JONATHAN DROOKER
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Class party
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Radio Ads:
BD and KK
OH and MS
MV and SD
GP and JL
MS
End of year debrief: Routines, Literacy, Math, SS, Science, Gym
OSR
Orienteering punches, local archaeology, treasure hunt, animation, coding
Class party
LEARNING BLOG
Dear Families,
As we wrap up another incredible school year, I want to take a moment to reflect, give thanks, and share some personal news.
After three unforgettable years at Whitchurch Highlands Public School—years that have truly felt like home—I’ve made the very difficult decision to transfer to Windham Ridge Public School for the upcoming school year. This is not a decision I’ve made lightly. Whitchurch Highlands has been more than a workplace—it’s been my community, my inspiration, and a place I’ve poured my heart into. Your children have been at the centre of everything I do, and teaching them has been nothing short of a joy and a privilege.
The transition to Windham Ridge brings with it a bit more balance for my family as my daughter begins preschool and my wife returns to teaching. Like many of you, we’re navigating the beautiful chaos of parenting and careers, and this change supports that journey.
To be clear: I am not walking away from these kids. Once you’re one of my students, you always are. Whether your child wants to share an accomplishment, ask for support, or just stay in touch—I welcome it, and I hope for it. I’ve been teaching for over 20 years, and hearing from former students—now adults with stories of their own—is one of the greatest joys of my career.
As we celebrate the end of the year, we’ll be having a small classroom party tomorrow! I’ll be providing pizza and water, and if you’d like to contribute nut-free snacks or treats, it would be greatly appreciated. Please ensure any contributions are clearly labeled, as we do have students with nut allergies.
This has been a truly special class—one I will carry with me always. To each of you: thank you for the trust, support, and partnership this year. For example, our classroom blog and website, which grew into a vibrant hub of connection (over 10,000 hits!), is something I’m deeply proud of, and I’m committed to maintaining it as I move into this next chapter. Your kind messages and encouragement have meant the world. I’ve thought of your children as a second family—and I always will.
Wishing you all a safe, joyful, and adventure-filled summer. Please don’t hesitate to reach out, whether it’s for advice, resources, or just to say hello. I can be reached at [email protected]—my door is always open.
With heartfelt gratitude and warmest wishes,
Jonathan Drooker
As we wrap up another incredible school year, I want to take a moment to reflect, give thanks, and share some personal news.
After three unforgettable years at Whitchurch Highlands Public School—years that have truly felt like home—I’ve made the very difficult decision to transfer to Windham Ridge Public School for the upcoming school year. This is not a decision I’ve made lightly. Whitchurch Highlands has been more than a workplace—it’s been my community, my inspiration, and a place I’ve poured my heart into. Your children have been at the centre of everything I do, and teaching them has been nothing short of a joy and a privilege.
The transition to Windham Ridge brings with it a bit more balance for my family as my daughter begins preschool and my wife returns to teaching. Like many of you, we’re navigating the beautiful chaos of parenting and careers, and this change supports that journey.
To be clear: I am not walking away from these kids. Once you’re one of my students, you always are. Whether your child wants to share an accomplishment, ask for support, or just stay in touch—I welcome it, and I hope for it. I’ve been teaching for over 20 years, and hearing from former students—now adults with stories of their own—is one of the greatest joys of my career.
As we celebrate the end of the year, we’ll be having a small classroom party tomorrow! I’ll be providing pizza and water, and if you’d like to contribute nut-free snacks or treats, it would be greatly appreciated. Please ensure any contributions are clearly labeled, as we do have students with nut allergies.
This has been a truly special class—one I will carry with me always. To each of you: thank you for the trust, support, and partnership this year. For example, our classroom blog and website, which grew into a vibrant hub of connection (over 10,000 hits!), is something I’m deeply proud of, and I’m committed to maintaining it as I move into this next chapter. Your kind messages and encouragement have meant the world. I’ve thought of your children as a second family—and I always will.
Wishing you all a safe, joyful, and adventure-filled summer. Please don’t hesitate to reach out, whether it’s for advice, resources, or just to say hello. I can be reached at [email protected]—my door is always open.
With heartfelt gratitude and warmest wishes,
Jonathan Drooker
MONDAY, JUNE 23, 2025. DAY 4
Today was tough to summarize. The heat was oppressive—truly all-consuming—so survival was the theme of the day, and I’m proud to say we made it through.
At one point, we were down to just 10 students out of 23, each absent for different reasons. With such low numbers, the vibe was naturally low-key and low-stakes. That said, we made the most of it.
We began some end-of-year reflections, discussing what worked well this year, what didn’t, and where we might go next. I genuinely appreciate the students’ feedback—it helps me see things from their point of view and tweak what I do for next year.
Some of that reflection turned into shared writing. Using the projector and Microsoft Word, we collaborated on a document that looked back at our learning journey. Review writing was front and center, and we started to bridge that into persuasive writing—laying the groundwork for next year’s deeper dive into arguments and rebuttals. We also revisited descriptive writing and brainstormed ways to strengthen it.
In the days ahead, we’ll review other writing units, our reading program, and take a closer look at math, science, and social studies. But today, amidst all the discussion, we made sure to sprinkle in moments of fun—because let’s be honest, we were all overheated and running on fumes.
With the most windows in the entire school, our classroom felt more like a solarium today. But spirits stayed surprisingly high, and we’re now looking ahead to a class party on Wednesday.
Almost there.
Today was tough to summarize. The heat was oppressive—truly all-consuming—so survival was the theme of the day, and I’m proud to say we made it through.
At one point, we were down to just 10 students out of 23, each absent for different reasons. With such low numbers, the vibe was naturally low-key and low-stakes. That said, we made the most of it.
We began some end-of-year reflections, discussing what worked well this year, what didn’t, and where we might go next. I genuinely appreciate the students’ feedback—it helps me see things from their point of view and tweak what I do for next year.
Some of that reflection turned into shared writing. Using the projector and Microsoft Word, we collaborated on a document that looked back at our learning journey. Review writing was front and center, and we started to bridge that into persuasive writing—laying the groundwork for next year’s deeper dive into arguments and rebuttals. We also revisited descriptive writing and brainstormed ways to strengthen it.
In the days ahead, we’ll review other writing units, our reading program, and take a closer look at math, science, and social studies. But today, amidst all the discussion, we made sure to sprinkle in moments of fun—because let’s be honest, we were all overheated and running on fumes.
With the most windows in the entire school, our classroom felt more like a solarium today. But spirits stayed surprisingly high, and we’re now looking ahead to a class party on Wednesday.
Almost there.
FRIDAY, JUNE 20, 2025. DAY 3
What a Day! Wrapping Up the Academic Year
We had a very busy day today—one of those wonderfully full, productive days that brings a sense of real accomplishment. With everything we managed to complete, we can now officially say we’ve wrapped up the academic portion of our school year. Congratulations to all students for their hard work and focus!
Our morning began with a final review of our science unit, followed by a quick test. Grade Fours in particular had a double-duty morning: not only did they complete their science test, but they also participated in exit interviews—reflecting on both their science learning and broader academic journey. These exit interviews are ongoing and will continue to include reflections on social studies projects and bridge-building outcomes.
We also wrapped up our unit on probability in math, specifically the baseball card spinner performance task. Students collaborated with me to create pie graphs representing the probability of their fictional baseball characters achieving one of nine possible outcomes in a single at-bat. It was a fun and meaningful way to apply both math and imagination!
Today’s math block also included a variety of probability-based games and experiments. Students explored carnival probability, Monopoly probability, and analyzed how data collection and analysis can help us identify patterns over time. These hands-on activities really brought the concepts to life.
On the literacy front, students completed their final assignments, including the Race Cars reading response task and their culminating news article inspired by our Pet Cemetery press conference and show-and-tell event.
As we move into next week, some students have already begun their summer break, so we’ll have a slightly smaller group. That said, we’re planning to keep the momentum going with a blend of academic reflection and fun. Students will continue with one-on-one exit interviews with me to share what worked for them this year—and what didn’t. We’ll also watch a couple of curriculum-connected movies and revisit a few fun projects that were postponed due to time constraints or behavior concerns earlier in the year.
One highlight on the horizon is our long-delayed treasure hunt! With our newfound interest in local history and the influence of yesterday’s Archaeology Alive program (courtesy of the Woodchurch-Stouffville Museum), we’re hoping to break out the metal detector and explore the schoolyard in search of artifacts. We’ll apply our budding archaeological and social studies skills to interpret whatever we might find.
And of course, no end-of-year wrap-up would be complete without a class party—details to come!
Stay tuned for more updates as we celebrate the final stretch of an exciting and eventful school year.
What a Day! Wrapping Up the Academic Year
We had a very busy day today—one of those wonderfully full, productive days that brings a sense of real accomplishment. With everything we managed to complete, we can now officially say we’ve wrapped up the academic portion of our school year. Congratulations to all students for their hard work and focus!
Our morning began with a final review of our science unit, followed by a quick test. Grade Fours in particular had a double-duty morning: not only did they complete their science test, but they also participated in exit interviews—reflecting on both their science learning and broader academic journey. These exit interviews are ongoing and will continue to include reflections on social studies projects and bridge-building outcomes.
We also wrapped up our unit on probability in math, specifically the baseball card spinner performance task. Students collaborated with me to create pie graphs representing the probability of their fictional baseball characters achieving one of nine possible outcomes in a single at-bat. It was a fun and meaningful way to apply both math and imagination!
Today’s math block also included a variety of probability-based games and experiments. Students explored carnival probability, Monopoly probability, and analyzed how data collection and analysis can help us identify patterns over time. These hands-on activities really brought the concepts to life.
On the literacy front, students completed their final assignments, including the Race Cars reading response task and their culminating news article inspired by our Pet Cemetery press conference and show-and-tell event.
As we move into next week, some students have already begun their summer break, so we’ll have a slightly smaller group. That said, we’re planning to keep the momentum going with a blend of academic reflection and fun. Students will continue with one-on-one exit interviews with me to share what worked for them this year—and what didn’t. We’ll also watch a couple of curriculum-connected movies and revisit a few fun projects that were postponed due to time constraints or behavior concerns earlier in the year.
One highlight on the horizon is our long-delayed treasure hunt! With our newfound interest in local history and the influence of yesterday’s Archaeology Alive program (courtesy of the Woodchurch-Stouffville Museum), we’re hoping to break out the metal detector and explore the schoolyard in search of artifacts. We’ll apply our budding archaeological and social studies skills to interpret whatever we might find.
And of course, no end-of-year wrap-up would be complete without a class party—details to come!
Stay tuned for more updates as we celebrate the final stretch of an exciting and eventful school year.
THURSDAY, JUNE 19, 2025. DAY 2
It’s been a whirlwind of a week, but I wanted to take a moment to share a few highlights as we wrap up the academic portion of the year.
As part of National Indigenous History Month, I had the privilege of organizing a visit from the Whitchurch-Stouffville Museum to deliver their Archaeology Alive program. This fantastic experience gave students a hands-on opportunity to revisit and reflect on their learning throughout the year. They explored real and replica artifacts, examined digital reconstructions of the famed Mantle Site, and made meaningful connections to the documentary The Curse of the Axe, which we viewed and discussed earlier this year. The session took up our entire literacy block—and it was well worth it.
On the project side, students have been participating in exit interviews tied to their bridge-building projects and social studies work. I’m excited to share that we officially wrapped up our bridge testing and crowned a winning team--congratulations to Oliver and Jake, whose bridge held an incredible 90 pounds! A full video of the testing will be uploaded to YouTube soon for those who want to relive the action.
We also completed our final writing assignment of the year: a news article inspired by the recently restored Happy Woodland Pet Cemetery in Aurora, Ontario—Canada’s very first pet cemetery. Students were captivated by the history and current revitalization efforts underway. Though the public opening has been delayed due to budget and planning logistics, the town is aiming to make it something truly special. A documentary about the cemetery has already been produced—and even won an award.
If you're curious about accessing the grounds before the official public opening, feel free to reach out—I’d be happy to let you know how.
Next week, we shift into some well-earned sandbox time, where students will have more creative freedom to explore and build. Thanks, as always, for following along!
It’s been a whirlwind of a week, but I wanted to take a moment to share a few highlights as we wrap up the academic portion of the year.
As part of National Indigenous History Month, I had the privilege of organizing a visit from the Whitchurch-Stouffville Museum to deliver their Archaeology Alive program. This fantastic experience gave students a hands-on opportunity to revisit and reflect on their learning throughout the year. They explored real and replica artifacts, examined digital reconstructions of the famed Mantle Site, and made meaningful connections to the documentary The Curse of the Axe, which we viewed and discussed earlier this year. The session took up our entire literacy block—and it was well worth it.
On the project side, students have been participating in exit interviews tied to their bridge-building projects and social studies work. I’m excited to share that we officially wrapped up our bridge testing and crowned a winning team--congratulations to Oliver and Jake, whose bridge held an incredible 90 pounds! A full video of the testing will be uploaded to YouTube soon for those who want to relive the action.
We also completed our final writing assignment of the year: a news article inspired by the recently restored Happy Woodland Pet Cemetery in Aurora, Ontario—Canada’s very first pet cemetery. Students were captivated by the history and current revitalization efforts underway. Though the public opening has been delayed due to budget and planning logistics, the town is aiming to make it something truly special. A documentary about the cemetery has already been produced—and even won an award.
If you're curious about accessing the grounds before the official public opening, feel free to reach out—I’d be happy to let you know how.
Next week, we shift into some well-earned sandbox time, where students will have more creative freedom to explore and build. Thanks, as always, for following along!
WEDNESDAY, JUNE 18, 2025. DAY 1
During our literacy block, students had the chance to enjoy Primary Play Day outdoors. Grade 4s were “grandfathered in” and included in the fun, and everyone had a fantastic time soaking up the sun and celebrating the day with freezies to top it off.
Later, during our math block after recess, we shifted gears to prepare for our final major writing task of the year: a news article, which students will be evaluated on. I introduced the task with a “press conference”-style preamble to set the stage and spark curiosity. We went over all of the success criteria and reminded students that they can use our class website as a resource during the writing process. Tools available include topic sentence frames, transition word lists, concluding sentence suggestions, and more.
To kick off the assignment, students were given a full spiel about Canada’s first pet cemetery, which ties into a unique field trip that last year’s students had the opportunity to take. The cemetery is only about eight minutes away, and students will be reporting on this special site as if they had attended the trip themselves. They received plenty of information for both their lead and supporting (or “colour”) paragraphs, and everyone was given a word menu to help with vocabulary and structure.
Tomorrow, students will begin writing their news articles. We’ll also intersperse some bridge testing throughout the day. Today, we managed to test two Grade 3 bridges:
H.L's bridge held an impressive 45 pounds.
M.S's bridge held 25 pounds.
Bridge testing will continue as we move forward, alongside tying up loose ends in our probability unit and both science units.
Looking ahead:
Tomorrow will feature a strong literacy and math focus.
Friday will be dedicated entirely to science, as we work to wrap up those remaining units.
That’s a wrap on today’s update—lots of great energy and learning happening as we head into the final stretch!
During our literacy block, students had the chance to enjoy Primary Play Day outdoors. Grade 4s were “grandfathered in” and included in the fun, and everyone had a fantastic time soaking up the sun and celebrating the day with freezies to top it off.
Later, during our math block after recess, we shifted gears to prepare for our final major writing task of the year: a news article, which students will be evaluated on. I introduced the task with a “press conference”-style preamble to set the stage and spark curiosity. We went over all of the success criteria and reminded students that they can use our class website as a resource during the writing process. Tools available include topic sentence frames, transition word lists, concluding sentence suggestions, and more.
To kick off the assignment, students were given a full spiel about Canada’s first pet cemetery, which ties into a unique field trip that last year’s students had the opportunity to take. The cemetery is only about eight minutes away, and students will be reporting on this special site as if they had attended the trip themselves. They received plenty of information for both their lead and supporting (or “colour”) paragraphs, and everyone was given a word menu to help with vocabulary and structure.
Tomorrow, students will begin writing their news articles. We’ll also intersperse some bridge testing throughout the day. Today, we managed to test two Grade 3 bridges:
H.L's bridge held an impressive 45 pounds.
M.S's bridge held 25 pounds.
Bridge testing will continue as we move forward, alongside tying up loose ends in our probability unit and both science units.
Looking ahead:
Tomorrow will feature a strong literacy and math focus.
Friday will be dedicated entirely to science, as we work to wrap up those remaining units.
That’s a wrap on today’s update—lots of great energy and learning happening as we head into the final stretch!
TUESDAY, JUNE 17, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
Primary Play Day Tomorrow: Come prepared with appropriate clothing, sunscreen, a change of clothing, etc.
Archaeology Alive: Thursday, June 19 @ 9:15
*Just a reminder, if you have any library books please return them as soon as possible
*Finish exit interviews, baseball cards, race cars, science bridges
It was a big day of wrapping up projects and pushing our thinking forward!
Our Grade 3 and 4 students completed their Race Car Reading Analysis, using their critical thinking skills to reflect on the messages within texts and evaluate content more deeply. It was great to see students making thoughtful connections and supporting their ideas with evidence.
In Math, we took a unique look at probability by exploring how slot machines work and how casinos design games to keep the odds in their favour. This real-world connection sparked a lot of curiosity and great discussion.
In summary...
Slot machines are those games in casinos where you press a button or pull a lever and hope to get matching pictures, like cherries or stars. If you match the right ones, you can win money!
But here’s the trick: casinos make sure the machine is set up so they win more often than the player.
Just a reminder:
Why It’s Important to Learn About Probability, Chances, and Odds
*To Make Smart Choices
When we understand the chances of something happening, we can make better decisions.
Example: If there’s a 90% chance of rain, you’ll probably want to bring an umbrella!
*To Stay Healthy and Safe
By studying data and patterns, we can figure out what helps people live longer and healthier lives.
Example: If we know that eating fruits and vegetables every day gives people a better chance of staying healthy, we might choose those foods more often.
*To Win More at Games
Lots of games use chances and odds—like board games, card games, and sports.
Example: If you know which dice rolls are most likely, you can make better choices during your turn.
*To Understand and Avoid Gambling Tricks
Gambling companies often make it seem like you’re likely to win, even when the chances are actually very low.
Example: Slot machines and sports betting might look exciting, but knowing the odds helps you stay in control and avoid risky choices.
*To Solve Real-Life Problems
People use probability to plan and solve important problems in the world.
Example: Scientists use data to predict how diseases spread, so we can stay safe and healthy.
The Grade 3s proudly put the finishing touches on their bridge projects today! We’re excited to test their strength and design tomorrow.
Meanwhile, the Grade 4s and I rolled up our sleeves and worked with determination to wrap up our Machines and Mechanisms unit. We went beyond gears and simple machines to consider the environmental impacts of modern machinery. Our conversations around sustainable energy and renewable resources highlighted the importance of designing with the planet in mind.
DAILY HOMEWORK
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
Primary Play Day Tomorrow: Come prepared with appropriate clothing, sunscreen, a change of clothing, etc.
Archaeology Alive: Thursday, June 19 @ 9:15
*Just a reminder, if you have any library books please return them as soon as possible
*Finish exit interviews, baseball cards, race cars, science bridges
It was a big day of wrapping up projects and pushing our thinking forward!
Our Grade 3 and 4 students completed their Race Car Reading Analysis, using their critical thinking skills to reflect on the messages within texts and evaluate content more deeply. It was great to see students making thoughtful connections and supporting their ideas with evidence.
In Math, we took a unique look at probability by exploring how slot machines work and how casinos design games to keep the odds in their favour. This real-world connection sparked a lot of curiosity and great discussion.
In summary...
Slot machines are those games in casinos where you press a button or pull a lever and hope to get matching pictures, like cherries or stars. If you match the right ones, you can win money!
But here’s the trick: casinos make sure the machine is set up so they win more often than the player.
- The machine is programmed to only give out prizes once in a while, not often.
- Even if it looks like you’re almost winning, it’s just part of the game to keep you playing.
- For every dollar you put in, the machine might only give back a small part over time. The rest goes to the casino.
Just a reminder:
Why It’s Important to Learn About Probability, Chances, and Odds
*To Make Smart Choices
When we understand the chances of something happening, we can make better decisions.
Example: If there’s a 90% chance of rain, you’ll probably want to bring an umbrella!
*To Stay Healthy and Safe
By studying data and patterns, we can figure out what helps people live longer and healthier lives.
Example: If we know that eating fruits and vegetables every day gives people a better chance of staying healthy, we might choose those foods more often.
*To Win More at Games
Lots of games use chances and odds—like board games, card games, and sports.
Example: If you know which dice rolls are most likely, you can make better choices during your turn.
*To Understand and Avoid Gambling Tricks
Gambling companies often make it seem like you’re likely to win, even when the chances are actually very low.
Example: Slot machines and sports betting might look exciting, but knowing the odds helps you stay in control and avoid risky choices.
*To Solve Real-Life Problems
People use probability to plan and solve important problems in the world.
Example: Scientists use data to predict how diseases spread, so we can stay safe and healthy.
The Grade 3s proudly put the finishing touches on their bridge projects today! We’re excited to test their strength and design tomorrow.
Meanwhile, the Grade 4s and I rolled up our sleeves and worked with determination to wrap up our Machines and Mechanisms unit. We went beyond gears and simple machines to consider the environmental impacts of modern machinery. Our conversations around sustainable energy and renewable resources highlighted the importance of designing with the planet in mind.
DAILY HOMEWORK
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
MONDAY, JUNE 16, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
*Subject specific days: In an effort to wrap up a bunch of units, we'll be having some subject specific days where we focus entirely on one unit to afford us the necessary, uninterrupted time to tie things up.
LANGUAGE
9:10-10:50
Grade 4s + HL: Finish research paragraph
Grade 3s: Race Cars and SS exit interview
This week marks a pivotal point in our year as we begin wrapping up several major units across subjects. With report cards fast approaching and limited time left, our regular schedule will occasionally shift to better meet our needs. Some days will be dedicated to specific subjects to give students focused time to complete their work and allow for more accurate assessment and evaluation on my end.
Literacy
In literacy, Grade 4 students continued developing their research paragraphs on early civilizations, focusing on a selected aspect of culture. Grade 3 students worked on their written responses to the book Race Cars, exploring themes of fairness and equity through reflective analysis.
As part of our Grade 3 and 4 Social Studies wrap-up, we're moving away from formal presentations and instead conducting exit interviews. These will take the form of short, recorded oral conversations in which students discuss their research, thinking, and learning. This more flexible approach allows us to stay on track with evaluation while giving each student a chance to reflect on their work in a meaningful and low-pressure format.
Math
Today in math, students dove into data and probability in fun and engaging ways. They created personalized baseball cards based on class-generated stats, then used the NCES website to design graphs representing their data. Later, we explored the basics of Blackjack as a way to think about probability and decision-making. Students learned the rules of the game, what it means to “hit” or “stand,” and were even introduced—very lightly—to the concept of card counting and how casinos try to balance the odds by using multiple decks.
In summary...
When people play blackjack in a casino, some players try to keep track of which cards have already been played. That’s called card counting, and it can help them guess which cards might come next so they can win more. Casinos don’t like that!
To make it harder, casinos:
- Use lots of decks of cards instead of just one.
- Shuffle the cards often so you can’t keep track.
- Watch closely to see if anyone is trying to count cards
- If there’s a tie, the dealer wins!
- Players have to go first, so if they mess up, they lose even if the dealer does too.
Assembly Prep
A small group of students who are participating in tomorrow’s school assembly had a chance to rehearse with me during first recess. They’re doing a wonderful job preparing, and I’m looking forward to seeing them shine!
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
In our continued exploration of the Machines and Mechanisms unit, Grade 4 students have been diving deeper into the fascinating world of mechanical systems. We began by reviewing the key differences between machines and mechanisms, and then revisited how rack and pinion systems work.
From there, we shifted our focus to bevel gears. I brought in a real drill to show how bevel gears help lock a drill bit in place—bringing classroom learning into a hands-on context. We also watched a series of engaging videos that demonstrated how gears and chain drives work together in impressive ways to help machines achieve their goals.
To wrap up our lesson we turned our attention to bike gears. Students explored how bike gears can change mechanical advantage and affect speed, giving them a real-world example of how these systems are used every day.
In summary:
Bike gears are an important mechanism that help you ride your bike more easily, whether you're going uphill or downhill.
The gears on your bike work like a series of wheels with different sizes. The bigger the wheel, the more distance it covers in one rotation. So when you use a bigger gear, it's like you're pedaling a bigger wheel, which makes you go faster. When you use a smaller gear, it's like you're pedaling a smaller wheel, which makes it easier to pedal but you won't go as fast.
Bike gears help make pedaling easier or faster, depending on where you're riding.
- Low gear is for going uphill or starting off. It’s easier to pedal but you go slower. It's like climbing small steps—easy, but it takes more steps to get to the top.
- High gear is for flat roads or going downhill. It’s harder to pedal, but you go faster. It’s like taking big steps on flat ground—you move farther with each step.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s are now down to half an hour until we debrief on their bridges and begin testing of them.
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
FRIDAY, JUNE 13, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I revised our assembly script for Tuesday as I found it needed streamlining. I've sent home an updated script today with our presenters
LANGUAGE
9:10-10:50
Today in literacy, our Grade 3 students focused on completing the summarizing paragraph for their Social Studies Research Projects. Over the past two months, they’ve been researching artifacts from Upper Canada (1780–1850), using their notes to respond to key guiding questions. These included what their artifact was made of, how it was created, and how it played a role in daily life during that time.
Meanwhile, Grade 4 students used their final allotted time to complete their notes for their early civilization cultural research. They’ll be writing their summarizing paragraphs next week.
Students who had already completed their research began an EQAO-style reading response quiz based on the book Racecars. The questions go beyond basic comprehension, prompting students to analyze and reflect on the text more deeply. On Wednesday, they worked with our occasional teacher to read and listen to the text, helping clarify their understanding ahead of this performance task.
MATH/LIBRARY
11:20-12:20
In math, we continued our exploration of probability with a performance task centered on designing a baseball card. Students began by identifying nine possible outcomes from a baseball at-bat: ground out, fly out, pop out, strikeout, walk, single, double, triple, and home run. We also discussed rarer outcomes like hit-by-pitch or double plays, which can be added optionally.
Using these outcomes, students are now working on creating fictionalized baseball players and assigning probabilities to each of their potential results. They’ll represent these as fractions that add up to a total of 9/9. For example, a home run might be given a probability of 2.5/9, while a walk might be 1/9.
We also reviewed how to convert these fractions into percentages using the standard algorithm: divide the numerator by the denominator and multiply by 100. Students will use the NCES Create-a-Graph website to turn their data into pie charts and will be provided with transparent spinners. These will be used to simulate a baseball game that demonstrates their understanding of probability, fractions, and percents.
Some students are choosing to base their cards on real MLB players, such as George Springer of the Toronto Blue Jays. For those interested, I’ll be happy to provide actual stats from a recent season to support their projects.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
In gym, we continued our exciting floor hockey regular season. The energy and teamwork on display have been impressive!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
To end the day, Grade 3 students returned to science, working on their bridge-building projects. With just 70 minutes remaining before testing begins, the countdown is on!
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I revised our assembly script for Tuesday as I found it needed streamlining. I've sent home an updated script today with our presenters
LANGUAGE
9:10-10:50
Today in literacy, our Grade 3 students focused on completing the summarizing paragraph for their Social Studies Research Projects. Over the past two months, they’ve been researching artifacts from Upper Canada (1780–1850), using their notes to respond to key guiding questions. These included what their artifact was made of, how it was created, and how it played a role in daily life during that time.
Meanwhile, Grade 4 students used their final allotted time to complete their notes for their early civilization cultural research. They’ll be writing their summarizing paragraphs next week.
Students who had already completed their research began an EQAO-style reading response quiz based on the book Racecars. The questions go beyond basic comprehension, prompting students to analyze and reflect on the text more deeply. On Wednesday, they worked with our occasional teacher to read and listen to the text, helping clarify their understanding ahead of this performance task.
MATH/LIBRARY
11:20-12:20
In math, we continued our exploration of probability with a performance task centered on designing a baseball card. Students began by identifying nine possible outcomes from a baseball at-bat: ground out, fly out, pop out, strikeout, walk, single, double, triple, and home run. We also discussed rarer outcomes like hit-by-pitch or double plays, which can be added optionally.
Using these outcomes, students are now working on creating fictionalized baseball players and assigning probabilities to each of their potential results. They’ll represent these as fractions that add up to a total of 9/9. For example, a home run might be given a probability of 2.5/9, while a walk might be 1/9.
We also reviewed how to convert these fractions into percentages using the standard algorithm: divide the numerator by the denominator and multiply by 100. Students will use the NCES Create-a-Graph website to turn their data into pie charts and will be provided with transparent spinners. These will be used to simulate a baseball game that demonstrates their understanding of probability, fractions, and percents.
Some students are choosing to base their cards on real MLB players, such as George Springer of the Toronto Blue Jays. For those interested, I’ll be happy to provide actual stats from a recent season to support their projects.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
In gym, we continued our exciting floor hockey regular season. The energy and teamwork on display have been impressive!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
To end the day, Grade 3 students returned to science, working on their bridge-building projects. With just 70 minutes remaining before testing begins, the countdown is on!
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
THURSDAY, JUNE 12, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*As mentioned, I had surgery yesterday and thus there was no blog.
*Hudson and Jayden-->Radio Ads tomorrow
LANGUAGE
9:10-10:50
Our assembly is next Tuesday and we spent some time reviewing the script as a class. Scripts have been sent home with students to rehearse with and time will be provided Monday first recess to review as a whole so we're prepared for Tuesday.
Grade 3s spent some time this morning publishing their Social Studies artifact research notes into paragraph form.
Grade 4s started their final note taking push towards completing their Social Studies research paragraph.
MATH
11:20-12:20
Today in Probability, we continued to explore the language of chance—terms like likely, equally likely, certain, impossible, and possible—and connected these to corresponding fractions that represent the likelihood of various outcomes. We extended this understanding by examining how probability applies to real-world patterns and exceptions, such as outliers in sports and performance data.
Using the arc of an NBA player's career as an example, we discussed how athletes typically improve over time, peak, plateau, and eventually decline due to age. But, just as in data, not every player follows that pattern—there are always outliers. I shared personal stories about baseball outliers, including players whose careers were affected by steroid use, and we even took a glimpse at the upcoming “enhanced” Olympic-style games in 2026, where athletes will be encouraged to push boundaries with scientific enhancements to break previously unbreakable records.
We also introduced the concept of spinners as probability tools through one of my childhood favorites, All-Star Baseball. This game used circular baseball cards as pie charts based on real player stats. Students will soon be creating their own spinner baseball cards as a performance task, applying their knowledge of fractions and percentages to represent different possible outcomes in a baseball at-bat. It’s a hands-on, meaningful way to connect math, data, and storytelling—plus a little nostalgia for good measure. https://www.youtube.com/watch?v=fh3Ru_ODrnk
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
In Gym today, students finalized their teams for floor hockey and kicked off round robin gameplay We also established key rules—particularly for goalies—who are now fully equipped thanks to gear provided by both the school and HL.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In Science, students now 100 minutes remaining to complete their bridge-building projects. Once finished, we’ll document their work and begin the assessment and evaluation process, which we’re excited to tackle next week.
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*All library books due tomorrow
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*As mentioned, I had surgery yesterday and thus there was no blog.
*Hudson and Jayden-->Radio Ads tomorrow
LANGUAGE
9:10-10:50
Our assembly is next Tuesday and we spent some time reviewing the script as a class. Scripts have been sent home with students to rehearse with and time will be provided Monday first recess to review as a whole so we're prepared for Tuesday.
Grade 3s spent some time this morning publishing their Social Studies artifact research notes into paragraph form.
Grade 4s started their final note taking push towards completing their Social Studies research paragraph.
MATH
11:20-12:20
Today in Probability, we continued to explore the language of chance—terms like likely, equally likely, certain, impossible, and possible—and connected these to corresponding fractions that represent the likelihood of various outcomes. We extended this understanding by examining how probability applies to real-world patterns and exceptions, such as outliers in sports and performance data.
Using the arc of an NBA player's career as an example, we discussed how athletes typically improve over time, peak, plateau, and eventually decline due to age. But, just as in data, not every player follows that pattern—there are always outliers. I shared personal stories about baseball outliers, including players whose careers were affected by steroid use, and we even took a glimpse at the upcoming “enhanced” Olympic-style games in 2026, where athletes will be encouraged to push boundaries with scientific enhancements to break previously unbreakable records.
We also introduced the concept of spinners as probability tools through one of my childhood favorites, All-Star Baseball. This game used circular baseball cards as pie charts based on real player stats. Students will soon be creating their own spinner baseball cards as a performance task, applying their knowledge of fractions and percentages to represent different possible outcomes in a baseball at-bat. It’s a hands-on, meaningful way to connect math, data, and storytelling—plus a little nostalgia for good measure. https://www.youtube.com/watch?v=fh3Ru_ODrnk
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
In Gym today, students finalized their teams for floor hockey and kicked off round robin gameplay We also established key rules—particularly for goalies—who are now fully equipped thanks to gear provided by both the school and HL.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In Science, students now 100 minutes remaining to complete their bridge-building projects. Once finished, we’ll document their work and begin the assessment and evaluation process, which we’re excited to tackle next week.
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*All library books due tomorrow
TUESDAY, JUNE 10, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Attendance
*Alarms
*Binaural music
*VIP: X
*Any Drooker Deliveries for the VIP to collect?
*VIP: Complete desk (x5) and coat hook checks
*Do you have a sharpened pencil, marking pen, highlighter, dry erase marker and an organized desk (with a computer inside of it)?
*Did you review our learning blog and any messages alongside your parents/guardians last night?
*Any questions, comments, or concerns before we start the day?
*We started off the day down 7 people
*All library books due June 13
*Housekeeping
LANGUAGE
9:10-10:50
It was another productive day in our literacy block! We successfully wrapped up and published two student-created radio advertisements—more are on the way and will be shared over the next couple of days. These projects continue to showcase our students’ creativity and growing confidence as communicators.
https://www.youtube.com/watch?v=JntQfdGUrf4
https://www.youtube.com/watch?v=qg4yDwSRwwA
Alongside the ad work, I continued with our end-of-year reading assessments, which will help us reflect on the amazing growth students have made over the past months.
In writing today, students participated in an exciting press conference activity based on a shared news story (https://m.youtube.com/shorts/XzlakIGr1LY). They were given one hour to write two clear and compelling paragraphs: a lead paragraph and a secondary supporting paragraph. Some students brought their articles home to complete, with the expectation that they return them by Thursday. (Please note: I will be away tomorrow due to a minor surgery, but I expect to be back Thursday.)
Before students began writing, they were provided with a sentence frame to support them in crafting a strong topic sentence for their lead paragraph:
In/On [when], [who] [what] at [where] because [why].
Example:
On Friday, Grade 3 students competed in a bridge-building contest at Whitchurch Highlands Public School to test their engineering skills.
This approach worked wonders—especially for students who have been working on organizing their ideas more effectively. It’s a strategy we’ll certainly revisit, as it helped many feel more confident about getting started.
That said, some students have already developed a distinct “reporter voice” and were encouraged to explore their own novel ways of introducing their stories while still addressing the five W’s and one H. We’re not aiming for one-size-fits-all writing—our goal is to help each student build a strong, individual voice.
We also took a look at our revised website that has some common transition words and phrases as well as a wider variety of possible clincher sentences which students might want to try to wrap up their paragraphs. https://www.drooker.ca/news-article-writing.html
Throughout the writing session, students were reminded to apply the three steps of our proofreading plan after every sentence, use our success criteria checklists, and read their paragraphs aloud. We discussed the importance of clarity—if a reader or viewer were hearing this live on television, would the message come across clearly? Only once students were confident in their work were they encouraged to publish and seek feedback.
MATH
11:20-12:20
Today in math, students focused on completing their patterning and algebra test. We took up the test together afterward, allowing time for clarification and reflection. I also continued uploading student work to their remote learning Google Drives for ongoing access and documentation.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We had but 2 fourth grade students with us this afternoon. We managed to get 2 more who arrived mid period back from track and field areas and we tackled rack and pinions in relation to Beyblades and our Machines and Mechanisms unit. Linear motion is converted to rotary (turning) motion within a Beyblade! https://www.drooker.ca/machines-and-mechanisms.html
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*All library books due June 13
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Attendance
*Alarms
*Binaural music
*VIP: X
*Any Drooker Deliveries for the VIP to collect?
*VIP: Complete desk (x5) and coat hook checks
*Do you have a sharpened pencil, marking pen, highlighter, dry erase marker and an organized desk (with a computer inside of it)?
*Did you review our learning blog and any messages alongside your parents/guardians last night?
*Any questions, comments, or concerns before we start the day?
*We started off the day down 7 people
*All library books due June 13
*Housekeeping
LANGUAGE
9:10-10:50
It was another productive day in our literacy block! We successfully wrapped up and published two student-created radio advertisements—more are on the way and will be shared over the next couple of days. These projects continue to showcase our students’ creativity and growing confidence as communicators.
https://www.youtube.com/watch?v=JntQfdGUrf4
https://www.youtube.com/watch?v=qg4yDwSRwwA
Alongside the ad work, I continued with our end-of-year reading assessments, which will help us reflect on the amazing growth students have made over the past months.
In writing today, students participated in an exciting press conference activity based on a shared news story (https://m.youtube.com/shorts/XzlakIGr1LY). They were given one hour to write two clear and compelling paragraphs: a lead paragraph and a secondary supporting paragraph. Some students brought their articles home to complete, with the expectation that they return them by Thursday. (Please note: I will be away tomorrow due to a minor surgery, but I expect to be back Thursday.)
Before students began writing, they were provided with a sentence frame to support them in crafting a strong topic sentence for their lead paragraph:
In/On [when], [who] [what] at [where] because [why].
Example:
On Friday, Grade 3 students competed in a bridge-building contest at Whitchurch Highlands Public School to test their engineering skills.
This approach worked wonders—especially for students who have been working on organizing their ideas more effectively. It’s a strategy we’ll certainly revisit, as it helped many feel more confident about getting started.
That said, some students have already developed a distinct “reporter voice” and were encouraged to explore their own novel ways of introducing their stories while still addressing the five W’s and one H. We’re not aiming for one-size-fits-all writing—our goal is to help each student build a strong, individual voice.
We also took a look at our revised website that has some common transition words and phrases as well as a wider variety of possible clincher sentences which students might want to try to wrap up their paragraphs. https://www.drooker.ca/news-article-writing.html
Throughout the writing session, students were reminded to apply the three steps of our proofreading plan after every sentence, use our success criteria checklists, and read their paragraphs aloud. We discussed the importance of clarity—if a reader or viewer were hearing this live on television, would the message come across clearly? Only once students were confident in their work were they encouraged to publish and seek feedback.
MATH
11:20-12:20
Today in math, students focused on completing their patterning and algebra test. We took up the test together afterward, allowing time for clarification and reflection. I also continued uploading student work to their remote learning Google Drives for ongoing access and documentation.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We had but 2 fourth grade students with us this afternoon. We managed to get 2 more who arrived mid period back from track and field areas and we tackled rack and pinions in relation to Beyblades and our Machines and Mechanisms unit. Linear motion is converted to rotary (turning) motion within a Beyblade! https://www.drooker.ca/machines-and-mechanisms.html
DAILY HOMEWORK
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*All library books due June 13
FRIDAY, JUNE 6, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*My apologies for the lack of blogging yesterday as I was unwell.
*Just a reminder, please let me know if you are withdrawing your child early for summer vacation for planning purposes.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time further fleshing out our upcoming Optimism Assembly that we will be running June 17th.
We then snuck in some further investigation involving Simple Machines for the fourth graders https://www.youtube.com/watch?v=IEKJLF2sTVI
READING
I continued with some end of year reading assessments with students.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We discussed and mapped out next week which has several interruptions (Grade 4 track and field areas on Tuesday, surgery on Wednesday, etc.)
Tuesday
Grade 3s and 4s: We'll have an immediate/straightforward press conference and students will receive the period to write their next two paragraph news article.
Wednesday:
I'm having surgery on Wednesday so students will have an OT.
Thursday:
Grade 3s publish their Social Studies research paragraph.
Grade 4s will use their newly provided research to take notes and ask questions in preparation for publishing
10:30: Pride Flag raising
Friday
Grade 4s will publish their Social Studies research paragraph
Time will be provided the following week for the creation of displays, artifacts, and rehearsal/presentation of their Social Studies research project.
MATH
11:20-12:20
In math today, we continued exploring probability—the chances of something happening. We focused on describing the likelihood of different events, especially those that are equally likely, like flipping a coin. Interestingly, we took a deeper dive into coin flips and discovered that while it may seem like a 50/50 chance, science tells us there are actually several variables at play (like how the coin is flipped or caught) that can affect the outcome. So, it's not always as simple as it seems!
We also worked with spinners to describe events as likely, unlikely, impossible, or certain, and began representing these outcomes as fractions. We talked about the importance of identifying whether a situation is controlled in a scientific way or influenced by other variables that can change the results.
To make this real-world relevant, we looked at some simple casino games and talked about betting culture—something many of us now see regularly in advertising. Students learned that casinos are designed to make sure the odds (whether shown as fractions or percentages) always work in their favor. Even in a popular game like roulette, the best odds a player has of winning a single bet are only 48.6%, meaning the house still has the edge.
To wrap up, students examined how larger payouts usually come with much lower chances of winning. We had some great discussions about risk and reward, and how understanding probability can help us make more informed choices.
Important Note:
As I was leaving school on Wednesday, I reflected on our schedule and realized we were being a bit too ambitious with our timing. Our Patterning and Algebra quiz has been rescheduled to Tuesday to give everyone more time to prepare. A study guide has been sent home with every student, and we also went over it together during today’s math block.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We finished our recap of simple machines and today's lesson focused in on the difference between a machine and a mechanism:
Think of a machine as something that uses energy to help us do work, like moving things, lifting things, or making things go faster. A mechanism, on the other hand, is a bunch of parts that move together to make something happen.
Here are five examples to help explain the difference:
1. **Bicycle**: A bicycle is a machine because it uses the energy from your legs to move. The gears and chain on the bike are mechanisms. They work together to help the wheels turn.
2. **Scissors**: Scissors are a machine. When you use your hand's energy to open and close them, they cut paper. The blades and the pin in the middle form a mechanism that makes the cutting happen.
3. **Clock**: A clock is a machine that uses energy from a battery to tell time. Inside, there are gears (mechanisms) that move the hands around the clock face.
4. **Car**: A car is a machine that uses fuel or electricity to move. Inside the car, there are many mechanisms, like the engine's pistons, that work together to make the car go.
5. **Washing Machine**: A washing machine uses electricity to wash clothes. Inside, there are mechanisms like the drum and agitator that move to clean the clothes.
Yes, a mechanism can also be a machine. For example, the gears in a clock are mechanisms, but when you put them together with a battery and other parts, they make the whole clock a machine. And yes, a mechanism can require energy. For example, the gears inside a clock need the battery's energy to move.
Bike gears are an important mechanism that help you ride your bike more easily, whether you're going uphill or downhill.
The gears on your bike work like a series of wheels with different sizes. The bigger the wheel, the more distance it covers in one rotation. So when you use a bigger gear, it's like you're pedaling a bigger wheel, which makes you go faster. When you use a smaller gear, it's like you're pedaling a smaller wheel, which makes it easier to pedal but you won't go as fast.
Imagine riding a bike as if you’re playing with a toy.
When you’re going up a hill or starting to pedal from a stop, you want to use a low gear. Low gears make it easier to pedal, even though you don’t go very fast. It's like having small steps to climb up a tall staircase; each step is easy, but it takes a while to get to the top. So, low gears are helpful when you need more power but don't need to go fast.
On the other hand, when you’re riding on a flat road or going downhill and you want to go faster, you use a high gear. High gears make it a bit harder to pedal, but each pedal push makes you go much farther. It’s like taking big steps on a flat surface; you move more quickly with each step.
So, low gear for going uphill or starting off, and high gear for flat roads or going downhill to go faster. This way, you can make riding your bike easier or faster, depending on where you are.
theawesomer.com/the-rolling-bridge/705409/
What types of mechanisms can be found within a Rolling Bridge?
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Unfortunately, some grade 3 students haven't been particularly focused as of late on the bridge building with lots of off topic discussions and covert video game playing going on. As a result, I've set a time limit on bridge completion. Students have 168 minutes remaining out of the 180 minutes/3 hours I'm providing them with. Thankfully students seem to be in fairly good shape overall and the recent downward trend is perhaps due to some students feeling as though they were close to finishing. Having said that, simple efforts such as caulking cracks with glue, assisting a friend with holding popsicle sticks together while the glue cures, etc. goes a long way towards being successful.
DAILY HOMEWORK
*Grade 3s and 4s: Patterning and Algebra quiz Tuesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/patterning_and_algebra_study_guide.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*My apologies for the lack of blogging yesterday as I was unwell.
*Just a reminder, please let me know if you are withdrawing your child early for summer vacation for planning purposes.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time further fleshing out our upcoming Optimism Assembly that we will be running June 17th.
We then snuck in some further investigation involving Simple Machines for the fourth graders https://www.youtube.com/watch?v=IEKJLF2sTVI
READING
I continued with some end of year reading assessments with students.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We discussed and mapped out next week which has several interruptions (Grade 4 track and field areas on Tuesday, surgery on Wednesday, etc.)
Tuesday
Grade 3s and 4s: We'll have an immediate/straightforward press conference and students will receive the period to write their next two paragraph news article.
Wednesday:
I'm having surgery on Wednesday so students will have an OT.
Thursday:
Grade 3s publish their Social Studies research paragraph.
Grade 4s will use their newly provided research to take notes and ask questions in preparation for publishing
10:30: Pride Flag raising
Friday
Grade 4s will publish their Social Studies research paragraph
Time will be provided the following week for the creation of displays, artifacts, and rehearsal/presentation of their Social Studies research project.
MATH
11:20-12:20
In math today, we continued exploring probability—the chances of something happening. We focused on describing the likelihood of different events, especially those that are equally likely, like flipping a coin. Interestingly, we took a deeper dive into coin flips and discovered that while it may seem like a 50/50 chance, science tells us there are actually several variables at play (like how the coin is flipped or caught) that can affect the outcome. So, it's not always as simple as it seems!
We also worked with spinners to describe events as likely, unlikely, impossible, or certain, and began representing these outcomes as fractions. We talked about the importance of identifying whether a situation is controlled in a scientific way or influenced by other variables that can change the results.
To make this real-world relevant, we looked at some simple casino games and talked about betting culture—something many of us now see regularly in advertising. Students learned that casinos are designed to make sure the odds (whether shown as fractions or percentages) always work in their favor. Even in a popular game like roulette, the best odds a player has of winning a single bet are only 48.6%, meaning the house still has the edge.
To wrap up, students examined how larger payouts usually come with much lower chances of winning. We had some great discussions about risk and reward, and how understanding probability can help us make more informed choices.
Important Note:
As I was leaving school on Wednesday, I reflected on our schedule and realized we were being a bit too ambitious with our timing. Our Patterning and Algebra quiz has been rescheduled to Tuesday to give everyone more time to prepare. A study guide has been sent home with every student, and we also went over it together during today’s math block.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We finished our recap of simple machines and today's lesson focused in on the difference between a machine and a mechanism:
Think of a machine as something that uses energy to help us do work, like moving things, lifting things, or making things go faster. A mechanism, on the other hand, is a bunch of parts that move together to make something happen.
Here are five examples to help explain the difference:
1. **Bicycle**: A bicycle is a machine because it uses the energy from your legs to move. The gears and chain on the bike are mechanisms. They work together to help the wheels turn.
2. **Scissors**: Scissors are a machine. When you use your hand's energy to open and close them, they cut paper. The blades and the pin in the middle form a mechanism that makes the cutting happen.
3. **Clock**: A clock is a machine that uses energy from a battery to tell time. Inside, there are gears (mechanisms) that move the hands around the clock face.
4. **Car**: A car is a machine that uses fuel or electricity to move. Inside the car, there are many mechanisms, like the engine's pistons, that work together to make the car go.
5. **Washing Machine**: A washing machine uses electricity to wash clothes. Inside, there are mechanisms like the drum and agitator that move to clean the clothes.
Yes, a mechanism can also be a machine. For example, the gears in a clock are mechanisms, but when you put them together with a battery and other parts, they make the whole clock a machine. And yes, a mechanism can require energy. For example, the gears inside a clock need the battery's energy to move.
Bike gears are an important mechanism that help you ride your bike more easily, whether you're going uphill or downhill.
The gears on your bike work like a series of wheels with different sizes. The bigger the wheel, the more distance it covers in one rotation. So when you use a bigger gear, it's like you're pedaling a bigger wheel, which makes you go faster. When you use a smaller gear, it's like you're pedaling a smaller wheel, which makes it easier to pedal but you won't go as fast.
Imagine riding a bike as if you’re playing with a toy.
When you’re going up a hill or starting to pedal from a stop, you want to use a low gear. Low gears make it easier to pedal, even though you don’t go very fast. It's like having small steps to climb up a tall staircase; each step is easy, but it takes a while to get to the top. So, low gears are helpful when you need more power but don't need to go fast.
On the other hand, when you’re riding on a flat road or going downhill and you want to go faster, you use a high gear. High gears make it a bit harder to pedal, but each pedal push makes you go much farther. It’s like taking big steps on a flat surface; you move more quickly with each step.
So, low gear for going uphill or starting off, and high gear for flat roads or going downhill to go faster. This way, you can make riding your bike easier or faster, depending on where you are.
theawesomer.com/the-rolling-bridge/705409/
What types of mechanisms can be found within a Rolling Bridge?
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Unfortunately, some grade 3 students haven't been particularly focused as of late on the bridge building with lots of off topic discussions and covert video game playing going on. As a result, I've set a time limit on bridge completion. Students have 168 minutes remaining out of the 180 minutes/3 hours I'm providing them with. Thankfully students seem to be in fairly good shape overall and the recent downward trend is perhaps due to some students feeling as though they were close to finishing. Having said that, simple efforts such as caulking cracks with glue, assisting a friend with holding popsicle sticks together while the glue cures, etc. goes a long way towards being successful.
DAILY HOMEWORK
*Grade 3s and 4s: Patterning and Algebra quiz Tuesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/patterning_and_algebra_study_guide.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
WEDNESDAY, JUNE 4, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder that students will have a Patterning and Algebra quiz tomorrow before we resume with our Probability unit
EQAO UPDATE
We’ve officially reached the end of EQAO testing for most students. Tomorrow will resume as a regular instructional day. The four students who still need to complete their assessments will do so under the supervision of Ms. Kwok in the morning.
Although we faced a few interruptions that affected our physical education period today, we were fortunate to have access to equipment that allowed us to adapt and keep students engaged. We also addressed some behavioural concerns that arose, reminding students that both verbal and physical incidents can disrupt the learning environment for others.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Although we faced a few interruptions that affected our physical education period today, we were fortunate to have access to some goalie equipment that will allow us to proceed with goalies in our Floor Hockey unit. We'll formalize our teams and start the round robin portion of our tournament tomorrow.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In the afternoon, our Grade 3 students made great progress on their bridge-building projects. Several groups have completed both the top and bottom truss components and are now moving on to assembling the full structures. We’re getting closer to testing the bridges—an exciting milestone in our engineering exploration!
DAILY HOMEWORK
*Grade 3s and 4s: Patterning and Algebra quiz tomorrow
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder that students will have a Patterning and Algebra quiz tomorrow before we resume with our Probability unit
EQAO UPDATE
We’ve officially reached the end of EQAO testing for most students. Tomorrow will resume as a regular instructional day. The four students who still need to complete their assessments will do so under the supervision of Ms. Kwok in the morning.
Although we faced a few interruptions that affected our physical education period today, we were fortunate to have access to equipment that allowed us to adapt and keep students engaged. We also addressed some behavioural concerns that arose, reminding students that both verbal and physical incidents can disrupt the learning environment for others.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Although we faced a few interruptions that affected our physical education period today, we were fortunate to have access to some goalie equipment that will allow us to proceed with goalies in our Floor Hockey unit. We'll formalize our teams and start the round robin portion of our tournament tomorrow.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In the afternoon, our Grade 3 students made great progress on their bridge-building projects. Several groups have completed both the top and bottom truss components and are now moving on to assembling the full structures. We’re getting closer to testing the bridges—an exciting milestone in our engineering exploration!
DAILY HOMEWORK
*Grade 3s and 4s: Patterning and Algebra quiz tomorrow
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
TUESDAY, JUNE 3, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We will have a straightforward Patterning and Algebra quiz on Thursday.
*As mentioned on Friday, if you plan on withdrawing your child before the end of school for early vacation purposes, kindly let me know in advance so I can plan accordingly.
LANGUAGE
9:10-10:50
This morning, we continued narrowing down our plans for the upcoming Optimism Assembly. It’s going to be short and sweet this year—quite different from last year’s full-scale production—but we’re starting to feel confident about how it’s coming together.
We’re also working through our end-of-year reading assessments. These will continue over the next couple of weeks as we check in on everyone’s progress.
In Media, we wrapped up our introduction to TV commercials by revisiting the Media Literacy Triangle. We reviewed the importance of thinking first about our target audience before choosing the kind of text (formal or informal) and production values we’ll use. We watched several commercials and discussed what made them effective, especially in terms of:
Text and slogans (also called “copy”)
Motion graphics and animations
Bandwagon appeal strategies
Logos and bribes (special offers)
Memorable concepts and creative visuals
Camera shots (wide shots, panning shots, close-ups)
Inclusion of a website
These elements will be part of our success criteria as we begin planning and scripting our Monster Jam TV commercials. Our hope is that we’ll have enough time to film them in the coming weeks. At minimum, students will be working on script writing. Meanwhile, we’re still finishing our radio ads, with more recording scheduled for Thursday.
Finally, a reminder that EQAO continues tomorrow for our Grade 3s, with our Grade 4s working alongside Ms. Laking.
