We talked about how our first reactions are often emotional. That emotional part of the brain can sometimes overpower the logical, step by step thinking side. When that happens, it can be harder to solve problems effectively. By slowing down and approaching situations more logically, students practiced thinking about solutions rather than getting stuck in the feeling of the moment.

We discussed common emotional responses such as whining, complaining, or bargaining, and how those reactions are understandable but not always helpful. Keeping our thinking simple and focused allows us to work toward solutions. Many solutions also require compromise, since we all share spaces and have to coexist. Finding ways to combine ideas and include others helps everyone move forward.

From there, students worked through a variety of conflict scenarios and considered how they might respond. I introduced the acronym HALT, which stands for Hungry, Angry, Lonely, and Tired. We talked about how our reactions to conflicts or risky situations can feel much bigger when we are dealing with hunger, strong emotions, disconnection, stress, or fatigue.

This led into the idea of planning ahead by creating what I call a toolkit. A toolkit is a collection of strategies we can rely on when things feel overwhelming. These toolkits should be flexible, tested over time, and adaptable to different situations. When we know what helps us regulate and reset, we are better prepared to respond calmly and thoughtfully.

I shared a few examples from my own life. When I feel stressed, I often need physical distance, and walking, especially in nature, helps lower my stress. When I am tired or frustrated, sitting in a hammock for a short time and listening to calming music helps me reset. When I feel angry, throwing a baseball against a brick wall helps me release energy and refocus. The physical movement and familiar rhythm help ground me and shift my thinking toward recovery rather than frustration.

We also talked about how toolkits have limitations. Weather, location, and responsibilities can make certain strategies unavailable. That means we need backup plans and alternatives. If one tool is not accessible, what can we pivot to instead? These are questions I still ask myself as an adult, and they are important for students to begin thinking about as well.

Our goal is to help students actively reflect, practice these strategies, and build adaptable toolkits that support their safety, wellbeing, and problem solving. These skills take time to develop, but with awareness and practice, students are learning how to respond thoughtfully and care for themselves in a wide range of situations.

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Please review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

FRIDAY, DECEMBER 12, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WRITING

Today, students had a full period to begin their review paragraph based on the documentary we watched yesterday, The Last Ice Merchant. To support them, I created a word menu along with a list of possible topics they could choose to opine on. These supports were posted for the class to reference, and students also had access to laptops with the documentary available alongside their success criteria. This allowed them to pause, rewind, and locate specific timestamps as they worked, helping them practice supporting their ideas with clear proof and evidence from the documentary text.

Students were impressively focused throughout the period and worked with a great deal of purpose. As a class, and through short pauses during work time, I reminded students of the importance of packing their paragraphs with strong thinking. Rather than stopping after two opinion, reason, and example cycles, students were encouraged to aim for three, four, or even five. We talked about pushing their thinking further and expanding their writing. I compared this to a triple stuffed Oreo, where the extra filling in the middle is what makes it more satisfying and complete.

One of the trickiest aspects of this particular writing task is deciding how much of the documentary needs to be retold. We discussed how writers need to assume their audience may not have seen the film, which means certain moments need to be unpacked and explained in order for the reader to fully understand and appreciate the opinion being shared. For example, a student might state that they liked the way the documentary was filmed and then point to the close up shots of Baltazar chipping away at the ice. To strengthen that idea, they need to go a step further by explaining how he travels to the top of a dangerous mountain, how those close up shots reveal the constant risk of ice and snow cascading down around him, and how this dangerous work is his way of providing for his family without relying on modern technology like freezers. The filming creates an intimate sense of the danger he faces, and explaining that context makes the opinion much more powerful.

Overall, it was a strong and focused work period, and students are off to a great start. They will continue refining and completing their review paragraphs on Monday.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, we continued building our coding skills and strengthening our problem-solving routines.
I reminded students that they are welcome to return to Turing Tumble whenever they finish their assigned work, especially if they have not yet completed Challenges 5 through 11. With a few students away recently due to snow days and illness, this flexible time helps everyone stay on track. Over the coming days, I’ll be checking in to make sure everyone has reached at least Challenge 11 in their Turing Tumble work.
From there, we moved ahead with our paper coding tasks in the formative workbook. Students completed pages 96 and 99, which focus on clear, step-by-step programming thinking.
To support understanding on pages 97, 98, and 99, we used an analogy of stepping stones across a pond. Each instruction moves us forward a certain number of spaces toward our goal. We also discussed how the final step must land directly on the destination, whether that destination is a house, a school, or another target.
I encouraged students to picture the final space as a trap door. We don’t stop beside it or near it — we land right on top of it, then open the door. Thinking this way helps keep our coding logic consistent and precise.
It was a focused and productive math block, and students showed strong engagement with both the concepts and the visuals used to support them.
We then turned our attention to something that I am especially excited about and grateful for. Last year, I received a $3,000 grant to physically create an advanced version of the famed MENACE machine.

MENACE is an acronym that stands for Machine Educable Noughts and Crosses Engine. In 1961, a professor named Donald Michie began exploring ideas around reinforcement learning and artificial intelligence at a time when he did not have access to a computer. Instead of giving up on the idea, he and a colleague created an inanimate computer to study the game of Tic Tac Toe, which is considered a solved game.

Tic Tac Toe has 304 possible game states or situations that a player can encounter. Using a set of 304 matchboxes, Michie developed an engine made entirely of matchboxes that was capable of learning how to tie or beat a human opponent. Since this was not a computer powered by electricity, it required human assistance to manipulate the boxes and apply the coding needed to help the machine learn.

I have always been drawn to what the MENACE machine represents. It is a wonderful and accessible entry point into reinforcement learning and artificial intelligence, ideas that are becoming increasingly prominent in our world and will continue to be so throughout our lifetimes. I wanted to design my own MENACE machine and use it as a lens to help students understand how we teach inanimate things to learn.

Thanks to the $3,000 grant, I was able to move beyond my early prototypes made from Ziploc bags and cardboard matchboxes and instead create a professionally built wooden cabinet system. You can see this physical version on our coding webpage.

Today, I introduced students to the concept of reinforcement learning. I explained that learning through reinforcement is something we see all the time. Think of training a dog. We have a desired outcome, such as sitting. We give a command, maybe a gesture, and when the dog succeeds, we offer treats, praise, and encouragement. That process is not very different from how machine learning works.

With machines, we also have a desired outcome. We code for that outcome. If the machine, whether it is made of beads or electricity and circuits, achieves what we want, we reinforce it. We give it a positive signal and adjust the code so it continues repeating the actions that lead to success.

I have included below a link to a PDF that summarizes the entirety of the lesson which I still need to finish up next week. After several revisions, I have found that this version clearly explains the ideas while still preserving the important details of how the MENACE machine works. Students will be coding our 304 matchboxes using different colored beads, gradually creating a machine that can eventually tie or beat a human at Tic Tac Toe once it has received the correct reinforcement.

I have also included a YouTube video that helps visualize this process. Students will continue learning about the MENACE machine and will eventually be evaluated on their understanding when they present and explain how it works to another class.

https://www.youtube.com/watch?v=nEE7I4jj7iA
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Please review M.E.N.A.C.E. Machine script and video:
https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.youtube.com/watch?v=va6HNXxRV3k

THURSDAY, DECEMBER 11, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
All Messages in Bottles have been released into the wild for people to hopefully find and respond to! I'll provide students with additional posters too to hide and hopefully this results in lots of interesting responses by strangers (which I'll screen and share with students).

LANGUAGE (B)
8:40-9:40

READING
In literacy today, we gathered for another guided reading session. I met with students in small groups and we focused on reading strategies that help deepen understanding and support confident, independent reading. While I worked closely with one group, the rest of the class continued reading on their own and practiced the skills we have been developing together.

For these guided reading sessions, I have been using our Bug Club Morphology Booklets. This resource kit from Pearson Publishing Company helps students explore how words work through roots, prefixes, and suffixes. It is designed for grade five learners and offers a rich variety of activities that support vocabulary growth and stronger comprehension.

WRITING

Today in literacy, I made a small shift in our plans. With our classes finally back to full attendance after the snow disruption, especially for grade 5C, it felt more productive to begin something fresh rather than continue the Barkley 100 review paragraph. I wanted to make sure no one would have to backtrack or miss important context, so we moved forward together with a brand new documentary.

Students watched an award winning short film titled The Last Ice Merchant. https://vimeo.com/66507747 Before viewing, we talked together about common elements people often critique in documentaries and films. We discussed how viewers think about the topic and their personal reactions to it. We also reflected on the overall message or purpose that might guide the filmmaker. Students considered cinematography and how camera angles and visuals shape the mood. We talked about music and sound and the role they play in building emotion. We also noted the use of subtitles in this particular documentary and why they are sometimes necessary.

The Last Ice Merchant is a gentle and bittersweet film. It carries a quiet, liminal quality that students picked up on right away. Many were moved by the story and were highly engaged from start to finish. The class responded with thoughtful observations and seemed to truly enjoy the experience.

Tomorrow, students will write a review paragraph on the documentary, using the ideas we discussed to guide their thinking.

MATH (B)
9:40-10:40

In math today, we wrapped up our formal lessons involving the Turing Tumble machine. I say wrapped up, but students will still be encouraged to continue exploring the digital version whenever they finish their work throughout the year. I have left the link on our whiteboard so they can jump back into new challenges whenever they feel ready.

After completing challenges 5, 6, and 7 yesterday, students heard the next section of the graphic novel that accompanies the Turing Tumble kit. They were excited to see how the story connects to the puzzles, and then moved on to puzzles 8, 9, 10, and 11. Students received ongoing feedback as they built their understanding of how the machine works.

Today’s focus was on the idea of a bit, or switch, inside a computer. Students learned how a bit functions and why it is such an essential building block in computing. This is usually the point where I pause before teaching anything more from the book. After challenge 11, the puzzles become more difficult and require a higher level of understanding about electricity, flow, and logic. These concepts need to be taught slowly and with care, especially for fifth grade learners who are just beginning to explore the science behind computers. Students who wish to continue beyond challenge 12 in the future are welcome to do so and can check in with me for age appropriate support.

Now that we have completed our introductory work with the Turing Tumble and built a general understanding of how computer parts move electrons, how switches function, and how this all connects to ideas like logic and even the Cartesian grid, we are ready to move forward. Our next steps will involve paper coding in our formative work booklets and beginning our Menace Machine project. Students will likely be introduced to this tomorrow.

The Menace Machine is a hands on activity that uses 304 inanimate boxes along with colored beads to represent different game states in tic tac toe. Students will learn to create code, test it, and revise it as this simple computer plays against humans. Over time, it will collect enough information to tie or even beat a human player. This will give students an exciting introduction to artificial intelligence and machine learning in a very concrete and student friendly way.
We are entering a very fun stage of our math unit and I am excited to see how students respond to these new ideas.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, DECEMBER 10, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Even though buses were cancelled this morning, most of our students still found their way to school. They arrived slowly throughout the first hour, so we settled into a fairly normal day. For those of you who are at home, I hope you are enjoying the snow, staying cozy, and taking a moment to read our classroom update.

WARM UPS
We began with a quick warm up and a review of the four types of sentences.

Declarative ends with a period.
Interrogative ends with a question mark.
Imperative gives a command and can end with a period or an exclamation mark.
Exclamatory shows strong emotion and ends with an exclamation mark.

We also reviewed what makes a complete sentence. We talked about how a sentence needs a subject, which is the somebody or something, and a verb that tells us the action. The verb plus the words that come after it are called the predicate, so most complete sentences have both a subject and a predicate.
Students completed a quick grammar task, then we transitioned into something a little different and hopefully exciting.

WRITING

We watched a 22 minute documentary called The Barkley 100. https://vimeo.com/97270099 It focuses on a very unusual ultramarathon that takes place in the mountains of Tennessee. The event was created by a runner named Lazarus and was inspired by a real prison escape that happened nearby. To enter the race, participants only pay a small fee, but actually being accepted to compete is extremely rare.

If chosen, runners attempt to complete 100 miles by doing five loops of twenty miles each, climbing up and down very steep terrain. In the entire history of the Barkley Marathon, it has only been finished 26 times by 20 different people. A few of those incredibly determined individuals have completed it more than once.
Students shared their impressions afterward. There were lots of strong opinions about the extreme weather, the difficulty of the course, and whether anyone would ever want to attempt it at all. These ideas will lead into the next writing task where students will build a review paragraph based on their likes and dislikes.

To support this, I modeled how to write a review paragraph using Microsoft Word. We looked at how to express an opinion clearly and then support that opinion with reasons and examples. Students are getting more confident with structuring their writing so that it reads smoothly and explains their thinking.

MATH (B)
9:40-10:40

In math, we began by reviewing the Flappy Bird style games that students created yesterday through Scratch coding in their Code.org accounts. We noted three key success criteria that most students were able to meet. It was great to see how students applied the logic and debugging skills we have been practicing.
After this review, we shifted back into our Turing Tumble work. I reminded students where we left off in the story that goes along with the Turing Tumble set. This narrative has been a helpful guide as we explore how real computers use parts like wires and pathways to process information.
Students worked through challenges 5, 6, and 7 at their own pace, and I moved from group to group providing help and feedback. Many students are beginning to understand how to use ramps and crossovers in order to solve the puzzles. These pieces represent wiring and vias in an actual computer, so there is some very authentic learning happening while students build and test solutions.
This hands on work took up most of our math block, and since a few students were away today, we did not move too far ahead. I want to be sure that everyone stays together with the challenges and feels confident. We should be able to continue and hopefully catch everyone up once we have full attendance again.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, DECEMBER 9, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

MEDIA
https://www.drooker.ca/media.html
Today in literacy we returned to our media studies unit https://famousair.weebly.com/ and took a closer look at the world of print advertising. I began by reminding students that print advertising has changed a great deal over the last fifty years. Traditional print ads in newspapers and magazines are much less common today as those media formats continue to lose popularity. Modern advertising has shifted more toward digital formats, as well as billboards and installation style displays. Even with those changes, print advertising is still alive in many different forms and continues to evolve.

One of the most interesting ideas we explored was the way data drives the cost and placement of print ads. We talked about something as simple as a billboard and how companies collect information about how many cars pass through a certain area each day. Advertisers also study how long cars stop at a particular intersection and even what types of vehicles are most common at certain times. All of this information helps companies think carefully about who might actually see an advertisement and whether that audience would be interested in the product being shown.

After this discussion, students looked at a series of print advertisement examples from previous classes. We used these samples to review our success criteria. A strong print advertisement needs to include a logo and slogan, a product bribe, and a website. It should also use colour, pattern, or a border that captures the attention of the target audience. Most importantly, students need to deliver their message in a memorable and creative way. We talked about how this might include the use of a celebrity endorsement or another unique approach.

Students will now begin creating their own print advertisement for our fictional product Famous Air. They will be challenged to deliver our core message in a way that stands out. I will be assisting with Photoshop and AI image work to help bring student ideas to life. For example, if our target audience data suggests that a celebrity such as Taylor Swift would connect with younger audiences, I can help students design a high quality image to include. We also looked at data provided by Spin Master Toys that shows what students tend to be excited about at different ages and students are encouraged to review and use that data as well.

One example I shared was of Taylor Swift and Travis Kelce in a friendly embrace, with a speech bubble that reads, You take my breath away. A small caption underneath might say, Grab that breath now available on our website. The ultimate keepsake. This kind of playful approach really helps unpack the idea behind Famous Air and shows how advertising can mix humour, creativity, and persuasion all at once.

Students will have plenty of time to work on their ideas next media class and I am looking forward to seeing what they come up with. I have also added a link below to our updated end of year presentation guiding questions. These will help students prepare to present their learning from across the entire school year. Please take a look and enjoy exploring what we have been working on. https://famousair.weebly.com/uploads/1/1/0/9/110962203/famous_air_end_of_year_presentation_package.docx

MATH (B)
9:40-10:40

Today in math, students spent some time creating their very own version of the classic Flappy Bird game. We used Scratch style coding tools through Code.org, which allowed students to build a game step by step and really see how code controls movement, scoring, and game rules.
Students worked with three clear success criteria. First, their score needed to start at zero at the beginning of each game. Second, their game needed to end whenever the bird touched an obstacle or the ground. Finally, players needed to earn points whenever the bird successfully passed an obstacle. These are the essential elements of the original Flappy Bird experience and students did a wonderful job applying them to their own creations.
At the bottom of this post I have included links to each student game that has been published. Families are encouraged to click, explore, and enjoy. Students were very excited about sharing their work and I am proud of how creative they were in both their game design choices and their coding problem solving.
Once students had finished their Flappy Bird task, they logged into their studio.code.org accounts. I set these accounts up earlier this year and students used their own login information. Passwords are stored in each student Google Drive for home access. Students began exploring sprite design and additional coding tools that will support future projects.

5B
N.X. https://studio.code.org/c/2744273664
T.S. https://studio.code.org/c/2744353672
A.C. https://studio.code.org/c/2744338382
B.S. https://studio.code.org/c/2744349686
E.S. https://studio.code.org/c/2744273664
B.M. https://studio.code.org/c/2744280286
A.T. https://studio.code.org/c/2744323445
S.M. https://studio.code.org/c/2744318796
V.S. https://studio.code.org/c/2744299112
E.L. https://studio.code.org/c/2744311153
D.T. https://studio.code.org/c/2744291413
T.G. https://studio.code.org/c/2744305948
G.D. https://studio.code.org/c/2744294016
C.T. https://studio.code.org/c/2744297245
A.A. https://studio.code.org/c/2744288628
K.Y. https://studio.code.org/c/2744274337
A.P. https://studio.code.org/c/2744283329
R.G. https://studio.code.org/c/2744276340
J.C. https://studio.code.org/c/2744277552
S.K. https://studio.code.org/c/2744264086

5C
A.Y. https://studio.code.org/c/2745076067
J.W. https://studio.code.org/c/2745083463
A.L. https://studio.code.org/c/2745095555
V.Y. https://studio.code.org/c/2745099184
G.P. https://studio.code.org/c/2745109433
A.A. https://studio.code.org/c/2745107177
A.R. https://studio.code.org/c/2745101256
E.C. https://studio.code.org/c/2745097817
P.J.N. https://studio.code.org/c/2745116028
S.C. https://studio.code.org/c/2745095155
R.L. https://studio.code.org/c/2745106098
A.R. https://studio.code.org/c/2745128315
H.K. https://studio.code.org/c/2745132502
L.W. https://studio.code.org/c/2745136346
M.L. https://studio.code.org/c/2745141940
D.I. https://studio.code.org/c/2745136739
M.L. https://studio.code.org/c/2460627922
S.S. https://studio.code.org/c/2745163643
M.Z. https://studio.code.org/c/2745165394
E.B. https://studio.code.org/c/2745174251

HEALTH (C)
11:40-12:10

In health today, students received their healthy eating quizzes back. We also began our new unit on personal safety and injury prevention. The most important pieces of this unit will come a little later when we dive into internet safety, but today we set the foundation with a discussion about conflict.

We talked about how conflict can pop up in many different ways and that at its core it is a serious disagreement. Something that feels small to one person might feel very big to another because we all have different reactions. Our responses can also grow or shrink depending on the situation. To help students think this through, we explored the idea of the size of the problem. We practiced noticing when a situation starts feeling like a ten out of ten and discussed strategies to bring that reaction down to something more manageable while working toward a compromise.

There are emotional responses involved in almost every conflict and sometimes our emotions can take over our logical thinking. We learned that finding our way back to a calm and logical state helps us focus on solving the problem rather than staying stuck on the complaint.

Finally, we examined the emotional, physical, and social sides of conflict. I reminded students that physical effects are not only bruises or scrapes. Conflict can affect sleep, appetite, and a person’s sense of security. Someone might notice their heart racing or a feeling of anxiety. These reactions are just as real and important to understand.

I am looking forward to continuing this learning together and helping everyone build thoughtful and safe habits both in person and online.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, DECEMBER 8, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*Just a quick request...if your child is heading off on vacation early, do you mind dropping me a line to let me know :) Many thanks!

LANGUAGE (B)
8:40-9:40

Today in literacy, students had a full period to continue their diagnostic review paragraph about the horse race card game we learned on Friday. I circulated and provided supportive, scripted feedback as they worked.

One of the key ideas we focused on was sticking closely to the simple structure we learned last week when writing the body of a review paragraph. Students are practicing stating their opinion and reason clearly in a single complex sentence, then jumping right into a transition phrase like for example to expand and explain with detail. We call this pattern O R E which stands for opinion, reason, and example. Repeating this cycle a few times helps students stay organized and build a strong paragraph.

Of course, this is not meant to hold anyone back from developing their own natural review voice. I shared with students that they can always flip things around. For instance, one might begin with an explanation and only later reveal the opinion and reason. Imagine starting with something like, “If you pop into Dollalrama you can pick up a deck of cards for about two dollars, which makes this game very easy for anyone to enjoy.” In that case, the explanation comes first, then the opinion and reason follow afterward.

For now, especially as we build confidence during this first attempt at formal review writing, following the O R E approach can really help everyone stay on track and produce their best work. I have included our rubric for the unit and a student organizer below. If you decide to download the organizer, please note that the formatting might look a little different depending on the fonts you have on your device.
https://www.drooker.ca/uploads/1/1/0/9/110962203/reviewwritingorganizer.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_5_review_writing_rubric_ontario.docx

MATH (B)
9:40-10:40

Students worked through page 95, carefully matching the style guide at the top of each page. If the example showed a number of spaces in brackets, students made sure their own instructions did the same. We talked about how, in many coding languages, something as small as a missing bracket, colon, or symbol can completely change the outcome. Spelling, punctuation, and thoroughness matter a great deal.

We then shifted our focus to an introduction to Scratch coding and code.org. I guided students through ten puzzles and helped them get comfortable using Scratch coding blocks to trigger events and adjust their codes as needed. Together, we created a sample Flappy Bird game so everyone could see how the pieces come together.

Tomorrow, students will have the opportunity to work through all ten puzzles on their own. They will then create their very own Scratch coded Flappy Bird style video game for evaluation. This will give them a chance to show their growing skills in logic and coding, and I look forward to seeing their creativity shine.

HEALTH (B)
11:40-12:10

In health today, students received their healthy eating quizzes back. We also began our new unit on personal safety and injury prevention. The most important pieces of this unit will come a little later when we dive into internet safety, but today we set the foundation with a discussion about conflict.

We talked about how conflict can pop up in many different ways and that at its core it is a serious disagreement. Something that feels small to one person might feel very big to another because we all have different reactions. Our responses can also grow or shrink depending on the situation. To help students think this through, we explored the idea of the size of the problem. We practiced noticing when a situation starts feeling like a ten out of ten and discussed strategies to bring that reaction down to something more manageable while working toward a compromise.

There are emotional responses involved in almost every conflict and sometimes our emotions can take over our logical thinking. We learned that finding our way back to a calm and logical state helps us focus on solving the problem rather than staying stuck on the complaint.

Finally, we examined the emotional, physical, and social sides of conflict. I reminded students that physical effects are not only bruises or scrapes. Conflict can affect sleep, appetite, and a person’s sense of security. Someone might notice their heart racing or a feeling of anxiety. These reactions are just as real and important to understand.

I am looking forward to continuing this learning together and helping everyone build thoughtful and safe habits both in person and online.

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, DECEMBER 5, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

I've started slowly "releasing" messages in bottles into the wild. I'm going to continue to send a few home a day over the next little while.

LANGUAGE (B)
8:40-9:40

To build on our momentum from yesterday's review writing lesson, students were reminded that a strong topic sentence should clearly state what is being reviewed. The body of the paragraph follows the OREO structure: opinion, reason, example, then repeated (as many times as necessary to exhaust one's ideas), followed by a clincher which offers an overall opinion and a score out of five.
I reminded students that opinions and reasons are often expressed in only a few words. It is the examples and explanations that bring ideas to life. For instance, if a student writes, I like it because it's funny, we hear the opinion in the word like and the reason in the word funny. The real depth comes in the example that explains what was funny. Learning to state an opinion or reason simply helps clear the path for richer examples/explanations.
Today we learned a popular card game called Horse Race, which will be the first item students review. The game was a hit and students were enthusiastic participants. I have included a link below to a video that shows the game in action. On Monday, students will write their review paragraph using the organizer we co created, which outlines possible positives and negatives they may choose from. I encouraged everyone to be honest in their opinions and not feel obligated to follow our class brainstorm if their personal experience was different. I'll then slot in Media Studies on Tuesday.

https://www.youtube.com/watch?v=N6MH-lPjJ9U

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, students continued their coding adventure by returning to our Turing Tumble practice. Many were excited to announce that they had completed the first four challenges, so we picked up the story that is woven through the activity and talked a bit more about how it connects to real computers.
I showed students how the green ramp piece in Turing Tumble acts much like a wire inside a computer, directing “energy” along a chosen path. We also compared the orange crossover piece to a tiny bridge called a via, which lets one path pass over another without touching, just like a highway overpass. Students really enjoyed imagining the Turing Tumble board as a tiny city of roads and bridges sitting on a computer’s circuit board.
From there, students were introduced to their paper coding work. We watched a short clip from a video game I grew up with called King’s Quest to help them picture how clear instructions guide a character through a digital world. In their booklet, students gave directions to move a robot across a grid so it arrives exactly on top of a certain spot, not just beside it. We agreed to imagine the door on page 95 as a “trap door” that the robot must stand on before typing a command like “open door.” This helps keep their coding instructions consistent and easy to assess.

Students worked through page 95, carefully matching the style guide at the top of each page. If the example showed a number of spaces in brackets, students made sure their own instructions did the same. We talked about how, in many coding languages, something as small as a missing bracket, colon, or symbol can completely change the outcome. Spelling, punctuation, and thoroughness matter a great deal.

All of this careful practice is building toward an exciting project that the class has heard me hint about a few times. Eventually we will construct a simple “computer” using boxes and beads that learns how to tie or even beat a human at tic tac toe. One tiny mistake in its setup can break the whole system and cause it to “forget” what it has learned, so the attention to detail students are building now will be essential later. It was wonderful to see their focus, curiosity, and pride in their growing coding skills today.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

This afternoon, after we completed the work mentioned earlier, we shifted our focus to an introduction to Scratch coding and code.org. I guided students through ten puzzles and helped them get comfortable using Scratch coding blocks to trigger events and adjust their codes as needed. Together, we created a sample Flappy Bird game so everyone could see how the pieces come together.

Next week, students will have the opportunity to work through all ten puzzles on their own. They will then create their very own Scratch coded Flappy Bird style video game for evaluation. This will give them a chance to show their growing skills in logic and coding, and I look forward to seeing their creativity shine.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, DECEMBER 4, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*I'm finally back and fingers crossed I'm here to stay :) My flu has resolved itself where I'm feeling better and my daughter and son's illnesses have also been resolved.

*From the very beginning of the school year, I make a deliberate promise to students. There will be very few surprise tests in our classroom. Instead, students are invited to be part of the process by helping co-create evaluations, practicing similar questions in class, and receiving study guides that match closely with what appears on the final assessment.

My goal is simple. I want students to succeed. Reducing test anxiety and building confidence matters, especially at this age. When students know what they are working toward, when they practice with familiar formats, and when they are equipped with strong tools at home, they are far more positioned for success. In most cases, students encounter the same kind of questions three times: during practice, in the study materials sent home, and on the evaluation itself.

Of course, some may question what this kind of testing truly measures. Is it memorization alone? At this stage, learning is still a transition. Students are building habits, stamina, and strategies that will soon be essential. As they grow older, not every evaluation will be previewed. The responsibility will gradually shift. They will be asked to think on the spot, apply knowledge in new ways, and study more independently.

With that in mind, I was a little disappointed with some of the recent math and health results, especially given the transparency provided. Tests were available in advance through the class website at druker.ca/work.html, and study guides mirrored the evaluations very closely. Students have also been encouraged to review the daily learning blog each evening and to take advantage of extra help offered at lunch on Day 4.

All of the support is there. What matters now is using it.

When opportunity is offered, it should be embraced, not wasted. This is part of developing an academic mindset. Learning is becoming more complex. It is no longer enough to simply recognize facts. Students are being asked to apply ideas, explain thinking, and make connections.

It is completely normal for many Grade 5 students to feel this shift around this time of year. School still includes fun, friendships, and joy, but it also begins to demand more structure and responsibility. Little by little, the safety net loosens. Note-taking, studying independently, and organizing materials become essential life skills, not just school skills.

My hope is that students are beginning to build those habits now, with support and encouragement, while the stakes are still small and the guidance is still close by. These are the moments that shape confident, capable learners for years to come.

LANGUAGE (B)
8:40-9:40

WARM UPS

We began with a warm-up that revisited the importance of using our proofreading plan across all subject areas. We talked again about the disconnect that can happen between oral and written language. When students are given a microphone, they can usually explain their ideas clearly and confidently. When they are given a pencil, that same message can sometimes come out scrambled. Writing takes stamina, focus, and effort, and it also gives us the power to revise and improve our thinking. I reminded students that if what they write does not match what they can say out loud, then it is their responsibility to slow down, revise, and make it better before submitting work.

WRITING
We began our review writing unit https://www.drooker.ca/review.html by learning how to analyze and evaluate different forms of media such as documentaries, products, and games. The topic sentence introduces what is being reviewed, and the body of the paragraph is built using OREO structures, with opinions, reasons, and examples working together to strengthen the writer’s message. Using an organizer, students and I co-recorded their likes and dislikes, then added reasons and examples to support their opinions. https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2024-11-27-at-9-55-47-am_orig.png We worked together to turn this into a review paragraph that included a strong topic sentence, supporting details, and a clincher sentence which clearly states an overall opinion, and a score out of five for what is being reviewed.
A short tutorial video is linked below that walks through our review writing process. Please take a moment to watch it tonight. https://www.youtube.com/watch?v=73Rmd6UPSKI

MATH (B)
9:40-10:40
Building on our introduction to computers, students are now deepening their understanding of how machines think and respond. After exploring how a computer works like a Pallino coding machine https://www.drooker.ca/uploads/1/1/0/9/110962203/computerpallinoanalogy.pdf, students made strong connections between electricity and binary and learned how coded instructions guide electricity across a coordinate grid using ramps, gates, and switches.

With that foundation in place, I then introduced students to the Turing Tumble machine. Think of your Pallino Coding Machine as a hands-on version of the big idea behind the Turing Machine imagined by Alan Turing. In Pallino, balls follow paths, hit switches, and obey pattern cards. A Turing Machine does the same kind of thinking using simple steps: read a symbol, make a decision, and move left or right along a long strip of memory. Both seem simple, but both can solve big problems by following instructions one step at a time. This shows that even very basic machines, when organized well, can act like real computers.

The Turing Tumble works the same way, but instead of making pictures, it makes decisions with marbles. Each marble is like a tiny spark of electricity moving through switches and ramps. When a marble goes left or right, it represents a 0 or a 1 (off or on). The machine can count and add by guiding marbles into certain paths. So just like Pallino places marbles to build images, Turing Tumble directs marbles to build answers — turning motion into math and paths into thinking.

Students had an exciting opportunity to explore coding through story as I began reading aloud the Turing Tumble graphic novel that comes with the kit. https://upperstory.com/en/turingtumble/ We started by talking about the science fiction genre and how these kinds of stories often imagine future worlds and advanced technology.

In the story, the main character crash lands on a barren planet and is running out of oxygen. Just as she begins to lose hope, she discovers a mysterious tower filled with moving marbles, ramps, and gates. The building turns out to be a massive computer-like system built to survive extreme radiation that regular computers cannot withstand. As she works to repair part of the system, the story pauses to challenge the reader to solve coding puzzles that help move the story forward and possibly save her life.

Students then used the online version of Turing Tumble to complete the first two challenges. https://tumble-together.herokuapp.com/ As they worked, they began to see how the pieces on the board mirror the parts inside a real computer, such as switches and gates that control the flow of electricity. The book also pauses to explain these connections, helping students understand through clear and engaging analogies.

We'll continue this work up to around Challenge 10 while interspersing some paper and computer coding work for students to develop their skills.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review Computer as a Pallino Machine Analogy: https://www.drooker.ca/uploads/1/1/0/9/110962203/computerpallinoanalogy.pdf

TUESDAY, DECEMBER 2, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*Quick update today as I was away yesterday and did not get a blog entry posted. My apologies for that.

As I shared last week, my son was sick and missed several days of school, with my wife and I alternating time at home with him. Unfortunately, I then came down with the flu myself and spent the past few days resting and recovering. While I am not quite 100 percent yet, I am on the mend and very much looking forward to being fully back into the routine.

Earlier today, my daughter’s daycare called to let us know she had developed a rash. My wife left school to bring her to the doctor, and she will need to be home while things resolve. Because of this, I am very likely to be away again tomorrow. I truly appreciate your patience and understanding as we work through this stretch of illness as a family, and I am looking forward to being back with students on Thursday.

The good news is that a lot was still accomplished today and students have continued to do meaningful work with their occasional teachers. Tomorrow, they will be continuing with descriptive writing using an engaging first-person video to inspire their paragraphs, an area they have been doing exceptionally well in. In math, when I am absent, the class works on the patterning unit rather than coding, as that provides strong learning opportunities while keeping things consistent and manageable.

Thank you again for your understanding. I am eager to rebuild momentum and get fully back into learning together very soon.

*Thumbs Up and Down Monthly Reports for November have been uploaded within your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 45 thumbs up a month with ~5 thumbs down. Note: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment. Any significant deviation from this typical ratio can be discussed at home and used to support future goal-setting conversations.

LANGUAGE (B)
8:40-9:40

Today in literacy, students wrapped up their Message in a Bottle labels and finished publishing their letters for the bottles. It has been wonderful to see the care and creativity that went into every piece of writing.

I have also updated the class webpage with every student letter, and it is now live for families and the community to respond to. https://digitalmessageinabottle.weebly.com/ In the coming days, I will be sending the bottles home along with a small bundle of stickers and posters. Students are encouraged to place them wherever their heart leads.

Over the years, these bottles have traveled far and wide. Some have been left in libraries, at movie theatres, on neighbour’s doorsteps, and even in airports and vacation spots. One year, a theatre manager even wrote back and surprised a student with gift cards after discovering a bottle on the stairs. These small acts of writing have created some very big moments.

Congratulations to everyone on a job well done. We will begin our next writing unit shortly with a focus on review paragraph writing.

MATH (B)
9:40-10:40

Today in math, we took up our Spatial Sense quiz . The co-marking process was a bit challenging for students and did not go as smoothly as planned. Following instructions and staying focused proved tricky for many students, so it was not our most productive work period.

I will have the quizzes all marked and documented shortly with photos uploaded to their Google Drive shortly.

We will continue with our coding unit tomorrow. In the meantime, you will find a PDF posted under the Homework section that reviews last week’s lesson on how computers are essentially a giant “Pallino coding machine.” Please take a moment to review it together at home as a refresher before we continue with coding.