MATH
11:20-12:20
In Math, while I was attending a PLC session, students began some formative work on probability. We also agreed to have a Patterning and Algebra quiz this Thursday, so make sure to review your notes and past work!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today, we reviewed some key steps in assembling our popsicle stick bridges. I reminded students that it's important to build the four main components first: the top deck, bottom deck, and the two sides. Once those are ready, they can begin gluing the parts together. This method is much more effective than trying to glue piece by piece.
While there's still a bit of off-task chatter between groups, I’ve seen noticeable improvement in focus and construction quality compared to last year’s class. Keep it up!
We also talked about strategies to strengthen bridges. In addition to layering sticks, students can cut extra popsicle sticks into smaller pieces to create braces that reinforce triangle joints and provide extra support.
Don’t forget to check out our Strong and Stable Structures website! https://www.drooker.ca/strong-and-stable-structures.html It’s been updated with new images and resources that will help reinforce what we’ve learned in class and can inspire your work at home. I’ll post the link on our class page.
DAILY HOMEWORK
*Grade 3s and 4s: Patterning and Algebra quiz on Thursday
*Just a reminder to hand in May's reading log as soon as possible!
*Grade 3s: Bring in wired headphones/earbuds and interesting independent reading books for EQAO
*Grade 3s: EQAO Dates: June 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We will have a straightforward Patterning and Algebra quiz on Thursday.
*As mentioned on Friday, if you plan on withdrawing your child before the end of school for early vacation purposes, kindly let me know in advance so I can plan accordingly.
LANGUAGE
9:10-10:50
This morning, we continued narrowing down our plans for the upcoming Optimism Assembly. It’s going to be short and sweet this year—quite different from last year’s full-scale production—but we’re starting to feel confident about how it’s coming together.
We’re also working through our end-of-year reading assessments. These will continue over the next couple of weeks as we check in on everyone’s progress.
In Media, we wrapped up our introduction to TV commercials by revisiting the Media Literacy Triangle. We reviewed the importance of thinking first about our target audience before choosing the kind of text (formal or informal) and production values we’ll use. We watched several commercials and discussed what made them effective, especially in terms of:
Text and slogans (also called “copy”)
Motion graphics and animations
Bandwagon appeal strategies
Logos and bribes (special offers)
Memorable concepts and creative visuals
Camera shots (wide shots, panning shots, close-ups)
Inclusion of a website
These elements will be part of our success criteria as we begin planning and scripting our Monster Jam TV commercials. Our hope is that we’ll have enough time to film them in the coming weeks. At minimum, students will be working on script writing. Meanwhile, we’re still finishing our radio ads, with more recording scheduled for Thursday.
Finally, a reminder that EQAO continues tomorrow for our Grade 3s, with our Grade 4s working alongside Ms. Laking.
MATH
11:20-12:20
In Math, while I was attending a PLC session, students began some formative work on probability. We also agreed to have a Patterning and Algebra quiz this Thursday, so make sure to review your notes and past work!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today, we reviewed some key steps in assembling our popsicle stick bridges. I reminded students that it's important to build the four main components first: the top deck, bottom deck, and the two sides. Once those are ready, they can begin gluing the parts together. This method is much more effective than trying to glue piece by piece.
While there's still a bit of off-task chatter between groups, I’ve seen noticeable improvement in focus and construction quality compared to last year’s class. Keep it up!
We also talked about strategies to strengthen bridges. In addition to layering sticks, students can cut extra popsicle sticks into smaller pieces to create braces that reinforce triangle joints and provide extra support.
Don’t forget to check out our Strong and Stable Structures website! https://www.drooker.ca/strong-and-stable-structures.html It’s been updated with new images and resources that will help reinforce what we’ve learned in class and can inspire your work at home. I’ll post the link on our class page.
DAILY HOMEWORK
*Grade 3s and 4s: Patterning and Algebra quiz on Thursday
*Just a reminder to hand in May's reading log as soon as possible!
*Grade 3s: Bring in wired headphones/earbuds and interesting independent reading books for EQAO
*Grade 3s: EQAO Dates: June 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (No reading log this month)
*Review today’s learning blog and any text messages alongside a parent/guardian
MONDAY, JUNE 2, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Attendance
*Alarms
*Binaural music
*VIP: X
*Any Drooker Deliveries for the VIP to collect?
*VIP: Complete desk (x5) and coat hook checks
*Do you have a sharpened pencil, marking pen, highlighter, dry erase marker and an organized desk (with a computer inside of it)?
*Did you review our learning blog and any messages alongside your parents/guardians last night?
*Any questions, comments, or concerns before we start the day?
HOUSEKEEPING
Assembly
Lottery Tickets
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
EQAO
9:10-12:20
Obviously today was an atypical day. Grade 3s completed Language Sessions A and B in the morning and then completed Math Stage 1 and 2 after recess. Grade 4s were with Ms. Laking and worked on an EQAO style booklet alongside her. Ms. Laking's class is off on a field trip tomorrow and we'll resume EQAO on Wednesday.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
After lunch, students regrouped to begin planning our upcoming Optimism Assembly. We revisited some successful ideas from last year and brainstormed new concepts together. Over the next few days, we’ll continue refining our plans and start selecting students interested in being MCs.
In science, the Grade 3s continued their bridge-building work, while the Grade 4s dove deeper into their unit on machines and mechanisms. They reviewed simple machines through a video, with a focus on levers, and will explore other types in the coming lessons.
DAILY HOMEWORK
*Just a reminder to hand in May's reading log as soon as possible!
*Grade 3s: Bring in wired headphones/earbuds and interesting independent reading books for EQAO
*Grade 3s: EQAO Dates: June 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Attendance
*Alarms
*Binaural music
*VIP: X
*Any Drooker Deliveries for the VIP to collect?
*VIP: Complete desk (x5) and coat hook checks
*Do you have a sharpened pencil, marking pen, highlighter, dry erase marker and an organized desk (with a computer inside of it)?
*Did you review our learning blog and any messages alongside your parents/guardians last night?
*Any questions, comments, or concerns before we start the day?
HOUSEKEEPING
Assembly
Lottery Tickets
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
EQAO
9:10-12:20
Obviously today was an atypical day. Grade 3s completed Language Sessions A and B in the morning and then completed Math Stage 1 and 2 after recess. Grade 4s were with Ms. Laking and worked on an EQAO style booklet alongside her. Ms. Laking's class is off on a field trip tomorrow and we'll resume EQAO on Wednesday.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
After lunch, students regrouped to begin planning our upcoming Optimism Assembly. We revisited some successful ideas from last year and brainstormed new concepts together. Over the next few days, we’ll continue refining our plans and start selecting students interested in being MCs.
In science, the Grade 3s continued their bridge-building work, while the Grade 4s dove deeper into their unit on machines and mechanisms. They reviewed simple machines through a video, with a focus on levers, and will explore other types in the coming lessons.
DAILY HOMEWORK
*Just a reminder to hand in May's reading log as soon as possible!
*Grade 3s: Bring in wired headphones/earbuds and interesting independent reading books for EQAO
*Grade 3s: EQAO Dates: June 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
FRIDAY, MAY 30, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We were down 5 students to start the morning.
*Since we're nearing the end of the year, if any of you are planning on withdrawing your child early for vacation purposes, kindly let me know so I can plan accordingly.
*If you haven't handed in May's Reading Log, please do so as soon as possible.
*Next week is EQAO Week for Grade 3 students. There is a feature that allows students to listen to portions of the test. As such, please ensure your child has headphones with them next week to take advantage of that feature. Bluetooth/wireless headphones seem to have difficulty linking up with our Chromebooks. As such, please bring in wired earbuds/headphones, etc.
WHAT’S TRENDING/ANIMATION/ASSEMBLY
nypost.com/2023/02/02/inside-the-worlds-quietest-room-at-microsofts-headquarters/
In Literacy today, we finalized a variety of helpful signals and routines that students can use during next week's EQAO assessments. We practiced strategies like taking a mindful break before submitting work—stepping out briefly, then returning to review with fresh eyes. These small but important habits will support a calm, thoughtful testing environment.
Following that, the Grade 3s jumped back into their bridge-building projects for a large portion of the day, continuing to bring creativity and engineering thinking to life. Meanwhile, our Grade 4s were outside enjoying their Track and Field events. Congratulations to all participants—we had a number of strong performances, including several first-place finishes and qualifiers for the regional meet!
The day had a strong focus on science, but the Grade 3s and I also carved out a bit of time to begin our final math unit on probability. Although I haven’t yet set a formal test date (with EQAO taking center stage next week), I let students know we’ll gauge our pacing early in the week. We’re tentatively aiming for a patterning and algebra quiz for both grades on Wednesday or Thursday, depending on how things unfold.
All in all, a productive and exciting end to the week. Have a great weekend!
DAILY HOMEWORK
*Just a reminder to hand in May's reading log as soon as possible!
*Grade 3s: Bring in wired headphones/earbuds and interesting independent reading books for EQAO
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We were down 5 students to start the morning.
*Since we're nearing the end of the year, if any of you are planning on withdrawing your child early for vacation purposes, kindly let me know so I can plan accordingly.
*If you haven't handed in May's Reading Log, please do so as soon as possible.
*Next week is EQAO Week for Grade 3 students. There is a feature that allows students to listen to portions of the test. As such, please ensure your child has headphones with them next week to take advantage of that feature. Bluetooth/wireless headphones seem to have difficulty linking up with our Chromebooks. As such, please bring in wired earbuds/headphones, etc.
WHAT’S TRENDING/ANIMATION/ASSEMBLY
nypost.com/2023/02/02/inside-the-worlds-quietest-room-at-microsofts-headquarters/
In Literacy today, we finalized a variety of helpful signals and routines that students can use during next week's EQAO assessments. We practiced strategies like taking a mindful break before submitting work—stepping out briefly, then returning to review with fresh eyes. These small but important habits will support a calm, thoughtful testing environment.
Following that, the Grade 3s jumped back into their bridge-building projects for a large portion of the day, continuing to bring creativity and engineering thinking to life. Meanwhile, our Grade 4s were outside enjoying their Track and Field events. Congratulations to all participants—we had a number of strong performances, including several first-place finishes and qualifiers for the regional meet!
The day had a strong focus on science, but the Grade 3s and I also carved out a bit of time to begin our final math unit on probability. Although I haven’t yet set a formal test date (with EQAO taking center stage next week), I let students know we’ll gauge our pacing early in the week. We’re tentatively aiming for a patterning and algebra quiz for both grades on Wednesday or Thursday, depending on how things unfold.
All in all, a productive and exciting end to the week. Have a great weekend!
DAILY HOMEWORK
*Just a reminder to hand in May's reading log as soon as possible!
*Grade 3s: Bring in wired headphones/earbuds and interesting independent reading books for EQAO
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
THURSDAY, MAY 29, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder as we near the end of the month to submit May's reading log
*Check out our finalized "Menace Machine" documentary here: https://www.youtube.com/watch?v=nEE7I4jj7iA
*Don't forget that Track and Field is tomorrow. Grade 4s, please come prepared with proper footwear, clothing, water, sunscreen, etc.
HOUSEKEEPING
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
EQAO Hand Signals
"W" for washroom
Need to me to open up the next section? Two Hands up
Finished your section but need to refresh before submitting?
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=3YQlmfpnLW4
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
This morning, I continued administering end-of-year reading assessments, offering students descriptive feedback and specific next steps to support their growth in reading over the summer and into the next school year.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
This morning, I continued administering end-of-year reading assessments, offering students descriptive feedback and specific next steps to support their growth in reading over the summer and into the next school year.
In writing, students are continuing to develop their “Ghost, Apple, and Use” articles. Today, several students experimented with the jigsaw method to collaboratively draft their lead paragraphs. This pre-writing strategy is proving to be quite effective, as it helps students generate clearer, more focused introductions. Here's a summary of that strategyL
When you're writing your lead paragraph for a news article, try using the jigsaw approach to help you organize and strengthen your ideas. Start by using your 5W+H organizer (Who, What, Where, When, Why, and How). Write one factual sentence for each part—these can be short and to the point. If needed, you may write two or three connected sentences for some parts to make the information clearer.
Next, cut out each sentence and think of them like puzzle pieces. Try rearranging the order of these pieces. Which order sounds best? Which order tells the story most clearly and grabs your reader’s attention?
As you experiment with the order, think about what transition words you can add to make the ideas flow smoothly. Can you combine any of your sentences using conjunctions or transition phrases to create complex sentences? This is a great way to build stronger connections between your ideas.
Once you're happy with the structure and flow, make sure your paragraph starts with a strong topic sentence and ends with a clear clincher sentence that wraps up the main idea.
This strategy will help your writing sound more polished, organized, and engaging—just like a real journalist!
MATH/LIBRARY
11:20-12:20
In math, we reviewed key concepts from our patterning and algebra units in preparation for upcoming assessments. Students practiced summarizing strategies to reinforce their understanding and help them prepare for the unit test.
For patterning, students are encouraged to examine the first two terms in a sequence to determine the pattern’s rule. If the pattern increases, they consider addition or multiplication; if it decreases, subtraction or division is likely involved. At this stage, calculators are permitted for patterning practice.
In contrast, for our algebra quiz, students will complete their work without calculators to strengthen their mental math and reasoning skills. We reviewed strategies such as the “zipper method,” which uses inverse operations (e.g., subtraction for addition, division for multiplication) to isolate and solve for unknown variables.
Grade 3 students also explored materials from our final math unit on probability, which are now available on our class website (link to be provided). Grade 4s participated in a targeted lesson on algebraic concepts, specifically focusing on inequalities involving addition and subtraction, and how to represent them on a number line.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We continued to revise our 4 vs 4 Floor Hockey rules through scrimmaging today. Students were introduced to the concept of "Offsides" and we'll try to start round robin play next gym class.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continued to work on their bridge building. There was no supply for Grade 4s for French so we continued to work on graphing inequalities on a number line. Graphing inequalities can be quite tricky at this age and stage so we're working through things slowly.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: Track and Field tomorrow (barring rain)
WEDNESDAY, MAY 28, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We were down 8 students to start off the day.
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We completed a computer check to ensure that we have a sufficient number of computers for EQAO next week.
https://www.instagram.com/reel/DJpEMxURI5F/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
As report card season begins, it’s a time of reflection for both students and teachers. We’re committed to finishing the year strong and carrying this momentum forward into September. I continued conducting end-of-year reading assessments. During this time, I also held brief one-on-one "exit interviews" with students to reflect on their growth and set some key goals for the final weeks of school—and even looking ahead to next year.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
In writing, we held our latest classroom press conference as part of our news article unit. Today’s topic was a fascinating true story titled “Ghost Apples,” based on an unusual weather event in Sparta, Michigan. I emphasized the importance of precision and structure during this writing session. Rather than freelancing their notes, students were required to copy every word from our co-created vocabulary menu on the board. This ensures proper spelling, complete information, and accurate use of capital letters for proper nouns.
After note-taking, I modeled how to build a strong lead paragraph by answering the essential journalistic questions: Who, What, Where, When, Why, and How. We discussed how to turn these individual answers into simple, factual sentences, and then how to combine them using conjunctions to improve flow and sentence complexity. I also demonstrated how to use SpeechNotes.co as a tool for drafting clear, organized thoughts aloud.
MATH
11:20-12:20
In math, we continued working through algebra problems with a focus on division. Students completed a four-page practice set (Grade 3s: 56-59 and Grade 4s: 69-72). To help them understand algebraic expressions like 15 ÷ x = 3, we used a simple strategy: convert it into a multiplication problem--3 × x = 15—and solve by skip-counting to find the unknown. This visual and logical approach is helping many students build confidence with unfamiliar equations.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
I found a typo on our Phys. Ed. webpage (born out of our attempts to come up with a straightforward "mnemonic" like strategy towards our "Triple Jump" cadence. Anyways, we've settled on and practiced the following approach and strategies:
TRIPLE JUMP: THE 3 PART JUMP
www.youtube.com/watch?v=EOqOtiL7m6A
Think of the triple jump as 3 moves in 1 big jump. The sequence is to push off on the line and then hop, step, and land in the sand pit.
Extra Tips for Triple Jump:
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s continued work on their bridge building project. Some groups have started the building process and are recognizing the level of patience that is required to wait for glue to cure
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: Track and Field May 30th
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We were down 8 students to start off the day.
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We completed a computer check to ensure that we have a sufficient number of computers for EQAO next week.
https://www.instagram.com/reel/DJpEMxURI5F/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
As report card season begins, it’s a time of reflection for both students and teachers. We’re committed to finishing the year strong and carrying this momentum forward into September. I continued conducting end-of-year reading assessments. During this time, I also held brief one-on-one "exit interviews" with students to reflect on their growth and set some key goals for the final weeks of school—and even looking ahead to next year.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
In writing, we held our latest classroom press conference as part of our news article unit. Today’s topic was a fascinating true story titled “Ghost Apples,” based on an unusual weather event in Sparta, Michigan. I emphasized the importance of precision and structure during this writing session. Rather than freelancing their notes, students were required to copy every word from our co-created vocabulary menu on the board. This ensures proper spelling, complete information, and accurate use of capital letters for proper nouns.
After note-taking, I modeled how to build a strong lead paragraph by answering the essential journalistic questions: Who, What, Where, When, Why, and How. We discussed how to turn these individual answers into simple, factual sentences, and then how to combine them using conjunctions to improve flow and sentence complexity. I also demonstrated how to use SpeechNotes.co as a tool for drafting clear, organized thoughts aloud.
MATH
11:20-12:20
In math, we continued working through algebra problems with a focus on division. Students completed a four-page practice set (Grade 3s: 56-59 and Grade 4s: 69-72). To help them understand algebraic expressions like 15 ÷ x = 3, we used a simple strategy: convert it into a multiplication problem--3 × x = 15—and solve by skip-counting to find the unknown. This visual and logical approach is helping many students build confidence with unfamiliar equations.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
I found a typo on our Phys. Ed. webpage (born out of our attempts to come up with a straightforward "mnemonic" like strategy towards our "Triple Jump" cadence. Anyways, we've settled on and practiced the following approach and strategies:
TRIPLE JUMP: THE 3 PART JUMP
www.youtube.com/watch?v=EOqOtiL7m6A
Think of the triple jump as 3 moves in 1 big jump. The sequence is to push off on the line and then hop, step, and land in the sand pit.
Extra Tips for Triple Jump:
- Stay Smooth: Keep the rhythm steady – say, “Hop, hop, step/push, land” out loud to keep in time.
- Swing Arms Forward: Your arms are like rocket boosters – swing them forward with each phase to add more power and distance.
- Eyes Forward: Look straight ahead to stay balanced.
- Land Like a Frog: Bend your knees and use your arms to balance when you land.
- While practicing, say "Hop, step, land" out loud as you fulfill every step of the sequence.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s continued work on their bridge building project. Some groups have started the building process and are recognizing the level of patience that is required to wait for glue to cure
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: Track and Field May 30th
TUESDAY, MAY 27, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*All Grade 3 students have now completed their EQAO Practice Test. Just a reminder of our EQAO dates: June 2, 4, 5 (Make up day is June 10)
*Due to rain, track and field for the grade 4s is now Friday, May 30th!
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
LANGUAGE
9:10-10:50
We had the incredible opportunity to interview Kevin Donovan, the Chief Investigative Reporter for the Toronto Star. Kevin is also an award-winning author and well-known podcaster, famous for breaking major stories involving Rob Ford, Gian Ghomeshi, and the mysterious deaths of billionaires Honey and Barry Sherman. Kevin generously gave us 45 minutes of his time, answering thoughtful student questions and sharing what it’s really like to be an investigative reporter. The class was buzzing with energy afterward, and we’re so thankful for his insight and kindness.
Following the interview, students were introduced to some of the behind-the-scenes basics of television commercial recording. We'll continue to record Monster Jam radio ads this week and upload them to our website. Stay tuned to hear the amazing creativity coming out of our classroom!
MATH
11:20-12:20
In math, the grade 3s completed pages 51-54, while the grade 4s completed pages 64-67. The grade 4s reviewed their algebra work involving multiplication after lunch with a supply teacher, as Ms. Mitchell was away. I was pulled for a professional learning community (PLC) meeting in the morning and received some prep payback time in the afternoon.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Meanwhile, the grade 3 bridge-builders were hard at work! Using popsicle sticks and glue, students continued developing their truss bridges. I provided each group with a tip sheet https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx and a Bristol board sizing guide to help them measure and plan their decks and sides. These tools are helping ensure everyone stays within the design limits and builds sturdy, properly scaled bridges.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: Track and Field May 30th
.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*All Grade 3 students have now completed their EQAO Practice Test. Just a reminder of our EQAO dates: June 2, 4, 5 (Make up day is June 10)
*Due to rain, track and field for the grade 4s is now Friday, May 30th!
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
LANGUAGE
9:10-10:50
We had the incredible opportunity to interview Kevin Donovan, the Chief Investigative Reporter for the Toronto Star. Kevin is also an award-winning author and well-known podcaster, famous for breaking major stories involving Rob Ford, Gian Ghomeshi, and the mysterious deaths of billionaires Honey and Barry Sherman. Kevin generously gave us 45 minutes of his time, answering thoughtful student questions and sharing what it’s really like to be an investigative reporter. The class was buzzing with energy afterward, and we’re so thankful for his insight and kindness.
Following the interview, students were introduced to some of the behind-the-scenes basics of television commercial recording. We'll continue to record Monster Jam radio ads this week and upload them to our website. Stay tuned to hear the amazing creativity coming out of our classroom!
MATH
11:20-12:20
In math, the grade 3s completed pages 51-54, while the grade 4s completed pages 64-67. The grade 4s reviewed their algebra work involving multiplication after lunch with a supply teacher, as Ms. Mitchell was away. I was pulled for a professional learning community (PLC) meeting in the morning and received some prep payback time in the afternoon.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Meanwhile, the grade 3 bridge-builders were hard at work! Using popsicle sticks and glue, students continued developing their truss bridges. I provided each group with a tip sheet https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx and a Bristol board sizing guide to help them measure and plan their decks and sides. These tools are helping ensure everyone stays within the design limits and builds sturdy, properly scaled bridges.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf and https://www.drooker.ca/uploads/1/1/0/9/110962203/popsicle_stick_bridge_tips_with_glossary.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: Track and Field May 30th
.
MONDAY, MAY 26, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder that we have our interview with Kevin Donovan tomorrow :)
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Donovan Interview
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
LANGUAGE
9:10-10:50
Students completed a Well Being Survey this morning to collect follow up data from their previous entry.
Today, students continued working on their news articles focused on the company MSCHF. Many are beginning to develop a polished, authentic news voice—one that could easily translate to live television. Their writing is becoming increasingly factual and well-structured. However, some students are still learning to revise their work with purpose, particularly when it comes to organizing their lead paragraphs.
To support this, students were encouraged to use SpeechNotes.co as a tool to orally rehearse their articles. Speaking their writing aloud, as if live on TV, helps identify jumbled sentences and improve logical flow. For students who need additional support, we suggested starting with a simple sentence for each of the six key questions: Who, What, Where, When, Why, and How. These can then be ordered, expanded with transition words, and shaped into a strong opening paragraph. Encouragingly, many students are beginning to link ideas into more complex sentences naturally.
MATH
11:20-12:20
In math, students wrapped up their algebra unit on subtraction. Building on Friday's lesson, we revisited how to "unzip" equations like 13 - x = 7 by flipping them into addition format (7 + x = 13). This approach helps students apply their addition skills to find unknown values and builds their understanding of number relationships. We also reinforced the narrative strategy found on our class website—focusing on what’s happening to the unknown variable.
Grade 3 students completed pages 46-50, and Grade 4s worked through pages 59-63
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4 students completed their quiz on light and sound today and reviewed the results as a class. Grade 3 students continued their bridge-building partnerships. They were reminded to come prepared with research, and several students impressively brought printed resources from home. With access to classroom computers and support from me via ChatGPT, students are exploring effective truss and triangle designs. They’re also beginning to draft step-by-step procedural plans for their builds, considering construction sequences such as starting with the deck, then adding sides and the top—or exploring alternate methods.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder that we have our interview with Kevin Donovan tomorrow :)
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Donovan Interview
Green Screen
Radio Ads:
HL + JY
MS
AL + AV
BD and KK
OH and MS
GP and JL
MV and SD
WG and NY
RC and MY
LANGUAGE
9:10-10:50
Students completed a Well Being Survey this morning to collect follow up data from their previous entry.
Today, students continued working on their news articles focused on the company MSCHF. Many are beginning to develop a polished, authentic news voice—one that could easily translate to live television. Their writing is becoming increasingly factual and well-structured. However, some students are still learning to revise their work with purpose, particularly when it comes to organizing their lead paragraphs.
To support this, students were encouraged to use SpeechNotes.co as a tool to orally rehearse their articles. Speaking their writing aloud, as if live on TV, helps identify jumbled sentences and improve logical flow. For students who need additional support, we suggested starting with a simple sentence for each of the six key questions: Who, What, Where, When, Why, and How. These can then be ordered, expanded with transition words, and shaped into a strong opening paragraph. Encouragingly, many students are beginning to link ideas into more complex sentences naturally.
MATH
11:20-12:20
In math, students wrapped up their algebra unit on subtraction. Building on Friday's lesson, we revisited how to "unzip" equations like 13 - x = 7 by flipping them into addition format (7 + x = 13). This approach helps students apply their addition skills to find unknown values and builds their understanding of number relationships. We also reinforced the narrative strategy found on our class website—focusing on what’s happening to the unknown variable.
Grade 3 students completed pages 46-50, and Grade 4s worked through pages 59-63
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4 students completed their quiz on light and sound today and reviewed the results as a class. Grade 3 students continued their bridge-building partnerships. They were reminded to come prepared with research, and several students impressively brought printed resources from home. With access to classroom computers and support from me via ChatGPT, students are exploring effective truss and triangle designs. They’re also beginning to draft step-by-step procedural plans for their builds, considering construction sequences such as starting with the deck, then adding sides and the top—or exploring alternate methods.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
FRIDAY, MAY 23, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green screen
Radio Ad co-recording
Pickleball
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Big thanks to J and A for recording their radio advertisement before the class. This helps tremendously in building capacity and understanding of Garage Band. Here is a link to their radio advertisement: https://youtu.be/kVUpl1cUvTY
READING
I continued to work through some end of year reading assessments with students while students continued work on their Social Studies Research Projects
WRITING
In Literacy today, students continued their end-of-year reading assessments before diving back into their MSCHF news articles (yes, that’s spelled M-S-C-H-F!). We focused on refining the lead paragraphs and applying feedback from our earlier writing sessions. A few students are bringing their work home to finish over the weekend, as they needed more time and focus during class. On Monday, we’ll offer additional time to wrap things up and revisit our success criteria. Students are reminded to use their proofreading plan—three simple steps after every sentence—to ensure their writing is polished and purposeful.
MATH
11:20-12:20
In Math, we extended our work on equalities and inequalities, this time exploring algebraic expressions involving subtraction. We revisited the narrative approach, a strategy where students ask: What is happening to the unknown variable? and then How do we undo it? on one side of the equation—making sure to apply the same operation on the other side to maintain balance.
For example, in the equation 5 - x = 2, determining the value of x can be tricky because it introduces concepts like negative numbers. Instead, we reframe the equation as 2 + x = 5, which helps students solve it using familiar strategies. In this revised form, they can clearly see that x = 3 by subtracting 2 from both sides.
This narrative method empowers students to reason through equations without needing a deep understanding of integers—perfect for this level of math. We’ll continue building on this foundation next week.
Grade 3s worked on pages 44 and 45 while Grade 4s worked on pages 57 and 58. I provided students with a walk through on their upcoming work which they'll resume on Monday. Grade 3s will finish up pages 46-49 while grade 4s will finish up pages 59-62.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We finished up our Light and Sound unit today https://www.drooker.ca/light-and-sound.html Grade 4s were given time to study for a rather easy/straightforward quiz which we'll have on Monday.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Today, our Grade 3 students dove deeper into their bridge-building challenge with great enthusiasm! We kicked things off by reviewing an updated rule sheet for the competition. One important change: the span that their bridges must cross is now set to 50 centimeters, slightly shorter than the original 60 centimeters outlined in the instructions. This adjustment reflects the actual distance between the desks where the bridges will be tested.
With partners in place, students began organizing their materials. Each team took time to label their popsicle sticks and glue bottles, helping to keep their supplies organized throughout the building process. Afterward, they launched into the research phase—exploring different types of bridges, studying structural designs, and planning how to best distribute weight across their span.
To support their learning, students are bringing home the updated rules and are encouraged to continue their research at home. They’re welcome to print off relevant materials, watch instructional videos (like those on YouTube), and come back prepared to share insights with their classmates. The more they discover, the more ideas they’ll be able to contribute to their team’s design.
It’s exciting to see the creativity and collaboration taking shape. We can’t wait to see the bridges these young engineers bring to life!
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
*Grade 4s: Light and Sound Quiz on Monday https://www.drooker.ca/light-and-sound.html quiz
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green screen
Radio Ad co-recording
Pickleball
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Big thanks to J and A for recording their radio advertisement before the class. This helps tremendously in building capacity and understanding of Garage Band. Here is a link to their radio advertisement: https://youtu.be/kVUpl1cUvTY
READING
I continued to work through some end of year reading assessments with students while students continued work on their Social Studies Research Projects
WRITING
In Literacy today, students continued their end-of-year reading assessments before diving back into their MSCHF news articles (yes, that’s spelled M-S-C-H-F!). We focused on refining the lead paragraphs and applying feedback from our earlier writing sessions. A few students are bringing their work home to finish over the weekend, as they needed more time and focus during class. On Monday, we’ll offer additional time to wrap things up and revisit our success criteria. Students are reminded to use their proofreading plan—three simple steps after every sentence—to ensure their writing is polished and purposeful.
MATH
11:20-12:20
In Math, we extended our work on equalities and inequalities, this time exploring algebraic expressions involving subtraction. We revisited the narrative approach, a strategy where students ask: What is happening to the unknown variable? and then How do we undo it? on one side of the equation—making sure to apply the same operation on the other side to maintain balance.
For example, in the equation 5 - x = 2, determining the value of x can be tricky because it introduces concepts like negative numbers. Instead, we reframe the equation as 2 + x = 5, which helps students solve it using familiar strategies. In this revised form, they can clearly see that x = 3 by subtracting 2 from both sides.
This narrative method empowers students to reason through equations without needing a deep understanding of integers—perfect for this level of math. We’ll continue building on this foundation next week.
Grade 3s worked on pages 44 and 45 while Grade 4s worked on pages 57 and 58. I provided students with a walk through on their upcoming work which they'll resume on Monday. Grade 3s will finish up pages 46-49 while grade 4s will finish up pages 59-62.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We finished up our Light and Sound unit today https://www.drooker.ca/light-and-sound.html Grade 4s were given time to study for a rather easy/straightforward quiz which we'll have on Monday.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Today, our Grade 3 students dove deeper into their bridge-building challenge with great enthusiasm! We kicked things off by reviewing an updated rule sheet for the competition. One important change: the span that their bridges must cross is now set to 50 centimeters, slightly shorter than the original 60 centimeters outlined in the instructions. This adjustment reflects the actual distance between the desks where the bridges will be tested.
With partners in place, students began organizing their materials. Each team took time to label their popsicle sticks and glue bottles, helping to keep their supplies organized throughout the building process. Afterward, they launched into the research phase—exploring different types of bridges, studying structural designs, and planning how to best distribute weight across their span.
To support their learning, students are bringing home the updated rules and are encouraged to continue their research at home. They’re welcome to print off relevant materials, watch instructional videos (like those on YouTube), and come back prepared to share insights with their classmates. The more they discover, the more ideas they’ll be able to contribute to their team’s design.
It’s exciting to see the creativity and collaboration taking shape. We can’t wait to see the bridges these young engineers bring to life!
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
*Grade 4s: Light and Sound Quiz on Monday https://www.drooker.ca/light-and-sound.html quiz
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
THURSDAY, MAY 22, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
We continue to experience some ongoing social challenges in class. Today, I reminded students that if they are having an issue with a peer, they must not take matters into their own hands unless it is an emergency. Instead, they are to find a trusted adult—myself or another teacher—and request a private conversation away from the source of frustration.
We are seeing too many reactive comments, put-downs, and occasional hands-on behavior, all of which must stop. Please take a moment at home to reinforce this message: if a problem arises, students should disengage and immediately seek help from an adult so we can address it calmly and respectfully. I will always pause everything to ensure these concerns are resolved appropriately.
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green screen
Radio Ad co-recording
Pickleball
LANGUAGE
9:10-10:50
Today in literacy, we continued with guided reading and end-of-year reading assessments. In writing, students wrapped up their press conference activity and began drafting a news article related to the company MSCHF.
MATH/LIBRARY
11:20-12:20
In math, Grade 3s completed pages 40–41 and Grade 4s completed pages 53–54 of their formative work booklets. We're focusing on balancing addition equations and solving for unknown variables using a narrative approach—check our class website for a helpful guide.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
During phys ed, we continued our floor hockey unit. We reviewed safety and gameplay expectations for 4-on-4 matches, including specific player roles (goalie, defense, and two centers). To promote safer play, we've turned the nets around to reduce head-on shots due to limited goalie equipment. Depending on student interest, we may invest in a proper set of class-specific gear.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
In science, part of our time was spent resolving a conflict that arose at the end of gym. We then reviewed our bridge-building rules. I modeled how to use AI tools like ChatGPT to explore optimal truss bridge designs—students learned that a Pratt truss may be ideal. They're encouraged to continue researching, bring printouts or trusted video links, and collaborate with partners on their designs before building and testing.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
We continue to experience some ongoing social challenges in class. Today, I reminded students that if they are having an issue with a peer, they must not take matters into their own hands unless it is an emergency. Instead, they are to find a trusted adult—myself or another teacher—and request a private conversation away from the source of frustration.
We are seeing too many reactive comments, put-downs, and occasional hands-on behavior, all of which must stop. Please take a moment at home to reinforce this message: if a problem arises, students should disengage and immediately seek help from an adult so we can address it calmly and respectfully. I will always pause everything to ensure these concerns are resolved appropriately.
HOUSEKEEPING
Privacy curtains up throughout work periods without exception
Green screen
Radio Ad co-recording
Pickleball
LANGUAGE
9:10-10:50
Today in literacy, we continued with guided reading and end-of-year reading assessments. In writing, students wrapped up their press conference activity and began drafting a news article related to the company MSCHF.
MATH/LIBRARY
11:20-12:20
In math, Grade 3s completed pages 40–41 and Grade 4s completed pages 53–54 of their formative work booklets. We're focusing on balancing addition equations and solving for unknown variables using a narrative approach—check our class website for a helpful guide.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
During phys ed, we continued our floor hockey unit. We reviewed safety and gameplay expectations for 4-on-4 matches, including specific player roles (goalie, defense, and two centers). To promote safer play, we've turned the nets around to reduce head-on shots due to limited goalie equipment. Depending on student interest, we may invest in a proper set of class-specific gear.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
In science, part of our time was spent resolving a conflict that arose at the end of gym. We then reviewed our bridge-building rules. I modeled how to use AI tools like ChatGPT to explore optimal truss bridge designs—students learned that a Pratt truss may be ideal. They're encouraged to continue researching, bring printouts or trusted video links, and collaborate with partners on their designs before building and testing.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
WEDNESDAY, MAY 21, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
Desk Changes
Privacy curtains up throughout work periods without exception
Green screen
Radio Ad co-recording
Pickleball
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A big thanks to T.R. and D.M. for recording their radio ad before the class using Garage Band. Here's a link to their work: https://www.youtube.com/watch?v=U42ygHTuY2s
READING
In Reading, we launched our final cycle of guided reading sessions and assessments for the year. While these are underway, our offsetting-ed students continue progressing on their social studies research projects.
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkitIn Writing, we revisited key next steps from our mid-unit quiz. Students were reminded to:
MATH
11:20-12:20
In Math, we began our formative practice on algebra:
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
In Gym, we launched our Floor Hockey unit with a skill diagnostic. Students reviewed the purpose of the game, proper stick handling, and basic techniques like curving and holding the stick. I checked in with each student individually to ensure understanding as we build towards an exciting four-on-four tournament starting tomorrow!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In Science today, we revealed the long-anticipated rules for our Bridge Building Challenge! Students will be working in pairs to design and construct bridges that meet specific criteria—outlined in a PDF available https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf. We’ve encouraged students to “hack” the challenge in the best way possible: by researching smart design ideas using all available resources—our class website, YouTube tutorials, even ChatGPT. The goal is to create a bridge that distributes force effectively while adhering to the competition rules.
This is also a chance to practice collaboration, patience, and teamwork—skills we’re aiming to strengthen. Students are encouraged to print out helpful information to support their designs, and we look forward to testing their bridges soon!
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
Desk Changes
Privacy curtains up throughout work periods without exception
Green screen
Radio Ad co-recording
Pickleball
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A big thanks to T.R. and D.M. for recording their radio ad before the class using Garage Band. Here's a link to their work: https://www.youtube.com/watch?v=U42ygHTuY2s
READING
In Reading, we launched our final cycle of guided reading sessions and assessments for the year. While these are underway, our offsetting-ed students continue progressing on their social studies research projects.
- Grade 3s are exploring artifacts related to life in early Ontario (1780–1850).
- Grade 4s are deepening their cultural knowledge through investigations into their selected ancient civilizations.
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkitIn Writing, we revisited key next steps from our mid-unit quiz. Students were reminded to:
- Keep their note-taking organizer separate but accessible during writing.
- Cross off used notes and ensure they've addressed the who, what, where, when, why, and how of the news event.
- Apply our proofreading process--OPP (One sentence at a time, Proper sentence structure, Punctuation and capitals)—consistently.
- Including at least three quotes or extended facts,
- Clearly introducing interview subjects with relevant background,
- And stating the interview question when it's not obvious from the response.
MATH
11:20-12:20
In Math, we began our formative practice on algebra:
- Grade 3s worked through pages 38 and 39 of their workbooks.
- Grade 4s tackled pages 51 and 52, emphasizing that the equal sign represents a balance between both sides of an equation. Students also practiced distinguishing between equalities and inequalities.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
In Gym, we launched our Floor Hockey unit with a skill diagnostic. Students reviewed the purpose of the game, proper stick handling, and basic techniques like curving and holding the stick. I checked in with each student individually to ensure understanding as we build towards an exciting four-on-four tournament starting tomorrow!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In Science today, we revealed the long-anticipated rules for our Bridge Building Challenge! Students will be working in pairs to design and construct bridges that meet specific criteria—outlined in a PDF available https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf. We’ve encouraged students to “hack” the challenge in the best way possible: by researching smart design ideas using all available resources—our class website, YouTube tutorials, even ChatGPT. The goal is to create a bridge that distributes force effectively while adhering to the competition rules.
This is also a chance to practice collaboration, patience, and teamwork—skills we’re aiming to strengthen. Students are encouraged to print out helpful information to support their designs, and we look forward to testing their bridges soon!
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
*Grade 3s: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_and_stable_structures.pdf
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
TUESDAY, MAY 20, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Kurt from Spin Master will be sending our radio advertisement work shortly to us and we'll put our final touches on what was captured and publish it shortly. Stay tuned.
HOUSEKEEPING
Green Screen
Reading assessments
LANGUAGE
9:10-10:50
This morning, students continued refining their media projects. Every student has now workshopped their radio advertisement scripts with me multiple times and spent time rehearsing in preparation for recording. We’re aiming to begin recording in GarageBand as early as tomorrow, with one group scheduled per day until all are complete.
In literacy, we’ll return to our regular routine tomorrow with guided reading, a new formative news article topic and press conference, etc.
MATH
11:20-12:20
In math, we wrapped up our patterning unit by exploring input-output tables and T-charts, then began a short introduction to algebra. These two topics will be combined in a brief culminating unit test. To support our algebra learning, students are encouraged to visit solvemoji.com for some fun and challenging puzzles!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today in science, we kicked off our bridge-building unit by exploring key structural concepts like strength, flexibility, stability, and durability. While the full details of our upcoming Popsicle Bridge Building Competition will be revealed tomorrow, students were introduced to the foundational ideas that will guide their designs.
We focused on the power of triangles and why they are such a strong and stable shape in engineering, especially in bridge design. Students also learned what a deck is and how it functions within a beam bridge—in fact, a beam is the deck! We discussed how bridges are built to span a distance or obstacle, and in our challenge, that obstacle will be the treacherous Drooker's Death Valley Canyon.
Students will be provided with specific materials, including a set volume of glue, and will need to consider layering/twisting/braiding techniques as they design a truss bridge.
We also watched several informative videos available on our class website https://www.drooker.ca/strong-and-stable-structures.html . Students are encouraged to start doing some early research—whether by Googling or asking ChatGPT—once the official project specs are announced tomorrow. Stay tuned!
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
*Sign and return Thumbs Up and Thumbs Down reports
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Kurt from Spin Master will be sending our radio advertisement work shortly to us and we'll put our final touches on what was captured and publish it shortly. Stay tuned.
HOUSEKEEPING
Green Screen
Reading assessments
LANGUAGE
9:10-10:50
This morning, students continued refining their media projects. Every student has now workshopped their radio advertisement scripts with me multiple times and spent time rehearsing in preparation for recording. We’re aiming to begin recording in GarageBand as early as tomorrow, with one group scheduled per day until all are complete.
In literacy, we’ll return to our regular routine tomorrow with guided reading, a new formative news article topic and press conference, etc.
MATH
11:20-12:20
In math, we wrapped up our patterning unit by exploring input-output tables and T-charts, then began a short introduction to algebra. These two topics will be combined in a brief culminating unit test. To support our algebra learning, students are encouraged to visit solvemoji.com for some fun and challenging puzzles!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today in science, we kicked off our bridge-building unit by exploring key structural concepts like strength, flexibility, stability, and durability. While the full details of our upcoming Popsicle Bridge Building Competition will be revealed tomorrow, students were introduced to the foundational ideas that will guide their designs.
We focused on the power of triangles and why they are such a strong and stable shape in engineering, especially in bridge design. Students also learned what a deck is and how it functions within a beam bridge—in fact, a beam is the deck! We discussed how bridges are built to span a distance or obstacle, and in our challenge, that obstacle will be the treacherous Drooker's Death Valley Canyon.
Students will be provided with specific materials, including a set volume of glue, and will need to consider layering/twisting/braiding techniques as they design a truss bridge.
We also watched several informative videos available on our class website https://www.drooker.ca/strong-and-stable-structures.html . Students are encouraged to start doing some early research—whether by Googling or asking ChatGPT—once the official project specs are announced tomorrow. Stay tuned!
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
*Sign and return Thumbs Up and Thumbs Down reports
FRIDAY, MAY 16, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
A big thank you to all parents who have signed and returned their child's Thumbs Up and Thumbs Down report. If you haven’t had the chance yet, please do so as soon as possible.
HOUSEKEEPING
*Thumbs Up/Down Report Collection
G.P. EQAO/Math Test
LANGUAGE
9:10-10:50
In literacy today, students had the opportunity to wrap up their news article quiz, focusing on crafting an engaging lead paragraph and a well-developed supporting paragraph. I was able to provide feedback and evaluate their work throughout the writing process. Some students still need additional time to complete their work, so they’ve brought it home in their school bags along with a voice note that includes instructions on how to proceed. This way, I can offer further feedback next week. We’ll continue with our usual news article approach next week, resuming our press conferences.
MATH
11:20-12:20
In math, we took up all of our patterning work, and now we’re shifting our focus to T-charts (or input-output tables). From there, we’ll begin working on algebra concepts, leading to a combined quiz covering both patterning and algebra. After that, we’ll move into our final math unit: probability.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
This afternoon, we concluded our light and sound unit with a focused review of key concepts such as amplitude, frequency, and pitch. Building on what we covered yesterday, students were tasked with creating a sound wave that accurately represented a provided sound, using their growing understanding of these principles. I was genuinely impressed by their focus and execution – they not only grasped the concepts but also successfully demonstrated how sound waves can visually represent what we hear.
We also extended this discussion to real-world applications, exploring how similar wave patterns are used in machines like EKGs. Additionally, we watched a fascinating video on how a phonograph records and replays sound using wave patterns, connecting our work with historical and modern audio recording techniques.
Next week, we’ll spend some time consolidating our understanding through a brief review and practice work in our booklets. To wrap up the unit, we’ll have a simple, straightforward quiz. For further resources and additional learning materials, visit our class website https://www.drooker.ca/light-and-sound.html
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
*Sign and return Thumbs Up and Thumbs Down reports
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
A big thank you to all parents who have signed and returned their child's Thumbs Up and Thumbs Down report. If you haven’t had the chance yet, please do so as soon as possible.
HOUSEKEEPING
*Thumbs Up/Down Report Collection
G.P. EQAO/Math Test
LANGUAGE
9:10-10:50
In literacy today, students had the opportunity to wrap up their news article quiz, focusing on crafting an engaging lead paragraph and a well-developed supporting paragraph. I was able to provide feedback and evaluate their work throughout the writing process. Some students still need additional time to complete their work, so they’ve brought it home in their school bags along with a voice note that includes instructions on how to proceed. This way, I can offer further feedback next week. We’ll continue with our usual news article approach next week, resuming our press conferences.
MATH
11:20-12:20
In math, we took up all of our patterning work, and now we’re shifting our focus to T-charts (or input-output tables). From there, we’ll begin working on algebra concepts, leading to a combined quiz covering both patterning and algebra. After that, we’ll move into our final math unit: probability.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
This afternoon, we concluded our light and sound unit with a focused review of key concepts such as amplitude, frequency, and pitch. Building on what we covered yesterday, students were tasked with creating a sound wave that accurately represented a provided sound, using their growing understanding of these principles. I was genuinely impressed by their focus and execution – they not only grasped the concepts but also successfully demonstrated how sound waves can visually represent what we hear.
We also extended this discussion to real-world applications, exploring how similar wave patterns are used in machines like EKGs. Additionally, we watched a fascinating video on how a phonograph records and replays sound using wave patterns, connecting our work with historical and modern audio recording techniques.
Next week, we’ll spend some time consolidating our understanding through a brief review and practice work in our booklets. To wrap up the unit, we’ll have a simple, straightforward quiz. For further resources and additional learning materials, visit our class website https://www.drooker.ca/light-and-sound.html
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
*Sign and return Thumbs Up and Thumbs Down reports
THURSDAY, MAY 15, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Yesterday, I sent home with third graders an EQAO Prep Package. Kindly review the strategies that we've unpacked together over the next few days and weeks leading into our official EQAO test.
*Some students are bringing home a question to rehearse for our interview with Kevin Donovan on May 27th.
*I've sent home a "Thumbs Up/Thumbs Down" report for your perusal. Kindly read the accompanying letter, review how your child has been performing and sign/return the package as soon as possible.
LANGUAGE
9:10-10:50
EQAO Practice Test and News Article Quiz
Today, Grade 3 students participated in a condensed version of the EQAO practice test, working through two language sections and two math sections. This exercise was not graded but provided an opportunity for them to familiarize themselves with the format and tools they’ll encounter in the official assessment.
Meanwhile, Grade 4 students continued with their news article quiz, refining their lead paragraphs and focusing on the key components of effective news writing. During this time, we discussed the importance of pacing for the upcoming EQAO, set for the first week of June. Students were reminded that there’s no rush—the test is untimed, and they should take the necessary steps to ensure they are submitting their best work. Strategies like taking a brief walk, reviewing each response carefully, and double-checking written answers before hitting the submit button were emphasized.
Students who completed their practice test early had the chance to continue working on their news article quiz, receiving feedback and making further revisions.
MATH
11:20-12:20
Today, several students were given additional time to complete their math test. Afterward, we reviewed the test together, going over what they got right and where they could make improvements. Meanwhile, the rest of the class continued working on their Money, Area, and Perimeter Performance Task.
Some students are nearing completion of their zoo designs, while others are still putting the finishing touches on their projects. This task requires them to carefully calculate the area and perimeter of each section of their zoo, consider the cost of materials, and ensure all components are accurately accounted for in their presentation.
We're looking forward to seeing their final designs come together!
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Today saw us focus in on "Sound" (after a quick review of our learning involving "Light"). Here are some notes coming out of our learning
Let's talk about sound like we're having a fun adventure with waves and vibrations!
1. **Sound Waves:**
- Imagine sound as waves traveling through the air, just like waves in the ocean.
- When someone talks, sings, or even when you clap your hands, they create sound waves that move through the air to your ears.
2. **Vibrations:**
- Now, let's talk about vibrations! Think of them like when you wiggle your fingers really fast.
- When something makes a sound, like when you hit a drum or pluck a guitar string, it vibrates. It's like the drum skin or guitar string is dancing super fast!
3. **Ears Listening:**
- Your ears are like special detectives that can catch these vibrations.
- Inside your ears, there are tiny parts called eardrums that move when sound waves touch them. It's like they're dancing along with the vibrations!
4. **Brain Magic:**
- After your ears catch the vibrations, they send a message to your brain, saying, "Hey, we heard something!"
- Your brain then turns these messages into the sounds you recognize, like a bird chirping or your friend's laughter.
So, sound is like a super cool dance party of waves and vibrations that your ears can hear, and your brain turns into music, talking, and all the sounds around you!
Imagine you're on a playground, and you're swinging on a swing. Amplitude, frequency, and pitch are all like different things about how you swing.
1. **Amplitude**: Think of this as how high you swing. If you push really hard and swing high, that's like high amplitude. If you just gently sway back and forth, that's low amplitude. So, amplitude is like how big your swing's movement is.
2. **Frequency**: This is how fast you're swinging back and forth. If you're going super fast, like zooming back and forth, that's high frequency. But if you're going slowly, taking your time, that's low frequency. So, frequency is about how quickly you're moving.
3. **Pitch**: Now, let's imagine you're singing while swinging. Pitch is like how high or low your voice sounds. When you're swinging high, your voice might sound high-pitched, like when you say "weeee!" And when you're swinging low, your voice might sound low-pitched, like when you say "woooh." So, pitch is all about how high or low the sound is.
So, in simple terms, amplitude is how big the swing's movement is, frequency is how fast you're swinging, and pitch is how high or low the sound is, like when you're singing.
When analyzing a sound wave graph, imagine you're drawing hills and valleys on a piece of paper with crayons. The hills are like the loud parts of the sound, and the valleys are the quiet parts.
1. **Peak and Trough**: When you draw a hill, the very top is called the peak. It's the highest point of the hill. But when you draw a valley, the very bottom is called the trough. It's the lowest point of the valley. So, if you're looking at a sound wave graph, the peaks are the highest points, and the troughs are the lowest points.
2. **Amplitude**: How tall or short you draw the hills and valleys is like the amplitude. If you draw really tall hills, that's like high amplitude. It means the sound is really loud. But if you draw short hills, that's like low amplitude. It means the sound is quieter.
3. **Frequency**: Now, imagine drawing lots of hills and valleys close together. That's like high frequency. It means the sound is happening really often. But if you draw hills and valleys with more space between them, that's like low frequency. It means the sound isn't happening as often.
4. **Pitch**: Finally, think about the colors you use to draw. If you use a bright color, that's like high pitch. It sounds really high. But if you use a darker color, that's like low pitch. It sounds lower.
So, when you look at a sound wave graph, you're basically looking at how big the hills and valleys are (amplitude), how close together they are (frequency), and whether they're drawn with bright or dark colors (pitch). It's like drawing a picture of how sounds look!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We reviewed "Strength" and "Stability" and turned our attention towards durability and flexibility: Durable means a material or structure will not get damaged easily. Flexible means a material or structure can bend without breaking. I presented to students several of my running shoes and we examined a fantastic website runrepeat.com/ which touches upon the durability and flexibility of shoes. I recommend students use this website to evaluate their own shoes and the merits behind examining the quality of materials and design before purchasing.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
*Sign and return Thumbs Up and Thumbs Down reports
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Yesterday, I sent home with third graders an EQAO Prep Package. Kindly review the strategies that we've unpacked together over the next few days and weeks leading into our official EQAO test.
*Some students are bringing home a question to rehearse for our interview with Kevin Donovan on May 27th.
*I've sent home a "Thumbs Up/Thumbs Down" report for your perusal. Kindly read the accompanying letter, review how your child has been performing and sign/return the package as soon as possible.
LANGUAGE
9:10-10:50
EQAO Practice Test and News Article Quiz
Today, Grade 3 students participated in a condensed version of the EQAO practice test, working through two language sections and two math sections. This exercise was not graded but provided an opportunity for them to familiarize themselves with the format and tools they’ll encounter in the official assessment.
Meanwhile, Grade 4 students continued with their news article quiz, refining their lead paragraphs and focusing on the key components of effective news writing. During this time, we discussed the importance of pacing for the upcoming EQAO, set for the first week of June. Students were reminded that there’s no rush—the test is untimed, and they should take the necessary steps to ensure they are submitting their best work. Strategies like taking a brief walk, reviewing each response carefully, and double-checking written answers before hitting the submit button were emphasized.
Students who completed their practice test early had the chance to continue working on their news article quiz, receiving feedback and making further revisions.
MATH
11:20-12:20
Today, several students were given additional time to complete their math test. Afterward, we reviewed the test together, going over what they got right and where they could make improvements. Meanwhile, the rest of the class continued working on their Money, Area, and Perimeter Performance Task.
Some students are nearing completion of their zoo designs, while others are still putting the finishing touches on their projects. This task requires them to carefully calculate the area and perimeter of each section of their zoo, consider the cost of materials, and ensure all components are accurately accounted for in their presentation.
We're looking forward to seeing their final designs come together!
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Today saw us focus in on "Sound" (after a quick review of our learning involving "Light"). Here are some notes coming out of our learning
Let's talk about sound like we're having a fun adventure with waves and vibrations!
1. **Sound Waves:**
- Imagine sound as waves traveling through the air, just like waves in the ocean.
- When someone talks, sings, or even when you clap your hands, they create sound waves that move through the air to your ears.
2. **Vibrations:**
- Now, let's talk about vibrations! Think of them like when you wiggle your fingers really fast.
- When something makes a sound, like when you hit a drum or pluck a guitar string, it vibrates. It's like the drum skin or guitar string is dancing super fast!
3. **Ears Listening:**
- Your ears are like special detectives that can catch these vibrations.
- Inside your ears, there are tiny parts called eardrums that move when sound waves touch them. It's like they're dancing along with the vibrations!
4. **Brain Magic:**
- After your ears catch the vibrations, they send a message to your brain, saying, "Hey, we heard something!"
- Your brain then turns these messages into the sounds you recognize, like a bird chirping or your friend's laughter.
So, sound is like a super cool dance party of waves and vibrations that your ears can hear, and your brain turns into music, talking, and all the sounds around you!
Imagine you're on a playground, and you're swinging on a swing. Amplitude, frequency, and pitch are all like different things about how you swing.
1. **Amplitude**: Think of this as how high you swing. If you push really hard and swing high, that's like high amplitude. If you just gently sway back and forth, that's low amplitude. So, amplitude is like how big your swing's movement is.
2. **Frequency**: This is how fast you're swinging back and forth. If you're going super fast, like zooming back and forth, that's high frequency. But if you're going slowly, taking your time, that's low frequency. So, frequency is about how quickly you're moving.
3. **Pitch**: Now, let's imagine you're singing while swinging. Pitch is like how high or low your voice sounds. When you're swinging high, your voice might sound high-pitched, like when you say "weeee!" And when you're swinging low, your voice might sound low-pitched, like when you say "woooh." So, pitch is all about how high or low the sound is.
So, in simple terms, amplitude is how big the swing's movement is, frequency is how fast you're swinging, and pitch is how high or low the sound is, like when you're singing.
When analyzing a sound wave graph, imagine you're drawing hills and valleys on a piece of paper with crayons. The hills are like the loud parts of the sound, and the valleys are the quiet parts.
1. **Peak and Trough**: When you draw a hill, the very top is called the peak. It's the highest point of the hill. But when you draw a valley, the very bottom is called the trough. It's the lowest point of the valley. So, if you're looking at a sound wave graph, the peaks are the highest points, and the troughs are the lowest points.
2. **Amplitude**: How tall or short you draw the hills and valleys is like the amplitude. If you draw really tall hills, that's like high amplitude. It means the sound is really loud. But if you draw short hills, that's like low amplitude. It means the sound is quieter.
3. **Frequency**: Now, imagine drawing lots of hills and valleys close together. That's like high frequency. It means the sound is happening really often. But if you draw hills and valleys with more space between them, that's like low frequency. It means the sound isn't happening as often.
4. **Pitch**: Finally, think about the colors you use to draw. If you use a bright color, that's like high pitch. It sounds really high. But if you use a darker color, that's like low pitch. It sounds lower.
So, when you look at a sound wave graph, you're basically looking at how big the hills and valleys are (amplitude), how close together they are (frequency), and whether they're drawn with bright or dark colors (pitch). It's like drawing a picture of how sounds look!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We reviewed "Strength" and "Stability" and turned our attention towards durability and flexibility: Durable means a material or structure will not get damaged easily. Flexible means a material or structure can bend without breaking. I presented to students several of my running shoes and we examined a fantastic website runrepeat.com/ which touches upon the durability and flexibility of shoes. I recommend students use this website to evaluate their own shoes and the merits behind examining the quality of materials and design before purchasing.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
*Sign and return Thumbs Up and Thumbs Down reports
WEDNESDAY, MAY 14, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=0AnpKBxr9AM
www.instagram.com/reel/C6KTCZ6yZ0v/
https://www.youtube.com/watch?v=vMU7ds_WpiM
READING
We reviewed some questions that we will be posing to Kevin Donovan when we interview him on May 27.
You’re one of Canada’s most well-known investigative reporters. How did you first get into writing, and what made you want to pursue it as a career?
Now that you’ve been doing this for so long, what advice would you give to young people our age who want to get started in writing and telling important stories
Investigative reporting can uncover things people want to keep hidden. What keeps you motivated to keep digging when things get tough?
You’ve done some serious research and even acted as your own lawyer to get information. What’s that process like, and how did you learn to do that?What’s the biggest challenge you face when trying to uncover the truth in a big story?
How do you make sure that what you’re reporting is accurate and fair, especially when dealing with sensitive topics?
If we wanted to break a story as young reporters from our classroom, what kind of stories do you think we could investigate without leaving the school?
Do you know any reporters in York Region who might be able to suggest some story leads for us?
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Today, students continued work on their mid-unit news article writing quiz, creating entirely fictional news stories without the need for press conferences or note-taking. The focus was on developing strong lead paragraphs that clearly address the who, what, where, when, why, and how, followed by a secondary paragraph to provide additional details.
Once their articles are complete, students will present their stories in front of a green screen, practicing their news reporter voice to deliver the factual, structured style that characterizes effective news writing. Emphasis is placed on maintaining a logical sequence and smooth transitions between the key components of the lead paragraph.
MATH/LIBRARY
11:20-12:20
Today in math, most students completed their assessments on multiplication, division, and ratios, while Grade 4 students also tackled a more comprehensive test that included rates, a key component of their curriculum. We continued to emphasize the importance of accuracy and automaticity, and overall, there was a strong showing from the group.
For those Grade 4 students who need additional time to complete their lengthier test, they will have the opportunity to finish up tomorrow. Once everyone is caught up, we’ll move forward together to wrap up our work on patterning.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Today, I led a focused session on the ball toss event for track and field. Students participated in a series of drills designed to instill a specific cadence — a sequence that emphasized the mechanics of the crow hop to generate forward momentum toward the throw line. The objective was to teach students how to incorporate sufficient arc in their throws, allowing the ball to travel farther than a straight-line throw.
Throughout the session, each student was closely monitored and provided with individualized feedback until they effectively mastered the essential "dance step" of the crow hop. I introduced three distinct crow hop techniques, enabling students to experiment with different methods to maximize their throwing distance.
Most students successfully developed momentum by either walking or running before pivoting, maintaining alignment, and then crossing back with their leg, hopping several times, and propelling their momentum over the line as they released the throw.
The session not only reinforced fundamental throwing techniques but also highlighted the importance of rhythm and timing in athletic performance.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Today in Grade 3 Science, we continued our exploration of strong and stable structures by focusing on stability. We examined how modern architectural and scientific techniques are used to restore stability in the face of natural disasters. This included studying the use of mass dampers and pendulums to maintain a building’s center of mass, as well as the injection and pumping of water to counteract shifting forces.
We also discussed how similar principles are applied in modern ships to regain stability after being struck by large waves. The concept of ballast was introduced, highlighting its historical and current importance in preventing capsizing.
Thanks to the advent of YouTube and modern animation techniques, there are now some remarkably accessible videos that clearly illustrate these complex concepts. If you visit https://www.drooker.ca/strong-and-stable-structures.html, you’ll find engaging animations that make these principles easy for students to grasp. For instance, one video draws a fascinating connection between the counterbalancing techniques used by tightrope walkers like the famous Wallenda family and the similar approaches engineers use to stabilize buildings and boats. It’s a powerful way to connect real-world examples to scientific principles, making learning both informative and captivating.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=0AnpKBxr9AM
www.instagram.com/reel/C6KTCZ6yZ0v/
https://www.youtube.com/watch?v=vMU7ds_WpiM
READING
We reviewed some questions that we will be posing to Kevin Donovan when we interview him on May 27.
You’re one of Canada’s most well-known investigative reporters. How did you first get into writing, and what made you want to pursue it as a career?
Now that you’ve been doing this for so long, what advice would you give to young people our age who want to get started in writing and telling important stories
Investigative reporting can uncover things people want to keep hidden. What keeps you motivated to keep digging when things get tough?
You’ve done some serious research and even acted as your own lawyer to get information. What’s that process like, and how did you learn to do that?What’s the biggest challenge you face when trying to uncover the truth in a big story?
How do you make sure that what you’re reporting is accurate and fair, especially when dealing with sensitive topics?
If we wanted to break a story as young reporters from our classroom, what kind of stories do you think we could investigate without leaving the school?
Do you know any reporters in York Region who might be able to suggest some story leads for us?
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Today, students continued work on their mid-unit news article writing quiz, creating entirely fictional news stories without the need for press conferences or note-taking. The focus was on developing strong lead paragraphs that clearly address the who, what, where, when, why, and how, followed by a secondary paragraph to provide additional details.
Once their articles are complete, students will present their stories in front of a green screen, practicing their news reporter voice to deliver the factual, structured style that characterizes effective news writing. Emphasis is placed on maintaining a logical sequence and smooth transitions between the key components of the lead paragraph.
MATH/LIBRARY
11:20-12:20
Today in math, most students completed their assessments on multiplication, division, and ratios, while Grade 4 students also tackled a more comprehensive test that included rates, a key component of their curriculum. We continued to emphasize the importance of accuracy and automaticity, and overall, there was a strong showing from the group.
For those Grade 4 students who need additional time to complete their lengthier test, they will have the opportunity to finish up tomorrow. Once everyone is caught up, we’ll move forward together to wrap up our work on patterning.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Today, I led a focused session on the ball toss event for track and field. Students participated in a series of drills designed to instill a specific cadence — a sequence that emphasized the mechanics of the crow hop to generate forward momentum toward the throw line. The objective was to teach students how to incorporate sufficient arc in their throws, allowing the ball to travel farther than a straight-line throw.
Throughout the session, each student was closely monitored and provided with individualized feedback until they effectively mastered the essential "dance step" of the crow hop. I introduced three distinct crow hop techniques, enabling students to experiment with different methods to maximize their throwing distance.
Most students successfully developed momentum by either walking or running before pivoting, maintaining alignment, and then crossing back with their leg, hopping several times, and propelling their momentum over the line as they released the throw.
The session not only reinforced fundamental throwing techniques but also highlighted the importance of rhythm and timing in athletic performance.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Today in Grade 3 Science, we continued our exploration of strong and stable structures by focusing on stability. We examined how modern architectural and scientific techniques are used to restore stability in the face of natural disasters. This included studying the use of mass dampers and pendulums to maintain a building’s center of mass, as well as the injection and pumping of water to counteract shifting forces.
We also discussed how similar principles are applied in modern ships to regain stability after being struck by large waves. The concept of ballast was introduced, highlighting its historical and current importance in preventing capsizing.
Thanks to the advent of YouTube and modern animation techniques, there are now some remarkably accessible videos that clearly illustrate these complex concepts. If you visit https://www.drooker.ca/strong-and-stable-structures.html, you’ll find engaging animations that make these principles easy for students to grasp. For instance, one video draws a fascinating connection between the counterbalancing techniques used by tightrope walkers like the famous Wallenda family and the similar approaches engineers use to stabilize buildings and boats. It’s a powerful way to connect real-world examples to scientific principles, making learning both informative and captivating.
DAILY HOMEWORK
*Grade 3s: EQAO Dates: June 2, 4, 5 (Make up day is June 10)
https://www.drooker.ca/uploads/1/1/0/9/110962203/eqao_strategies.docx
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Grade 4s: May 29th (Rain date: May 30th)
TUESDAY, MAY 13, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Another virtual "field trip" :) Students will have an opportunity to speak to leading investigative journalist Kevin Donovan on May 27th as part of their News Article Writing unit https://www.thestar.com/users/profile/kevin-donovan/
HOUSEKEEPING
LANGUAGE
9:10-10:50
Today, we explored the work of Kevin Donovan, discussing his impact as an investigative journalist, podcast host, and TV producer. Students learned about some of the major stories he has broken and considered potential questions for our upcoming interview with him on May 27th. Following this, students began drafting a fictional news article as a mid-unit quiz, focusing on crafting a compelling lead paragraph that answers the essential questions: who, what, where, when, why, and how. They also brainstormed and outlined ideas for their color paragraph to add depth to their articles. Additionally, we revisited text forms, identifying common writing prompts that have appeared on recent EQAO tests and strategies for effectively responding to them.
MATH
11:20-12:20
Our morning was briefly interrupted by a fire alarm, resulting in about 20-25 minutes outside. Once back inside, students resumed their work on patterning. Grade 3 students should complete up to page 21 in their math booklets, while Grade 4s should work up to page 30; we will review this work tomorrow. We also took a brief look at additional EQAO math practice questions to further prepare for our full EQAO practice day, tentatively scheduled for Thursday. This practice session will cover both literacy and numeracy in preparation for the official testing in early June.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
In phys. ed. we focused in on the 100 meter dash and really sharpened up our approach towards the triple jump using the words: "Hop, Hop, Step, Land"
TRIPLE JUMP: THE 3 PART JUMP
Think of the triple jump as 3 moves in 1 big jump. The sequence is hop (just before or on the line), hop, step/push, land and it is performed as follows:
Extra Tips for Triple Jump:
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In science today, we focused in on how to strengthen materials and completed several experiments related to twisting, folding, and layering, https://www.youtube.com/watch?v=qFZGmHbjLSM Check out some of the videos beneath the "Strength" subheading https://www.drooker.ca/strong-and-stable-structures.html
HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Study for tomorrow's math test: https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionfractionsstudyguide.docx and https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionratiosratesstudyguide.docx
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Another virtual "field trip" :) Students will have an opportunity to speak to leading investigative journalist Kevin Donovan on May 27th as part of their News Article Writing unit https://www.thestar.com/users/profile/kevin-donovan/
HOUSEKEEPING
LANGUAGE
9:10-10:50
Today, we explored the work of Kevin Donovan, discussing his impact as an investigative journalist, podcast host, and TV producer. Students learned about some of the major stories he has broken and considered potential questions for our upcoming interview with him on May 27th. Following this, students began drafting a fictional news article as a mid-unit quiz, focusing on crafting a compelling lead paragraph that answers the essential questions: who, what, where, when, why, and how. They also brainstormed and outlined ideas for their color paragraph to add depth to their articles. Additionally, we revisited text forms, identifying common writing prompts that have appeared on recent EQAO tests and strategies for effectively responding to them.
MATH
11:20-12:20
Our morning was briefly interrupted by a fire alarm, resulting in about 20-25 minutes outside. Once back inside, students resumed their work on patterning. Grade 3 students should complete up to page 21 in their math booklets, while Grade 4s should work up to page 30; we will review this work tomorrow. We also took a brief look at additional EQAO math practice questions to further prepare for our full EQAO practice day, tentatively scheduled for Thursday. This practice session will cover both literacy and numeracy in preparation for the official testing in early June.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
In phys. ed. we focused in on the 100 meter dash and really sharpened up our approach towards the triple jump using the words: "Hop, Hop, Step, Land"
TRIPLE JUMP: THE 3 PART JUMP
Think of the triple jump as 3 moves in 1 big jump. The sequence is hop (just before or on the line), hop, step/push, land and it is performed as follows:
Extra Tips for Triple Jump:
- Stay Smooth: Keep the rhythm steady – say, “Hop, hop, step/push, land” out loud to keep in time.
- Swing Arms Forward: Your arms are like rocket boosters – swing them forward with each phase to add more power and distance.
- Eyes Forward: Look straight ahead to stay balanced.
- Land Like a Frog: Bend your knees and use your arms to balance when you land
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In science today, we focused in on how to strengthen materials and completed several experiments related to twisting, folding, and layering, https://www.youtube.com/watch?v=qFZGmHbjLSM Check out some of the videos beneath the "Strength" subheading https://www.drooker.ca/strong-and-stable-structures.html
HOMEWORK
*Read (and respond to at least 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Study for tomorrow's math test: https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionfractionsstudyguide.docx and https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionratiosratesstudyguide.docx
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
MONDAY, MAY 12, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
Today’s literacy block was all about developing our radio advertisements for the Monster Jam media projects. Every group has now had the chance to present their concepts, receive feedback, and refine their scripts or songs. Some are still fine-tuning their work, while others have moved on to rehearsals. Next up: recording the ads using their new GarageBand skills. I’m genuinely excited to hear the final results. The students' ideas are impressively original, going beyond the typical tell-and-sell approach we often hear in radio ads and podcasts.
MATH
11:20-12:20
In math, we quickly reviewed our multiplication and division strategies in preparation for Wednesday’s lesson. A study guide was sent home on Friday, so if you haven’t seen it yet, please check in with your child.
Throughout the year, students have been working on patterning concepts during occasional math units, including identifying the pattern core, translating patterns (e.g., AAV patterns), and exploring numeric and growing patterns. Today, we revisited these concepts and emphasized the four operations and their effects:
Grade 3 students are working up to page 21 in their workbooks, while Grade 4 students are working up to page 60. We’ll have some additional class time tomorrow to ensure these pages are complete, given the missed instructional days.
Lastly, we started reviewing EQAO math strategies, focusing on topics like graphing, tables, and pattern work. The EQAO math portion covers content from the entire school year, so we’re emphasizing the importance of retaining and applying previously learned concepts rather than relearning them. More EQAO practice is planned over the next couple of days.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We took up our Forces quiz from the other day and we recapped our learning thus far involving Strong and Stable Structures. https://www.drooker.ca/strong-and-stable-structures.html Beyond reviewing:
NATURAL VS. HUMAN MADE/BUILT STRUCTURES/MATERIALS
Natural materials/structures can be found in nature (e.g. a spider web)
Human-made/Built materials/structures: Natural material + tools + skill = human made
We looked at how Materials Scientists improve upon materials (e.g. iron + charcoal = steel, alloys, etc.) and looked at a variety of different fasteners. Next up is strength, flexibility, durability, etc.
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
*Study for math test on Wednesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionfractionsstudyguide.docx and https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionratiosratesstudyguide.docx
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
Today’s literacy block was all about developing our radio advertisements for the Monster Jam media projects. Every group has now had the chance to present their concepts, receive feedback, and refine their scripts or songs. Some are still fine-tuning their work, while others have moved on to rehearsals. Next up: recording the ads using their new GarageBand skills. I’m genuinely excited to hear the final results. The students' ideas are impressively original, going beyond the typical tell-and-sell approach we often hear in radio ads and podcasts.
MATH
11:20-12:20
In math, we quickly reviewed our multiplication and division strategies in preparation for Wednesday’s lesson. A study guide was sent home on Friday, so if you haven’t seen it yet, please check in with your child.
Throughout the year, students have been working on patterning concepts during occasional math units, including identifying the pattern core, translating patterns (e.g., AAV patterns), and exploring numeric and growing patterns. Today, we revisited these concepts and emphasized the four operations and their effects:
- Addition and multiplication increase numbers.
- Subtraction and division decrease numbers.
Grade 3 students are working up to page 21 in their workbooks, while Grade 4 students are working up to page 60. We’ll have some additional class time tomorrow to ensure these pages are complete, given the missed instructional days.
Lastly, we started reviewing EQAO math strategies, focusing on topics like graphing, tables, and pattern work. The EQAO math portion covers content from the entire school year, so we’re emphasizing the importance of retaining and applying previously learned concepts rather than relearning them. More EQAO practice is planned over the next couple of days.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We took up our Forces quiz from the other day and we recapped our learning thus far involving Strong and Stable Structures. https://www.drooker.ca/strong-and-stable-structures.html Beyond reviewing:
NATURAL VS. HUMAN MADE/BUILT STRUCTURES/MATERIALS
Natural materials/structures can be found in nature (e.g. a spider web)
Human-made/Built materials/structures: Natural material + tools + skill = human made
We looked at how Materials Scientists improve upon materials (e.g. iron + charcoal = steel, alloys, etc.) and looked at a variety of different fasteners. Next up is strength, flexibility, durability, etc.
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
*Study for math test on Wednesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionfractionsstudyguide.docx and https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionratiosratesstudyguide.docx
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
FRIDAY, MAY 9, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Turn on binaural music
HOUSEKEEPING
EQAO Writing
Exercise bike alternatives
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
I shared with students our most recent edits to our TV Commercial. Students offered up some critiques which I applied. Here is the final commercial! https://youtu.be/6vAfNHLAiHI
READING
Today, we focused on common writing text forms that third graders may encounter in EQAO testing. The writing tasks are typically divided into paragraphs and alternate text forms:
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received time to finish up their news article related to our "Chicago Rat Hole" press conference.
MATH
11:20-12:20
In math, we reviewed ratios and introduced the concept of rates to the Grade 4s.
That brings us to the end of our unit. I've sent home a study guide and we're aiming for a test on Wednesday of next week.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s have now started their Strong and Stable Structures Unit (Pages 4-8) while grade 4s have started their https://www.drooker.ca/light-and-sound.html unit (Pages 4-8)
We defined light and looked at how the eye works:
Imagine light is like a dance party, and the dancers are really tiny particles called photons. These photons are special because they're both electric and magnetic, kind of like having two superpowers at once! They zoom around, and when they do, they make something called electromagnetic energy.
Now, think of this energy as the music at the dance party. It's what makes everything light up and sparkle! When the photons dance, they carry this energy with them, and that's what we see as light. So, light is like a super cool dance party where photons are the dancers and electromagnetic energy is the music that makes everything shine bright! Cool, huh?
Let's talk about how your eyes work with light, just like a camera!
1. **The Eye as a Camera:**
- Imagine your eye is like a camera that takes pictures.
- When you look at things, light comes into your eye, just like when you take a picture with a camera.
2. **Pupil:**
- Your eye has a little black circle in the middle called the pupil.
- The pupil is like the hole in a camera where light comes in.
- It gets bigger or smaller to let in more or less light, depending on how bright it is outside.
3. **Lens:**
- Behind the pupil, there's a lens, which is like the lens in a camera.
- The lens helps to focus the light coming into your eye, so you can see things clearly.
- It bends the light to make a clear picture on the back of your eye.
4. **Retina:**
- At the back of your eye, there's a special part called the retina.
- The retina is like the film in a camera. It's where the picture is formed.
- It has lots of tiny cells that turn light into signals that go to your brain.
5. **Optic Nerve:**
- These signals travel along a pathway called the optic nerve.
- The optic nerve is like a cable that sends the signals from your eye to your brain.
- Your brain then turns these signals into the pictures you see!
So, your eye works like a camera, with the pupil letting in light, the lens focusing it, the retina capturing the picture, and the optic nerve sending it to your brain. It's like a magical camera inside your head!
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
*Study for math test on Wednesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionfractionsstudyguide.docx and https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionratiosratesstudyguide.docx
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Turn on binaural music
HOUSEKEEPING
EQAO Writing
Exercise bike alternatives
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
I shared with students our most recent edits to our TV Commercial. Students offered up some critiques which I applied. Here is the final commercial! https://youtu.be/6vAfNHLAiHI
READING
Today, we focused on common writing text forms that third graders may encounter in EQAO testing. The writing tasks are typically divided into paragraphs and alternate text forms:
- Paragraph Types:
- Persuasive Paragraphs: Emphasis was placed on brainstorming strong arguments before writing.
- Comparative Paragraphs: Students practiced using Venn diagrams to organize similarities and differences.
- Letters: Structured as a paragraph embedded within a date, greeting, closing, and signature.
- Descriptive Paragraphs: Highlighted the use of vivid adjectives, sensory words, and figurative language like similes and metaphors.
- Alternate Text Forms:
- Announcements: Focused on writing strong, persuasive headlines and engaging content.
- Narratives: Students reviewed the four-part structure: orientation, problem, events, and resolution. We emphasized the use of dialogue and effective dialogue tags while reminding students not to skip lines, as space is limited.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received time to finish up their news article related to our "Chicago Rat Hole" press conference.
MATH
11:20-12:20
In math, we reviewed ratios and introduced the concept of rates to the Grade 4s.
- Ratios: We examined practical examples, such as recipes (e.g., 1 cup of sugar to 5 tablespoons of salt) and explored how ratios change when serving sizes increase or decrease.
- Rates: We discussed how rates compare two related quantities, such as hourly wages or speed (e.g., $15 per hour or 100 km/h).
- Problem-Solving with Division: Students practiced calculating unit rates, such as determining the cost per pencil when 10 pencils cost $10 or the price per hot dog when 6 hot dogs cost $3
That brings us to the end of our unit. I've sent home a study guide and we're aiming for a test on Wednesday of next week.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s have now started their Strong and Stable Structures Unit (Pages 4-8) while grade 4s have started their https://www.drooker.ca/light-and-sound.html unit (Pages 4-8)
We defined light and looked at how the eye works:
Imagine light is like a dance party, and the dancers are really tiny particles called photons. These photons are special because they're both electric and magnetic, kind of like having two superpowers at once! They zoom around, and when they do, they make something called electromagnetic energy.
Now, think of this energy as the music at the dance party. It's what makes everything light up and sparkle! When the photons dance, they carry this energy with them, and that's what we see as light. So, light is like a super cool dance party where photons are the dancers and electromagnetic energy is the music that makes everything shine bright! Cool, huh?
Let's talk about how your eyes work with light, just like a camera!
1. **The Eye as a Camera:**
- Imagine your eye is like a camera that takes pictures.
- When you look at things, light comes into your eye, just like when you take a picture with a camera.
2. **Pupil:**
- Your eye has a little black circle in the middle called the pupil.
- The pupil is like the hole in a camera where light comes in.
- It gets bigger or smaller to let in more or less light, depending on how bright it is outside.
3. **Lens:**
- Behind the pupil, there's a lens, which is like the lens in a camera.
- The lens helps to focus the light coming into your eye, so you can see things clearly.
- It bends the light to make a clear picture on the back of your eye.
4. **Retina:**
- At the back of your eye, there's a special part called the retina.
- The retina is like the film in a camera. It's where the picture is formed.
- It has lots of tiny cells that turn light into signals that go to your brain.
5. **Optic Nerve:**
- These signals travel along a pathway called the optic nerve.
- The optic nerve is like a cable that sends the signals from your eye to your brain.
- Your brain then turns these signals into the pictures you see!
So, your eye works like a camera, with the pupil letting in light, the lens focusing it, the retina capturing the picture, and the optic nerve sending it to your brain. It's like a magical camera inside your head!
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
*Study for math test on Wednesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionfractionsstudyguide.docx and https://www.drooker.ca/uploads/1/1/0/9/110962203/multiplicationdivisionratiosratesstudyguide.docx
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
WEDNESDAY, MAY 7, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We started off the morning with a fairly significant number of desk changes to try to restore this class's balance. If you have yet to read yesterday's blog entry, please do so as there were some serious issues that came yet again to a head.
HOUSEKEEPING
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Students took a look at K.K.'s narration and how that was completed and imported into imovie for our TV Commercial.
READING
Today, I personally walked students through their pre practice EQAO test: https://d3d9vqrpii4nuo.cloudfront.net/#/en/student/primary-assessment
We looked at the various tools as well as how to navigate throughout the test (specifically the split screen feature). We started to discuss common writing prompts that students are typically asked to complete:
Narrative ("Write a story about the first time you rode your bike)
Comparative paragraph (Think: Venn Diagram)
Explanatory paragraph
Persuasive paragraph
Letter
Announcement
We will start to look at how to "hack" these writing text forms over the next few days.
We will aim to have grade 3 students complete their official practice test on Wednesday of next week. They will be provided with a computer and are reminded to bring in headphones in advance to take advantage of the built in tools. The entire literacy block will be provided to them to complete their practice test.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students then transitioned into writing their lede paragraphs related to yesterday's "press conference".
MATH/LIBRARY
11:20-12:20
We had a fire drill and students and I advanced further into fractions with addition of fractions (Grade 3s: 93 and 94/Grade 4s 165 and 166) and then turned our attention to defining ratios. This fun video resonated with students and provided a real life context for ratios https://www.youtube.com/watch?v=iQL4cr3If64
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We reviewed our track and field events and went outside. We focused in on ball toss, running long jump and standing long jump.
Overall...
TRIPLE JUMP: THE 3 PART JUMP
Think of the triple jump as 3 moves in 1 big jump. The sequence is hop, step, jump, and it is performed as follows:
RUNNING LONG JUMP: THE BIG LEAP
Run-Up:
STANDING LONG JUMP: THE POWER LAUNCH
Starting Position:
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s completed their science quiz. We'll take it up together next class and continue with Strong and Stable Structures
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division Trick: https://www.youtube.com/watch?v=SLze82Zcc4Y
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We started off the morning with a fairly significant number of desk changes to try to restore this class's balance. If you have yet to read yesterday's blog entry, please do so as there were some serious issues that came yet again to a head.
HOUSEKEEPING
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Students took a look at K.K.'s narration and how that was completed and imported into imovie for our TV Commercial.
READING
Today, I personally walked students through their pre practice EQAO test: https://d3d9vqrpii4nuo.cloudfront.net/#/en/student/primary-assessment
We looked at the various tools as well as how to navigate throughout the test (specifically the split screen feature). We started to discuss common writing prompts that students are typically asked to complete:
Narrative ("Write a story about the first time you rode your bike)
Comparative paragraph (Think: Venn Diagram)
Explanatory paragraph
Persuasive paragraph
Letter
Announcement
We will start to look at how to "hack" these writing text forms over the next few days.
We will aim to have grade 3 students complete their official practice test on Wednesday of next week. They will be provided with a computer and are reminded to bring in headphones in advance to take advantage of the built in tools. The entire literacy block will be provided to them to complete their practice test.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students then transitioned into writing their lede paragraphs related to yesterday's "press conference".
MATH/LIBRARY
11:20-12:20
We had a fire drill and students and I advanced further into fractions with addition of fractions (Grade 3s: 93 and 94/Grade 4s 165 and 166) and then turned our attention to defining ratios. This fun video resonated with students and provided a real life context for ratios https://www.youtube.com/watch?v=iQL4cr3If64
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We reviewed our track and field events and went outside. We focused in on ball toss, running long jump and standing long jump.
Overall...
TRIPLE JUMP: THE 3 PART JUMP
Think of the triple jump as 3 moves in 1 big jump. The sequence is hop, step, jump, and it is performed as follows:
- Hop: The athlete takes off from one foot and lands on the same foot.
- Step: The athlete switches to the opposite foot and lands on it.
- Jump: The athlete then takes off from that foot and lands in the sand pit, typically on both feet.
- Stay Smooth: Keep the rhythm steady – say, “Hop, Step, Jump!” out loud to keep in time.
- Swing Arms Forward: Your arms are like rocket boosters – swing them forward with each phase to add more power and distance.
- Eyes Forward: Look straight ahead to stay balanced.
- Land Like a Frog: Bend your knees and use your arms to balance when you land.
RUNNING LONG JUMP: THE BIG LEAP
Run-Up:
- Start with a strong run. Keep your strides even and controlled.
- When you reach the takeoff line, push off with one foot (usually your strongest foot).
- Swing your arms forward to help lift off.
- Stay in the air as long as possible by keeping your legs forward and arms reaching ahead.
- Imagine you’re a bird soaring through the air.
- Land with both feet, knees bent to absorb the impact.
- Keep your arms forward to stay balanced.
- Speed Matters: The faster your run-up, the farther you’ll jump – but stay in control.
- Takeoff Timing: Push off just before the takeoff line – not too early, not too late.
- Swing Arms Forward: Swing your arms up as you take off to lift higher.
- Land Like a Ninja: Bend your knees and lean forward to stick the landing.
STANDING LONG JUMP: THE POWER LAUNCH
Starting Position:
- Stand behind the starting line with feet shoulder-width apart.
- Bend your knees slightly and keep your arms behind you.
- Swing your arms forward while pushing off with both feet simultaneously.
- Extend your legs and lean forward to maximize distance.
- Imagine a frog leaping forward powerfully.
- Land with both feet together, knees bent to absorb the impact.
- Keep your arms forward to maintain balance.
- Bend and Spring: Bend your knees deeply before the jump to generate more power.
- Arm Swing: Use a strong arm swing to propel yourself further.
- Stick the Landing: Stay balanced by landing with both feet at the same time, knees bent, and arms extended forward.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s completed their science quiz. We'll take it up together next class and continue with Strong and Stable Structures
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division Trick: https://www.youtube.com/watch?v=SLze82Zcc4Y
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
TUESDAY, MAY 6, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I distributed May's Reading Logs to students. If you haven't handed in April's yet, please do so as soon as possible!
*On the heels of our field trip...I'm just following up with contact info for anyone who would be interested in coming in for toy testing. Spin Master's recruiter Anna is the one who would set that up and whoever is interested can send her a note and she’ll add them to her list of folks to contact in future. [email protected]
HOUSEKEEPING
LANGUAGE
9:10-10:50
Today, students re-recorded portions of their TV commercial, including a narrated segment, while continuing to build their editing skills in iMovie and GarageBand—skills introduced in yesterday’s lesson. The goal is to increase their confidence and independence as we move into future media studies projects.
Later, we held a press conference for our latest news article, exploring the viral 2024 story of the Chicago Rat Hole. In an exciting twist, we contacted the office of a Chicago alderman involved in the story and spoke with his chief of staff. This gave students a real-time look at how investigative journalism can unfold—even from a distance. We’re planning to send some of our writing to the alderman as a thank-you for his help.
MATH
11:20-12:20
We reviewed once more all of our multiplication and division strategies focusing in once more on "short division" https://www.youtube.com/watch?v=SLze82Zcc4Y We then turned our attention towards defining and relating fractions to division. We focused primarily on page 92 and page 164 of grade 3 and 4s respective work booklets.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
After lunch, we had to address some ongoing and escalating behavioral and attitudinal challenges, particularly during lunchtime interactions with other teachers. Unfortunately, the level of disrespect shown—especially toward staff who consistently go above and beyond for student safety, well-being, and learning—has reached a troubling point. In the past two weeks alone, three staff members, including two with over 20 years of experience, have been brought to tears due to the intensity of these encounters.
This led to a serious debrief with Ms. Burt and Ms. Kelly, one of several recent discussions aimed at tackling these concerns. We are now exploring more significant interventions, including the possibility of suspensions if behavior does not improve.
As a result, 95% of today’s gym period focused on practicing proper classroom decorum—lining up quickly, transitioning respectfully, and resetting expectations. We did manage to spend a few minutes working on long jump, triple jump, and standing long jump in preparation for our Grade 4 Track & Field Day on May 29. We plan to build on these events in tomorrow’s phys ed session.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today, the Grade 3s reviewed their Forces in Motion webpage and quiz in preparation for tomorrow’s very straightforward assessment. Following that, we launched our next science unit: Strong and Stable Structures. https://www.drooker.ca/strong-and-stable-structures.html
Students began by defining what a structure is, distinguishing between natural structures and human-made (built) structures. We also explored the difference between natural and synthetic materials, using an engaging video on plastics to illustrate how synthetic materials are created.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division Trick: https://www.youtube.com/watch?v=SLze82Zcc4Y
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Grade 3 Science Quiz tomorrow
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I distributed May's Reading Logs to students. If you haven't handed in April's yet, please do so as soon as possible!
*On the heels of our field trip...I'm just following up with contact info for anyone who would be interested in coming in for toy testing. Spin Master's recruiter Anna is the one who would set that up and whoever is interested can send her a note and she’ll add them to her list of folks to contact in future. [email protected]
HOUSEKEEPING
LANGUAGE
9:10-10:50
Today, students re-recorded portions of their TV commercial, including a narrated segment, while continuing to build their editing skills in iMovie and GarageBand—skills introduced in yesterday’s lesson. The goal is to increase their confidence and independence as we move into future media studies projects.
Later, we held a press conference for our latest news article, exploring the viral 2024 story of the Chicago Rat Hole. In an exciting twist, we contacted the office of a Chicago alderman involved in the story and spoke with his chief of staff. This gave students a real-time look at how investigative journalism can unfold—even from a distance. We’re planning to send some of our writing to the alderman as a thank-you for his help.
MATH
11:20-12:20
We reviewed once more all of our multiplication and division strategies focusing in once more on "short division" https://www.youtube.com/watch?v=SLze82Zcc4Y We then turned our attention towards defining and relating fractions to division. We focused primarily on page 92 and page 164 of grade 3 and 4s respective work booklets.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
After lunch, we had to address some ongoing and escalating behavioral and attitudinal challenges, particularly during lunchtime interactions with other teachers. Unfortunately, the level of disrespect shown—especially toward staff who consistently go above and beyond for student safety, well-being, and learning—has reached a troubling point. In the past two weeks alone, three staff members, including two with over 20 years of experience, have been brought to tears due to the intensity of these encounters.
This led to a serious debrief with Ms. Burt and Ms. Kelly, one of several recent discussions aimed at tackling these concerns. We are now exploring more significant interventions, including the possibility of suspensions if behavior does not improve.
As a result, 95% of today’s gym period focused on practicing proper classroom decorum—lining up quickly, transitioning respectfully, and resetting expectations. We did manage to spend a few minutes working on long jump, triple jump, and standing long jump in preparation for our Grade 4 Track & Field Day on May 29. We plan to build on these events in tomorrow’s phys ed session.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today, the Grade 3s reviewed their Forces in Motion webpage and quiz in preparation for tomorrow’s very straightforward assessment. Following that, we launched our next science unit: Strong and Stable Structures. https://www.drooker.ca/strong-and-stable-structures.html
Students began by defining what a structure is, distinguishing between natural structures and human-made (built) structures. We also explored the difference between natural and synthetic materials, using an engaging video on plastics to illustrate how synthetic materials are created.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division Trick: https://www.youtube.com/watch?v=SLze82Zcc4Y
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Grade 3 Science Quiz tomorrow
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
MONDAY, MAY 5, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*This past week was certainly a busy one. We wrapped up our Menace Machine Grant project and had a fantastic field trip on Friday to Spin Master! I've posted some photos from the field trip here: https://www.drooker.ca/galleryhighlights.html We'll take our raw audio and video footage and assemble it together into a cohesive ad and will share it shortly!
*C.S. and T.R. were featured in YRDSB's Principal Day video https://www.youtube.com/watch?v=QFRArLYkw6A
HOUSEKEEPING
Fire Drill Wednesday
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
This morning, we reviewed raw footage from Friday’s field trip and began learning how to use iMovie for video editing. We then shifted focus to GarageBand on the Mac platform, exploring basic shortcuts such as R to record, the spacebar to start/stop playback, and return to reset the playhead. Students experimented with adding audio tracks and sound effects to build polished radio ads.
From there, students continued developing their media projects, crafting radio advertisements that repeated the product name, included a clear “bribe,” and featured a catchy jingle—either their slogan or a melody. Many groups applied success criteria discussed in earlier lessons and even used AI tools to help reword lyrics from popular songs to better connect with their target audience. We’re seeing some very creative ideas come to life!
MATH
11:20-12:20
Today, our class explored another useful division strategy—Short Division. I prefer teaching this method because it's more streamlined and less step-heavy than the traditional Long Division approach. While Long Division typically follows the DMSB acronym (Divide, Multiply, Subtract, Bring down – or as we say, Dead Might Smell Bad), Short Division encourages students to apply the same steps in a quicker, more intuitive way.
We've included a tutorial video for students to review and reinforce this approach at home. https://www.youtube.com/watch?v=SLze82Zcc4Y
As we wrap up our unit over the next few days, we’ll be introducing some new concepts around ratios and rates, with a quiz tentatively scheduled for Friday covering both multiplication and division strategies. Please continue practicing times table tricks and Short Division techniques in preparation!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our https://www.drooker.ca/forces-causing-movement.html unit today with a look at natural forces such as https://www.youtube.com/watch?v=XUvtti8UWsU We discussed how various structures need to be able to withstand natural forces beyond gravity e.g. winds, seismic activity (which we'll see come into play next unit). The unit is incredibly straightforward and we'll aim for a quiz on Wednesday. Students have been instructed to reviewed the shaded text boxes that appear on our website in particular over the next few days to prepare for the quiz.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division Trick: https://www.youtube.com/watch?v=SLze82Zcc4Y
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Grade 3 Science Quiz Wednesday
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*This past week was certainly a busy one. We wrapped up our Menace Machine Grant project and had a fantastic field trip on Friday to Spin Master! I've posted some photos from the field trip here: https://www.drooker.ca/galleryhighlights.html We'll take our raw audio and video footage and assemble it together into a cohesive ad and will share it shortly!
*C.S. and T.R. were featured in YRDSB's Principal Day video https://www.youtube.com/watch?v=QFRArLYkw6A
HOUSEKEEPING
Fire Drill Wednesday
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
This morning, we reviewed raw footage from Friday’s field trip and began learning how to use iMovie for video editing. We then shifted focus to GarageBand on the Mac platform, exploring basic shortcuts such as R to record, the spacebar to start/stop playback, and return to reset the playhead. Students experimented with adding audio tracks and sound effects to build polished radio ads.
From there, students continued developing their media projects, crafting radio advertisements that repeated the product name, included a clear “bribe,” and featured a catchy jingle—either their slogan or a melody. Many groups applied success criteria discussed in earlier lessons and even used AI tools to help reword lyrics from popular songs to better connect with their target audience. We’re seeing some very creative ideas come to life!
MATH
11:20-12:20
Today, our class explored another useful division strategy—Short Division. I prefer teaching this method because it's more streamlined and less step-heavy than the traditional Long Division approach. While Long Division typically follows the DMSB acronym (Divide, Multiply, Subtract, Bring down – or as we say, Dead Might Smell Bad), Short Division encourages students to apply the same steps in a quicker, more intuitive way.
We've included a tutorial video for students to review and reinforce this approach at home. https://www.youtube.com/watch?v=SLze82Zcc4Y
As we wrap up our unit over the next few days, we’ll be introducing some new concepts around ratios and rates, with a quiz tentatively scheduled for Friday covering both multiplication and division strategies. Please continue practicing times table tricks and Short Division techniques in preparation!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our https://www.drooker.ca/forces-causing-movement.html unit today with a look at natural forces such as https://www.youtube.com/watch?v=XUvtti8UWsU We discussed how various structures need to be able to withstand natural forces beyond gravity e.g. winds, seismic activity (which we'll see come into play next unit). The unit is incredibly straightforward and we'll aim for a quiz on Wednesday. Students have been instructed to reviewed the shaded text boxes that appear on our website in particular over the next few days to prepare for the quiz.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review Short Division Trick: https://www.youtube.com/watch?v=SLze82Zcc4Y
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
*Grade 3 Science Quiz Wednesday
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
THURSDAY MAY 1, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
For parents coming on our field trip tomorrow, the address is Spin Master: 225 King Street West. Should you be meeting us downtown, please let the concierge know that you're part of our field trip and we will be arriving around 10:00 and meeting in the Adventure Bay meeting room.
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
HOUSEKEEPING
Radio/TV ads
Remaining Menace Presentations
Tomorrow
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning going through tomorrow's itinerary for our Spin Master Field Trip.
READING
Our TV and Radio Ad groups had an opportunity to rehearse their scripts in preparation for recording tomorrow.
I announced our EQAO dates to students: June 2, 4, 5 (Make up day is June 10).
Students then received an opportunity to "play" in the EQAO sandbox using an online portal that EQAO has provided before our official practice test: d3d9vqrpii4nuo.cloudfront.net/#/en/student/primary-assessment
We still have some work to do in terms of overall EQAO strategy review before we attempt our actual practice test which we'll complete the second week of May. We still have to review aspects/strategies pertaining to the writing portions of the test alongside the various math sections: https://www.drooker.ca/eqao.html
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Since the 4th graders were away for yesterday's press conference, we reviewed our lede paragraphs with them and we co-authored a "colour"/secondary paragraph for the article.
MATH
11:20-12:20
Putting us in position to tackle long/short division, ratios, rates, etc. later next week, we tackled multi digit multiplication today using the lattice method. This video and method is definitely worth reviewing! https://www.youtube.com/watch?v=cijuPxHgZAA Students went on to tackle multi digit multiplication questions throughout their booklet using the lattice method (or another method they have been previously taught e.g. cross multiplication). I frankly couldn't care less what method is used as long as it's accurate and well practiced!
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Ms. Owusu had an emergency that she had to tend to so I took advantage of having the Grade 8s come into the room. Students benefited from their support in multiplication and worked tirelessly on their new found multi digit multiplication strategies.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We tried to go outside to use the radar gun and build upon our learning involving speed vs. distance but the moment we were outside, it started to pour. We ultimately came back into the classroom and used a "nerf" style ball and discussed speed vs. distance with some radar gun experimentation.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review "Lattice" multiplication: https://www.youtube.com/watch?v=cijuPxHgZAA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
For parents coming on our field trip tomorrow, the address is Spin Master: 225 King Street West. Should you be meeting us downtown, please let the concierge know that you're part of our field trip and we will be arriving around 10:00 and meeting in the Adventure Bay meeting room.
*EQAO Dates: June 2, 4, 5 (Make up day is June 10).
HOUSEKEEPING
Radio/TV ads
Remaining Menace Presentations
Tomorrow
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning going through tomorrow's itinerary for our Spin Master Field Trip.
READING
Our TV and Radio Ad groups had an opportunity to rehearse their scripts in preparation for recording tomorrow.
I announced our EQAO dates to students: June 2, 4, 5 (Make up day is June 10).
Students then received an opportunity to "play" in the EQAO sandbox using an online portal that EQAO has provided before our official practice test: d3d9vqrpii4nuo.cloudfront.net/#/en/student/primary-assessment
We still have some work to do in terms of overall EQAO strategy review before we attempt our actual practice test which we'll complete the second week of May. We still have to review aspects/strategies pertaining to the writing portions of the test alongside the various math sections: https://www.drooker.ca/eqao.html
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Since the 4th graders were away for yesterday's press conference, we reviewed our lede paragraphs with them and we co-authored a "colour"/secondary paragraph for the article.
MATH
11:20-12:20
Putting us in position to tackle long/short division, ratios, rates, etc. later next week, we tackled multi digit multiplication today using the lattice method. This video and method is definitely worth reviewing! https://www.youtube.com/watch?v=cijuPxHgZAA Students went on to tackle multi digit multiplication questions throughout their booklet using the lattice method (or another method they have been previously taught e.g. cross multiplication). I frankly couldn't care less what method is used as long as it's accurate and well practiced!
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Ms. Owusu had an emergency that she had to tend to so I took advantage of having the Grade 8s come into the room. Students benefited from their support in multiplication and worked tirelessly on their new found multi digit multiplication strategies.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We tried to go outside to use the radar gun and build upon our learning involving speed vs. distance but the moment we were outside, it started to pour. We ultimately came back into the classroom and used a "nerf" style ball and discussed speed vs. distance with some radar gun experimentation.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Review "Lattice" multiplication: https://www.youtube.com/watch?v=cijuPxHgZAA
WEDNESDAY, APRIL 30, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We're still waiting on the following students to visit School Cash Online to attend our field trip on Friday: BD, AH, JW, MY, NY, FL, MS
*Grade 4s were away at VORC today leaving me with the grade 3s for most of the day.
HOUSEKEEPING
Lottery tickets Wednesday
Remaining Menace Presentations
Radio/TV Ads
Recess Equipment
YESTERDAY
Apologies for the lack of a blog update yesterday—it was an incredibly full and intense day!
In the morning, students were recorded and interviewed by the YRDSB film crew as part of our Menace Machine grant project. They shared their experiences and offered thoughtful reflections on school principles, the messages they’d like to send to YRDSB administrators, and suggestions for future improvements. Throughout our literacy block, students were pulled individually or in pairs to continue these interviews while others worked on their social studies research and the ongoing Zoo Money, Area, and Perimeter performance task. That task is now time-sensitive, with about 90 minutes remaining before time penalties begin. Students are focused on completing their zoo maps and calculating perimeter costs and surface material expenses (e.g., grass, asphalt, interlocking bricks).
In the afternoon, we debriefed the morning’s activities before moving on to track and field preparation. We reviewed strategies for the 100m, 200m, 800m, and 1500m runs, as well as the ball toss. Jumping events like long jump will be introduced on Thursday.
Grade 3 students had science while Grade 4s attended French. In science, we wrapped up our work on magnets and explored maglev trains, learning how magnets can power transportation with no pollution—though high costs remain a barrier. We also studied electrostatic force through balloon experiments and a brief trip to the photocopier to see how static electricity helps transfer images in the copying process.
All in all, it was a packed and productive day!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=jKNtIkC6bYs
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /X/.
The class completed some “Freefall Writing” work (X) and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
COOL DOWN
Students read independently while I offered up some descriptive feedback to X on his/her recent work.
MATH/LIBRARY
11:20-12:20
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*As of Monday, we're still waiting on the following students to visit School Cash Online to attend our field trip on Friday: BD,AH, JW, MY, NY, FL, MS
*The following students need to return a revised photo/video waiver form (Consent or do not consent boxes require your attention): WG, AH, JL, MY, JY, MS, CS, GP
*The following students need to return photo/video waiver forms and NDAs for our Spin Master Field Trip as soon as possible: BD, HL, GP, MS, MV, SD, FL
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We're still waiting on the following students to visit School Cash Online to attend our field trip on Friday: BD, AH, JW, MY, NY, FL, MS
*Grade 4s were away at VORC today leaving me with the grade 3s for most of the day.
HOUSEKEEPING
Lottery tickets Wednesday
Remaining Menace Presentations
Radio/TV Ads
Recess Equipment
YESTERDAY
Apologies for the lack of a blog update yesterday—it was an incredibly full and intense day!
In the morning, students were recorded and interviewed by the YRDSB film crew as part of our Menace Machine grant project. They shared their experiences and offered thoughtful reflections on school principles, the messages they’d like to send to YRDSB administrators, and suggestions for future improvements. Throughout our literacy block, students were pulled individually or in pairs to continue these interviews while others worked on their social studies research and the ongoing Zoo Money, Area, and Perimeter performance task. That task is now time-sensitive, with about 90 minutes remaining before time penalties begin. Students are focused on completing their zoo maps and calculating perimeter costs and surface material expenses (e.g., grass, asphalt, interlocking bricks).
In the afternoon, we debriefed the morning’s activities before moving on to track and field preparation. We reviewed strategies for the 100m, 200m, 800m, and 1500m runs, as well as the ball toss. Jumping events like long jump will be introduced on Thursday.
Grade 3 students had science while Grade 4s attended French. In science, we wrapped up our work on magnets and explored maglev trains, learning how magnets can power transportation with no pollution—though high costs remain a barrier. We also studied electrostatic force through balloon experiments and a brief trip to the photocopier to see how static electricity helps transfer images in the copying process.
All in all, it was a packed and productive day!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=jKNtIkC6bYs
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /X/.
The class completed some “Freefall Writing” work (X) and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
COOL DOWN
Students read independently while I offered up some descriptive feedback to X on his/her recent work.
MATH/LIBRARY
11:20-12:20
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*As of Monday, we're still waiting on the following students to visit School Cash Online to attend our field trip on Friday: BD,AH, JW, MY, NY, FL, MS
*The following students need to return a revised photo/video waiver form (Consent or do not consent boxes require your attention): WG, AH, JL, MY, JY, MS, CS, GP
*The following students need to return photo/video waiver forms and NDAs for our Spin Master Field Trip as soon as possible: BD, HL, GP, MS, MV, SD, FL
MONDAY, APRIL 28, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I distributed photo/video waiver forms and NDAs for our Spin Master Field Trip today. Kindly return them as soon as possible!
*A little message from Ms. Sottile (who will be taking the Grade 4s to V.O.R.C.):
Dear Grade 4 Families,
Just a friendly reminder the grade 4s will be going to Vivian Outdoor Resource Centre on Wednesday April 30th for our outdoor education trip. I will be attending the field trip with them for the day.
This is an outdoor education trip therefore we will be outdoors most of the day regardless of the weather. The past few weeks daily weather conditions have been very unpredictable so please check the forecast with your child and ensure they are dressed appropriately.
They are also asked to bring a litter-less lunch and a reusable water bottle. We will be departing for VORC on a bus after attendance is taken and return to the school before regular dismissal.
If you have any questions, please let me know.
Thanks!
HOUSEKEEPING
Lottery tickets Wednesday
Menace
Radio/TV Ads
LANGUAGE
9:10-10:50
BEHAVIOUR
We continue to refine our thumbs up and thumbs down routine to maximize student learning. I walked students through a revised approach that will add some further specificity towards trends we've been observing. This documentation will be presented to you by the end of May to give you a greater sense as to just how frequently Ms. Kelly and I are redirecting attention in the course of a month. Unfortunately, our class continues to struggle with a variety of key learning skills which directly or indirectly impact individual learning and/or the learning of others.
PAUSE TO PLAY
We went outside and kicked off our Pause to Play initiative and enjoyed some outdoor fun.
READING
Our voice actors and actors for our Spin Master field trip had an opportunity to rehearse their scripts.
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Struct/stru/ (To build or pile up) and we reviewed OPP.
For the next month, students will have an opportunity to work on finishing up their social studies research project (notes, paragraph, artifact) and their Zoo task while I conduct guided reading. I gave students some ongoing feedback on both their social studies research project and Zoo task to wrap up our morning.
MATH
11:20-12:20
C.S. and F.L. delivered a level 4 "model" Menace Presentation to students including gestures and props. Tomorrow, students will be rolling the Menace Machine project from class to class and delivering their presentations. As a result, I gave students their final block of time to rehearse. Some students were reminded to ensure they come prepared be it with their script on cue cards and/or rehearse their lines with greater volume, inflection, fluency, etc. This is especially important because they have a partner that is relying upon them to deliver a top shelf presentation. Students will be evaluated by their host teacher using the rubric we've been utilizing all year. The YRDSB film crew is also joining us tomorrow. Beyond interviewing us about our project, the film crew is also looking into asking students some other questions:
What do you appreciate most about your principal?
How does your principal make a difference in your school?
If you could say one thing to all principals today, what would it be?
Parents, you've signed waivers allowing students to be filmed and interviewed regarding our grant project but in light of the film crew wanting to expand their queries, should you find these questions to be disagreeable, please let me know and I'll ensure your child is *not* filmed in relation to the aforementioned questions.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We reviewed our learning thus far in relation to https://www.drooker.ca/forces-causing-movement.html and focused in on magnetic force today. https://www.drooker.ca/uploads/1/1/0/9/110962203/g8_orig.jpg and https://education.nationalgeographic.org/resource/magnetism/ We looked at how magnets are made https://www.youtube.com/watch?v=uYNsebHvn0w and students had an opportunity to play with a variety of different magnets.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
*Grade 4's Field Trip to Vivian is Wednesday, April 30th
*Grade 3/4 Field Trip to Spin Master is Friday, May 2nd.
*Please return photo/video waiver forms and NDAs for our Spin Master Field Trip as soon as possible!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I distributed photo/video waiver forms and NDAs for our Spin Master Field Trip today. Kindly return them as soon as possible!