HEALTH (C)
11:40-12:10

In today’s health period, students had the chance to complete the healthy eating quiz we scheduled last week. Everyone put in a strong effort, and we will go over the quiz together soon to review key ideas and celebrate what they’ve learned.

Our next unit will focus on Personal Safety and Injury Prevention

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Review Computer as a Pallino Machine Analogy: https://www.drooker.ca/uploads/1/1/0/9/110962203/computerpallinoanalogy.pdf

THURSDAY, NOVEMBER 26, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATESMy apologies for the lack of a blog post yesterday. Unfortunately, my son has been sick, and my wife, who is also a teacher, and I have been taking turns staying home with him to make sure he is feeling better. Most of our family lives in the United States, so we do not have many local options for grandparents or relatives to step in when situations like this arise. That is the reason I was not at school yesterday.
As I send this message, we are still unsure whether he will be well enough for me to return to school tomorrow. Regardless, please have your children prepare for the math test as planned so they feel confident and ready.

LANGUAGE (B)
8:40-9:40

In literacy today, students continued the process of finishing their message-in-a-bottle three-panel labels and publishing their letters. Many students also took time to touch base with me to finalize their Famous Air media marketing campaign slogans and bribes. It was wonderful to see so much creativity, focus, and excitement as students put the final touches on their work.

We will continue with this tomorrow and then begin review writing next week. After that, we will return to our normal literacy blog structure.

MATH (B)
9:40-10:40

In math today, I completely revamped our coding webpage and shared an incredibly fun lesson with students using a new analogy to explain how computers work. Students were engaged, curious, and asking great questions as we explored how information moves through a computer in a simple and understandable way.

I have included a link that fully summarizes today’s lesson and introduces the Polino coding machine that I brought into class to help students visualize how a computer works. If you are not familiar with it, there is another link inside the document that you can click to learn more. I highly recommend reviewing this document tonight or over the next few days, especially as we begin to go deeper into our coding unit.

https://www.drooker.ca/uploads/1/1/0/9/110962203/computerpallinoanalogy.pdf

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Math Test Friday:
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_5_spatial_sense_test_prep.pdf
*Health Test:
5B: Monday, December 1st
5C: Tuesday, December 2nd
*Review Computer as a Pallino Machine Analogy: https://www.drooker.ca/uploads/1/1/0/9/110962203/computerpallinoanalogy.pdf

TUESDAY, NOVEMBER 25, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
https://famousair.weebly.com/ has been updated to include student AI logos

LANGUAGE (B)
8:40-9:40
In Literacy today, our class continued work on our three-panel logo task built around a “note in a bottle.” Each learner has now had a chance to look at ideas I gave and has begun, or even completed, the logo. Each logo is now placed on the bottle I gave to each learner.

A number of learners are now beginning the next step: publishing their note in a bottle. Using ideas I gave, they are copying their note on neat, clean publishing paper. We will keep going with this step together in class again tomorrow and I will continue to debrief with students as to their slogans and bribes for their Famous Air marketing campaign.

MATH (B)
9:40-10:40

In Math today, we continued our end-of-unit review. I guided the class through several sample responses from a practice study guide I created to help everyone prepare for Friday’s test. I’ve linked this study guide below in the Homework section, and I’m also including a direct link here. https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_5_spatial_sense_test_prep.pdf Please feel free to print it and review it with your child—working through it carefully will prepare them well for both the written portion of the test and the oral performance task I’ll complete with each student afterward.

After our review, we began an introduction to coding. Although coding lives within the Algebra strand, I’ve built a separate webpage to support this part of our learning. https://www.drooker.ca/coding.html

Today, I introduced students to my long-developed analogy of thinking about a computer as a kind of library. This analogy helps students understand how signals, instructions, and electrical pathways can be thought of as “librarians,” “shelves,” and “books.” I’ve included a summary below that outlines exactly where we paused today. This is the starting point of a careful, step-by-step explanation I’ve spent years refining so students can develop a clear, age-appropriate understanding of how computers work.

Imagine a computer as a giant library where every part has a job, and all those jobs work together to make things happen on your screen.

WHERE ELECTRICITY COMES FROM (THE LIBRARY'S POWER SOURCE)
Everything in a computer runs on electricity. Electricity is made of tiny particles called electrons, which come from atoms all around us.
https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html

To collect these electrons, we use things like batteries or power outlets. These push electrons into wires—just like water being pushed into a garden hose—giving the computer the energy it needs to work.
https://media.tenor.com/gSfjNG1cFEAAAAAM/education-overwhelmed.gif

ELECTRICITY AS LIGHT IN THE LIBRARY
Electricity in a computer is like the lights in a library.

Without light, the library is open but nobody can see anything. Without electricity, the computer is “on,” but nothing can actually happen.

Electrons move through wires, which are like the library’s electrical highways. When those electrons flow, we call it an electric current. The computer uses this flow by turning it on and off in tiny places to create its own special language called binary.

"THE GARDEN HOSE", THE LIBRARY, AND THE COMPUTER'S SECRET CODE
Electricity can’t just “burst out.” It has to be controlled.

Think of electricity like water inside a garden hose:
When you bend or pinch the hose, the water stops.
When you unbend it, the water flows again.
https://i.insider.com/6039365605ddb100195f6729

Computers use tiny parts called transistors (switches) that act just like that bend in the hose.

A transistor can:
Block the electron flow (like bending the hose) → this means 0
Allow the electron flow (like unbending it) → this means 1

The electrons keep flowing in a loop, returning to their source over and over again—just like water that keeps circulating through the plumbing.

This simple idea—letting electrons flow or stopping them—is the foundation of everything a computer does.

There is a great deal to look forward to as our coding unit unfolds. Students will:

*explore paper coding to build conceptual understanding
*create projects using Scratch and Hour of Code
*design a working, unplugged artificial intelligence device known as the Menace Machine—a project I previously received a $3,000 grant to develop
experiment with a Turing-Tumble online simulator, where rolling marbles represent binary signals and switches
*access their own code.org accounts for additional guided practice

HEALTH (C)
11:40-12:10

In health today, I walked students through the questions that will appear on their upcoming unit test. For Grade 5B, the test will take place on our next Day 1, which is Monday. For Grade 5C, the test will take place on Tuesday of next week. It is a short two page test, and students had time in class to study and check in with me about anything they needed support with.

I encouraged everyone to review both their formative work booklet and our class website, which contains all of the learning slides. These materials give students everything they need to feel confident and prepared.

There are two questions on the test that may require a bit more thought. The multiple choice items are quite straightforward, but students will also be asked to define body image and list two things that can impact a person’s sense of self. There are many possible answers, and students only need to choose two.

At the end of the quiz, students will examine an advertisement and identify four ways in which it is impactful. This connects directly to our learning about telling and selling, and how media promotes products. Students may consider ideas such as the promise of a quick fix, the risks of a fad diet that is not overseen by a dietician, the possibility of buying products that are ineffective or unsafe, and the confusion created by extreme claims, such as eating only one type of food. There are many reasonable observations, and students will be guided to choose four.

I have linked our work booklet for review below, and I encourage students to visit our health website to review the slide deck under healthy eating if they would like extra practice. https://www.drooker.ca/uploads/1/1/0/9/110962203/grade5healthyeating.pdf

LANGUAGE (C)
1:10-2:10

I had but a bit of time to unpack our upcoming math test on Friday with 5C (See above). At 1:30, I had Grade 5C join in on a virtual trip/webinar entitled "Now Known as Canada" presented by the R.O.M. in the library alongside the other Grade 5 classes.

MATH (C)
2:10-3:10

We managed to return to math around 2:30. We finished up our review of our upcoming math test and started our coding unit as described above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Math Test Friday:
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_5_spatial_sense_test_prep.pdf
*Health Test:
5B: Monday, December 1st
5C: Tuesday, December 2nd

MONDAY, NOVEMBER 24, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Thank you so much to those who were able to attend our parent teacher interviews on Thursday and Friday. I truly appreciate your support. It cannot be said enough that I cannot do this without you. I value the continuity we build together between school and home, and I’m grateful for all the ways you’ve helped so far. I'm always happy to connect as needed so don't hesitate to reach out!

LANGUAGE (B)
8:40-9:40

MEDIA

In literacy today, I introduced the expectations for our message in a bottle labels. I purchased waterproof labels for students to use on the bottle models that I am providing. Each label will include a hybrid logo, a slogan, and a small graphic element for balance. Later this week we will affix the finished labels to the bottles.

We talked about using color to suggest feelings and emotions, and which colors might suit this theme. Students also explored different font styles. I reminded them that the categories page on abstractfonts.com is a great place to find inspiration for font choices they may want to borrow for their own designs. We also discussed spacing on a curved surface. Typically the logo sits in the center, the slogan on one side, and the graphic element on the other for balance.

The link below summarizes the lesson. A small note. Some of the fonts I use are installed on my computer but may not be installed at home. If the formatting looks a bit off, that is likely the reason. Students checked in with me today with their rough drafts so I could support spelling and layout before they received their good copy labels. https://digitalmessageinabottle.weebly.com/uploads/1/1/0/9/110962203/message_in_a_bottle_logo_slogan_art.pdf

Throughout the week, students will be designing their labels and publishing their message in a bottle on the special paper I am providing. They will also be finalizing their slogan and product bribe for our Famous Air marketing campaign.

I have been reflecting on how to make the best use of our shorter blocks at Windham Ridge Public School. Since the schedule is quite different from my previous school, I have decided to shift some of our media studies routines. Instead of end of task debriefs where students justify their design choices with me one on one, we will have an end of year presentation. Students will use the ongoing notes they have been taking throughout our Famous Air product development and respond to a set of summarizing questions. The link for those focus questions is included below. https://famousair.weebly.com/uploads/1/1/0/9/110962203/end_of_year_media_reflection.docx

As for the AI driven logo component, I am making a small adjustment. Rather than have students engage in long conversations with ChatGPT during class, I will take their hand drawn logos and have the AI gently improve them. The AI will keep the students’ original ideas but smooth out values, brighten colors, and make light enhancements. These AI polished logos will appear on their print ads and their TV commercials later this year.

MATH (B)
9:40-10:40

In math today, we wrapped up our short unit on spatial sense with a quick overview of what students can expect on their summative test. I mentioned last week that we were aiming for Wednesday, but we are now looking at Friday instead. I do not want us to rush, even though the tasks are quite manageable.

The first part of the test will ask students to design a triangle using specific information. For example, they may be given a side length of 7 centimeters, an obtuse angle of 120 degrees on one end, and an angle of 40 degrees on the other. Their job will be to measure carefully, use their protractor accurately, and construct the triangle. Once they finish, they will apply our polygon labeling rules.

Measure all sides using a ruler and include the unit of measure (cm, m, etc.).
Use notch symbols on the sides to show which sides are the same length and which are different.
Measure the interior angles using a protractor and include the degree symbol
Label angles as A (acute), O (obtuse), or R (right)
If the polygon has parallel sides, use chevron symbols to show which sides are parallel to each other.
Name the polygon, including all relevant names and whether it is regular or irregular.

The second part of the test focuses on transformational geometry. Students will complete a small treasure map that shows their ability to translate, reflect, and rotate points on a coordinate grid. Today I walked them through the document that is linked below. We completed it step by step and paused frequently for check-ins to make sure everyone was secure with each movement. https://www.drooker.ca/uploads/1/1/0/9/110962203/treasure_map_math.docx

Of the three transformations, rotations tend to be the trickiest. Students sometimes mix up clockwise and counterclockwise, and many find it challenging to rotate around a point that sits outside the object. I explained that we are not rotating a physical character around its own center. Instead, we are rotating a single point around another point in space.

I encouraged students to draw a small crosshair around the point of rotation. This acts like a tiny compass or the center of a clock. It helps them visualize 12 o’clock, 3 o’clock, 6 o’clock, and 9 o’clock. From there, they can see where their starting point is located and where the rotated point should land. For example, if a point begins in the 9 o’clock position and needs to rotate 90 degrees clockwise, it will move to the 12 o’clock position. It will remain the same distance from the center of rotation before and after the movement.

There will also be a third component for the test. Once students complete the written sections, I will meet with them for a short performance task. This will feel like an informal oral interview with some manipulatives. Students will identify the differences between prisms and pyramids, point out features such as edges, vertices, and faces, and define both congruence and symmetry. This quick check-in will help reinforce the hands-on concepts from our unit.

We will continue to revisit spatial sense and measurement throughout the year. These ideas will come up again in our next unit on coding, and later in the spring when we explore area, perimeter, and metric conversions. Students will eventually learn a helpful conversion staircase using the mnemonic King Henry died by drinking chocolate milk.

HEALTH (B)
11:40-12:10

In health today, I walked students through the questions that will appear on their upcoming unit test. For Grade 5B, the test will take place on our next Day 1, which is Monday. For Grade 5C, the test will take place on Tuesday of next week. It is a short two page test, and students had time in class to study and check in with me about anything they needed support with.

I encouraged everyone to review both their formative work booklet and our class website, which contains all of the learning slides. These materials give students everything they need to feel confident and prepared.

There are two questions on the test that may require a bit more thought. The multiple choice items are quite straightforward, but students will also be asked to define body image and list two things that can impact a person’s sense of self. There are many possible answers, and students only need to choose two.

At the end of the quiz, students will examine an advertisement and identify four ways in which it is impactful. This connects directly to our learning about telling and selling, and how media promotes products. Students may consider ideas such as the promise of a quick fix, the risks of a fad diet that is not overseen by a dietician, the possibility of buying products that are ineffective or unsafe, and the confusion created by extreme claims, such as eating only one type of food. There are many reasonable observations, and students will be guided to choose four.

I have linked our work booklet for review below, and I encourage students to visit our health website to review the slide deck under healthy eating if they would like extra practice. https://www.drooker.ca/uploads/1/1/0/9/110962203/grade5healthyeating.pdf

LANGUAGE (C)
1:10-2:10

MEDIA

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Math Test Friday
*Health Test:
5B: Monday, December 1st
5C: Tuesday, December 2nd

WEDNESDAY, NOVEMBER 19, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

With our parent–teacher interviews coming up tomorrow afternoon and Friday morning, I wanted to take a moment to answer a question I’m often asked this time of year--Should I bring my child to the meeting?

You are absolutely welcome to include your child. After all, we’ll be talking about their progress, and it can be valuable for them to hear the feedback firsthand—even though they’ve been receiving ongoing guidance from me throughout the term. That said, it’s completely up to you. If you feel it’s best to meet without your child, that’s perfectly fine too. If you’d like them to be part of the conversation, they are more than welcome to join us.

I’m looking forward to seeing all of you and having the chance to chat about how things are going.

If you haven’t booked an interview yet but would like to arrange one in the near future, just let me know—I’m happy to set something up.

Ps...there's a sign that will remind you of the following but please be assertive and knock on the classroom door 2 minutes prior to your scheduled meeting time so that we can wrap things up and stay on schedule.

LANGUAGE (B)
8:40-9:40

WRITING

In literacy today, students received their final period to work on their best in the bottle letter. We reviewed the success criteria together, and I reminded everyone that it is helpful to check off each item on their dry erase checklist as they write. I also encouraged students to jot down examples of similes, onomatopoeia, or showing sentences right on the board beside them. This helps them see not only that they have included each element, but also how many descriptive features appear throughout their paragraph. I began offering descriptive feedback to students who had completed their first draft, and I will continue that process over the next little while.

To wrap up our lesson before transitioning into math, I shared a book I purchased several years ago called Knucklehead by children’s author John Scieszka. It is filled with tall tales from his childhood with four siblings. The chapters are short, funny, and slightly exaggerated, and they mirror exactly what students are trying to accomplish with their own stories inside their messages in a bottle. The goal is to create a voice that is interesting enough to encourage a stranger to read their letter and perhaps even respond.

Next week, students will take their bottle and work on a label that includes both a logo and a slogan. The logo will clearly signal that a message is inside the bottle, and the slogan will be written to entice the finder to look inside rather than tossing it away. Once the labels are complete, we will place their letters inside and students will be able to bring their bottles to hide wherever they choose. I am really looking forward to seeing these landlocked messages begin their journeys and to reading any responses we receive through our project email and webpage.

I will also be sending home posters and stickers connected to the project. If your family is traveling somewhere interesting over the winter break, feel free to bring a few along and place them in fun or unusual spots. This will help spread the project and may even increase the number of responses students receive. Looking forward to seeing where these bottles travel next.

MATH (B)
9:40-10:40

In math today, students and I continued our work with transformational geometry. We began by reviewing our three key vocabulary words. Translation is a slide. Reflection is a flip. Rotation is a turn. After spending the last two days practicing translations and reflections, we shifted our attention to rotations using a couple of short instructional videos.

Students then worked on page 37 of their formative work booklet where they rotated shapes clockwise 90 and 180 degrees. I demonstrated how helpful it can be to create a model by tracing the original shape, cutting it out, and physically rotating it. I also encouraged students to draw an arrow on their cut out shape. This small step helps them clearly visualize how far the shape turns from its starting orientation to its final position. Students showed a strong understanding of this task and were very successful with their rotations.

After the booklet work, we moved into some physical transformational geometry using our bodies. I guided students through a series of rotations while we faced different cardinal directions in the classroom, including north, south, east, and west. This gave students a fun and concrete way to experience these ideas before applying them to paper.

Once we wrapped up rotations, I introduced a small treasure map activity. This is a task that may appear on the upcoming summative assessment. Students practiced following a series of movement instructions on a simple grid, and they really enjoyed the challenge. As the snowfall has been limited, it seems less likely that we will be able to complete the outdoor treasure hunt I mentioned earlier using the large blue magic carpet. We may instead move fully toward an indoor version.

Looking ahead, we are approaching a natural point to conclude our unit. Next week, we will spend a couple of in class sessions reviewing the key skills, with a unit test tentatively planned for Wednesday. Students will be asked to "mark up" a polygon:
• Measure the interior angles with a protractor
• Label each angle as A for acute, O for obtuse, or R for right
• Mark pairs of equal side lengths using standard notches
• Use the chevron symbol to indicate pairs of parallel sides (if applicable)
and in the case of a triangle, provide it's 3 names (Regular vs Irregular, Acute/Right/Obtuse, Scalene/Isosceles/Equilateral)

We'll also have the aforementioned treasure map task as part of the test as well. Along with this written portion, I will include a short performance task where students demonstrate their understanding of the vocabulary associated with prisms and pyramids and transformational geometry.. This will allow them to show their grasp of geometry and spatial sense in a hands on way.

Looking even further ahead, our next unit will begin exploring algebra with a focus on coding expectations. Students will apply the transformational geometry concepts they have learned and use coding to bring these ideas to life. Later in the year, we will return to spatial sense with more measurement work, including angle measurement, perimeter and areas work and unit conversions. We will be using the helpful mnemonic “King Henry died by drinking chocolate milk” to support students as they navigate the conversion staircase. There is plenty of rich and practical math ahead in the new year.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

TUESDAY, NOVEMBER 18, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
I’ve noticed that our class learning blog updates have occasionally run into issues being sent out at the end of the school day. Gmail’s spam filters sometimes bounce back mass communications, which means a message might not reach your inbox.

If that ever happens, please remember that you can always access our class learning blog directly with your child using the following link
https://www.drooker.ca/learning-blog.html

LANGUAGE (B)
8:40-9:40

WRITING
In literacy today, students had the whole period to work on their message in a borrowed descriptive paragraph to a stranger. Yesterday we explored the idea of Messages in a Bottle. You'll recall: Growing up, I was captivated by the thrill of hidden treasure—from beachcombing along the U.S. East Coast and dreaming of messages in bottles, to poring over books like Masquerade with their built-in quests. That same fascination extended to the mystique of graffiti, the secretive artists behind slaps and tags, and later the whimsical world of guerrilla installations. As I got older, geocaching deepened my love of real-world treasure hunting, revealing millions of hidden surprises waiting to be found. All of these influences blended together and eventually inspired my own guerrilla-graffiti-style treasure hunt: landlocked “messages in a bottle.” In this project, students write anonymous letters to strangers, seal them in decorated bottles, hide them in communities near and far, and invite responses through email or our online platform—bringing the magic of discovery to anyone who stumbles upon their message.

Students used that learning to guide their writing alongside the following strong work sample: https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-11-17-at-2-39-05-pm_orig.png
Everyone received descriptive feedback as they worked. I am really starting to see a noticeable improvement in their writing. More and more students are using all of the success criteria with confidence, and many are pushing themselves to increase the overall volume of their work too. It has been wonderful to watch their ideas grow and to see them take pride in the details they add.

I am excited to see how these paragraphs continue to develop.

MATH (B)
9:40-10:40

After taking up yesterday's math quiz, we spent some time reviewing our Transformational Geometry language. We revisited translations, rotations, and reflections, and we looked closely at how to describe each of these movements. Together we worked through page 32, where I encouraged students to trace and cut out a model of the triangle so they could move it through space. This hands on strategy helped them see whether the triangle had been translated, rotated, reflected, or if a combination of transformations had taken place.

Today's lesson focused on using a MIRA to determine reflections. The following tutorial video is worth reviewing at home, as it helps explain how the MIRA works and how it can be used to check lines of symmetry. https://www.youtube.com/watch?v=U0zP5y5-1Vw

Students finished the period by working on pages 33, 34, and 35 of their formative workbooklets. I was pleased to see many of them using their manipulatives and vocabulary with increasing confidence.

LANGUAGE (C)
1:10-2:10

See above

MATH (C)
2:10-3:10

Grade 5C was able to progress onto a lesson involving rotational geometry. The following videos encapsulate what I covered today:
https://www.youtube.com/watch?v=wxGY-ppcXAI
https://www.youtube.com/watch?v=LSsv5lEvjuk
https://www.youtube.com/watch?v=g2aDl3Z8uz4

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, NOVEMBER 17, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WARM UPS

Today we started our literacy block with a fun word ladder activity. As we worked through each step, I reminded students how similar this is to the morphology work we have been doing. Just like when we add or change a prefix or suffix, a word ladder helps us see how small shifts can transform one word into another.
Students noticed that by playing with words in this way, we can turn simple root words into entirely new forms, including adverbs and other interesting vocabulary. It was a light, energetic way to ease into the day and a great reminder that word play is a powerful tool for building strong readers and writers.

READING

During reading today, I introduced students to one of my favourite concepts from childhood, the idea of messages in a bottle. We explored several different texts and watched a few short videos to help bring this idea to life. I shared how, growing up, I was fascinated with treasure hunts and spent many summers beachcombing along the coast in the United States. Naturally, I became captivated by the idea of discovering a bottle that had travelled who knows how far.
I explained to students that many people picture messages in a bottle as something written by someone stranded on an island, using a scrap of paper and sending it off in hope of being rescued. What many do not realize is that the earliest use of bottled messages often came from scientists who were studying currents and tides. They released bottles with notes asking whoever found them to write back with the location. This helped researchers understand water patterns long before modern technology existed.

I also shared a bit about another interest from my childhood, graffiti. I loved the surprise of guerrilla graffiti installations, especially when artists created unexpected moments for people to stumble upon. Being both a city kid and a beachcomber meant that my love of discovering unusual things kept growing. Around that same time I discovered a picture book that changed everything for me. Kit Williams created a book called Masquerade that not only told a story but hid clues inside the illustrations. These clues led to a real buried treasure, a golden hare. Although the eventual discovery of the hare came with a fair bit of controversy, the idea that a picture book could inspire a real treasure hunt made an enormous impact on me.

To help students connect with this sense of wonder, I also shared a CBC article from last night about a shipwreck sitting about one hundred yards beneath the surface of Lake Ontario. It was the perfect way to show how mystery and discovery still exist all around us.

All of this led to the project I unveiled today, my landlocked version of Messages in a Bottle. In previous years I have given students a bottle and invited them to write a thoughtful letter to a stranger with all personal details removed. These letters asked for a simple email reply. I always share the responses with the class and they have been incredibly positive. Students are amazed to learn how many people happily write back.

When we talked about where our bottles could come from, I introduced students to one of my favourite products, Jones Soda. I have used Jones Soda often in media studies because of how unique the brand is. In past years, they have generously donated bottles for our projects. They encourage customers to send in photos that can end up right on the labels, and each cap comes with a fun little fortune. They even allow people to save caps and trade them in for merchandise such as shirts or skateboards. It is a great example of smart and creative marketing that fits naturally into our media learning. Unfortunately, I have not yet been able to secure our usual free bundle of Jones Soda and goodies this year, so we will wait and see. One way or another, every student will receive a bottle to decorate. They'll then place their letters in the decorated bottle and hide them as they see fit and I'll shared screen responses with the class.

To learn more about the Messages in a Bottle project, please visit our website related to the project https://digitalmessageinabottle.weebly.com/

WRITING

In writing today, I shared a strong work sample with students to help launch the next step of our Messages in a Bottle project. I read them the story I created for my own bottle and pointed out the different techniques I used, such as similes, onomatopoeia, fresh and precise word choice, a balance of telling and showing and even a touch of hyperbole. I admitted that although I did not actually get a high five from Brad Pitt, I did see him exactly as described. The students loved hearing how a slightly stretched detail can instantly make a story more engaging. It also helped them understand how a provocative or surprising moment can make a stranger want to respond to the letter they discover. https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-11-17-at-2-39-05-pm_orig.png

Students will have two writing blocks to craft their own well described story paragraph. They will work carefully with our success criteria for descriptive paragraph writing so that their final product is vivid, clear, and memorable. After that, we will transcribe their stories into actual letters that will be placed inside our bottles.

For homework tonight, students have a small thinking task. They are asked to brainstorm a true but provocative story from their own life and consider how they might stretch or embellish it just enough to catch the attention of a reader. The goal is to create something intriguing and authentic, something that feels worth replying to.

Once the letters are complete, not only will we place them in bottles but we will also post them on our Messages in a Bottle class website for others to read and respond to (Stickers and posters will be distribute as an alternative way of getting strangers' attention to respond). All names and identifying information will be removed to ensure everyone’s privacy.

It is shaping up to be an exciting and creative writing project and the class is already buzzing with ideas.

MATH (B)
9:40-10:40

Today in math, we continued building on the theme of treasure and wonderment that has been woven through our literacy work. I shared with students my hope for a culminating task at the end of our Spatial Sense and Geometry unit, something that blends outdoor learning, transformational geometry, and a little bit of treasure hunting.
A couple of years ago, I purchased a large set of electrical flags and labeled them with the intention of creating a full Cartesian coordinate grid outside in the schoolyard. The plan is to place the flags in the snow, forming a giant grid. Students will work in partners and one partner will give directions that involve translations, rotations, and reflections. The other partner will ride along on our trusty blue carpet sled, the same kind many students recognize from winter play, and follow the instructions across the coordinate plane. Their final goal will be to locate where the treasure is buried.

If the weather does not cooperate or the snow is not quite right, we can carry out the same task on paper. Still, the hands-on version is the one I am most excited about. To help students imagine it, I showed them the labeled flags, the sled, and even the materials I will use to create small plaster treasure blocks that they will eventually uncover and chisel out. Inside the classroom, I invited a volunteer to demonstrate translations, rotations, and reflections by sliding on the blue carpet while classmates called out directions. It was a fun way to bring these concepts to life.

After our demonstration, students worked through pages twenty nine and thirty of their formative work booklets. This set the stage for a quick quiz on page thirty one. The quiz provided a short check in so I could see that students were able to plot points correctly on a coordinate grid and translate a triangle while following all of our shared success criteria.

HEALTH (C)
11:40-12:10

In Health today, we wrapped up our learning about healthy eating by working through pages 29, 30, and 31 of our formative booklets. These pages built on our earlier lessons about nutrition, dieting, and the pressures that can shape how people feel about their bodies. Students discussed how unrealistic body images can grow from many sources, including constant exposure to social media.

We talked about what the word diet really means. A diet usually involves limiting food choices or eating smaller amounts of food in an effort to lose weight. We learned that healthy dieting should only be recommended by a doctor and planned with the help of a registered dietitian who understands nutrition and the regulation of eating. Students also examined the rise of fad diets, which often show up on social media as trendy and fast weight loss plans. These plans usually promise quick and easy results that sound appealing but are often too good to be true. They tend to restrict major food groups, advertise a quick fix, and offer claims that are not strongly supported by research.

Using a fad diet case study, we looked closely at how certain promises can be made legal through the use of asterisks and fine print. Students discussed how these clever details can make unproven or exaggerated claims seem acceptable and how easy it is for people to overlook the small text that reveals the truth behind the advertisement.

During our next health period, we will work together to co-create an end of unit assessment. Once that is complete, we will move forward to our next topic.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Brainstorm your story idea that you care to share with a stranger as part of your Message in a Bottle letter

FRIDAY, NOVEMBER 14, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

In Literacy Today, we continued our media studies journey with a very special virtual guest. Our class welcomed Bob Kane from Libsyn Ads (formerly of CBC) for a long-awaited interview. Bob was incredibly gracious with his time and shared so much insight into the world of marketing and the way companies think about target audiences through podcast advertising.
Our students came prepared with thoughtful questions, which I have included below. They were respectful, engaged, and genuinely curious about how advertising works behind the scenes. It is always exciting to bring guests into our classroom, even when the visit happens through a screen. Opportunities like this help students connect their learning to real people who work in the field and allow them to see how the concepts we explore each day have real-world relevance.
This was a memorable experience for all of us and a wonderful example of how authentic voices can enrich our media studies work.

Career & Background (Quick Warm-Up)

How did you get started in the podcasting business and what inspired you to choose this career?
What training or skills helped you most when you first began?
What do you enjoy most about the job and what are some challenges you face?
How long have you been in this profession?

Industry Basics

When you “sell ad space” on a podcast, what exactly are you selling, and to whom?
How do you decide which podcasts are the best match for a company?

Audience Data & Measurement

What information helps you understand who’s listening—age, interests, or location—and how specific can that data get?
How do you measure how many people actually listened to an episode or an ad? What counts as a “listen”?

Pricing & Strategy

If one podcast costs more than another, what usually makes the difference—audience size, audience fit, or ad placement?
Can you explain CPM (cost per thousand) in kid-friendly language, with a simple example?
Besides CPM, do you ever use other pricing methods—like flat fees, bundles, or paying based on clicks or sales?
Which spot in an episode is most valuable—pre-roll, mid-roll, or post-roll—and why?

Effectiveness & Ethics

Do you track what people do after hearing an ad—like visiting a website or using a code—and does that affect future pricing?
If a company has a small budget, how do you help them choose between buying ads on a few big shows or many smaller ones?

Your Company’s Edge

Without sharing secrets, what makes your company’s approach to matching brands with podcasts unique or especially effective?

MATH (B)
9:40-10:40

Students continued onto page 28 and 29 of their formative work booklets after discussing basic transformations. The following anchor chart has a useful way of "translating" (pun intended) the meanings of the terms translation, rotation, and reflection.
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-12-02-at-11-17-13-am_orig.png

HEALTH (B)
11:40-12:10

In Health today, we wrapped up our learning about healthy eating by working through pages 29, 30, and 31 of our formative booklets. These pages built on our earlier lessons about nutrition, dieting, and the pressures that can shape how people feel about their bodies. Students discussed how unrealistic body images can grow from many sources, including constant exposure to social media.

We talked about what the word diet really means. A diet usually involves limiting food choices or eating smaller amounts of food in an effort to lose weight. We learned that healthy dieting should only be recommended by a doctor and planned with the help of a registered dietitian who understands nutrition and the regulation of eating. Students also examined the rise of fad diets, which often show up on social media as trendy and fast weight loss plans. These plans usually promise quick and easy results that sound appealing but are often too good to be true. They tend to restrict major food groups, advertise a quick fix, and offer claims that are not strongly supported by research.

Using a fad diet case study, we looked closely at how certain promises can be made legal through the use of asterisks and fine print. Students discussed how these clever details can make unproven or exaggerated claims seem acceptable and how easy it is for people to overlook the small text that reveals the truth behind the advertisement.

During our next health period, we will work together to co-create an end of unit assessment. Once that is complete, we will move forward to our next topic.

LANGUAGE (C)
1:10-2:10
To wrap up our day, Grade 5C and I spent some time reviewing a few extra pieces of information that Bob Kane kindly sent to us after our FaceTime interview this morning. These follow up insights helped answer several questions we did not have time to pose during the live session and added even more depth to our learning about media, marketing, and target audiences.

After our discussion, students moved into a sandbox work period. Groups continued developing their media campaign pieces, which include writing and refining their scripts/notes to assist AI in generating a more polished logo, finalizing their professional logos generated with the help of AI, crafting effective slogans, and selecting an appropriate bribe based on the research they have gathered for their Famous Air product.

Several groups discovered that getting AI to produce exactly what they imagine can be more challenging than expected. This is a valuable part of the learning process and has helped students reflect on how important clear, specific instructions are when working with artificial intelligence. Next week, I plan to meet with one group per day to guide them in shaping more focused prompts so that their ideas can be brought to life more efficiently and more accurately.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, NOVEMBER 13, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

We also spent a couple of minutes preparing for our upcoming interview with Bob Kane from Libsyn Ads, which we will be conducting tomorrow morning over FaceTime. Students reviewed some of their questions and we talked through expectations for the interview so that we can start our day with a focused and confident conversation.

LANGUAGE (B)
8:40-9:40
As mentioned in yesterday’s blog, our class continued with our new routine of giving students an uninterrupted work period for each writing task. This focused block really helps them stay in the zone and do their best thinking. Today’s task was their humorous letter inspired by Ted L. Nancy’s Letters from a Nut, and the room was full of creative energy.

Students remained on their “writing diet,” which means they write three sentences, apply the three steps of our proofreading plan, and then check in with me for feedback. I tried something new today. After their first check-in, many students were graduated to finishing the rest of their letter independently. The idea is to make sure they are off to a strong start and then trust themselves to keep going. It is a nice way to build accountability and confidence.

Throughout the block, students were reminded to use their dry erase success criteria checklist for descriptive letter writing. This will likely be a constant reminder throughout the year. The goal is for them to check and apply every success criterion before coming to me. With time, this habit will help them become more independent, thoughtful writers.

I saw many encouraging things in their work. Students are becoming quite skillful at using similes and are really beginning to develop unique voices. Their word choice is expanding in wonderful ways. Some students are still leaning heavily on telling rather than showing. We talked about how showing means describing what a body might do when experiencing an emotion. For example, if someone is angry, their fists might ball up, their brows might scrunch in, or their face might turn red. These kinds of details pull readers into the moment, and I would love to see more of this type of writing across the class.