*A little message from Ms. Sottile (who will be taking the Grade 4s to V.O.R.C.):
Dear Grade 4 Families,
Just a friendly reminder the grade 4s will be going to Vivian Outdoor Resource Centre on Wednesday April 30th for our outdoor education trip. I will be attending the field trip with them for the day.
This is an outdoor education trip therefore we will be outdoors most of the day regardless of the weather. The past few weeks daily weather conditions have been very unpredictable so please check the forecast with your child and ensure they are dressed appropriately.
They are also asked to bring a litter-less lunch and a reusable water bottle. We will be departing for VORC on a bus after attendance is taken and return to the school before regular dismissal.
If you have any questions, please let me know.
Thanks!
HOUSEKEEPING
Lottery tickets Wednesday
Menace
Radio/TV Ads
LANGUAGE
9:10-10:50
BEHAVIOUR
We continue to refine our thumbs up and thumbs down routine to maximize student learning. I walked students through a revised approach that will add some further specificity towards trends we've been observing. This documentation will be presented to you by the end of May to give you a greater sense as to just how frequently Ms. Kelly and I are redirecting attention in the course of a month. Unfortunately, our class continues to struggle with a variety of key learning skills which directly or indirectly impact individual learning and/or the learning of others.
PAUSE TO PLAY
We went outside and kicked off our Pause to Play initiative and enjoyed some outdoor fun.
READING
Our voice actors and actors for our Spin Master field trip had an opportunity to rehearse their scripts.
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Struct/stru/ (To build or pile up) and we reviewed OPP.
For the next month, students will have an opportunity to work on finishing up their social studies research project (notes, paragraph, artifact) and their Zoo task while I conduct guided reading. I gave students some ongoing feedback on both their social studies research project and Zoo task to wrap up our morning.
MATH
11:20-12:20
C.S. and F.L. delivered a level 4 "model" Menace Presentation to students including gestures and props. Tomorrow, students will be rolling the Menace Machine project from class to class and delivering their presentations. As a result, I gave students their final block of time to rehearse. Some students were reminded to ensure they come prepared be it with their script on cue cards and/or rehearse their lines with greater volume, inflection, fluency, etc. This is especially important because they have a partner that is relying upon them to deliver a top shelf presentation. Students will be evaluated by their host teacher using the rubric we've been utilizing all year. The YRDSB film crew is also joining us tomorrow. Beyond interviewing us about our project, the film crew is also looking into asking students some other questions:
What do you appreciate most about your principal?
How does your principal make a difference in your school?
If you could say one thing to all principals today, what would it be?
Parents, you've signed waivers allowing students to be filmed and interviewed regarding our grant project but in light of the film crew wanting to expand their queries, should you find these questions to be disagreeable, please let me know and I'll ensure your child is *not* filmed in relation to the aforementioned questions.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We reviewed our learning thus far in relation to https://www.drooker.ca/forces-causing-movement.html and focused in on magnetic force today. https://www.drooker.ca/uploads/1/1/0/9/110962203/g8_orig.jpg and https://education.nationalgeographic.org/resource/magnetism/ We looked at how magnets are made https://www.youtube.com/watch?v=uYNsebHvn0w and students had an opportunity to play with a variety of different magnets.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
*Grade 4's Field Trip to Vivian is Wednesday, April 30th
*Grade 3/4 Field Trip to Spin Master is Friday, May 2nd.
*Please return photo/video waiver forms and NDAs for our Spin Master Field Trip as soon as possible!
FRIDAY, APRIL 25, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
*Menace Project
*Desk changes
*Media: Radio and TV scripts
*T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
MEDIA
We spent some time this morning "workshopping" our radio and tv commercials for our field trip next week to Spin Master. We gave some feedback to students and discussed the jingle. Voice actors and actors have been provided with an "At Home Script" to rehearse with. Please keep it at home. After our field trip is done with, feel free to recycle it.
ORAL PRESENTATION #3
Students received a significant amount of time to rehearse their Menace Script which they'll be presenting on Tuesday to classes around the school. They will also be interviewed/recorded by the YRDSB Film Crew.
MATH
11:20-12:20
Students continued work with one digit by one digit and two digit by one digit division using one of three strategies.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
I was provided with some prep payback as I lost some preps a while back. Students worked on both their lede and colour news article paragraphs related to the "press conference" I conducted yesterday.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
*Grade 4's Field Trip to Vivian is Wednesday, April 30th
*Grade 3/4 Field Trip to Spin Master is Friday, May 2nd.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
*Menace Project
*Desk changes
*Media: Radio and TV scripts
*T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
MEDIA
We spent some time this morning "workshopping" our radio and tv commercials for our field trip next week to Spin Master. We gave some feedback to students and discussed the jingle. Voice actors and actors have been provided with an "At Home Script" to rehearse with. Please keep it at home. After our field trip is done with, feel free to recycle it.
ORAL PRESENTATION #3
Students received a significant amount of time to rehearse their Menace Script which they'll be presenting on Tuesday to classes around the school. They will also be interviewed/recorded by the YRDSB Film Crew.
MATH
11:20-12:20
Students continued work with one digit by one digit and two digit by one digit division using one of three strategies.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
I was provided with some prep payback as I lost some preps a while back. Students worked on both their lede and colour news article paragraphs related to the "press conference" I conducted yesterday.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
*Grade 4's Field Trip to Vivian is Wednesday, April 30th
*Grade 3/4 Field Trip to Spin Master is Friday, May 2nd.
THURSDAY, APRIL 24, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I was absent yesterday and thus no learning blog.
*We have some room for parent volunteers for our field trip to Spin Master on Friday, May 2! If you’re interested in joining us, please reach out :) [email protected]
*Just a reminder that I continue to upload images of typical/atypical work to your child's remote learning google drive for your perusal. As previously mentioned, occasionally my Google Drive app fails to upload things properly as I'm typically working off of my personal device and WIFI for image capture and at a school with rather dense/cinder block walls so if a particular item is missing that is important (e.g. only two out of three pages of a math test appear), let me know! I'm pretty diligent in watching the uploads from start to finish but occasionally something slips on by!
*We have quite a few students on growth plans in our class which we typically review every 6 weeks. If you're a parent in that boat, know that I'm slowly but surely meeting up with parents to review their child's progress one on one and discussing next steps and then co-creating and rolling out updated growth plans. If you haven't heard from me in regards to a meeting date/time, know that I'll be reaching out shortly to book a time :)
*Pause to Play starts Monday with some school wide activity. Each April, York Region Public Health hosts an annual Pause to Play Challenge in York Region schools. Children are challenged to put their TV’s, gaming devices, tablets and computers on “pause” for one full week and are encouraged to participate in active outdoor play. A healthy 24 hours includes:
*At least 60 minutes of moderate to vigorous physical activity
*Several hours of a variety of light physical activities
*Nine to 11 hours of uninterrupted sleep
*No more than two hours of recreational screen time & limited sitting
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
*Student Fashion Show: Wednesday, May 8th at 6:00 PM
*Very important update. There was some confusion as to when our Vivian Outdoor Resource Center Field Trip was scheduled. To clarify, the 4th graders are going on Wednesday, April 30th.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We assigned TV and Radio script roles to our actors for our field trip commercials. These actors will receive time to rehearse their scripts next week so that they are prepared for recording
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Now that students are well versed with the success criteria of a strong News Article, we turned our attention towards their first formative task. I conducted a press conference and students took notes using pictures and/or words and started writing their lede paragraphs. https://www.drooker.ca/news-article-writing.html Our tutorial video is certainly worth reviewing: https://www.youtube.com/watch?v=Dgnk4hmFD4I
MATH
11:20-12:20
Only 12 out of 23 students came prepared with their Menace Machine script rehearsed and marked up (e.g. https://www.drooker.ca/uploads/1/1/0/9/110962203/image1-10_orig.jpeg ) Some students have yet to try out what I've modeled for them. As a result, I deliberately made the font rather small and provided reminders this week and last to enlarge/mark up their script. Students have been partnered up and will be provided time tomorrow to rehearse their presentations which will occur on Tuesday.
Today's math work focused in on division. We've looked extensively at how division is repeated subtraction e.g. https://www.youtube.com/watch?v=xBlingXK188 Students are welcome to utilize this strategy towards finding a solution. We've also explored how a picture or array can be used to represent division e.g. 36 (Smarties) divided between 6 (students). Certainly a division can be related to multiplication. Much like subtraction is the inverse of an addition fact so too is multiplication for division. Stating the obvious but this is where doing your multiplication facts cold helps matters. 36 / 6 = ? What number times 6 gives us the product 36? 6! Students started working on solving one digit by one digit and two digit by one digit division questions today in their booklet and will continue tomorrow.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s continued with their social studies research project while grade 3s continued working on their Zoo Money/Area/Perimeter Performance Task.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s focused in on friction and gravity in today's science lesson: https://www.drooker.ca/forces-causing-movement.html Again, the lesson was quite "meaty" and it's always worth reviewing the learning on our subject specific websites beneath the relevant subheadings on a nightly basis so check out our website!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review and come prepared tomorrow with: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx enlarged and marked up!
*Grade 4 Field Trip to VORC April 30th
*Grade 3/4 Field Trip to Spin Master May 2nd
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I was absent yesterday and thus no learning blog.
*We have some room for parent volunteers for our field trip to Spin Master on Friday, May 2! If you’re interested in joining us, please reach out :) [email protected]
*Just a reminder that I continue to upload images of typical/atypical work to your child's remote learning google drive for your perusal. As previously mentioned, occasionally my Google Drive app fails to upload things properly as I'm typically working off of my personal device and WIFI for image capture and at a school with rather dense/cinder block walls so if a particular item is missing that is important (e.g. only two out of three pages of a math test appear), let me know! I'm pretty diligent in watching the uploads from start to finish but occasionally something slips on by!
*We have quite a few students on growth plans in our class which we typically review every 6 weeks. If you're a parent in that boat, know that I'm slowly but surely meeting up with parents to review their child's progress one on one and discussing next steps and then co-creating and rolling out updated growth plans. If you haven't heard from me in regards to a meeting date/time, know that I'll be reaching out shortly to book a time :)
*Pause to Play starts Monday with some school wide activity. Each April, York Region Public Health hosts an annual Pause to Play Challenge in York Region schools. Children are challenged to put their TV’s, gaming devices, tablets and computers on “pause” for one full week and are encouraged to participate in active outdoor play. A healthy 24 hours includes:
*At least 60 minutes of moderate to vigorous physical activity
*Several hours of a variety of light physical activities
*Nine to 11 hours of uninterrupted sleep
*No more than two hours of recreational screen time & limited sitting
*Track and Field (Grade 4s): May 29th (Rain date: May 30th)
*Student Fashion Show: Wednesday, May 8th at 6:00 PM
*Very important update. There was some confusion as to when our Vivian Outdoor Resource Center Field Trip was scheduled. To clarify, the 4th graders are going on Wednesday, April 30th.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We assigned TV and Radio script roles to our actors for our field trip commercials. These actors will receive time to rehearse their scripts next week so that they are prepared for recording
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Now that students are well versed with the success criteria of a strong News Article, we turned our attention towards their first formative task. I conducted a press conference and students took notes using pictures and/or words and started writing their lede paragraphs. https://www.drooker.ca/news-article-writing.html Our tutorial video is certainly worth reviewing: https://www.youtube.com/watch?v=Dgnk4hmFD4I
MATH
11:20-12:20
Only 12 out of 23 students came prepared with their Menace Machine script rehearsed and marked up (e.g. https://www.drooker.ca/uploads/1/1/0/9/110962203/image1-10_orig.jpeg ) Some students have yet to try out what I've modeled for them. As a result, I deliberately made the font rather small and provided reminders this week and last to enlarge/mark up their script. Students have been partnered up and will be provided time tomorrow to rehearse their presentations which will occur on Tuesday.
Today's math work focused in on division. We've looked extensively at how division is repeated subtraction e.g. https://www.youtube.com/watch?v=xBlingXK188 Students are welcome to utilize this strategy towards finding a solution. We've also explored how a picture or array can be used to represent division e.g. 36 (Smarties) divided between 6 (students). Certainly a division can be related to multiplication. Much like subtraction is the inverse of an addition fact so too is multiplication for division. Stating the obvious but this is where doing your multiplication facts cold helps matters. 36 / 6 = ? What number times 6 gives us the product 36? 6! Students started working on solving one digit by one digit and two digit by one digit division questions today in their booklet and will continue tomorrow.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s continued with their social studies research project while grade 3s continued working on their Zoo Money/Area/Perimeter Performance Task.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s focused in on friction and gravity in today's science lesson: https://www.drooker.ca/forces-causing-movement.html Again, the lesson was quite "meaty" and it's always worth reviewing the learning on our subject specific websites beneath the relevant subheadings on a nightly basis so check out our website!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review and come prepared tomorrow with: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx enlarged and marked up!
*Grade 4 Field Trip to VORC April 30th
*Grade 3/4 Field Trip to Spin Master May 2nd
TUESDAY, APRIL 22, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder that the following students have art on display at the Latcham Gallery (Stouffville Library) till Friday, April 25: B.D. A.V., H.L. A.L., T.R., F.L.
*Students need to come prepared with their revised Menace Machine Scripts rehearsed and marked up for Thursday as time will be given to students to rehearse with their partner. Students will be going from class to class to present our grant project. YRDSB will be filming students Tuesday, April 29th.
*Our field trip to Spin Master on May the 2nd has gone "live" on School Cash Online. Please ensure you have registered your child as soon as possible.
HOUSEKEEPING
*Menace Project
*Media: Radio and TV scripts
*Narrative test and Math Test First Recess Thursday
* T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning choosing actors and voice actors for our Spin Master Field Trip TV and Radio ad performances.
READING
During our reading block, students worked on two EQAO reading response questions. We continue to have some significant issues with group work. As a result, we're going to revert to students working independently.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During our writing block, we looked at a strong work sample involving our first new article task which we started last week. Students are now well versed with the lede paragraph's expectations. We then co-authored a strong "colour" paragraph. In the colour paragraph, students are asked to have (at least) a combination of 3 quotes and/or cool facts. You'll notice in the example below that I have gone beyond and have 2 quotes and 2 extending facts for a total of 4.
OH DEER!
Thursday, April 17, 2025.
(Lede Paragraph)
Whitchurch-Stouffville, Ontario: On November 25th, 2024, a woman named Andrea Arnold was driving to her job at Rocky Mountain Goat Newspaper in McBride, British Columbia. Around 8:30 am, she pulled over after seeing something shocking! She immediately took out her camera and started snapping pictures. A deer wearing a high visibility vest had jumped in front of her car and ran down through the ditch into a neighboring forest. Ms. Arnold posted these unusual photos on Instagram and these photos went viral! In fact, a local tow truck driver named Joe Rich also managed to photograph the deer as well. A conservation officer named Eamon McArthur was unsure as to why a deer would be wearing a bright safety vest. In fact, this safety vest was a zippered one! People are speculating that this was either a bizarre prank gone wrong or perhaps someone did this out of the kindness of their heart to try and protect wildlife by being struck by cars. However, the mystery remains as to who is responsible and how this was accomplished! Read on to learn more about this bizarre story.
(Colour Paragraph: A combination of quotes and/or cool facts totalling at least 3)
I interviewed Ms. Arnold requesting an update as to where things stand with the deer. She informed me, “I heard from Joe down the road that the deer’s vest was found floating in Donald’s pond! I haven’t seen the deer since my pictures were posted on Instagram!” A local police officer named Siggy Rizz apparently was called to the corner of William Street and Fiona Road recently due to a deer that was struck by a dump truck. Unfortunately, the deer died. Officer Rizz told me, “This poor deer didn’t make it. I have a feeling though that it was the deer that was wearing the vest. We’re awaiting DNA testing on the vest and the dead deer to see if there’s a connection!” A woman named Anna Sassin was driving the dump truck that struck the deer. Officer Rizz arrested her at the scene as it looks as though she drove into the deer on purpose. She is currently being held at Sigma Prison.
MATH
11:20-12:20
We had our first batch of students come through having completed all of the single digit by single digit multiplication questions throughout our entire booklet. Consider them the "pace bunnies" for the class. You'll recall students are trying to solve the questions using their times table tricks or through the drawing of "groups of" or "rows of"/arrays. 95% of students are using their times table tricks with a few using the alternate methods which take time. They'll receive time tomorrow to wrap up the aforementioned task. Students who have completed have received feedback and are working on their Zoo Money/Area/Perimeter Challenge before we move onto division. Keep practicing those times table tricks! :)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued with our "Baseball 5" play with teams of 5 or 6 students facing off against one another. Towards the end of the period, I raised the stakes with a rule change to pick up the pace of play and promote greater focus and strategy. We'll employ this rule change from the get go next period.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s started their new science unit today involving Forces and Motion https://www.drooker.ca/forces-causing-movement.html
We defined force as a push or a pull that starts or stops a movement and then pivoted towards muscular force (biceps, triceps, quads, lats, pecs, calves).
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Come prepared Thursday with https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx rehearsed and marked up
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a reminder that the following students have art on display at the Latcham Gallery (Stouffville Library) till Friday, April 25: B.D. A.V., H.L. A.L., T.R., F.L.
*Students need to come prepared with their revised Menace Machine Scripts rehearsed and marked up for Thursday as time will be given to students to rehearse with their partner. Students will be going from class to class to present our grant project. YRDSB will be filming students Tuesday, April 29th.
*Our field trip to Spin Master on May the 2nd has gone "live" on School Cash Online. Please ensure you have registered your child as soon as possible.
HOUSEKEEPING
*Menace Project
*Media: Radio and TV scripts
*Narrative test and Math Test First Recess Thursday
* T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning choosing actors and voice actors for our Spin Master Field Trip TV and Radio ad performances.
READING
During our reading block, students worked on two EQAO reading response questions. We continue to have some significant issues with group work. As a result, we're going to revert to students working independently.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During our writing block, we looked at a strong work sample involving our first new article task which we started last week. Students are now well versed with the lede paragraph's expectations. We then co-authored a strong "colour" paragraph. In the colour paragraph, students are asked to have (at least) a combination of 3 quotes and/or cool facts. You'll notice in the example below that I have gone beyond and have 2 quotes and 2 extending facts for a total of 4.
OH DEER!
Thursday, April 17, 2025.
(Lede Paragraph)
Whitchurch-Stouffville, Ontario: On November 25th, 2024, a woman named Andrea Arnold was driving to her job at Rocky Mountain Goat Newspaper in McBride, British Columbia. Around 8:30 am, she pulled over after seeing something shocking! She immediately took out her camera and started snapping pictures. A deer wearing a high visibility vest had jumped in front of her car and ran down through the ditch into a neighboring forest. Ms. Arnold posted these unusual photos on Instagram and these photos went viral! In fact, a local tow truck driver named Joe Rich also managed to photograph the deer as well. A conservation officer named Eamon McArthur was unsure as to why a deer would be wearing a bright safety vest. In fact, this safety vest was a zippered one! People are speculating that this was either a bizarre prank gone wrong or perhaps someone did this out of the kindness of their heart to try and protect wildlife by being struck by cars. However, the mystery remains as to who is responsible and how this was accomplished! Read on to learn more about this bizarre story.
(Colour Paragraph: A combination of quotes and/or cool facts totalling at least 3)
I interviewed Ms. Arnold requesting an update as to where things stand with the deer. She informed me, “I heard from Joe down the road that the deer’s vest was found floating in Donald’s pond! I haven’t seen the deer since my pictures were posted on Instagram!” A local police officer named Siggy Rizz apparently was called to the corner of William Street and Fiona Road recently due to a deer that was struck by a dump truck. Unfortunately, the deer died. Officer Rizz told me, “This poor deer didn’t make it. I have a feeling though that it was the deer that was wearing the vest. We’re awaiting DNA testing on the vest and the dead deer to see if there’s a connection!” A woman named Anna Sassin was driving the dump truck that struck the deer. Officer Rizz arrested her at the scene as it looks as though she drove into the deer on purpose. She is currently being held at Sigma Prison.
MATH
11:20-12:20
We had our first batch of students come through having completed all of the single digit by single digit multiplication questions throughout our entire booklet. Consider them the "pace bunnies" for the class. You'll recall students are trying to solve the questions using their times table tricks or through the drawing of "groups of" or "rows of"/arrays. 95% of students are using their times table tricks with a few using the alternate methods which take time. They'll receive time tomorrow to wrap up the aforementioned task. Students who have completed have received feedback and are working on their Zoo Money/Area/Perimeter Challenge before we move onto division. Keep practicing those times table tricks! :)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued with our "Baseball 5" play with teams of 5 or 6 students facing off against one another. Towards the end of the period, I raised the stakes with a rule change to pick up the pace of play and promote greater focus and strategy. We'll employ this rule change from the get go next period.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s started their new science unit today involving Forces and Motion https://www.drooker.ca/forces-causing-movement.html
We defined force as a push or a pull that starts or stops a movement and then pivoted towards muscular force (biceps, triceps, quads, lats, pecs, calves).
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Come prepared Thursday with https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx rehearsed and marked up
WEDNESDAY, APRIL 16, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a heads up that I'll be away tomorrow as I'm at a math conference
*Be aware that you should be receiving access on School Cash Online for our May 2nd field trip to Spin Master. The field trip is free but busing amounts to a cost of $22.00 per student. If you're interested in volunteering and have your vulnerable sector screening, feel free to reach out! If we ultimately have a significant number of parents interested and it's over our cap, we'll draw names from a hat :)
HOUSEKEEPING
LANGUAGE
9:10-10:50
Because our Spin Master Field Trip is creeping up quickly on us (Friday, May 2nd) and because Spin Master has asked us to have our radio and television ad scripts ready for them to review by this Friday, I snuck in some Media today. We looked at several scripts that I had planned out which frankly were lousy (and defeated the purpose of the entire project...after all we want students to learn how to write scripts and become media savvy). As such, students had an opportunity to brainstorm and develop some ideas related to our class scripts. We developed the following:
RADIO COMMERCIAL: "Tooth Fairy"
Duration: 30 seconds
Cast: Narrator (A), Kid (B), Monster Truck Voice (C)
Sound Effects: Snoring, magical chime, engine revving, monster truck crash, echo FX
[SFX: Gentle snoring, soft ambient nighttime sounds]
Narrator (calm, bedtime tone):
Late one night, a kid placed a tooth beneath their pillow, hoping the Tooth Fairy would leave a shiny coin…
[SFX: Engine revs, tires screech, monster truck crash. Magical chime distorted by monster truck growl.]
Monster Truck Voice (BOOMING, EXCITED):
WHO WANTS A LOUSY DOLLAR?! OR EVEN TEN BUCKS?! BORING!
THIS TIME, YOU'RE GETTING…
A MONSTER JAM TOY FROM SPIN MASTER! MONSTER JAM! MONSTER JAM! MONSTER JAM!
Kid (groggy, annoyed):
WTF... I'm tryin’ to sleep here!
Monster Truck Voice:
WAKE UP! You just scored a LIMITED EDITION MONSTER JAM TRUCK—with GLOW-IN-THE-DARK TIRES!
Narrator (playful):
Monster Jam Toys: They're not just toys—they're the stuff of dreams.
Unleash your imagination… with Monster Jam Toys.
Monster Truck Voice (echoing):
MONSTER JAM! MONSTER JAM! MONSTER JAM! I’M SIGMAAAAA!
Kid:
This toy is sigma! But you’re skibidi! Now let me go back to sleep!
Narrator:
Check it out at monsterjammediaproject.weebly.com
[SFX: Monster truck rev fades into dreamy sparkles]
TV COMMERCIAL: "Parent Takeover"
Duration: 30 seconds
Cast: Child 1 (A), Child 2 (B), Mom (C), Dad (D)
Setting: Living room with couch and two end tables
Props: Monster Jam trucks, newspaper, glasses, laundry basket
[Scene opens: Mom and Dad sit stiffly on the couch reading newspapers. Both wear glasses, uninterested.]
[Child 1 runs in front of them, revving a Monster Jam truck across the coffee table.]
Child 1 (excited):
Boom! Front flip! Monster Jam crushes the cereal mountain!
[Child 2 enters from other side, joins in.]
Child 2:
Over the couch—double backflip! WHOA!
Time for a DIRT-STORM COLLISION!
[Parents lower newspapers slightly. Glasses drop to noses.]
Mom (stern):
Child 1, you're grounded. Go upstairs. NOW.
Child 1 (shocked):
Whaaaat? WTF?! Why??
Dad (to Child 2):
You’re in BIG trouble. You’re headed to… Laundry Basket Jail!
[They gently place laundry basket over Child 2. Child peeks through slats, confused.]
[Parents suddenly JUMP UP, grab Monster Jam trucks and start playing like maniacs—making engine noises, crashing into cushions, etc.]
Mom (laughing):
I’m doing a triple donut! Watch this!
[Zoom in on Child 2’s confused eyes peering out of basket. Cut to Child 1 peeking from hallway, jaw dropped, eyes darting side to side.]
[Cut to black. Logo flashes.]
Voiceover Jingle (upbeat, cheerful):
Monster Jam Toys! Unleash your imagination…
Visit monsterjammediaproject.weebly.com
We'll assign acting and voice acting roles shortly to students.
MATH
11:20-12:20
Just a reminder that I've sent home "Menace" presentation scripts home today
Today saw us start off our new unit "Multiplication, Division, Ratios and Rates" https://www.drooker.ca/number.html It's tough to capture in blog form the entirety of our lesson but students were reminded that multiplication is repeated addition of the same number.
3 + 3 + 3 = 9 versus 3 x (groups of) 3 = 9
Students are expected to solve all multiplication questions quickly and accurately...after all, they have had months of practice using the song strategies we have instituted since the start of the school year and have had access to for daily homework purposes since October. If they're stuck, they're familiar with drawing out "groups of" https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-04-15-at-2-09-04-pm_orig.png or using an array/"rows of" and counting "dots" https://www.geogebra.org/m/vEb7jYEb
Students were invited to solve any and every single digit by single digit multiplication question in their booklets using one of these three aforementioned strategies. They'll have more time tomorrow to work on accomplishing this.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s worked on their research note taking while grade 3s worked on their diagnostic newspaper lede paragraphs. Students shared their lede paragraphs and we paused to call up and share our writing with Andrea Arnold (Reporter at Rocky Mountain Goat News in British Columbia) to share our writing with her! We didn't reach her but we reached another reporter who passed word along to Andrea who is interested in talking to students about her job and the information she gathered which inspired this writing task. Stay tuned :) I assume she'll Facetime with us :)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a heads up that I'll be away tomorrow as I'm at a math conference
*Be aware that you should be receiving access on School Cash Online for our May 2nd field trip to Spin Master. The field trip is free but busing amounts to a cost of $22.00 per student. If you're interested in volunteering and have your vulnerable sector screening, feel free to reach out! If we ultimately have a significant number of parents interested and it's over our cap, we'll draw names from a hat :)
HOUSEKEEPING
LANGUAGE
9:10-10:50
Because our Spin Master Field Trip is creeping up quickly on us (Friday, May 2nd) and because Spin Master has asked us to have our radio and television ad scripts ready for them to review by this Friday, I snuck in some Media today. We looked at several scripts that I had planned out which frankly were lousy (and defeated the purpose of the entire project...after all we want students to learn how to write scripts and become media savvy). As such, students had an opportunity to brainstorm and develop some ideas related to our class scripts. We developed the following:
RADIO COMMERCIAL: "Tooth Fairy"
Duration: 30 seconds
Cast: Narrator (A), Kid (B), Monster Truck Voice (C)
Sound Effects: Snoring, magical chime, engine revving, monster truck crash, echo FX
[SFX: Gentle snoring, soft ambient nighttime sounds]
Narrator (calm, bedtime tone):
Late one night, a kid placed a tooth beneath their pillow, hoping the Tooth Fairy would leave a shiny coin…
[SFX: Engine revs, tires screech, monster truck crash. Magical chime distorted by monster truck growl.]
Monster Truck Voice (BOOMING, EXCITED):
WHO WANTS A LOUSY DOLLAR?! OR EVEN TEN BUCKS?! BORING!
THIS TIME, YOU'RE GETTING…
A MONSTER JAM TOY FROM SPIN MASTER! MONSTER JAM! MONSTER JAM! MONSTER JAM!
Kid (groggy, annoyed):
WTF... I'm tryin’ to sleep here!
Monster Truck Voice:
WAKE UP! You just scored a LIMITED EDITION MONSTER JAM TRUCK—with GLOW-IN-THE-DARK TIRES!
Narrator (playful):
Monster Jam Toys: They're not just toys—they're the stuff of dreams.
Unleash your imagination… with Monster Jam Toys.
Monster Truck Voice (echoing):
MONSTER JAM! MONSTER JAM! MONSTER JAM! I’M SIGMAAAAA!
Kid:
This toy is sigma! But you’re skibidi! Now let me go back to sleep!
Narrator:
Check it out at monsterjammediaproject.weebly.com
[SFX: Monster truck rev fades into dreamy sparkles]
TV COMMERCIAL: "Parent Takeover"
Duration: 30 seconds
Cast: Child 1 (A), Child 2 (B), Mom (C), Dad (D)
Setting: Living room with couch and two end tables
Props: Monster Jam trucks, newspaper, glasses, laundry basket
[Scene opens: Mom and Dad sit stiffly on the couch reading newspapers. Both wear glasses, uninterested.]
[Child 1 runs in front of them, revving a Monster Jam truck across the coffee table.]
Child 1 (excited):
Boom! Front flip! Monster Jam crushes the cereal mountain!
[Child 2 enters from other side, joins in.]
Child 2:
Over the couch—double backflip! WHOA!
Time for a DIRT-STORM COLLISION!
[Parents lower newspapers slightly. Glasses drop to noses.]
Mom (stern):
Child 1, you're grounded. Go upstairs. NOW.
Child 1 (shocked):
Whaaaat? WTF?! Why??
Dad (to Child 2):
You’re in BIG trouble. You’re headed to… Laundry Basket Jail!
[They gently place laundry basket over Child 2. Child peeks through slats, confused.]
[Parents suddenly JUMP UP, grab Monster Jam trucks and start playing like maniacs—making engine noises, crashing into cushions, etc.]
Mom (laughing):
I’m doing a triple donut! Watch this!
[Zoom in on Child 2’s confused eyes peering out of basket. Cut to Child 1 peeking from hallway, jaw dropped, eyes darting side to side.]
[Cut to black. Logo flashes.]
Voiceover Jingle (upbeat, cheerful):
Monster Jam Toys! Unleash your imagination…
Visit monsterjammediaproject.weebly.com
We'll assign acting and voice acting roles shortly to students.
MATH
11:20-12:20
Just a reminder that I've sent home "Menace" presentation scripts home today
Today saw us start off our new unit "Multiplication, Division, Ratios and Rates" https://www.drooker.ca/number.html It's tough to capture in blog form the entirety of our lesson but students were reminded that multiplication is repeated addition of the same number.
3 + 3 + 3 = 9 versus 3 x (groups of) 3 = 9
Students are expected to solve all multiplication questions quickly and accurately...after all, they have had months of practice using the song strategies we have instituted since the start of the school year and have had access to for daily homework purposes since October. If they're stuck, they're familiar with drawing out "groups of" https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2019-04-15-at-2-09-04-pm_orig.png or using an array/"rows of" and counting "dots" https://www.geogebra.org/m/vEb7jYEb
Students were invited to solve any and every single digit by single digit multiplication question in their booklets using one of these three aforementioned strategies. They'll have more time tomorrow to work on accomplishing this.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s worked on their research note taking while grade 3s worked on their diagnostic newspaper lede paragraphs. Students shared their lede paragraphs and we paused to call up and share our writing with Andrea Arnold (Reporter at Rocky Mountain Goat News in British Columbia) to share our writing with her! We didn't reach her but we reached another reporter who passed word along to Andrea who is interested in talking to students about her job and the information she gathered which inspired this writing task. Stay tuned :) I assume she'll Facetime with us :)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
TUESDAY, APRIL 15, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
*Class routine refinement (Hands off, discussing issues privately, no music, no fidgets etc.)
*All students are to be supervised/walked to and from their classes and I will dismiss you all at day's end
*New supplies
*Work bin Cleanups
*Menace Project
*Media: Radio and TV scripts
*Narrative test first recess
* T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning going over some basic classic routines, a new attention getting routine that I'm starting to employ as well as completing some desk changes.
READING
During the reading portion of our literacy block, I rolled out "Oral Presentation #3" for students. Typically, I have students use the poem "The Jumblies" for presentation purposes but it makes sense to have students utilize our revised MENACE Machine script for presentation purposes as it dovetails perfectly with our upcoming school wide presentations and YRDSB video session that is occurring on April 29th. I went through the truncated presentation page with students and I'm sending home a hard copy for rehearsal purposes. As per usual, students are encouraged to transfer their scripts onto cue cards and mark up their script with inflection points, gestures, etc. Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
Ps...I forgot to send home the script at day's end so I'll send it home tomorrow!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During our writing block, students finished up their press conference alongside me in role (Andrea Arnold https://www.cbc.ca/news/canada/british-columbia/deer-high-vis-jacket-vest-mcbride-bc-1.7392483 ) Students took notes in their graphic organizers using pictures and/or words and they'll write their (diagnostic) lede paragraphs tomorrow related to the information they gleaned from the press conference.
MATH
11:20-12:20
We finished up our math test today and took it up. We're raring to go on to our next unit (Multiplication, Division, Ratios and Rates).
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Students continued with their research and note taking social studies project.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continued with their research and note taking during this block as well while the Grade 4s were in French.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
*Class routine refinement (Hands off, discussing issues privately, no music, no fidgets etc.)
*All students are to be supervised/walked to and from their classes and I will dismiss you all at day's end
*New supplies
*Work bin Cleanups
*Menace Project
*Media: Radio and TV scripts
*Narrative test first recess
* T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning going over some basic classic routines, a new attention getting routine that I'm starting to employ as well as completing some desk changes.
READING
During the reading portion of our literacy block, I rolled out "Oral Presentation #3" for students. Typically, I have students use the poem "The Jumblies" for presentation purposes but it makes sense to have students utilize our revised MENACE Machine script for presentation purposes as it dovetails perfectly with our upcoming school wide presentations and YRDSB video session that is occurring on April 29th. I went through the truncated presentation page with students and I'm sending home a hard copy for rehearsal purposes. As per usual, students are encouraged to transfer their scripts onto cue cards and mark up their script with inflection points, gestures, etc. Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
Ps...I forgot to send home the script at day's end so I'll send it home tomorrow!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During our writing block, students finished up their press conference alongside me in role (Andrea Arnold https://www.cbc.ca/news/canada/british-columbia/deer-high-vis-jacket-vest-mcbride-bc-1.7392483 ) Students took notes in their graphic organizers using pictures and/or words and they'll write their (diagnostic) lede paragraphs tomorrow related to the information they gleaned from the press conference.
MATH
11:20-12:20
We finished up our math test today and took it up. We're raring to go on to our next unit (Multiplication, Division, Ratios and Rates).
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Students continued with their research and note taking social studies project.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continued with their research and note taking during this block as well while the Grade 4s were in French.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
MONDAY, APRIL 14, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
*Class routine refinement (Hands off, discussing issues privately, no music, no fidgets etc.)
*All students are to be supervised/walked to and from their classes.
*New supplies
*Work Bin Cleanups and Desk Cleanups
*Menace Project
*Media: Radio and TV scripts
*Narrative test first recess
* T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=0S_RCqxHrxE
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme dict/dic (Root word meaning to say or tell)
The class reviewed our EQAO strategies leading into some EQAO written responses to reading that will offset guided reading this week.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I introduced students to their new writing unit today (which is my personal favourite). The following tutorial video captures our lesson: https://www.youtube.com/watch?v=Dgnk4hmFD4I Note: Students have yet to be introduced to Paragraph #2 (The "colour" paragraph) yet but are familiar with the importance of a catchy headline, the purpose of a newspaper lede paragraph (answers the questions who, what, where, when, why, and how), reporter voice, dateline, byline, etc. At the end of the period, I briefly started off my first "press conference". Students will take notes using pictures and/or words within the subheadings of our organizer to plan out their lede paragraphs. https://www.drooker.ca/uploads/1/1/0/9/110962203/newsarticleorganizer.pdf
MATH/LIBRARY
11:20-12:20
Students worked diligently on their math tests. I'll provide students with a bit more time tomorrow to finish things up and then we'll take it up and co-mark things before progressing onto our next unit.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
I spent some time talking to Baseball Canada over the weekend and seeing if we can land some equipment donations for our baseball unit. They're in the process of seeing what they can scrounge up. I gave some additional thought towards my initial plan with this unit considering some of the behavioural issues we have and I have some qualms involving my plan with some ongoing batting practice and soft toss that I alluded to last week. As such, I decided to pivot students towards Baseball5 and Stickball. Students were exposed to Baseball5 which has been gaining steam and popularity world wide these past few years and students really took to things during gym. I'm going to expose them next to Stickball and students will then have a choice as to which we'll utilize for round robin/tournament play. While games are going on, I'll be able to provide students with individual batting practice and/or soft toss and be better able to monitor their safety. Anyways, here's a glimpse into Baseball5 if you're not familiar with it: https://www.youtube.com/watch?v=fnn-NKwk04I
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students are now on the clock for their research project. They're now down to 65 minutes of time remaining for their research and note taking. Several students are on their second round of research and are wrapping up their expertise/understanding of their selected area of study. When those 65 minutes are up, we'll pivot towards a new science unit and intersperse time over the next little while to wrap up our research, write our presentation paragraphs and design our artifacts for eventual "museum" style presentation delivery.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
*Class routine refinement (Hands off, discussing issues privately, no music, no fidgets etc.)
*All students are to be supervised/walked to and from their classes.
*New supplies
*Work Bin Cleanups and Desk Cleanups
*Menace Project
*Media: Radio and TV scripts
*Narrative test first recess
* T: Wise Monkeys S: See no evil, hear no evil, speak no evil
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=0S_RCqxHrxE
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme dict/dic (Root word meaning to say or tell)
The class reviewed our EQAO strategies leading into some EQAO written responses to reading that will offset guided reading this week.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I introduced students to their new writing unit today (which is my personal favourite). The following tutorial video captures our lesson: https://www.youtube.com/watch?v=Dgnk4hmFD4I Note: Students have yet to be introduced to Paragraph #2 (The "colour" paragraph) yet but are familiar with the importance of a catchy headline, the purpose of a newspaper lede paragraph (answers the questions who, what, where, when, why, and how), reporter voice, dateline, byline, etc. At the end of the period, I briefly started off my first "press conference". Students will take notes using pictures and/or words within the subheadings of our organizer to plan out their lede paragraphs. https://www.drooker.ca/uploads/1/1/0/9/110962203/newsarticleorganizer.pdf
MATH/LIBRARY
11:20-12:20
Students worked diligently on their math tests. I'll provide students with a bit more time tomorrow to finish things up and then we'll take it up and co-mark things before progressing onto our next unit.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
I spent some time talking to Baseball Canada over the weekend and seeing if we can land some equipment donations for our baseball unit. They're in the process of seeing what they can scrounge up. I gave some additional thought towards my initial plan with this unit considering some of the behavioural issues we have and I have some qualms involving my plan with some ongoing batting practice and soft toss that I alluded to last week. As such, I decided to pivot students towards Baseball5 and Stickball. Students were exposed to Baseball5 which has been gaining steam and popularity world wide these past few years and students really took to things during gym. I'm going to expose them next to Stickball and students will then have a choice as to which we'll utilize for round robin/tournament play. While games are going on, I'll be able to provide students with individual batting practice and/or soft toss and be better able to monitor their safety. Anyways, here's a glimpse into Baseball5 if you're not familiar with it: https://www.youtube.com/watch?v=fnn-NKwk04I
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students are now on the clock for their research project. They're now down to 65 minutes of time remaining for their research and note taking. Several students are on their second round of research and are wrapping up their expertise/understanding of their selected area of study. When those 65 minutes are up, we'll pivot towards a new science unit and intersperse time over the next little while to wrap up our research, write our presentation paragraphs and design our artifacts for eventual "museum" style presentation delivery.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
FRIDAY, APRIL 11, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
Last period fun
LANGUAGE
9:10-10:50
Today, students had their final block of time to finish their narrative test. I continued to give detailed feedback alongside an evaluation to students who finished their test. Upon reflection, I don't think it's suitable to proceed with having students publish their narratives. Unfortunately there is a significant gap between student writing levels that might bring about some student unease. Since there were so many students who didn't use the time provided to the best of their abilities to complete their test, it simply isn't realistic to give more time towards publishing individual narratives, collating it, printing and/or selling it. Frankly, we'd best served to start our next unit and dedicate more time towards perfecting our craft.
MATH
11:20-12:20
In math today, we did a unit recap for our measurement unit https://www.drooker.ca/spatial-sense.html I've sent home a study guide https://www.drooker.ca/uploads/1/1/0/9/110962203/measurement_unit_study_guide.pdf which corresponds with our unit test which we'll have on Monday. We used the remaining time to review our times table tricks. I've sent home yet another copy of our times table tricks for review in preparation for our multiplication, division, rations, and rates unit.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We established some expectations involving our baseball mini unit. We'll have two soft toss stations running on the gym stage while we eventually have a baseball game going. Until we reach this point, I'll be throwing some batting practice and run students through the basic fielding alignment and rules on our gym floor. Today's period saw us work towards eventual game play with some hitting and base running.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students continued to work on their Zoo Area/Perimeter/Money project and then transitioned into some free time (3-3:40) related to the pizza fundraiser.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
*Grade 3s and 4s study for your Measurement Unit Test on Monday :)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
HOUSEKEEPING
Last period fun
LANGUAGE
9:10-10:50
Today, students had their final block of time to finish their narrative test. I continued to give detailed feedback alongside an evaluation to students who finished their test. Upon reflection, I don't think it's suitable to proceed with having students publish their narratives. Unfortunately there is a significant gap between student writing levels that might bring about some student unease. Since there were so many students who didn't use the time provided to the best of their abilities to complete their test, it simply isn't realistic to give more time towards publishing individual narratives, collating it, printing and/or selling it. Frankly, we'd best served to start our next unit and dedicate more time towards perfecting our craft.
MATH
11:20-12:20
In math today, we did a unit recap for our measurement unit https://www.drooker.ca/spatial-sense.html I've sent home a study guide https://www.drooker.ca/uploads/1/1/0/9/110962203/measurement_unit_study_guide.pdf which corresponds with our unit test which we'll have on Monday. We used the remaining time to review our times table tricks. I've sent home yet another copy of our times table tricks for review in preparation for our multiplication, division, rations, and rates unit.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We established some expectations involving our baseball mini unit. We'll have two soft toss stations running on the gym stage while we eventually have a baseball game going. Until we reach this point, I'll be throwing some batting practice and run students through the basic fielding alignment and rules on our gym floor. Today's period saw us work towards eventual game play with some hitting and base running.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students continued to work on their Zoo Area/Perimeter/Money project and then transitioned into some free time (3-3:40) related to the pizza fundraiser.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_presentation_script.docx
*Grade 3s and 4s study for your Measurement Unit Test on Monday :)
THURSDAY, APRIL 10, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Sadly, no one bothered to read the learning blog as tucked away within it was a surprise for 3 free lottery tickets for our month end draw. Just a fresh reminder to read the learning blog NIGHTLY alongside a parent/guardian as part of your homework routine.
*Pizza Kits will be delivered on April 24th for those who ordered as part of our school fundraising.
HOUSEKEEPING
M.S. Field trip
Lottery tickets
Friday 3-3:40 Free Period
LANGUAGE
9:10-10:50
In a similar fashion to yesterday, students worked on finishing up their narrative writing test. Students who finished today received an evaluation alongside me and had images of their work uploaded to their Remote Learning Google Drive. Students then advanced towards publishing their narratives. We'll return to our normal literacy routine come Monday!
MATH/MEDIA
11:20-12:20
We had a conference call with Spin Master setting up their field trip on May 2nd. The field trip parameters have been set up and we will spend some time as a class co creating scripts related to a commercial and radio spot we'll be recording during our field trip. Students have been divvied up into two groups and each group will require some students to be actors (be it on camera or voice actors) while others will work behind the scenes as directors, producers, etc.
Students continued work on their Zoo Perimeter/Area/Money Project. We then finished up our Math congress work from yesterday involving elapsed time. Students shared their various approaches to tackling the word problems I provided them with and the several of the approaches taken were ingenious and novel!
Ms. Mitchell was absent today and as a result, I was with students for the entirety of the day. During her blocks of time, we rounded up our measurement learning looking at angles (acute, obtuse, right). We also started a unit review including review of the formula to quickly tackle determining the area of a square or rectangle (A = L x W or B x H)
Just a heads up that our next unit will involve multiplication, division, ratios and rates. As such, please continue to review our times table tricks instituted at the beginning of the year that has been listed as nightly practice ever since!
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 4 students were with me as we were short a supply teacher so both the 3s and 4s continued to plug along with their research note taking as well as some more exploration of the documentary-"The Curse of the Axe".
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip-M.S.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Sadly, no one bothered to read the learning blog as tucked away within it was a surprise for 3 free lottery tickets for our month end draw. Just a fresh reminder to read the learning blog NIGHTLY alongside a parent/guardian as part of your homework routine.
*Pizza Kits will be delivered on April 24th for those who ordered as part of our school fundraising.
HOUSEKEEPING
M.S. Field trip
Lottery tickets
Friday 3-3:40 Free Period
LANGUAGE
9:10-10:50
In a similar fashion to yesterday, students worked on finishing up their narrative writing test. Students who finished today received an evaluation alongside me and had images of their work uploaded to their Remote Learning Google Drive. Students then advanced towards publishing their narratives. We'll return to our normal literacy routine come Monday!
MATH/MEDIA
11:20-12:20
We had a conference call with Spin Master setting up their field trip on May 2nd. The field trip parameters have been set up and we will spend some time as a class co creating scripts related to a commercial and radio spot we'll be recording during our field trip. Students have been divvied up into two groups and each group will require some students to be actors (be it on camera or voice actors) while others will work behind the scenes as directors, producers, etc.
Students continued work on their Zoo Perimeter/Area/Money Project. We then finished up our Math congress work from yesterday involving elapsed time. Students shared their various approaches to tackling the word problems I provided them with and the several of the approaches taken were ingenious and novel!
Ms. Mitchell was absent today and as a result, I was with students for the entirety of the day. During her blocks of time, we rounded up our measurement learning looking at angles (acute, obtuse, right). We also started a unit review including review of the formula to quickly tackle determining the area of a square or rectangle (A = L x W or B x H)
Just a heads up that our next unit will involve multiplication, division, ratios and rates. As such, please continue to review our times table tricks instituted at the beginning of the year that has been listed as nightly practice ever since!
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 4 students were with me as we were short a supply teacher so both the 3s and 4s continued to plug along with their research note taking as well as some more exploration of the documentary-"The Curse of the Axe".
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip-M.S.
WEDNESDAY, APRIL 9, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*The film crew will arrive the morning of Tuesday, April 29th to finish up their interviewing and filming of our MENACE Machine project. Once I have access to the documentary, I'll provide you a link for your viewing pleasure.
HOUSEKEEPING
Attention techniques
M.S. Field Trip
LANGUAGE
9:10-10:50
NARRATIVE TEST/PUBLISHING
Students continue to have till week's end to finish and submit their narrative test. Those who have finished have been evaluated alongside me with ~1-15 minutes of descriptive feedback per student and have advanced onto publishing their narrative.
MATH
11:20-12:20
Students paired up and worked on a grade 4 expectation (Elapsed time) using a timeline https://www.youtube.com/watch?v=ML6r7BEZo7M Students went through a "math congress" session in front of the class to express their approach and answers. We'll wrap up our measurement unit by Friday and I'll send home a study guide in preparation for a unit test on Monday.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s started their research project today alongside grade 3s continuing theirs. I've pencilled in about 80 more minutes of research/note taking time for the grade 3s before pushing them towards their summarizing paragraph and artifact building. We continued together with a bit more of the Curse of the Axe documentary involving the Huron Wendat of Stouffville. https://www.youtube.com/watch?v=mV_MpnMNpKM&t=611s
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*The film crew will arrive the morning of Tuesday, April 29th to finish up their interviewing and filming of our MENACE Machine project. Once I have access to the documentary, I'll provide you a link for your viewing pleasure.
HOUSEKEEPING
Attention techniques
M.S. Field Trip
LANGUAGE
9:10-10:50
NARRATIVE TEST/PUBLISHING
Students continue to have till week's end to finish and submit their narrative test. Those who have finished have been evaluated alongside me with ~1-15 minutes of descriptive feedback per student and have advanced onto publishing their narrative.
MATH
11:20-12:20
Students paired up and worked on a grade 4 expectation (Elapsed time) using a timeline https://www.youtube.com/watch?v=ML6r7BEZo7M Students went through a "math congress" session in front of the class to express their approach and answers. We'll wrap up our measurement unit by Friday and I'll send home a study guide in preparation for a unit test on Monday.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s started their research project today alongside grade 3s continuing theirs. I've pencilled in about 80 more minutes of research/note taking time for the grade 3s before pushing them towards their summarizing paragraph and artifact building. We continued together with a bit more of the Curse of the Axe documentary involving the Huron Wendat of Stouffville. https://www.youtube.com/watch?v=mV_MpnMNpKM&t=611s
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, APRIL 8, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Apologies for the lack of blogging yesterday. I was away and students had an occasional teacher.
HOUSEKEEPING
Attention techniques
Grade 4 Field Trip: MS
Grade 4 Research Topics
Mathew: Timbuktu
Taha: Egypt
Charli: Indus Valley
Fiona: China
Scarlett: Egypt
LANGUAGE/MATH
9:10-12:20
This morning saw students receive the period to work on completing their narrative test. We've had 3 students thus far complete their narrative test and they'll be moving onto the publishing phase of their work. The rest of the class is in the midst of finishing up their test over the next few days. We finally finished the labelling AND coding of our MENACE Machine (!) The mechanical computer is raring to go for game play https://en.wikipedia.org/wiki/Matchbox_Educable_Noughts_and_Crosses_Engine As far as we know, we're the second group to have created the MENACE Machine as an art installation with the original coming to fruition in 2016 https://we-make-money-not-art.com/menace-2-an-artificial-intelligence-made-of-wooden-drawers-and-coloured-beads/ Here's a look at our machine: https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-04-08-at-3-48-29-pm_orig.png
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We finished our coding at 2:55 and spent 5 minutes distributing the Grade 4 Research Assignment for social studies https://www.drooker.ca/uploads/1/1/0/9/110962203/early_civilization_research.docx Students will start their project tomorrow catching them up to where the 3s are at.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students continued with their note taking related to their artifact research project.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Apologies for the lack of blogging yesterday. I was away and students had an occasional teacher.
HOUSEKEEPING
Attention techniques
Grade 4 Field Trip: MS
Grade 4 Research Topics
Mathew: Timbuktu
Taha: Egypt
Charli: Indus Valley
Fiona: China
Scarlett: Egypt
LANGUAGE/MATH
9:10-12:20
This morning saw students receive the period to work on completing their narrative test. We've had 3 students thus far complete their narrative test and they'll be moving onto the publishing phase of their work. The rest of the class is in the midst of finishing up their test over the next few days. We finally finished the labelling AND coding of our MENACE Machine (!) The mechanical computer is raring to go for game play https://en.wikipedia.org/wiki/Matchbox_Educable_Noughts_and_Crosses_Engine As far as we know, we're the second group to have created the MENACE Machine as an art installation with the original coming to fruition in 2016 https://we-make-money-not-art.com/menace-2-an-artificial-intelligence-made-of-wooden-drawers-and-coloured-beads/ Here's a look at our machine: https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2025-04-08-at-3-48-29-pm_orig.png
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We finished our coding at 2:55 and spent 5 minutes distributing the Grade 4 Research Assignment for social studies https://www.drooker.ca/uploads/1/1/0/9/110962203/early_civilization_research.docx Students will start their project tomorrow catching them up to where the 3s are at.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students continued with their note taking related to their artifact research project.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S.
FRIDAY, APRIL 4, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
We continued to have a trend of absences so our class size has been smaller the past few days.
HOUSEKEEPING
Attention techniques
Grade 4 Field Trip
Grade 4 Research Topics
Mathew: Timbuktu
Taha: Egypt
Charli: Indus Valley
Fiona: China
Scarlett:
LANGUAGE/MATH
9:10-12:20
Today was a very math centric day. To start off the morning, I finished giving descriptive feedback to students who have yet to interview with me on their final narrative task before their test. All the while, students were tasked with labeling MENACE Machine boxes. Each game state requires two labels alongside a matching number on the bottom of the box as well as a shelf number for redundancy.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Students seemed keen on pivoting to baseball as opposed to cricket so we'll revisit cricket when the weather permits us to head outside. I gave students an introduction to baseball from pitching to hitting and briefly baserunning.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3 students helped me wrap up the final bit of labeling of the MENACE Machine during this block. We managed to complete all of the labeling which is no easy feat. We'll start the coding of the boxes next week :)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S., S.D.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
We continued to have a trend of absences so our class size has been smaller the past few days.
HOUSEKEEPING
Attention techniques
Grade 4 Field Trip
Grade 4 Research Topics
Mathew: Timbuktu
Taha: Egypt
Charli: Indus Valley
Fiona: China
Scarlett:
LANGUAGE/MATH
9:10-12:20
Today was a very math centric day. To start off the morning, I finished giving descriptive feedback to students who have yet to interview with me on their final narrative task before their test. All the while, students were tasked with labeling MENACE Machine boxes. Each game state requires two labels alongside a matching number on the bottom of the box as well as a shelf number for redundancy.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Students seemed keen on pivoting to baseball as opposed to cricket so we'll revisit cricket when the weather permits us to head outside. I gave students an introduction to baseball from pitching to hitting and briefly baserunning.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3 students helped me wrap up the final bit of labeling of the MENACE Machine during this block. We managed to complete all of the labeling which is no easy feat. We'll start the coding of the boxes next week :)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S., S.D.
THURSDAY, APRIL 3, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H.
HOUSEKEEPING
Attention techniques
Grade 4 Field Trip
Grade 4 Research Topics
Mathew: Timbuktu
Taha: Egypt
Charli: Indus Valley
Fiona: China
Scarlett:
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/DH2EKHaOaOr/
Another "hodge podge" morning as we try to advance some projects/culminating tasks. Students continued to go through the descriptive feedback process on their final narrative formative task before advancing onto their narrative "test". I continue to upload student writing to their Remote Learning Google Drive for your perusal. Students who were awaiting feedback worked on their Zoo Perimeter/Area/Money/Financial Literacy Performance task: https://www.drooker.ca/uploads/1/1/0/9/110962203/zooperimeterareamoneychallenge.pdf I'm hoping to finish up all of the debriefs by tomorrow so that the entire class is working on their final narrative task.
MATH
11:20-12:20
We're nearing the end of our measurement unit. Students worked on area today. The 3s were introduced to the formula to determine the area of square or rectangle (A=L x W) while the 4s revisited this concept.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
To jump start the next phase of our MENACE Machine Grant Project, I used this time to have the 3s start the process of labelling the 304 matchbox drawers of the machine. We put a significant dent into this task with around 75 matchboxes complete.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S., S.D.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H.
HOUSEKEEPING
Attention techniques
Grade 4 Field Trip
Grade 4 Research Topics
Mathew: Timbuktu
Taha: Egypt
Charli: Indus Valley
Fiona: China
Scarlett:
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/DH2EKHaOaOr/
Another "hodge podge" morning as we try to advance some projects/culminating tasks. Students continued to go through the descriptive feedback process on their final narrative formative task before advancing onto their narrative "test". I continue to upload student writing to their Remote Learning Google Drive for your perusal. Students who were awaiting feedback worked on their Zoo Perimeter/Area/Money/Financial Literacy Performance task: https://www.drooker.ca/uploads/1/1/0/9/110962203/zooperimeterareamoneychallenge.pdf I'm hoping to finish up all of the debriefs by tomorrow so that the entire class is working on their final narrative task.
MATH
11:20-12:20
We're nearing the end of our measurement unit. Students worked on area today. The 3s were introduced to the formula to determine the area of square or rectangle (A=L x W) while the 4s revisited this concept.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
To jump start the next phase of our MENACE Machine Grant Project, I used this time to have the 3s start the process of labelling the 304 matchbox drawers of the machine. We put a significant dent into this task with around 75 matchboxes complete.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S., S.D.
WEDNESDAY, APRIL 2, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C.
HOUSEKEEPING
Vivian forms
New attention techniques
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=qlrpeYdm9Ec
We did a hodge podge of things today in literacy. Students who finished working their way through the descriptive feedback process started their summative narrative writing task. Students who were waiting for feedback worked on finishing up their time work in math. As I've been going student by student, I've uploaded their final formative narrative task for your perusal within their Remote Learning Google Drive.
MATH
11:20-12:20
In math today, we took up student time work and focused in on telling time in words (quarter to, half past, quarter after). We then pivoted towards 24 hour/military time with subtracting 12 being the key strategy in determining the PM time as we normally come across it (civilian time). https://www.youtube.com/watch?v=ghOY0x6me_o
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s wrapped up their learning related to Ancient Rome and Medieval England.
HOUSING
Medieval Englanders tended to live in manors outside of city centers. Peasants, slaves and home owners would tend to the fertile land.
Ancient Romans would often live in wooden homes resembling simple apartment structures which had shops on the first level. Poor people lived in small, crowded rooms which often collapsed and fires were quite common. Wealthy families lived in large stone houses with roofs made of clay tiles. They had marble floors, carved columns and beautiful gardens. Atriums were quite common as well!
ROLES AND RESPONSIBILITIES
Both Ancient Rome and Medieval England societies were patriarchies. The oldest male in the family was the most powerful and had to be obeyed.
MEN
Men were responsible for physical/outside work. Men were permitted in Ancient Rome to sell even a family into slavery!
WOMEN
Women were responsible for inside work and child care.
CHILDREN
Girls would follow their mother’s lead and boys would typically follow their dad’s lead.
OTHER HOUSEHOLD MEMBERS
In medieval England, if you were rich (noble) you often had upwards of 100 people who would live with you (cooks, butlers, grooms). Both England and Rome also had their fair of slaves who were often mistreated.
FOOD TRADITIONS
Medieval England
Families usually ate two meals a day. The first meal was called Dinner. It was eaten in the late morning. Their late meal was called Supper. Medieval English people detested green vegetables and fruits and thought they were unhealthy. If they were to eat vegetables or fruits they would mix it in with meat, water and boil it until it turned into a dish called pottage.
Peasant farmers would be allowed to take left over fruits and vegetables from the lands they farmed. They also shared community garden space.
Ancient Rome
Families ate three meals usually a day. Wealthy families could afford proteins such as fish, chicken and beef. Wealthy nobles enjoyed showing off their many types of food by holding feasts or banquets. Slaves would provide the food and much like in Medieval England, nobles would allow peasants to beg at the meals and occasionally, peasants were given leftover food. Grain was commonly given to peasants as well.
HOW FAMILIES WERE FORMED
*In medieval England, couples would wear wedding rings on their middle fingers on their right hands. This is different from modern times where we wear our rings on the left hand on our ring fingers.
*In medieval England, the custom of betrothal was used. Often times young men (urged by their parents) would ask a young lady (sometimes a child!) for their hand in marriage. This promise resulted in the young lady wearing a ring for a quite a while until she was ready to actually get married.
*In ancient Rome, the groom (the male) would ask the bride to get married. Only after this was asked would they hold hands for the first time. When they got married, both the groom and the bride would wear flower wreaths. The bride would wear a veil. After the marriage, a banquet (a feast) was held at the bride’s house. Nowadays, we have celebrational feasts anywhere we please. Instead of throwing a bouquet of flowers to single people to predict who would get married next, in ancient Rome they tossed a torch (which they put out!).
ENTERTAINMENT
Ancient Romans sometimes played board games and a game called “Knuckle Bones” which was similar to “Jacks”. Slaves or prisoners were sometimes enlisted as Gladiators. They would either fight animals or one another to the death.
In Medieval England, they enjoyed storytelling, musical instruments, tops, board games and “Skittles” which is similar to modern bowling.
Grade 4s are asked to select an ancient civilization that they would like to research and become cultural experts on for tomorrow
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S., S.D., F.L.
*Grade 4 research topic (Pick an ancient civilization that you're interested in researching)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C.
HOUSEKEEPING
Vivian forms
New attention techniques
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=qlrpeYdm9Ec
We did a hodge podge of things today in literacy. Students who finished working their way through the descriptive feedback process started their summative narrative writing task. Students who were waiting for feedback worked on finishing up their time work in math. As I've been going student by student, I've uploaded their final formative narrative task for your perusal within their Remote Learning Google Drive.
MATH
11:20-12:20
In math today, we took up student time work and focused in on telling time in words (quarter to, half past, quarter after). We then pivoted towards 24 hour/military time with subtracting 12 being the key strategy in determining the PM time as we normally come across it (civilian time). https://www.youtube.com/watch?v=ghOY0x6me_o
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s wrapped up their learning related to Ancient Rome and Medieval England.
HOUSING
Medieval Englanders tended to live in manors outside of city centers. Peasants, slaves and home owners would tend to the fertile land.
Ancient Romans would often live in wooden homes resembling simple apartment structures which had shops on the first level. Poor people lived in small, crowded rooms which often collapsed and fires were quite common. Wealthy families lived in large stone houses with roofs made of clay tiles. They had marble floors, carved columns and beautiful gardens. Atriums were quite common as well!
ROLES AND RESPONSIBILITIES
Both Ancient Rome and Medieval England societies were patriarchies. The oldest male in the family was the most powerful and had to be obeyed.
MEN
Men were responsible for physical/outside work. Men were permitted in Ancient Rome to sell even a family into slavery!
WOMEN
Women were responsible for inside work and child care.
CHILDREN
Girls would follow their mother’s lead and boys would typically follow their dad’s lead.
OTHER HOUSEHOLD MEMBERS
In medieval England, if you were rich (noble) you often had upwards of 100 people who would live with you (cooks, butlers, grooms). Both England and Rome also had their fair of slaves who were often mistreated.
FOOD TRADITIONS
Medieval England
Families usually ate two meals a day. The first meal was called Dinner. It was eaten in the late morning. Their late meal was called Supper. Medieval English people detested green vegetables and fruits and thought they were unhealthy. If they were to eat vegetables or fruits they would mix it in with meat, water and boil it until it turned into a dish called pottage.
Peasant farmers would be allowed to take left over fruits and vegetables from the lands they farmed. They also shared community garden space.
Ancient Rome
Families ate three meals usually a day. Wealthy families could afford proteins such as fish, chicken and beef. Wealthy nobles enjoyed showing off their many types of food by holding feasts or banquets. Slaves would provide the food and much like in Medieval England, nobles would allow peasants to beg at the meals and occasionally, peasants were given leftover food. Grain was commonly given to peasants as well.
HOW FAMILIES WERE FORMED
*In medieval England, couples would wear wedding rings on their middle fingers on their right hands. This is different from modern times where we wear our rings on the left hand on our ring fingers.
*In medieval England, the custom of betrothal was used. Often times young men (urged by their parents) would ask a young lady (sometimes a child!) for their hand in marriage. This promise resulted in the young lady wearing a ring for a quite a while until she was ready to actually get married.
*In ancient Rome, the groom (the male) would ask the bride to get married. Only after this was asked would they hold hands for the first time. When they got married, both the groom and the bride would wear flower wreaths. The bride would wear a veil. After the marriage, a banquet (a feast) was held at the bride’s house. Nowadays, we have celebrational feasts anywhere we please. Instead of throwing a bouquet of flowers to single people to predict who would get married next, in ancient Rome they tossed a torch (which they put out!).
ENTERTAINMENT
Ancient Romans sometimes played board games and a game called “Knuckle Bones” which was similar to “Jacks”. Slaves or prisoners were sometimes enlisted as Gladiators. They would either fight animals or one another to the death.
In Medieval England, they enjoyed storytelling, musical instruments, tops, board games and “Skittles” which is similar to modern bowling.
Grade 4s are asked to select an ancient civilization that they would like to research and become cultural experts on for tomorrow
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 Field Trip: M.S., S.D., F.L.
*Grade 4 research topic (Pick an ancient civilization that you're interested in researching)
TUESDAY, APRIL 1, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S.
*Don't forget (if you haven't done so already), kindly hand in March's Reading Logs as soon as possible. April's will be going home later today.
*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 100 points a month with ~10 strikes (10:1 ratio). 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.
*Grade 4s have been sent home with a permission form for their annual field trip to Vivian Outdoor Resource Center. Please return those as soon as possible.
HOUSEKEEPING
New reading logs
New attention technique
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We discussed a new point/strike system approach which we'll test pilot in April.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Spect, spec, spic/. (Root word meaning to look, observe, watch).
The class completed some “Phonics” work (X) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., M.S., W.G.,M.V., J.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to finish up their narratives from last week. I was able to get through several students from beginning to end giving them descriptive feedback and they're ready to progress onto their summative task. As for the remainder, some students have finished but are awaiting feedback while others are bringing it home for completion tonight!
MATH
11:20-12:20
I introduced students to a math performance task that will be evaluated and compliment their summative test in money/measurement:
Today, we launched an exciting real-world simulation that integrates math, financial literacy, and architectural design. Students are taking on the role of project managers tasked with designing a zoo layout while working within a $10,000 budget. They must calculate the perimeter and area of their proposed structures, carefully track their expenses, and ensure they stay under budget.
To make this as authentic as possible, students will face financial penalties if they exceed their time limit or make calculation errors. This mirrors the process of bidding on public projects, where companies must present realistic, cost-effective designs to secure contracts. A final review committee will assess the feasibility of each proposal, and one team will “win the bid.”
This project helps students see the real-world connections between math, business planning, and financial responsibility, reinforcing their learning in a meaningful way. It will also contribute to their overall assessment in financial literacy. Stay tuned as their zoo designs take shape!
Students had some more time to work on pages 98-107 and pages 73-84 involving analog and digital time.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s covered the following information in social studies:
CONFLICT IN MEDIEVAL ENGLAND
Men between the ages of 15-60 had to have a knife, sword or bow and arrow to help maintain peace and order. Knights were enlisted to fight on the side of nobles and England's king. They followed a code of chivalry which required them to be courteous, generous and brave. They often practised their skills in a sport known as jousting.
CONFLICT IN ANCIENT ROME
The Roman Empire grew by having its powerful army invade neighbouring countries which included France, Spain, England, Greece and Egypt. A Roman governor and soldiers were left in these new territories to keep peace and enforce Roman laws by force!
Rome was successful for hundreds of years in controlling territories but by 100 CE, the empire was very large and difficult to control. There were constant uprisings and threats. The army also had to spend time dealing with problems at home and the movement of the army from one place to another weakened its enforcement leading to the empire suffering losses in other lands
COOPERATION IN MEDIEVAL ENGLAND
Nobles were given land by the king. In return nobles provided military service for the king. Peasants had to work the lords' land. In exchange they received protection and land on which to grow their own crops.
Guilds were groups of skilled merchants or craftspeople. All the people who built stone buildings for example were part of a guild. A guild protected its members so they did not work too many hours. If a member became sick, the guild would look after that person or his or her family!
COOPERATION IN ANCIENT ROME
Ancient Rome was founded on cooperation. Seven villages sat on the seven hills near the Tiber River. They worked together to drain the swamps that separated the villages and worked to build settlements. They also set up markets and met for competitions and religious ceremonies. They cooperated by invading other countries together and controlled these territories by cooperating with them. Rome allowed the people of the territories to live in much the same way s they did before their invasion. The Roman army provided people with protection and stability.
TRAVEL
Medieval Englanders would often walk or if they could afford, travel by horseback or in horse drawn carriages. They used the roads that Ancient Roman laid down years before. They would also use small boats to travel on lakes and rivers. Once stone bridges came along, boat transport was less common.
Ancient Romans walked and would ride horses. Horses would pull carts and chariots. Their roads were built on solid foundations using materials such as rock and gravel. They then laid stones on top. The roads were built slightly higher in the middle allowing precipitation to drain into ditches on the sides of the roads. The roads were so reliable that transporting goods from place to place (and soldiers/equipment) was easy helping them to survive and conquer.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students were given some board game fun/free time as per the incentives outlined by Ms. Burt and our Pizza Fundraising initiative
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 VORC permission forms
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S.
*Don't forget (if you haven't done so already), kindly hand in March's Reading Logs as soon as possible. April's will be going home later today.
*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 100 points a month with ~10 strikes (10:1 ratio). 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.
*Grade 4s have been sent home with a permission form for their annual field trip to Vivian Outdoor Resource Center. Please return those as soon as possible.
HOUSEKEEPING
New reading logs
New attention technique
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We discussed a new point/strike system approach which we'll test pilot in April.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Spect, spec, spic/. (Root word meaning to look, observe, watch).
The class completed some “Phonics” work (X) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., M.S., W.G.,M.V., J.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to finish up their narratives from last week. I was able to get through several students from beginning to end giving them descriptive feedback and they're ready to progress onto their summative task. As for the remainder, some students have finished but are awaiting feedback while others are bringing it home for completion tonight!
MATH
11:20-12:20
I introduced students to a math performance task that will be evaluated and compliment their summative test in money/measurement:
Today, we launched an exciting real-world simulation that integrates math, financial literacy, and architectural design. Students are taking on the role of project managers tasked with designing a zoo layout while working within a $10,000 budget. They must calculate the perimeter and area of their proposed structures, carefully track their expenses, and ensure they stay under budget.
To make this as authentic as possible, students will face financial penalties if they exceed their time limit or make calculation errors. This mirrors the process of bidding on public projects, where companies must present realistic, cost-effective designs to secure contracts. A final review committee will assess the feasibility of each proposal, and one team will “win the bid.”
This project helps students see the real-world connections between math, business planning, and financial responsibility, reinforcing their learning in a meaningful way. It will also contribute to their overall assessment in financial literacy. Stay tuned as their zoo designs take shape!
Students had some more time to work on pages 98-107 and pages 73-84 involving analog and digital time.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s covered the following information in social studies:
CONFLICT IN MEDIEVAL ENGLAND
Men between the ages of 15-60 had to have a knife, sword or bow and arrow to help maintain peace and order. Knights were enlisted to fight on the side of nobles and England's king. They followed a code of chivalry which required them to be courteous, generous and brave. They often practised their skills in a sport known as jousting.
CONFLICT IN ANCIENT ROME
The Roman Empire grew by having its powerful army invade neighbouring countries which included France, Spain, England, Greece and Egypt. A Roman governor and soldiers were left in these new territories to keep peace and enforce Roman laws by force!
Rome was successful for hundreds of years in controlling territories but by 100 CE, the empire was very large and difficult to control. There were constant uprisings and threats. The army also had to spend time dealing with problems at home and the movement of the army from one place to another weakened its enforcement leading to the empire suffering losses in other lands
COOPERATION IN MEDIEVAL ENGLAND
Nobles were given land by the king. In return nobles provided military service for the king. Peasants had to work the lords' land. In exchange they received protection and land on which to grow their own crops.
Guilds were groups of skilled merchants or craftspeople. All the people who built stone buildings for example were part of a guild. A guild protected its members so they did not work too many hours. If a member became sick, the guild would look after that person or his or her family!
COOPERATION IN ANCIENT ROME
Ancient Rome was founded on cooperation. Seven villages sat on the seven hills near the Tiber River. They worked together to drain the swamps that separated the villages and worked to build settlements. They also set up markets and met for competitions and religious ceremonies. They cooperated by invading other countries together and controlled these territories by cooperating with them. Rome allowed the people of the territories to live in much the same way s they did before their invasion. The Roman army provided people with protection and stability.
TRAVEL
Medieval Englanders would often walk or if they could afford, travel by horseback or in horse drawn carriages. They used the roads that Ancient Roman laid down years before. They would also use small boats to travel on lakes and rivers. Once stone bridges came along, boat transport was less common.
Ancient Romans walked and would ride horses. Horses would pull carts and chariots. Their roads were built on solid foundations using materials such as rock and gravel. They then laid stones on top. The roads were built slightly higher in the middle allowing precipitation to drain into ditches on the sides of the roads. The roads were so reliable that transporting goods from place to place (and soldiers/equipment) was easy helping them to survive and conquer.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students were given some board game fun/free time as per the incentives outlined by Ms. Burt and our Pizza Fundraising initiative
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Grade 4 VORC permission forms
MONDAY, MARCH 31, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*We had a blast on our field trip on Friday. I'll be picking up the MENACE Machine shortly to allow for coding, game play and eventually classroom presentations :)
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=wHEIT32ZEVs
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Scrib/Script/ (Root word meaning to write)
The class completed an EQAO response to reading question and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students worked on the narrative they started last week. They'll have tomorrow to finish it up (along with the reflective portion of their organizer). Incomplete narratives will be sent home for completion. We'll then move onto our summative narrative task and publish it :)
MATH/LIBRARY
11:20-12:20
Students received an introduction to time as well as how to use their dry erase math manipulative to assist with their time work. The diagnostic tasks I ran students through were unsurprisingly easy. As a result, grade 3 and grade 4 students were given time to work at their own pace through pages 98-107 and 73 - 84 at their own pace. Students will have a bit more time tomorrow to work through those pages before we advance onto work involving the 24 hour clock and elapsed time. There isn't a great deal left to this unit so anticipate a unit test next week which will include some money on it as well.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students continued their intro to Cricket and Baseball with some Ultimate Kickball which has a lot of the same principles embedded within it. We then advanced into the basics of Cricket.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continued with their research project note taking. We continue to explore a few minutes each period on the Discovery Channel Documentary entitled "The Curse of the Axe" involving the Huron-Wendat who lived in Stouffville and the famed Mantle Site excavation from a few years back.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Don't forget to hand it March's Reading Logs if you haven't done so already.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*We had a blast on our field trip on Friday. I'll be picking up the MENACE Machine shortly to allow for coding, game play and eventually classroom presentations :)
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=wHEIT32ZEVs
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Scrib/Script/ (Root word meaning to write)
The class completed an EQAO response to reading question and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students worked on the narrative they started last week. They'll have tomorrow to finish it up (along with the reflective portion of their organizer). Incomplete narratives will be sent home for completion. We'll then move onto our summative narrative task and publish it :)
MATH/LIBRARY
11:20-12:20
Students received an introduction to time as well as how to use their dry erase math manipulative to assist with their time work. The diagnostic tasks I ran students through were unsurprisingly easy. As a result, grade 3 and grade 4 students were given time to work at their own pace through pages 98-107 and 73 - 84 at their own pace. Students will have a bit more time tomorrow to work through those pages before we advance onto work involving the 24 hour clock and elapsed time. There isn't a great deal left to this unit so anticipate a unit test next week which will include some money on it as well.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students continued their intro to Cricket and Baseball with some Ultimate Kickball which has a lot of the same principles embedded within it. We then advanced into the basics of Cricket.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continued with their research project note taking. We continue to explore a few minutes each period on the Discovery Channel Documentary entitled "The Curse of the Axe" involving the Huron-Wendat who lived in Stouffville and the famed Mantle Site excavation from a few years back.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Don't forget to hand it March's Reading Logs if you haven't done so already.
THURSDAY, MARCH 27, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W.
*No blog yesterday as I was out at a PD session yesterday afternoon.
*Just a reminder that we're off on our field trip tomorrow around ~9:30 (arrival at 10:00) with an approximate departure back to school ~2:00 pm. Please ensure you bring a boomerang lunch with sufficient snacks and water.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/DHlhXiSC0hY/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /tract/. Root word meaning to draw or pull
We wrapped up our introductory lesson towards EQAO reading strategies and written responses to reading. Students will start to read some released EQAO passages and complete some responses to them shortly alongside their Proofreading Partner. This work will offset guided reading sessions. Our EQAO website has a bevy of tips and tools that are worth reviewing: https://www.drooker.ca/eqao.html
MEDIA
https://www.drooker.ca/media.html
In media today, we reviewed radio advertisement success criteria:
Success Criteria:
An original/catchy/wacky/silly/memorable concept
Clearly identifies and unpacks the product
Repetition (Website, Slogan, or Product Name repeated)
Jingle: (Website, Slogan, or Product Name set to a tune)
Unique voices/accents
Sound effects incorporated in brackets where needed
Intro/Outro music
Website mentioned
Bribe/Product Add On mentioned
Maximum of 4 characters so as not to confuse
Students were then given a crash course on how a script differs from narrative writing https://www.drooker.ca/script-writing.html and we looked at how scripts can be developed to create a strong advertisement e.g.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-02-23-at-3-33-01-pm.png?1708720791
https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2024-02-23-at-3-33-59-pm_orig.png
Students received their organizers and started planning their radio spots for their Monster Jam Toy Media Campaign.
MATH
11:20-12:20
Yesterday saw us work on differentiating between capacity and volume followed by some work on Mass. We had our monthly PLC meeting time during this block. Students worked on telling time as part of our measurement unit. I'll review what was taught by the supply teacher next math period and we'll progress from there.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students started their research project today! Students were given "starter" information at an age appropriate reading level to start off with which answers most of the guiding questions they need to answer in their research project paragraph/presentation. Students were invited to come up for reading assistance if necessary, clarification as well as "colour" (e.g. supporting pictures, videos, diagrams, etc.).
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W.
*No blog yesterday as I was out at a PD session yesterday afternoon.
*Just a reminder that we're off on our field trip tomorrow around ~9:30 (arrival at 10:00) with an approximate departure back to school ~2:00 pm. Please ensure you bring a boomerang lunch with sufficient snacks and water.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/DHlhXiSC0hY/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /tract/. Root word meaning to draw or pull
We wrapped up our introductory lesson towards EQAO reading strategies and written responses to reading. Students will start to read some released EQAO passages and complete some responses to them shortly alongside their Proofreading Partner. This work will offset guided reading sessions. Our EQAO website has a bevy of tips and tools that are worth reviewing: https://www.drooker.ca/eqao.html
MEDIA
https://www.drooker.ca/media.html
In media today, we reviewed radio advertisement success criteria:
Success Criteria:
An original/catchy/wacky/silly/memorable concept
Clearly identifies and unpacks the product
Repetition (Website, Slogan, or Product Name repeated)
Jingle: (Website, Slogan, or Product Name set to a tune)
Unique voices/accents
Sound effects incorporated in brackets where needed
Intro/Outro music
Website mentioned
Bribe/Product Add On mentioned
Maximum of 4 characters so as not to confuse
Students were then given a crash course on how a script differs from narrative writing https://www.drooker.ca/script-writing.html and we looked at how scripts can be developed to create a strong advertisement e.g.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-02-23-at-3-33-01-pm.png?1708720791
https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2024-02-23-at-3-33-59-pm_orig.png
Students received their organizers and started planning their radio spots for their Monster Jam Toy Media Campaign.
MATH
11:20-12:20
Yesterday saw us work on differentiating between capacity and volume followed by some work on Mass. We had our monthly PLC meeting time during this block. Students worked on telling time as part of our measurement unit. I'll review what was taught by the supply teacher next math period and we'll progress from there.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students started their research project today! Students were given "starter" information at an age appropriate reading level to start off with which answers most of the guiding questions they need to answer in their research project paragraph/presentation. Students were invited to come up for reading assistance if necessary, clarification as well as "colour" (e.g. supporting pictures, videos, diagrams, etc.).
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
WEDNESDAY, MARCH 26, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W.
HOUSEKEEPING
OP Enlargements
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=va6HNXxRV3k
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /rupt/ (Root word meaning break or burst)
The class completed some “Word Structure” work (X) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
COOL DOWN
Students completed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to X on his/her recent work.
MATH
11:20-12:20
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W.
HOUSEKEEPING
OP Enlargements
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=va6HNXxRV3k
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /rupt/ (Root word meaning break or burst)
The class completed some “Word Structure” work (X) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
COOL DOWN
Students completed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to X on his/her recent work.
MATH
11:20-12:20
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, MARCH 25, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L.
*We're raring to go with our first field trip this Friday! We'll spend some time Thursday reacquainting ourselves with our MENACE Machine project. Just a heads up that I'm absent tomorrow afternoon for a Phys. Ed. workshop.
HOUSEKEEPING
OP
Field Trip Forms
Grade 3 Research Topics
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=PVwVDt4Vj-o
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /port/ (A root word meaning to carry or harbor).
We continued our introduction to EQAO. Today's strategies included reading the questions before reading a passage (to guide one's thinking). We reviewed yesterday's strategies of building in success criteria checkboxes to reflect the number of parts in a question as well as to remind us to use the words in the question to start the answer as well as to OPP. Lastly, we looked at how one can start their written responses off the line to squeeze in some additional space as well as writing smaller ("Timber" strategy) to maximize space.
I conducted guided reading with G.P., D.M., S.D., M.S., H.L., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started work on their final formative writing task before we advance onto our summative piece. I know I made mention in yesterday's blog that this task is their penultimate formative task but looking at our long range plans/mapping out the remainder of the year and what we need to accomplish alongside gauging how much work students have done thus far on this text form, I'm confident in letting students finish up this final formative task before advancing to their summative task. Students continue to work in a fairly focused manner and have been receiving ongoing support throughout our writing block.
MATH
11:20-12:20
Students applied the mnemonic taught yesterday (King Henry Died By Drinking Chocolate Milk) towards conversions. Grade 3s completed pages 84 and 85 while the grade 4s completed pages 50 and 51. Once again the conversion staircase mnemonic is *definitely* worth reviewing: https://www.youtube.com/watch?v=0Hm1_5Mwwdc This mnemonic ("King Henry Died By Drinking Chocolate Milk") allows students to convert measurements easily regardless of whether we're talking about length, volume, or mass. https://www.youtube.com/watch?v=ZXi5pdVCRfA Try out the following questions at home tonight: https://www.youtube.com/watch?v=fT_5CzsGuOg
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s continued their learning comparing medieval England to Ancient Rome. We focused in on hygiene and medicine:
Staying healthy was difficult in medieval England. People were not concerned with keeping their communities clean. Human and animal waste and other garbage was dumped into the streets.
The Black Death was a terrible disease that spread across Europe, Asia, and Africa in the 1300s. It was also called the bubonic plague. It got its name because some people who caught it had black or purple spots on their skin. The disease spread very quickly and sadly caused millions of people to die—about one-third of Europe’s population!
🐀 How Did It Spread?
The Black Death was mostly spread by fleas that lived on rats. When the fleas bit people, they passed on the disease. In the 1300s, people didn’t know about germs, so they didn’t understand how to stop it. Cities were crowded and dirty, which made it easy for the disease to spread.
📜 What Were the Symptoms?
People who caught the Black Death got very sick quickly. Some of the symptoms included:
High fever (feeling very hot)
Swollen lumps (called "buboes"), usually in the neck, armpits, or groin
Chills and weakness
Black or purple spots on the skin
Most people who caught the plague became very sick in just a few days.
💡 Weird but True Facts!
Doctor’s Masks Looked Like Birds! – Plague doctors wore creepy bird-like masks filled with herbs to block the "bad air." They believed bad smells caused the disease (but they were wrong—it was fleas!).
Ring Around the Rosie – Some people think the nursery rhyme “Ring Around the Rosie” comes from the Black Death. The "rosie" describes the rash, and "we all fall down" refers to how quickly people became sick.
Flagellants – Some people believed the Black Death was a punishment from God. To show they were sorry, they whipped themselves in public!
Cats Were Blamed! – Many people thought cats were causing the plague, so they killed them. But this made things worse because there were fewer cats to catch the rats spreading the disease!
Survivors Were Lucky – If you survived the plague, life was actually better afterward. There were more jobs and better pay because there were fewer people.
Even though the Black Death was a scary time, it helped people learn about medicine and how to keep clean to stop the spread of disease. Today, we know how to treat the plague with antibiotics, so it isn’t a big threat anymore.
Yes! Historians estimate that around 25 million people died in Europe during the Black Death, which was about one-third of the entire population at the time. Globally, the death toll is believed to be 75 to 200 million people across Europe, Asia, and North Africa.
The plague was most deadly between 1347 and 1351, but outbreaks continued for many years after. Some cities, like Florence, Italy, lost half their population! It was one of the deadliest events in human history.
Serious injuries were common during war. A city or town's butchers and barbers also acted as surgeons. Doctors of the time did not clean medical instruments causing infections. Bloodletting was thought to cure many illnesses. This treatment usually made the sick person worse.
Ancient Romans realized that people tended to get sick when they lived in unclean conditions. They built aqueducts that provided fresh, clean water for drinking and bathing. There were even flushing toilets and sewers to carry waste away! https://www.youtube.com/watch?v=v1EdMt7Hs7E and https://www.youtube.com/watch?v=y8W96WaobOs&embeds_referring_euri=https%3A%2F%2Fwww.drooker.ca%2F&source_ve_path=MjM4NTE (Roman Concrete: Roman concrete was a special building material that helped the Romans create strong structures that have lasted for thousands of years. They made it by mixing three main things: lime (a type of powder made by heating limestone), volcanic ash, and water. They also added small rocks or broken bricks to make it even stronger. When these ingredients were mixed, they reacted and hardened over time—even underwater! This special mix made Roman buildings like the Colosseum and aqueducts super strong and able to last for a very long time. Roman concrete had a special ability to “self-heal.” When tiny cracks formed, water would seep in and react with the lime and volcanic ash. This reaction created new minerals that filled in the cracks, making the concrete stronger again. This is one reason why Roman structures, like the Pantheon and aqueducts, have lasted for over 2,000 years—even in harsh conditions!
Roman surgeons cleaned instruments before using them preventing the spread of germs.
Pharmacies in ancient Rome would have looked like vegetable gardens. Lots of plants and herbs were used in treatments.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s had an opportunity to develop questions using a Q chart to inspire their research into their selected artifact/topic for their Early Communities Social Studies Research Project.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Please review the King Henry Died By Drinking Chocolate Milk Conversion mnemonic (as described above)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L.
*We're raring to go with our first field trip this Friday! We'll spend some time Thursday reacquainting ourselves with our MENACE Machine project. Just a heads up that I'm absent tomorrow afternoon for a Phys. Ed. workshop.
HOUSEKEEPING
OP
Field Trip Forms
Grade 3 Research Topics
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=PVwVDt4Vj-o
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /port/ (A root word meaning to carry or harbor).
We continued our introduction to EQAO. Today's strategies included reading the questions before reading a passage (to guide one's thinking). We reviewed yesterday's strategies of building in success criteria checkboxes to reflect the number of parts in a question as well as to remind us to use the words in the question to start the answer as well as to OPP. Lastly, we looked at how one can start their written responses off the line to squeeze in some additional space as well as writing smaller ("Timber" strategy) to maximize space.
I conducted guided reading with G.P., D.M., S.D., M.S., H.L., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started work on their final formative writing task before we advance onto our summative piece. I know I made mention in yesterday's blog that this task is their penultimate formative task but looking at our long range plans/mapping out the remainder of the year and what we need to accomplish alongside gauging how much work students have done thus far on this text form, I'm confident in letting students finish up this final formative task before advancing to their summative task. Students continue to work in a fairly focused manner and have been receiving ongoing support throughout our writing block.
MATH
11:20-12:20
Students applied the mnemonic taught yesterday (King Henry Died By Drinking Chocolate Milk) towards conversions. Grade 3s completed pages 84 and 85 while the grade 4s completed pages 50 and 51. Once again the conversion staircase mnemonic is *definitely* worth reviewing: https://www.youtube.com/watch?v=0Hm1_5Mwwdc This mnemonic ("King Henry Died By Drinking Chocolate Milk") allows students to convert measurements easily regardless of whether we're talking about length, volume, or mass. https://www.youtube.com/watch?v=ZXi5pdVCRfA Try out the following questions at home tonight: https://www.youtube.com/watch?v=fT_5CzsGuOg
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s continued their learning comparing medieval England to Ancient Rome. We focused in on hygiene and medicine:
Staying healthy was difficult in medieval England. People were not concerned with keeping their communities clean. Human and animal waste and other garbage was dumped into the streets.
The Black Death was a terrible disease that spread across Europe, Asia, and Africa in the 1300s. It was also called the bubonic plague. It got its name because some people who caught it had black or purple spots on their skin. The disease spread very quickly and sadly caused millions of people to die—about one-third of Europe’s population!
🐀 How Did It Spread?
The Black Death was mostly spread by fleas that lived on rats. When the fleas bit people, they passed on the disease. In the 1300s, people didn’t know about germs, so they didn’t understand how to stop it. Cities were crowded and dirty, which made it easy for the disease to spread.
📜 What Were the Symptoms?
People who caught the Black Death got very sick quickly. Some of the symptoms included:
High fever (feeling very hot)
Swollen lumps (called "buboes"), usually in the neck, armpits, or groin
Chills and weakness
Black or purple spots on the skin
Most people who caught the plague became very sick in just a few days.
💡 Weird but True Facts!
Doctor’s Masks Looked Like Birds! – Plague doctors wore creepy bird-like masks filled with herbs to block the "bad air." They believed bad smells caused the disease (but they were wrong—it was fleas!).
Ring Around the Rosie – Some people think the nursery rhyme “Ring Around the Rosie” comes from the Black Death. The "rosie" describes the rash, and "we all fall down" refers to how quickly people became sick.
Flagellants – Some people believed the Black Death was a punishment from God. To show they were sorry, they whipped themselves in public!
Cats Were Blamed! – Many people thought cats were causing the plague, so they killed them. But this made things worse because there were fewer cats to catch the rats spreading the disease!
Survivors Were Lucky – If you survived the plague, life was actually better afterward. There were more jobs and better pay because there were fewer people.
Even though the Black Death was a scary time, it helped people learn about medicine and how to keep clean to stop the spread of disease. Today, we know how to treat the plague with antibiotics, so it isn’t a big threat anymore.
Yes! Historians estimate that around 25 million people died in Europe during the Black Death, which was about one-third of the entire population at the time. Globally, the death toll is believed to be 75 to 200 million people across Europe, Asia, and North Africa.
The plague was most deadly between 1347 and 1351, but outbreaks continued for many years after. Some cities, like Florence, Italy, lost half their population! It was one of the deadliest events in human history.
Serious injuries were common during war. A city or town's butchers and barbers also acted as surgeons. Doctors of the time did not clean medical instruments causing infections. Bloodletting was thought to cure many illnesses. This treatment usually made the sick person worse.
Ancient Romans realized that people tended to get sick when they lived in unclean conditions. They built aqueducts that provided fresh, clean water for drinking and bathing. There were even flushing toilets and sewers to carry waste away! https://www.youtube.com/watch?v=v1EdMt7Hs7E and https://www.youtube.com/watch?v=y8W96WaobOs&embeds_referring_euri=https%3A%2F%2Fwww.drooker.ca%2F&source_ve_path=MjM4NTE (Roman Concrete: Roman concrete was a special building material that helped the Romans create strong structures that have lasted for thousands of years. They made it by mixing three main things: lime (a type of powder made by heating limestone), volcanic ash, and water. They also added small rocks or broken bricks to make it even stronger. When these ingredients were mixed, they reacted and hardened over time—even underwater! This special mix made Roman buildings like the Colosseum and aqueducts super strong and able to last for a very long time. Roman concrete had a special ability to “self-heal.” When tiny cracks formed, water would seep in and react with the lime and volcanic ash. This reaction created new minerals that filled in the cracks, making the concrete stronger again. This is one reason why Roman structures, like the Pantheon and aqueducts, have lasted for over 2,000 years—even in harsh conditions!
Roman surgeons cleaned instruments before using them preventing the spread of germs.
Pharmacies in ancient Rome would have looked like vegetable gardens. Lots of plants and herbs were used in treatments.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s had an opportunity to develop questions using a Q chart to inspire their research into their selected artifact/topic for their Early Communities Social Studies Research Project.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Please review the King Henry Died By Drinking Chocolate Milk Conversion mnemonic (as described above)
MONDAY, MARCH 24, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D.
*I have tentatively penciled in Friday, May 2nd for our field trip downtown to Spin Master as part of our Monster Jam Media Project. More information will be released shortly regarding that field trip closer to the date.
HOUSEKEEPING
OP
Field Trip Forms
Grade 3 Research Topics
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://map.koljapluemer.com/#/play
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /form/. We have finished our prefixes for this term and we have now switched to roots. The root "form" means to shape.
The class has now started an introduction to EQAO. We looked at how questions typically have 2 to 3 parts to them. Today we focused in on a 2 part question. There is a question followed by a (soon to be) familiar follow up: "Use information from the text to support your answer". Students have been instructed to include a success criteria check box after the question and after the request for proof to remind them to fulfill both parts of their response. Every question should see students use the words in the question to start off their answer (UWQSA) and students should O.P.P. after every sentence they write. We'll continue to build up these skills over the next few days and then students will have an opportunity to work on these skills through various centers (which will offset guided reading).
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students are on their penultimate formative narrative writing task. We once again reviewed our success criteria and the student portion of that checklist which needs completion prior to evaluation. Students are to use a checkmark, x or tilda (~) to indicate whether or not they have included that success criteria in their narratives. Students received time to plan out their narratives as per usual alongside populating their organizer with their ideas alongside strong words, dialogue tags, potential similes/metaphors, spots where they intend to show rather than tell, etc.
MATH/LIBRARY
11:20-12:20
Students had library followed by work involving conversions using a conversion staircase mnemonic that is *definitely* worth reviewing: https://www.youtube.com/watch?v=0Hm1_5Mwwdc This mnemonic ("King Henry Died By Drinking Chocolate Milk") allows students to convert measurements easily regardless of whether we're talking about length, volume, or mass. https://www.youtube.com/watch?v=ZXi5pdVCRfA Try out the following questions at home tonight: https://www.youtube.com/watch?v=fT_5CzsGuOg
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students worked their way through the beep test with some fantastic results! A special shout out to C.S. and N.Y. for reaching the threshold needed to become a police officer/fire fighter! Students also had some time to work on learning the ins and outs of the three cone drill. We had a discussion about being aware of one's limits while working as close to them as possible in order to develop cardiovascular strength, speed and agility.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s were introduced to their research project:
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade3artifacttask.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/research_organizer.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/artifact_rubric.doc
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D.
*I have tentatively penciled in Friday, May 2nd for our field trip downtown to Spin Master as part of our Monster Jam Media Project. More information will be released shortly regarding that field trip closer to the date.
HOUSEKEEPING
OP
Field Trip Forms
Grade 3 Research Topics
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://map.koljapluemer.com/#/play
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /form/. We have finished our prefixes for this term and we have now switched to roots. The root "form" means to shape.
The class has now started an introduction to EQAO. We looked at how questions typically have 2 to 3 parts to them. Today we focused in on a 2 part question. There is a question followed by a (soon to be) familiar follow up: "Use information from the text to support your answer". Students have been instructed to include a success criteria check box after the question and after the request for proof to remind them to fulfill both parts of their response. Every question should see students use the words in the question to start off their answer (UWQSA) and students should O.P.P. after every sentence they write. We'll continue to build up these skills over the next few days and then students will have an opportunity to work on these skills through various centers (which will offset guided reading).
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students are on their penultimate formative narrative writing task. We once again reviewed our success criteria and the student portion of that checklist which needs completion prior to evaluation. Students are to use a checkmark, x or tilda (~) to indicate whether or not they have included that success criteria in their narratives. Students received time to plan out their narratives as per usual alongside populating their organizer with their ideas alongside strong words, dialogue tags, potential similes/metaphors, spots where they intend to show rather than tell, etc.
MATH/LIBRARY
11:20-12:20
Students had library followed by work involving conversions using a conversion staircase mnemonic that is *definitely* worth reviewing: https://www.youtube.com/watch?v=0Hm1_5Mwwdc This mnemonic ("King Henry Died By Drinking Chocolate Milk") allows students to convert measurements easily regardless of whether we're talking about length, volume, or mass. https://www.youtube.com/watch?v=ZXi5pdVCRfA Try out the following questions at home tonight: https://www.youtube.com/watch?v=fT_5CzsGuOg
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students worked their way through the beep test with some fantastic results! A special shout out to C.S. and N.Y. for reaching the threshold needed to become a police officer/fire fighter! Students also had some time to work on learning the ins and outs of the three cone drill. We had a discussion about being aware of one's limits while working as close to them as possible in order to develop cardiovascular strength, speed and agility.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s were introduced to their research project:
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade3artifacttask.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/research_organizer.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/artifact_rubric.doc
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
FRIDAY, MARCH 21, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=-iHXkt3Aidg&t=84s
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /mid/ (Prefix meaning middle)
The students completed their picture analysis and read independently while I conducted guided reading with G.P., H.L. J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We started off our lesson looking at a range of narrative student work samples (both strong and weak) that I collated from my second graders a few years ago. https://www.drooker.ca/uploads/1/1/0/9/110962203/narrative_writing_exemplars.pdf The gauntlet was thrown down when some students saw that second graders were lapping their efforts thus far. Students worked well on their narrative with ongoing descriptive feedback given throughout the process.
MATH
11:20-12:20
Our math was consumed by our Courage/Good News Assembly. We had 5 minutes to discuss/prime ourselves for our field trip next week related to the MENACE Machine. Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Phys. Ed. today saw us discuss and explore goal setting as it relates to the "Beep Test"/20 Meter Shuttle standardized assessment. Students explored up to level 2-3 after we worked our way through the expectations/requirements of the test.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We used yesterday's video as a springboard into looking at the treatment of indigenous people by European settlers.
https://www.youtube.com/watch?v=L7LY-fXzhZI
We covered topics such as alcoholism, residential schools, etc. in an age appropriate fashion. Students were shocked to learn that the final residential school was in existence until in 1996! Some students failed to do their "thinking" homework so just a reminder...please come prepared on Monday with a artifact in mind to research for their project.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Forms: A.H., D.M., M.S., J.W., M.Y., J.Y., F.L
*Grade 3s: Have an artifact in mind to research for your Social Studies project.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=-iHXkt3Aidg&t=84s
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /mid/ (Prefix meaning middle)
The students completed their picture analysis and read independently while I conducted guided reading with G.P., H.L. J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We started off our lesson looking at a range of narrative student work samples (both strong and weak) that I collated from my second graders a few years ago. https://www.drooker.ca/uploads/1/1/0/9/110962203/narrative_writing_exemplars.pdf The gauntlet was thrown down when some students saw that second graders were lapping their efforts thus far. Students worked well on their narrative with ongoing descriptive feedback given throughout the process.
MATH
11:20-12:20
Our math was consumed by our Courage/Good News Assembly. We had 5 minutes to discuss/prime ourselves for our field trip next week related to the MENACE Machine. Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Phys. Ed. today saw us discuss and explore goal setting as it relates to the "Beep Test"/20 Meter Shuttle standardized assessment. Students explored up to level 2-3 after we worked our way through the expectations/requirements of the test.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We used yesterday's video as a springboard into looking at the treatment of indigenous people by European settlers.
https://www.youtube.com/watch?v=L7LY-fXzhZI
We covered topics such as alcoholism, residential schools, etc. in an age appropriate fashion. Students were shocked to learn that the final residential school was in existence until in 1996! Some students failed to do their "thinking" homework so just a reminder...please come prepared on Monday with a artifact in mind to research for their project.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Forms: A.H., D.M., M.S., J.W., M.Y., J.Y., F.L
*Grade 3s: Have an artifact in mind to research for your Social Studies project.
THURSDAY, MARCH 20, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y.
*Just a heads up that I was away yesterday and thus no learning blog was sent out.
HOUSEKEEPING
OP
Field trip
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=VLpSxHwfU04
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /anti/ (Prefix meaning against or opposite of).
The class completed worked on some writing (justifying their analysis of a picture using evidence cited from the picture) while I conducted guided reading with G.P., A.L.
MEDIA
https://www.drooker.ca/media.html
Today saw us delve into the world of radio advertisements as it relates to our Monster Jam Media Project. The following tutorial video covers today's lesson: https://www.youtube.com/watch?v=-RO8HPe37Kw
Students identified the following success criteria within the strong work sample we listened to https://www.youtube.com/watch?v=guU6DPdjmpQ:
An original/catchy/wacky/silly/memorable concept
Clearly identifies and unpacks the product
Repetition (Website, Slogan, or Product Name repeated)
Jingle: (Website, Slogan, or Product Name set to a tune)
Unique voices/accents
Sound effects incorporated in brackets where needed
Intro/Outro music
Website mentioned
Bribe/Product Add On mentioned
Maximum of 4 characters so as not to confuse
Students will ultimately learn all about script writing https://www.drooker.ca/script-writing.html next media class before developing a radio script e.g. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-02-23-at-3-33-01-pm.png?1708720791 which they'll rehearse and utilize to record a radio advertisement. Students will be using Garageband to assist.
MATH
11:20-12:20
Today's lesson focused in on the relationship of perimeter and area https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-09-10-at-6-10-15-am_orig.png
Grade 3s worked on pages 76-79. Grades 4s worked on pages 44-47.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students wrapped up their jigsaw involving the Cree First Nations. We used the following video as a launch pad for tomorrow's discussion https://www.youtube.com/watch?v=L7LY-fXzhZI Students have been asked to come prepared tomorrow with their artifact research topic in mind.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Forms: A.H., D.M., G.P., M.S., J.W., M.Y., J.Y., F.L, C.S.
*Grade 3s decide the artifact you want to research
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y.
*Just a heads up that I was away yesterday and thus no learning blog was sent out.
HOUSEKEEPING
OP
Field trip
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=VLpSxHwfU04
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /anti/ (Prefix meaning against or opposite of).
The class completed worked on some writing (justifying their analysis of a picture using evidence cited from the picture) while I conducted guided reading with G.P., A.L.
MEDIA
https://www.drooker.ca/media.html
Today saw us delve into the world of radio advertisements as it relates to our Monster Jam Media Project. The following tutorial video covers today's lesson: https://www.youtube.com/watch?v=-RO8HPe37Kw
Students identified the following success criteria within the strong work sample we listened to https://www.youtube.com/watch?v=guU6DPdjmpQ:
An original/catchy/wacky/silly/memorable concept
Clearly identifies and unpacks the product
Repetition (Website, Slogan, or Product Name repeated)
Jingle: (Website, Slogan, or Product Name set to a tune)
Unique voices/accents
Sound effects incorporated in brackets where needed
Intro/Outro music
Website mentioned
Bribe/Product Add On mentioned
Maximum of 4 characters so as not to confuse
Students will ultimately learn all about script writing https://www.drooker.ca/script-writing.html next media class before developing a radio script e.g. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-02-23-at-3-33-01-pm.png?1708720791 which they'll rehearse and utilize to record a radio advertisement. Students will be using Garageband to assist.
MATH
11:20-12:20
Today's lesson focused in on the relationship of perimeter and area https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-09-10-at-6-10-15-am_orig.png
Grade 3s worked on pages 76-79. Grades 4s worked on pages 44-47.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students wrapped up their jigsaw involving the Cree First Nations. We used the following video as a launch pad for tomorrow's discussion https://www.youtube.com/watch?v=L7LY-fXzhZI Students have been asked to come prepared tomorrow with their artifact research topic in mind.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Forms: A.H., D.M., G.P., M.S., J.W., M.Y., J.Y., F.L, C.S.
*Grade 3s decide the artifact you want to research
TUESDAY, MARCH 18, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*Just a heads up that I'm struggling a bit health wise :( I've got a doctor's appointment scheduled for tomorrow so I'll be absent and back on Thursday.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
www.antipodesmap.com/
https://www.instagram.com/reel/DGJJ5QTpdeK/
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We jumped right into our narrative writing as we had a Caring and Safe School's Presentation that carved away at some of our literacy block time. We've continued where we left off in terms of the writing approach we started prior to March Break and we seemed to have it our stride!
CARE AND SAFE SCHOOLS PRESENTATION
MATH
11:20-12:20
Grade 3s and 4s started some formative work involving measurement today (Grade 3s: Pages 73 and 74 and Grade 4s: Pages 39 and 40) after working through a financial literacy word problem. We turned our attention towards a world record paper airplane design: https://www.youtube.com/watch?v=fjrE3MjJyNY I'm encouraging students to design a paper airplane for Thursday that they would like to test and measure.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s started a comparative study alongside me on Medieval Britain vs. Ancient Rome. Here are some of the notes we covered today:
NATURAL PHYSICAL ADVANTAGES OF ROME AND BRITANNIA
Let me tell you why Ancient Rome and Britannia were outstanding places for a population to settle. There was a reasonable amount of precipitation to help plants grow! For example, Britannia had around 600-800 mm of precipitation a year. Ancient Rome had a bit more (800-1000 mm) per year. This is similar to Niagara. They don’t have too much to the point where there is a lot of erosion or plants/crops drowning. Ancient Rome had the Tiber River through it while Britannia had the River Thames. Both rivers allowed people to transport goods across and to travel easily. Both places had highlands and mountains for the army to have a bird’s eye view of the flat lands below. This allowed them to protect the citizens. Ancient Rome had the Ostia salt flats. This allowed the citizens to collect salt and use it to preserve their meats. The flat lands were helpful for people to travel. People back then had limited ways to travel and flat land helped the process. Now you know why Ancient Rome and Britannia were great places to settle!
FOOD
There were no refrigerators in medieval England or ancient Rome. Food had to be eaten quickly or treated to prevent it from spoiling (salting, brining: salt water or vinegaring: fruit, sugar, water left to ferment). We still use brine and vinegar and salt today to kill bacteria.
The key to stopping bacteria was to remove sunlight, air and water from food. Root cellars or holes dug beneath bogs would remove a lot of these conditions.
https://www.washingtonpost.com/news/morning-mix/wp/2016/06/14/man-finds-22-pound-chunk-of-butter-estimated-to-be-more-than-2000-years-old-in-irish-bog/?utm_term=.47dc5db7e022
CLOTHING
Medieval Englanders and Ancient Romans used wool (from sheep and goats), leather (from various animals), and cotton and linen (from plants) for their clothing.
Buttons were not invented till 1330 CE !
Jewelry and cosmetics (makeup) were used to show your social standing much like we do today.
Wool was boiled to kill off smell and bacteria. It was then dried and carded to make it fluffy. Then the fluffy wool was spun into thread and looms were used to quickly turn that thread into clothing.
Medieval England Clothing
People wore woollen robes or tunics over linen garments.
Ancient Roman Clothing
Most ancient romans wore tunics and cloaks. Some people wore togas which were long sheets wrapped loosely around the body. Only the emperor could wear an all purple toga.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We finished our first full cycle through our "jigsaw" learning on the Cree First Nation. Our experts have now switched into the role of researchers while the researchers have now taken over as experts. We'll continue and wrap up this learning shortly.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Permission Forms
*Paper Airplane for Thursday: https://www.youtube.com/watch?v=fjrE3MjJyNY
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*Just a heads up that I'm struggling a bit health wise :( I've got a doctor's appointment scheduled for tomorrow so I'll be absent and back on Thursday.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
www.antipodesmap.com/
https://www.instagram.com/reel/DGJJ5QTpdeK/
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We jumped right into our narrative writing as we had a Caring and Safe School's Presentation that carved away at some of our literacy block time. We've continued where we left off in terms of the writing approach we started prior to March Break and we seemed to have it our stride!
CARE AND SAFE SCHOOLS PRESENTATION
MATH
11:20-12:20
Grade 3s and 4s started some formative work involving measurement today (Grade 3s: Pages 73 and 74 and Grade 4s: Pages 39 and 40) after working through a financial literacy word problem. We turned our attention towards a world record paper airplane design: https://www.youtube.com/watch?v=fjrE3MjJyNY I'm encouraging students to design a paper airplane for Thursday that they would like to test and measure.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s started a comparative study alongside me on Medieval Britain vs. Ancient Rome. Here are some of the notes we covered today:
NATURAL PHYSICAL ADVANTAGES OF ROME AND BRITANNIA
Let me tell you why Ancient Rome and Britannia were outstanding places for a population to settle. There was a reasonable amount of precipitation to help plants grow! For example, Britannia had around 600-800 mm of precipitation a year. Ancient Rome had a bit more (800-1000 mm) per year. This is similar to Niagara. They don’t have too much to the point where there is a lot of erosion or plants/crops drowning. Ancient Rome had the Tiber River through it while Britannia had the River Thames. Both rivers allowed people to transport goods across and to travel easily. Both places had highlands and mountains for the army to have a bird’s eye view of the flat lands below. This allowed them to protect the citizens. Ancient Rome had the Ostia salt flats. This allowed the citizens to collect salt and use it to preserve their meats. The flat lands were helpful for people to travel. People back then had limited ways to travel and flat land helped the process. Now you know why Ancient Rome and Britannia were great places to settle!