Students are also continuing to use a wider variety of sense words, which enriches their descriptions. And onomatopoeia has taken off in a big way. I am seeing a delightful mix of sound words popping up in their letters, and it brings a playful spark to their writing.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

We then turned our attention to page 27 of our formative work booklets after reviewing transformations.The following anchor chart has a handy "mnemonic" strategy to remind students as to the math term's definitions. https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-12-02-at-11-17-13-am_orig.png

Today we began exploring the Cartesian plane, and students were introduced to the idea of the X and Y axes. We established that the X axis runs horizontally and the Y axis runs vertically. To help everyone remember which is which, I shared two little memory tricks. If you imagine placing the letter X under the horizontal line of the plane, it looks like the legs of a picnic table holding up a sturdy tabletop. That can help students remember that X runs side to side. For the Y axis, we looked at the tail of a capital Y, which runs straight up and down, much like the vertical line on the plane.

I took extra time today to build some foundational understanding that will pay off when we move into our coding unit. We talked about how beneath every computer screen is an invisible Cartesian plane. Millions of lines of code written by countless people tell electricity exactly where to go on that grid and what to display when it arrives there. For example, a computer might send electricity to the point (117, 42) on its internal grid and tell it to glow with a certain brightness and color. When millions of these instructions run together, our screens show images, letters, buttons, games and everything else we interact with.

To help students make this connection, I showed them an online version of Battleship that I really like to use for practice. This version lets students click on specific coordinates to fire at the hidden ships and even choose a precise location within each square. I pointed out that coding works the same way. We don’t just tell a computer to send electricity to a general area. We tell it exactly where to go, down to a very precise point, and what to do when it gets there.

Today’s extended lesson walked students through the ideas found on page 26 of their formative booklet. Students were really engaged and seemed to enjoy seeing how something as simple as an X and Y axis forms the basis of so much of the technology they use every day.

The Battleship link is below for anyone who would like to explore it at home. https://www.battleshiponline.org/

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

Students continued onto page 28 and 29 of their formative work booklets after discussing basic transformations. The following anchor chart has a useful way of "translating" (pun intended) the meanings of the terms translation, rotation, and reflection.
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-12-02-at-11-17-13-am_orig.png

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

WEDNESDAY, NOVEMBER 12, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

We’ve been experimenting with a few new approaches in our class to help students make the most of their learning time. Over the past week, I’ve been doing a bit of surveying and observing, and I’m already seeing some promising results.

One area I’ve been rethinking is our writing block. In the past, I’ve divided writing tasks over several days, giving students short bursts of time to work. This year, I’m shifting to give them a full, uninterrupted period to write. I’ve noticed that when students have that longer stretch of focused time, they produce stronger, more thoughtful work. It gives them the space to get into their ideas, revise meaningfully, and feel proud of what they create.

Another small but exciting change involves our “What’s Trending” segment, which you may recognize from past blog posts. Instead of starting our day with it, I’ll be placing it between our language and math blocks. This mid-morning slot will give us a fun chance to reset, refocus, and re-energize before diving into math.

With this adjustment, our literacy block will likely begin with a bit of housekeeping, followed by a warm-up, then some reading, and finally our writing lessons.

LANGUAGE (B)
8:40-9:40

WARM UPS

For our warm-up today, we revisited the concept of morphology. It’s been a little while since we explored it together, so it was a great chance to refresh our understanding.

I reminded students that the word morphology is related to metamorphosis—both have to do with transformation. In our case, it’s about how we can transform words by understanding their parts: the root, prefix, and suffix. I often tell students to think of a word like a car, with a front bumper (the prefix), a back end (the suffix), and a strong middle frame (the root) that holds it all together.

Today, we focused on the suffix –ly, which changes verbs into adverbs. This little ending means “like” or “in the manner of.” For example, quick becomes quickly, and happy becomes happily. Students practiced identifying and using this suffix while applying the three steps of our proofreading plan to make sure their work was clear and polished.

READING

After our warm-up, we moved into our first guided reading session of the year. I had the chance to read with several students, and my goal is to continue reading with small groups or individuals on a daily basis throughout the year.

To keep things simple as we establish our routines, students spent today’s session reading independently while I worked with a few readers more closely. This approach went very smoothly, and it was wonderful to see students so focused and engaged in their books.

As we move forward, we’ll begin trying some new structures to go alongside guided reading. Students will have opportunities to rotate through different literacy activities, and we’ll gradually build familiarity with each of these routines. It’s an exciting start, and I’m looking forward to seeing their reading confidence grow as we refine our approach together.

WRITING

In writing today, I introduced our next formative task using the hilarious book Letters from a Nut by Ted L. Nancy. In this collection, Mr. Nancy writes a series of outrageous letters to real businesses, making wild and exaggerated requests, and then shares the often very polite and diplomatic responses he receives.

The students absolutely loved it. The letters are filled with humor and hyperbole, which ties perfectly into our current focus on purposeful exaggeration in writing. Ted L. Nancy’s over-the-top scenarios are not only entertaining, but they also model how strong word choice and vivid description can make even the silliest ideas come to life.

After reading a few of these letters together, students were fascinated by how businesses had to respond so carefully and respectfully, even when the situations were completely ridiculous.

For homework tonight, students are asked to brainstorm a business they might want to contact with their own utterly ridiculous and imaginative scenario, modeled after Ted L. Nancy’s style. Tomorrow, they’ll begin drafting their letters, putting their creativity—and sense of humor—to work. https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-11-12-at-12-40-42-pm_orig.png

MATH (B)
9:40-10:40

In math today, we focused on spatial awareness, working primarily through pages 21, 22, and 23 of our formative work booklets. Before we began, we had a short discussion about geometric properties and how they connect to the ways we see and represent shapes in space.

Being spatially aware is such an important skill, not just in math but in many real-world careers. We talked about how fields like engineering, architecture, and design all rely heavily on understanding perspective views—whether it’s reading blueprints, designing floor plans, or visualizing how a structure will stand.

Students practiced identifying and sketching two- and three-dimensional objects, explored prisms and pyramids, and worked on representing different perspective views of our classroom. To make the connection even stronger, I shared a few short videos about 3D printing, showing how this technology depends on the same kind of spatial reasoning we were practicing. By understanding the x, y, and z axes, coders can help a printer accurately create real-world objects from digital designs.

https://www.youtube.com/watch?v=ISXqC-YPnpc
https://www.youtube.com/shorts/yQpcX6h88zs

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Brainstorm your "Letters From a Nut" company and letter focus

TUESDAY, NOVEMBER 11, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
*Math retest tomorrow (Please ensure you have your math test signed and returned)

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

Today in class, we explored a powerful short animation released through the National Film Board of Canada titled Balablok. It is a simple film on the surface, yet it carries a message that feels especially meaningful on Remembrance Day. https://www.youtube.com/watch?v=6fzWJcgVgYY

The animation shows how conflict can slowly grow when people or groups struggle to respect one another’s differences. Sometimes these conflicts begin with something very small. A misunderstanding. A hurt feeling. A sense that someone is taking too much space or power. From there, emotions rise. People react. One choice leads to another, and suddenly the situation becomes much larger than it ever needed to be.

We talked about how this mirrors real conflict in our world. There are times when people feel justified in defending themselves. There are also times when we can step back, listen, and respond in ways that prevent things from becoming bigger and more painful. Escalation is not always the only path forward.

Of course, history shows us that when conflict does grow into war, it can change people and countries for generations. War leaves marks. It shapes identity, memory, tradition, and even how groups see one another long after the fighting stops. Balablok helps us see all of this in a way that is visual, accessible, and thought provoking for young learners.

On Remembrance Day, we take time to honour those who served, those who sacrificed, and those who continue to work for peace. Watching this film reminds us to start that work in our everyday lives. Respecting others. Listening carefully. Being mindful of our reactions. Thinking before responding in anger. Choosing kindness where possible.

WARM UPS

During our literacy warm-up today, we took a moment to reflect on where we are as a class when it comes to reading development. Now that all of our reading diagnostics are complete, we can proudly say that every student is officially in the reading-to-learn phase. This is a wonderful milestone.

What this means is that students have moved beyond learning how to read, and are now able to use their reading skills to explore and understand new ideas. They have strong phonics foundations and can decode unfamiliar words smoothly. They also know how to use context clues and other strategies to help make sense of challenging vocabulary. In short, the mechanics of reading are strong. Now our focus shifts to deepening understanding.

So, for the next while, our work will center around asking thoughtful questions, digging into ideas, and making meaningful connections. We will be looking both inward, connecting what we read to our own experiences, and outward, connecting what we read to the wider world.

After this discussion, we moved into some reading comprehension work. Today, we looked closely at a nonfiction text and talked about the importance of text features. In particular, we focused on the table of contents. We noticed that the chapter titles in the table of contents act much like topic sentences. They give us a preview of what the section will be about and help us locate information quickly and efficiently.

Students then answered a set of questions alongside me to warm up their thinking and practice using the table of contents to guide their understanding.

We'll start guided reading tomorrow :)

WRITING

In writing today, students had their final block of time to finish up their Homework Excuse Letter. As a reminder, we are using letter writing in this unit as a fun way to practice descriptive writing. The letters themselves are playful, but the learning is quite intentional. Our main focus right now is on using hyperbole, or purposeful exaggeration, to bring ideas to life in vivid and imaginative ways.

Throughout this unit, students are working to build stronger descriptive habits. We are using our writer’s notebooks, our toolkit binders, and our success criteria checklists to guide the process. These tools are meant to support students in planning, drafting, revising, and polishing their work. I am continuing to provide descriptive feedback as students write, encouraging them to strengthen their voice, word choice, and clarity. Once again, here's a link to a strong work sample for this given task https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-11-08-at-9-30-08-am_orig.png

One area we are still developing as a class is the consistent use of the success criteria checklist. Students have access to a dry erase version that they can update as they revise, but many are still learning how to use it as an active guide rather than an after-the-fact step. With continued practice, this will become more natural.

At the same time, I am seeing some exciting growth. Many students are experimenting with onomatopoeia and similes, and I am noticing more thoughtful detail in the writing. Our next big step will be working on fresh and precise word choice and balancing telling with showing. For example, instead of writing “I was sad,” a student might describe how their shoulders dropped or how their voice became quiet. These small shifts help readers feel the moment more deeply.

This is all part of developing a strong writer’s voice.

MATH (B)
9:40-10:40

In math today, we continued our work with triangles. Students practiced constructing triangles and labeling them with side lengths and angle measures. We reviewed how to identify angles as acute, obtuse, or right angles, and we revisited the important rule that the interior angles of any triangle always add up to 180 degrees.

From there, we began looking more closely at congruent figures. Congruent figures are shapes that share the same size and the same shape. A helpful comparison we used is that congruent shapes are like twins. If you were to place one on top of the other, they would match perfectly. We contrasted this with symmetry, where a single shape can fold to match itself. In symmetry, a shape matches itself. In congruency, two shapes match each other.

Students also completed page 16 in their formative work booklets, where they practiced proving when two figures are congruent. This helped reinforce the idea that we need clear markings and reasoning to show that shapes are truly the same.

In addition, I introduced a new marking convention for polygons. Beyond labeling side lengths and angles, students will now also use a small chevron marking to show pairs of parallel sides. This helps us read and compare shapes more accurately at a glance.

We used the class website along with visual anchor charts and short instructional videos to support our learning. https://www.drooker.ca/spatial-sense.html Students are developing stronger habits in identifying and describing shapes, and we will continue to build on these skills as we move forward in our geometry unit.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Math retest tomorrow (Please ensure you have your math test signed and returned)

MONDAY, NOVEMBER 10, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*A quick update regarding Parent Teacher Interviews. Madame D’Ambrosio will be conducting interviews for students in 5C, and I will be meeting with families from 5B. Of course, I will be sharing notes with her so that communication between home and classroom remains clear and consistent.

At this point, my appointment schedule for Thursday and Friday is nearly full. If you were not able to book a time, please do not worry. You are welcome to reach out and we can arrange an alternative. I am happy to meet by phone or FaceTime, and I can also schedule an in-person conversation outside the interview dates if needed.

*I provided math retest assistance to students today during lunch. Unfortunately, far fewer than anticipated showed up despite reminders...hopefully that means that students have been responsible and have been working alongside a trusted adult at home. Our math retest will occur on Wednesday during lunch.

Thank you for your continued partnership and support.

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

In Literacy today, we began with something a little thought-provoking. I shared an animated music video that my students created nineteen years ago, set to a song by Michael Franti titled Love Enough. https://www.youtube.com/watch?v=5ekNkaw3mmA Franti also has a companion piece that some families may recognize called Bomb the World. In that song, he repeats a powerful line in the chorus: You can bomb the world to pieces, but you cannot bomb it into peace.

The purpose of showing this to students was not to provide answers, but to introduce a question worth holding. Is love enough to solve some of the challenges we see around us, or do we sometimes feel the need for intervention? And if we do intervene, what does it truly mean to bring about peace? We may stop an opponent. We may silence a conflict. But is the absence of fighting the same as peace?

I did not lecture and I did not direct students to any particular conclusion. I simply let the music and the animation speak. The room became thoughtful in that quiet way where you can almost see the wheels turning. It was a moment of reflection as we move toward tomorrow’s Remembrance Day assembly.

It is worth considering, especially at this time of year:
Is love enough?
And if you can bomb a world to pieces, can you bomb it into peace?

These are the kinds of questions that help us grow not only as learners, but as compassionate citizens of the world.

WARM UPS

During the warm-up portion of Literacy today, we took a few minutes to revisit the expectations for our Writer’s Notebook. The Writer’s Notebook is a place where ideas start small and grow. It is where students can draft, revise, experiment with language, and reflect. To help our writing stay organized and thoughtful, we reviewed the norms we created together:

• Students use only a pencil and a highlighter in their notebooks.
• Writing begins at the left-hand margin and continues all the way to the edge of the page.
• The only time we do not start at the left margin is when beginning a new paragraph, where we indent five-finger spaces.
• We skip lines as we write so that there is space to revise and improve our work.
• After each sentence, we pause and apply Our Proofreading Plan to check for capitals, punctuation, and clarity.
• When beginning a new writing task, we turn to the next clean page and always start at the very top.
These routines may seem small, but they set the stage for strong writing habits. They help students keep their ideas organized and give them space to make changes as their thinking develops. It was encouraging to see students settle into the rhythm of writing with confidence and purpose.

WRITING

In Writing today, students continued working on their humorous homework excuse letters. As they wrote, they were expected to follow our Writer’s Notebook routines that we reviewed together, as well as apply our descriptive writing success criteria. The goal is not only to share a creative and funny reason for why the homework was not completed, but to do so with strong writing craft.

To support careful, thoughtful writing, I am continuing to have students check in with me after every three sentences. This allows us to pause for feedback and helps students focus on quality rather than simply filling space. During these check-ins, we also look closely at how well they are applying the three steps of Our Proofreading Plan (O.P.P.) after each sentence. This is helping students internalize good habits around punctuation, spelling, and clarity.

Students will have a little more time tomorrow to complete their one-paragraph letters. I am looking forward to seeing their final drafts and the creativity that shines through when care and intention are placed into every sentence.

MATH (B)
9:40-10:40

In Math today, we took some time to re-establish our expectations for measuring and describing triangles. With our field trip last week, it had been a few days since we last worked with these ideas, so we reviewed the steps carefully and made sure everyone was confident before moving forward.

We began by reviewing how to properly measure side lengths using centimeters, and how to record those measurements neatly on our diagrams. We also looked at how to mark sides that are the same length using small matching symbols, which helps us identify whether a triangle is scalene, isosceles, or equilateral. From there, we reviewed how to identify angles as acute (A), obtuse (O), or right (R), and how to measure angles accurately with a protractor, remembering to include the degree symbol.

We also discussed how to name triangles in two ways:
• By side lengths: equilateral, isosceles, or scalene
• By angles: acute, obtuse, or right

We also revisited the idea of regular and irregular polygons. A shape is considered regular when all of its side lengths and all of its angles are equal. If even one side length or one angle differs, the shape becomes irregular.

Students then completed page 12 of the formative workbook, which reviewed all of these concepts. We continued to page 13, where students learned about interior and exterior angles, and discovered that an interior angle and its matching exterior angle together always create a full 360 degree rotation.
To finish, students completed question two on page 14. They drew a triangle starting with a 6 centimeter base, then used a protractor to measure a 60 degree angle on one side and a 45 degree angle on the other. From there, they marked up the triangle according to our agreed-upon rules, identifying angles, side lengths, and naming the triangle accurately.

This was a strong return to our geometry work, and students are becoming more confident in how to describe triangles with clarity and precision. The following games and video will help to consolidate student understanding

ONLINE PROTRACTOR: www.visnos.com/demos/basic-angles
BUBBLE POP ANGLE GAME: www.mathnook.com/math/mathpup-angles-bubble-shoot.html
FIND THE ANGLE GAME: www.mathplayground.com/alienangles.html
https://www.youtube.com/watch?v=Gzd_lsNwTOI

HEALTH (C)
11:40-12:10

In Health today, we spent time reviewing what we have learned throughout our unit so far, as we are now nearing the end of it. Our main focus was on body image and how we can respond to the messages we see and hear in the world around us. We discussed how companies, advertisements, and social media often send strong messages about what we are supposed to look like, and how this can affect how we feel about ourselves.
As a class, we came up with three strong strategies for maintaining a healthy and positive sense of self:

Limit social media use: Sometimes we become caught in the constant cycle of scrolling and comparing. Social media can promote one narrow idea of what “looking good” means. Turning it off or taking breaks can help us step back and see ourselves with more kindness and clarity.
Surround ourselves with positive and diverse people: Being around people who encourage us, support us, and come from different backgrounds helps us appreciate the variety of ways people can look and live. This helps us remember there is no single “right” way to be.
Focus on what our bodies can do: Instead of focusing only on appearance, we looked at the importance of valuing our strengths, skills, and unique abilities. We talked about the idea of being a leader rather than simply trying to follow the crowd.

Next Health class, we will shift into learning about nutrition, dieting, and fad diets. Once we complete that portion of the unit, we will set a test date and review together in preparation.
LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, NOVEMBER 7, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

We had a wonderful day together as we ventured out on our field trip to the Kortright Centre. The fresh autumn air, tall trees, and time outdoors were a welcome change of pace. While we were there, students also had the opportunity to learn a little more about Indigenous knowledge and perspectives, which ties directly into our Grade 5 Social Studies learning. It was a great chance to connect what we’ve been talking about in class to real places, real stories, and real histories.

Just a reminder that I've moved the math retest to Wednesday. If you child would like some extra help in regards to that math retest, I'm opening up lunchtime on Monday for assistance :)

LANGUAGE (B)
8:40-9:40

Field Trip

MATH (B)
9:40-10:40

Field Trip

HEALTH (B)
11:40-12:10

Field Trip

LANGUAGE (C)
1:10-2:10

We returned to school in time for Media Studies with 5C, where we also welcomed our new classmate and helped them get caught up on what we’ve been working on so far. As a reminder, Media Studies is something we do every day 1, and today we reviewed what media actually is. We revisited our acronym:
Media P.I.E.

Persuades
Informs
Entertains

Students looked back at the notes they prepared to support their upcoming exit interview about their Famous Air logo designs. In these interviews, they will be asked to justify and explain their design choices, which helps build thoughtful, intentional communication skills.
We also continued our discussion on using Artificial Intelligence (AI) as a tool—not something that thinks for us, but something that follows the instructions and ideas we provide. Students worked on developing clear “blueprints” (or sets of notes) that they can use when interacting with ChatGPT to help generate or refine a digital logo. The emphasis is on understanding that AI output is only as strong as the clarity and quality of the input—a valuable lesson for the world they are growing up in.
As always, our media studies work is all about helping students learn to tell and sell themselves and as a result, become more savvy consumers. In a world where attention is the currency, it’s important that students learn how media messages are constructed, how companies compete for their focus, and how to recognize persuasive techniques so they can think critically rather than just react.
Please feel free to visit our ongoing media project and class showcase at:
👉 famousair.weebly.com

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

THURSDAY, NOVEMBER 6, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Field Trip Reminder

A quick reminder that tomorrow our class will be heading to the Kortright Centre for our field trip. We will be spending time outdoors, so please ensure that students come dressed appropriately for the weather. Layers, comfortable footwear, and a jacket are often helpful at this time of year.

Students should also bring a boomerang lunch. This means that whatever comes to school in their lunch bag will return home with them at the end of the day. We are aiming to reduce waste and be mindful of the environment while we are at the Centre.

Math Retest Update

I was away yesterday due to some illness in my family, so I was unable to offer my usual Day 4 extra help time. Since we also have our field trip tomorrow, I do not want to rush the support needed for students preparing for the math retest.
I let students know that I will offer extra help on Monday during first recess. The math retest will now take place on Wednesday, during our Day 4 support time.
Thank you for your understanding.
LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

Today we continued our first cycle of oral presentations during our What’s Trending portion of literacy. One student had the chance to present in front of the whole class and they did a wonderful job sharing their topic, speaking clearly, and engaging their audience.

We also had an honest conversation together about how many students are still waiting for their turn. With a large class, one presentation per day would mean that this part of our literacy block could start to feel a bit repetitive. I explained to students that although presenting in front of the class is valuable, variety keeps our learning fresh and exciting.

To keep things interesting, the remaining students will record their presentations using our classroom iPhone and tripod setup. This gives every student the same chance to prepare and present, while also allowing us to view and enjoy the videos together in a format that feels new. It also provides a great opportunity for students to watch themselves back and reflect on their oral communication skills.

WARM UPS

During the warm-up portion of our literacy block today, I introduced students to their new writer’s notebooks along with our updated toolkit binders. A few blog entries ago, I shared that we were moving toward consolidating student writing into one place. This helps us save paper and also places more responsibility on students to organize and care for their work. The writer’s notebook serves as the main place where all drafts, ideas, and written responses will live. Having everything in one notebook makes it much easier for me to review growth and provide feedback, and it reduces the constant need to photocopy.

Alongside the notebook is our toolkit binder. This binder contains helpful supports that students can reference while writing. Inside, they will find word menus to help with vocabulary choice, along with various success criteria checklists such as our OPP editing checklist. There are also other tools they can use throughout the writing process. All of these pages are in protective sleeves so they can be used many times across different pieces of writing with a dry erase marker.

Today, I modeled how to use both tools together. Under the document camera, I demonstrated how each part of a letter is placed along the left margin. The only time we move away from the left margin is when beginning the body of the letter, where students indent five finger spaces to begin their topic sentence. Students observed how to write the date correctly, making sure to capitalize the month and day, include a comma between them, and add a period after the year. They learned to skip a line before writing their greeting. We discussed choosing either a formal or informal greeting depending on the audience, and placing a comma after the greeting. Students then learned to skip another line before beginning the body of the letter, which will contain the paragraphs they will write to communicate their message.

We also reviewed the expectation that students apply the three steps of our proofreading plan after every sentence. As we worked together, students copied each portion into their writer’s notebooks while following along with the projected model. This allowed everyone to build confidence with the structure and expectations right from the start.

WRITING

For the writing portion of our literacy block today, I introduced what I call our three sentence writing diet. At the start of a new writing unit, it can be very tempting for students to write a large amount very quickly. However, our focus right now is on quality over quantity. I want students to feel confident communicating their ideas and to develop the habit of checking and improving their writing as they go.
Some students already do this naturally, but many are still learning how to slow down, think through a sentence, and revise it before moving on. I have noticed run-on sentences and sentence fragments appearing quite frequently, so this writing diet will help us target those habits directly.
Students began writing their homework excuse letter, which connects back to yesterday’s lesson. The expectation today was to write three complete sentences. After writing each sentence, students needed to apply the steps from our proofreading plan, using the OPP checklist to revise and strengthen their work. Only after completing all three sentences and proofreading each one were students asked to check in with me for feedback.
As we continue, I will begin to adjust this routine. Some students may soon be ready to write more before checking in, while others may benefit from continuing to work in shorter bursts with ongoing support. The ultimate goal is to help students build toward independence, where they can complete their writing and review it with confidence before seeking feedback at the end.
We made a strong start today. I was able to conference with many students, and I will continue this process next week as we further explore and develop our letter writing.
LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

During this block of time today, our class had the opportunity to enjoy the fall dance. Students had a wonderful time celebrating together, enjoying music, movement, and time with friends. It was a nice break in the week and brought a lot of smiles and energy to the room.
Because of this, Grade 5B did not have math today. We will pick up right where we left off in our next math period and continue learning with our usual routines.
MATH (C)
1:10-2:10

In math today, Grade 5C caught up to where 5B was in our formative workbook on page 11. We worked through several mini lessons focused on triangle measurement and naming. Students practiced measuring side lengths carefully and remembering to include units in centimeters. We also used our eyes as protractors to identify angles as acute, right, or obtuse, and labeled them with A, R, or O.
From there, we moved into using actual protractors. This is still a developing skill for many students, so I have included a selection of tutorial videos and angle measuring games below for extra practice at home.

ONLINE PROTRACTOR: www.visnos.com/demos/basic-angles
BUBBLE POP ANGLE GAME: www.mathnook.com/math/mathpup-angles-bubble-shoot.html
FIND THE ANGLE GAME: www.mathplayground.com/alienangles.html
https://www.youtube.com/watch?v=Gzd_lsNwTOI

Students then explored how triangles can be named in two different ways. First, by their side lengths: equilateral means all sides are equal, isosceles means two sides are equal, and scalene means all three sides are different. Second, by their angles: an acute triangle has three acute angles, a right triangle has one right angle, and an obtuse triangle has one obtuse angle. https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-11-20-at-11-47-45-am_orig.png We also reviewed that the interior angles of any triangle always add up to 180 degrees, which is a helpful way to check measurements when using a protractor.
We ended the lesson with a performance task. Students drew their own triangle, labeled all side lengths and angles, and used symbols such as matching notches to show which sides were equal. They fully annotated their diagrams so that someone else could clearly understand the triangle they created. (Something akin to this but with triangles: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2019-12-07-at-2-12-55-pm.png?1576512522)
Please take some time at home to explore the practice links. A little extra familiarity with angle measurement will go a long way as we continue learning next week.
MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

NOVEMBER 4, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning, during our What's Trending time, we made space for another round of oral presentations. We began rebuilding our schedule yesterday to ensure that everyone who wants to present to the whole class is able to do so. It has been wonderful to see so many students feeling excited and confident about sharing their ideas.

There are still a number of students eager to take their turn, and I do not want to rush or limit that opportunity. We will continue to sprinkle presentations in over the next couple of days during our "What's Trending" portion of our literacy block.

WARM UPS

For the warm-up portion of our literacy block, one of our students volunteered to have their descriptive writing test displayed for the class using our projector. This took courage, and we acknowledged that right away. Together, we offered gentle feedback and looked closely at what was already working well.
After that, every student was invited to rework and enrich the paragraph while I scribed. The goal was to ensure that all parts of our success criteria were included, such as vivid sensory details, clear description, onomatopoeia, similes, strong sentence flow, etc. It was a constructive and collaborative way to grow as writers, and I was proud of the thoughtful improvements I saw across the room.
WRITING

After our warm-up, we transitioned into an introduction to our new writing unit. https://www.drooker.ca/letter-writing.html The success criteria will stay the same as in our descriptive writing unit https://www.drooker.ca/descriptive-writing.html, but this time we are embedding our descriptive paragraphs within letter or email writing. Students learned that each piece should include a date, a greeting or salutation before the descriptive section, and a closing with a name or signature at the end. screen-shot-2019-11-01-at-9-37-05-am.png

We talked about how the tone and style of a letter change depending on the audience. Students defined and discussed the difference between formal and informal greetings and closings, thinking about how word choice and voice can shift to match the reader. https://www.youtube.com/watch?v=5qXxP8KMSJk

Next, we outlined what the unit will look like. Our descriptive paragraphs will focus heavily on hyperbole, which we defined as “exaggeration for effect.”

To start, students will write a humorous letter explaining an outrageous excuse for why their homework was not completed. After that, we’ll dive into the humorous book entitled "Letters from a Nut" by Ted L. Nancy, a hilarious collection of absurd and exaggerated letters that will inspire students to craft their own “nonsense” letters in a similar style. Later in the unit, students will write a letter to a celebrity, and I may even provide envelopes and stamps so we can mail them to real addresses found online. Finally, our culminating project will be a Message in a Bottle activity, which I’ll describe in more detail soon.

It’s shaping up to be a fun and creative writing journey filled with imagination, exaggeration, and a few laughs along the way!

MATH (B)
9:40-10:40

We began math today with more multiplication and division practice. We continue to learn and reinforce multiplication facts in fun and memorable ways so that these facts become automatic and stay with students throughout the year. Alongside this, we are keeping up ongoing practice with cross multiplication (also known as lattice multiplication) as well as both long and short division. We will continue this pattern of practice for the foreseeable future as it strengthens confidence and fluency before we move deeper into our current unit.

Students then returned to their formative work booklets and revisited page 11. We used the “eyeball method” to identify angles as acute, obtuse, or right, and we also reviewed straight and reflex angles. After that, we watched a tutorial video on how to use a protractor. https://www.youtube.com/watch?v=Gzd_lsNwTOI Near the end of the video, students noticed an alternate technique that involves measuring the difference between numbers on the protractor rather than always starting at zero. This will be helpful for situations where rotating the protractor is tricky.

We moved on to learning the names of triangles based on side lengths. Triangles can be:

Equilateral: all three sides are the same
Isosceles: two sides are the same
Scalene: all sides are different

We also worked on naming triangles by their angles. If a triangle has a right angle, it is a right triangle. If it has three acute angles, it is an acute triangle. If it contains one obtuse angle, it is an obtuse triangle.

To bring all of this together, students completed a performance task. They used a ruler to draw a triangle, labeled the sides with the unit of measurement (centimeters), and noted which sides were the same or different using a symbol. They then used the eyeball method to estimate the angles, followed by measuring the angles with a protractor and recording the degree measurements. Once finished, students brought their work to me either for modeling support or for evaluation. Finally, they returned to page 11 to record the formal names of their triangles based on both side lengths and angles. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2019-12-16-at-11-09-26-am.png?1576512652

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math today, I returned to students their recent math tests. A number of students also received a retest form, along with their test, for a parent or guardian signature. Those students will have the opportunity to complete a retest on Monday, November 10th. The instructions for the retest are stapled to the front of the test for your review. If your child received one, please ensure it is signed and returned as soon as possible.

After distributing and discussing those items, we moved into some quick multi-digit multiplication and short division practice. As mentioned previously, we will be continuing with ongoing daily multiplication and division review throughout the year. These skills are foundational, and we want them to be automatic and secure, since so much of our later work in math relies on confidence with these operations.

We then returned to our spatial sense unit. Students reviewed the idea of dimensions, thinking of the word dimension as another way of saying quality:
One-dimensional: only length changes
Two-dimensional: length and width change
Three-dimensional: length, width, and height change

We also revisited parallel, perpendicular, and intersecting lines, and reviewed the definitions for prisms and pyramids.

From there, we began to focus in on triangles. I demonstrated why triangles are so useful and strong in building structures. We followed this with an “angle song” video that reminded students about identifying angles: acute angles are less than 90 degrees, right angles are 90 degrees, and obtuse angles are greater than 90 degrees. We also acknowledged straight and reflex angles, even though our initial focus right now is simply recognizing the three main angle types using our eyes as a first strategy.

5C is just slightly behind where 5B currently is in the sequence, but we will be caught up shortly. We will soon be working with page 11 in the formative workbook, just as described in the earlier blog entry above.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

MONDAY, NOVEMBER 3, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
I sent a reminder email earlier today outlining our homework routines and expectations. As we move toward the first progress report, this is simply a friendly check-in. If you’re already following these routines — thank you so much for your support. If not, please take a moment to review and get familiar with them, as these have been in place since the start of the year.

Some students are also bringing home their most recent math test, along with an explanation of our retest routine and a date for their upcoming retest. This process helps students learn from their mistakes, strengthen their understanding, and show continued growth.

I continue to upload work to your child’s Remote Learning Google Drive, especially in the Notable Work folder. You’ll soon see a new document from our Descriptive Writing Unit showing how each student’s culminating test was transcribed and transformed using AI tools — from their original writing, to a gently polished version (improved for fluency, punctuation, and spelling), to a Level 4 model exemplar that demonstrates what fully meeting the success criteria looks like.

Thumbs Up and Down Monthly Reports for October have been uploaded within your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 65 thumbs up a month with ~5 thumbs down. Note: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment.

Please note: the Google Drive app can occasionally be a bit finicky. If something I’ve referenced in our class blog seems to be missing or hasn’t appeared yet, it may just be a temporary upload glitch. I’m usually very diligent about watching uploads go through, but if you ever notice something missing, please don’t hesitate to reach out — I’ll make sure it’s there.

LANGUAGE (B)
8:40-9:40
This morning was a very exciting time in Grade 5B and 5C. Students had their first oral presentation of the year and they were eager to share their work. As you may remember, students complete three oral presentations throughout the year. They are only required to present one of these in front of the whole class, but we had many students volunteer to do so today. It was wonderful to see such confidence and enthusiasm.

We began by warming up with a game called Zip, Zap, McGuillicutty, Spark. This game helps students practice important presentation skills in a fun and active way. We focused on posture, eye contact, volume, expressive voice, hand gestures, and being able to think quickly and clearly while speaking. The warm up helped everyone feel a little more relaxed and ready to try their best.

During our presentation block, we heard nine students present to the class in 5B and X students present to the class in 5C. Each student demonstrated thoughtful preparation and growing communication skills. After each presentation, I provided descriptive feedback to guide their continued improvement.

Some students still hope to present in front of the whole class and we simply ran out of time today. These students will have the opportunity to present during our What’s Trending time over the next few days. Other students may choose to record their presentation independently using our class tripod, which also meets the criteria for the assignment. It is exciting to see so many students motivated to challenge themselves and build confidence as speakers.

At the end of our block, I also had a chance to show students how I have been uploading work to their Remote Learning Google Drive inside the Notable Work folder. We looked specifically at their recent descriptive writing test, along with an AI assisted progression of their work. This allowed students to see how they can revise and transform their descriptive writing paragraphs to the next level while making sure they meet all the success criteria.

MATH (B)
9:40-10:40

In math today, students continued their exploration of geometry. We began by reviewing the idea of dimensions. We discussed how 1D, 2D, and 3D describe different attributes or qualities of shapes and objects. From there, we revisited the difference between prisms and pyramids. Students were reminded that prisms have two matching bases with rectangular faces connecting the top and bottom. Pyramids have one base and come to a point, called an apex, with triangular faces connecting the apex to the base. We also reinforced that the name of the shape comes from the shape of the base. For example, a shape with a hexagon on the bottom would be called either a hexagonal prism or a hexagonal pyramid.

Once we reviewed our vocabulary, students in Grade 5B worked on page 11 of their geometry formative booklet. We reviewed the names of some basic angles. Students were reminded that an acute angle is less than 90 degrees, a right angle is exactly 90 degrees, and an obtuse angle is greater than 90 degrees but less than 180 degrees. We also learned that a straight angle measures 180 degrees and that any angle larger than 180 degrees is called a reflex angle.
I demonstrated an online protractor tool and reminded students how a protractor helps us measure angles. For today, students used what I called their eye protractors. They looked at the angles on page 11 and labeled each as A for acute, O for obtuse, or R for right. We will continue to build our accuracy and confidence with measuring tools in future lessons.

We finished class with a short video that introduced how triangles can be named based on their angles and side lengths. This leads us directly into our next lesson, where we will focus more closely on classifying triangles. We will continue working through page 11 next class as we deepen our understanding of shapes and the language of geometry.

HEALTH (C)
11:40-12:10

Today we continued our healthy eating unit by taking a closer look at how food is advertised. We discussed how something as simple as a banana is still just a banana, but our perception of it can change depending on how it is packaged or who is promoting it. This led us into a conversation about celebrity endorsements and why companies sometimes choose well-known figures to make their products seem more exciting or desirable.

We also talked about product placement. Students learned that companies often pay to have their products shown in movies, on television, or in social media posts. When we see those products over and over again in appealing settings or near people we admire, it can make us feel like we should want them too. This idea tied in nicely with our larger Media Studies project about our fictional product, Famous Air. Earlier this year, students analyzed commercials to determine the target audience by looking at the ages and genders of actors in the advertisement. Today we connected that thinking to the many production choices advertisers make to catch and hold our attention.

As a class, we identified many of the production values that companies use when creating commercials and packaging. These included:

Logos
Slogans
Websites
Product bribes or incentives
Phone numbers
Jingles
Music
Sound effects
Motion graphics (moving text or images)
Camera shots such as close-ups, wide shots, and panning
Color psychology
Animation
Cute or memorable characters
Celebrity endorsements
The bandwagon appeal
Product placement in movies, television, or online posts

Students are becoming more aware of how often they are exposed to advertising messages each day and how much thought goes into influencing our choices as consumers. It was a lively discussion and an important step in helping students become thoughtful, informed decision makers when it comes to both media and healthy eating.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math today, Grade 5C reviewed their recent math test together. We went through the questions as a class so that students could reflect on their thinking and identify areas of strength and areas to continue improving. I will be documenting the test results this evening. Any students who require a retest will bring it home tomorrow in a similar fashion to how 5B did so today.
We'll proceed with our Geometry unit tomorrow.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Study for math test (October 30th): https://www.drooker.ca/number.html
*Continue to review Multiplication and Division Tricks:
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf

FRIDAY, OCTOBER 31, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Parent Interviews: As we approach parent-teacher interviews, we wanted to let you know of a couple of important items:
1. Mme D'Ambrosio and I will be conducting interviews separately, as to give every family a chance to choose a time slot.
2. If you would like an interview with the non-homeroom teacher, please message them separately to arrange a meeting time.

Oral Presentations are due Monday :)

Retesting: Regarding retests, for any students who are interested, we will decide on a retest day together on Monday. I keep the process very simple and focused on learning. For example, if a student scored 30 out of 50 on a test, I ask them to review and study the concepts they found challenging. They are welcome to do this on their own, and I also offer a recess time where they can come in for extra help and clarification. When they are ready, they rework only the questions they did not earn full marks on. If they earn full marks on those reworked questions, I take that score, divide it by two, and add it to their original test result. This approach encourages ongoing learning, reflection, and a willingness to seek support when needed, while also ensuring that final marks remain fair and representative. It is also worth noting that I co-create our unit tests with students, provide a full week of study time, and allow opportunities to review material beforehand. All of this is designed to reduce stress and help students feel confident and well prepared. We will speak more about this on Monday.

LANGUAGE (B)
8:40-9:40

In literacy today, we took another exciting step in our full-year marketing campaign project. Students had the chance to review and reflect on their own logo designs, which are now proudly featured on our class website, famousair.weebly.com. As we looked closely at the different design choices, I emphasized the idea of making data-driven decisions. In other words, every color, shape, font, or image included in a logo should have a thoughtful reason behind it. This skill is not only important in media literacy but is something that will support students across all subject areas. We are entering a stage where being able to explain why we choose something, or why we believe something, makes our thinking clearer and stronger.

To help build this skill, we discussed how effective communicators use specific evidence to support their ideas. For example, later this year we will begin review writing, and students will need to use clear evidence to justify their opinions about a product or experience. The more detail and reasoning they provide, the stronger their writing becomes. Today, a small group of students modeled the expectations for our upcoming exit interviews. Each student will have the chance to revisit their original notes and then record a short response on camera, using guiding questions to explain the decisions behind their logo. This style of reflection is similar to a speaker’s corner, where individuals share their thoughts clearly and confidently with an audience.

We also looked ahead to an exciting event on November 14. Our class will be speaking with Bob Kane from Libsyn Ads. Bob works with companies to help them understand their target audiences and choose advertising opportunities that are a good match. Students began brainstorming thoughtful questions to ask during the interview, and we will continue shaping these in the days to come. This conversation will help students see how real companies use information and data to make smart decisions about where and how to advertise, including in the world of podcasting.

MATH (B)
9:40-10:40
In math today, we had a calm and focused work period. Students were given extra time to complete their unit test, and it was wonderful to hear that several students spent time yesterday reviewing concepts they wanted to strengthen. This shows great initiative and a growing understanding that learning does not begin and end in the classroom, but continues with reflection and practice.

Students who had already finished the test were welcome to revisit their work and make improvements. While not everyone chose to do so, I am hopeful that students are beginning to recognize the value of using opportunities like this to deepen their understanding. We will continue to encourage resourcefulness and the habit of checking in with ourselves about what we know well and what we still need to review.

As we move forward, we will be taking up the test together. Some students found certain parts challenging, which is completely normal. These moments help us identify next steps and guide our instruction. This also connects to how we use our recess and learning breaks. We will continue that conversation next week, focusing on how we can support learning both in work time and during our transitions.

HEALTH (B)
11:40-12:10

Today we continued our healthy eating unit by taking a closer look at how food is advertised. We discussed how something as simple as a banana is still just a banana, but our perception of it can change depending on how it is packaged or who is promoting it. This led us into a conversation about celebrity endorsements and why companies sometimes choose well-known figures to make their products seem more exciting or desirable.

We also talked about product placement. Students learned that companies often pay to have their products shown in movies, on television, or in social media posts. When we see those products over and over again in appealing settings or near people we admire, it can make us feel like we should want them too. This idea tied in nicely with our larger Media Studies project about our fictional product, Famous Air. Earlier this year, students analyzed commercials to determine the target audience by looking at the ages and genders of actors in the advertisement. Today we connected that thinking to the many production choices advertisers make to catch and hold our attention.

As a class, we identified many of the production values that companies use when creating commercials and packaging. These included:

Logos
Slogans
Websites
Product bribes or incentives
Phone numbers
Jingles
Music
Sound effects
Motion graphics (moving text or images)
Camera shots such as close-ups, wide shots, and panning
Color psychology
Animation
Cute or memorable characters
Celebrity endorsements
The bandwagon appeal
Product placement in movies, television, or online posts

Students are becoming more aware of how often they are exposed to advertising messages each day and how much thought goes into influencing our choices as consumers. It was a lively discussion and an important step in helping students become thoughtful, informed decision makers when it comes to both media and healthy eating.

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Study for math test (October 30th): https://www.drooker.ca/number.html
* Review Multiplication and Division Tricks
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due Monday: www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

THURSDAY, OCTOBER 30, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
Students received their final in-class work block today to complete their custom action figure and the front and back of their action figure card. The front of the card features the character’s name, logo, and slogan. The back of the card includes the descriptive paragraph that students drafted on Monday as part of the culminating task for our descriptive writing unit.

This project marks the end of our Descriptive Writing Unit, where students have been learning to describe with clarity, detail, and voice. Descriptive writing appears in many different real-world forms, not only in stories. In this task, students were asked to communicate and promote their character the same way a toy company might, through carefully chosen words, strong imagery, and deliberate language choices.

A key idea we explored in this unit is the importance of representation. We have discussed how toys often reflect only a limited range of identities and experiences. When children do not see themselves represented, it can be harder to feel inspired or to feel proud of who they are. By creating their own action figures, students had the opportunity to think about identity, diversity, and the value of having many different types of heroes in our world.

Students were given three full class periods (Tuesday, Wednesday, and today) to work on their project. As we neared the end of the work time, I noticed that several students were rushing to finish. We spoke together about the importance of pacing, planning, and using class time thoughtfully. Students were also encouraged to bring work home when needed, especially brainstorming or finishing touches, so that they could use in-class time more effectively.

I also reminded students that while the artistic side of this project is enjoyable and meaningful, the assessment focus is on the literacy component. The clarity of their ideas and the quality of their descriptive writing are what I am evaluating. The creative artwork is appreciated, but it is not the primary assessment criteria.
That being said, I truly value artistic expression, and I recognize how important it is for students to have opportunities to express themselves creatively.

Projects like this often become special keepsakes. They capture a moment in time and a snapshot of a student’s imagination, identity, and voice. I look forward to sharing their completed work with you soon.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

Today in math, students continued working through their current unit test. This assessment covers several key concepts we have been exploring over the past few weeks, including:

Addition and subtraction (with borrowing/regrouping)
Multiplying and dividing multi-digit numbers
Working with decimals, fractions, and percent

Students are taking their time to show their thinking clearly, and we will continue the assessment tomorrow.

In addition, students completed a multiplication times-table automaticity check today. I have uploaded each student’s timing sheet to their individual Remote Learning Google Drive folder. One student was able to complete the chart in 1 minute and 20 seconds, while the class average fell just under 5 minutes.
You may notice that I have highlighted any times around 6 minutes or longer to give you a sense of where your child currently is in terms of automaticity—the ability to recall multiplication facts quickly and accurately. This skill is incredibly important, as strong multiplication recall directly supports division, fractions, decimals, and more complex problem solving. It truly acts as a foundational backbone to much of the math we do moving forward.

Students will have another opportunity tomorrow to complete their test, and then we will review it together as a class. I will continue to document and upload assessments to their Google Drive folder.

Just a friendly reminder that I do not send tests home, as work often gets lost or misplaced during that process. Instead, please continue to check your child’s Remote Learning Google Drive folder regularly to follow along with their progress—both select formative (in-progress) and summative (final) assessments are stored there for your ongoing reference.

MATH (C)
1:10-2:10

5B had but one math period today but 5C had two and thus was able to complete their math test which we'll take up next period.

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
* Review Multiplication and Division Tricks
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

WEDNESDAY, OCTOBER 29, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Just a reminder that students have a Math Test tomorrow :)

LANGUAGE (B)
8:40-9:40

Today students continued their work on the Superhero Action Figure project. Students were either finishing the creation of their action figure itself or working on the rough draft of their logo and slogan. Many students were also planning the color and pattern designs for both the front and back of their action figure packaging. A few students were able to check in with me to review their progress and are now ready to begin their good copy.

The completed action figure, along with both sides of the packaging card, is due at the end of the day tomorrow. Some students may choose to bring materials home this evening to continue their work.

During the work period, I was also able to complete all of 5B’s diagnostic assessments, so we will be ready to begin guided reading soon, which is exciting. I will also continue providing ongoing feedback on the descriptive writing piece connected to the superhero project over the upcoming days!

MATH (B)
9:40-10:40

Today we continued exploring the vocabulary and characteristics of one, two, and three dimensions. We reviewed what 1D, 2D, and 3D mean and connected these ideas to the shapes we see around us. We also revisited the different types of lines, including vertical, horizontal, and oblique (diagonal), as well as the difference between parallel, intersecting, and perpendicular lines. https://www.drooker.ca/spatial-sense.html

Students then worked on page 9 of their formative math booklets. This activity focused on identifying whether a shape is a plane (two-dimensional) or a solid (three-dimensional). We used the terms planes and solids to build a stronger understanding of how shape and dimension are connected.

Afterward, we looked closely at the difference between prisms and pyramids. Students learned that:

Prisms have two matching bases (a top and a bottom) and the sides are made up of rectangles or squares.
Pyramids have one base and come to a single point at the top called an apex. The sides of a pyramid are made up of triangles that meet at that point.

We ended our lesson by identifying the key parts of 3D solids: faces (the flat surfaces), vertices (the corner points), and edges (the straight lines where two faces meet). We'll use the following websites tomorrow to review things including the naming process for pyramids and prisms https://www.learner.org/wp-content/interactive/geometry/pyramids/ and https://www.learner.org/wp-content/interactive/geometry/prisms/

Students did a great job using accurate vocabulary and noticing details in the shapes we studied. We will continue building on this understanding throughout the unit.

LANGUAGE (C)
1:10-2:10

See above :) Note...I have one final reading assessment in 5C to complete tomorrow and we'll proceed with guided reading shortly!

MATH (C)
2:10-3:10

See above:)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Come prepared to wrap up your Action Figure project tomorrow (Logo and slogan idea, colour/graphic/pattern scheme and action figure complete)
*Study for math test tomorrow: https://www.drooker.ca/number.html
*Review Multiplication and Division Tricks
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

TUESDAY OCTOBER 28, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40
n Literacy today, our classroom was full of energy and creativity as we revisited the success criteria for our Superhero Action Figure culminating task. Students received a brainstorming page to use as a creative sandbox where they could begin developing a logo and slogan for their unique superhero characters.

We talked about how a slogan should be short and snappy—a catchy phrase or sentence that grabs attention and invites others to learn more about the superhero. I reminded students that the word slogan starts with an S, just like short and snappy, which makes it an easy way to remember what makes a slogan effective.
Students were encouraged to experiment with color, design, and layout as they began drafting both the front and back of their superhero card. Each student also received a plastic display box, where they can either draw a two-dimensional superhero or use Crayola Model Magic to sculpt a three-dimensional action figure. These figures will be displayed inside the boxes, which we’ll attach to sturdy cardstock to create a finished, professional-looking product.

On the back of each card, students will feature their descriptive writing from yesterday’s superhero paragraph task—text designed to attract potential fans and inspire others to “buy in” to their amazing creations.

As students worked, I continued providing descriptive feedback on their superhero writing tasks and began completing final reading and writing assessments. My goal is to have these finished by the end of the week, or early next week.

Some students have opted to bring their planner and box and materials home with them to work on tonight. If that's the case, just a reminder for them to return the aforementioned items tomorrow as they'll receive additional in class time tomorrow and Thursday to continue working on them.

MATH (B)
9:40-10:40

In math today, we continued reviewing our co-created math test, which we built together over the last few lessons. This review helped keep key concepts fresh in our minds as we prepare for Thursday’s test. We worked through one of every type of question that will appear on the test, and students once again showed strong focus and confidence.

Afterward, we shifted into our new unit on spatial sense. We began with a short diagnostic to activate prior knowledge and then discussed the meaning of 1D, 2D, and 3D. I explained that a good synonym for the word “dimension” is “quality.” A one-dimensional object, like a line, has one quality that can change—it can get longer. A two-dimensional object has two qualities that can change—it can get longer and wider. A three-dimensional object adds a third quality—it can get taller. We watched short animations to visualize these ideas and began using this vocabulary in conversation.

We also examined different types of lines. Vertical lines go north and south, and I showed students an easy way to remember this: the letter V looks like the bottom of an arrow pointing upward or downward. In the word horizontal, the letter H has a line through the middle that goes east and west, which is a good visual cue for remembering what horizontal means. We also talked about the term “oblique,” which we’ll use instead of “diagonal” when describing lines that slant or tilt. Students reviewed an anchor chart with these reminders for future reference.

To make things more interactive, I introduced a one-dimensional game called Line Rider. Students can visit linerider.com to explore how changing the length and angle of lines affects the way a little character moves through space. This activity was both fun and purposeful, helping students better understand how lines and angles work together.

This spatial sense unit will help students develop stronger spatial awareness as we move toward our next unit on coding. Before we start programming, it’s important that students feel comfortable thinking about how objects move through space, both in two and three dimensions. I even shared a personal connection from when I was a kid, playing two-dimensional side-scrolling games like Mario Brothers before video games evolved into three-dimensional worlds where characters could move in all directions.

We’ll continue building on these ideas over the next few weeks as students learn to see and think about math through the lens of space, movement, and design.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Study for math test (October 30th): https://www.drooker.ca/number.html
* Review Multiplication and Division Tricks
www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

MONDAY, OCTOBER 27, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES

I want to share a quick reminder that we are one week away from our first oral presentation due date on November 3rd. Students were given their presentation script last month. It was adapted from a well known Nike advertisement and came with instructions that were sent home at the same time. A copy of both the script and instructions has also been available all along in the Homework section of our class blog, so it can be downloaded anytime.

For this presentation, students are not required to memorize the script. Instead, the goal is to rehearse enough so that they can present with confidence and clarity. We are focusing on posture, eye contact, volume, pacing and expressive reading. Students were encouraged to rewrite the script onto cue cards or mark up their papers since the original text was quite small. Some students might also find it helpful to sketch a little map of our classroom to think about how they may want to move during their presentation.

Props are welcome but not required. If students choose to use a prop, it should support the message and not distract from it.
A few students had temporarily misplaced their materials, so a new copy was sent home today. No worries if that happened. Everyone should now be able to continue practicing at home.

A reminder about how presentations work in our classroom. Each student will present once in front of the whole class this year. We do three rounds of oral presentations overall. Students who are not presenting live during this round will still present, but they will be recorded individually with our class tripod and camera setup. Recordings are used only for assessment and feedback and allow each student to demonstrate their learning in a way that feels comfortable for them.

LANGUAGE (B)
8:40-9:40

I wanted to share an update about our math period today in Grade 5B. We did not end up moving forward with our planned lesson. Instead, we spent the time reorganizing our math toolkit binders. Many binders had become quite disorganized over time, with pages out of order and some reusable sheets showing wear. Since these toolkits are important learning supports, it was necessary to take time to restore them.

This task should have taken only a few minutes, but students had difficulty staying focused and following the steps being demonstrated. There was a lot of talking and social energy in the room, and the reorganization ended up taking the entire period. I let the class know that this was not our most productive use of learning time and that we will work together to be more efficient and attentive during instructions.

I recognize that students had already put a great deal of effort into their writing task earlier in the day, and this may have contributed to their level of focus. It is also a very exciting time of year for many students. We will reset tomorrow with a fresh start.

Looking ahead, we have our math test on Thursday for our number sense unit. Over the next couple of days, we will start each math period with a short review to help students feel prepared and confident. After this review time, we will begin working on our new unit involving Spatial Sense, which will introduce geometry and visual reasoning skills.

Thank you, as always, for your support at home. A few minutes of review each night can make a meaningful difference, and I appreciate the partnership in helping students build strong study habits.

MATH (B)
9:40-10:40

HEALTH (C)
11:40-12:10

In health today, we began wrapping up our healthy eating unit by turning our attention to advertising. We explored how the main goal of advertising is to tell and sell, and how the “selling” part often means companies are trying to make money by influencing what we think or buy. We talked about how important it is to stay mindful when looking at ads, to question the claims being made, and to recognize when we’re being targeted or persuaded in ways that might not be completely honest.

Our discussion also touched on how advertising sometimes promotes certain body images, and how those can be harmful or unrealistic. I shared an example that showed how computer technologies, including artificial intelligence, can manipulate images to create something that isn’t real at all — yet people are often encouraged to aspire to it. Students watched the following short video that really helped illustrate that point: https://www.youtube.com/watch?v=5qrGOi41iwE
These discussions served as an intro to pages 19 and 27 of our formative workbook today. We’ll continue our discussion and learning about media and healthy living in our next health class.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math today, we spent time reviewing all of the concepts we’ve learned throughout the year so far, with a special focus on the material from our recently completed number unit. Alongside our review, we also had a focused lesson on how to approach and solve word problems—an essential skill that ties together many of the ideas we’ve been working on. https://www.youtube.com/watch?v=wJzvv5Rgafo

We discussed several key strategies to help students feel more confident when working through multi-step questions:

Personalize the problem. Replace names in the question with people you can visualize.
Highlight the question. Identify exactly what is being asked before solving.
Circle key numbers and be cautious of “decoy” numbers that don’t actually relate to the problem.
Look for operation clues. Words like in total or altogether suggest addition, while difference or remaining signal subtraction.
Use complete sentences. Begin written answers using the wording from the question.
Proofread carefully. Apply the three steps of our proofreading plan.
Show understanding visually. Use base-ten blocks, drawings, or other representations to model regrouping or borrowing.

Students also watched a short tutorial video demonstrating how to apply these strategies, and they’ll see one addition and one subtraction word problem on the upcoming test to put these ideas into practice.

After reviewing our learning, we reviewed our co-created math test together to make sure everyone clearly understands what will be expected. The test will feature a mix of questions from our number unit, including:

A timed section on multiplication facts up to nine
Addition and subtraction with decimals
Two-digit by two-digit multiplication
Division problems (students may use short or long division)
Fraction questions involving converting improper fractions to mixed numbers, finding equivalent fractions, simplifying, and connecting fractions to decimals and percents
A few rounding questions to wrap it all together

THURSDAY, OCTOBER 23, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

In literacy today, we continued our media studies and picked up right where we left off with our Famous AIR projects. Students were given sixty minutes to complete and finalize their logo designs, building on the ideas they’ve been developing over the past few sessions.

Before they began, we reviewed our rubric once more and discussed what it truly means to think like a designer. I reminded students that this isn’t simply an art project. It’s a design thinking challenge that asks them to explain their choices clearly, both in writing and in conversation, and to connect every element of their logo to their intended audience and message.

To support their thinking, students had consistent access to summarized notes from the target audience survey we conducted with all fifth graders across our school, as well as additional data generously provided by Spin Master Toys. Together, these resources gave students valuable insight into what appeals to our audience and helped them strengthen their justifications. Many even conducted their own mini-surveys, asking classmates questions like, “Which color stands out more?” or “Which version of this logo do you prefer?” It was great to see them collecting feedback and using real evidence to guide their final decisions.

Each student also completed a “cheat sheet” of talking points to use during their upcoming one-on-one design interview with me. During these interviews, they’ll have the opportunity to walk me through their creative process, reference their data, and explain how their choices reflect thoughtful design.

Now that I’ve collected everyone’s final logos and supporting notes, we’ll begin our exit interviews soon. Using the rubric we reviewed together, I’ll assess and celebrate each student’s design process before we move on to the next exciting stage of our Famous Air project.

MATH (B)
9:40-10:40

In math today, we spent time reviewing all of the concepts we’ve learned throughout the year so far, with a special focus on the material from our recently completed number unit. Alongside our review, we also had a focused lesson on how to approach and solve word problems—an essential skill that ties together many of the ideas we’ve been working on. https://www.youtube.com/watch?v=wJzvv5Rgafo

We discussed several key strategies to help students feel more confident when working through multi-step questions:

Personalize the problem. Replace names in the question with people you can visualize.
Highlight the question. Identify exactly what is being asked before solving.
Circle key numbers and be cautious of “decoy” numbers that don’t actually relate to the problem.
Look for operation clues. Words like in total or altogether suggest addition, while difference or remaining signal subtraction.
Use complete sentences. Begin written answers using the wording from the question.
Proofread carefully. Apply the three steps of our proofreading plan.
Show understanding visually. Use base-ten blocks, drawings, or other representations to model regrouping or borrowing.

Students also watched a short tutorial video demonstrating how to apply these strategies, and they’ll see one addition and one subtraction word problem on the upcoming test to put these ideas into practice.

After reviewing our learning, we co-created our math test together to make sure everyone clearly understands what will be expected. The test will feature a mix of questions from our number unit, including:

A timed section on multiplication facts up to nine
Addition and subtraction with decimals
Two-digit by two-digit multiplication
Division problems (students may use short or long division)
Fraction questions involving converting improper fractions to mixed numbers, finding equivalent fractions, simplifying, and connecting fractions to decimals and percents
A few rounding questions to wrap it all together

This test will serve as a checkpoint to celebrate how far students have come and to strengthen the foundational skills we’ll continue to build on in future units. Our next unit will focus on spatial sense and geometry, beginning right after the test, which is scheduled for Thursday of next week.

For parents and students: In preparation for the test, students are encouraged to review the helpful resources available on our Number website. https://www.drooker.ca/number.html Under each subheading, you’ll find YouTube tutorials, anchor charts, and review materials that summarize the main skills we’ve covered. Even a few minutes of review at home would be a wonderful way to reinforce learning and build confidence.

HEALTH (B)
11:40-12:10

In health today, we began wrapping up our healthy eating unit by turning our attention to advertising. We explored how the main goal of advertising is to tell and sell, and how the “selling” part often means companies are trying to make money by influencing what we think or buy. We talked about how important it is to stay mindful when looking at ads, to question the claims being made, and to recognize when we’re being targeted or persuaded in ways that might not be completely honest.
Our discussion also touched on how advertising sometimes promotes certain body images, and how those can be harmful or unrealistic. I shared an example that showed how computer technologies, including artificial intelligence, can manipulate images to create something that isn’t real at all — yet people are often encouraged to aspire to it. Students watched the following short video that really helped illustrate that point: https://www.youtube.com/watch?v=5qrGOi41iwE
These discussions served as an intro to pages 19 and 27 of our formative workbook today. We’ll continue our discussion and learning about media and healthy living in our next health class.
LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Study for math test (October 30th): https://www.drooker.ca/number.html
* Review Multiplication and Division Tricks
https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

WEDNESDAY, OCTOBER 22, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Today was a wonderful day in our classroom as we continued our journey through our Descriptive Writing unit. We began by exploring our newly revamped Descriptive Writing webpage, which neatly summarizes everything we’ve learned over the past two days. https://www.drooker.ca/descriptive-writing.html This resource ties directly into our culminating task: writing a descriptive paragraph about a unique superhero action figure of each student’s own creation.

I shared a strong sample paragraph that captures exactly what we’re aiming for. Students reviewed the success criteria that have guided us throughout the unit—vivid sensory details, fresh word choice, and smooth sentence flow—but today we focused especially on the clinch or closing sentence. This final line is where students “sell” their superhero action figure to the reader, inviting them to imagine what it might be like to take it home, play with it, and bring it to life through creativity and wonder.

"If you stand anywhere near Jonny Fastball, you’d better hold onto your hat. He’s no ordinary superhero who was struck by a radioactive baseball or zapped by lightning on the pitcher’s mound. Jonny was born this way, with a gift so fierce and natural it seemed to hum through his veins from the start. The air itself seems to bend when he winds up, muscles coiling like steel springs, eyes narrowed with laser focus. The sound of the ball leaving his hand is sharper than thunder, a CRACK that makes birds scatter and passersby freeze mid-step. His fastball slices through the air like a meteor, smacking the wall so hard that dust trembles loose from the bricks. Kids in the schoolyard used to press their faces to the chain-link fence, mouths open, watching him hurl pitch after pitch until the wall looked like it had been chewed up by a storm. Even cars would screech to a stop along the curb just to watch this whirlwind in sneakers. Though his knees creak now and his shoulders ache from years of throwing, Jonny still unleashes the same fire he had at twelve, still chasing that perfect pitch, still smashing limits. You might spot him by the highway, ball flashing in the air, each throw echoing across the overpass like applause. And now, you can bring that unstoppable energy home. Introducing the Jonny Fastball Action Figure, built for speed, strength, and pure inspiration. Twist, pitch, and power up your own imagination. Can you handle the heat? Join the league of legends, and unleash your inner Fastball."

Originally, I had planned for students to complete their final writing piece today, but I decided to give them a little more time to prepare thoughtfully. Tomorrow happens to be Day 1, which means we’ll be having media, so it made sense to wait until Monday for students to write their descriptive paragraphs. This extra time gives everyone the opportunity to prepare more intentionally and make the most of their planning and resources.

To support this process, I introduced (or reintroduced) one of my favourite classroom traditions: P Partners. The “P” stands for Proofreading, and students always enjoy when I say, “It’s time to P-P!” Each student will soon be paired with a P Partner—a trusted classmate who will act as a sounding board for ideas, a proofreader for clarity, and an editor for improvement. Together, they’ll help each other ensure that their descriptive paragraphs shine, meeting all the expectations we’ve practiced.

During our mini-lesson, I modeled what effective peer collaboration looks like by role-playing as someone’s P Partner. Students watched how partners can exchange feedback, refine ideas, and check that success criteria are fully met. Afterwards, they rotated through a few quick peer discussions, sharing ideas and offering suggestions in a focused and productive way.

Students then used any remaining time to plan their writing “cheat sheets” for Monday’s in-class writing session. They brainstormed similes, onomatopoeia, and fresh sensory words they might want to include. Many also started building a list of strong vocabulary choices from their word menus to make their writing pop with creativity and voice.

Looking ahead, Monday will be the big day when students write their descriptive paragraphs during a 60-minute uninterrupted session. From Tuesday to Thursday next week, we’ll shift our focus to giving and receiving descriptive feedback, evaluating the writing, and preparing for the publishing phase. Students will type up a polished good copy of their descriptive paragraph, design their action figure cards and card backs, and create their actual action figures, which will be placed in boxes affixed to the fronts of their cards.

By the end of today’s lesson, I could feel their confidence building. They now have the tools, the models, and the strategies they need to bring their superhero action figures to life in words. Monday’s writing session will be an exciting chance for them to showcase everything they’ve learned and to let their imaginations soar.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In math today, we revisited our 3, 4, 6, 7, 8, and 9 times table tricks, along with both cross multiplication and lattice multiplication, which I first introduced yesterday. It was wonderful to see so many students truly buy into these strategies. My goal continues to be offering students a menu of options for solving questions rather than limiting them to just one method. It doesn’t matter to me which approach they prefer, as long as they’re expanding their thinking and finding what works best for them.

Today, I also introduced a fascinating new approach often called the Line method. I’ve shared a link below so families can explore this method together at home. Students eagerly grabbed their dry-erase boards and dove into several practice questions, showing impressive understanding as they applied these new tricks. https://www.youtube.com/watch?v=eXDVpAnlGQk

For anyone who’d like to review, there’s also a link beneath the homework section to our newly updated PDF of multiplication and division tricks. After our warm-up and practice, students turned back to pages 42 and 43 in their formative workbooks, where they worked on connecting fractions, decimals, and percentages. Throughout the lesson, I provided descriptive feedback as students practiced finding common denominators and converting fractions into base-10 forms like tenths, hundredths, or even thousandths.

MATH (C)
1:10-2:10

See above

MATH (C)
2:10-3:10

After working through pages 42 and 43 today, I made sure to sit down with every single student to provide descriptive feedback. This concept is so foundational that I wanted each learner to feel confident about how decimals, fractions, and percents connect. For example, when we look at four-fifths as a fraction, we can multiply both the numerator and denominator by two to make an equivalent fraction out of ten, giving us 0.8 as a decimal. From there, we can shift to percents by multiplying again to make something out of a hundred, remembering that “cent” means one hundred and “per” means out of. Understanding how to move fluidly from one form to another is a key part of mathematical literacy.

This lesson marks the close of our math unit, and together we’ll be co-creating a small test to cap things off. The test will include addition and subtraction with regrouping and borrowing, rounding, equivalent fractions, converting fractions to decimals and percents, simplifying fractions, and turning improper fractions into mixed numbers using both long and short division. It will also include multiplication—both basic facts and a few two-digit by two-digit questions—to ensure that students can apply their knowledge in a variety of ways.

We’ve covered a lot over the past couple of weeks, and students will have plenty of time to review and prepare for our planned test on Thursday of next week. Our Number website already has all of the study materials, including tutorial videos, so students can start reviewing even today.

After we wrapped up our math debrief, I gave students some extra time to work on their media projects. Since tomorrow is Day 1, we’ll be returning to Media Studies. Students will have a full 60 minutes to complete their final logo and organize the notes they’ll bring to their exit interview with me, where they’ll justify their design choices. I can’t wait to see their finished products and hear the thought processes behind them!

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Multiplication and Division Tricks
https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

TUESDAY, OCTOBER 21, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

As we approach interview time, Ms. D'Ambrosio and I wanted to share a quick update about how we’ll be organizing things this year. Because we share two homeroom classes and want to ensure each family has a fair and focused interview, we’ll be holding separate meetings—Ms. D'Ambrosio will meet with families from 5C, and I’ll meet with families from 5B. We’ll be sharing notes with one another so that you still receive a complete update on your child’s progress across all subjects. If needed, we’re more than happy to arrange a joint meeting at a later date. In the coming weeks, we’ll also identify a few students for whom a combined interview might be helpful and reach out to schedule those separately from the regular Thursday and Friday time slots.

LANGUAGE (B)
8:40-9:40

Building off of yesterday’s literacy lesson on the importance of toys that affirm identity and representation, students had an exciting opportunity today to continue developing their very own superhero action figures. After a quick review, we brainstormed ideas together and discussed how their creations could both inspire and aspire—how they might encourage others while also modeling qualities worth striving toward.

Using a detailed organizer, students began sketching out their superhero concepts, developing names, backstories, and origin stories that explain how their heroes gained their powers and how they use them to help others. We also explored some deeper thinking questions: Are these superheroes role models for society? Do they get summoned to help in times of need? Or are they designing new ways to improve the world on their own?

Today’s discussions reminded students that their superhero is more than just a toy—it’s a reflection of imagination, creativity, and purpose. Each design should persuade, inform, and entertain its audience, connecting to the media literacy acronym P.I.E. that we’ve been using throughout the unit.

Tomorrow, students will begin drafting their culminating descriptive paragraph, showcasing all they’ve learned about vivid writing, strong voice, and clear structure. Before long, these heroes will be ready to leap off the page and into the hearts of their readers!

MATH (B)
9:40-10:40

In math today, we revisited some of our favourite multiplication tricks and strategies, including cross-multiplication. I also introduced students to an alternative approach called the lattice method, which offers a neat and visual way to multiply large numbers. On the sheet sent home, you’ll find a short tutorial video explaining how the lattice method works, and I’ve also linked it below for easy review at home. https://www.youtube.com/watch?v=Lhy9-ITGqjw

Students had the chance to test out their preferred methods on their dry erase boards and demonstrate which strategy makes the most sense to them so far. Afterward, we took a few minutes to review rounding before diving into an exciting discussion about how fractions, decimals, and percents are all connected. We explored how each represents a part of a whole and how equivalent fractions can help us determine their decimal and percent forms.https://www.youtube.com/watch?v=0AITcfW7nFo

Students then began working through pages 42 and 43 of their formative booklets, applying these connections in practice. We’re now nearing the end of our current unit! Once we take up this work together, we’ll complete a short review, discuss effective ways to study, and set a date for our upcoming unit test—which students will help co-create. After that, we’ll be ready to launch into our next exciting math adventure!

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Multiplication and Division Tricks
https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

MONDAY, OCTOBER 20, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

*First and foremost, it looks like our plans for the animated music video project are going to be on pause for the time being. As much as I was looking forward to exploring this creative idea with students, we’ve run into a bit of a roadblock when it comes to available materials and funding. Right now, we don’t have access to the art supplies we’d need—things like plasticine and other materials for stop-motion animation—and the options currently available through our York Region District School Board vendors are quite limited. Rather than push forward without the right tools, it feels best to hold off until a future time when we can do it properly.