FOOD
There were no refrigerators in medieval England or ancient Rome. Food had to be eaten quickly or treated to prevent it from spoiling (salting, brining: salt water or vinegaring: fruit, sugar, water left to ferment). We still use brine and vinegar and salt today to kill bacteria.
The key to stopping bacteria was to remove sunlight, air and water from food. Root cellars or holes dug beneath bogs would remove a lot of these conditions.
https://www.washingtonpost.com/news/morning-mix/wp/2016/06/14/man-finds-22-pound-chunk-of-butter-estimated-to-be-more-than-2000-years-old-in-irish-bog/?utm_term=.47dc5db7e022
CLOTHING
Medieval Englanders and Ancient Romans used wool (from sheep and goats), leather (from various animals), and cotton and linen (from plants) for their clothing.
Buttons were not invented till 1330 CE !
Jewelry and cosmetics (makeup) were used to show your social standing much like we do today.
Wool was boiled to kill off smell and bacteria. It was then dried and carded to make it fluffy. Then the fluffy wool was spun into thread and looms were used to quickly turn that thread into clothing.
Medieval England Clothing
People wore woollen robes or tunics over linen garments.
Ancient Roman Clothing
Most ancient romans wore tunics and cloaks. Some people wore togas which were long sheets wrapped loosely around the body. Only the emperor could wear an all purple toga.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We finished our first full cycle through our "jigsaw" learning on the Cree First Nation. Our experts have now switched into the role of researchers while the researchers have now taken over as experts. We'll continue and wrap up this learning shortly.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Permission Forms
*Paper Airplane for Thursday: https://www.youtube.com/watch?v=fjrE3MjJyNY
MONDAY, MARCH 17, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V.
*MENACE Field Trip: Heading home today is a permission form for our Grant Project Field Trip occurring on Friday, March 28th. There are two separate forms being sent home. One is the actual permission form and the other is a photography/videography waiver. Please return both forms as soon as possible. The field trip is free and is covered by our grant funds. If you don't recall the parameters of our grant, you can check out the following document https://www.drooker.ca/uploads/1/1/0/9/110962203/grant_proposal.pdf I will be looking for a few parent volunteers. Parent volunteers must have their "Vulnerable Screening Form" completed. If you're interested in volunteering for the field trip, kindly drop me a line at [email protected] :) We'll draw names from a hat if there is an overwhelming number of parent volunteers.
*I sent home a pizza fundraising pamphlet for your perusal :)
HOUSEKEEPING
OP Tag
MENACE Field Trip
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://368chickens.com/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Trans/ which is a prefix meaning beyond or across. We reviewed the 3 steps of O.P.P./Our Proofreading Plan.
We reviewed our reading block approach and what will offset guided reading moving forward. I showed students a provocative picture and I asked students to consider the hidden message. What is this picture trying to convey? Support with evidence from the picture. Shortly, Grade 3 students will have EQAO testing. A foundational ability that we want 3rd grade students to have this year and moving forward is the ability to answer a question and support with specific evidence from a text. Students will be responding to the picture prompt in writing this week while we conduct guided reading.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed the success criteria related to our narrative writing unit https://www.drooker.ca/narrative-writing.html Students seemed to have a fairly good recall of things after being off for a week. Having said that, it's certainly worth reminding students to review our tutorial video https://www.youtube.com/watch?v=CrojBX-wQCI I gave students their weekly prompt (I'll refer to this prompt as "The Mysterious Cereal Box Toy") and students plotted out their narratives using pictures and/or words while coming up for feedback related to various dialogue tags, story elements, etc. that they intended on including within the narrative they will start writing tomorrow. Just a reminder...at this stage, students are welcome to deviate from the weekly story prompt provided but are reminded to come prepared with a juicy enough plot line to sustain their focus and energy.
MATH/LIBRARY
11:20-12:20
For the next few weeks, students we'll front load our math period by revisiting our financial literacy learning before pivoting towards some work on measurement. Today, students received an introduction to measurement. We talked a bit about the metric system, how to use a ruler and some diagnostic work involving body measurement and body ratios. https://www.drooker.ca/spatial-sense.html
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
The next few gym classes will see us spend some time working on some fitness testing and goal setting followed by Touch/Flag Football. We continued our introduction to Touch/Flag Football today to mixed results. Students remain keen on continuing with it which we will before starting a unit on Baseball and Cricket.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Building upon our learning from prior to March Break, we used a jigsaw approach towards learning a bit about the Cree First Nations as part of our social studies unit. Half the class were "experts" while the other half were "researchers". We'll continue the research tomorrow and then switch roles.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Permission Forms
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V.
*MENACE Field Trip: Heading home today is a permission form for our Grant Project Field Trip occurring on Friday, March 28th. There are two separate forms being sent home. One is the actual permission form and the other is a photography/videography waiver. Please return both forms as soon as possible. The field trip is free and is covered by our grant funds. If you don't recall the parameters of our grant, you can check out the following document https://www.drooker.ca/uploads/1/1/0/9/110962203/grant_proposal.pdf I will be looking for a few parent volunteers. Parent volunteers must have their "Vulnerable Screening Form" completed. If you're interested in volunteering for the field trip, kindly drop me a line at [email protected] :) We'll draw names from a hat if there is an overwhelming number of parent volunteers.
*I sent home a pizza fundraising pamphlet for your perusal :)
HOUSEKEEPING
OP Tag
MENACE Field Trip
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://368chickens.com/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Trans/ which is a prefix meaning beyond or across. We reviewed the 3 steps of O.P.P./Our Proofreading Plan.
We reviewed our reading block approach and what will offset guided reading moving forward. I showed students a provocative picture and I asked students to consider the hidden message. What is this picture trying to convey? Support with evidence from the picture. Shortly, Grade 3 students will have EQAO testing. A foundational ability that we want 3rd grade students to have this year and moving forward is the ability to answer a question and support with specific evidence from a text. Students will be responding to the picture prompt in writing this week while we conduct guided reading.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed the success criteria related to our narrative writing unit https://www.drooker.ca/narrative-writing.html Students seemed to have a fairly good recall of things after being off for a week. Having said that, it's certainly worth reminding students to review our tutorial video https://www.youtube.com/watch?v=CrojBX-wQCI I gave students their weekly prompt (I'll refer to this prompt as "The Mysterious Cereal Box Toy") and students plotted out their narratives using pictures and/or words while coming up for feedback related to various dialogue tags, story elements, etc. that they intended on including within the narrative they will start writing tomorrow. Just a reminder...at this stage, students are welcome to deviate from the weekly story prompt provided but are reminded to come prepared with a juicy enough plot line to sustain their focus and energy.
MATH/LIBRARY
11:20-12:20
For the next few weeks, students we'll front load our math period by revisiting our financial literacy learning before pivoting towards some work on measurement. Today, students received an introduction to measurement. We talked a bit about the metric system, how to use a ruler and some diagnostic work involving body measurement and body ratios. https://www.drooker.ca/spatial-sense.html
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
The next few gym classes will see us spend some time working on some fitness testing and goal setting followed by Touch/Flag Football. We continued our introduction to Touch/Flag Football today to mixed results. Students remain keen on continuing with it which we will before starting a unit on Baseball and Cricket.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Building upon our learning from prior to March Break, we used a jigsaw approach towards learning a bit about the Cree First Nations as part of our social studies unit. Half the class were "experts" while the other half were "researchers". We'll continue the research tomorrow and then switch roles.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Field Trip Permission Forms
FRIDAY, MARCH 7, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M.
*We had several students absent/sick today and had a fairly low key "wrap up" day heading into March Break. I hope everyone has a phenomenal break and know that you'll be dearly missed!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.espn.com/espn/page2/sportSkills
READING
We used this time for students to finish up their Kindness Trophies which were sent home today
MEDIA
Students used this period to finish up their print advertisements. Check them out here: https://monsterjammediaproject.weebly.com/
MATH
11:20-12:20
We wrapped up our financial literacy unit today we a quick run through once more on word problems followed by some Money Bingo. As discussed with students, we're around 2 weeks behind where I'd like us to be. Upon our return, we'll start a new unit involving Length, Mass, Capacity, Time, Metric System, Perimeter and Area. We'll continue with some ongoing practice addition and subtraction practice involving money and fold that ongoing work into an evaluative piece tacked onto the back of our new unit.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We finally wrapped up our Cucumber Ball unit and we started a run through involving Touch/Flag Football!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We used this time to review two videos involving First Nations belief systems. The first video entitled "The Tannery" is an award winning short which serves as an allegory on many indigenous people's beliefs as it involves hunting practices and the import of animals and nature. We summarized the video as follows:
Do you want to hear our thoughts on what the message was in the animated short film called “The Tannery”? Read on! The short film could represent First Nations beliefs. First Nations peoples really respected the way that nature could fully provide the necessities of life. First Nations peoples made a point to thank the animal before, during, and after hunting. They really made sure that no part of the animal was left to waste. For example, even bones were turned into tools rather than thrown away. In the film when an animal is eaten whole and in a natural/purposeful/respectful way, the animator showed what appears to be a soul or ghost that lingers and then floats up peacefully. Conversely, there is a hunter who simply kills a fox for its fur and does not appear to eat the meat or do anything else productive with the body. The soul or ghost of the fox seems to be in a state of unease and doesn't float up peacefully. Fur traders sent many of the fur/leather products overseas. Our research has shown that First Nations People really value animals and nature and how we give to one another. Please watch the “Sky Woman and the Birth of Turtle Island” video below as evidence. They truly want balance and respect shown to living things. After all, the Fish, Hawk, Turtle, and Muskrat all helped to create Turtle Island (North America). Now you know our interpretation of “The Tannery”.
We then looked at an Iroquois creation video: https://www.youtube.com/watch?v=jaejb8mTFVw and discussed the significance/importance of animals situated in the story.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M.
*We had several students absent/sick today and had a fairly low key "wrap up" day heading into March Break. I hope everyone has a phenomenal break and know that you'll be dearly missed!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.espn.com/espn/page2/sportSkills
READING
We used this time for students to finish up their Kindness Trophies which were sent home today
MEDIA
Students used this period to finish up their print advertisements. Check them out here: https://monsterjammediaproject.weebly.com/
MATH
11:20-12:20
We wrapped up our financial literacy unit today we a quick run through once more on word problems followed by some Money Bingo. As discussed with students, we're around 2 weeks behind where I'd like us to be. Upon our return, we'll start a new unit involving Length, Mass, Capacity, Time, Metric System, Perimeter and Area. We'll continue with some ongoing practice addition and subtraction practice involving money and fold that ongoing work into an evaluative piece tacked onto the back of our new unit.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We finally wrapped up our Cucumber Ball unit and we started a run through involving Touch/Flag Football!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We used this time to review two videos involving First Nations belief systems. The first video entitled "The Tannery" is an award winning short which serves as an allegory on many indigenous people's beliefs as it involves hunting practices and the import of animals and nature. We summarized the video as follows:
Do you want to hear our thoughts on what the message was in the animated short film called “The Tannery”? Read on! The short film could represent First Nations beliefs. First Nations peoples really respected the way that nature could fully provide the necessities of life. First Nations peoples made a point to thank the animal before, during, and after hunting. They really made sure that no part of the animal was left to waste. For example, even bones were turned into tools rather than thrown away. In the film when an animal is eaten whole and in a natural/purposeful/respectful way, the animator showed what appears to be a soul or ghost that lingers and then floats up peacefully. Conversely, there is a hunter who simply kills a fox for its fur and does not appear to eat the meat or do anything else productive with the body. The soul or ghost of the fox seems to be in a state of unease and doesn't float up peacefully. Fur traders sent many of the fur/leather products overseas. Our research has shown that First Nations People really value animals and nature and how we give to one another. Please watch the “Sky Woman and the Birth of Turtle Island” video below as evidence. They truly want balance and respect shown to living things. After all, the Fish, Hawk, Turtle, and Muskrat all helped to create Turtle Island (North America). Now you know our interpretation of “The Tannery”.
We then looked at an Iroquois creation video: https://www.youtube.com/watch?v=jaejb8mTFVw and discussed the significance/importance of animals situated in the story.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
MARCH 6, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P.
HOUSEKEEPING
Presentation tag
Grade 4 note taking
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
J.L. presented Oral Presentation #2. We're continuing with some "tripod tag" with students who chose not present in front of the class having an opportunity to record their presentation solo.
MEDIA
https://www.drooker.ca/media.html
Finally (!), all groups have circled through me for final approval of their print advertisement elements. All groups are working on publishing their good copies. I will be printing off their previously completed logos alongside their photoshopped messages. Students will be gluing those elements on their good copies and will be incorporating hand designed slogans, bribes, and websites.
MATH
11:20-12:20
In math today, students finished up their "Let's Go Shopping" Performance Tasks. Today students were asked to consider if they made money (a profit) or if they owed money to the bank after subtracting their overheard. Students are reminded that if they took home more money than their overhead-they made a profit! Students are reminded to practice their column subtraction with borrowing skills that they learned earlier this year.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In social studies today, we looked at indigenous cooperative games https://intranet.csf.bc.ca/wp-content/uploads/sites/2/2019/12/ressources/EA_indigenous-games-for-children-en.pdf and then turned our attention towards the importance of the general store https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P.
HOUSEKEEPING
Presentation tag
Grade 4 note taking
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
J.L. presented Oral Presentation #2. We're continuing with some "tripod tag" with students who chose not present in front of the class having an opportunity to record their presentation solo.
MEDIA
https://www.drooker.ca/media.html
Finally (!), all groups have circled through me for final approval of their print advertisement elements. All groups are working on publishing their good copies. I will be printing off their previously completed logos alongside their photoshopped messages. Students will be gluing those elements on their good copies and will be incorporating hand designed slogans, bribes, and websites.
MATH
11:20-12:20
In math today, students finished up their "Let's Go Shopping" Performance Tasks. Today students were asked to consider if they made money (a profit) or if they owed money to the bank after subtracting their overheard. Students are reminded that if they took home more money than their overhead-they made a profit! Students are reminded to practice their column subtraction with borrowing skills that they learned earlier this year.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In social studies today, we looked at indigenous cooperative games https://intranet.csf.bc.ca/wp-content/uploads/sites/2/2019/12/ressources/EA_indigenous-games-for-children-en.pdf and then turned our attention towards the importance of the general store https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
WEDNESDAY, MARCH 5, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L.
HOUSEKEEPING
OP Tag
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=0pIyIMqwu0E
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /De/ (Prefix meaning down, off, or away from)
The class worked on some writing related to our kindess festivities while I conducted guided reading with B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their weekly narrative task. Their writing has been outstanding as of late and our new help/feedback approach that I alluded to yesterday is paying dividends.
MATH
11:20-12:20
I wrapped up some feedback on part 1 and 2 of our math performance task and we'll try to wrap it up in its entirety tomorrow. Though it's been under homework for the past few months, just a reminder that students should work on their skip counting skills as we near our formal multiplication and division unit as students are recognizing how multiplication (repeated addition of the same number) can expedite their calculations. Here's the link related to our previously taught "ultimate" multiplication tips: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s reviewed an introductory video https://www.youtube.com/watch?v=a18htkGFqck involving the middle ages alongside me and then did some independent reading and note taking related to an ancient civilization of their choosing from their textbooks. Grade 3s learned a bit about early settler toys and past times which we'll continue tomorrow.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L.
HOUSEKEEPING
OP Tag
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=0pIyIMqwu0E
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /De/ (Prefix meaning down, off, or away from)
The class worked on some writing related to our kindess festivities while I conducted guided reading with B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their weekly narrative task. Their writing has been outstanding as of late and our new help/feedback approach that I alluded to yesterday is paying dividends.
MATH
11:20-12:20
I wrapped up some feedback on part 1 and 2 of our math performance task and we'll try to wrap it up in its entirety tomorrow. Though it's been under homework for the past few months, just a reminder that students should work on their skip counting skills as we near our formal multiplication and division unit as students are recognizing how multiplication (repeated addition of the same number) can expedite their calculations. Here's the link related to our previously taught "ultimate" multiplication tips: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s reviewed an introductory video https://www.youtube.com/watch?v=a18htkGFqck involving the middle ages alongside me and then did some independent reading and note taking related to an ancient civilization of their choosing from their textbooks. Grade 3s learned a bit about early settler toys and past times which we'll continue tomorrow.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, MARCH 4, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L.
*Any questions, comments, or concerns before we start the day
HOUSEKEEPING
Oral Presentation "tag"
DPA breaks
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://ducksinthewindow.com/
D.M. presented his OP #2 in front of the class.
READING
We did some class reorganization during this time and reviewed a new approach towards what will offset guided reading moving forward. I sought feedback regarding students' "Proofreading Partners" and made some adjustment to assist with our new approach moving forward.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started work on their weekly narrative task. I tried a new routine in regards to ongoing check ins/feedback with students which seemed to be quite successful. I'll try it again tomorrow and likely stick with the approach moving forward.
MATH
11:20-12:20
Students opened up their "storefronts" for their "Let's Go Shopping" Performance Task. Students were given time to calculate the total value of goods/services sold and to write a written response reflecting what was noted in their store's ledger. Of note, stores were closed after 7 sales. Students were reminded several times that it's challenging using column addition for 7 numbers and that reducing/simplifying the number of stacked numbers in likely the best way to go. Regardless, students are reminded to always "measure twice, cut once" and double check every column before proceeding.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
https://www.cnn.com/2025/02/28/asia/indus-valley-script-india-prize-intl-hnk-dst/index.html
We covered the Inca Empire today:
https://www.youtube.com/watch?v=UO5ktwPXsyM
The Inca Empire was a fascinating civilization that lived in South America long ago, around 500 years ago. They were incredible builders and created a powerful empire that stretched across the Andes Mountains, which were really important to them. The mountains provided protection and natural resources, like minerals and stones for building.
Waterways were also important to the Inca Empire. They built irrigation systems to bring water to their crops, which helped them grow lots of food. The Inca people were smart engineers and built bridges and roads that crossed rivers and valleys, making it easier to travel and trade goods.
One of the coolest things about the Inca Empire is that they didn't use the wheel! Instead of wheels, they used llamas and people to carry things on their backs along the steep mountain trails. They also built a network of roads called the Inca Road System, which connected their empire and allowed them to travel long distances on foot.
The Inca Empire was ruled by an emperor called the Sapa Inca, who was believed to be the son of the sun god. They worshipped many gods and goddesses and built temples and shrines to honor them. The most famous Inca city is Machu Picchu, which was built high up in the Andes Mountains. It's a really amazing place with stone buildings and terraced fields that are still there today!
The Inca people were skilled farmers and grew lots of different crops, like potatoes, corn, and quinoa. They also raised llamas and alpacas for their wool and meat. In addition to farming, they were talented artists and made beautiful pottery, textiles, and jewelry. The Inca Empire was a really advanced civilization that accomplished amazing things without using the wheel!
We then pivoted to an introduction on Ancient Rome https://www.youtube.com/watch?v=tClxdOsC_JY
We're going to focus in on Ancient Rome vs. Medieval England over the next little while to allow for some concentrated learning and note taking practice prior to embarking on a research project.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
I received prep during this period from Mr. Ferguson who rounded off our previous lesson on early medical practices before advancing into some learning on early settler children.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L.
*Any questions, comments, or concerns before we start the day
HOUSEKEEPING
Oral Presentation "tag"
DPA breaks
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://ducksinthewindow.com/
D.M. presented his OP #2 in front of the class.
READING
We did some class reorganization during this time and reviewed a new approach towards what will offset guided reading moving forward. I sought feedback regarding students' "Proofreading Partners" and made some adjustment to assist with our new approach moving forward.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started work on their weekly narrative task. I tried a new routine in regards to ongoing check ins/feedback with students which seemed to be quite successful. I'll try it again tomorrow and likely stick with the approach moving forward.
MATH
11:20-12:20
Students opened up their "storefronts" for their "Let's Go Shopping" Performance Task. Students were given time to calculate the total value of goods/services sold and to write a written response reflecting what was noted in their store's ledger. Of note, stores were closed after 7 sales. Students were reminded several times that it's challenging using column addition for 7 numbers and that reducing/simplifying the number of stacked numbers in likely the best way to go. Regardless, students are reminded to always "measure twice, cut once" and double check every column before proceeding.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
https://www.cnn.com/2025/02/28/asia/indus-valley-script-india-prize-intl-hnk-dst/index.html
We covered the Inca Empire today:
https://www.youtube.com/watch?v=UO5ktwPXsyM
The Inca Empire was a fascinating civilization that lived in South America long ago, around 500 years ago. They were incredible builders and created a powerful empire that stretched across the Andes Mountains, which were really important to them. The mountains provided protection and natural resources, like minerals and stones for building.
Waterways were also important to the Inca Empire. They built irrigation systems to bring water to their crops, which helped them grow lots of food. The Inca people were smart engineers and built bridges and roads that crossed rivers and valleys, making it easier to travel and trade goods.
One of the coolest things about the Inca Empire is that they didn't use the wheel! Instead of wheels, they used llamas and people to carry things on their backs along the steep mountain trails. They also built a network of roads called the Inca Road System, which connected their empire and allowed them to travel long distances on foot.
The Inca Empire was ruled by an emperor called the Sapa Inca, who was believed to be the son of the sun god. They worshipped many gods and goddesses and built temples and shrines to honor them. The most famous Inca city is Machu Picchu, which was built high up in the Andes Mountains. It's a really amazing place with stone buildings and terraced fields that are still there today!
The Inca people were skilled farmers and grew lots of different crops, like potatoes, corn, and quinoa. They also raised llamas and alpacas for their wool and meat. In addition to farming, they were talented artists and made beautiful pottery, textiles, and jewelry. The Inca Empire was a really advanced civilization that accomplished amazing things without using the wheel!
We then pivoted to an introduction on Ancient Rome https://www.youtube.com/watch?v=tClxdOsC_JY
We're going to focus in on Ancient Rome vs. Medieval England over the next little while to allow for some concentrated learning and note taking practice prior to embarking on a research project.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
I received prep during this period from Mr. Ferguson who rounded off our previous lesson on early medical practices before advancing into some learning on early settler children.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
MONDAY, MARCH 3, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L.
*Just a reminder, if you haven’t already handed in February’ Reading Logs, please do so soon as possible as March’s reading logs will be distributed tomorrow.
*Another reminder: 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 100 points a month with ~10 strikes (10:1 ratio). 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.
HOUSEKEEPING
Oral Presentations: D.M.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A.H. presented his second oral presentation to the class.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /fore/ (Prefix meaning before).
The class read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We set up this week's narrative work after reviewing all of the necessary success criteria for a strong narrative. This week's writing prompt centered around the concept of hyperbole (exaggeration). That a simple story well told (with a sprinkle of hyperbole) is often better than a complex story with confusing twists and turns.
MATH/LIBRARY
11:20-12:20
Students had library and then worked on finishing up their "Let's Go Shopping" performance task storefront set up and/or working on their formative work (Grade 3s pages 13-25 and Grade 4s pages 21-35). We'll start and hopefully complete our performance task tomorrow.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We're down to the Cucumber Ball tournament final game which we'll enjoy next class followed by some fitness testing fun and a new mini unit on touch/flag football.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Here's a quick summary of what we covered thus far involving medical practices in Upper Canada:
In early Canada between 1780 and 1850, medicine was very different from today! People didn’t have modern hospitals or medicine, so they relied on natural remedies, home care, and simple tools. Here’s how they handled different types of medical care:
1. Natural Medicine: People used plants and herbs to treat illnesses. For example, willow bark was used for pain relief (similar to aspirin today), and ginger was used to help with stomach aches. Indigenous people shared their knowledge of natural medicine, teaching settlers about healing plants like cedar tea, which helped prevent scurvy (a disease caused by lack of vitamin C).
2. Dentistry & Toothbrushing: There were no dentists as we know them today! If someone had a bad tooth, the only solution was to pull it out—ouch! People brushed their teeth with crushed charcoal, salt, or twigs to keep them clean. Some used herbs like mint to freshen their breath.
www.mountvernon.org/library/digitalhistory/digital-encyclopedia/article/false-teeth/
3. Surgical Practices: Surgery was very painful because there were no painkillers like we have today. Doctors didn’t use anesthesia (medicine to make you sleep during surgery), so patients had to be awake! Some surgeries were done quickly to lessen pain. Unfortunately, infections were common because doctors didn’t always wash their hands or tools properly.
4. The Medical Field: There were very few trained doctors, and most of them learned through apprenticeships (training with another doctor instead of going to medical school). Many people took care of their own families when they got sick. Midwives helped deliver babies, and barber-surgeons (who also cut hair!) sometimes performed surgeries.
Even though medical care was very basic, people worked hard to help each other stay healthy using the knowledge and resources they had!
COOL FACTS
1. Natural Medicine & Home Remedies
People relied on plants, herbs, and homemade treatments to stay healthy. Indigenous knowledge played a huge role in teaching settlers how to use natural medicine.
🔹 Fact #1: Willow bark was used as a pain reliever, just like aspirin today!
🔹 Fact #2: Cedar tea helped prevent scurvy, a disease caused by not eating enough fruits and vegetables.
🔹 Fact #3: Poultices (a paste made of herbs and mud) were placed on wounds to help them heal. Mustard poultices were used to warm up sick people.
🔹 Fact #4: Honey and sugar were sometimes spread on cuts to prevent infections because they have natural healing properties.
🔹 Fact #5: Some people carried camphor bags around their necks, believing they could keep away sickness like the flu!
2. Dentistry & Toothbrushing
Taking care of teeth wasn’t easy! There were no dentists like we have today, and losing teeth was common.
🔹 Fact #6: People brushed their teeth with twigs, crushed charcoal, or salt—no minty toothpaste!
🔹 Fact #7: If a tooth was rotten, the only solution was pulling it out, usually with pliers or a strong piece of string. Ouch!
🔹 Fact #8: Fake teeth were sometimes made from animal bones or even other people’s teeth!
3. Surgical Practices
Surgery was very dangerous because there were no painkillers, clean hospitals, or antibiotics.
🔹 Fact #9: Before surgery, doctors gave patients alcohol or had them bite on a leather strap to help with pain.
🔹 Fact #10: Some barbers were also surgeons! They cut hair and performed small surgeries like removing bullets or pulling teeth.
🔹 Fact #11: Leeches (slimy little creatures) were used to "suck out bad blood" from sick people—gross, but it was a real treatment!
🔹 Fact #12: If you broke a bone, doctors wrapped sticks or boards around it to keep it straight (an early version of a cast).
4. The Medical Field & Tools
Doctors had very basic tools, and hospitals were rare. Most people were treated at home by their families.
🔹 Fact #13: There were no Band-Aids! Instead, people used plasters (cloth or paper soaked in medicine) to cover wounds.
🔹 Fact #14: A common cure for fever was to make people sweat by wrapping them in blankets or putting them near a fire.
🔹 Fact #15: Many people believed that drinking warm onion juice could cure a cold!
"SNAKE OIL" SALESMEN
Back in Upper Canada, snake oil salesmen were tricksters who traveled from town to town, selling fake medicines they claimed could cure almost anything—aches, fevers, colds, and even serious diseases! These so-called “miracle cures” were often just mixtures of alcohol, herbs, or oils, with little to no real healing power. Some even contained dangerous ingredients that made people feel dizzy or sleepy, tricking them into thinking the medicine was working. These salesmen used fancy speeches, eye-catching posters, and dramatic performances to convince people to buy their remedies, often setting up in busy markets or fairs. Many settlers, desperate for relief from illness, spent their hard-earned money on these useless potions, only to realize later they had been fooled. This is where the phrase "snake oil salesman" comes from—it still means someone who tries to sell something fake or too good to be true!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Pleadr ensure you’ve handed in February’s reading logs as soon as possible
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L.
*Just a reminder, if you haven’t already handed in February’ Reading Logs, please do so soon as possible as March’s reading logs will be distributed tomorrow.
*Another reminder: 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 100 points a month with ~10 strikes (10:1 ratio). 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.
HOUSEKEEPING
Oral Presentations: D.M.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A.H. presented his second oral presentation to the class.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /fore/ (Prefix meaning before).
The class read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We set up this week's narrative work after reviewing all of the necessary success criteria for a strong narrative. This week's writing prompt centered around the concept of hyperbole (exaggeration). That a simple story well told (with a sprinkle of hyperbole) is often better than a complex story with confusing twists and turns.
MATH/LIBRARY
11:20-12:20
Students had library and then worked on finishing up their "Let's Go Shopping" performance task storefront set up and/or working on their formative work (Grade 3s pages 13-25 and Grade 4s pages 21-35). We'll start and hopefully complete our performance task tomorrow.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We're down to the Cucumber Ball tournament final game which we'll enjoy next class followed by some fitness testing fun and a new mini unit on touch/flag football.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Here's a quick summary of what we covered thus far involving medical practices in Upper Canada:
In early Canada between 1780 and 1850, medicine was very different from today! People didn’t have modern hospitals or medicine, so they relied on natural remedies, home care, and simple tools. Here’s how they handled different types of medical care:
1. Natural Medicine: People used plants and herbs to treat illnesses. For example, willow bark was used for pain relief (similar to aspirin today), and ginger was used to help with stomach aches. Indigenous people shared their knowledge of natural medicine, teaching settlers about healing plants like cedar tea, which helped prevent scurvy (a disease caused by lack of vitamin C).
2. Dentistry & Toothbrushing: There were no dentists as we know them today! If someone had a bad tooth, the only solution was to pull it out—ouch! People brushed their teeth with crushed charcoal, salt, or twigs to keep them clean. Some used herbs like mint to freshen their breath.
www.mountvernon.org/library/digitalhistory/digital-encyclopedia/article/false-teeth/
3. Surgical Practices: Surgery was very painful because there were no painkillers like we have today. Doctors didn’t use anesthesia (medicine to make you sleep during surgery), so patients had to be awake! Some surgeries were done quickly to lessen pain. Unfortunately, infections were common because doctors didn’t always wash their hands or tools properly.
4. The Medical Field: There were very few trained doctors, and most of them learned through apprenticeships (training with another doctor instead of going to medical school). Many people took care of their own families when they got sick. Midwives helped deliver babies, and barber-surgeons (who also cut hair!) sometimes performed surgeries.
Even though medical care was very basic, people worked hard to help each other stay healthy using the knowledge and resources they had!
COOL FACTS
1. Natural Medicine & Home Remedies
People relied on plants, herbs, and homemade treatments to stay healthy. Indigenous knowledge played a huge role in teaching settlers how to use natural medicine.
🔹 Fact #1: Willow bark was used as a pain reliever, just like aspirin today!
🔹 Fact #2: Cedar tea helped prevent scurvy, a disease caused by not eating enough fruits and vegetables.
🔹 Fact #3: Poultices (a paste made of herbs and mud) were placed on wounds to help them heal. Mustard poultices were used to warm up sick people.
🔹 Fact #4: Honey and sugar were sometimes spread on cuts to prevent infections because they have natural healing properties.
🔹 Fact #5: Some people carried camphor bags around their necks, believing they could keep away sickness like the flu!
2. Dentistry & Toothbrushing
Taking care of teeth wasn’t easy! There were no dentists like we have today, and losing teeth was common.
🔹 Fact #6: People brushed their teeth with twigs, crushed charcoal, or salt—no minty toothpaste!
🔹 Fact #7: If a tooth was rotten, the only solution was pulling it out, usually with pliers or a strong piece of string. Ouch!
🔹 Fact #8: Fake teeth were sometimes made from animal bones or even other people’s teeth!
3. Surgical Practices
Surgery was very dangerous because there were no painkillers, clean hospitals, or antibiotics.
🔹 Fact #9: Before surgery, doctors gave patients alcohol or had them bite on a leather strap to help with pain.
🔹 Fact #10: Some barbers were also surgeons! They cut hair and performed small surgeries like removing bullets or pulling teeth.
🔹 Fact #11: Leeches (slimy little creatures) were used to "suck out bad blood" from sick people—gross, but it was a real treatment!
🔹 Fact #12: If you broke a bone, doctors wrapped sticks or boards around it to keep it straight (an early version of a cast).
4. The Medical Field & Tools
Doctors had very basic tools, and hospitals were rare. Most people were treated at home by their families.
🔹 Fact #13: There were no Band-Aids! Instead, people used plasters (cloth or paper soaked in medicine) to cover wounds.
🔹 Fact #14: A common cure for fever was to make people sweat by wrapping them in blankets or putting them near a fire.
🔹 Fact #15: Many people believed that drinking warm onion juice could cure a cold!
"SNAKE OIL" SALESMEN
Back in Upper Canada, snake oil salesmen were tricksters who traveled from town to town, selling fake medicines they claimed could cure almost anything—aches, fevers, colds, and even serious diseases! These so-called “miracle cures” were often just mixtures of alcohol, herbs, or oils, with little to no real healing power. Some even contained dangerous ingredients that made people feel dizzy or sleepy, tricking them into thinking the medicine was working. These salesmen used fancy speeches, eye-catching posters, and dramatic performances to convince people to buy their remedies, often setting up in busy markets or fairs. Many settlers, desperate for relief from illness, spent their hard-earned money on these useless potions, only to realize later they had been fooled. This is where the phrase "snake oil salesman" comes from—it still means someone who tries to sell something fake or too good to be true!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Pleadr ensure you’ve handed in February’s reading logs as soon as possible
FRIDAY, FEBRUARY 28, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H.
*We have our M.E.N.A.C.E. Machine field trip tentatively booked for Friday, March 28. More info to come!
HOUSEKEEPING
Oral Presentation #2: A.H, D.M
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
M.S. presented Oral Presentation #2
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Inter/ (Prefix meaning between)
We discussed as a class a return to choice and hopefully a full fledged "Daily 5" program offsetting Guided Reading (and perhaps eventually a switch to Literacy Circles). We'll try to expand our repertoire next week.
The class read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to work with their "Proofreading Partner" to co-author the resolution of their "Toilet Game" narrative. I'm trying to intersperse some more group work opportunities (especially with writing) to reinvigorate their attention towards various success criteria (especially while pairing higher students with lower students). Our updated tutorial video for narrative writing video is always worth reviewing: https://www.youtube.com/watch?v=CrojBX-wQCI The results were pretty strong and should serve well in propelling students forward.
MATH
11:20-12:20
We reviewed how to solve word problems (specifically in the context of money).
1) Replace the name given with your name. Make the problem personal. You might want to even act it out to assist with figuring out the solution.
2) Highlight the question being asked of you to solve.
3) Circle key numerical information
4) Figure out the operation and record the operational symbols (+ - x /) above the word.
www.wisc-online.com/learn/formal-science/mathematics/abm1401/identifying-key-words-in-math-problems
HINTS
ADDING: Sum, total, increase, more, altogether, additional, extra, in all,
SUBTRACTING: Less than, more than, decrease, difference, reduce, change, lost, nearer, further, left, remain, fell, dropped
MULTIPLICATION: Product, of, multiplied, times, as much, lost, by, twice
DIVISION: Divide evenly, split, each, every, average, equal, out of, ratio, shared, quotient
math_-_keywordsusedinmathwordproblems.pdf
Download File
5) Solve using pictures, numbers, and words. Don't forget to UWQSA/Use the Words in the Question to Start your Answer. As well, don't forget to apply OPP/Our Proofreading Plan to your answer. Use as much math language as possible.
math_word_problems_template.doc.docx
Download File
I personally suggest proceeding in the following fashion...
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued with our Cucumber Ball tournament in phys ed and briefly discussed our next (mini) unit involving flag/touch football.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started looking into early settler medical treatment. We started off by defining what "Snake Oil" was and how the rigorous approach we have for science/medication was unknown and unfollowed back then. We then started learning about early dentistry practices!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H.
*We have our M.E.N.A.C.E. Machine field trip tentatively booked for Friday, March 28. More info to come!
HOUSEKEEPING
Oral Presentation #2: A.H, D.M
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
M.S. presented Oral Presentation #2
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Inter/ (Prefix meaning between)
We discussed as a class a return to choice and hopefully a full fledged "Daily 5" program offsetting Guided Reading (and perhaps eventually a switch to Literacy Circles). We'll try to expand our repertoire next week.
The class read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to work with their "Proofreading Partner" to co-author the resolution of their "Toilet Game" narrative. I'm trying to intersperse some more group work opportunities (especially with writing) to reinvigorate their attention towards various success criteria (especially while pairing higher students with lower students). Our updated tutorial video for narrative writing video is always worth reviewing: https://www.youtube.com/watch?v=CrojBX-wQCI The results were pretty strong and should serve well in propelling students forward.
MATH
11:20-12:20
We reviewed how to solve word problems (specifically in the context of money).
1) Replace the name given with your name. Make the problem personal. You might want to even act it out to assist with figuring out the solution.
2) Highlight the question being asked of you to solve.
3) Circle key numerical information
4) Figure out the operation and record the operational symbols (+ - x /) above the word.
www.wisc-online.com/learn/formal-science/mathematics/abm1401/identifying-key-words-in-math-problems
HINTS
ADDING: Sum, total, increase, more, altogether, additional, extra, in all,
SUBTRACTING: Less than, more than, decrease, difference, reduce, change, lost, nearer, further, left, remain, fell, dropped
MULTIPLICATION: Product, of, multiplied, times, as much, lost, by, twice
DIVISION: Divide evenly, split, each, every, average, equal, out of, ratio, shared, quotient
math_-_keywordsusedinmathwordproblems.pdf
Download File
5) Solve using pictures, numbers, and words. Don't forget to UWQSA/Use the Words in the Question to Start your Answer. As well, don't forget to apply OPP/Our Proofreading Plan to your answer. Use as much math language as possible.
math_word_problems_template.doc.docx
Download File
I personally suggest proceeding in the following fashion...
- Personalize the question by changing the names of people to ones you recognize so you can better visualize the situation presented in the word problem
- Add the appropriate operations symbols above the words in the questions that tell you what is needed (+ - X /)
- Circle the numbers that you will be using when solving your word problem
- Highlight the question that needs answering
- Add a “UWQSA” Success Criteria checkbox to remind yourself that you need to “Use the Words in the Question to Start your Answer”.
- Solve the question using numbers first
- Record the answer in words.
- Make sure you “O.P.P.” your written response after UWQSA’ing your answer
- Finally, represent your answer in picture form!
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued with our Cucumber Ball tournament in phys ed and briefly discussed our next (mini) unit involving flag/touch football.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started looking into early settler medical treatment. We started off by defining what "Snake Oil" was and how the rigorous approach we have for science/medication was unknown and unfollowed back then. We then started learning about early dentistry practices!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
THURSDAY, FEBRUARY 27,, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
S.D. presented her second oral presentation of the year.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Pre/ (Prefix meaning before or earlier)
The class then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Students continued work on the problem section of their narrative. The major piece of feedback given and modelled was to actually role play and sound out the unique voices of each character. E.g. "Alright, picture you're Adam. What would you say in this scenario? (Student response) "Perfect! Write that down exactly as you just said it!" Just a heads up that I updated and revamped our narrative writing website and tutorial video: https://www.drooker.ca/narrative-writing.html
MATH
11:20-12:20
We started off our lesson with some discussion on investments.
Students then wrapped up three days of "free range" work on their formative money work (Grade 3s: Pages 13-25 and Grade 4s: Pages 21-35). We'll work on word problems and start a performance task tomorrow.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s looked at a wide range of tools used in Upper Canada. Relevant information and videos are available here for review: https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
S.D. presented her second oral presentation of the year.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Pre/ (Prefix meaning before or earlier)
The class then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Students continued work on the problem section of their narrative. The major piece of feedback given and modelled was to actually role play and sound out the unique voices of each character. E.g. "Alright, picture you're Adam. What would you say in this scenario? (Student response) "Perfect! Write that down exactly as you just said it!" Just a heads up that I updated and revamped our narrative writing website and tutorial video: https://www.drooker.ca/narrative-writing.html
MATH
11:20-12:20
We started off our lesson with some discussion on investments.
Students then wrapped up three days of "free range" work on their formative money work (Grade 3s: Pages 13-25 and Grade 4s: Pages 21-35). We'll work on word problems and start a performance task tomorrow.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s looked at a wide range of tools used in Upper Canada. Relevant information and videos are available here for review: https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
WEDNESDAY, FEBRUARY 25, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H.
*https://boxoffice.auroratownsquare.ca/event/109:85/109:114/
HOUSEKEEPING
Oral Presentation #2: A.H, D.M., S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
M.V. presented her Oral Presentation.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /X/.
The class read independently and/or did some cursive and/or did some Typing Club work while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., B.D., K.K., R.C., T.R., C.S., F.L. (Note: I'm slowly trying to build our class up to a point where there's more choice to offset Guided Reading. Most years, we offset guided reading with something referred to as the "Daily 5" or "Literacy Circles" but we have had some extreme needs in the class that have resulted in little to no choice available because of the near constant interruptions to this valuable portion of our literacy block. Anyways, we're building some momentum and hopefully can resume "normal operations" shortly.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to work the problem section of their narrative writing task. We looked at the need for unique voices and ample detail to satisfy one's audience:
Once the three boys were in the bathroom away from the freezing cold, Adam announced: “Boys! This is going to sound crazy! Call me nuts but I have a fantastic idea for a game that’s going to keep us out of the cold. Listen up! Ariel and Jonny, I want you two to stand by the light switch. I’m going to go to the furthest stall and lock the door and stand on top of the toilet seat. When I yell out to you, you two are going to turn off the lights and time and see how long it takes to get to you and tag you. We’ll take turns and see who can go the fastest. Sound good?” Ariel looked at Jonny who seemed nervous and said: “I’m in! Who the heck wants to be outside anyways? It’s miserable outside!” Jonny was unsure and replied: “I’m kind of worried. Ms. Morad already hates me. What if she sees that I haven’t returned for recess?” Adam responded: “C’mon chicken little! I promise you that I’ll take the blame if we get caught!” The boys agreed and Adam went into the furthest stall and locked the door. The two boys heard the toilet seat creak as he stood on it.
Versus
The three boys entered the washroom. Adam told the boys that they were going to play a game called “Let’s See Who is Fastest to Leave the Furthest Bathroom Stall in the Dark Game”. The boys agreed to play the game.
A lot of feedback was given reminding students to do what's necessary to fully realize individual characters and show off their personalities rather than sticking with straightforward narration/summary of action.
MATH
11:20-12:20
In math today, students continued to work "free range" style on their formative work booklets involving making change, adding and subtracting money. They have one more day to work on pages 13-25 (grade 3s) and 21 to 35 (grade 4s). Students have been checking in with me after every page and I've been giving them "money" for their efforts. I was doing this as a simulation/teachable moment. I was waiting for the moment that I ran out of "reward" money for students and that moment occurred today. At that point, I paused our feedback cycle and I asked students if they wanted me to print off more money to give away. Some said yes while others said no. I pointed out to students that some students were absent yesterday or were working at a slower pace. Shouldn't they be rewarded in a similar fashion or even compensated with extra money if they were working at their pace? Through this simulation, students learned the realities that our government faces. Suppose someone is born unable to work due to a physical or mental disability. Shouldn't they be provided with assistance as they didn't have a say in how things panned out for them? Or if those infirmities occurred due to an accident? etc. If they are to receive assistance, is it a matter of charity from well off individuals or should the government spend taxpayer dollars and/or print more money to assist them? I (obviously) left these questions open ended :) The thoughts coming out of our conversations were fascinating. Much like our society, students takes were varied. Some responded along the lines of: "I worked hard for my "reward" money. Why should my reward money be printed out and given away and it's not so special or rare anymore" vs. "It's not fair because of X,Y,Z. Make some more and pass it along to those deserving of it!" We'll look at spending vs. saving, an introduction to investing and cryptocurrency (and how digital currency such as Bitcoin has a set number of coins made that will never be exceeded and how that is perceived) in a student friendly/curriculum appropriate manner :) All in all, our class really seems to be into financial literacy and are doing well.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s covered the Indus Valley Civilization and Ancient China this afternoon. The relevant notes and videos for review are available here :) https://www.drooker.ca/early-societies.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H.
*https://boxoffice.auroratownsquare.ca/event/109:85/109:114/
HOUSEKEEPING
Oral Presentation #2: A.H, D.M., S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
M.V. presented her Oral Presentation.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /X/.
The class read independently and/or did some cursive and/or did some Typing Club work while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., B.D., K.K., R.C., T.R., C.S., F.L. (Note: I'm slowly trying to build our class up to a point where there's more choice to offset Guided Reading. Most years, we offset guided reading with something referred to as the "Daily 5" or "Literacy Circles" but we have had some extreme needs in the class that have resulted in little to no choice available because of the near constant interruptions to this valuable portion of our literacy block. Anyways, we're building some momentum and hopefully can resume "normal operations" shortly.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to work the problem section of their narrative writing task. We looked at the need for unique voices and ample detail to satisfy one's audience:
Once the three boys were in the bathroom away from the freezing cold, Adam announced: “Boys! This is going to sound crazy! Call me nuts but I have a fantastic idea for a game that’s going to keep us out of the cold. Listen up! Ariel and Jonny, I want you two to stand by the light switch. I’m going to go to the furthest stall and lock the door and stand on top of the toilet seat. When I yell out to you, you two are going to turn off the lights and time and see how long it takes to get to you and tag you. We’ll take turns and see who can go the fastest. Sound good?” Ariel looked at Jonny who seemed nervous and said: “I’m in! Who the heck wants to be outside anyways? It’s miserable outside!” Jonny was unsure and replied: “I’m kind of worried. Ms. Morad already hates me. What if she sees that I haven’t returned for recess?” Adam responded: “C’mon chicken little! I promise you that I’ll take the blame if we get caught!” The boys agreed and Adam went into the furthest stall and locked the door. The two boys heard the toilet seat creak as he stood on it.
Versus
The three boys entered the washroom. Adam told the boys that they were going to play a game called “Let’s See Who is Fastest to Leave the Furthest Bathroom Stall in the Dark Game”. The boys agreed to play the game.
A lot of feedback was given reminding students to do what's necessary to fully realize individual characters and show off their personalities rather than sticking with straightforward narration/summary of action.
MATH
11:20-12:20
In math today, students continued to work "free range" style on their formative work booklets involving making change, adding and subtracting money. They have one more day to work on pages 13-25 (grade 3s) and 21 to 35 (grade 4s). Students have been checking in with me after every page and I've been giving them "money" for their efforts. I was doing this as a simulation/teachable moment. I was waiting for the moment that I ran out of "reward" money for students and that moment occurred today. At that point, I paused our feedback cycle and I asked students if they wanted me to print off more money to give away. Some said yes while others said no. I pointed out to students that some students were absent yesterday or were working at a slower pace. Shouldn't they be rewarded in a similar fashion or even compensated with extra money if they were working at their pace? Through this simulation, students learned the realities that our government faces. Suppose someone is born unable to work due to a physical or mental disability. Shouldn't they be provided with assistance as they didn't have a say in how things panned out for them? Or if those infirmities occurred due to an accident? etc. If they are to receive assistance, is it a matter of charity from well off individuals or should the government spend taxpayer dollars and/or print more money to assist them? I (obviously) left these questions open ended :) The thoughts coming out of our conversations were fascinating. Much like our society, students takes were varied. Some responded along the lines of: "I worked hard for my "reward" money. Why should my reward money be printed out and given away and it's not so special or rare anymore" vs. "It's not fair because of X,Y,Z. Make some more and pass it along to those deserving of it!" We'll look at spending vs. saving, an introduction to investing and cryptocurrency (and how digital currency such as Bitcoin has a set number of coins made that will never be exceeded and how that is perceived) in a student friendly/curriculum appropriate manner :) All in all, our class really seems to be into financial literacy and are doing well.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s covered the Indus Valley Civilization and Ancient China this afternoon. The relevant notes and videos for review are available here :) https://www.drooker.ca/early-societies.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, FEBRUARY 25, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G.
HOUSEKEEPING
M.V. H.L. First Recess
Oral Presentation #2: M.V., A.H, D.M., , S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
F.L. presented Oral Presentation #2.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Mis/ (Prefix meaning bad or wrong).
The class completed some “Phonics” work (Vowel teams such as ai, ey, ay, ei) and then read independently and/or did cursive and/or did some typing club work while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started planning out this week's narrative inspired by a true story which I shared with students involving a game I used to play during recess. Students used pictures and words within their graphic organizers to set up their writing for tomorrow while getting feedback from me throughout the process and points for their accounts.
MATH
11:20-12:20
We turned our attention towards gift cards and electronic money transfers before some formative work. I'm giving students three days to work at their own pace through the following pages
Grade 3: Page 13-25
Grade 4 Pages 21-35
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s received a lesson on the Rosetta Stone and Ancient Egypt today:
The Rosetta Stone is a very special ancient artifact that was found in Egypt. It's important because it helped people understand ancient Egyptian hieroglyphs, which are like pictures that represent words and sounds. The Rosetta Stone has the same message written in three different languages: Egyptian hieroglyphs, Egyptian demotic script, and Greek. This helped scholars figure out how to read hieroglyphs, which had been a mystery for a long time.
Imagine you have a secret code, like a treasure map, but you can't read it because it's in a language you don't understand. That's what it was like with hieroglyphs before the Rosetta Stone was found. But when the Rosetta Stone was discovered in 1799, it was like finding the key to unlock the code! Now, people could finally understand what the hieroglyphs meant, and they could learn more about ancient Egyptian history and culture.
There have been other artifacts found that are like the Rosetta Stone in that they have writing in multiple languages. For example, the Behistun Inscription found in Iran has writing in three different languages: Old Persian, Elamite, and Babylonian. This helped scholars decipher the ancient Persian language. Another example is the Shang oracle bones found in China, which have inscriptions in ancient Chinese characters. These artifacts have all been really important in helping us understand ancient languages and civilizations.
Ancient Egypt was a fascinating civilization that lived a very long time ago, over 5,000 years ago! They built amazing pyramids, huge temples, and beautiful statues. One of the coolest things about Ancient Egypt is the way they built huge pyramids as tombs for their kings, called pharaohs. These pyramids are still standing today and are famous all over the world!
Mountains and waterways were really important to Ancient Egypt. They lived along the Nile River, which was like a lifeline for them. The Nile provided water for drinking, farming, and bathing. Every year, the Nile would flood, leaving behind rich soil that was perfect for growing crops. The Egyptians also believed that the mountains, like the ones in the desert, were sacred places where the gods lived.
One of the most famous symbols of Ancient Egypt is the hieroglyphs, which are like pictures that represent words and sounds. The Egyptians wrote on paper-like material called papyrus using special ink. They wrote down stories, laws, and even love poems! Another cool fact is that the Ancient Egyptians invented one of the earliest forms of paper called papyrus.
The Egyptians had many gods and goddesses, and they built big temples to worship them. They believed in life after death and thought that if they did good deeds in life, they would be rewarded in the afterlife. That's why they built huge tombs like the pyramids and filled them with treasures and mummies, which are preserved bodies.
Ancient Egypt had many pharaohs, but one of the most famous is King Tutankhamun, also known as King Tut. His tomb was discovered in 1922, and it was filled with amazing treasures, including a golden mask and jewelry. Ancient Egypt was a really advanced civilization with its own writing, religion, and culture. It's left behind many mysteries and treasures that we're still discovering today!
http://giza.fas.harvard.edu/giza3d/
https://www.youtube.com/watch?v=tqY-_wAH4Wg
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s looked at our photo slide deck related to houses and we teased out some of the common household items found within houses from basins to commodes, etc.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G.
HOUSEKEEPING
M.V. H.L. First Recess
Oral Presentation #2: M.V., A.H, D.M., , S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
F.L. presented Oral Presentation #2.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Mis/ (Prefix meaning bad or wrong).
The class completed some “Phonics” work (Vowel teams such as ai, ey, ay, ei) and then read independently and/or did cursive and/or did some typing club work while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started planning out this week's narrative inspired by a true story which I shared with students involving a game I used to play during recess. Students used pictures and words within their graphic organizers to set up their writing for tomorrow while getting feedback from me throughout the process and points for their accounts.
MATH
11:20-12:20
We turned our attention towards gift cards and electronic money transfers before some formative work. I'm giving students three days to work at their own pace through the following pages
Grade 3: Page 13-25
Grade 4 Pages 21-35
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s received a lesson on the Rosetta Stone and Ancient Egypt today:
The Rosetta Stone is a very special ancient artifact that was found in Egypt. It's important because it helped people understand ancient Egyptian hieroglyphs, which are like pictures that represent words and sounds. The Rosetta Stone has the same message written in three different languages: Egyptian hieroglyphs, Egyptian demotic script, and Greek. This helped scholars figure out how to read hieroglyphs, which had been a mystery for a long time.
Imagine you have a secret code, like a treasure map, but you can't read it because it's in a language you don't understand. That's what it was like with hieroglyphs before the Rosetta Stone was found. But when the Rosetta Stone was discovered in 1799, it was like finding the key to unlock the code! Now, people could finally understand what the hieroglyphs meant, and they could learn more about ancient Egyptian history and culture.
There have been other artifacts found that are like the Rosetta Stone in that they have writing in multiple languages. For example, the Behistun Inscription found in Iran has writing in three different languages: Old Persian, Elamite, and Babylonian. This helped scholars decipher the ancient Persian language. Another example is the Shang oracle bones found in China, which have inscriptions in ancient Chinese characters. These artifacts have all been really important in helping us understand ancient languages and civilizations.
Ancient Egypt was a fascinating civilization that lived a very long time ago, over 5,000 years ago! They built amazing pyramids, huge temples, and beautiful statues. One of the coolest things about Ancient Egypt is the way they built huge pyramids as tombs for their kings, called pharaohs. These pyramids are still standing today and are famous all over the world!