*I’ve added a new link below the Homework section on our class blog. This updated resource offers a clearer, more streamlined review of the multiplication and division tricks we’ve been learning—and will continue to explore over the next little while. It’s a great way for students (and families) to review at home and stay sharp with their math facts. Be sure to check out the link below!

LANGUAGE (B)
8:40-9:40
In literacy today, we began our morning by recognizing that we’re nearing the end of our descriptive writing unit. We’ve spent lots of time learning what strong descriptive writers do, and now it’s time to put all that practice into something truly exciting. For our culminating task, I introduced students to the inspiring story of Professor Yla Eason.

A few years ago, I was fortunate to receive a $3,000 Community Connected Experiential Learning grant that allowed my class to meet and learn from Professor Eason herself. Her story has stayed with me ever since. When her son was young, she realized that the toys available at the time didn’t reflect him. None shared his skin color or interests, and that realization made her determined to make a change. She believed, as we talked about today, that toys are so much more than just things to play with. Toys offer children a world of imagination, creativity, and inspiration. Through play, kids can see role models, dream big, and step into new possibilities. Representation in the toy world matters, and it helps shape a child’s developing sense of identity.

Professor Eason invested nearly everything she had to create a toy her son could connect to. That toy became Sun Man, a hero who reflected courage, intelligence, and pride. She sold Sun Man figures out of the trunk of her car and in local barbershops. Though her early efforts weren’t financially successful, her story didn’t end there. Years later, Mattel contacted her to bring Sun Man into the He-Man and Masters of the Universe world. Her creation was retroactively added into the storylines and action figure collection, proving that meaningful representation truly lasts. https://www.youtube.com/watch?v=M5s4p9Jrk3A

Inspired by her journey, our students are now creating their own action figures. Each one will be both inspirational and aspirational, reflecting something personal and meaningful. Students will design a character that looks like them or represents an important part of who they are. We talked about how few action figures in stores reflect the wide range of cultures, interests, and experiences that exist in our classroom and in the world. The students had thoughtful and honest reflections about how that can and should change.

Each student will receive materials to create their action figure and a blister box for packaging. On the front of their design, they’ll create a logo and a slogan, drawing from what we’ve learned in Media Studies. I reminded them that “slogan” starts with S, as do “short,” “snappy,” and “sentence.” A slogan should be just that: a short, snappy sentence that helps people understand and connect with their toy. On the back of their packaging, students will write a descriptive paragraph that tells their character’s backstory, special qualities, and unique attributes. The paragraph will end with an invitation for someone to “buy into” their character. https://www.drooker.ca/media.html https://www.drooker.ca/uploads/1/1/0/9/110962203/ccel_grant_activity.pdf

I’ve shared some examples from previous projects on our Visual Arts webpage, along with photos of the professional action figure that was made for me as part of our grant project. Students enjoyed seeing how ideas can move from imagination to creation, and they’re already buzzing with excitement about bringing their own heroes to life.

This project combines literacy, media studies, and art, but more than that, it’s about identity, creativity, and representation. I can’t wait to see the imaginative characters our students create next. https://www.drooker.ca/uploads/1/1/0/9/110962203/ccel_grant_final_summary__toys_representation_and_identity.docx

MATH (B)
9:40-10:40

In math today, we kicked things off by reviewing our multiplication tricks for the 3, 4, 6, 7, 8, and 9 times tables. Students did a great job remembering many of these strategies from earlier grades, and it was nice to see how quickly they were able to recall patterns and shortcuts. We also revisited the algorithm for cross-multiplication, which should feel fairly familiar to most. I’ve included a link below for anyone who wants to review or practice a bit more at home.

After a quick diagnostic check-in, it was clear that most students are quite comfortable with these facts. Some may need a little extra practice here and there, but overall, it’s great to see the foundation is strong. Over the next few days, I’ll be introducing a few new multiplication tricks—one at a time—along with some division strategies to strengthen their number sense even further.

Once our multiplication review was complete, we shifted our focus back to rounding and decimals. We revisited the little rhyme that helps us remember what to do:
“Five or more, let that number soar. Four or less, let that number rest.”

Students know that first they circle the digit they’re rounding to, then look at the number immediately to the right. If it’s five or more, the circled number goes up by one. If it’s four or less, it stays the same—and all the digits to the right turn into zeros.

We applied this rhyme to page 41 of our formative workbooks, where students practiced rounding both whole numbers and decimals. There was lots of great focus today as everyone worked through examples and shared quick mental math strategies that helped them decide when to round up or down.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Multiplication and Division Tricks
https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplication_and_division_tricks.pdf
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

FRIDAY, OCTOBER 17, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Mme. Petrova has arranged for a field trip on November 7th to Kortright Center for some learning involving indigenous peoples. We're permitted one parent volunteer per class. If you're interested and have your vulnerable sector screening done, kindly send a message my way :)

LANGUAGE (B)
8:40-9:40
Even though I was away yesterday (Day 1 of our schedule), I didn’t want the class to go a whole week without media—so today we jumped into a hands-on media literacy session connected to our year-long "Famous Air" project. https://famousair.weebly.com/

What We Learned

We started with a mini-lesson on logo design, focusing on why most real-world brands launch with a hybrid logo—a combination of typography (stylized words/letters) and graphics (icons/shapes). Students explored how these elements work together to communicate a clear product message to the audience.

The Task

Students began creating their hybrid logo. They’re working as if I’m their client, and they’ll present their logo alongside a short justification explaining their design choices.

Work time so far: 45 minutes today to start the design
Total time allotted: 1 hour 45 minutes for the final logo
Next week: 60 more minutes to finish and submit

Portfolios and Research

Each group is keeping everything in their media portfolio—rough drafts, research notes, and tools. Inside the portfolio, every team received:

A product message to guide their logo (and later, their print, radio, and TV ads).
Five guiding questions they must answer to justify their design thinking.

To support strong, evidence-based reasoning, students are encouraged to cite:

Results from our Grade 5 target audience survey (student-designed, student-focused).
Industry data from Spin Master Toys (a larger survey of ~800 kids ages 8–14). We discussed how this bigger dataset is helpful context, while our own Grade 5 survey may be more directly relevant to this year’s campaign.

What's Next

Next week, students will:

Finish their hybrid logos and submit them.
Participate in a short interview where they’ll present their logo “to the client” and use the five guiding questions to justify their choices with clear proof and evidence.
What is the message you are trying to deliver about the product?
-Discuss the product and highlight what you’re trying to have the target audience think and feel-
Why did you pick the style of lettering (font) that you did?
-Did you go with the most popular style of font? If so, describe it. Why do you suppose that style was most popular? If you went in another direction, Why? Explain the style and the feeling it gives off-
Why did you choose the pictures (graphics) that you did?
-Describe how these pictures create an immediate connection with the product you are “telling and selling” and its values-
Why did you mix and space things the way you did?
-Were you trying to create a balance? Were you trying to create a visual “puzzle” and make the audience linger on your logo and think a bit more? Discuss how simple or busy your logo is and how that connects with the product-
Why did you select the colours and combinations that you did?
-Why did you go with or against your target audience survey data? Were you aiming to target a specific subgroup that you wanted to target to grow the brand? Discuss colours as feelings and what you were trying to have the viewer associate with-

MATH (B)
9:40-10:40

Today in math, I introduced students to the concept of estimation and rounding—but before we dove into that, we revisited our nine-times table trick! Students are encouraged to keep reviewing all of the multiplication strategies we’ve covered so far at home—especially the three, four, six, seven, eight, and nine-times table tricks—as they will eventually be evaluated on them.

Estimation as an “Educated Guess”
We began our lesson by discussing what estimation really means: an educated guess based on reasoning and clues. To make this idea come alive, I introduced students to Esti-Mysteries, a series of interactive estimation challenges presented as image-based puzzles.

Today’s mystery featured a jar filled with toys. Students used a series of clues to narrow down their guesses:
Fewer than 50 – so the number had to fall between 0 and 49.
An odd number – ending in 1, 3, 5, 7, or 9.
A multiple of three – prompting a quick review of our 3-times table.
Two different digits – ruling out doubles like 33 or 11.
Through careful reasoning and elimination, students discovered that the answer was 39 toys!

We then shifted our focus from precise estimation to rounding—another way our brains simplify numbers into “friendly,” easier-to-compute amounts.
For example, if someone had $2,630,116.35 in their bank account, that could be rounded to:

$2,600,000 (to the nearest hundred thousand)
or $3,000,000 (to the nearest million)

These kinds of rounded numbers are more manageable and help us think efficiently when solving problems or comparing quantities.

Students used our revamped classroom clipboards, which now include:
*a dry-erase math manipulative sheet,
*a dry-erase writing success criteria sheet, and
*a whiteboard for hands-on problem-solving.

With these tools, students practiced rounding different numbers, testing out strategies, and sharing their thinking with peers.

HEALTH (C)
11:40-12:10

Today in Health, our class revisited an important skill — reading nutrition labels and ingredient lists! Together, we reviewed how to identify key nutrients and spot common food additives such as preservatives and flavor enhancers. Students did a wonderful job connecting this learning to real-life choices, and we wrapped things up by co-completing a short quiz (Page 18 of our formative work booklets) to recap everything we’ve explored so far in our healthy eating unit.

As we near the end of this unit, we’ll be shifting gears slightly to explore how media influences our food choices — from how foods are advertised to how body image and diet trends can affect the way we think about “healthy eating.” Students will soon have the chance to put their learning into action with one or two creative summative tasks!

The enthusiasm and thoughtful participation in this unit have been truly inspiring. It’s been a joy to see everyone so engaged, curious, and eager to make smart, healthy choices both in and out of the classroom.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division: https://www.youtube.com/watch?v=SLze82Zcc4Y and Long Division: https://www.youtube.com/watch?v=LGqBQrUYua4
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

WEDNESDAY, OCTOBER 15, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

This morning I tried something new with my students. We are living in a time when school budgets continue to tighten, so I wanted to explore a simple, cost-effective change. Instead of photocopying graphic organizers, I handed each student a lined piece of paper and a copy of the success criteria for our descriptive writing task. Their goal was to write a paragraph inspired by our ASMR cooking video prompt.

Without the printed organizers, students had to plan, draft, and edit directly on their lined paper. I circulated throughout the class, providing descriptive feedback as they worked. Once I gave my short lesson preamble and set up the task, students had the entire remainder of the period—roughly forty to fifty minutes—to write. This uninterrupted stretch of time made a noticeable difference in their focus and stamina. It’s something I’m going to experiment with more often: starting with a clear lesson, reviewing the success criteria, analyzing a strong work example, and then devoting the full period to writing. I’m finding that this structure allows for much deeper engagement than splitting writing across two shorter sessions, which can sometimes feel disjointed or broken up by transitions.

The results today were remarkable. Students referred to the success criteria independently and produced vivid, sensory-rich descriptions. Their paragraphs were, quite literally, mouth-watering. They captured the sights, sounds, and textures of cooking in ways that brought the prompt to life. It was rewarding to see how well they could apply the elements of strong descriptive writing without the extra scaffolds. Sometimes, a simpler setup leads to richer learning.

Coming from previous schools where literacy blocks were upwards of an hour and a half to an hour and forty-five minutes, I had grown accustomed to providing students with extended periods for both scaffolding and sustained writing. Our current schedule, with 60-minute blocks, has required me to rethink how I deliver literacy instruction in a more efficient and economic way. Today’s approach reminded me that even within tighter time frames, thoughtful planning and uninterrupted writing time can produce excellent results.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

In Math today, we explored how fractions and decimals connect to one another. We started the lesson with a short video on decimals, followed by a class discussion that helped students make connections between what they already know about fractions and this new concept. Fractions are, after all, just another way of describing a part of a whole number.

Building on our previous work with equivalent fractions and common denominators, I wanted students to begin thinking about what happens when we take a mixed number, such as 1 and 1/3, and try to express that fractional part in tenths, hundredths, or even thousandths. That question is something I intentionally left hanging for students to wonder about. Through conversation, they began to see that we need to find a way to create or show an equivalent fraction, and that idea will come back later in the school year when we look more closely at converting fractions to decimals.

After our discussion, students worked through an exercise that involved writing out place values (Page 36), including those in the decimal positions. For example, when we look at the number 1.31, it can be expressed as one one, three tenths, and one hundredth. Alternatively, we can think of it as one one and thirty-one hundredths if we want to view the total fractional amount represented by the decimal.

We then turned to page 38 of our formative work booklet to practice comparing decimal numbers and determining which were greater than, less than, or equal to each other. This can be a little tricky, especially when we look at examples such as 31.40 and 31.4. In this case, both numbers represent the same value, even though one appears to have an extra digit. Students learned that 31.40 has forty hundredths, while 31.4 has four tenths, which are equivalent amounts. The key is recognizing that the zero at the end of the decimal acts as a place-value holder—it doesn’t change the number’s actual value.

MATH (C)
1:10-2:10

See above

MATH (C)
2:10-3:10

Later in the day, we moved on to page 39 in our math booklet, where students practiced ordering decimals from least to greatest. The key focus was on properly lining up the decimal point before comparing numbers. From there, students examined each column starting from the whole number place and then moved into the decimal, or fractional, part of the number. This process helped reinforce the importance of place value and accuracy when comparing decimal numbers.
It was around this point in the afternoon that many of our classmates returned from the cross-country competition. Once everyone was settled, we took some time to review what we had learned throughout the day. It was a great way to consolidate our understanding and bring everyone back onto the same page after a busy day of learning and activity.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division: https://www.youtube.com/watch?v=SLze82Zcc4Y and Long Division: https://www.youtube.com/watch?v=LGqBQrUYua4
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

TUESDAY, OCTOBER 14, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
*I was away Friday and thus the lack of blogging.

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

To start off the morning, I played students a short but thought-provoking art installation video and asked them a simple question with a not-so-simple answer:What is art? Is art purely aesthetic? Does it need to carry a message? Or is it something that exists somewhere in between?

Popcorn
vimeo.com/382160612

WARM UPS

For our literacy warm-up today, we resumed our morphology work by taking a closer look at the suffix -ing, the present participle maker that helps bring verbs to life. Together, we explored how -ing words show ongoing action and add flow to our writing.

Students then put their learning into practice by crafting their own sentences and applying the three steps of our proofreading plan, also known as OPP. Step by step, they checked for capitalization, punctuation, and spelling, strengthening both their confidence and attention to detail.

As they worked, I circulated and offered descriptive feedback, reminding everyone that OPP isn’t just a quick exercise—it’s a lifelong habit that can make their writing shine. My hope is that by practicing this process daily, students will begin to pause and polish every sentence they write throughout the year.

WRITING

After a long Thanksgiving weekend and a day away on Friday, today felt like the perfect time for a classroom reset. We revisited our previous week’s lesson on descriptive writing, starting with a meaningful conversation about what a rubric really is.

I explained to students that a rubric is essentially a marking guide—a roadmap showing what success looks like at each level, from a Level 1 (developing) to a Level 4 (exemplary). Together, we talked about how work can include a mix of levels and how important it is to discuss and reflect on those differences. I always emphasize that grading isn’t just about numbers or letters—it’s about conversation, feedback, and growth.

With that understanding, we looked closely at our descriptive writing rubric and reviewed the success criteria for strong writing. I reminded students of last week’s ASMR cooking video—the inspiration for their descriptive paragraph—and provided a Level 4 exemplar so they could see exactly what “great” looks like in action. Modeling is key, and my goal is to give every student the tools they need to reach that bar with confidence.

By now, students have their marking guide, toolkit binder, and a strong example to guide their work. We briefly rewatched the ASMR video today to refresh their memories, and tomorrow will be a full writing day from start to finish.

To build excitement, I also teased our upcoming culminating project for the end of October. Students will be designing their very own action figure persona—an aspirational version of themselves—and writing a descriptive paragraph to bring that character to life.

It’s shaping up to be a creative, hands-on unit full of imagination, self-reflection, and, of course, plenty of descriptive writing. Stay tuned—things are about to get exciting!

MATH (B)
9:40-10:40

In math today, we started off by reviewing our timetable tricks, including our newest one—the classic nine times table finger trick. Many students were already familiar with it from previous years, and it was great to see how confidently they demonstrated it! This trick marks the last major one we’ll be learning before we move into our final set later in October.

At this stage, I’m encouraging everyone to review the 3, 4, 6, 7, 8, and 9 times table tricks at home using the guide that was sent home earlier. The goal is to build both accuracy and automaticity—being able to recall facts quickly and correctly. Of course, if a student has already mastered these facts using another method, that’s absolutely fine. These tricks are simply helpful tools to support those who find patterns and visuals useful.

After our warm-up, we shifted gears to review last week’s lesson on simplifying fractions by watching a short recap video https://www.youtube.com/watch?v=AtBUQH8Tkqc From there, we dove into comparing fractions, and students quickly learned that we can’t compare fractions unless they’re “speaking the same language.”

To make this idea clear, I used an analogy: if one fraction is an apple and another is an orange, we can’t compare them directly. We first need to turn them into the same fruit—that is, make their denominators the same. For example, to compare ¾ and ⅔, we looked for a common denominator and reminded ourselves that whatever we do to the denominator, we must also do to the numerator. https://www.youtube.com/watch?v=KNdUJQ_qd4U

For extra practice, students completed page 33 in their formative workbooklet, which focused on comparing fractions with common denominators.
It was a solid day of review and connection-building—exactly what’s needed after a long weekend and a busy start to October!

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division: https://www.youtube.com/watch?v=SLze82Zcc4Y and Long Division: https://www.youtube.com/watch?v=LGqBQrUYua4
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx
*Toilet paper roll or cereal box for Mme. Pirvu
*5B Parent Start Up Forms: S

THURSDAY, OCTOBER 9, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

Mme. Petrova has arranged for a field trip on November 7th to Kortright Center for some learning involving indigenous peoples. We're permitted one parent volunteer per class. If you're interested and have your vulnerable sector screening done, kindly send a message my way :)

Picture Day is tomorrow :)

I’ve been continuing to slot in reading assessments here and there whenever time allows, and we’re almost at the finish line. As I complete each student’s diagnostic assessment, I’ve been uploading the documentation directly to their Google Drive so everything is organized and accessible. Once all the assessments are wrapped up, we’ll be ready to begin our guided reading journey together. I’m really looking forward to diving into some great books and seeing the growth that’s already starting to shine through.

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

To kick off our literacy block today, we took a quick detour into the world of science and geography. I shared a fascinating animated resource that shows the incredible journey of a single raindrop as it infiltrates the ground and travels through the Earth. The animation traces how water moves around the world, helping us see the hidden paths that connect lakes, rivers, and oceans. https://river-runner-global.samlearner.com
This led to a fun little discussion about an amazing fact—scientists say some of the cleanest water on Earth can actually be found right here in Tiny, Ontario, Canada. It wasn’t exactly literacy-related, but it gave our brains a chance to warm up and sparked some great curiosity before diving into our reading and writing work for the day.

WARM UPS

For our warm-up today, we dove into a reading passage that looked a little different than usual—it was written as a script. After reading, we worked through some comprehension questions to make sure we understood how a script format helps tell a story in a unique way.

That activity set the stage perfectly for an exciting discussion about a grant proposal I’m currently developing. If approved, the $3,000 grant would give our class the chance to explore Canada’s oldest pet cemetery, located just north of us. It’s a fascinating historical site that was once abandoned but has since been lovingly reclaimed, with the Town of Aurora continuing to research its history. There’s even an award-winning documentary about the restoration project that has recently gained attention.

Through this project, students would take on the role of young journalists—conducting investigative research, writing their own news articles with guidance from professional writers, and then transforming those pieces into podcast scripts to record.
Stay tuned for more details as we wait to hear back from the committee. I’m really excited about the possibility of bringing this meaningful and creative learning experience to our class!

After finishing our reading comprehension passage today, I took some time to walk students through what will soon become the structure of our guided reading program. During the year, students will meet with me in small groups for guided reading sessions, while their classmates work independently on a rotation of meaningful literacy activities. Teachers often refer to this model as The Daily Five, but I’ll be putting my own twist on it by introducing a passport approach this year.

When students aren’t meeting with me for guided reading, they’ll be assigned one of five tasks:
1.   Work on Writing – spending focused time developing their writing skills.
2.   E.E.K.K. Reading (Elbow, Elbow, Knee, Knee) – reading alongside a partner and practicing shared reading strategies.
3.   Listen to Reading – using computers to listen to engaging podcasts while I conduct small group reading.
4.   Word Work – exploring spelling patterns, vocabulary, and word strategies.
5.   Reading to Self – enjoying independent reading time to strengthen fluency and stamina.

Once I’ve completed all of the necessary intake diagnostics, we’ll be ready to launch our full guided reading program. From there, we’ll eventually move toward literature circles, where students read and discuss texts in small groups, each with an assigned role to help keep the discussion thoughtful and on track.

WRITING

Today, we revisited our success criteria for strong paragraph writing—making sure these key expectations stay fresh in everyone’s minds. I also introduced a few new goals I’d like students to focus on as they begin their next formative descriptive writing piece.

Students are being encouraged to make full use of their toolkit binders, especially the word menus that feature vocabulary for the senses—taste, smell, and sound (including onomatopoeia). To bring these words to life, we watched an ASMR cooking video from a popular YouTube channel. I asked students to imagine walking into their kitchen to find someone cooking just for them. Their upcoming task will be to describe the scene using vivid sensory language: What do they hear sizzling? What do they smell? What details stand out? They’ll finish their paragraph with a closing sentence that shares their overall impression of the meal.

I also reminded students that descriptive writing doesn’t usually stand alone like a story or a news article. Instead, it often appears within those larger text forms, adding depth and colour. By practicing with this ASMR activity, students are learning how to weave descriptive language naturally into different kinds of writing—whether it’s a narrative, a report, or even a journalistic piece.
Students will begin drafting their descriptive paragraphs tomorrow. I’m excited to see the creative details they bring to life!

MATH (B)
9:40-10:40

In math today, students were absolutely incredible. They immediately applied their understanding of long division—and the newly introduced short division method—to convert improper fractions into mixed numbers (Page 25 of their formative work booklets). It was wonderful to see how well they remembered the concepts we had covered in our setup lessons from the previous days and how confidently they applied them.
From there, we moved into a discussion about factors and how finding the greatest common factor (GCF) can help us reduce or simplify fractions. I explained that in real life, we often encounter fractions with large numbers that can be tricky to make sense of. For example, if we imagine that there are 120 students in Grade 5 and 60 of them are boys, that fraction—60 out of 120—can feel like a lot to process. But when we divide both the numerator and denominator by their greatest common factor, we get 1 over 2, or one half, which is much easier to comprehend.
We talked about how this process is the reverse of finding equivalent fractions. When we create equivalent fractions, we multiply both the top and bottom by the same number. When we simplify fractions, we do the opposite—we divide by a common factor until we reach the simplest form.
Together, we explored an example using the fraction 40 over 60. We tried dividing both numbers by 2, which gave us 20 over 30. While that was simpler, it still wasn’t the most reduced version. We kept dividing by other common factors until we reached a point where the only number that could divide both the numerator and denominator was 1, showing that we had reached the fraction’s simplest form.
We wrapped up by completing page 26 of our formative math booklet together, and I was genuinely impressed by how confidently students applied their learning throughout the lesson.

HEALTH (C)
11:40-12:10

In today’s Health class, we revisited our favorite analogy about nutrition. Just like a car needs the right fuel and parts to run well, our bodies do too! Macronutrients like carbohydrates, proteins, and fats are the fuel that keep our engines running. Micronutrients such as vitamins and minerals are like the parts, instructions, and cleaning systems that help everything work smoothly.

Macronutrients (Fuel)

Carbohydrates: Regular gasoline — quick and easy energy.
Fats: Diesel fuel — slower, long-lasting energy.
Protein: Repair fuel — can be used for energy in a pinch, but mostly helps fix and build engine parts.

Micronutrients

Vitamins: The oil and spark plugs — they don’t give energy, but they help the engine burn fuel smoothly and keep it running efficiently.
Minerals: The nuts, bolts, and wires — they build the structure and make sure signals and parts work (bones, blood, nerves, muscles).
Fiber: The filters and cleaning brushes in the car — they don’t provide fuel, but they keep the pipes clean, prevent blockages, and make sure the fuel flows through smoothly.
Sugar: The nitro boost or quick-start gas — it gives super fast energy, but burns out quickly and can wear down the engine if you use it too much.

After quickly reviewing that idea, we shifted our focus to something we see every day but don’t always notice — nutrition labels. These are great tools to check before eating or drinking something. Many kids (and even adults!) can feel a bit overwhelmed by how much information is packed into those small boxes, but with a few simple tricks, they can be easier to understand.

At the Grade 5 level, we’re focusing on the percent daily value section. This shows how much of a nutrient is in one serving compared to what your body needs in a day. A good rule of thumb is that 5% or less means a food has a little of that nutrient, while 15% or more means it has a lot.

We also learned that Canada now includes warning labels on some foods that are high in certain nutrients such as sugar, sodium, or saturated fats. These labels make it easier to spot items that might not be the healthiest choice at a quick glance. https://www.cbc.ca/news/canada/nova-scotia/health-canada-front-of-package-nutrition-warning-labels-1.7563212

Finally, we looked at the ingredients list. Most students remembered that ingredients are listed from most to least — meaning the first item is what the food contains the most of. We also discussed how some ingredients are synthetic (made in a lab) while others are naturally occurring, and that these can affect how our bodies process them.

We are now working through page 16 of our formative work booklet. You can always review or catch up on our current progress by visiting https://www.drooker.ca/work.html

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division: https://www.youtube.com/watch?v=SLze82Zcc4Y and Long Division: https://www.youtube.com/watch?v=LGqBQrUYua4
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx
*Toilet paper roll or cereal box for Mme. Pirvu
*5B Parent Start Up Forms: S, D, A

WEDNESDAY, OCTOBER 8, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

MEDIA

Today’s media studies class was one of those lessons that makes teaching so rewarding. It’s one that has taken me years to develop, thanks to the help of several amazing graphic designers I’ve had the chance to work with through various grants and projects. Together, we’ve built something that really gives students a behind-the-scenes look at what goes into professional logo design.

We began by revisiting what a logo actually is. I told students to think of a logo as the “entryway into someone’s house.” It’s the first impression that helps you decide whether or not you want to go inside and learn more. I compared it to trick-or-treating. When you peek into a neighbor’s home and get a little glimpse down their hallway, you start to get a sense of who they are. A logo works the same way. It gives people that first glance into a company or product and invites them to explore further.

Next, we looked at the power of color. Colors can create emotions, feelings, and associations. For example, many people connect green with nature, health, or even luck. While not everyone agrees on what a color represents, certain colors often create shared feelings. We reviewed anchor charts that showed how colors can make people feel and how important it is to choose colors that match the message of your brand.

We then moved on to fonts—the style of the writing. Fonts must be easy to read, especially from a distance, but they can also communicate personality. I introduced students to abstractfonts.com, a fantastic website with thousands of free fonts. You can type your own words to preview how they’ll look in different styles and even browse by category. I also showed how company logos evolve over time. We looked at examples, such as Bazooka Joe, and how their designs have changed to match new trends and audience preferences. Companies must be flexible and adapt their look as society and styles change.

After that, students participated in a logo design simulation. When a company like our project Famous Air wants to take off, it might hire several designers to create logo options. Each designer prepares a presentation that explains every design choice, including colors, shapes, and any hidden meanings. The company then reviews the options, discusses research, and decides which design best represents their message. Sometimes designers make a great deal of money when their work is licensed for use across different products and media. Other times, as in the case of the Nike logo, designers don’t realize how valuable their work will become and miss out on future profits. It was a fun example that really caught everyone’s attention.

To make things even more real, I shared some professional design presentations from artists I’ve worked with in the past. Students were able to see how professional designers justify their creative choices with research and evidence. This helped them understand how much thought and strategy goes into every aspect of design.

All in all, today gave students a professional, hands-on look at how logos are created and why they matter. Next class, they’ll be creating their own hand-drawn logo for Famous Air with a partner. They’ll need to use the target audience research we’ve gathered, including surveys from all Grade 5 students and data provided by Spin Master Toys for kids ages 8 to 14. Students will then have a short design conference with me to explain their choices in color, font, and overall message. They can follow the research or choose to go against it, as long as they can justify their decision with evidence.

To even the playing field, students will also have the opportunity to design a logo using artificial intelligence. This will allow those who may not feel as confident in their drawing skills to express their creative intentions through words and ideas instead. By describing their concept clearly to the AI, they’ll be able to see their ideas transformed into a polished, professional-looking logo. This gives every student the chance to present their work at a professional level, regardless of artistic ability.

Much like in the reading and writing work they’ve done before, the goal is not just to make creative choices but to prove and support those choices thoughtfully. The more evidence and reasoning they can provide, the stronger their design and their grade will be.

I’ve included some links below to help review what we covered today. Be sure to explore them, and start thinking about how your logo can make that all-important first impression.

https://www.drooker.ca/media.html
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-03-21-at-7-52-34-am.png?1711022324
https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/colours-as-emotions.jpeg?1711022353
www.abstractfonts.com
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-02-20-at-7-34-56-am.png?1751632387
https://www.drooker.ca/uploads/1/1/0/9/110962203/professionallogodesignexample.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/pgl_present.pdf

MATH (B)
9:40-10:40

Today we continued our work with fractions by learning how to convert an improper fraction into a mixed fraction. This process naturally connects to division, and students quickly recognized the familiar steps from our long division method. We reviewed the acronym “Does McDonald’s Sell Burgers?” (or the slightly sillier “Dead Mice Smell Bad”) as a fun reminder of the steps: Divide, Multiply, Subtract, and Bring down. https://www.youtube.com/watch?v=BCqqn2sWUzY

When we look at an improper fraction, we can think of it as a division problem. The remainder becomes the numerator of the fraction, while the divisor becomes the denominator. For example, when converting 7/3, we divide 7 by 3 to get 2 with 1 left over, which gives us 2 1/3.

I’ve linked a helpful video below that reviews this algorithm.

Over the last couple of years, I’ve also introduced students to an alternative approach known as short division. This streamlined method often clicks quickly with learners, and many students prefer it once they see how it works. A tutorial video for short division is also linked below for anyone who’d like to review it at home. https://www.youtube.com/watch?v=SLze82Zcc4Y

Students practiced both division methods with me today, re-familiarizing themselves with the process and then applying what they learned to convert improper fractions into mixed fractions. We’ll continue this work tomorrow as we build confidence and fluency with fractions. https://www.youtube.com/watch?v=EpXCr2iax5E

HEALTH (B)
11:40-12:10

In today’s Health class, we revisited our favorite analogy about nutrition. Just like a car needs the right fuel and parts to run well, our bodies do too! Macronutrients like carbohydrates, proteins, and fats are the fuel that keep our engines running. Micronutrients such as vitamins and minerals are like the parts, instructions, and cleaning systems that help everything work smoothly.

Macronutrients (Fuel)

Carbohydrates: Regular gasoline — quick and easy energy.
Fats: Diesel fuel — slower, long-lasting energy.
Protein: Repair fuel — can be used for energy in a pinch, but mostly helps fix and build engine parts.

Micronutrients

Vitamins: The oil and spark plugs — they don’t give energy, but they help the engine burn fuel smoothly and keep it running efficiently.
Minerals: The nuts, bolts, and wires — they build the structure and make sure signals and parts work (bones, blood, nerves, muscles).
Fiber: The filters and cleaning brushes in the car — they don’t provide fuel, but they keep the pipes clean, prevent blockages, and make sure the fuel flows through smoothly.
Sugar: The nitro boost or quick-start gas — it gives super fast energy, but burns out quickly and can wear down the engine if you use it too much.

After quickly reviewing that idea, we shifted our focus to something we see every day but don’t always notice — nutrition labels. These are great tools to check before eating or drinking something. Many kids (and even adults!) can feel a bit overwhelmed by how much information is packed into those small boxes, but with a few simple tricks, they can be easier to understand.

At the Grade 5 level, we’re focusing on the percent daily value section. This shows how much of a nutrient is in one serving compared to what your body needs in a day. A good rule of thumb is that 5% or less means a food has a little of that nutrient, while 15% or more means it has a lot.

We also learned that Canada now includes warning labels on some foods that are high in certain nutrients such as sugar, sodium, or saturated fats. These labels make it easier to spot items that might not be the healthiest choice at a quick glance. https://www.cbc.ca/news/canada/nova-scotia/health-canada-front-of-package-nutrition-warning-labels-1.7563212

Finally, we looked at the ingredients list. Most students remembered that ingredients are listed from most to least — meaning the first item is what the food contains the most of. We also discussed how some ingredients are synthetic (made in a lab) while others are naturally occurring, and that these can affect how our bodies process them.

We are now working through page 16 of our formative work booklet. You can always review or catch up on our current progress by visiting https://www.drooker.ca/work.html

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx
*Toilet paper roll or cereal box for Mme. Pirvu
*5B Parent Start Up Forms: S, D, A

TUESDAY, OCTOBER 7, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

My apologies for not blogging yesterday. My son had a doctor's appointment yesterday downtown. In case I haven't previously mentioned it but occasional teachers are asked to pivot from our current math unit towards some work involving patterning and algebra on days when I'm absent. Patterning and algebra is relatively straightforward to teach and simplifies things for a visiting teacher. I'll of course review and pick up on Patterning and Algebra myself later on in the school year but just clarifying in case you're debriefing with your child :)

From Ms. Pirvu
This next cycle (Day 1), we’re kicking off our Makerspace program!

To get started, students are being asked to bring in a toilet paper roll and a cereal or granola bar box for one of our upcoming crafts. I’ve already reminded the classes I’ve seen so far, but an extra reminder from home always helps!

Over the next five weeks, while students are working at their centers, they’ll be able to quickly grab a library book to check out as needed. This means there won’t be a designated library period for book sign-out during this time.

If a student really needs to exchange a book, we'll slot them in when there is a free library sign out period.

Thanks for helping us make the Makerspace cycle a creative and hands-on learning experience!

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

This morning, our class explored something truly eye-catching and creative — ambigrams! These are special words or designs that can be read in more than one way. When you rotate or flip them, they often reveal the same word, a new word, or even a hidden message. It’s like a visual puzzle for the mind!

We used the link below to check out some amazing examples together, and the students were absolutely fascinated. Ambigrams are a wonderful reminder that language and art often overlap, inviting us to look at familiar things from a different perspective.

We’ll be keeping this idea in mind as we move forward with our logo design work in our ongoing media project tomorrow. Creativity is all about experimenting, taking risks, and seeing things in new ways—and ambigrams are the perfect example of that!

https://ambigr.am/hall-of-fame

WARM UPS

After exploring ambigrams, we moved into the warm-up portion of our literacy block and had some fun with word ladders. Together, we worked our way up (and down!) a few ladders, changing one letter at a time to create new words at each step.

Students quickly caught on to how a single letter swap can completely change a word’s meaning, and they enjoyed seeing how language connects in surprising ways. These activities help strengthen spelling, vocabulary, and flexible thinking—all while keeping things playful and engaging.

WRITING

Today, students had the opportunity to finish up their descriptive paragraph writing about the monsters they brainstormed and began last week. Before diving back into their work, we reviewed how to add variety to topic sentences and how to craft closing sentences that feel natural rather than repetitive or robotic.
I reminded everyone about our success criteria and spent time conferencing with several students, offering descriptive feedback to help strengthen their writing. It was wonderful to see the creativity and attention to detail come through in their final drafts.

After a short pause tomorrow to continue our media project, we’ll shift our focus later in the week to a brand-new descriptive writing challenge—this time inspired by ASMR! Students will use a cooking scenario to explore sensory language, choosing words that vividly express what they might see, smell, hear, and feel.

The goal remains the same: to make writing fun, immersive, and thought-provoking while helping students grow as confident, descriptive writers.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

MATH (C)
1:10-2:10

In math today, we began by reviewing the 8 times table trick, which we sing to the tune of Mary Had a Little Lamb. It’s always a fun and musical way to reinforce multiplication facts! As a reminder, there’s a link at the bottom of every day’s blog to our multiplication tricks—I hope students have been enjoying practicing these at home.

From there, we explored equivalent fractions, using both song and visual modeling under the document camera. Students learned that by multiplying the numerator and denominator by the same number, we can create fractions that represent the same value. For example, 1/2 and 2/4 may look different, but they’re equal in size. Students completed page 24 of their formative work booklet.

Next, we moved on to identifying the three types of fractions:

Proper fractions, where the numerator is smaller than the denominator.
Improper fractions, where the numerator is larger than the denominator.
Mixed fractions, which combine a whole number and a fraction.

Improper fractions and mixed fractions can be a little tricky at first. When we look at something like 5/4, it helps to think of it as 4/4 (one whole) plus 1/4 left over. Mixed fractions, on the other hand, are often easier to visualize because they show both the whole number and the fractional part—similar in concept to a number with a decimal.

MATH (C)
2:10-3:10

Today we continued our work with fractions by learning how to convert an improper fraction into a mixed fraction. This process naturally connects to division, and students quickly recognized the familiar steps from our long division method. We reviewed the acronym “Does McDonald’s Sell Burgers?” (or the slightly sillier “Dead Mice Smell Bad”) as a fun reminder of the steps: Divide, Multiply, Subtract, and Bring down. https://www.youtube.com/watch?v=BCqqn2sWUzY

When we look at an improper fraction, we can think of it as a division problem. The remainder becomes the numerator of the fraction, while the divisor becomes the denominator. For example, when converting 7/3, we divide 7 by 3 to get 2 with 1 left over, which gives us 2 1/3.

I’ve linked a helpful video below that reviews this algorithm.

Over the last couple of years, I’ve also introduced students to an alternative approach known as short division. This streamlined method often clicks quickly with learners, and many students prefer it once they see how it works. A tutorial video for short division is also linked below for anyone who’d like to review it at home. https://www.youtube.com/watch?v=SLze82Zcc4Y

Students practiced both division methods with me today, re-familiarizing themselves with the process and then applying what they learned to convert improper fractions into mixed fractions. We’ll continue this work tomorrow as we build confidence and fluency with fractions. https://www.youtube.com/watch?v=EpXCr2iax5E

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx
*Toilet paper roll or cereal box for Mme. Pirvu
*5B Parent Start Up Forms: S, D, A

FRIDAY, OCTOBER 3, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
I was away yesterday. Thus, the lack of blogging!

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

This morning we started off with a quick update on where we stand with our animation projects. I’m so proud to share that we’ve already completed one full animation as part of our ongoing music video work. It’s a great milestone and a real boost for the class. I’ve also placed an order for some new materials, including plasticine, that should arrive soon. Those supplies will help us move forward with some of the other animation segments that we’ll be weaving into our final music video.

After our project update, we shifted gears and explored something really exciting. Yesterday marked the release of the brand new Sora 2 app, and it’s nothing short of transformative. This incredible tool allows users to generate video content with the help of artificial intelligence. I demonstrated it for the students by giving it a prompt to design a TV commercial for our media studies project, Famous Air. The results were absolutely stunning, and the students were amazed by what was possible.

Right now, Sora 2 is still free to use, but it’s being rolled out carefully by invite only so that the developers can smooth out bugs and keep things running. I can’t recommend it highly enough. If you’re curious, check to see if you can find an invitation from a family member or perhaps through online communities like Reddit. It’s a great opportunity to get ahead of the curve and bring something fresh and innovative into your creative projects.

WARM UPS

For our warm-up today, students reached for their monster writing organizers, which they had started on Tuesday. These organizers were inspired by the non-fiction book The Gruesome Guide to World Monsters and gave everyone a chance to dream up their own unique creature. Students had filled their organizers with pictures and words to capture different aspects of their monster, from appearance to behavior, and today we revisited those ideas.

We took another close look at what strong descriptive writers do. Together, we noticed how great description paints a vivid picture in the reader’s mind and makes writing come alive. Then, students turned to their toolkit binders for support. These binders are full of resources such as word menus and other writing tools designed to help them expand and enrich their ideas. Using these supports, students began to flesh out the details of their monsters and bring them closer to life on the page.

WRITING

Today students were given twenty minutes to begin drafting their descriptive paragraphs about the monsters they have been creating. This was their first opportunity to take the ideas from their organizers and toolkit binders and start shaping them into full writing pieces.

While students were working, I used the time to meet individually with 8 students. One by one, they sat next to me so I could get a clearer sense of where each student is in the writing process. This gave me a great window into their strengths and the areas where they may need extra support. I’ll continue these one-on-one check-ins on Monday when students will have another half hour to finish their monster paragraphs.

The goal is for each student to produce a polished, well-developed paragraph in about thirty minutes. We’re using our three-step proofreading plan to make sure their best work shines through. Right now, I’m giving them more time than I normally would, because at this stage of the year they are still getting familiar with tools like the toolkit binder and learning how to plan their writing effectively before putting pen to paper. Over the weeks ahead, we’ll gradually shorten the writing time to about thirty minutes from start to finish. This will help students learn to write more efficiently while still producing strong, descriptive work.
It’s exciting to see their monsters come alive through writing, and I’m looking forward to watching their confidence grow as they sharpen both their skills and their writing habits.

MATH (B)
9:40-10:40

Today in math, we took a short pivot away from addition and subtraction to strengthen some important foundational number sense skills. We began by reviewing the greater than and less than symbols, and then students were introduced to the world of fractions.

Fractions can seem tricky at first, but they’re really just another way of showing parts of a whole. To help build that understanding, we explored how fractions connect to decimals and percents. For example, we looked at how ½, 0.5, and 50% are all different ways of saying the same thing. (Fun fact: the word cent in percent comes from the French word for 100—just like in “century.” So 50% simply means 50 out of 100, which is half!)

To make the concept come alive, I shared a short video introducing the topic (link below if you’d like to review together at home) and passed around physical manipulatives so students could literally see the connections between fractions, decimals, and percents. https://www.youtube.com/watch?v=OtnkWg8LX6U

Students also completed pages 18 and 22 of their new practice workbooklets today—these are fresh resources I’ve added to support their learning. I’ve uploaded digital copies on our work webpage: https://www.drooker.ca/work.html

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*5B Parent Start Up Forms: E, S, D, A
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

WEDNESDAY, OCTOBER 1, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Happy October! Today we started literacy in an unusual but exciting fashion. Normally, October 1st is just another day on the calendar, but in our classroom, it’s the official launch of our very first oral presentation of the year.

Students will complete three oral presentations over the course of the year, and they’ll have about a month to prepare for each one. This first one will be due on November 1st. Before diving into the task, we revisited what strong presenters do: they prepare well, make eye contact, gesture naturally, use strong volume and inflection, and are able to think on their feet in response to their audience. These tips (and more) can be found on our drama webpage.

For this first presentation, students were introduced to a powerful and motivational Nike advertisement that serves as their script—a kind of call to action about personal strength and proving others wrong. They watched a few exemplar performances, and we talked about how to bring words to life through pacing, gestures, and voice. Students are encouraged to use cue cards (a limited supply is available in class) and to mark up their scripts with colours and symbols to help emphasize key moments. Props are also welcome!

We also reviewed the oral presentation package, including the rubric, which is linked below. And here’s an exciting twist: students only need to present in front of the class once this year (though they may choose to do more if they like!). If a student would prefer not to present to a live audience, they’ll be given the option to record their presentation privately using a tripod and camera.

After this, we pivoted to Media Studies, which we always do on Day 1. Today’s lesson was all about logos—the very first impression a company makes. We discussed how logos often start as hybrids (with both text and images) before evolving into a single, recognizable image. Nike, for example, moved from a text-and-swoosh design to the swoosh alone, which now immediately signals speed, swiftness, and victory. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-05-16-at-9-49-36-pm.png?1589686208

I shared my own personal logo—featuring a silhouette in a backwards baseball cap with my nickname, Jonny Fastball. Students made inferences about what this logo reveals about me, noticing the casual, sporty feel and the use of high-contrast black and white for impact. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-04-25-at-6-57-21-am.png?1682420380

To extend this, we watched part of an episode of Wacky Wacky Word Show where a graphic designer explained how pictograms can “say something without saying it”—just like hieroglyphics or common symbols we recognize instantly, like a washroom sign. We also examined hidden meanings in logos, such as the arrow in FedEx, the word “Toyota” hidden inside the Toyota logo, and the “31” in Baskin Robbins for their 31 flavours. https://www.tvokids.com/school-age/wacky-word-show/videos/ancient-egyptians

Next class, students will continue exploring how fonts and colours influence emotions, before beginning work on their very own logo for Famous Air, the product they will tell and sell throughout the year.

MATH (B)
9:40-10:40

This morning, Grade 5B caught up to where 5C left off yesterday. Students were given time to mark their mixed addition and subtraction work, and I was able to meet with each of them to provide descriptive feedback on their progress. It was a great opportunity to see how their addition and subtraction strategies are developing.

Afterward, students practiced using our classroom poster that outlines what they can do when they’ve finished their work. This is an important skill, as we’ve noticed some challenges around finding independent tasks. To help with this, we refined a few rules together—particularly around computer usage. For example, if students wish to use their Prodigy Math accounts or practice in Typing Club, these activities must be done quietly at their desks (not on the floor or beside friends).

I was really impressed with how successful students were today in applying these expectations. While I circulated to give feedback, they were able to find quiet, independent activities to focus on, which made for a very productive block.

Looking ahead, both Grade 5B and 5C will now be pivoting toward some foundational number sense work in preparation for our upcoming unit test.

HEALTH (B)
11:40-12:10

Today in Health, we introduced the concept of the calorie. Calories can be a tricky idea to understand. Not only do they represent energy, but the amount of energy each person needs is different. A helpful way to think about it is this: the fuel you burn in a day should be close to the fuel you take in. With a car, the gas tank can only hold so much before it is full. Our bodies are a little different. If we keep adding more fuel than we use, our “tank” can spill over and the extra energy may be stored in the body, often as fat, which over time can create challenges for our health.

It is also important to remember that not everyone needs the same amount of energy. If someone is very active, their body may need more calories to keep them going. People with more muscle often burn more energy than those with less muscle, and our bodies can vary in how efficiently they extract energy from food. This means that while we often see “average” daily calorie recommendations, those numbers are only a guide. Every body is different, so one person might need more fuel than another.

To help make this idea more concrete, we watched a short video together (linked below) that broke the idea down in a kid-friendly way. From there, we looked at nutrition labels and learned that they are mandatory across Canada. Even if students are not sure about how many grams or milligrams of a nutrient they need in a day, they can still pay attention to the percent values. “Percent” comes from “per” meaning out of, and “cent,” which is French for one hundred. So, when we see 15% calcium, that means 15 parts out of 100 of the daily recommended amount.

We also noticed that Canada has recently added front-of-package labels that highlight if a food is particularly high in certain nutrients such as sodium, sugar, or saturated fat. This helps people make quick decisions about what they eat. We will continue exploring how to read and understand nutrition labels in our next class.

A quick science note about calories
So how do scientists actually measure a calorie? A calorie (with a small “c”) is the amount of heat needed to raise the temperature of one gram of water by one degree Celsius. On food labels, however, we use Calories with a capital “C,” which actually represent kilocalories. One Calorie equals 1,000 small calories.
In labs, scientists measure this using a device called a calorimeter, where food is burned and the heat released warms water. By measuring how much the water’s temperature increases, they can calculate the energy stored in the food.

There are even simple versions of this experiment that can be imagined at home. For example, if you place a small piece of food like a peanut under a metal can with some water inside, and carefully light the peanut to burn, the heat rises and warms the water. If you had 100 grams of water and the temperature rose by 5 °C, that would equal 500 small calories, or 0.5 Calories (the kind you see on food labels). It takes quite a bit of energy to raise large amounts of water by even one degree, which helps explain why foods like peanuts are so energy-dense. (Of course, this would need adult supervision and safety precautions!)

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Parent Start Up Forms: E, S, D, A,
*Oral Presentation #1 due November 3rd https://www.drooker.ca/uploads/1/1/0/9/110962203/oral_presentation_1_nike_speech.docx

TUESDAY, SEPTEMBER 30, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

End of Month Learning Skill ("Thumbs Up and Down") reports have now been uploaded to your child's Remote Learning Google Drive's "Learning Skills" sub folder for your perusal. The average student receives 100 points a month with ~10 strikes (10:1 ratio). Important: A thumbs down does not result in a loss of a point. Rather in the report, it is recorded as a "neutral" event. These reports should give you a sense as to how often your child contributes positively or negatively to our class environment.

Note: I've been quite relaxed this month in an effort to give students wide berth to be themselves and to get comfortable in our classroom routines/expectations. Thus, September's report may not be the most accurate glimpse into how your child is progressing. I'll be tightening things up in October! One last thing to make mention of...I've decided to discontinue the rubric I typically upload around the time that your child is VIP. I'm finding that the rubric doesn't capture your child's progress nearly as well as the end of month thumbs up/down reports and thus want to streamline things to give you the best data possible!

LANGUAGE (B)
8:40-9:40
In Literacy today, students jumped right into their monster brainstorming using a graphic organizer. This activity was inspired by our recent reading and retelling of The Gruesome Guide to World Monsters by Judy Sierra. With the organizer, students could sketch or jot down words that captured the shape, personality, and details of their own fictional creature. The goal was to spark their imaginations and begin mapping out what will eventually grow into a descriptive paragraph.
Next class we will return to this work with the support of our toolkit binders. These binders are filled with word menus and strategies to help students expand their writing. We will continue to remind one another that strong descriptive writing strikes a balance between telling and showing. We want to avoid what I call “skeleton writing” by fleshing out ideas with plenty of vivid detail. Students are encouraged to use similes, metaphors, and even extended comparisons to bring their monsters to life. Descriptive writing is not a stand-alone form like narrative or review, but it shows up across many kinds of texts. That is why we are making it our focus at the start of the year.

As an optional extension, some students took home a paper toy to assemble based on the monster they created. Others chose to move on to their math work once the organizer was finished. The paper toy serves a dual purpose. It is fun, of course, but it also gives me insight into student skills with cutting, folding, and gluing. These hands-on abilities may seem small, but they connect to presentation, neatness, and attention to detail. They also come in handy when we circle back to geometry and three-dimensional paper models later in the year.

I like to remind students that these are soft skills worth practicing both in class and at home. Whether it is working on printing, cursive, or putting together a paper craft, these tasks help students build focus and precision. Even outside school, children develop these same skills when helping with small projects around the house, from simple crafts to measuring and cutting wood in the garage. Each little opportunity adds up, and over time these habits of neatness and care make a real difference in their learning.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10
In math today, students had their final block of time to complete their addition, subtraction, and mixed practice work. This involved both addition with regrouping and subtraction with borrowing. It was a rather straightforward period in that respect, but an important one. Once work was finished, we reviewed together and I continued to highlight the importance of being both accurate and automatic.

I reminded students that accuracy is not just about solving the problem at the end but also about being careful with each smaller step along the way. Every column matters, because when one is correct, it sets up the next just like a domino run. If the ones column is right, it will carry properly into the tens, then the hundreds, and so forth. The same principle applies in reverse when we subtract with borrowing.

I was quite pleased with the effort students put in today. They used their time wisely and showed dedication to what I jokingly call drill and kill. While these kinds of exercises can feel repetitive, they are necessary building blocks. The exciting part is that we will soon be moving beyond them. In the coming days we will expand our learning into decimals, rounding, and estimating fractions, all of which will lead us toward our next unit test.

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

MONDAY, SEPTEMBER 29, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
For those of you who made it out to Curriculum Night, know that it was a pleasure meeting you! I believe the following link will give you access to my presentation should you have missed out prezi.com/view/EYFfXHNUfAgzW3LIr562/

Quick update re: Library from Mme Pirvu

Book Exchange
Students will exchange books every other week. Books over 2 weeks should be renewed.
They may borrow 3 books total:
2 French books (1 for home, 1 for school)
1 English book
Comic books are allowed, but students are encouraged to choose a variety of texts.

STEM Activities
On the alternate weeks, students will participate in engaging STEM activities — hands-on challenges that promote creativity, problem-solving, and teamwork. We are starting centres next day 1.

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

5C completed an animation using the artwork that 5B produced.

This morning, we kicked things off by giving a few students who were away last week the chance to complete their media literacy target audience survey. As you know, our Grade 5 students are focusing their campaign on reaching just their peers across all three Grade 5 classes as part of our full-year Famous Air Media Studies project. It was important to finish this round of data collection so that when we return to Media on day one, everyone will be ready to move forward together.
To spark some inspiration, we also explored a fascinating website that sells “mini museums.” These little collections are incredible. Instead of being just one fossil or one piece of memorabilia, each case contains a curated assortment, such as bits of bone and fossils from many different dinosaurs or tiny pieces of historic structures, all authenticated and preserved beautifully for people to display. We connected this idea to our Famous Air concept. Traditional memorabilia often comes in the form of autographs, collectible cards, or what are called relic cards that might contain a piece of fabric from an athlete’s uniform. Famous Air aims to stand apart by offering something different and unexpected: the air or breath of a famous person, packaged as a novelty collectible. https://shop.minimuseum.com/
Students were able to see how the mini museum approach highlights uniqueness and storytelling. This helped them reflect on how Famous Air can also capture attention and create buy-in from their audience in a way that feels new and exciting. Altogether, it made for a lively morning of linking real-world marketing strategies with their own big project.

WARM UPS

For our warm-up today, we began with a quick look at morphology. Students explored the suffix “-ed” and how it changes a word into the past tense. To make it practical, we folded this into our proofreading plan by creating sentences that included one of those “-ed” ending words. It was a great way to connect grammar with the everyday work of writing and editing.

From there, we shifted our focus to reviewing parts of speech. I want students to feel confident using terms such as homophones, synonyms, antonyms, subjects, verbs, adjectives, adverbs, and contractions. Having a shared vocabulary makes it much easier to have meaningful conversations about their work, whether we are looking at a sentence together or diving into a larger piece of writing.

To support this review, we went over an anchor chart filled with clear definitions and simple examples. Students were able to use the chart as a reference while we talked through each part of speech, helping them see how these tools all work together to make writing stronger and more precise.

WRITING

Today we revisited Gruesome Guides to World Monsters, a non-fiction text we enjoyed last week. Using this book as our starting point, we worked together to create a non-fiction retell paragraph. I modeled the process using both the document camera and a Microsoft Word document projected on the whiteboard. This gave students a chance to see the structure of a strong paragraph in action while also participating in shared practice.

One of our main goals was to review the key parts of paragraph writing. We reminded ourselves that every paragraph needs a topic sentence, a body, and a concluding sentence. At the same time, we discussed how different text forms sometimes require us to pause and consider what information belongs in the body. Retelling a non-fiction book is not a common task, so I introduced guiding questions to help focus our summaries. For example:

What was the book, page, or chapter mostly about?
What were some new facts we learned?
What text features did the author include to support understanding?

By answering questions like these, students can quickly find a main idea, collect supporting details, and then frame everything with a strong beginning and ending sentence.

While fiction texts have their own guiding questions for retells, today was all about practicing paragraph form with non-fiction. Tomorrow we will pivot into creativity. Students will begin designing their own fictional monsters, create a paper toy to bring their ideas to life, and write a descriptive paragraph inspired by the Gruesome Guides to World Monsters. It should be a fun way to mix structure with imagination.

MATH (B)
9:40-10:40

In math today, we started off by reviewing some of the multiplication tricks we’ve learned over the past three weeks for the three, four, and six times tables. Students were excited to add a new one to their toolkit: the seven times table trick, sung to the tune of Happy Birthday! I reminded everyone that the goal of these tricks is accuracy and automaticity. They are simply tools to help recall facts quickly, and students don’t have to stick with them forever. At the end of this unit, their mastery will be measured through performance tasks that check both speed and accuracy.

After multiplication, we explored a fascinating new approach to subtraction. This method tackles subtraction with borrowing, but in a way that doesn’t actually borrow.
https://www.instagram.com/reel/DMqrXyeTDg2/
https://www.youtube.com/shorts/mVTm3Cx9Uu8
I modeled the process through videos so that students could revisit it on their own time. Some found it clicked right away and enjoyed the fresh perspective, while others preferred to stay with our tried-and-true “stack-and-attack” column-subtraction method. I emphasized that math is like a menu of strategies. The more options we can offer, the better chance each student has of finding an approach that works for them. I even shared with them that I wish I’d been introduced to this alternate method as a student. If I had, I might have made it my go-to strategy. Still, I often find myself leaning on the traditional column subtraction with borrowing, since that’s the one I grew up with.

Students then worked on page 73, which focuses on base 10 regrouping, and continued finishing their first math booklet on addition and subtraction. This booklet includes mixed practice, giving them the opportunity to switch between operations and avoid careless errors. Last week we took two days to focus on addition practice, followed by two days of subtraction, and now we are wrapping things up with mixed review. These short sets of practice questions may not be the most exciting math tasks, but they are essential for building strong foundations. By chunking the work and monitoring their progress, I can see how well students are navigating between addition and subtraction while applying regrouping and borrowing as needed.

Tomorrow, we’ll finish the booklet and continue laying the groundwork for more complex math to come.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

THURSDAY, SEPTEMBER 25, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
My apologies for not blogging yesterday. I was unfortunately under the weather and students had an occasional teacher.

Just a reminder about tonight's Curriculum Night.

There will be two identical sessions:
Session 1: 5:15–5:45 p.m.
Session 2: 6:00–6:30 p.m.
Fall BBQ: 6:00-8:00

You are invited to begin in Room 209 for a short presentation with me (about 15 minutes). Following that, please head next door for a meet-and-greet with Mme. D’Ambrosio.

We look forward to seeing you there!

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning, we launched the What’s Trending portion of our literacy block by connecting it to the Garbage Pail Kids card activity we did earlier this week. In that task, students targeted a single individual. From there, I explained how that same individual worked one-on-one with me while the rest of the class was busy, helping to co-create a target audience survey for our year-long media project: Famous Air.

Our target audience is Grade 5 boys and girls. Together, we built survey questions that every Grade 5 student will have a chance to respond to. This will give us important data to help guide our decisions as we design, tell, and sell our product. The survey is already circulating in our class and will also make its way to Grade 5C and Mr. Pearson’s Grade 5A class so we can gather a broad range of responses.

I also showed students how in past years, Spin Master Toys provided similar survey data. That dataset is now two years old, but it still offers valuable insights. It involved over 700 boys and girls in the United States responding to questions very similar to ours. Students this year will have two sets of data to draw from—their own locally gathered responses and Spin Master’s large-scale data.

The key idea here is: know your audience.
We’re not trying to target “every kid in school” or “all kids ages 18–35.” Instead, we’re narrowing our focus to Grade 5 boys and girls. Students will need to cite the data they collect and justify their design thinking at every stage of the project. This practice makes their media creations more persuasive, authentic, and grounded in evidence.
https://famousair.weebly.com/uploads/1/1/0/9/110962203/famous_air_target_audience_survey.docx

WARM UPS
For today’s warm-up in our literacy block, we reviewed the structure of a fiction retell paragraph. In any strong paragraph, we know it’s important to begin with a topic sentence and end with a concluding (or clincher) sentence. To help us capture the “meat” of the retell, we use four guiding questions:

Who are the main characters?
Where does the story take place?
What was the major problem?
How was that problem solved?

By focusing on these four questions, students are able to write a retell that is clear, concise, and focused.
I then posed a new question to students: What would a non-fiction retell paragraph sound like? What sorts of information would we need to include in the body of that kind of paragraph? This question sets us up for next week, when students will begin learning how to write a non-fiction retell paragraph—a short, well-structured summary of what they’ve learned from a text. At that time, I’ll introduce a fresh set of guiding questions to help them build this important literacy skill.

READING

Today our literacy block had more of a reading focus. I introduced students to a fascinating non-fiction book entitled The Gruesome Guide to World Monsters by Judy Sierra, illustrated by the renowned artist Henrik Drescher. Both Sierra and Drescher are individuals I’ve had the privilege of welcoming into my classroom in past years, and their work is always a big hit with students.
We conducted a shared reading of one of the chapters. Although the book deals with a fictional subject—monsters—it is a carefully researched text. Organized by continent in the table of contents, the book explores monsters and cryptids that different cultures (especially children, but sometimes even adults) have believed in. Each entry includes a short description, a “gruesomeness rating” out of five, and even a survival tip for the reader. Needless to say, the book was very well received by our class!
As an aside, this book will also serve as the springboard for our next writing focus: non-fiction retell paragraphs.Students will use it next week as a model for how to craft concise, well-structured summaries of non-fiction texts.
Beyond that, this book will also inspire a creative project. Now that students are familiar with the concept of monsters, they will brainstorm and design their own. Using a graphic organizer, each student will invent a unique fictional monster, create a paper toy version, and then write a descriptive paragraph showcasing their creature. This writing will build on the descriptive strategies we’ve been practicing over the past two weeks, giving students another chance to polish their skills while stretching their imaginations.

MATH (B)
9:40-10:40

In today’s math block, we began with a quick recap of what we’ve covered so far this term—place value, along with addition and subtraction strategies (both regrouping and borrowing). My preferred approach continues to be what I call “stacking and attacking” the numbers through column addition and subtraction. I like to think of each column as a domino—when each is set up properly, they fall neatly into one another, creating a successful run.
After this review, I introduced students to a tutorial video I created that highlights several other well-known addition and subtraction strategies. Many students nodded in recognition at methods like splitting, bridging to 10, and working with doubles or near-doubles—strategies many already use to help with their computation. https://www.youtube.com/watch?v=0CHhSWgjt9I https://www.youtube.com/watch?v=7kw_G99UHfk

From there, I gave students a look at some “math hacks” that they might not have been exposed to before. One of the more novel strategies was the finger abacus method, which is widely used in other parts of the world to perform surprisingly fast mental computations. I shared the first two lessons from a channel that introduces this technique (linked below for families who may want to explore further). While the class found it interesting, the buy-in wasn’t overwhelming. Because of that, I don’t plan to devote daily lesson time to the method, but I do encourage families to take a look—you may find it fun and useful to explore alongside your child. https://www.youtube.com/watch?v=tSaBHvlUrdQ

Instead, we’ll continue focusing on times table tricks. Over the last few weeks, we’ve been learning strategies for the 3s, 4s, and 6s, each set to well-known songs to help with memory. A practice sheet has already gone home so that students can work on accuracy and automaticity at home as well as in class.

To consolidate today’s lesson, we held a math congress, where students came up to share and explain their strategies for solving addition and subtraction problems. This not only builds mathematical communication but also gives students the chance to learn from one another’s approaches.
Finally, we worked through page 73 of our formative work booklet, which involved riddles and base-10 block pictures. This task helped us practice regrouping and develop flexible thinking around place value. For example, we explored how “11 tens” can be regrouped into 1 hundred and 1 ten, or how “270 ones” can be bundled into 2 flats (hundreds), 7 rods of ten, and 0 unit blocks leading us to the standard notation of 270. We used a “virtual lasso” approach—bundling units, regrouping, and matching both pictures and words with their numerical equivalents. While this concept can be tricky, the class worked through it using multiple strategies, supporting both understanding and confidence.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

TUESDAY, SEPTEMBER 23, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Curriculum Night – Wednesday, September 25

There will be two identical sessions:
Session 1: 5:15–5:45 p.m.
Session 2: 6:00–6:30 p.m.

You are invited to begin in Room 209 for a short presentation with me (about 15 minutes). Following that, please head next door for a meet-and-greet with Mme. D’Ambrosio.

We look forward to seeing you there!

LANGUAGE (B)
8:40-9:40
Today is day 1 which means we dove back into our ongoing Media Literacy project. While students haven’t yet begun their large group campaigns, today’s focus was an individual creative challenge: designing their very own Garbage Pail Kids trading card.

Last week, students interviewed a peer to gather notes, and today they used that information—along with a strong work sample for inspiration—to craft a card specifically targeting that classmate as their audience. Along the way, we revisited the literary terms assonance and alliteration—key features that make Garbage Pail Kids names so playful and memorable. To help brainstorm, we even experimented with AI tools (ChatGPT) to generate lists of descriptive adjectives students might want to incorporate.

At the end of class, the “target” student got to review all of the designs under the document camera. They selected their favorite card and explained what they found most appealing, while the class provided descriptive feedback and considered next steps for making presentations even stronger.

One important reminder throughout this project: when we design media, it’s not about what we personally like—it’s about what appeals to our target audience. The better our research, the stronger our designs.

Looking ahead, next Media Literacy class we’ll explore survey results—both from our own school and from a large set of data generously shared by Spin Master Toys. These surveys, which reached several hundred students, will give us valuable insight into what kids really notice and enjoy. As our year-long Famous Air campaign develops, students will need to justify their design decisions, showing thoughtful choices that connect directly to audience preferences.
This was a fun and insightful start, and we’re already building the foundation for a full year of creative media exploration!

MATH (B)
9:40-10:40

Students continued their work in the formative math booklets (pages 82–92), focusing on subtraction with borrowing as well as subtraction problems involving decimals. It’s been very interesting to observe students as they work through these tasks—it not only shows me where they are in their understanding, but also helps me refine our classroom routines and expectations.

One area I’m looking to “buckle down” on is our work time routines. While students do an excellent job using our feedback systems—such as the help chairs and established feedback routines—they can also become overly talkative during work periods. At times, this distracts from the focus needed for sustained practice. To help with this, I’ve made some desk changes and adjusted access to classroom tools. For example, items like Privacy curtains, marking pens, highlighters, and dry erase markers are now stored on class shelving so they can be accessed when needed, rather than kept inside desks for idle fiddling.
As a reminder, any distracting personal items—stuffed animals, trading cards, or other toys—should remain in lockers during lessons. This ensures that everyone can get the most out of both instruction and work periods.

Overall, it’s been encouraging to see students apply themselves, seek help appropriately, and strengthen their subtraction skills. With a few refinements to our routines, we’ll continue to build an even stronger foundation for focused and productive math learning.

HEALTH (B)
11:40-12:10
In health today, students and I revisited our learning about macronutrients and micronutrients. We explored not only vitamins, which we had already covered, but also fiber, sugar, and minerals. To help bring all of these elements together, we tested out a couple of different analogies and, as a class, decided the car analogy works best to capture what we’ve learned so far.

Like any analogy, it isn’t perfect—fiber, for instance, isn’t exactly a “filter.” Instead, it works more like something that keeps the system clean by pushing waste along, rather than collecting and discarding it. Still, the car comparison gives us a streamlined way to think about how all the nutrients work together and why each is important. It’s about as good as it gets to encapsulate our understanding at this stage, and it will serve as a useful reference point as we continue exploring nutrition.

THE BODY AS A CAR ANALOGY FOR NUTRIENTS
Fuel (Macronutrients):
Carbohydrates: Regular gasoline — quick and easy energy.
Fats: Diesel fuel — slower, long-lasting energy.
Protein: Repair fuel — can be used for energy in a pinch, but mostly helps fix and build engine parts.

Micronutrients
Vitamins: The oil and spark plugs — they don’t give energy, but they help the engine burn fuel smoothly and keep it running efficiently.
Minerals: The nuts, bolts, and wires — they build the structure and make sure signals and parts work (bones, blood, nerves, muscles).
Fiber: The filters and cleaning brushes in the car — they don’t provide fuel, but they keep the pipes clean, prevent blockages, and make sure the fuel flows through smoothly.
Sugar: The nitro boost or quick-start gas — it gives super fast energy, but burns out quickly and can wear down the engine if you use it too much.

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

MONDAY, SEPTEMBER 22, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
Windham Ridge Public School is getting ready for the 2025 Terry Fox School Run! We’re super excited to take part in this annual tradition that supports cancer research while building school spirit. Please support our student’s fundraising efforts and donate today at: https://schools.terryfox.ca/103589

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning, Grade 5B began an exciting new stage of our ongoing music video project. They worked on an illustration that Grade 5C will soon animate—a true collaborative effort between the two classes.

To kick things off, I shared with both 5B and 5C an incredible, award-winning website called A Trail Tale, created by a friend of mine. This digital project won a Webby Award and documents his travels along the Appalachian Trail, a journey of over 2,000 miles. What makes A Trail Tale so special is that it doesn’t look or feel like a standard blog or autobiography. Instead, it presents the journey in a style that feels more like a video game—interactive, unique, and engaging. It’s not just information—it’s an experience.

We connected this idea of documenting travel to the inspiring journey of Terry Fox. While my friend’s project was not created for altruistic reasons, it shows how storytelling and documentation can bring a journey to life in memorable and meaningful ways. This ties in perfectly as we prepare for our Terry Fox Walk this Thursday, commemorating his extraordinary Marathon of Hope.

WARM UPS
For our warm-up today, we pressed pause on our usual routine and shifted our focus. During the literacy block, students engaged in questioning—a skill that remains our monthly reading focus.

Good readers do more than simply take in information; they ask, wonder, and push to satisfy their curiosity. To support this, we introduced the use of a cue chart (or question chart). This tool encourages students to aim for Level 4 questioning—the kind of deep, reflective questions that move far beyond the surface. The goal is to get students to see that their curiosity can drive them deeper into topics they are passionate about.

I explained to students that at times this year, I may evaluate them not just on the answers they reach, but also on the questions they continue to carry forward. The ability to wonder “what more?” and “what further?” shows real depth of understanding. Reflection and thoughtful questioning often tell us just as much about a learner’s growth as the final answer itself.

To help with this process, I shared a video that encapsulates today’s lesson on questioning and Q charts. https://www.youtube.com/watch?v=KQimQcu1j34 andhttps://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-06-12-at-11-31-34-am_orig.png

As part of our evolving classroom practice, students will also have opportunities to explore answers through digital tools and artificial intelligence platforms such as ChatGPT and Perplexity.ai. These tools are quickly becoming essential to student learning. Of course, the important skill here is not just in getting an answer, but in analyzing the quality of information that supports that answer.