Mountains and waterways were really important to Ancient Egypt. They lived along the Nile River, which was like a lifeline for them. The Nile provided water for drinking, farming, and bathing. Every year, the Nile would flood, leaving behind rich soil that was perfect for growing crops. The Egyptians also believed that the mountains, like the ones in the desert, were sacred places where the gods lived.
One of the most famous symbols of Ancient Egypt is the hieroglyphs, which are like pictures that represent words and sounds. The Egyptians wrote on paper-like material called papyrus using special ink. They wrote down stories, laws, and even love poems! Another cool fact is that the Ancient Egyptians invented one of the earliest forms of paper called papyrus.
The Egyptians had many gods and goddesses, and they built big temples to worship them. They believed in life after death and thought that if they did good deeds in life, they would be rewarded in the afterlife. That's why they built huge tombs like the pyramids and filled them with treasures and mummies, which are preserved bodies.
Ancient Egypt had many pharaohs, but one of the most famous is King Tutankhamun, also known as King Tut. His tomb was discovered in 1922, and it was filled with amazing treasures, including a golden mask and jewelry. Ancient Egypt was a really advanced civilization with its own writing, religion, and culture. It's left behind many mysteries and treasures that we're still discovering today!
http://giza.fas.harvard.edu/giza3d/
https://www.youtube.com/watch?v=tqY-_wAH4Wg
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s looked at our photo slide deck related to houses and we teased out some of the common household items found within houses from basins to commodes, etc.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
MONDAY, FEBRUARY 24, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D.
*Pink Shirt Day (Wednesday)
*Assembly @ 10 and 2:35-3:05
HOUSEKEEPING
M.V. H.L. First Recess
Oral Presentation #2: M.V., A.H, D.M., F.L., S.D.
Lesson spots for certain students
Coat Hook Changes
Dedicated snack time
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A.V. presented her hero presentation to the class.
MEDIA
We managed to sneak in a bit of media work related to students' Monster Jam Print Advertisements prior to our assembly.
KINDNESS ASSEMBLY
We had our old friend Glenn Marais https://glennmarais.ca/ perform for students to kick off our month of Kindness activities.
MATH/LIBRARY
11:20-12:20
We started off the period discussing different methods of payment (Namely, credit, debit, cheque) and then students continued with some formative work. Grade 3s worked on converting cents to dollars and counting Canadian coins (trying to use mental math strategies to simplify before using column addition when necessary) while grade 4s worked on making change (with the challenge of doing so with the fewest number of bills and coins required.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
The gym was occupied with ongoing mini assemblies related to kindness so we revisited our approach to DPA and then turned our attention back towards media "interviews" related to students' print advertisements. We then had our own mini assembly regarding our kindness project which will be running for the next 21 days.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Our mini assembly ran long and we managed to squeeze in a bit of work on early housing. Reading through the notes beneath this subheading is more than welcome https://www.drooker.ca/communities-1780-1850.html We'll continue our learning tomorrow.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D.
*Pink Shirt Day (Wednesday)
*Assembly @ 10 and 2:35-3:05
HOUSEKEEPING
M.V. H.L. First Recess
Oral Presentation #2: M.V., A.H, D.M., F.L., S.D.
Lesson spots for certain students
Coat Hook Changes
Dedicated snack time
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A.V. presented her hero presentation to the class.
MEDIA
We managed to sneak in a bit of media work related to students' Monster Jam Print Advertisements prior to our assembly.
KINDNESS ASSEMBLY
We had our old friend Glenn Marais https://glennmarais.ca/ perform for students to kick off our month of Kindness activities.
MATH/LIBRARY
11:20-12:20
We started off the period discussing different methods of payment (Namely, credit, debit, cheque) and then students continued with some formative work. Grade 3s worked on converting cents to dollars and counting Canadian coins (trying to use mental math strategies to simplify before using column addition when necessary) while grade 4s worked on making change (with the challenge of doing so with the fewest number of bills and coins required.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
The gym was occupied with ongoing mini assemblies related to kindness so we revisited our approach to DPA and then turned our attention back towards media "interviews" related to students' print advertisements. We then had our own mini assembly regarding our kindness project which will be running for the next 21 days.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Our mini assembly ran long and we managed to squeeze in a bit of work on early housing. Reading through the notes beneath this subheading is more than welcome https://www.drooker.ca/communities-1780-1850.html We'll continue our learning tomorrow.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
FRIDAY, FEBRUARY 21, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C.
HOUSEKEEPING
M.V. Letter
Oral Presentation #2: M.V., A.V, A.H, D.M., F.L., S.D.
Coat Hooks
Desk Checks 5 a day in the AM?
Desk changes
Lesson spots for certain students
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A.L. presented his hero to the class.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Over/ (Prefix meaning above, highest, too much)
The class completed some “O.P.P.” work (Inspired by the following "ASMR" video https://www.instagram.com/reel/DFwqnJ6OedS/) and then read independently while I conducted guided reading with G.P., H.L., A.V., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to finish up the problem section of their narratives today. We'll start a new narrative topic next week! As discussed with students, I'll be exposing students to a variety of narrative prompts over the next few weeks to inspire their writing. Students will eventually pick one of my narrative prompts (or one of their choosing) to publish at unit's end in its entirety (all 4 sections) and collate them into a book you can purchase. We'll also endeavor to share our book at some point with another class and decide whose narrative wins "The Woodlot of Writing" award (Yes...I'm poking fun at the Blue Spruce or Forest of Reading competition!). More info to come on all of that as we move forward.
MATH
11:20-12:20
We started off the morning talking about what the word "economy" means and what a circular economy is using the following video: https://www.youtube.com/watch?v=1aVYJ-krSMA
Grade 3s completed pages 4-7 of their formative work booklets while Grade 4s completed pages 15-17. Student work involved grouping repeated amounts (mental math/multiplication) and reducing those sums to then add to other amounts to arrive at an overall total.
The following games can be enjoyed at home to build on their skills:
Making Change Practice
www.mathplayground.com/candy_cashier.html
www.funbrain.com/games/change-maker
Money Knowledge Games
www.titlemax.com/articles/titlemax-money-games/
Money Virtual Manipulative
toytheater.com/play-money-canada/
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
After having several of our gym periods lost to various presentations and a snow day, we finally were able to start our cucumber ball tournament. We'll continue our single elimination finals bracket on Monday.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our learning related to early settler professions. Here's a little summarizing paragraph we conjured up to summarize our learning:
For early settlers, the first "profession" they had was survival! It was later in our time period that specialized professions came about. Blacksmiths would work with molten metal and shape it into a variety of tools and items. Choppers cleared the land by chopping wood. Loggers or lumberjacks would take the logs down the river to the sawmill. Wainwrights built carriages, sleighs, wagons, and coaches. Wheelwrights steamed wood and curved it to design wheels. Coopers also curved wood to make buckets and barrels. Shoemakers used "lasts" (small, medium, large) and sewed leather around the lasts to make shoes. Peddlers would often buy a variety of items and carry them around door to door and sell them. Furniture makers not only made cabinets, bed frames, etc., they also made wooden toys! Other professions included wig makers, hat makers, shingle makers, teachers, lawyers, etc. Children would apprentice and be paid in "experience". Now you know all about some early settler occupations!
We then started to look at early settler homes. We reviewed a bivouac, sod house and basic notched log house. Our webpage has a bunch of images and videos to explore: https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C.
HOUSEKEEPING
M.V. Letter
Oral Presentation #2: M.V., A.V, A.H, D.M., F.L., S.D.
Coat Hooks
Desk Checks 5 a day in the AM?
Desk changes
Lesson spots for certain students
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
A.L. presented his hero to the class.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Over/ (Prefix meaning above, highest, too much)
The class completed some “O.P.P.” work (Inspired by the following "ASMR" video https://www.instagram.com/reel/DFwqnJ6OedS/) and then read independently while I conducted guided reading with G.P., H.L., A.V., J.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to finish up the problem section of their narratives today. We'll start a new narrative topic next week! As discussed with students, I'll be exposing students to a variety of narrative prompts over the next few weeks to inspire their writing. Students will eventually pick one of my narrative prompts (or one of their choosing) to publish at unit's end in its entirety (all 4 sections) and collate them into a book you can purchase. We'll also endeavor to share our book at some point with another class and decide whose narrative wins "The Woodlot of Writing" award (Yes...I'm poking fun at the Blue Spruce or Forest of Reading competition!). More info to come on all of that as we move forward.
MATH
11:20-12:20
We started off the morning talking about what the word "economy" means and what a circular economy is using the following video: https://www.youtube.com/watch?v=1aVYJ-krSMA
Grade 3s completed pages 4-7 of their formative work booklets while Grade 4s completed pages 15-17. Student work involved grouping repeated amounts (mental math/multiplication) and reducing those sums to then add to other amounts to arrive at an overall total.
The following games can be enjoyed at home to build on their skills:
Making Change Practice
www.mathplayground.com/candy_cashier.html
www.funbrain.com/games/change-maker
Money Knowledge Games
www.titlemax.com/articles/titlemax-money-games/
Money Virtual Manipulative
toytheater.com/play-money-canada/
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
After having several of our gym periods lost to various presentations and a snow day, we finally were able to start our cucumber ball tournament. We'll continue our single elimination finals bracket on Monday.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our learning related to early settler professions. Here's a little summarizing paragraph we conjured up to summarize our learning:
For early settlers, the first "profession" they had was survival! It was later in our time period that specialized professions came about. Blacksmiths would work with molten metal and shape it into a variety of tools and items. Choppers cleared the land by chopping wood. Loggers or lumberjacks would take the logs down the river to the sawmill. Wainwrights built carriages, sleighs, wagons, and coaches. Wheelwrights steamed wood and curved it to design wheels. Coopers also curved wood to make buckets and barrels. Shoemakers used "lasts" (small, medium, large) and sewed leather around the lasts to make shoes. Peddlers would often buy a variety of items and carry them around door to door and sell them. Furniture makers not only made cabinets, bed frames, etc., they also made wooden toys! Other professions included wig makers, hat makers, shingle makers, teachers, lawyers, etc. Children would apprentice and be paid in "experience". Now you know all about some early settler occupations!
We then started to look at early settler homes. We reviewed a bivouac, sod house and basic notched log house. Our webpage has a bunch of images and videos to explore: https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
THURSDAY, FEBRUARY 20, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S.
*You'll recall from Tuesday's blog that we had a full day of workshops related to Black Excellence yesterday. Thus, no blog.
HOUSEKEEPING
Macsen: Hero
Oral Presentation #2: A.L., M.V., A.V, A.H, D.M., F.L., S.D.
Coat Hooks
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
H.L. presented his hero today! We'll continue with more presentations throughout the upcoming days.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /In-, Im-, Il-, Ir-/ (Prefix meaning in or towards).
The class completed some “Vocabulary” work (Toolkit Binder: We looked at the specific pages/word menus that students could employ for their "Under the Rug" narrative) and then read independently while I conducted guided reading with G.P., H.L., J.L.
WRITING
We reviewed the final page of their graphic organizer which students are to complete at the end of their narratives. There's a column where students reflect and a teacher column next to it to help guide their "glows" and "grows". Students started work on the problem section of their narratives and will receive more time tomorrow to complete it.
MATH
11:20-12:20
I was pulled for my monthly PLC time and students had a supply teacher. Grade 3s completed page 2 and 3 of their formative work booklet while grade 4s completed page 13 and 14. We'll pick up the pace tomorrow (Unfortunately the supply teacher didn't progress with more work as requested!).
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
After a quick recap of Tuesday's lesson, we turned our attention towards professions in Upper Canada. I pointed out to students that the first profession for very early settlers e.g. 1780 was the job of survival. But specialized professions developed later in our time frame namely blacksmiths, choppers, log drivers, wainwrights, wheelwrights and coopers. We'll continue to look at other professions tomorrow.
https://archive.ph/CHcIp
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S.
*You'll recall from Tuesday's blog that we had a full day of workshops related to Black Excellence yesterday. Thus, no blog.
HOUSEKEEPING
Macsen: Hero
Oral Presentation #2: A.L., M.V., A.V, A.H, D.M., F.L., S.D.
Coat Hooks
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
H.L. presented his hero today! We'll continue with more presentations throughout the upcoming days.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /In-, Im-, Il-, Ir-/ (Prefix meaning in or towards).
The class completed some “Vocabulary” work (Toolkit Binder: We looked at the specific pages/word menus that students could employ for their "Under the Rug" narrative) and then read independently while I conducted guided reading with G.P., H.L., J.L.
WRITING
We reviewed the final page of their graphic organizer which students are to complete at the end of their narratives. There's a column where students reflect and a teacher column next to it to help guide their "glows" and "grows". Students started work on the problem section of their narratives and will receive more time tomorrow to complete it.
MATH
11:20-12:20
I was pulled for my monthly PLC time and students had a supply teacher. Grade 3s completed page 2 and 3 of their formative work booklet while grade 4s completed page 13 and 14. We'll pick up the pace tomorrow (Unfortunately the supply teacher didn't progress with more work as requested!).
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
After a quick recap of Tuesday's lesson, we turned our attention towards professions in Upper Canada. I pointed out to students that the first profession for very early settlers e.g. 1780 was the job of survival. But specialized professions developed later in our time frame namely blacksmiths, choppers, log drivers, wainwrights, wheelwrights and coopers. We'll continue to look at other professions tomorrow.
https://archive.ph/CHcIp
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, FEBRUARY 18 , 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*Tomorrow is our Black Excellence Workshop Day. Students will partake in a full day of activities!
*WHPS is hosting Paul Davis on the evening of February 27th. He will be presenting on topics including smart phones, social media, digital trails, cyber bullying, image sharing, online gaming, online grooming, & privacy.
HOUSEKEEPING
Macsen: Hero
Oral Presentation #2: H.L., A.L., M.V., A.V, A.H, D.M., F.L., S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We spent some time this morning completing a desk change and going through some of our routines in an effort to start anew for Term 2.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /non/. (Prefix meaning not or negative)
The class completed some “Phonics” work (Short vowels) and then read discussed a writing hobby known as Post Crossings https://www.postcrossing.com/ We now have over half the class on writing growth plans. I wanted to take a moment to introduce students to a possible hobby that they might like that will have them writing and reading in the process. It's free, it's fun and it builds up anticipation as one awaits postcards sent their way! I also took a moment to share a response from a Message in a Bottle that we previously hid. Congratulations A.L. for an awesome response from a stranger.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
After reviewing the success criteria we've rolled out thus far related to narrative writing, we added another-strong titles/ Essentially titles are the bait on the end of a hook which invites the reader into your world. We brainstormed some strong, provocative titles for our "Harris Burdick" narrative. Students had an opportunity to work on their orientation paragraph today.
MATH
11:20-12:20
We continued with our introduction to financial literacy today. We recapped Friday's lesson and then talked briefly about how we got rid of the gold standard and inflation (Using an analogy)
:
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!
I then conducted a diagnostic task involving "writing" money. Throughout this unit, I'm going to insist that students write any money amount with a dollar sign and decimal shown:
$1.00 is correct ($1 or 1.00 or 1 is incorrect).
$0.25 is correct (25 or 0.25 or 25c is incorrect).
I want to standardize notation this way to insist upon appropriate column addition and subtraction of money (by lining up decimals) and separating the land of the "wholes" (e.g. Pizzas) from the land of the "parts" (e.g. Slices). The results of the diagnostic were so-so. As a result, I'll suggest you challenge your child tonight to write down a variety of dollar and cent amounts using the aforementioned notation approach. We'll start some formative work tomorrow and continue to intersperse some financial literacy knowledge before every lesson (e.g. types of payment, saving money, etc.)
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We started off our lesson discussing about why we study the past:
We study the past to ensure that we do not repeat the same mistakes! When we look to the past, we often have to look down below the surface (archaeology) to locate artifacts! I gave students an example of the little known local archaeological site on the south east corner of Vandorf and Kennedy which is an ossuary from the Huron Wendat village from ~525 years ago.
Historical timelines are often organized into chunks of time known as "eras"
Grade 4s had a lesson on the difference between AD, BC and our more common terms CE and BCE respectively. https://www.youtube.com/watch?v=kDNH4G9iacw
We also discussed and defined culture:
Culture is like a big colorful quilt made up of all the things that make a group of people special and unique. It includes things like the food they eat, the clothes they wear, the holidays they celebrate, the language they speak, the music they listen to, and the stories they tell. Culture is what makes different groups of people around the world special and interesting. It's like the pieces that make up a puzzle, coming together to create something beautiful and meaningful.
We then started to talk about push and pull factors driving movement between early civilizations.
Push Factors are Negatives :(
(Over population, wars, famine, drought, no jobs, etc.)
Pull Factors are Positives :)
(Jobs, Climate, Peaceful, Free education, Free healthcare, Vote, etc.)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s focused in on how wool clothing was made: https://www.youtube.com/watch?v=jaDnSzlbdL0
1) Shear a sheep using scissors
2) Boil the wool
3) Dry the wool
4) Clean the wool of debris
5) Card the wool
6) Spin the wool into yarn
7) Measure and dye it
8) Use a loom to make fabric
9) Sew the fabric pieces together
Both the 3s and 4s continue to use their note taking organizer to practice paraphrasing their learning in preparation for their eventual research projects.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
FRIDAY, FEBRUARY 14, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: T.R.
HOUSEKEEPING
Desk changes/Valentines/OP
H.L., A.L., M.V., A.V, A.H, D.M., F.L., S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=88bMVbx1dzM
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /dis/. (Prefix meaning not, absence of, apart)
At this point, we turned our attention towards the Mystery of Harris Burdick https://www.drooker.ca/uploads/1/1/0/9/110962203/harrisburdickmysteryscript.docx https://www.drooker.ca/uploads/1/1/0/9/110962203/the_mysteries_of_harris_burdick.pdf
Here's a radio/podcast version of the story that my students made a few years back https://www.youtube.com/watch?v=vQOURCc6l5E
The rationale behind introducing this story is two fold: 1) We're using the "Under the Rug" illustration by Harris Burdick as a writing prompt for our first formative narrative writing task. 2) We'll be using the Mysterious Disappearance of Harris Burdick for a future introduction to script writing and how it intersects with radio advertising and our upcoming field trip to Spinmaster.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We revisited narrative writing success criteria we've covered thus far including this tutorial video on punctuating dialogue: https://www.youtube.com/watch?v=vZ4BbyBUSmA
We then looked at the inclusion of similes and metaphors to improve our narrative writing harkening back to our descriptive writing unit.
Students were given time to plan out and illustrate their narrative using the "Under the Rug" picture prompt and their graphic organizer. They also spent some time using their toolkit binders to populate their organizers with various words, dialogue tags, etc. they intend to use when writing their narrative.
MATH/LIBRARY
11:20-12:20
Students had library but unfortunately the sign out system was down so we'll have to sign out books at a later point. I delivered an introduction to money using the following video:
https://www.youtube.com/watch?v=HbPi-JREHAQ
WHAT DETERMINES THE VALUE OF SOMETHING?
The supply
The demand
The usefulness of it
Opinion
WHAT MAKES GOLD SO VALUABLE?
Rare...deposited by meteorites and formed over millions of years
Rare but not to the point where it is nearly impossible to share and to use
Shiny/pretty
It doesn't explode or vanish or corrode
Fairly easy to carry
Fairly easy to shape
Fantastic conductor of electricity
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.
We'll look at how our money is no longer backed by gold next class and then reexamine our math "ninja" strategies involving addition and subtraction and translate them to money.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Unfortunately the gym was unavailable due to the Valentine's Day Dance. We used this period to kick start our Oral Presentations with T.R. and B.D. presenting. We'll advance with more presentations next week. Once we finish up our Cucumber Ball tournament, we'll try to quickly sneak in some Disc Golf as the kit arrived today. Not the ideal time for it but we can certainly try to enjoy it as beggars can't be choosers. Despite signing out our PE 2 Go Kits as soon as the proverbial wickets opened up, some slots were not available so I took what I could get ;) Competition for the kits is stiff!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Ms. Hall was in for me during this period for a prep payback and did some money bingo with students.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: T.R.
HOUSEKEEPING
Desk changes/Valentines/OP
H.L., A.L., M.V., A.V, A.H, D.M., F.L., S.D.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=88bMVbx1dzM
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /dis/. (Prefix meaning not, absence of, apart)
At this point, we turned our attention towards the Mystery of Harris Burdick https://www.drooker.ca/uploads/1/1/0/9/110962203/harrisburdickmysteryscript.docx https://www.drooker.ca/uploads/1/1/0/9/110962203/the_mysteries_of_harris_burdick.pdf
Here's a radio/podcast version of the story that my students made a few years back https://www.youtube.com/watch?v=vQOURCc6l5E
The rationale behind introducing this story is two fold: 1) We're using the "Under the Rug" illustration by Harris Burdick as a writing prompt for our first formative narrative writing task. 2) We'll be using the Mysterious Disappearance of Harris Burdick for a future introduction to script writing and how it intersects with radio advertising and our upcoming field trip to Spinmaster.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We revisited narrative writing success criteria we've covered thus far including this tutorial video on punctuating dialogue: https://www.youtube.com/watch?v=vZ4BbyBUSmA
We then looked at the inclusion of similes and metaphors to improve our narrative writing harkening back to our descriptive writing unit.
Students were given time to plan out and illustrate their narrative using the "Under the Rug" picture prompt and their graphic organizer. They also spent some time using their toolkit binders to populate their organizers with various words, dialogue tags, etc. they intend to use when writing their narrative.
MATH/LIBRARY
11:20-12:20
Students had library but unfortunately the sign out system was down so we'll have to sign out books at a later point. I delivered an introduction to money using the following video:
https://www.youtube.com/watch?v=HbPi-JREHAQ
WHAT DETERMINES THE VALUE OF SOMETHING?
The supply
The demand
The usefulness of it
Opinion
WHAT MAKES GOLD SO VALUABLE?
Rare...deposited by meteorites and formed over millions of years
Rare but not to the point where it is nearly impossible to share and to use
Shiny/pretty
It doesn't explode or vanish or corrode
Fairly easy to carry
Fairly easy to shape
Fantastic conductor of electricity
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.
We'll look at how our money is no longer backed by gold next class and then reexamine our math "ninja" strategies involving addition and subtraction and translate them to money.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Unfortunately the gym was unavailable due to the Valentine's Day Dance. We used this period to kick start our Oral Presentations with T.R. and B.D. presenting. We'll advance with more presentations next week. Once we finish up our Cucumber Ball tournament, we'll try to quickly sneak in some Disc Golf as the kit arrived today. Not the ideal time for it but we can certainly try to enjoy it as beggars can't be choosers. Despite signing out our PE 2 Go Kits as soon as the proverbial wickets opened up, some slots were not available so I took what I could get ;) Competition for the kits is stiff!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Ms. Hall was in for me during this period for a prep payback and did some money bingo with students.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
WEDNESDAY, FEBRUARY 12, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Take attendance
*Turn on alarms
*Turn on binaural music
*Any Drooker Deliveries?
*Do you have a sharpened pencil, marking pen, highlighter, dry erase marker and an organized desk (with a computer inside of it)?
*Did you read and review the blog and any messages alongside your parents/guardians last night?
*VIP: F.L.
*VIP: Complete coat hook or desk check
*Any questions, comments, or concerns before we start the day
*I know I remind parents of this every few weeks but I continue to upload pictures of typical and atypical work within your child's Google Learning Drive. This includes both formative (practice) and summative (evaluative) work.
HOUSEKEEPING
Desk changes
Coding tag
Random acts of kindness
DPA
Clean out workbins
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.drooker.ca/whats-trending.html
https://www.drooker.ca/animation.html
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /X/.
The class completed some “Vocabulary” work (X) and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
MEDIA
https://www.drooker.ca/media.html
COOL DOWN
Students enjoyed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to X
MATH
11:20-12:20
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Hero Enlargements
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Take attendance
*Turn on alarms
*Turn on binaural music
*Any Drooker Deliveries?
*Do you have a sharpened pencil, marking pen, highlighter, dry erase marker and an organized desk (with a computer inside of it)?
*Did you read and review the blog and any messages alongside your parents/guardians last night?
*VIP: F.L.
*VIP: Complete coat hook or desk check
*Any questions, comments, or concerns before we start the day
*I know I remind parents of this every few weeks but I continue to upload pictures of typical and atypical work within your child's Google Learning Drive. This includes both formative (practice) and summative (evaluative) work.
HOUSEKEEPING
Desk changes
Coding tag
Random acts of kindness
DPA
Clean out workbins
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.drooker.ca/whats-trending.html
https://www.drooker.ca/animation.html
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /X/.
The class completed some “Vocabulary” work (X) and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
MEDIA
https://www.drooker.ca/media.html
COOL DOWN
Students enjoyed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to X
MATH
11:20-12:20
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Hero Enlargements
TUESDAY, FEBRUARY 11, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D
*Quick update regarding Oral Presentation #2: Unfortunately, we don't have access to colour photocopying and tape the way that we used to due to budget constraints. As such, I'm sending home enlarged heros home today for students to piece together for presentation purposes. Students are welcome to add a cardboard backing as well to their hero. Once returned to school, students will be invited to present either before the class or solo using their hero prop. Note: I have a few rolls of tape I can lend out if there's inconvenience/
HOUSEKEEPING
Desk changes
Coding tag
Random acts of kindness
DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/Cp5axueO7ZR/?igshid=YmMyMTA2M2Y%3D
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /re/. (Prefix-back or again)
The class completed some “Word Structure” work (Possession/apostrophe) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I continue to isolate roll out one key success criteria a day building towards a complete understanding of what strong narrative writers use to draw in their audience. Today focused in on a balance between telling and showing https://www.drooker.ca/uploads/1/1/0/9/110962203/showing_orig.png alongside reviewing the mechanics of dialogue (Putting the tag before or after what's being said out loud).
Students started their orientation paragraphs of their diagnostic task today and will finish it up tomorrow.
MATH
11:20-12:20
Grade 3 and 4 students looked at circle/pie graphs today as well as line graphs and how they relate in some ways to bar graphs but show patterns over time by connecting the "bars/points" together to more clearly point towards increases or decreases in a variable. Grade 3s completed pages 40 and 41 while grade 4s completed pages 41 and 42 of their formative work booklets. Students will wrap up their unit with me tomorrow and we'll move into Financial Literacy.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s received a lesson which reintroduced them to the concept of note taking through paraphrasing and quotations. We then started to look at their new social studies unit: https://www.drooker.ca/early-societies.html We defined culture and students took a note using their note taking organizer https://www.drooker.ca/uploads/1/1/0/9/110962203/research_organizer.docx Grade 4s ultimately will learn a great deal about Ancient Rome and Medieval England and will then research an early civilization of their choosing (e.g. Ancient China, Indus Valley, etc.)
Grade 3s continued to learn about the male and female spheres/domains that were adhered to during our time period including differences between male and female teachers after finishing up our video on the new school teacher https://www.youtube.com/watch?v=q2iGYqSWHuo Grade 3s took a note within their note taking organizer related to the video reminding them of what is expected when they start their artifact research project further on down the line for this unit.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Hero enlargements
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D
*Quick update regarding Oral Presentation #2: Unfortunately, we don't have access to colour photocopying and tape the way that we used to due to budget constraints. As such, I'm sending home enlarged heros home today for students to piece together for presentation purposes. Students are welcome to add a cardboard backing as well to their hero. Once returned to school, students will be invited to present either before the class or solo using their hero prop. Note: I have a few rolls of tape I can lend out if there's inconvenience/
HOUSEKEEPING
Desk changes
Coding tag
Random acts of kindness
DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/Cp5axueO7ZR/?igshid=YmMyMTA2M2Y%3D
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /re/. (Prefix-back or again)
The class completed some “Word Structure” work (Possession/apostrophe) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I continue to isolate roll out one key success criteria a day building towards a complete understanding of what strong narrative writers use to draw in their audience. Today focused in on a balance between telling and showing https://www.drooker.ca/uploads/1/1/0/9/110962203/showing_orig.png alongside reviewing the mechanics of dialogue (Putting the tag before or after what's being said out loud).
Students started their orientation paragraphs of their diagnostic task today and will finish it up tomorrow.
MATH
11:20-12:20
Grade 3 and 4 students looked at circle/pie graphs today as well as line graphs and how they relate in some ways to bar graphs but show patterns over time by connecting the "bars/points" together to more clearly point towards increases or decreases in a variable. Grade 3s completed pages 40 and 41 while grade 4s completed pages 41 and 42 of their formative work booklets. Students will wrap up their unit with me tomorrow and we'll move into Financial Literacy.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s received a lesson which reintroduced them to the concept of note taking through paraphrasing and quotations. We then started to look at their new social studies unit: https://www.drooker.ca/early-societies.html We defined culture and students took a note using their note taking organizer https://www.drooker.ca/uploads/1/1/0/9/110962203/research_organizer.docx Grade 4s ultimately will learn a great deal about Ancient Rome and Medieval England and will then research an early civilization of their choosing (e.g. Ancient China, Indus Valley, etc.)
Grade 3s continued to learn about the male and female spheres/domains that were adhered to during our time period including differences between male and female teachers after finishing up our video on the new school teacher https://www.youtube.com/watch?v=q2iGYqSWHuo Grade 3s took a note within their note taking organizer related to the video reminding them of what is expected when they start their artifact research project further on down the line for this unit.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Hero enlargements
MONDAY, FEBRUARY 10, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y.
*Students who fail to make it into our classroom by ~9:12 are marked late. Naturally, students who are late are sent to the office to get a late slip. Just a fresh reminder to come into school in a focused manner, ready to learn and avoid the chit chat.
*Valentine's Day Dance Friday from 12:10-1:00
*No booster reading tomorrow for students who participate in that program as Ms. Hall is unavailable
HOUSEKEEPING
Coding tag
Oral Presentation: Cardboard backing and presentation timeline
Random acts of kindness
DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.cnn.com/2024/10/17/style/video/worlds-smallest-rubiks-cube-digvid-intl-hnk
https://rubiks-cube-solver.com/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Un/. (Prefix-Not or opposite of)
The class completed some “Phonics” work (Silent consonants) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., M.S., W.G.,M.V., J.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We continued with our introduction to narrative writing today looking at how dialogue advances a story beyond "skeleton" status. We looked at the mechanics of dialogue. A dialogue tag directs the reader's attention towards who is talking. This tag can be placed before what is said out loud which is framed in quotations or after.
Dad said, "Hi! How are you?"
or
"Hi! How are you?" said Dad.
I then introduced students to their graphic organizers for the unit. There's a place for pictures and/or words atop each of the 4 sections to aid with planning. I modelled for students how to map out their diagnostic task using a prompt I call "Alphabet Soup". We'll continue with the actual writing of the diagnostic tomorrow and Wednesday all the while isolating key success criteria.
https://www.drooker.ca/narrative-writing.html
The following tutorial video ought to be reviewed: https://www.youtube.com/watch?v=iELfxNMNcFs
alongside review of our graphic organizer
https://www.drooker.ca/uploads/1/1/0/9/110962203/narrativeorganizer.docx
and rubrics
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_3_narrative_writing_rubric.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_4_narrative_writing_rubric.docx
Just a reminder that .docx formats might appear off to you at home as I have a suite of fonts that I utilize which I assume you might not have installed at home :)
MATH
11:20-12:20
Students finished up their Math performance task today related to Data Management.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4 students finished up their exit interviews with me related to Rocks, Minerals and Geological Processes. We'll be transitioning into our next unit: Social Studies https://www.drooker.ca/early-societies.html tomorrow
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We continued our discussion of schooling. We watched two videos and started to discuss through the first the not so subtle differences between the male and female "domains" back then and how that translated and impacted decision making in town and the eventual schooling that was provided to students.
https://www.youtube.com/watch?v=BGSlypZznQg
https://www.youtube.com/watch?v=q2iGYqSWHuo (We'll finish this video tomorrow and then complete a Venn diagram task related to it)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y.
*Students who fail to make it into our classroom by ~9:12 are marked late. Naturally, students who are late are sent to the office to get a late slip. Just a fresh reminder to come into school in a focused manner, ready to learn and avoid the chit chat.
*Valentine's Day Dance Friday from 12:10-1:00
*No booster reading tomorrow for students who participate in that program as Ms. Hall is unavailable
HOUSEKEEPING
Coding tag
Oral Presentation: Cardboard backing and presentation timeline
Random acts of kindness
DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.cnn.com/2024/10/17/style/video/worlds-smallest-rubiks-cube-digvid-intl-hnk
https://rubiks-cube-solver.com/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /Un/. (Prefix-Not or opposite of)
The class completed some “Phonics” work (Silent consonants) and then read independently while I conducted guided reading with G.P., O.H., M.Y., N.Y., A.H., H.L., A.V., J.L., M.S., W.G.,M.V., J.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We continued with our introduction to narrative writing today looking at how dialogue advances a story beyond "skeleton" status. We looked at the mechanics of dialogue. A dialogue tag directs the reader's attention towards who is talking. This tag can be placed before what is said out loud which is framed in quotations or after.
Dad said, "Hi! How are you?"
or
"Hi! How are you?" said Dad.
I then introduced students to their graphic organizers for the unit. There's a place for pictures and/or words atop each of the 4 sections to aid with planning. I modelled for students how to map out their diagnostic task using a prompt I call "Alphabet Soup". We'll continue with the actual writing of the diagnostic tomorrow and Wednesday all the while isolating key success criteria.
https://www.drooker.ca/narrative-writing.html
The following tutorial video ought to be reviewed: https://www.youtube.com/watch?v=iELfxNMNcFs
alongside review of our graphic organizer
https://www.drooker.ca/uploads/1/1/0/9/110962203/narrativeorganizer.docx
and rubrics
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_3_narrative_writing_rubric.docx
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_4_narrative_writing_rubric.docx
Just a reminder that .docx formats might appear off to you at home as I have a suite of fonts that I utilize which I assume you might not have installed at home :)
MATH
11:20-12:20
Students finished up their Math performance task today related to Data Management.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4 students finished up their exit interviews with me related to Rocks, Minerals and Geological Processes. We'll be transitioning into our next unit: Social Studies https://www.drooker.ca/early-societies.html tomorrow
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We continued our discussion of schooling. We watched two videos and started to discuss through the first the not so subtle differences between the male and female "domains" back then and how that translated and impacted decision making in town and the eventual schooling that was provided to students.
https://www.youtube.com/watch?v=BGSlypZznQg
https://www.youtube.com/watch?v=q2iGYqSWHuo (We'll finish this video tomorrow and then complete a Venn diagram task related to it)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
FRIDAY, FEBRUARY 7, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.Y.
*VIP: Complete coat hook or desk check
*I was absent yesterday for a math workshop. As such, there was no learning blog
HOUSEKEEPING
Coding tag
Oral Presentation: Cardboard backing and presentation timeline
Rocks and Minerals Quiz (Recess)
Random acts of kindness
DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.puzzles-to-print.com/rebus-puzzles/index.shtml
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /ize/. (Suffix: make)
The class completed some “Freefall Writing” work ("Staircase" prompt) and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We started our introduction to our narrative writing unit. We started to look at the 4 sections of a narrative:
1) Orientation (Sets the scene for the reader)
2) Problem (Positive, negative, or somewhere in between)
3) Series of Events (Stretches the story)
4) Resolution
We deconstructed two stories together and students had an opportunity to discuss what part of each story fit into which 4 sections I introduced them to.
Students were introduced to the concept of a skeleton story. A skeleton story has 4 sections but doesn't have the key success criteria:
Strong Title
Dialogue between characters
Each character has to have a unique voice (Word patterns, sentence length, etc.)
Use of similes, metaphors
Fresh word choice
Hyperbole can be a great tool to get people's attention
Said synonyms (He "said", She "said" gets repetitive. As such, there's a handy page in their toolkit binder that has synonyms to liven up dialogue tags)
MATH/LIBRARY
11:20-12:20
Students continued work on their Math Performance task.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Unfortunately the gym was occupied with a book reading so students worked on their Math Performance task and/or their Grade 4 Science Quiz and exit interview.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We started to explore the differences between schooling in Upper Canada vs. school now https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.Y.
*VIP: Complete coat hook or desk check
*I was absent yesterday for a math workshop. As such, there was no learning blog
HOUSEKEEPING
Coding tag
Oral Presentation: Cardboard backing and presentation timeline
Rocks and Minerals Quiz (Recess)
Random acts of kindness
DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.puzzles-to-print.com/rebus-puzzles/index.shtml
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /ize/. (Suffix: make)
The class completed some “Freefall Writing” work ("Staircase" prompt) and then read independently while I conducted guided reading with G.P., A.L., J.W., H.L., A.V., J.L., D.M., S.D., M.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We started our introduction to our narrative writing unit. We started to look at the 4 sections of a narrative:
1) Orientation (Sets the scene for the reader)
2) Problem (Positive, negative, or somewhere in between)
3) Series of Events (Stretches the story)
4) Resolution
We deconstructed two stories together and students had an opportunity to discuss what part of each story fit into which 4 sections I introduced them to.
Students were introduced to the concept of a skeleton story. A skeleton story has 4 sections but doesn't have the key success criteria:
Strong Title
Dialogue between characters
Each character has to have a unique voice (Word patterns, sentence length, etc.)
Use of similes, metaphors
Fresh word choice
Hyperbole can be a great tool to get people's attention
Said synonyms (He "said", She "said" gets repetitive. As such, there's a handy page in their toolkit binder that has synonyms to liven up dialogue tags)
MATH/LIBRARY
11:20-12:20
Students continued work on their Math Performance task.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Unfortunately the gym was occupied with a book reading so students worked on their Math Performance task and/or their Grade 4 Science Quiz and exit interview.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We started to explore the differences between schooling in Upper Canada vs. school now https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
WEDNESDAY, FEBRUARY 5, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We reviewed the solution to the famous "Einstein Logic Puzzle". https://www.youtube.com/watch?v=1rDVz_Fb6HQ In the near future, we will try another one of these puzzles for a prize.
WRITING
Students received the rest of the period to complete their review writing summative task. I gave descriptive feedback to students throughout the period and will continue to upload photos of their work to their Google Drives :)
MATH
11:20-12:20
Students worked on their performance task related to Data Management. Students were able to visit our website https://www.drooker.ca/dataprobability.html and examine anchor charts to assist them with their work. Students will receive more time to complete this performance task next class. Till then, it's always worthwhile to review concepts such as mean, median, and mode, bar and pictograph success criteria, etc. off of our website. https://www.drooker.ca/uploads/1/1/0/9/110962203/school_radar_performance_task_.docx
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We finished up our lesson on food preservation:
1) Drying
2) Salting/Brine (Salt Water)
3) Smoking
4) Pickling (Vinegar)
5) Root Cellar
We also looked at vinegar and pemmican:
VINEGAR
Vinegar is like a superhero that fights off the bad bacteria. When we add vinegar to food, especially fruits and veggies, the acid in the vinegar creates an environment that's not friendly for harmful bacteria. It lowers the pH and makes it hard for the bad bacteria to survive and spoil the food.
So, while we have the good bacteria making vinegar in the first place, that vinegar, with its tangy power, helps keep the bad bacteria away and preserves our food, making it last longer and stay yummy! It's like a tasty bodyguard for our favorite snacks.
Simple Apple Cider Vinegar Recipe
Ingredients:
- Apple scraps (peels and cores from about 4 apples)
- 1 tablespoon sugar
- Water
Steps:
1. Collect the peels and cores from apples. Ask an adult for help with cutting if needed.
2. Put the apple scraps in a clean jar.
3. Dissolve 1 tablespoon of sugar in 1 cup of water and pour it over the apple scraps in the jar.
4. Make sure the apple scraps are fully submerged in the water.
5. Cover the jar with a breathable cloth, like cheesecloth, and secure it with a rubber band.
6. Place the jar in a warm, dark place, like a cupboard.
7. Stir the mixture every day for a week. You should start to see bubbles – that's the magic happening!
8. After about 3-4 weeks, strain out the apple scraps, and you'll have your homemade apple cider vinegar.
PEMMICAN
First, cut buffalo meat into thin strips.
Then dry the thin strips of meat over a fire.
Next, squeeze some berries over the meat.
Lastly, pour some buffalo fat over the meat and berries and use a rawhide sack to carry your food!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We reviewed the solution to the famous "Einstein Logic Puzzle". https://www.youtube.com/watch?v=1rDVz_Fb6HQ In the near future, we will try another one of these puzzles for a prize.
WRITING
Students received the rest of the period to complete their review writing summative task. I gave descriptive feedback to students throughout the period and will continue to upload photos of their work to their Google Drives :)
MATH
11:20-12:20
Students worked on their performance task related to Data Management. Students were able to visit our website https://www.drooker.ca/dataprobability.html and examine anchor charts to assist them with their work. Students will receive more time to complete this performance task next class. Till then, it's always worthwhile to review concepts such as mean, median, and mode, bar and pictograph success criteria, etc. off of our website. https://www.drooker.ca/uploads/1/1/0/9/110962203/school_radar_performance_task_.docx
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We finished up our lesson on food preservation:
1) Drying
2) Salting/Brine (Salt Water)
3) Smoking
4) Pickling (Vinegar)
5) Root Cellar
We also looked at vinegar and pemmican:
VINEGAR
Vinegar is like a superhero that fights off the bad bacteria. When we add vinegar to food, especially fruits and veggies, the acid in the vinegar creates an environment that's not friendly for harmful bacteria. It lowers the pH and makes it hard for the bad bacteria to survive and spoil the food.
So, while we have the good bacteria making vinegar in the first place, that vinegar, with its tangy power, helps keep the bad bacteria away and preserves our food, making it last longer and stay yummy! It's like a tasty bodyguard for our favorite snacks.
Simple Apple Cider Vinegar Recipe
Ingredients:
- Apple scraps (peels and cores from about 4 apples)
- 1 tablespoon sugar
- Water
Steps:
1. Collect the peels and cores from apples. Ask an adult for help with cutting if needed.
2. Put the apple scraps in a clean jar.
3. Dissolve 1 tablespoon of sugar in 1 cup of water and pour it over the apple scraps in the jar.
4. Make sure the apple scraps are fully submerged in the water.
5. Cover the jar with a breathable cloth, like cheesecloth, and secure it with a rubber band.
6. Place the jar in a warm, dark place, like a cupboard.
7. Stir the mixture every day for a week. You should start to see bubbles – that's the magic happening!
8. After about 3-4 weeks, strain out the apple scraps, and you'll have your homemade apple cider vinegar.
PEMMICAN
First, cut buffalo meat into thin strips.
Then dry the thin strips of meat over a fire.
Next, squeeze some berries over the meat.
Lastly, pour some buffalo fat over the meat and berries and use a rawhide sack to carry your food!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, FEBRUARY 4, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W.
*Starting tomorrow, I'm going to insist that student read with a book as opposed to providing them with an option to read on the computer using their Epic Book accounts. Though it's February, we continue to have significant issues with students imply reading independently and the use of computers is compounding matters more :( Please ensure that your child come prepared every day with an exciting independent reading book to sink their teeth into!
HOUSEKEEPING
*21 Days of Kindness
*Coding tag
*Hero photos
*DPA
*Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Students received their final block of time to work on their Einstein Puzzles (which we'll take up tomorrow).
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ity/ (Condition or quality of)
The class completed some “Word Structure” work (apostrophes and possessiveness) and then read independently while I conducted guided reading with H.L., J.L., B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their Review Writing summative task involving a silly product known as "Ice Plates".
MATH
11:20-12:20
We used the first part of the period to try a new seating approach that will hopefully pay dividends in term 2 and also reviewed walking procedures. As you can tell from my comment above, we're struggling with the basics be it independent reading and walking appropriately be it through the hallways or outside. Anyways, some fine tuning in afoot.
We went outside with the radar gun to collect data for our math performance task. After trudging through the snow, the radar gun was misfiring considerably. After some trouble shooting, I learned and shared with students that the FM Amplifier I wear in class was interfering with our device (!). We went back in and "recalibrated" and I gathered some data from outside the school. Would you believe not a single car surveyed drove at or below the speed limit?! We'll continue with the performance task tomorrow.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We finished up our Rocks, Minerals and Geological Processes unit with a focus on mining. We looked at surface level and underground mining including a case study which made us contemplate the pros and cons of mining operations. As a complete aside, I showed students a fun and simple game called Gold Miner which came up in our discussion https://keygames.com/gold-miner-1-game/ Grade 4s will have a written quiz as well as an oral exit interview related to our unit on Friday. Please review our website (especially the analogies and the slide deck) in preparation for the quiz. https://www.drooker.ca/rocks-minerals-and-geological-processes.html Every student received a rock, mineral, or fossil from me throughout the course of this unit so be aware of that should they be bringing it home to share.
Grade 3s looked at the importance of drying and smoking food for preservation purposes. Water + food = a phenomenal place for bacteria to grow. Drying food over an open flame and/or smoking it with a particular wood (e.g, apple, hickory, maple) would add taste.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*If you haven't done so already, please email me a high definition picture of your hero for enlargement purposes as soon as possible [email protected] M.S.)
*Grade 4 Science Test Friday: https://www.drooker.ca/rocks-minerals-and-geological-processes.html
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W.
*Starting tomorrow, I'm going to insist that student read with a book as opposed to providing them with an option to read on the computer using their Epic Book accounts. Though it's February, we continue to have significant issues with students imply reading independently and the use of computers is compounding matters more :( Please ensure that your child come prepared every day with an exciting independent reading book to sink their teeth into!
HOUSEKEEPING
*21 Days of Kindness
*Coding tag
*Hero photos
*DPA
*Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Students received their final block of time to work on their Einstein Puzzles (which we'll take up tomorrow).
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ity/ (Condition or quality of)
The class completed some “Word Structure” work (apostrophes and possessiveness) and then read independently while I conducted guided reading with H.L., J.L., B.D., K.K., R.C., T.R., C.S., F.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their Review Writing summative task involving a silly product known as "Ice Plates".
MATH
11:20-12:20
We used the first part of the period to try a new seating approach that will hopefully pay dividends in term 2 and also reviewed walking procedures. As you can tell from my comment above, we're struggling with the basics be it independent reading and walking appropriately be it through the hallways or outside. Anyways, some fine tuning in afoot.
We went outside with the radar gun to collect data for our math performance task. After trudging through the snow, the radar gun was misfiring considerably. After some trouble shooting, I learned and shared with students that the FM Amplifier I wear in class was interfering with our device (!). We went back in and "recalibrated" and I gathered some data from outside the school. Would you believe not a single car surveyed drove at or below the speed limit?! We'll continue with the performance task tomorrow.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We finished up our Rocks, Minerals and Geological Processes unit with a focus on mining. We looked at surface level and underground mining including a case study which made us contemplate the pros and cons of mining operations. As a complete aside, I showed students a fun and simple game called Gold Miner which came up in our discussion https://keygames.com/gold-miner-1-game/ Grade 4s will have a written quiz as well as an oral exit interview related to our unit on Friday. Please review our website (especially the analogies and the slide deck) in preparation for the quiz. https://www.drooker.ca/rocks-minerals-and-geological-processes.html Every student received a rock, mineral, or fossil from me throughout the course of this unit so be aware of that should they be bringing it home to share.
Grade 3s looked at the importance of drying and smoking food for preservation purposes. Water + food = a phenomenal place for bacteria to grow. Drying food over an open flame and/or smoking it with a particular wood (e.g, apple, hickory, maple) would add taste.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*If you haven't done so already, please email me a high definition picture of your hero for enlargement purposes as soon as possible [email protected] M.S.)
*Grade 4 Science Test Friday: https://www.drooker.ca/rocks-minerals-and-geological-processes.html
MONDAY, FEBRUARY 3, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V.
*If you haven't done so already, please email me a high definition picture of your hero for enlargement purposes as soon as possible [email protected] (R.C., W.G., O.H., K.K., G.P., A.V., M.Y., J.Y., M.S., C.S.)
*Just a reminder to hand in "Decembuary's" reading logs. February's reading logs were distributed on Friday :)
* January's 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 100 points a month with ~10 strikes (10:1 ratio). 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.
*Just a reminder about your child's Remote Learning Google Drive:
I have created a “Remote Learning Google Drive” for your child. To access this digital portfolio, students must login to their YRDSB GAPPS account using their [email protected] and password. Parents/Guardians will be provided with an invitation to collaborate via email. Once they have logged in, students must click on the “Waffle Icon” and then select “drive” then select “Starred”. I invite you to peruse its contents frequently if not daily (ideally alongside your child)!
This Google Drive has many subfolders within it that I’d like to familiarize you with:
Parent/Guardian Survey: Stored within this subfolder for safekeeping is your completed Parent/Guardian Survey
Passwords: Passwords to access various digital tools are available within this subfolder
Finished Folder: Work completed remotely is to be uploaded to this folder for assessment and/or evaluation.
Additional Resources: This subfolder contains a variety of supporting materials such as advanced math, Level 4/A+ Writing, Examples, At Home Spelling Program, etc.
Notable Work: I will scan and upload typical and atypical work within this subfolder for your perusal including quizzes, tests, evaluations, etc. Young students often misplace work requiring your attention and signature and through the use of this folder, I can avoid the loss of any key evidence.
Learning Skills: Stored within this subfolder are “Learning Skill” and “Goal Setting” report cards for you to review. I typically upload these report cards within a day or two of when your child is "V.I.P." This subfolder also contains "Thumbs Up/Thumbs Down" reports which I upload at the end of every month.
HOUSEKEEPING
Coding "tag"
One by one
*DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Students worked on their Einstein puzzle.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ist/. (One who...)
The class completed some “Phonics” work (ending digraphs) and then read independently while I conducted guided reading with H.L., J.L, A.V, G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received half an hour to start work on their final (summative) review paragraph involving "Ice Plates". They'll receive more time over the next two days to finish the paragraph and receive descriptive feedback.
MATH
11:20-12:20
The majority of our math time was taken up by our Chinese New Year parade and assembly. We'll start our graphing performance task tomorrow by collecting some data outside using our radar gun and determining any patterns as it relates to speed of cars in our school neighborhood. https://www.drooker.ca/uploads/1/1/0/9/110962203/school_radar_performance_task_.docx Students are reminded to review the success criteria and tutorial videos here https://www.drooker.ca/dataprobability.html to aid in their bar and pictograph creation
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s just about wrapped up their Rocks, Minerals and Geological Processes unit with me today. We focused in on Physical Properties of Minerals and types of fossils Imagine you're playing with your toy dinosaur in a big sandbox. The footprints you leave behind are like trace fossils – clues that tell us animals were there. Now, if you press your toy into the sand and it leaves a dinosaur-shaped hole, that's like a mold fossil – it's the space where the dinosaur used to be. If you take that dinosaur-shaped hole and fill it with play-dough, making a copy, that's similar to a cast fossil. Lastly, if your toy dinosaur magically turns into a rock while keeping its exact shape, that's a true form fossil. So, trace fossils are like footprints, mold fossils are like the holes, cast fossils are like the play-dough copies, and true form fossils are like magical rock versions of your toy – all telling stories about ancient times! https://www.drooker.ca/rocks-minerals-and-geological-processes.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We finished up our learning on methods of travel with a note:
Emily traveled by:
-dug out canoe
-horse
-wagons/stagecoach (on corduroy roads)
-caleche
-sailboats
-log rafts (down chutes)
-steam engine train i.pinimg.com/originals/3e/71/9a/3e719a2c3d6b8aff5088d27e360b490e.gif
-steam boats (through locks)
www.canals.com/lock2way.gif
We then turned our attention towards how time and labor intensive cooking was back then. We'll pick up on that lesson tomorrow.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*If you haven't done so already, please email me a high definition picture of your hero for enlargement purposes as soon as possible [email protected] (R.C., W.G., O.H., K.K., G.P., A.V., M.Y., J.Y., M.S., C.S.)
*Just a reminder to hand in "Decembuary's" reading logs. February's reading logs were distributed on Friday :)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V.
*If you haven't done so already, please email me a high definition picture of your hero for enlargement purposes as soon as possible [email protected] (R.C., W.G., O.H., K.K., G.P., A.V., M.Y., J.Y., M.S., C.S.)
*Just a reminder to hand in "Decembuary's" reading logs. February's reading logs were distributed on Friday :)
* January's 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 100 points a month with ~10 strikes (10:1 ratio). 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.
*Just a reminder about your child's Remote Learning Google Drive:
I have created a “Remote Learning Google Drive” for your child. To access this digital portfolio, students must login to their YRDSB GAPPS account using their [email protected] and password. Parents/Guardians will be provided with an invitation to collaborate via email. Once they have logged in, students must click on the “Waffle Icon” and then select “drive” then select “Starred”. I invite you to peruse its contents frequently if not daily (ideally alongside your child)!
This Google Drive has many subfolders within it that I’d like to familiarize you with:
Parent/Guardian Survey: Stored within this subfolder for safekeeping is your completed Parent/Guardian Survey
Passwords: Passwords to access various digital tools are available within this subfolder
Finished Folder: Work completed remotely is to be uploaded to this folder for assessment and/or evaluation.
Additional Resources: This subfolder contains a variety of supporting materials such as advanced math, Level 4/A+ Writing, Examples, At Home Spelling Program, etc.
Notable Work: I will scan and upload typical and atypical work within this subfolder for your perusal including quizzes, tests, evaluations, etc. Young students often misplace work requiring your attention and signature and through the use of this folder, I can avoid the loss of any key evidence.
Learning Skills: Stored within this subfolder are “Learning Skill” and “Goal Setting” report cards for you to review. I typically upload these report cards within a day or two of when your child is "V.I.P." This subfolder also contains "Thumbs Up/Thumbs Down" reports which I upload at the end of every month.
HOUSEKEEPING
Coding "tag"
One by one
*DPA
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Students worked on their Einstein puzzle.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ist/. (One who...)
The class completed some “Phonics” work (ending digraphs) and then read independently while I conducted guided reading with H.L., J.L, A.V, G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received half an hour to start work on their final (summative) review paragraph involving "Ice Plates". They'll receive more time over the next two days to finish the paragraph and receive descriptive feedback.