I’ll soon be introducing students to a dedicated classroom station where they can experiment with these technologies, using my fully subscribed access to ChatGPT alongside Perplexity.ai. Together, these tools will help them practice the art of questioning, deepen their critical thinking, and grow as lifelong learners who are never satisfied with what they know, but always eager to learn more.
Stay tuned—more to come as we build out this inquiry-focused approach!

WRITING
During today’s literacy block, students pivoted toward completing their descriptive paragraphs on hybrid animals. These creatures were co-created using the Animal Hybridizer tool available through our descriptive writing website, and students are now working on bringing them to life through words.
As students wrote, many approached me for feedback and ongoing support. Overall, I observed strong progress: most students clearly understood the basic structure of a paragraph—a topic sentence, supporting details in the body, and a closing or clincher sentence. That said, we are still aiming to move beyond what I call “skeleton paragraphs.” A truly strong paragraph is built with rich detail, not just the bare minimum. We talked about how words can paint pictures, and how tools like ChatGPT could, in theory, even generate an image that reflects their description with surprising accuracy—showing the importance of precision in their writing.
Alongside paragraph development, I also gave feedback on the use of our proofreading plan, OPP (Our Proofreading Plan). Students are practicing a three-step system as they write:

Check spelling – highlight any possible misspelled words, and if no errors are found, still place a checkmark at the end of the sentence to show reflection.
Check conventions – ensure sentences begin with a capital letter, include appropriate punctuation, and make sense. A second checkmark is added once this step is complete.
Check for improvements – reread the sentence to see if it could be made stronger. If a word, phrase, or detail is added (often with a caret symbol), a third checkmark is given.

Not every sentence will need revision, but this process encourages students to slow down, reflect, and make intentional choices as writers. We are still working toward making this three-step sentence check a consistent habit, but students are becoming increasingly confident in applying it.
This careful balance of creativity (hybrid animals) and structure (OPP editing) is helping students grow as thoughtful, descriptive writers who can both imagine and refine.

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10

We began the period by reviewing some of our multiplication tricks, revisiting the 3 and 4 times tables and then moving on to a new one: the 6 times table trick, sung to the tune of London Bridge Is Falling Down. A playful way to make memorization stick!

In math today, we continued building our skills with column subtraction involving borrowing. To support this, I once again used the online program from the National Library of Virtual Manipulatives that we explored last week. This tool uses different colors and animations to show how base-10 blocks can be borrowed from one column to the next. It helps students see what is happening numerically when they follow the subtraction algorithm they’ve been practicing over the last few years.

The larger goal here is that students can confidently represent their understanding using both numbers and visuals—whether it’s with addition and regrouping, or subtraction and borrowing.

I also introduced students to MathFactCafe.com, a helpful website where they can generate online practice activities or printable worksheets. This is a great option for families who may want extra practice at home.

Finally, students got a short head start on their formative math workbooks. Over the next two periods, they’ll be working through pages 82 to 92, which focus on column subtraction with borrowing. This will give them plenty of time to apply what we’ve been learning and practice both the algorithm and the visual strategies.

MATH (C)
1:10-2:10

See above.

MATH (C)
2:10-3:10
Students received the full period to work on pages 82-93. Several students finished and debriefed with me. Once more, we're aiming for accuracy and automaticity in that order.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

FRIDAY, SEPTEMBER 19, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
A quick update from the classroom: I continue to work one-on-one with students as I move through their diagnostic assessments. Each reading test takes about ten minutes per student, so this process is steady but gradual as I work with both Grade 5B and Grade 5C.

These diagnostic pieces help me get to know each learner a little better—their strengths, their strategies, and areas where they may need extra support. This information will guide how I plan lessons and group students moving forward.

As always, I’ll be uploading samples of student work to their Notable Work folder in our Remote Learning Google Drive. Families can check in there periodically to see snapshots of progress and accomplishments.

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
Our class is officially gearing up for our animation project! The song has been selected, and the students are buzzing with excitement to begin bringing their ideas to life.

Since I am new to the school, I’m still learning how materials such as plasticine, construction paper, and other consumables are ordered and shared. I’ve been in touch with our team about submitting a consumables order so that our class will have the supplies we need to dive fully into the creative process. Once those materials are in hand, we’ll roll up our sleeves and get animating!

In the meantime, during the “What’s Trending” portion of our literacy block, students explored a fascinating digital tool that allows them to animate their own drawings. The program is free to use and works with a masking feature that highlights body parts and lines them up. This way, students can make their characters dance, walk, or perform other pre-programmed movements with just a few clicks. https://sketch.metademolab.com/

WARM UPS
Today’s literacy warm-up had us sharpening our reading and thinking skills. Students worked with a series of short paragraphs and practiced identifying two key features:

The topic sentence – the sentence that introduces what the paragraph is mostly about.
The concluding sentence – the sentence that wraps up or restates the main idea.

After finding these, students determined the main idea of each paragraph and discussed how the sentences worked together to create a clear, focused piece of writing.
This type of practice helps students become stronger readers and writers. By noticing how topic and concluding sentences frame a paragraph, students are learning strategies they can use when reading new texts or writing their own paragraphs.

WRITING
In writing today, students explored a unique (and now archived) tool called the Animal Hybridizer. https://web.archive.org/web/20220517071247/https://digitalcultures.pl/hybridizer/ Although the original site has been discontinued, we accessed it through archive.org and had some fun discovering unusual animal combinations. One of our favourites was the Mustang Rhino—a mix of speed and strength!

Using this creature as inspiration, students began drafting a descriptive paragraph. Their task was to:
Write a strong topic sentence introducing the Mustang Rhino
Fill the middle of their paragraph with descriptive details about its appearance
Conclude with a wrap-up sentence that ties everything together

As part of our ongoing work in descriptive writing, I reminded students that:
The devil’s in the details! The more sensory words, the better.
Writers should aim to describe as if their reader can’t see, hear, or touch—painting the full picture with words.
Similes, metaphors, and analogies bring writing to life.
Tools such as word menus, the color thesaurus, and onomatopoeia are all available in their toolkit binders.
https://www.drooker.ca/descriptive-writing.html

Students got a strong start on their paragraphs today and will have time to finish them on Monday. Afterwards, they’ll receive descriptive feedback to help them grow further as writers.

MATH (B)
9:40-10:40
Today we circled back to what I affectionately call the “drill-and-kill” edition of our math practice—worksheets focused on column addition with regrouping and addition with decimals. After our lesson on what decimals mean, students have been blazing through these pages with confidence. Still, there was quite a wealth of practice to complete, so I wanted to give everyone a little more time to finish up and strengthen those important foundational skills.

Once students completed their math work, they had a range of choices to keep them engaged and productive:
Check work bins for anything that still needs attention
Read independently
Complete a bonus sheet
Log into their keyboarding accounts to practice typing
Play Prodigy Math for more math practice in a fun format
Work on cursive writing using both their booklet and the online tutorial videos

We recently introduced cursive writing into our rotation. https://www.drooker.ca/cursive.html While I don’t put a heavy emphasis on it, research does suggest that writing in cursive—without lifting the pencil from the page—can help speed up the process of getting ideas down. There’s also a presentation aspect that some students may find useful. Since it remains a curriculum expectation, I provide opportunities for practice, but students are free to move at a pace that works for them.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

THURSDAY, SEPTEMBER 18, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning, for the “What’s Trending” portion of our literacy block, I introduced students to an online game called Big Ben. A few years ago, this game was quite popular, and it’s essentially a variation of the classic word game Boggle. https://vole.wtf/big-ben/

In Boggle, players shake up letters and try to form words by connecting them horizontally, vertically, and diagonally. Big Ben works in a similar way—but with a twist. The current time in London, England, is displayed in words (for example, “ten fifteen”). Those letters collapse into a pile, and the challenge is to find as many words as possible using only those letters, with the ultimate goal of clearing the entire board.

Students really enjoyed it—it was engaging, fast-paced, and a fun way to sharpen their word recognition skills.

As for our animation project, we’re still waiting on confirmation from the principal regarding the song I’ve selected. Once we get the green light, we’ll be ready to dive in. Over the next couple of months, we’ll continue to weave in “What’s Trending” activities alongside our animation work. Stay tuned!

WARM UPS
For today’s warm-up, we worked through a reading comprehension passage with a focus on monitoring our understanding and using questions to clarify meaning. I introduced students to the idea of head, hand, and heart questions as a framework for thinking more deeply about what we read.

Head questions are those whose answers can be found directly in the text. They’re “right there” questions—you can point to the words with your finger.
Hand questions require us to reach a little further, drawing on what we already know or searching outside the text for answers.
Heart questions invite us to explore feelings and emotions. These don’t always have definitive answers, but they help us consider how a character might feel in a situation—and how we can relate to it ourselves.

Together, we practiced asking and answering these types of questions while reading, thinking aloud, and modeling our thought processes.

We also looked at the role of subtitles in non-fiction texts. In this passage—about the process of pickling cucumbers—subtitles served as topic sentences, guiding the reader’s attention and signaling what the following paragraph would be about. This highlighted how text features can support comprehension and help readers focus on key ideas.

WRITING
In writing today, students and I co-authored a descriptive paragraph with both a strong topic sentence and a clear concluding sentence. This built on yesterday’s lesson about what strong descriptive writers do, with one new element added...use of their Toolkit Binder

Strong descriptive writers...
-Paint a picture in their reader's mind! Assume your reader is blind, deaf, etc. and has never encountered your topic before! Based on your descriptive writing, they should be able to have a precise picture in mind! https://www.instagram.com/reel/DJvH8pJJVNF/
-Avoid "skeleton" writing. Strong descriptive writers bring a skeleton to life by fleshing out their writing with as many sentences as possible
-Use their Toolkit Binder for fresh words and juicy adjectives and adverbs
-Use similes/metaphors (Compare things using the words like or as...or simply compare things (e.g. The place is a zoo)
-Use analogies to offer up a "bigger comparison/explanation" (X is like Y)
-Use onomatopoeia to convey sound
-Strike a balance between telling and showing

One student sat with her back turned to the projector while the class provided descriptive sentences aloud. Her task was to draw the picture based only on what she heard. What we discovered was eye-opening: while we included many details, our lack of organization made it very difficult for her to recreate the image accurately.

Upon reflection, we realized that effective descriptive writing is not just about piling on details—it’s about structure. Writers might begin with the overall impression or major features (for example, describing the face first), then gradually narrow down to finer details like posture, clothing, or accessories. Jumping around without order leaves the reader (or listener) confused.

MATH (B)
9:40-10:40

In math today, we began with a review of column addition with regrouping using this video: https://www.youtube.com/watch?v=JFHKOJAu7h0

After watching, I introduced an analogy: solving column addition is like setting up a line of dominoes. Each column is a domino—if one falls correctly, it sets the next one in motion, creating a run of success. But if one domino is off, the chain reaction doesn’t work. This helped students visualize the importance of accuracy in each step of the process.

We then moved on to a review of decimals. Students learned that a decimal separates whole numbers from parts of numbers. To the left of the decimal, we have the familiar H.T.O. pattern: hundreds, tens, and ones. Each place is a factor of 10. To the right of the decimal, however, that friendly cadence changes. Instead of multiplying by 10, we’re now dividing by 10—tenths, hundredths, thousandths, and beyond. https://www.youtube.com/watch?v=KG6ILNOiMgM

This shift—from whole number place value to fractional place value—helped students see how decimals extend our number system in a logical but slightly different pattern.

To reinforce these skills, students continued working on our Stack and Attack column addition practice, focusing on pages 63–72 in their formative workbooks.

Just a heads up that I've sent home a physical copy of our "Ultimate Multiplication Tricks" handout for practice purposes :)

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

WEDNESDAY, SEPTEMBER 16, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES
September 25th: Terry Fox Walk
September 25th: Curriculum Night
Session 1: 5:15-5:45
Session 2: 6:00-6:30
Fall BBQ: 6:00-8:00

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning in Literacy, we began our “What’s Trending” time by exploring our newly allocated classroom computers. We are fortunate to have 15 computers available; however, with 21 students, this means that not every child will always have their own device. If you have signed the permission form allowing your child to bring in their own device, I encourage it, as it’s a wonderful way to enhance learning opportunities. For those sharing, we’ll make sure access rotates fairly.
To start, we reviewed three basic uses for computers and will continue building familiarity with approved digital tools throughout the term. I first introduced the students to SpeechNotes.co, a voice-to-text tool that helps with spelling and recording ideas quickly. I prefer this tool over Google Read&Write because it does not require students to log in with the long YRDSB Gapps username and password. With SpeechNotes, students can open the website and begin working right away—making it an excellent piece of assistive technology.

Next, I reminded students that each has been provided with a Prodigy account and a Typing Club account. Their usernames and passwords are stored in the password folder on our remote learning Google Drive for easy at-home access. Prodigy offers both math and English language practice, while Typing Club is focused on developing strong keyboarding skills. Today, I introduced Typing Club by showing students a manipulative and a short video that explained the “home row” and why proper keyboarding matters.

These tools will become part of our daily routine in small, manageable steps. Students are encouraged to use them if they are waiting for help, looking for an extra challenge, or finishing up assigned work. As we move forward, we’ll continue introducing more digital resources to strengthen both literacy and technology skills.

WARM UPS
For our Literacy warm-up today, I introduced students to a strategy called Word Ladders. In this activity, students manipulate words step by step—sometimes by adding or removing letters, other times by changing prefixes or suffixes. Each change is guided by a short riddle or clue, and the process continues until they’ve reached the “top of the ladder.”

This exercise is an excellent way to strengthen both spelling (encoding) and vocabulary building, and students were highly engaged as we worked through the activity together. Many enjoyed the challenge of seeing how small changes in letters can transform one word into another.

We’ll continue rotating through a variety of warm-up activities to keep things fresh and engaging. Since our Literacy block this year is one hour (shorter than in past years, when I’ve had up to 90–105 minutes in a row), I’ve streamlined and adjusted our routines accordingly.
You can view our updated Literacy Blog format at the following link: https://www.drooker.ca/literacy-block.html

WRITING
In Writing today, I explained to students that we’ll be working with a couple of different text forms over the next little while. One is fiction retells (which we’ve already begun), and later we’ll extend into non-fiction retelling. The other, which I introduced today, is descriptive writing in paragraph form.

Descriptive writing isn’t a standalone text form like a news lead, a review, or persuasive writing. Instead, it is a key skill that shows up in many different text forms, which is why we begin the year focusing on it. Through mini-lessons and videos, students are exploring what good descriptive writers do:
Include detail – avoid “skeleton writing” by fleshing out ideas with sensory details (sight, sound, touch, taste, smell).
Use figurative language – similes (comparisons with like or as), metaphors (direct comparisons), and analogies (extended comparisons).
Add onomatopoeia – words that mimic sounds, even without standardized spelling, to make writing vivid.
Balance telling and showing – instead of only stating feelings (“Sally was nervous”), show them through actions and physical clues (“Her hands were clammy, her teeth ground together, and beads of sweat appeared on her forehead”).

We will continue to build these skills using our website: https://www.drooker.ca/descriptive-writing.html Tomorrow, we’ll co-author a descriptive paragraph together, providing students with modeling and shared practice before they move on to writing their own.

MATH (B)
9:40-10:40
Today, we kicked off our new math unit on addition and subtraction with decimals. While decimals are our main focus, we’ll also revisit place value, which connects closely to this work.

To launch the lesson, I introduced students to a program I purchased from the National Library of Virtual Manipulatives. It’s a fantastic resource available on Apple, Microsoft, and Android devices (approximately $20–30). The library contains a wide range of digital tools, including virtual base 10 blocks.
Using these blocks, I modeled how regrouping works—not just as a written algorithm, but visually. With the lasso tool, I showed students how unit cubes can be grouped into rods of 10, rods into flats of 100, and flats into a cube of 1,000. This helps students see what regrouping really means, rather than only moving digits into the “next place value shelf.” We’ll use the same approach later for subtraction as well. https://www.youtube.com/watch?v=3xIS6tFrjzY

To make the concept engaging, I also introduced the idea of “math ninja work.” Math ninjas can solve problems two ways:
Algorithmically (step-by-step column addition with regrouping) https://www.youtube.com/watch?v=2A3x-STmVsw
Visually (with base 10 picture models)

Eventually, students will “graduate” into official math ninjas by demonstrating mastery of both methods—addition and subtraction with regrouping in numbers and pictures. https://www.youtube.com/watch?v=GtXLk1jxS4E

Students were also given their new formative practice booklet today, beginning with pages 63–73. They’ll work through these at their own pace, focusing on accuracy first and then building towards automaticity (speed and fluency). Over the coming weeks, I’ll be teaching some “math hacks” to help with efficiency while maintaining a strong foundation in understanding.

https://www.youtube.com/watch?v=mAvuom42NyY

HEALTH (C)
11:40-12:10
In health today, we reviewed the three main macronutrients that we learned about earlier this year:
Protein – helps build and repair muscles and tissues
Carbohydrates – give us quick energy
Fats – provide long-lasting energy and support our bodies in important ways

We reminded ourselves that these macronutrients are like the fuel for a car. They give us the power to move, play, and learn.

After that, we were introduced to something new: vitamins. We watched a short video and explored natural sources of common vitamins (like fruits, vegetables, and other healthy foods). The key takeaway was an important analogy:
If macronutrients are the fuel, then vitamins are like the spark plugs and oil in a car. They don’t provide fuel themselves, but they make sure the fuel can burn properly and keep the engine running smoothly.

This means that without vitamins, the fuel (proteins, fats, and carbohydrates) doesn’t work as well in our body’s “engine.” Both macronutrients and vitamins are essential if we want our bodies to stay healthy, strong, and full of energy.

Looking ahead, we're going to build out two analogies to help understand key information in this unit...a car analogy and a lego analogy:

Fuel (Macronutrients):
Carbohydrates: Regular gasoline — quick and easy energy.
Fats: Diesel fuel — slower, long-lasting energy.
Protein: Repair fuel — can be used for energy in a pinch, but mostly helps fix and build engine parts.

Vitamins: The oil and spark plugs — they don’t give energy, but they help the engine burn fuel smoothly and keep it running efficiently.
Minerals: The nuts, bolts, and wires — they build the structure and make sure signals and parts work (bones, blood, nerves, muscles).
Fiber: The filters and cleaning brushes in the car — they don’t provide fuel, but they keep the pipes clean, prevent blockages, and make sure the fuel flows through smoothly.
Sugar: The nitro boost or quick-start gas — it gives super fast energy, but burns out quickly and can wear down the engine if you use it too much.

https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-09-16-at-2-20-03-pm_orig.png

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

TUESDAY, SEPTEMBER 16, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

MEDIA
This morning, we enjoyed our second Media Literacy Studies period, and it was another lively and engaging session. We began by watching an award-winning commercial and using it to introduce the Media Literacy Triangle—a framework that helps us look at advertising through three key lenses:

Text – What is the actual product being “told and sold”? What words or language choices help make the message clear?
Audience – Who is the target audience? We discussed how advertisers often design commercials so that the actors reflect the age, gender, and interests of the consumers they want to reach.
Production – Which production elements stand out? From music to camera angles to humor, advertisers choose memorable details that capture attention.
https://www.youtube.com/watch?v=LMcN3_oIxiU

From there, we shifted our focus specifically to audience. One student was placed in the “hot seat,” and we conducted an interview to learn about their interests and unique qualities. I modeled how artificial intelligence can be used for note-taking during the process, and students will soon receive those notes to work from.
The next step is a creative one: each student will design a trading card inspired by the style of Garbage Pail Kids, with the goal of appealing directly to the “hot seat” student. The cards will be presented, and the chosen student will decide which one appeals most—and why.
This is a challenging but valuable exercise. Many young learners naturally want to default to their own favorite colors, fonts, or design choices. But advertising success depends on setting aside personal preferences and focusing on what will resonate with someone else—the consumer. That’s the name of the game: understanding your audience, creating something that speaks to them, and ultimately, convincing them to buy in.
I’m looking forward to seeing the students’ imaginative trading card designs in our next session!

MATH (B)
9:40-10:40
This morning, Grade 5B was able to catch up to where Grade 5C was, and they successfully completed their place value quiz. Normally, I like to provide three to five days’ notice before a test so students have time to prepare. In this case, however, the quiz was a very basic introduction to place value, and students had already done such strong formative work that extra preparation time simply wasn’t necessary.

The results speak for themselves: our lowest mark was an A. This shows how well students are grasping these foundational concepts and building confidence in their math learning.

A quick reminder for families: I don’t send home paper copies of student work for signatures. Instead, I upload photos of notable work into each student’s remote learning Google Drive folder. Parents and guardians have access to this folder through their child’s account.

To view the work:
Have your child log into their GAPPS account.
Click on the Waffle button (the grid of nine dots).
Select Drive.
Open the Starred section, which will take you directly to the notable work folder.

This system keeps everything in one place and ensures families can follow along with student progress at any time.

HEALTH (B)
11:40-12:10
In health today, we reviewed the three main macronutrients that we learned about earlier this year:
Protein – helps build and repair muscles and tissues
Carbohydrates – give us quick energy
Fats – provide long-lasting energy and support our bodies in important ways

We reminded ourselves that these macronutrients are like the fuel for a car. They give us the power to move, play, and learn.

After that, we were introduced to something new: vitamins. We watched a short video and explored natural sources of common vitamins (like fruits, vegetables, and other healthy foods). The key takeaway was an important analogy:
If macronutrients are the fuel, then vitamins are like the spark plugs and oil in a car. They don’t provide fuel themselves, but they make sure the fuel can burn properly and keep the engine running smoothly.

This means that without vitamins, the fuel (proteins, fats, and carbohydrates) doesn’t work as well in our body’s “engine.” Both macronutrients and vitamins are essential if we want our bodies to stay healthy, strong, and full of energy.

Looking ahead, we're going to build out two analogies to help understand key information in this unit...a car analogy and a lego analogy:

Fuel (Macronutrients):
Carbohydrates: Regular gasoline — quick and easy energy.
Fats: Diesel fuel — slower, long-lasting energy.
Protein: Repair fuel — can be used for energy in a pinch, but mostly helps fix and build engine parts.

Vitamins: The oil and spark plugs — they don’t give energy, but they help the engine burn fuel smoothly and keep it running efficiently.
Minerals: The nuts, bolts, and wires — they build the structure and make sure signals and parts work (bones, blood, nerves, muscles).
Fiber: The filters and cleaning brushes in the car — they don’t provide fuel, but they keep the pipes clean, prevent blockages, and make sure the fuel flows through smoothly.
Sugar: The nitro boost or quick-start gas — it gives super fast energy, but burns out quickly and can wear down the engine if you use it too much.

https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-09-16-at-2-20-03-pm_orig.png

LANGUAGE (C)
1:10-2:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

MONDAY, SEPTEMBER 15, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning, students formed creative pairs to work with throughout our upcoming music video animation project. We then watched an animated retelling of the folktale Abiyoyo, uniquely crafted with construction paper. As students viewed, they were asked to notice both the storytelling and the distinctive animation style, which we’ll revisit in our literacy work later this week. https://www.youtube.com/watch?v=7XGMDtm51Es

WARM UPS
Today we launched our daily Catch Up Your Code routine, where we’ll focus on one of the 44 English phonemes each day. We began with the short a sound, exploring how it’s usually made by the grapheme a, but can also surprise us by sounding like a schwa (as in agree) or even like a short o. Along the way, students practiced spelling strategies and used chin drops to count syllables, strengthening both decoding and syllabification skills. https://www.drooker.ca/uploads/1/1/0/9/110962203/9781443075091-7_orig.jpg

WRITING
In writing today, we revisited our Friday lesson on paragraphing https://www.drooker.ca/paragraphing.html and practiced retelling a fiction story in clear, organized form. Using Abiyoyo as our example, students and I worked together on a projected Word document to answer four guiding questions:

Who were the main characters? Describe them briefly.
Where did the story take place (setting)? Describe the setting briefly
What is the major problem?
How was the problem solved (solution)?
https://www.youtube.com/watch?v=0BidJkomqkU

By answering in complete sentences, then applying our proofreading steps, we built a strong paragraph body for retelling purposes. To make the structure visual, we color-coded the topic and concluding sentences as “hamburger buns,” showing how they hold the paragraph together. This practice reinforces why retelling matters—helping us connect, reflect, and share stories in a concise and meaningful way.

To close our writing block, I introduced students to the graphic organizers we’ll be using to support paragraph writing. Today’s organizer for Abiyoyo included the four guiding retell questions with built-in reminders—start with the words in the question, apply our three-step proofreading plan, and check for complete responses. I also previewed two more organizers we’ll transition to: one that separates topic, body, and closing sentences, and finally, a lined-paper version with reflection prompts. The goal is to gradually release responsibility, helping students move from structured support to independent, confident paragraph writing.

LANGUAGE (C)
9:40-10:40

Kindly see above

MATH (B)
11:10-12:10

Grade 5B worked through pages 12 and 13 of their formative booklets today as preparation for tomorrow’s quiz on place value. As usual, students brought their work forward for support and received descriptive feedback to guide their learning. While this unit is straightforward, it provides an essential foundation for what’s next—tackling operations with addition, subtraction, and decimals.

MATH (C)
1:10-2:10

Grade 5C worked through pages 12 and 13 of their formative booklets today as preparation for tomorrow’s quiz on place value. As usual, students brought their work forward for support and received descriptive feedback to guide their learning. While this unit is straightforward, it provides an essential foundation for what’s next—tackling operations with addition, subtraction, and decimals.

MATH (C)
2:10-3:10

Today, 5C not only completed pages 12 and 13 of their formative booklets but also moved ahead to finish their place value quiz. I was able to debrief with almost the entire class, with just a few still to review. For those already debriefed, I’ve uploaded photos of their work into the Notable Work folder on our Remote Learning Google Drive for you to view. This unit has been simple but foundational, and we’re ready to move on to our next math unit starting tomorrow.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

FRIDAY, SEPTEMBER 12, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
This morning we kicked things off with a fun online tool: 20Q.net, a digital version of the classic “20 Questions” game. Before diving in, we reviewed what a noun is—a person, place, thing, or even an idea. Using the website, students answered a series of yes/no questions about their chosen noun. To their amazement, the computer was eventually able to guess correctly!

This activity not only reinforced our understanding of nouns but also sparked a conversation about the power of questioning.

Why We Focus on Questions in September
Each September, I like to begin our reading lessons with a special emphasis on asking strong questions. My belief is simple:
Strong questions lead us to strong answers.
Strong answers help us build knowledge.
With more knowledge, we become more curious, thoughtful, and aware of the world around us.

By practicing the art of questioning, students learn how to move beyond surface-level understanding and dig deeper into the topics they explore.

Looking Ahead
Throughout this month, we’ll continue developing our questioning skills by:

Using Q charts to frame our questions.
Exploring hand, head, and heart questions to recognize the different types of inquiries we can make.
Practicing ways to improve the quality of our questions, so that we sweep across a topic and uncover as much as possible through our curiosity.

I’m excited to see how our class grows in their ability to ask thoughtful questions—and how those questions will guide us to meaningful learning all year long.

And one more exciting note: next week we’ll likely begin our music video animation project! While we work on animation, we’ll also sprinkle in some “what’s trending” links to start our mornings with something exciting and interesting to get us primed for the day ahead.

WARM UPS
For our literacy warm-up, we’ve been focusing on word attack skills—a key part of helping students decode unfamiliar words. While the balanced literacy approach still has its merits, our work now leans on the structured literacy / science of reading model, which emphasizes phonics and explicit skill-building.

To start, I surveyed the class to see who was familiar with terms like phonemes (the 44 sounds in the English language) and graphemes (the letters or blends that represent those sounds). Unsurprisingly, few students recognized these terms—since this cohort was “grandfathered in” before the structured literacy shift. We explored how a single sound, such as n, can be represented in different ways: n (net), gn (gnome), or pn (pneumonia). https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-04-11-at-5-17-06-pm.png?1681249276

To support this, we used a word mapping tool https://phonicsandstuff.com/word-mapper that lets students type in words, break them into phonemes, and hear them read aloud. This hands-on tool has been a fantastic support for decoding.

We’ve also launched Catch Up Your Code (by Scholastic), where students study one phoneme per day and explore its graphemes, while practicing syllabification. Over about 44 days, they cycle through all the sounds, giving them a strong foundation before we layer in our upcoming Morpheme Magic work. https://www.drooker.ca/uploads/1/1/0/9/110962203/9781443075091-7_orig.jpg

In the background, I’ve begun diagnostic reading assessments to determine whether students are firmly in the “reading-to-learn” stage (typically after Grade 3) rather than the “learning-to-read” stage. Once assessments are complete, we’ll move into guided reading groups targeted to student needs.

This careful balance of phonics, word study, and diagnostic insight sets us up for a strong year of literacy growth.

WRITING
In today’s writing block, we revisited the art of paragraphing. https://www.drooker.ca/paragraphing.html Yesterday’s diagnostic paragraph activity showed me that while students have lots of ideas to share, organization is an area we’ll need to strengthen.

To make this point, I returned to our hamburger analogy: a giant, messy hamburger is difficult to eat—just like a blob of unorganized writing is hard to understand. Instead, writers need to chop their ideas into smaller, “slider-sized” paragraphs, each with a clear focus, supporting details, and a proper wrap-up before moving on to the next.

We explored our paragraphing webpage, which includes anchor charts, visuals, and a tutorial video https://www.youtube.com/watch?v=Wmz6Opu3c7E. This video also features the famous (and infamously catchy) Paragraph Song, which reinforces the structure:

Start with a topic sentence
Add supporting details
Finish with a concluding thought

The song is deliberately memorable (and a bit obnoxious!)—but it works as a tool for helping students recall the essential building blocks of a paragraph.

We also reviewed the basics of indentation (a five-finger space to signal the start of a new paragraph) and applied our OPP proofreading plan—a three-step check students should use after every sentence.

To bring it all together, we co-authored a paragraph as a class using an inspirational photo. I projected the work on Microsoft Word and color-coded each part to highlight the success criteria of a strong paragraph.

Finally, I introduced the gradual release of responsibility model with four key terms:

Modeled – I do, students watch.
Shared – I do, students help.
Guided – Students do, I support.
Independent – Students do, and I assess.

Understanding these stages helps students (and parents) see how writing lessons move from practice together toward confident, independent work.

MATH (B)
9:40-10:40
In math today, we began with a review of what we’ve learned so far before diving into composing and decomposing numbers (pages 10–11 in our formative work booklets). Students practiced showing numbers in different forms—standard form, expanded form, and written form—and demonstrated strong understanding across the board. I’ve been checking in with each student individually, and it’s clear they have a solid grasp of place value and number representation.

We also revisited the use of greater than, less than, and equal to symbols. To make this fun, I played the following song https://player.vimeo.com/video/216078903?app_id=122963 which helps reinforce comparing numbers by stacking them and working left to right through each digit.

Looking ahead, we’ll do a short study session on Monday, followed by a quick quiz to capture our learning. There’s no special preparation needed—our daily practice has set students up well. That said, all our formative work booklets and quizzes are posted on the class webpage if you’d like to take a peek. If time allows, we may even complete the quiz on Monday.

Once that’s wrapped up, we’ll move forward into the basics of addition, subtraction, whole numbers, and decimals as we continue building our number sense.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month using the following link: rb.gy/he4olm)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategy tutorial video https://www.youtube.com/watch?v=tGUZud3TyGU
*Review "O.P.P."/Our Proofreading Plan tutorial video https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Bring in an awesome independent reading book every day to class.
*5B: Please join Ms. Song's Google Classroom using the following code: m2plnj6v

THURSDAY, SEPTEMBER 11, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
https://www.doink.com/
https://www.youtube.com/watch?v=qBjLW5_dGAM

Today our class had the opportunity to dive into the Do Ink app, a powerful green screen tool. While it’s not a free app, the cost is minimal—just $1.99 on the Apple App Store—and well worth the investment.

Students got a hands-on look at how green screen technology works and discussed creative ways to weave it into our ongoing animation project. We also reviewed another impressive animation example from the talented Animator Pes, sparking more inspiration for what’s possible.

WARM UPS

We began our morning with a review of word attack skills, using our classroom anchor charts as reminders. Together, we reinforced the habit of “reading with a pencil”—tracking directionality while circling known phonics patterns, spotting smaller words inside larger ones, and blending sounds to unlock new vocabulary. When encountering tricky words, students practiced trying out different vowel sounds until one “fit.” If the meaning still wasn’t clear, we reminded ourselves to look for context clues: read to the end of the sentence, then re-read it while leaving a blank where the word is, and make a reasonable guess by filling it in. This layered process keeps students engaged while also encouraging persistence and problem-solving. With all of that being said, we will be ultimately utilizing a Science of Reading/Phonics based approach towards attacking our words, developing our vocabulary, etc.

From there, we introduced a new addition to the daily homework routine: our digital reading log. Students are expected to read each night, as consistent reading is one of the most important factors in their long-term growth and development. However, to keep things practical and meaningful, students will only be required to log their reading five times each month.

The process is simple: students select their name from a pull-down menu, record the title of their book, choose a matching genre, and then respond to a prompt by completing a sentence starter or answering a question. The class responded enthusiastically to this new format, appreciating its ease of use and flexibility.
This approach reflects what research tells us about homework: the true value lies not in the quantity assigned, but in the quality of the interactions around it.

That’s why our homework remains straightforward—students should:
Read nightly with the support of a parent or guardian and complete 5 reading log entries per month
Unpack the emailed learning blog nightly alongside a parent/guardian
Check for any messages I may have sent your way

You’ll now find the digital reading log conveniently linked at the bottom of our blog under the heading Daily Homework.

WRITING

After our reading warm-up, we shifted gears into writing. As I mentioned in yesterday’s blog, today’s focus was on building stamina. Students were challenged to write for 25 minutes straight—a step up from the expectations of earlier grades (5 minutes in Grade 1, 10 in Grade 2, 15 in Grade 3, 20 in Grade 4). Now that we are in Grade 5, the goal is to see if students can sustain their focus and fully lock into the writing process for a longer stretch of time.

Their task was to compose a paragraph imagining their “round trip” from September to June, ending with a return to summer break. Prompts encouraged them to think about their goals, what they look forward to this year, and how I can best support them as their teacher. This exercise gave me valuable insight into their current writing habits and stamina.

To model the process of feedback, I selected one student’s work, provided descriptive comments, and demonstrated how I scanned and uploaded the piece into the student’s Notable Work folder on Google Drive. This folder will serve as part of their digital portfolio, giving both you and your child the chance to revisit progress throughout the year.

As you review uploaded work, you may notice shorthand in my notes. For example:
TS = topic sentence
P = punctuation
VF = verb form

These shorthand codes are explained in more detail on our Routines webpage. Alongside written notes, students always receive direct oral feedback while sitting with me, so they understand exactly how to strengthen their writing.

As the year progresses and we move deeper into our curriculum, you’ll see more scanned work appear in the Notable Work folder. If you have any questions about the notation or the feedback you see, please don’t hesitate to reach out—I’ll be glad to unpack it for you.

MATH (B)
9:40-10:40

Because our writing session ran a little long today, it edged into our math block—but we still had a chance to dig into some valuable review. We revisited expanded notation, followed by its partner skill, writing numbers in word form. To support them, students used not only the anchor charts posted around the classroom but also the reference pages tucked into their toolkit binders, giving them multiple ways to access strategies.

From there, we turned our attention to decomposition of numbers. Students explored how this method is essentially a variation of expanded notation. Instead of writing a number as a string of addends (for example, 300,000 + 50), decomposition involves circling each digit and drawing lines outward to show its value. In essence, it’s just another way to visualize the place value of numbers—only without the plus signs.

LANGUAGE (C)
1:10-2:10

Kindly see above!

MATH (C)
2:10-3:10

Kindly see above!

DAILY HOMEWORK
*Read (and respond to at least 5 books a month) docs.google.com/forms/d/e/1FAIpQLScbF4nE-XYm7zMxDaqdRXySC5sjWq4otfWgQeGQSnWh0T7xzA/viewform?usp=sharing&ouid=106417524379642434660
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategy tutorial video https://www.youtube.com/watch?v=tGUZud3TyGU
*Review "O.P.P."/Our Proofreading Plan tutorial video https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Bring in an awesome independent reading book every day to class.
*5B: Please join Ms. Song's Google Classroom using the following code: m2plnj6v

WEDNESDAY, SEPTEMBER 10, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION

This morning we kicked off an exciting new chapter in our animation project. For the very first time, students watched a tutorial video that walked us through the steps of creating a stop-motion animation. The video highlighted our preferred tool—iMotion (the free version)—which makes it simple to string together pictures and bring everyday objects to life. After the tutorial, one student even demonstrated a short sample animation to show just how easy (and fun!) the app is to use. https://www.youtube.com/watch?v=HRyM9lVfQ-4

Now comes the big reveal—or rather, the big secret. Students will soon begin working in pairs to animate short sections of a song. The twist? The song itself is a mystery—no one knows what it is yet! Piece by piece, their animations will eventually fit together into a complete animated music video.

Once the video is finished, we’ll dig deeper into the lyrics with a close reading of the song. And as a very special culminating moment, we’re hoping to line up a private concert performance of the song—just for us! While the mysterious singer can’t visit in person, we may still get a unique recorded performance as a thank-you for all the creativity and effort students are putting into this project.

WARM UPS

To make this concept more concrete, I introduced an anchor chart using a car as our model. Imagine the root word sitting safely in the middle of the car, right in the driver’s seat. The prefix can sometimes attach at the front bumper, while the suffix rides along at the back bumper or trunk. Together, they help transform the meaning of the word.

We practiced this with the root word believe.

Adding the prefix un- at the front bumper gives us unbelieve, pointing toward the idea of “not believe.”

Adding the suffix -able to the back bumper creates believable, meaning “something that can be believed.”

Put both together, and we get unbelievable—a brand new word that means “not able to be believed.”

Through this exercise, students saw how prefixes and suffixes act like building blocks, reshaping root words into entirely new meanings. It’s the start of our journey into understanding how words are constructed—and how powerful even the smallest parts of a word can be!

With our word-building intro complete, we moved into the next stage of our literacy block: Morpheme Magic—an adapted resource that we’ll be using most mornings during writing time. The idea is simple: each session, we’ll focus on one specific morpheme, learn its meaning and background, and then put it into action through our writing and proofreading routines.

Today’s focus was on the suffixes “-s” and “-es”, which turn singular words into plurals. Students explored how these endings change the meaning of root words—cat becomes cats, box becomes boxes—and then put their learning to work through our proofreading plan, or OPP (Our Proofreading Plan).
Using their new Morpheme Magic workbooks, students wrote a practice sentence that included plural words, then carefully applied Steps 1-3 of OPP to check and polish their writing. It was a short, focused activity, but it gave everyone a chance to connect spelling and grammar skills with the deeper study of word parts.

This is just the beginning of our journey with Morpheme Magic. Each morning, we’ll add new morphemes to our toolkit—unlocking the “magic” of words one piece at a time.

WRITING

In writing today, we revisited the picture book Round Trip by Ann Jonas, a story we had read last week. Since it had been a few days, we re-read it together to help refresh our memories and spark ideas for tomorrow’s writing task.

Students then previewed the diagnostic writing test they’ll complete tomorrow. This task is designed to check their ability to write a paragraph, test their writing stamina and include significant details related to their anticipated "round trip" from September to June.

This diagnostic will give us a starting point to see each student’s writing strengths and areas to grow. From there, we’ll launch into our very first formal writing unit of the year: descriptive paragraph writing.

MATH (B)
9:40-10:40
In math today, students worked through formative workbooklet pages 4 and 6, focusing on place value. We reviewed expanded notation and how each digit in a number has a value depending on the place it occupies. For example, in the number 489,621, the “4” is not just four—it represents 400,000 because it is in the hundred thousands place. Students practiced breaking apart numbers in this way to strengthen their understanding of standard form and expanded form.
We also briefly explored some word problem strategies on page 5.

Two strategies we highlighted were:
Personalizing the problem – changing the names in the word problem to ones that are familiar, which can make visualizing and solving the problem easier.
UWQSA strategy – “Using the Words in the Question to Start the Answer.” This helps students move beyond one-word responses and instead use complete sentences, such as turning “no” into “No, the answer is not correct because…”

Finally, students were reminded to apply the three steps of our proofreading plan when writing responses to word problems, ensuring clarity and accuracy in their work.

HEALTH (C)
11:40-12:10

Today we kicked off our Health learning for the year. With only about half an hour each week, time is limited, but my goal is to focus on the most important topics in a way that sticks with students.

We began with an introduction to healthy eating, specifically the difference between macronutrients and micronutrients. Our focus today was on the three key macronutrients:

Fat – burns slowly and provides long-lasting energy.
Protein – helps repair and build muscle tissue. To illustrate, I used a piece of paper to show how muscles form tiny “tears” during activity. Protein acts like tape, repairing those tears and gradually making the muscle stronger and more resilient.
Carbohydrates – serve as a quick source of energy for the body.

LANGUAGE (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

See above :)

DAILY HOMEWORK

*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategy tutorial video https://www.youtube.com/watch?v=tGUZud3TyGU
*Review "O.P.P."/Our Proofreading Plan tutorial video https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Bring in an awesome independent reading book every day to class.
*5B: Please join Ms. Song's Google Classroom using the following code: m2plnj6v

TUESDAY, SEPTEMBER 9, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)

CLASS UPDATES

LANGUAGE (B)
8:40-9:40

Today in Literacy, we officially launched our year-long Media Studies campaign! https://www.drooker.ca/media.html Each Day 1, students will dive into media exploration, working with a partner to create and market a soon-to-be-revealed product. These partnerships are key, as students will draw on one another’s strengths to develop creative ideas and strategies.

We began by defining media as anything that tells or sells. Using the acronym PIE (Persuade, Inform, Entertain), students learned that media shows up everywhere in daily life—from clothing styles and packaging to billboards, commercials, and even radio ads.

To spark curiosity, we also explored the idea of a FAD—something that is “For A Day.” Fads are products that become wildly popular for a short time but often fade when they no longer connect with their audience. Students shared examples of fads they’ve seen or experienced, and I shared a story from my own childhood about Garbage Pail Kids. These collectible cards, a parody of the Cabbage Patch Kids dolls, were rude, crude, and packed with bubble gum—and they sold in the billions! A perfect example of a fad that captured attention (and wallets) for a time.

Our discussion set the stage for the bigger ideas of this unit: how companies launch products, why some succeed while others fade, and how media works to influence us. Over the year, students will not only design and market their own product, but also learn how to recognize the tactics media uses to shape our decisions. The ultimate goal is twofold: to build creativity and design-thinking skills, and to help students become savvy, critical consumers.

Next Day 1, we’ll take a closer look at Garbage Pail Kids as a case study before beginning our own product campaigns. Stay tuned—it’s going to be a fun and eye-opening journey!

MATH (B)
9:40-10:40

In Math today, 5B did a little catching up since 5C is slightly ahead. As I mentioned in yesterday’s blog, over the next several weeks we’ll be focusing on one multiplication family per week. The goal is to ensure all students have a strong foundation before we dive into more complex operations later this term.
We began by reviewing how multiplication is really just repeated addition. To build confidence and flexibility, students learned two novel ways of approaching the 3-times table:

A tic-tac-toe drawing method, which helps visualize patterns.
A song method, which provides a quick and memorable way to recall facts—handy when you don’t have pencil and paper in your pocket!
This week, we’re sticking with the 3-times table, and next week we’ll move on to the 4-times table tricks, continuing up through the 6, 7, 8, and 9 families. https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

We then transitioned into our first math unit: Number-Place Value. Students used manipulatives and watched a short video on place value to refresh prior knowledge. I’m building a consistent classroom routine where each lesson is followed by practice work and time for students to use our help-and-feedback system. For today, 5B completed a single practice page. Keeping the volume small at first allows us to focus on how to complete work effectively, how to seek feedback, and what to do once tasks are finished. In the coming days, we’ll gradually increase the workload as routines strengthen.

I was especially impressed to hear that some students have already been exploring our class work webpage and practicing with PDFs even before today’s lesson! This is a fantastic way to prepare for class, review afterward, or get ready for upcoming assessments. A quick reminder: the webpage is always available as a resource to support your child’s learning. https://www.drooker.ca/work.html

HEALTH (B)
11:40-12:10
Today we kicked off our Health learning for the year. With only about half an hour each week, time is limited, but my goal is to focus on the most important topics in a way that sticks with students.

We began with an introduction to healthy eating, specifically the difference between macronutrients and micronutrients. Our focus today was on the three key macronutrients:

Fat – burns slowly and provides long-lasting energy.
Protein – helps repair and build muscle tissue. To illustrate, I used a piece of paper to show how muscles form tiny “tears” during activity. Protein acts like tape, repairing those tears and gradually making the muscle stronger and more resilient.
Carbohydrates – serve as a quick source of energy for the body.

Students also completed a short written response from their formative work booklet, answering the question: Can a food contain more than one macronutrient? The answer, of course, is yes! For example, chicken nuggets contain protein (the chicken), carbohydrates (the breadcrumbs), and fat (the oil they’re cooked in).
This was just the beginning of our Health journey, but it sparked some great connections and conversations about what’s really in the foods we eat. Ps...through the answering of this question, we also reviewed the 3 steps of "O.P.P."/Our Proofreading Plan.

LANGUAGE (C)
1:10-2:10

Please refer to the blog entry for language above :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategy tutorial video https://www.youtube.com/watch?v=tGUZud3TyGU
*Review "O.P.P."/Our Proofreading Plan tutorial video https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Bring in an awesome independent reading book every day to class.
*5B: Please join Ms. Song's Google Classroom using the following code: m2plnj6v

MONDAY, SEPTEMBER 8, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)

CLASS UPDATE

Dear Parents and Guardians,

I’ve done my absolute best to share each student’s Google Drive with you directly. This Drive serves as a digital portfolio, where I will continue to add notable work, tests, projects, and summative tasks—items that would typically be sent home for signature but are much easier to keep organized in one secure place.
In some cases, our security setup may prevent my direct link from reaching you. If you haven’t received a message with a direct link, you can still access your child’s Drive together with them:

Have your child log in using their YRDSB GAPPS username and password.
Click the “waffle” button (grid of squares) in the top-right corner.
Select Drive, then click Starred to find the shared folder.

This way, you’ll always have access to your child’s learning progress and work samples.

Thank you for your continued support!

LANGUAGE (B)
8:40-9:40

WHAT’S TRENDING/ANIMATION
https://www.youtube.com/watch?v=xE-zMPhiAi0

I shared one of my all-time favorite hobbies: geocaching. If you’ve never tried it, I can’t recommend it enough!
Geocaching is like a worldwide treasure hunt. With just a free app on your phone, you can set out to find hidden “caches” tucked away in parks, near landmarks, or even in everyday spots like parking lots and malls. There are hundreds of thousands of these treasures all over the world, waiting to be discovered.
Here’s how it works:

Download the app and choose a cache nearby.
Follow the map and clues as you walk.
When you get close, your phone will vibrate to let you know you’re right on top of it.
Then the real fun begins—searching for the hidden container!

What I love most is how it transforms ordinary outings. A simple walk in the park or trip to the mall becomes an adventure. It’s a wonderful way to get outside, explore your community, and see the world around you in a brand-new way.
Geocaching was a life-changer for me, and I think you’ll see why once you try it. Check out the video linked here and consider downloading the app—you never know what treasures are waiting just around the corner!

WARM UPS

For today’s literacy warm-up, we explored the different ways people select books to read. Students shared how a good title, an eye-catching cover illustration, or a teaser on the back or inside flap can help spark interest. We also talked about recognizing a favorite author or spotting a book from a series we’ve already enjoyed as clues that a book might be a good fit.
We reviewed the “Five Alive” strategy for choosing a “just right” book:

Read the first page.
If there are more than five tricky words, it might be better to set that book aside for later—your reading skills will catch up!
If there are just a few challenging words, that’s perfect. A good book should stretch us to ask questions, make inferences, and use context clues to figure things out. Sometimes, we can also lean on tools like AI or ask an adult for help.

Next, we talked about genres:

Fiction begins with “F”—just like “fake.” Fiction is made-up stories. Within fiction, we looked at categories like realistic fiction, fantasy, and mystery.
Non-fiction starts with “N” and “F”—think not fake. Non-fiction is real, and it includes books like informational texts, biographies, and autobiographies.

Finally, we explored how text features like glossaries can be powerful tools. By previewing or returning to the glossary, readers can unlock the meaning of challenging words as they read.
It was a great warm-up that reminded us that choosing the right book isn’t just about picking something fun—it’s also about finding the right level of challenge to keep us growing as readers.

READING

After our warm-up, we turned our attention to a lesson on decoding skills—the strategies readers use to break down and figure out challenging words. I’ve linked a short tutorial video I made a few years back that models some of these approaches.
While we’ll be leaning into the science of reading throughout the year, I like to begin by layering in some balanced literacy strategies as well. One simple but powerful tool is to read with a pencil in hand. This allows readers to “attack” tricky words by:

Circling familiar chunks, blends, or letter patterns (like er or sp)
Marking suffixes they may recognize (such as -tion, which often sounds like “shin”)
Connecting sounds by drawing a line underneath as they blend them together

For example, take this sentence:
“I wipe perspiration from off my forehead.”
If perspiration is the challenge word, readers might:

Circle er and sp as blends they know
Notice -tion at the end as “shin”
Try to string the parts together into the whole word

If the correct pronunciation still doesn’t come, that’s okay! Another strategy is to leave a blank and reread:
“I wipe ____ from off my forehead.”
Using the context—perhaps the character is riding a bike on a hot day—students might reasonably guess sweat. This builds comprehension even when exact decoding isn’t perfect.
We also had fun practicing these skills with Mad Gabs—phrases that look strange at first but reveal familiar words when sounded out. Mad Gabs encourage readers to:

Experiment with different vowel sounds
Read aloud or “murmur read” to hear themselves
Check whether their attempt makes sense in context

Today’s big takeaway: Sound it out. Listen to yourself. Use context. Try again. These strategies keep us active and flexible as readers, and they’re wonderful ways to keep decoding muscles strong.
You’ll find links to both the tutorial video and some Mad Gab examples that you can try at home together—it’s practice, but it’s also a lot of fun!
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.cram.com/flashcards/mad-gab-7618405

LANGUAGE (C)
9:40-10:40

See above :)

MATH (B)
11:10-12:10Today in math, students were introduced to their Toolkit Binder – a special resource they’ll be using throughout the year. Inside, students will find a variety of supports to help them grow as mathematicians, including:

Dry Erase Math Manipulatives – a standout feature that allows students to write directly on math tools, wipe them off, and try again without worry.
Math Vocabulary and Problem-Solving Words – key terms that will support them when tackling new concepts.
Reusable Pages – every page is stored in a plastic sleeve, making it easy for students to use dry erase markers to practice and refine their skills again and again.

To kick things off, I also gave students a diagnostic quiz. This review covered key Grade 4 concepts to help me see what students remember as they step into Grade 5. While working, students used their privacy curtains, which helped them focus, work quietly, and raise their hands for help if needed. Once finished, they were able to move on to quiet activities using our “What Can You Do When Finished?” poster. It was wonderful to see how smoothly the process went.
We’ll be taking up the diagnostic quiz together shortly and then diving into our first Grade 5 unit on place value, along with an ongoing review of multiplication times table tricks. It’s a strong start, and I’m excited to see the growth ahead!

MATH (C)
1:10-2:10

See above :)

MATH (C)
2:10-3:10

In math today, we kicked off a new journey that’s going to last us the next couple of weeks. Each week, we’ll zero in on one multiplication table at a time. The goal? Build automatic recall and confidence in knowing these facts without hesitation should they not have already been mastered (though they should have). By doing this, we'll have everything locked down for our multiplication unit work in several months time.

Today we explored the three times table, and students learned two clever tricks to make it easier:
The Tic-Tac-Toe Method – by drawing out a simple grid, students can quickly generate the multiples of three. This method works well, but it takes a little time to set up.

The Song Method – songs are catchy, memorable, and can instantly trigger recall. Unlike pencil-and-paper strategies, a song lives in your head and is ready to use anytime, anywhere. This is the direction we’ll ultimately lean on, as music provides both fun and efficiency in mastering multiplication facts.

Along the way, I’ll introduce students https://www.youtube.com/watch?v=tr2u97LLYg8 to a variety of alternate strategies—pattern drawings, algorithms, and visual tricks—but songs will be the long-term tool we use for automatic recall.https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf

After our multiplication focus, we shifted gears into place value. https://www.youtube.com/watch?v=T5Qf0qSSJFI&embeds_referring_euri=https%3A%2F%2Fwww.drooker.ca%2F&source_ve_path=MjM4NTE Students watched a tutorial that reminded them how we review hundreds, tens, and ones every year. But now, in Grade 5, we’re officially in the land of the thousands. This means we’re working with thousands, ten thousands, and hundred thousands.
We also looked ahead—next year, students will explore the place value of the millions, and after that, the billions. Place value is the backbone of number sense, and today was our first big step into these larger numbers.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategy tutorial video https://www.youtube.com/watch?v=tGUZud3TyGU
*Review "O.P.P."/Our Proofreading Plan tutorial video https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Bring in an awesome independent reading book every day to class.
*5B: Please join Ms. Song's Google Classroom using the following code: m2plnj6v

FRIDAY, SEPTEMBER 5, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)

GRADE 5B AND 5C

We continued to solidify our classroom community and daily routines. We began by reviewing everything we’ve learned so far and revisiting our Class Motto and our Contract for Success. Each student officially signed the contract, committing to giving their best effort this year.
From there, we reviewed the structure of our literacy block. To kick things off, students watched two fun videos featuring unique handshakes. https://www.instagram.com/reel/DB1qSkvS8w_/?igsh=d3V4aXAyd25nZ2tk
https://www.youtube.com/watch?v=S7ehlw_phys We’ll soon be developing our very own class handshake as both a way to get attention and to build camaraderie among us.

Next, students revisited the spelling strategies we explored yesterday https://www.youtube.com/watch?v=tGUZud3TyGU before diving into a lesson centered on the four types of sentences—declarative, interrogative, exclamatory, and imperative—and what makes a complete sentence. https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/screen-shot-2020-04-16-at-9-59-30-am.png?1592221992 Together, we reinforced that every sentence must include a subject (a somebody or something) and a verb (an action), with the rest forming the predicate https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-04-16-at-9-53-39-am.png?1587045619

We then turned our attention towards a key writing approach that we’ll use across all subject areas—including math and health. known as "O.P.P."/Our Proofreading Plan. OPP is to be used after every sentence a student writes. Essentially student writing will look like this https://www.drooker.ca/uploads/1/1/0/9/110962203/img-3640_orig.jpg

The following tutorial video unpacks the following 3 steps: https://www.youtube.com/watch?v=oYrdUUHU2uA

Highlight: After writing, students highlight any misspelled words and apply their spelling strategies.
Check: Students read their sentences aloud. Do they start with an uppercase letter? End with correct punctuation? Most importantly—does the sentence make sense?
Improve: Students consider whether they can make their sentence stronger. After each sentence, they place two or three check marks to show they’ve reviewed and refined it.

Afterwards, we enjoyed a short Smartie Meditation to reset our minds before I shared a book entitled Round Trip by Ann Jonas. This clever and thought-provoking book will spark deeper discussion next week and serve as inspiration for an upcoming diagnostic writing task.

Finally, students completed a DIBELS Reading Maze test, one of several reading diagnostics I’ll be using to better understand each student’s needs as readers.

I'm excited to get through all of our diagnostics but we still have some more to get through next week especially from a literacy standpoint. With that being said, Monday will see us phase in some math and health and we'll build up our momentum until we're at full speed! :)

DAILY HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategy tutorial video https://www.youtube.com/watch?v=tGUZud3TyGU
*Review "O.P.P."/Our Proofreading Plan tutorial video https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Bring in an awesome independent reading book every day to class.

THURSDAY, SEPTEMBER 4, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)

LANGUAGE (B)
8:40-9:40

This week, our class has been reviewing how we approach literacy each day. There’s a lot of intentional thought behind our literacy block, and I want to give families and students a window into how it all works: https://www.drooker.ca/literacy-block.html

Step 1: What’s Trending / Animation
We always start by activating our brains. Sometimes this means exploring something viral or creative, and other times it means working toward making our own animated music videos. Today we watched a trending video on Professional Tag. That video sparked a natural segue into a conversation about a club I’ve run in years past: The Playground Legends Club.

The Playground Legends Club
https://theplaygroundlegends.weebly.com/
This club usually involves just my students (Grades 5B and 5C), and it happens during recess. Students are invited to try indoor or outdoor, playground-based games that emphasize not just strength, speed, or size, but also cunning, creativity, and agility. The idea is to level the playing field so that everyone has a chance to shine.

Here’s how it works:
Students can choose to participate at recess.
Points are awarded for simply playing, with additional points for winning or placing.
Games can also be practiced outside of school, helping students hone their skills.
Over the course of the year, we track points leading to a Playground Legends Champion—complete with a belt and a prize!
It’s a fun way to blend physical activity, fair play, and friendly competition into our school year.

Step 2: Warm-Ups and Literacy Focus
After our “What’s Trending” start, we move into short warm-ups tied to either reading or writing. From there, the day’s focus might lean towards reading or writing. Once again, there's a great deal of thought and structure in my literacy block and I hope you take the time to learn more by reviewing the summary available here: https://www.drooker.ca/literacy-block.html

Diagnostic, Formative, and Summative Learning
One of the big concepts I introduced today was the difference between diagnostic, formative, and summative work:
Diagnostic: figuring out where students currently stand (a “pre-check”).
Formative: practice work where students can make mistakes and grow.
Summative: the culminating task at the end of a unit, which is used for reporting.

To start, students completed a quick 5-minute known words diagnostic task. The goal was to:
See how many words they could write per minute.
Examine spelling tendencies.
Explore their vocabulary range.

Spelling Strategies: The “Chin Drop”
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-49-10-am_orig.png
I then introduced our class spelling strategy, which will be used all year (and across subjects). Here’s the strategy:
Place your index and middle fingers under your chin.
Say the word slowly—e.g., dinosaur.
Each time your chin drops, that’s one syllable (so dinosaur has three).
On paper, leave that number of lines.
Fill in letters and blends above each line, remembering that each syllable must include a vowel.
We practiced this right away: I dictated five challenging words to test listening skills and see how well students could apply the strategy.
Descriptive Feedback in Action

To finish, we looked at two student samples under the document camera. I modeled how I give descriptive feedback—highlighting strengths and next steps—so everyone can see what I’m looking for and how we’ll use feedback to grow together.

We also kicked off a brief introduction to Media Studies today. Every Day 1 in our schedule, students will have the opportunity to immerse themselves in the world of media—and more specifically, the world of marketing: the art of telling and selling a product. Over the course of this full-year campaign, students will learn how to persuade, inform, and entertain an audience while becoming more savvy consumers themselves.
Through this journey, they’ll create their own logo, slogan, print advertisement, radio spot, and TV commercial for a fictional product. Along the way, they’ll gain insight into how media works behind the scenes, while also sharpening their ability to critically assess what they see, hear, and buy in everyday life.
Our dedicated https://www.drooker.ca/media.html website will showcase just how expansive this unit is, and students will begin to see how these skills apply not only to advertising but also to presenting ideas in any subject area. Stay tuned for details about upcoming field trips—both virtual and in-person—that will enrich and consolidate their understanding of media studies throughout the year.

MATH (B)
9:40-10:40

See above :) We'll start some math diagnostic work shortly :)

LANGUAGE (C)
1:10-2:10

I finally was able to get 5C caught up to where 5B is by way of our introductory lessons. Kindly read the summary above as I conducted the very same lesson today with them :)

MATH (C)
2:10-3:10

DAILY HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review Spelling Strategies: https://www.youtube.com/watch?v=tGUZud3TyGU and https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-49-10-am_orig.png

WEDNESDAY, SEPTEMBER 2, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)

We’re still in the “Getting-to-Know-You” phase of the year—what I often call the First 20 Days. These first weeks are about building routines and classroom culture rather than diving right into subject work. While you’ll see subjects listed in our blog, please know we’re still focused on introductions and structure.
Both Grade 5B and 5C had a Safe and Caring Schools Presentation after lunch.

LANGUAGE (B)
8:40-9:40

Reviewing Routines
We also revisited our Google Drive for remote learning, attention-getting techniques, and posters that remind students of what to do during transitions.

We reviewed lockdown drill procedures as well.

Help & Feedback Desk
Today, we practiced our Help & Feedback Desk routine. Students learned about:
The Quick Help Chair (for 10-second questions).
The Feedback Chairs (for more in-depth support, with a waiting system like “take-a-number” at a deli).
Independent activities to keep them engaged while waiting for help or after finishing work.

MATH (B)
9:40-10:40

Oral Presentations
Students will prepare three oral presentations this year. Only one must be shared with the whole class; the others may be recorded privately for assessment. Today we explored what makes a strong presenter:
Eye contact
Clear voice and inflection
Confident posture
Natural gestures
Preparedness (glancing at notes rather than reading)

After viewing strong examples, we discussed how to mark a script effectively. https://www.drooker.ca/uploads/1/1/0/9/110962203/image1-10_orig.jpeg

Students learned:
Why cue cards are better than full pages (they’re quieter, less distracting, and don’t block the speaker’s face).
Tips like using a metal ring to keep cards together and prevent spills.
How to annotate scripts with arrows for voice direction, slashes for pauses, “P” for pause, and even colors or emojis to cue facial expressions.https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-10-09-at-1-50-26-pm.png?1602322420
We wrapped up this lesson with a drama game called Zip Zap McGillicuddy Spark—a fun warm-up we’ll use before presentations to help students feel confident, loose, and ready.

Looking Ahead
We’ll continue with getting-to-know-you activities and some light diagnostic work in the coming days. Thanks for following along as we build the foundation for a successful year!

HEALTH (C)
11:40-12:10

As mentioned in yesterday’s blog, 5C and I didn’t have quite as much time together as I did with 5B, so today we spent our first block catching up on some important routines.
We reviewed the remote learning Google Drive that has been set up for each student. Using their YRDSB username and password, students log in, click the waffle button, select Drive, and then hit Start—which takes them directly to their digital portfolio.
Inside each portfolio you’ll find:

A Passwords folder
An Additional Resources folder
Several other organizational folders
Most importantly: a Notable Work folder

The Notable Work folder is where I upload scanned samples of your child’s work—both typical and standout pieces—for your review. Instead of sending home paper assignments for signature (which can sometimes get lost), this system provides a reliable, one-stop shop for their work in literacy, numeracy, health, and more. I encourage you to log in regularly with your child to review their work and start conversations with them—or with me—about their progress.
We also discussed the VIP system, which will likely begin next week. Each day, one student will be the VIP and will take home a small wrestling-style belt labeled “VIP” as a reminder to check their Google Drive. When your child is the VIP, I will also complete a short Learning Skill Report Card that gives you and your child a snapshot of how they are doing in class, at recess, and in other settings.
These Learning Skill Report Cards will be stored in a dedicated folder within the portfolio. At the end of each month, I will also upload a summary report showing how many positive and negative contributions your child has made in class participation. It’s all about building evidence of their growth and encouraging regular reflection.

LANGUAGE (C)
1:10-2:10

Both Grade 5B and 5C had a Safe and Caring School Presentation in the library.

MATH (C)
2:10-3:10

After our Safe and Caring Schools presentation, Grade 5C and I spent some time reviewing one of my passions: animation. To kick off our literacy blocks, I usually set aside the first 10 minutes for what I call “Animation or What’s Trending.” This time is designed to get students’ brains active and engaged, whether through working on an animation project or exploring an interesting, relevant hook.
Over my 20 years of teaching, I’ve completed nearly 10 animated music videos, and I love sharing that creative process with students. They get a chance to learn stop-motion techniques, experiment with green screens, and explore different tools and apps that bring stories to life. Sometimes these projects even culminate in a music video concert by the original artist!
Today, I introduced 5C to this concept. Afterwards, we shifted into the same oral presentation work that 5B began earlier in the day.

Oral Presentations
Students will prepare three oral presentations this year. Only one must be shared with the whole class; the others may be recorded privately for assessment. Today we explored what makes a strong presenter:
Eye contact
Clear voice and inflection
Confident posture
Natural gestures
Preparedness (glancing at notes rather than reading)

After viewing strong examples, we discussed how to mark a script effectively. https://www.drooker.ca/uploads/1/1/0/9/110962203/image1-10_orig.jpeg

Students learned:
Why cue cards are better than full pages (they’re quieter, less distracting, and don’t block the speaker’s face).
Tips like using a metal ring to keep cards together and prevent spills.
How to annotate scripts with arrows for voice direction, slashes for pauses, “P” for pause, and even colors or emojis to cue facial expressions.https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-10-09-at-1-50-26-pm.png?1602322420
We wrapped up this lesson with a drama game called Zip Zap McGillicuddy Spark—a fun warm-up we’ll use before presentations to help students feel confident, loose, and ready.

DAILY HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*If your haven't done so already, kindly return the Parent/Guardian Survey as soon as possible

TUESDAY, SEPTEMBER 2, 2025. DAY 1

5B
WELCOME TO OUR FIRST BLOG
Today's blog won't be as structured as you will typically see in the near future as today involved a lot of getting to know you activities and foundational stuff. Just a quick note...before the start of the school year I sent out a welcome letter by email. Because of the high security on our board’s email system, some messages bounced back, so I want to make sure you’re all receiving our daily learning blog, sent at the end of each school day. I believe I've resolved the issue but If you’re not getting it, please let me know by email ([email protected]) or preferably by text (647-287-0309). Coming home today is a parent survey—please fill it out and return it soon. There’s space to include your preferred and alternate emails so I can ensure the daily blog arrives directly in your inbox, which makes it much easier to stay connected and have ongoing conversations with your child. As a backup, the blog is always posted at https://www.drooker.ca/learning-blog.html. Thanks so much for helping keep our communication smooth!

5B
Our class took some important first steps in getting to know each other and establishing the routines that will guide our learning this year.
To begin, I introduced myself to the students and shared a bit about my background as their teacher. From there, we jumped right into building the foundations for our classroom community. Each student has been assigned a classroom number, which will connect directly to the learning materials and resources they’ll be using throughout the year. This simple system will help keep us organized and efficient as we move through our lessons.
We also practiced a few basic attention techniques to support focus and collaboration. These strategies will help ensure that every student can contribute and that our classroom remains a positive and productive space.

Next, we explored our Routines webpage (link will be provided in this post). This page is a key hub for students and families. It includes:

Our thumbs-up/thumbs-down system: students track their own positive and negative contributions. Each thumbs-up earns a point, and once a student reaches 100 points, they’ll receive a lottery ticket for a chance to win a cash draw.
The class schedule, so students know what to expect each day.
Information on how I communicate with families, including our Remote Learning Google Drive.
Details about our VIP procedures. When your child is the VIP for the week, they will receive a Learning Skills Report Card, which will be uploaded to the Remote Learning Google Drive for your access and review.

We also reviewed snack and recess expectations, as well as lunch routines, so students know how to make healthy, respectful, and safe choices throughout the day.
I strongly encourage all parents to take the time to read through the Routines webpage carefully. Everything has been summarized there for your perusal and review, and it will serve as a reliable reference point throughout the year. www.drooker.ca/routines.html

Students and I also had the opportunity to review our class work webpage together. https://www.drooker.ca/work.html This site contains 99% of all the materials students need to support their learning. It can be used for pre-learning, working alongside lessons, reviewing concepts, and preparing for tests. I encourage students to make full use of this resource throughout the year as a way to stay organized, confident, and ready for success.

5C

Our class took some important first steps in getting to know each other and establishing the routines that will guide our learning this year.
To begin, I introduced myself to the students and shared a bit about my background as their teacher. From there, we jumped right into building the foundations for our classroom community. Each student has been assigned a classroom number, which will connect directly to the learning materials and resources they’ll be using throughout the year. This simple system will help keep us organized and efficient as we move through our lessons.
We also practiced a few basic attention techniques to support focus and collaboration. These strategies will help ensure that every student can contribute and that our classroom remains a positive and productive space.

Next, we explored our Routines webpage (link will be provided in this post). This page is a key hub for students and families. It includes:

Our thumbs-up/thumbs-down system: students track their own positive and negative contributions. Each thumbs-up earns a point, and once a student reaches 100 points, they’ll receive a lottery ticket for a chance to win a cash draw.
The class schedule, so students know what to expect each day.
Students and I also had the opportunity to review our class work webpage together. https://www.drooker.ca/work.html This site contains 99% of all the materials students need to support their learning. It can be used for pre-learning, working alongside lessons, reviewing concepts, and preparing for tests. I encourage students to make full use of this resource throughout the year as a way to stay organized, confident, and ready for success.

We unfortunately did not have the same amount of time together as I did with Grade 5B today. We'll have more time tomorrow together to catch up with where they're at including discussions on VIP, Remote Learning Google Drive, etc. In the interim, I strongly encourage all parents to take the time to read through the Routines webpage carefully. Everything has been summarized there for your perusal and review, and it will serve as a reliable reference point throughout the year. www.drooker.ca/routines.html

DAILY HOMEWORK
*Review today’s Learning Blog and any messages alongside your parents/guardians
*Have your parents/guardians review, complete, and return the Parent/Guardian Survey sent home today