MATH
11:20-12:20
The majority of our math time was taken up by our Chinese New Year parade and assembly. We'll start our graphing performance task tomorrow by collecting some data outside using our radar gun and determining any patterns as it relates to speed of cars in our school neighborhood. https://www.drooker.ca/uploads/1/1/0/9/110962203/school_radar_performance_task_.docx Students are reminded to review the success criteria and tutorial videos here https://www.drooker.ca/dataprobability.html to aid in their bar and pictograph creation
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s just about wrapped up their Rocks, Minerals and Geological Processes unit with me today. We focused in on Physical Properties of Minerals and types of fossils Imagine you're playing with your toy dinosaur in a big sandbox. The footprints you leave behind are like trace fossils – clues that tell us animals were there. Now, if you press your toy into the sand and it leaves a dinosaur-shaped hole, that's like a mold fossil – it's the space where the dinosaur used to be. If you take that dinosaur-shaped hole and fill it with play-dough, making a copy, that's similar to a cast fossil. Lastly, if your toy dinosaur magically turns into a rock while keeping its exact shape, that's a true form fossil. So, trace fossils are like footprints, mold fossils are like the holes, cast fossils are like the play-dough copies, and true form fossils are like magical rock versions of your toy – all telling stories about ancient times! https://www.drooker.ca/rocks-minerals-and-geological-processes.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We finished up our learning on methods of travel with a note:
Emily traveled by:
-dug out canoe
-horse
-wagons/stagecoach (on corduroy roads)
-caleche
-sailboats
-log rafts (down chutes)
-steam engine train i.pinimg.com/originals/3e/71/9a/3e719a2c3d6b8aff5088d27e360b490e.gif
-steam boats (through locks)
www.canals.com/lock2way.gif
We then turned our attention towards how time and labor intensive cooking was back then. We'll pick up on that lesson tomorrow.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*If you haven't done so already, please email me a high definition picture of your hero for enlargement purposes as soon as possible [email protected] (R.C., W.G., O.H., K.K., G.P., A.V., M.Y., J.Y., M.S., C.S.)
*Just a reminder to hand in "Decembuary's" reading logs. February's reading logs were distributed on Friday :)
THURSDAY, JANUARY 30, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V.
*My apologies for the lack of blogging the past few days. I was feeling unwell and students had occasional teachers. I limped in here today and hopefully things are now pointing in the right direction!
*Just a reminder in case you haven't already done so but kindly email me your high definition "hero" pictures for enlargement prior to February 3rd's oral presentation date
*Just a reminder to hand in "Decembuary's" Reading Logs as soon as possible if you haven't done so already! New reading logs were distributed today!
HOUSEKEEPING
Coding "tag"
Who plans on presenting in front of the class for Oral Presentation #2?: F.L., H.L., D.M., A.L., T.R., M.S.
Lunar New Year box?
One by one
Computer: Matthew, Arthur, Riley
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.brainzilla.com/logic/zebra/who-owns-the-crocodile/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We completed a battery of diagnostic tests to measure reading growth and we reconstituted our reading groups for term 2 and we'll restart with new guided reading groups come Monday.
Today saw us work on the morpheme /-hood/ (Suffix: Condition/State of...)
We completed our second lesson involving our introduction to Free Fall Writing which we'll start enjoying every Day 3. Beyond giving students an immediate prompt to reflexively write about, there will be days where we use some "Unlearn" posters that have accompanying thought provoking questions for students to wonder about, discuss and then write about https://www.drooker.ca/free-fall-writing.html
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We co-developed our word menu/brainstorm rebus related to our Review Writing Unit Test during this block of time. Students were reminded to use their toolkit binders to enrich their written responses prior to starting their test on Monday.
MATH/LIBRARY
11:20-12:20
In math today, we reviewed the success criteria related to bar and pictographs:
*Use a pencil and ruler to draw a "meniscus"
*"Candy Stripe" each bar
*Use different colours for each bar
*Record the number atop each bar for easy interpretation
*Your scale should start at 0 and cover the range (lowest to highest number).
*Your scale must go up by even increments.
*Use a notch to make your scale's increments easier to read.
*Your graph title and subtitles must be capitalized
*Your graph title must answer the questions who, what, where, when, and how (Why if possible)
*Try using the following graph title starter: "This Graph Shows..."
For example: This Graph Shows What Class Pet 2D Wants in SJAM PS (Surveyed by Jonny on September 13th, 2019 in Markham, Ontario.)
*Subtitles:
Y Axis:
Number of ______ Surveyed
X Axis:
Types of ______
______ Options/Choices
Favourite _________
I walked students through last year's performance task for this unit coupled with instructions for this year's task. We'll be heading out on Monday with our radar gun to collect data related to the speed of cars travelling by our school. Students will be finding the mean, median, and mode of the data, creating a bar and pictograph and evaluating and reflecting upon the data. We'll send our data to the Town of Whitchurch Stouffville to see if we can effect change. https://www.drooker.ca/uploads/1/1/0/9/110962203/school_radar_performance_task_.docx
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We enjoyed the junior/intermediate Winter Concert Rehearsal during this block of time.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We managed to watch a bit more of the video about "Emily's Travels". https://www.youtube.com/watch?v=pzRv88aQDkI We paused and had a chance to look at log rafts and chutes, the lock system https://www.canals.com/lock2way.gif and corduroy roads https://www.therecord.com/news/waterloo-region/corduroy-road-gives-a-glimpse-into-waterloos-past/article_0cb435d9-f024-55e9-98b1-53ca728f03f4.html?
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Just a reminder to hand in "Decembuary's" Reading Logs as soon as possible if you haven't done so already! New reading logs were distributed today!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V.
*My apologies for the lack of blogging the past few days. I was feeling unwell and students had occasional teachers. I limped in here today and hopefully things are now pointing in the right direction!
*Just a reminder in case you haven't already done so but kindly email me your high definition "hero" pictures for enlargement prior to February 3rd's oral presentation date
*Just a reminder to hand in "Decembuary's" Reading Logs as soon as possible if you haven't done so already! New reading logs were distributed today!
HOUSEKEEPING
Coding "tag"
Who plans on presenting in front of the class for Oral Presentation #2?: F.L., H.L., D.M., A.L., T.R., M.S.
Lunar New Year box?
One by one
Computer: Matthew, Arthur, Riley
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.brainzilla.com/logic/zebra/who-owns-the-crocodile/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We completed a battery of diagnostic tests to measure reading growth and we reconstituted our reading groups for term 2 and we'll restart with new guided reading groups come Monday.
Today saw us work on the morpheme /-hood/ (Suffix: Condition/State of...)
We completed our second lesson involving our introduction to Free Fall Writing which we'll start enjoying every Day 3. Beyond giving students an immediate prompt to reflexively write about, there will be days where we use some "Unlearn" posters that have accompanying thought provoking questions for students to wonder about, discuss and then write about https://www.drooker.ca/free-fall-writing.html
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We co-developed our word menu/brainstorm rebus related to our Review Writing Unit Test during this block of time. Students were reminded to use their toolkit binders to enrich their written responses prior to starting their test on Monday.
MATH/LIBRARY
11:20-12:20
In math today, we reviewed the success criteria related to bar and pictographs:
*Use a pencil and ruler to draw a "meniscus"
*"Candy Stripe" each bar
*Use different colours for each bar
*Record the number atop each bar for easy interpretation
*Your scale should start at 0 and cover the range (lowest to highest number).
*Your scale must go up by even increments.
*Use a notch to make your scale's increments easier to read.
*Your graph title and subtitles must be capitalized
*Your graph title must answer the questions who, what, where, when, and how (Why if possible)
*Try using the following graph title starter: "This Graph Shows..."
For example: This Graph Shows What Class Pet 2D Wants in SJAM PS (Surveyed by Jonny on September 13th, 2019 in Markham, Ontario.)
*Subtitles:
Y Axis:
Number of ______ Surveyed
X Axis:
Types of ______
______ Options/Choices
Favourite _________
I walked students through last year's performance task for this unit coupled with instructions for this year's task. We'll be heading out on Monday with our radar gun to collect data related to the speed of cars travelling by our school. Students will be finding the mean, median, and mode of the data, creating a bar and pictograph and evaluating and reflecting upon the data. We'll send our data to the Town of Whitchurch Stouffville to see if we can effect change. https://www.drooker.ca/uploads/1/1/0/9/110962203/school_radar_performance_task_.docx
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We enjoyed the junior/intermediate Winter Concert Rehearsal during this block of time.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We managed to watch a bit more of the video about "Emily's Travels". https://www.youtube.com/watch?v=pzRv88aQDkI We paused and had a chance to look at log rafts and chutes, the lock system https://www.canals.com/lock2way.gif and corduroy roads https://www.therecord.com/news/waterloo-region/corduroy-road-gives-a-glimpse-into-waterloos-past/article_0cb435d9-f024-55e9-98b1-53ca728f03f4.html?
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Just a reminder to hand in "Decembuary's" Reading Logs as soon as possible if you haven't done so already! New reading logs were distributed today!
FRIDAY, JANUARY 24, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*We’re apparently going to have a Valentine’s Day dance (date forthcoming). As for V Day cards, they’re always welcome to share amongst friends but we’ve been asked to remind everyone not to bring in any food as presents/treats
HOUSEKEEPING
Desk changes
Coding tag
Cucumber Bracket
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.ahapuzzles.com/logic/logic-puzzles/printable/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-est/ (Suffix meaning "superlative").
The class completed some “Phonics” work (ending digraphs) and then read independently while I conducted guided reading with J.W., M.Y., O.H., N.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We recapped our Review Writing Unit as we transition into the summative task that we'll start next week. I gave students some options for the focus of their paragraph and they selected the mystery option. While I wait to see if the mystery option is feasible, we co-authored one final "level 4" review paragraph together.
MATH
11:20-12:20
We finished up our "Level 4 Bar Graph" after collecting our data and determining the mean, median, and mode
We arrived at the following success criteria:
*Use a pencil and ruler to draw a "meniscus"
*"Candy Stripe" each bar
*Use different colours for each bar
*Record the number atop each bar for easy interpretation
*Your scale should start at 0 and cover the range (lowest to highest number).
*Your scale must go up by even increments.
*Use a notch to make your scale's increments easier to read.
*Your graph title and subtitles must be capitalized
*Your graph title must answer the questions who, what, where, when, and how (Why if possible)
*Try using the following graph title starter: "This Graph Shows..."
For example: This Graph Shows What Class Pet 2D Wants in SJAM PS (Surveyed by Jonny on September 13th, 2019 in Markham, Ontario.)
*Subtitles:
Y Axis:
Number of ______ Surveyed
X Axis:
Types of ______
______ Options/Choices
Favourite _________
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2025-01-24-at-12-33-11-pm.png?1737740239
I recommend students try https://nces.ed.gov/nceskids/createagraph/ at home to make their own graphs.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We continued our learning involving https://www.drooker.ca/rocks-minerals-and-geological-processes.html with a new (and frankly better analogy) to differentiate between types of rocks:
Imagine making three different kinds of pizza:
1. Igneous Rock: This is like a pizza that you bake directly from dough and ingredients in the oven. The heat makes the crust hard and everything melts together. Just like how molten lava cools and solidifies into igneous rock, the pizza “forms” when everything is baked together.
2. Sedimentary Rock – This is like a layered pizza with ingredients stacked on top of each other without being mixed together. Think of a pizza with different layers: cheese, tomato sauce, toppings, all stacked up. Over time, the weight of the layers pushes down, making them stick together and form a “solid” pizza. Similarly, sedimentary rocks form when layers of small pieces (like sand, mud, or shells) build up over time and harden.
3. Metamorphic Rock – This is like a pizza that has been squished and heated after it’s already been baked. Imagine you take your pizza and press it hard, while adding heat. The crust might change texture, toppings might get mixed around, and it looks different. Metamorphic rocks form when existing rocks are changed by heat and pressure, turning them into a new type of rock.
So, in summary:
- Igneous rocks are like a freshly baked pizza made from melted ingredients.
- Sedimentary rocks are like a layered pizza, built up over time.
- Metamorphic rocks are like a pizza that’s been squished and heated, changing into something new!
https://www.youtube.com/watch?v=CeuYx-AbZdo
We then examined why gold (mineral) is so valuable to us (including noting that once upon a time, our paper and coin money was backed by gold):
Rare...deposited by meteorites and formed over millions of years
Rare but not to the point where it is nearly impossible to share and to use
Shiny/pretty
It doesn't explode or vanish or corrode
Fairly easy to carry
Fairly easy to shape
Fantastic conductor of electricity
https://www.youtube.com/watch?v=ZVSO0ZJz6Pg
We then started to look at how minerals have specific properties which help to identify them:
E.g. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-01-22-at-2-55-15-pm.png?1707509182
Just a heads up that I continue to give away rocks, minerals and fossils to students as part of this unit so if they show up with a treasure, know that that it was provided by me!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We recapped yesterday's video and looked at a printing press artifact that I acquired and then turned our attention towards modes of travel:
https://www.youtube.com/watch?v=pzRv88aQDkI
We'll finish up the video on Monday but ultimately students will learn about the following modes of travel:
-dug out canoe
-horse
-wagons/stagecoach (on corduroy roads)
-caleche
-sailboats
-log rafts (down chutes)
-steam engine train i.pinimg.com/originals/3e/71/9a/3e719a2c3d6b8aff5088d27e360b490e.gif
-steam boats (through locks)
www.canals.com/lock2way.gif
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S.
*We’re apparently going to have a Valentine’s Day dance (date forthcoming). As for V Day cards, they’re always welcome to share amongst friends but we’ve been asked to remind everyone not to bring in any food as presents/treats
HOUSEKEEPING
Desk changes
Coding tag
Cucumber Bracket
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.ahapuzzles.com/logic/logic-puzzles/printable/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-est/ (Suffix meaning "superlative").
The class completed some “Phonics” work (ending digraphs) and then read independently while I conducted guided reading with J.W., M.Y., O.H., N.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We recapped our Review Writing Unit as we transition into the summative task that we'll start next week. I gave students some options for the focus of their paragraph and they selected the mystery option. While I wait to see if the mystery option is feasible, we co-authored one final "level 4" review paragraph together.
MATH
11:20-12:20
We finished up our "Level 4 Bar Graph" after collecting our data and determining the mean, median, and mode
We arrived at the following success criteria:
*Use a pencil and ruler to draw a "meniscus"
*"Candy Stripe" each bar
*Use different colours for each bar
*Record the number atop each bar for easy interpretation
*Your scale should start at 0 and cover the range (lowest to highest number).
*Your scale must go up by even increments.
*Use a notch to make your scale's increments easier to read.
*Your graph title and subtitles must be capitalized
*Your graph title must answer the questions who, what, where, when, and how (Why if possible)
*Try using the following graph title starter: "This Graph Shows..."
For example: This Graph Shows What Class Pet 2D Wants in SJAM PS (Surveyed by Jonny on September 13th, 2019 in Markham, Ontario.)
*Subtitles:
Y Axis:
Number of ______ Surveyed
X Axis:
Types of ______
______ Options/Choices
Favourite _________
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2025-01-24-at-12-33-11-pm.png?1737740239
I recommend students try https://nces.ed.gov/nceskids/createagraph/ at home to make their own graphs.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We continued our learning involving https://www.drooker.ca/rocks-minerals-and-geological-processes.html with a new (and frankly better analogy) to differentiate between types of rocks:
Imagine making three different kinds of pizza:
1. Igneous Rock: This is like a pizza that you bake directly from dough and ingredients in the oven. The heat makes the crust hard and everything melts together. Just like how molten lava cools and solidifies into igneous rock, the pizza “forms” when everything is baked together.
2. Sedimentary Rock – This is like a layered pizza with ingredients stacked on top of each other without being mixed together. Think of a pizza with different layers: cheese, tomato sauce, toppings, all stacked up. Over time, the weight of the layers pushes down, making them stick together and form a “solid” pizza. Similarly, sedimentary rocks form when layers of small pieces (like sand, mud, or shells) build up over time and harden.
3. Metamorphic Rock – This is like a pizza that has been squished and heated after it’s already been baked. Imagine you take your pizza and press it hard, while adding heat. The crust might change texture, toppings might get mixed around, and it looks different. Metamorphic rocks form when existing rocks are changed by heat and pressure, turning them into a new type of rock.
So, in summary:
- Igneous rocks are like a freshly baked pizza made from melted ingredients.
- Sedimentary rocks are like a layered pizza, built up over time.
- Metamorphic rocks are like a pizza that’s been squished and heated, changing into something new!
https://www.youtube.com/watch?v=CeuYx-AbZdo
We then examined why gold (mineral) is so valuable to us (including noting that once upon a time, our paper and coin money was backed by gold):
Rare...deposited by meteorites and formed over millions of years
Rare but not to the point where it is nearly impossible to share and to use
Shiny/pretty
It doesn't explode or vanish or corrode
Fairly easy to carry
Fairly easy to shape
Fantastic conductor of electricity
https://www.youtube.com/watch?v=ZVSO0ZJz6Pg
We then started to look at how minerals have specific properties which help to identify them:
E.g. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-01-22-at-2-55-15-pm.png?1707509182
Just a heads up that I continue to give away rocks, minerals and fossils to students as part of this unit so if they show up with a treasure, know that that it was provided by me!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We recapped yesterday's video and looked at a printing press artifact that I acquired and then turned our attention towards modes of travel:
https://www.youtube.com/watch?v=pzRv88aQDkI
We'll finish up the video on Monday but ultimately students will learn about the following modes of travel:
-dug out canoe
-horse
-wagons/stagecoach (on corduroy roads)
-caleche
-sailboats
-log rafts (down chutes)
-steam engine train i.pinimg.com/originals/3e/71/9a/3e719a2c3d6b8aff5088d27e360b490e.gif
-steam boats (through locks)
www.canals.com/lock2way.gif
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
THURSDAY, JANUARY 23, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P.
HOUSEKEEPING
Coding "Tag"
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/C_0up5YK5pd/?igsh=MXM5ZHVxdmZsdzlnNA%3D%3D
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-en/ (Suffix meaning "made of or to make").
I introduced students to “Freefall Writing” work https://www.drooker.ca/free-fall-writing.html and https://www.youtube.com/watch?v=PE1Kcr2o65E (Which we will incorporate every day 3 starting next week) and then read independently while I conducted guided reading with D.M., G.P., A.L., A.V.
MEDIA
Students received some time to continue their planning as it relates to their print advertisement work. Thus far, 3 groups have cycled through me and have completed their brainstorming debrief. We'll continue with brainstorming, feedback and "assembly" next media period.
MATH/LIBRARY
11:20-12:20
Students completed a group task after we collated some data from a ranked survey question I provided to them to respond to. Students examined the mean, median, and mode of the data set together. We'll be using the data to build a Level 4 graph tomorrow using NCES alongside unpacking the remaining success criteria related to graphing. Students will then complete a performance task demonstrating their learning.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We finished the round robin portion of our Cucumber Ball tournament. We'll proceed with our seeded single elimination bracket next week.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students watched the following video: https://www.youtube.com/watch?v=HrkGXWR8SuM after which they took a note using their notetaking organizer. https://www.drooker.ca/uploads/1/1/0/9/110962203/research_organizer.docx
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P.
HOUSEKEEPING
Coding "Tag"
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/reel/C_0up5YK5pd/?igsh=MXM5ZHVxdmZsdzlnNA%3D%3D
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-en/ (Suffix meaning "made of or to make").
I introduced students to “Freefall Writing” work https://www.drooker.ca/free-fall-writing.html and https://www.youtube.com/watch?v=PE1Kcr2o65E (Which we will incorporate every day 3 starting next week) and then read independently while I conducted guided reading with D.M., G.P., A.L., A.V.
MEDIA
Students received some time to continue their planning as it relates to their print advertisement work. Thus far, 3 groups have cycled through me and have completed their brainstorming debrief. We'll continue with brainstorming, feedback and "assembly" next media period.
MATH/LIBRARY
11:20-12:20
Students completed a group task after we collated some data from a ranked survey question I provided to them to respond to. Students examined the mean, median, and mode of the data set together. We'll be using the data to build a Level 4 graph tomorrow using NCES alongside unpacking the remaining success criteria related to graphing. Students will then complete a performance task demonstrating their learning.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We finished the round robin portion of our Cucumber Ball tournament. We'll proceed with our seeded single elimination bracket next week.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students watched the following video: https://www.youtube.com/watch?v=HrkGXWR8SuM after which they took a note using their notetaking organizer. https://www.drooker.ca/uploads/1/1/0/9/110962203/research_organizer.docx
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
WEDNESDAY, JANUARY 22, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M.
HOUSEKEEPING
Coding Quiz "Tag"
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://stevewyborney.com/2018/11/esti-mysteries-estimation-meets-math-mysteries/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme (suffix) /-less/ (without).
The class completed some “O.P.P.” work (X) and then read independently while I conducted guided reading with H.L., F.L., W.G., J.L. M.V., G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their last work period to complete their review of the documentary "Mountain Dogs"
MATH
11:20-12:20
We took up the past few days worth of work (Tree diagrams and Stem and Leaf Plots) and moved onto some bar graph success criteria. Today saw us focus on the use of a ruler, using a pencil, drawing a "meniscus" to make the top of the bar thicker and easier to read, recording the data number atop the bar, using different colours to differentiate between the bars and candy striping rather than colouring in the bars. We also looked at how good graph titles answer the questions who, what, where, when, why, and how. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/level4graphtitlekeeper.jpg?1708028066
We'll continue with part 2 of the lesson tomorrow and we'll look at other aspects of a level 4 graph e.g. a scale starting at 0, even increments, etc.
https://www.drooker.ca/dataprobability.html
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We're now ~75% done with the round robin portion of our "Cucumber Ball" tournament. I'm continuing to encourage students to watch one another intently to decide who to serve to and/or to avoid. We continue to discuss strategies like taking pace off the ball, cross court shots, deep, angled shots, etc.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We covered "Hania's Journal" written from the perspective of a Wendat boy. I rounded off the class with a bit more discussion of the Oregon Trail video game which kisses upon the later stages of the time period which we're covering (1848). https://classicreload.com/oregon-trail.html#
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M.
HOUSEKEEPING
Coding Quiz "Tag"
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://stevewyborney.com/2018/11/esti-mysteries-estimation-meets-math-mysteries/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme (suffix) /-less/ (without).
The class completed some “O.P.P.” work (X) and then read independently while I conducted guided reading with H.L., F.L., W.G., J.L. M.V., G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their last work period to complete their review of the documentary "Mountain Dogs"
MATH
11:20-12:20
We took up the past few days worth of work (Tree diagrams and Stem and Leaf Plots) and moved onto some bar graph success criteria. Today saw us focus on the use of a ruler, using a pencil, drawing a "meniscus" to make the top of the bar thicker and easier to read, recording the data number atop the bar, using different colours to differentiate between the bars and candy striping rather than colouring in the bars. We also looked at how good graph titles answer the questions who, what, where, when, why, and how. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/level4graphtitlekeeper.jpg?1708028066
We'll continue with part 2 of the lesson tomorrow and we'll look at other aspects of a level 4 graph e.g. a scale starting at 0, even increments, etc.
https://www.drooker.ca/dataprobability.html
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We're now ~75% done with the round robin portion of our "Cucumber Ball" tournament. I'm continuing to encourage students to watch one another intently to decide who to serve to and/or to avoid. We continue to discuss strategies like taking pace off the ball, cross court shots, deep, angled shots, etc.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We covered "Hania's Journal" written from the perspective of a Wendat boy. I rounded off the class with a bit more discussion of the Oregon Trail video game which kisses upon the later stages of the time period which we're covering (1848). https://classicreload.com/oregon-trail.html#
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
TUESDAY, JANUARY 21, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L.
HOUSEKEEPING
Coding Quiz "Tag"
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=_ElRyKqwWz4
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ful/ (full of)
The class completed some “Vocabulary” work (Word Play: Onomatopoeia and palindromes) and then read independently while I conducted guided reading with H.L., M.S, A.V, A.L. and G.P.
WRITING
Students started work on their review paragraphs of the documentary- “The Mountain Dogs”.
MATH
11:20-12:20
I was pulled for a meeting and Ms. M. reviewed tree diagrams and stem and leaf plots with students. Students then worked on interpreting bar graphs. Grade 3s: 26-28
Grade 4s: 27-28
https://www.youtube.com/watch?v=yxJi5vuO_wU
https://www.youtube.com/watch?v=erjaHWRvyc0
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In social studies today we explore 2 of 3 journals (Patrick and Mary Ellen's) https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_3_journals.docx These journals somewhat approximate for students what life was like for early settlers. In particular, we discussed some of the judgemental language that Mary Ellen shared in hers in relation to First Nations. We will have extensive lessons fully unpacking the unfortunate reality for First Nations in Upper Canada later on in this unit. We had a few minutes at the end of today to look at the video game-Oregon Trail A lot of students are familiar with the modern incarnation of the game https://www.youtube.com/watch?v=Q623BxXOM0o and I shared the old school version of it with them https://classicreload.com/oregon-trail.html# We'll intersperse a bit of game play to allow students a sense as to what life was like on the trail trying to survive.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L.
HOUSEKEEPING
Coding Quiz "Tag"
Desk changes
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=_ElRyKqwWz4
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ful/ (full of)
The class completed some “Vocabulary” work (Word Play: Onomatopoeia and palindromes) and then read independently while I conducted guided reading with H.L., M.S, A.V, A.L. and G.P.
WRITING
Students started work on their review paragraphs of the documentary- “The Mountain Dogs”.
MATH
11:20-12:20
I was pulled for a meeting and Ms. M. reviewed tree diagrams and stem and leaf plots with students. Students then worked on interpreting bar graphs. Grade 3s: 26-28
Grade 4s: 27-28
https://www.youtube.com/watch?v=yxJi5vuO_wU
https://www.youtube.com/watch?v=erjaHWRvyc0
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In social studies today we explore 2 of 3 journals (Patrick and Mary Ellen's) https://www.drooker.ca/uploads/1/1/0/9/110962203/grade_3_journals.docx These journals somewhat approximate for students what life was like for early settlers. In particular, we discussed some of the judgemental language that Mary Ellen shared in hers in relation to First Nations. We will have extensive lessons fully unpacking the unfortunate reality for First Nations in Upper Canada later on in this unit. We had a few minutes at the end of today to look at the video game-Oregon Trail A lot of students are familiar with the modern incarnation of the game https://www.youtube.com/watch?v=Q623BxXOM0o and I shared the old school version of it with them https://classicreload.com/oregon-trail.html# We'll intersperse a bit of game play to allow students a sense as to what life was like on the trail trying to survive.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
MONDAY, JANUARY 20, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K.
*L.D.A.Y.S. is offering a fully subsidized March Break Social Skills camp for kids! See below:
Good afternoon,
We’re excited to invite your child to join our Social Skills March Break Camp, designed specifically for kids aged 7-13. This FULLY SUBSIDIZED march break camp is a great opportunity for your child to build valuable social skills, boost their confidence, and have fun in a supportive environment tailored to their unique needs.
Through fun, hands-on activities, our expert facilitators will guide your child in developing essential skills like:
Effective Communication & Listening
Making and Keeping Friends
Coping with Emotions & Stress
Conflict Resolution & Problem Solving
Self-Advocacy & Self-Esteem
Understanding Bullying & Cyberbullying
Our program uses the proven PEERS® curriculum for social skills training, led by registered social service workers dedicated to your child’s growth and success.
Dates: March 10th - March 14th, 2025 (9am - 4pm)
Location: Aurora, Ontario
Contact Tori at [email protected] or 905 - 884 - 7933 ext. 4 for more details!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=uJnbRl0_8CI
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme -able/-ible (To be able or can do).
The class completed some “Word Structure” work (Irregular Plurals) and then read independently while I conducted guided reading with G.P., H.L., M.S., A.V., A.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We watched a documentary entitled The Mountain Dogs https://www.pbs.org/video/mountain-dogs-8dyzc3/ Students and I co created a brainstorming rebus to assist with their Review writing paragraph which will begin tomorrow.
MATH
11:20-12:20
Grade 3s worked on Tree Diagrams today https://www.youtube.com/watch?v=yxJi5vuO_wU (Pages 10 and 11) while grade 4s worked on Stem and Leaf Plots (Pages 15 and 16) https://www.youtube.com/watch?v=erjaHWRvyc0
Imagine you have a bunch of numbers, like the scores of your friends in a game. Sometimes, you want to see how many friends scored in each range without writing down every single score. That's where a stem-and-leaf plot can help!
Let's break it down:
1 | 2 5
2 | 3 4
3 | 5
This makes it easy to see how many friends scored in the 10s (1), 20s (2), and 30s (3), without writing down all the individual scores.
In simple terms, a stem-and-leaf plot organizes numbers in a way that helps us quickly see the different ranges and how many numbers fall into each range. It's like a simple way of showing data so we can understand it better!
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We went through immigrants to Upper Canada once more while some students finished up their science quizzes from last week. We then took up both the Grade 3 and Grade 4 science quizzes and started off our Grade 4 Rocks, Minerals and Geological Processes unit https://www.drooker.ca/rocks-minerals-and-geological-processes.html
Rocks are like big Lego castles made of smaller Lego bricks, and minerals are those individual Lego bricks with amazing powers that can be formed in cool and interesting ways. It's like nature's way of creating its own awesome Lego masterpieces!
THE THREE TYPES OF ROCKS ANALOGY
Imagine you're in the kitchen. You have a chocolate bar (representing igneous rock), a layered cake (representing sedimentary rock), and a grilled cheese sandwich (representing metamorphic rock).
The chocolate bar is like igneous rock because it's made when you melt chocolate and then let it cool and harden, just like igneous rock forms when hot, liquid rock (magma or lava) cools and hardens.
The layered cake is like sedimentary rock. When you make a layered cake, you put down one layer at a time and then another on top, and they stick together. Sedimentary rock forms in a similar way, from layers of sand, silt, dead plants, and animal skeletons that get pressed together over time.
The grilled cheese sandwich is like metamorphic rock. You start with separate pieces of bread and cheese (like existing rocks), but when you heat them and press them together in a pan, they change into something new and yummy. Metamorphic rocks form in a similar way, when existing rocks are changed by heat and pressure deep underground.
So, just like in the kitchen, nature has different ways to make rocks, and that's why we have igneous, sedimentary, and metamorphic rocks!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K.
*L.D.A.Y.S. is offering a fully subsidized March Break Social Skills camp for kids! See below:
Good afternoon,
We’re excited to invite your child to join our Social Skills March Break Camp, designed specifically for kids aged 7-13. This FULLY SUBSIDIZED march break camp is a great opportunity for your child to build valuable social skills, boost their confidence, and have fun in a supportive environment tailored to their unique needs.
Through fun, hands-on activities, our expert facilitators will guide your child in developing essential skills like:
Effective Communication & Listening
Making and Keeping Friends
Coping with Emotions & Stress
Conflict Resolution & Problem Solving
Self-Advocacy & Self-Esteem
Understanding Bullying & Cyberbullying
Our program uses the proven PEERS® curriculum for social skills training, led by registered social service workers dedicated to your child’s growth and success.
Dates: March 10th - March 14th, 2025 (9am - 4pm)
Location: Aurora, Ontario
Contact Tori at [email protected] or 905 - 884 - 7933 ext. 4 for more details!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=uJnbRl0_8CI
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme -able/-ible (To be able or can do).
The class completed some “Word Structure” work (Irregular Plurals) and then read independently while I conducted guided reading with G.P., H.L., M.S., A.V., A.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We watched a documentary entitled The Mountain Dogs https://www.pbs.org/video/mountain-dogs-8dyzc3/ Students and I co created a brainstorming rebus to assist with their Review writing paragraph which will begin tomorrow.
MATH
11:20-12:20
Grade 3s worked on Tree Diagrams today https://www.youtube.com/watch?v=yxJi5vuO_wU (Pages 10 and 11) while grade 4s worked on Stem and Leaf Plots (Pages 15 and 16) https://www.youtube.com/watch?v=erjaHWRvyc0
Imagine you have a bunch of numbers, like the scores of your friends in a game. Sometimes, you want to see how many friends scored in each range without writing down every single score. That's where a stem-and-leaf plot can help!
Let's break it down:
- Stems: The stems are like the big branches on a tree. They are the first digit(s) of each number. For example, if your scores are 12, 15, 23, 24, and 35, the stems would be 1, 2, and 3.
- Leaves: The leaves are like the little parts that stick out from the stems, just like the leaves on a tree. They are the last digit of each number. For the scores I mentioned, the leaves would be 2, 5, 3, 4, and 5.
- The stems (1, 2, 3) go on the left side of a line.
- The leaves (2, 5, 3, 4, 5) go on the right side of the line, next to their respective stems.
1 | 2 5
2 | 3 4
3 | 5
This makes it easy to see how many friends scored in the 10s (1), 20s (2), and 30s (3), without writing down all the individual scores.
In simple terms, a stem-and-leaf plot organizes numbers in a way that helps us quickly see the different ranges and how many numbers fall into each range. It's like a simple way of showing data so we can understand it better!
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We went through immigrants to Upper Canada once more while some students finished up their science quizzes from last week. We then took up both the Grade 3 and Grade 4 science quizzes and started off our Grade 4 Rocks, Minerals and Geological Processes unit https://www.drooker.ca/rocks-minerals-and-geological-processes.html
Rocks are like big Lego castles made of smaller Lego bricks, and minerals are those individual Lego bricks with amazing powers that can be formed in cool and interesting ways. It's like nature's way of creating its own awesome Lego masterpieces!
THE THREE TYPES OF ROCKS ANALOGY
Imagine you're in the kitchen. You have a chocolate bar (representing igneous rock), a layered cake (representing sedimentary rock), and a grilled cheese sandwich (representing metamorphic rock).
The chocolate bar is like igneous rock because it's made when you melt chocolate and then let it cool and harden, just like igneous rock forms when hot, liquid rock (magma or lava) cools and hardens.
The layered cake is like sedimentary rock. When you make a layered cake, you put down one layer at a time and then another on top, and they stick together. Sedimentary rock forms in a similar way, from layers of sand, silt, dead plants, and animal skeletons that get pressed together over time.
The grilled cheese sandwich is like metamorphic rock. You start with separate pieces of bread and cheese (like existing rocks), but when you heat them and press them together in a pan, they change into something new and yummy. Metamorphic rocks form in a similar way, when existing rocks are changed by heat and pressure deep underground.
So, just like in the kitchen, nature has different ways to make rocks, and that's why we have igneous, sedimentary, and metamorphic rocks!
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
THURSDAY, JANUARY 16, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L
*We were down 3 students to start the morning
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.cbc.ca/news/canada/walmart-new-logo-1.7430748
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ness/.
The class completed some “Phonics” work (silent consonants) and then read independently while I conducted guided reading with G.P., D.M., H.L., A.L., W.G.
WRITING
Since I was pulled for various meetings on Day 1 of this week, I slotted in our weekly Media work within this time frame. Students used their time to plot out their print advertisements https://www.drooker.ca/uploads/1/1/0/9/110962203/print_advertisment_graphic_organizer.docx Students were incredibly focused and rotated through me to help shape their ideas/concepts. They'll need another full period to go through this process and then I'll be able to apply my nascent photoshop/AI skills to help in delivering their message in a memorable way (e.g. Taylor Swift holding a Monster Jam toy, etc.).
MATH
11:20-12:20
Students had library. Upon our return, we recapped our learning thus far involving mean, median, and mode. Please review the following video https://www.youtube.com/watch?v=B1HEzNTGeZ4 and anchor charts this weekend:
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-10-22-at-1-20-03-pm_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-10-22-at-1-20-23-pm_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-10-22-at-1-20-44-pm_orig.png
We took up pages 9- 13 (Grade 4) and 14-17 (Grade 3)
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s worked on their Science Quizzes. We have a few students who require a bit more time before we start our new science unit https://www.drooker.ca/rocks-minerals-and-geological-processes.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We finished up our lesson involving settlers to Upper Canada which can be summarized as follows:
Between 1780 and 1850, many people from different parts of the world decided to leave their homes and settle in Upper Canada. They were looking for new opportunities, safety, and a better life.
The British and French settlers were attracted to the fur trade, which was a way to make money by trading animal furs. They were also promised land to farm and sometimes food, like a barrel of pork, to help them get started. This made Upper Canada a tempting place to start fresh.
The Irish came to Upper Canada because of a terrible problem in their homeland called the Potato Famine. Potatoes were their main food, but a disease destroyed their crops, and many people had nothing to eat. The Irish also faced unfair treatment because they weren’t allowed to freely practice their Catholic faith. Moving to Upper Canada meant they could have land, food, and religious freedom.
The Scottish settlers often left Scotland because they were being forced off their land, a problem called the Highland Clearances. Large landowners wanted to use the land for sheep farming, so they told families to leave. Many Scottish people came to Upper Canada looking for a place to live, farm, and build a new future.
The Germans came for different reasons. They were curious about the world and excited by the sense of wonder and adventure in moving to a new land. For many Germans, settling in Upper Canada was a chance to explore, try new things, and start a fresh chapter in life.
Black Americans came to Upper Canada to escape slavery in the United States. They wanted to live in a place where they could be free and safe. Many used secret routes called the Underground Railroad to travel north. In Upper Canada, they could build new lives without the fear of being enslaved again.
The United Empire Loyalists were people who lived in America but stayed loyal to Britain. They were unhappy when American citizens wanted to cut ties with Britain and fought to stay connected to the king. After the American Revolution, many Loyalists moved to Upper Canada because they wanted to live under British rule.
The Chinese and Japanese workers came to Canada later to help build railways. Many of them didn’t come by choice—they were brought over to work under very harsh conditions. They were often treated unfairly, paid very little, and lived in difficult situations. Even though their work was important, they faced discrimination and mistreatment.
Each group of settlers came to Upper Canada for different reasons, but they all helped shape its history. While some came for opportunities, others came seeking freedom or safety, and their hard work helped create diverse and thriving communities.
www.atlasobscura.com/articles/the-hidden-bolts-that-drive-manhattans-infrastructure-nerds-nuts
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L
*We were down 3 students to start the morning
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.cbc.ca/news/canada/walmart-new-logo-1.7430748
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the morpheme /-ness/.
The class completed some “Phonics” work (silent consonants) and then read independently while I conducted guided reading with G.P., D.M., H.L., A.L., W.G.
WRITING
Since I was pulled for various meetings on Day 1 of this week, I slotted in our weekly Media work within this time frame. Students used their time to plot out their print advertisements https://www.drooker.ca/uploads/1/1/0/9/110962203/print_advertisment_graphic_organizer.docx Students were incredibly focused and rotated through me to help shape their ideas/concepts. They'll need another full period to go through this process and then I'll be able to apply my nascent photoshop/AI skills to help in delivering their message in a memorable way (e.g. Taylor Swift holding a Monster Jam toy, etc.).
MATH
11:20-12:20
Students had library. Upon our return, we recapped our learning thus far involving mean, median, and mode. Please review the following video https://www.youtube.com/watch?v=B1HEzNTGeZ4 and anchor charts this weekend:
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-10-22-at-1-20-03-pm_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-10-22-at-1-20-23-pm_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-10-22-at-1-20-44-pm_orig.png
We took up pages 9- 13 (Grade 4) and 14-17 (Grade 3)
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s worked on their Science Quizzes. We have a few students who require a bit more time before we start our new science unit https://www.drooker.ca/rocks-minerals-and-geological-processes.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We finished up our lesson involving settlers to Upper Canada which can be summarized as follows:
Between 1780 and 1850, many people from different parts of the world decided to leave their homes and settle in Upper Canada. They were looking for new opportunities, safety, and a better life.
The British and French settlers were attracted to the fur trade, which was a way to make money by trading animal furs. They were also promised land to farm and sometimes food, like a barrel of pork, to help them get started. This made Upper Canada a tempting place to start fresh.
The Irish came to Upper Canada because of a terrible problem in their homeland called the Potato Famine. Potatoes were their main food, but a disease destroyed their crops, and many people had nothing to eat. The Irish also faced unfair treatment because they weren’t allowed to freely practice their Catholic faith. Moving to Upper Canada meant they could have land, food, and religious freedom.
The Scottish settlers often left Scotland because they were being forced off their land, a problem called the Highland Clearances. Large landowners wanted to use the land for sheep farming, so they told families to leave. Many Scottish people came to Upper Canada looking for a place to live, farm, and build a new future.
The Germans came for different reasons. They were curious about the world and excited by the sense of wonder and adventure in moving to a new land. For many Germans, settling in Upper Canada was a chance to explore, try new things, and start a fresh chapter in life.
Black Americans came to Upper Canada to escape slavery in the United States. They wanted to live in a place where they could be free and safe. Many used secret routes called the Underground Railroad to travel north. In Upper Canada, they could build new lives without the fear of being enslaved again.
The United Empire Loyalists were people who lived in America but stayed loyal to Britain. They were unhappy when American citizens wanted to cut ties with Britain and fought to stay connected to the king. After the American Revolution, many Loyalists moved to Upper Canada because they wanted to live under British rule.
The Chinese and Japanese workers came to Canada later to help build railways. Many of them didn’t come by choice—they were brought over to work under very harsh conditions. They were often treated unfairly, paid very little, and lived in difficult situations. Even though their work was important, they faced discrimination and mistreatment.
Each group of settlers came to Upper Canada for different reasons, but they all helped shape its history. While some came for opportunities, others came seeking freedom or safety, and their hard work helped create diverse and thriving communities.
www.atlasobscura.com/articles/the-hidden-bolts-that-drive-manhattans-infrastructure-nerds-nuts
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
WEDNESDAY, JANUARY 15 , 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*VIP: Complete coat hook or desk check
*I've given a lot of thought as to whether or not I should continue with the "Learning Skill Report Cards" when your child is VIP. I find it so much easier and more valuable to drop a text message and/or voice note directly to you on days when your child is VIP. It allows me to be much more descriptive and finds its way directly to you rather than having you log into your child's Google Drive and search for it. As such, I'll continue with that approach moving forward.
HOUSEKEEPING
Sparkle/Sunshine
Freezies x 6
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/cityofbendoregon/p/DDLQBYtCRZt/?img_index=1
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “O.P.P./Our Proofreading Plan” work and then read independently while I conducted guided reading with J.W., M.Y., M.V., J.L., A.H., R.C., B.D., F.L., C.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I was pulled for meetings during this block but students received ~40 minutes to finish their review of the Barkley 100 Marathon documentary.
MATH/LIBRARY
11:20-12:20
I was given some prep payback time during this block. Students worked on mean, median, and mode work after finishing up yesterday's video (Which is definitely worth reviewing https://www.youtube.com/watch?v=B1HEzNTGeZ4)
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students have now completed ~60% of their round robin play for Cucumber Ball. We discussed various strategies including ball placement, cross court shots, defensive positioning forcing unforced errors, etc.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students completed their Science quizzes during this block. We'll resume our new social studies unit tomorrow :)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 4 Science Quiz tomorrow https://www.drooker.ca/habitats-and-communities.html
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*VIP: Complete coat hook or desk check
*I've given a lot of thought as to whether or not I should continue with the "Learning Skill Report Cards" when your child is VIP. I find it so much easier and more valuable to drop a text message and/or voice note directly to you on days when your child is VIP. It allows me to be much more descriptive and finds its way directly to you rather than having you log into your child's Google Drive and search for it. As such, I'll continue with that approach moving forward.
HOUSEKEEPING
Sparkle/Sunshine
Freezies x 6
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.instagram.com/cityofbendoregon/p/DDLQBYtCRZt/?img_index=1
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “O.P.P./Our Proofreading Plan” work and then read independently while I conducted guided reading with J.W., M.Y., M.V., J.L., A.H., R.C., B.D., F.L., C.S.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I was pulled for meetings during this block but students received ~40 minutes to finish their review of the Barkley 100 Marathon documentary.
MATH/LIBRARY
11:20-12:20
I was given some prep payback time during this block. Students worked on mean, median, and mode work after finishing up yesterday's video (Which is definitely worth reviewing https://www.youtube.com/watch?v=B1HEzNTGeZ4)
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students have now completed ~60% of their round robin play for Cucumber Ball. We discussed various strategies including ball placement, cross court shots, defensive positioning forcing unforced errors, etc.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students completed their Science quizzes during this block. We'll resume our new social studies unit tomorrow :)
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 4 Science Quiz tomorrow https://www.drooker.ca/habitats-and-communities.html
TUESDAY, JANUARY 14, 2025. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We started off the morning down 4 students.
*Don't forget that we have a grade 3 science quiz tomorrow and a grade 4 science quiz on Thursday
HOUSEKEEPING
*Sparkle/Sunshine
*Gifted Testing: Just a heads up that those who passed Stage 1 of Gifted Testing were notified last week.
LANGUAGE
9:10-10:50
WHAT'S TRENDING
https://biocubes.net/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Morpheme Magic” work with a recap of the prefixes that we learned thus far and then read independently while I conducted guided reading with S.D., D.M., A.L., A.V., M.S., and G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had 25 minutes to work on their review paragraph of the Barkley 100 documentary. They'll receive some more time tomorrow.
COOL DOWN
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter K while I offered up some descriptive feedback to A.H. on his/her recent work.
MATH
11:20-12:20
We reviewed our work with Carrol Diagrams and looked at how sorting data into more specific groups can be useful. We drew an analogy to our target audience survey we conducted earlier this year for our media project. It's great to know what boys and girls prefer but if we really want to be specific and target a segment of our audience to improve our sales, we might want to sort boys into various subcategories (e.g boys in kindergarten to grade 2 or boys in grades 3 to 4). Grade 3s did some work on sort using Venn diagrams (Page 7) while grade 4s looks at tally tables and frequency and data analysis (Page 8). We then watched part of a video involving mean, median, and mode (up to the 4:16 mark) https://www.youtube.com/watch?v=B1HEzNTGeZ4 The visual representation of mean, median, and mode in this video is unparalleled and we'll revisit this video often to consolidate our understanding of these three properties of data sets and how we arrive at the algorithm for finding the average/mean of a data set.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued our Cucumber Ball round robin play
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started our new Social Studies unit today! I love this unit for so many different reasons and I'd like to think I have a fairly unique approach towards teaching it with lots of stories, role play and artifacts to liven things up. We started off by discussing push and pull factors. Push Factors are Negatives :( (Over population, wars, famine, drought, no jobs, etc.) Pull Factors are Positives :) (Jobs, Climate, Peaceful, Free education, Free healthcare, Vote, etc.) https://www.youtube.com/watch?v=nai-Rjg7QF4 Immigrants to Upper Canada typically arrived through the Saint Lawrence River. The terms "Upper Canada" and "Lower Canada" were used to denote the geographical positions of these regions relative to the flow of the Saint Lawrence River, rather than their physical locations on a map. Upper Canada, which is modern-day Ontario, was located upriver, closer to the headwaters of the Saint Lawrence River. Conversely, Lower Canada, now known as Quebec, was situated downriver, closer to the mouth of the river. We then turned our attention towards Upper Canada's indigenous communities. Indigenous communities are there first groups of people who lived in an area. https://www.youtube.com/watch?v=9EBknU7D1OI We then started to look at and role play some of the groups of people to come to Upper Canada. We covered the British, French and Irish in today's class.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 3 Science Quiz on Wednesday https://www.drooker.ca/soils-in-the-environment.html
*Grade 4 Science Quiz on Thursday https://www.drooker.ca/habitats-and-communities.html
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We started off the morning down 4 students.
*Don't forget that we have a grade 3 science quiz tomorrow and a grade 4 science quiz on Thursday
HOUSEKEEPING
*Sparkle/Sunshine
*Gifted Testing: Just a heads up that those who passed Stage 1 of Gifted Testing were notified last week.
LANGUAGE
9:10-10:50
WHAT'S TRENDING
https://biocubes.net/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Morpheme Magic” work with a recap of the prefixes that we learned thus far and then read independently while I conducted guided reading with S.D., D.M., A.L., A.V., M.S., and G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had 25 minutes to work on their review paragraph of the Barkley 100 documentary. They'll receive some more time tomorrow.
COOL DOWN
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter K while I offered up some descriptive feedback to A.H. on his/her recent work.
MATH
11:20-12:20
We reviewed our work with Carrol Diagrams and looked at how sorting data into more specific groups can be useful. We drew an analogy to our target audience survey we conducted earlier this year for our media project. It's great to know what boys and girls prefer but if we really want to be specific and target a segment of our audience to improve our sales, we might want to sort boys into various subcategories (e.g boys in kindergarten to grade 2 or boys in grades 3 to 4). Grade 3s did some work on sort using Venn diagrams (Page 7) while grade 4s looks at tally tables and frequency and data analysis (Page 8). We then watched part of a video involving mean, median, and mode (up to the 4:16 mark) https://www.youtube.com/watch?v=B1HEzNTGeZ4 The visual representation of mean, median, and mode in this video is unparalleled and we'll revisit this video often to consolidate our understanding of these three properties of data sets and how we arrive at the algorithm for finding the average/mean of a data set.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued our Cucumber Ball round robin play
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started our new Social Studies unit today! I love this unit for so many different reasons and I'd like to think I have a fairly unique approach towards teaching it with lots of stories, role play and artifacts to liven things up. We started off by discussing push and pull factors. Push Factors are Negatives :( (Over population, wars, famine, drought, no jobs, etc.) Pull Factors are Positives :) (Jobs, Climate, Peaceful, Free education, Free healthcare, Vote, etc.) https://www.youtube.com/watch?v=nai-Rjg7QF4 Immigrants to Upper Canada typically arrived through the Saint Lawrence River. The terms "Upper Canada" and "Lower Canada" were used to denote the geographical positions of these regions relative to the flow of the Saint Lawrence River, rather than their physical locations on a map. Upper Canada, which is modern-day Ontario, was located upriver, closer to the headwaters of the Saint Lawrence River. Conversely, Lower Canada, now known as Quebec, was situated downriver, closer to the mouth of the river. We then turned our attention towards Upper Canada's indigenous communities. Indigenous communities are there first groups of people who lived in an area. https://www.youtube.com/watch?v=9EBknU7D1OI We then started to look at and role play some of the groups of people to come to Upper Canada. We covered the British, French and Irish in today's class.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 3 Science Quiz on Wednesday https://www.drooker.ca/soils-in-the-environment.html
*Grade 4 Science Quiz on Thursday https://www.drooker.ca/habitats-and-communities.html
MONDAY, JANUARY 13, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We finally had everyone return from various winter holiday travels and illness and had a full class.
HOUSEKEEPING
*Sparkle/Sunshine
*Gifted testing
LANGUAGE
9:10-10:50
I was released for meetings this morning which had me out of the class from 9:10-10:50. Students were with Ms. Mitchell and Ms. Min. Returning students had an opportunity to review the documentary we watched on Friday which students will be using for the Review Paragraph writing this week.
MATH
11:20-12:20
Upon my return, we did a bunch of "housekeeping" things to get everyone on the same page. For example, we reviewed the expectations of Oral Presentation #2 once more, reviewed our Class Contract for Success, etc. I then used the remainder of the period to recap our learning thus far involving our new math unit- https://www.drooker.ca/dataprobability.html We'll finally be able to move on together tomorrow.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
Students had an OT during this time who worked on some math with students (Carrol Diagrams and Pictographs)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our Soils in the Environment unit today https://www.drooker.ca/soils-in-the-environment.html We went through the quiz questions and we'll aim for a quiz on Wednesday. Tomorrow will see us start our next social studies unit https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 3 Science Quiz on Wednesday https://www.drooker.ca/soils-in-the-environment.html
*Grade 4 Science Quiz on Thursday https://www.drooker.ca/habitats-and-communities.html
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We finally had everyone return from various winter holiday travels and illness and had a full class.
HOUSEKEEPING
*Sparkle/Sunshine
*Gifted testing
LANGUAGE
9:10-10:50
I was released for meetings this morning which had me out of the class from 9:10-10:50. Students were with Ms. Mitchell and Ms. Min. Returning students had an opportunity to review the documentary we watched on Friday which students will be using for the Review Paragraph writing this week.
MATH
11:20-12:20
Upon my return, we did a bunch of "housekeeping" things to get everyone on the same page. For example, we reviewed the expectations of Oral Presentation #2 once more, reviewed our Class Contract for Success, etc. I then used the remainder of the period to recap our learning thus far involving our new math unit- https://www.drooker.ca/dataprobability.html We'll finally be able to move on together tomorrow.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
Students had an OT during this time who worked on some math with students (Carrol Diagrams and Pictographs)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our Soils in the Environment unit today https://www.drooker.ca/soils-in-the-environment.html We went through the quiz questions and we'll aim for a quiz on Wednesday. Tomorrow will see us start our next social studies unit https://www.drooker.ca/communities-1780-1850.html
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 3 Science Quiz on Wednesday https://www.drooker.ca/soils-in-the-environment.html
*Grade 4 Science Quiz on Thursday https://www.drooker.ca/habitats-and-communities.html
FRIDAY, JANUARY 10, 2025. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We were down 4 students to start the day this morning.
LANGUAGE
9:10-10:50
This morning saw us review a documentary on the ultra secretive and unusual Barkley 100 Marathon. https://vimeo.com/97270099 The documentary really created a great deal of conversation and we co-developed a brainstorm word menu that student will receive to aid in their review of the documentary. We continued to review our website's tips and tools which you can find here: https://www.drooker.ca/reviewpersuasive.html
MATH
11:20-12:20
We quickly reviewed for students what was learned in yesterday's intro to Data Management and then pivoted towards our coding quiz. I had a chance to mark all of the quizzes and I uploaded photos to students' Google Drives. I still have quite a few exit interviews to complete with students involving the M.E.N.A.C.E. Machine (and concurrent coding with my Grade 4s).
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s had an opportunity to prep for their science test next Thursday and also contribute questions for the test.
Grade 3s had a lesson on composting today https://www.youtube.com/watch?v=26IO95Xt5WU
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 4 Science Test on Thursday
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We were down 4 students to start the day this morning.
LANGUAGE
9:10-10:50
This morning saw us review a documentary on the ultra secretive and unusual Barkley 100 Marathon. https://vimeo.com/97270099 The documentary really created a great deal of conversation and we co-developed a brainstorm word menu that student will receive to aid in their review of the documentary. We continued to review our website's tips and tools which you can find here: https://www.drooker.ca/reviewpersuasive.html
MATH
11:20-12:20
We quickly reviewed for students what was learned in yesterday's intro to Data Management and then pivoted towards our coding quiz. I had a chance to mark all of the quizzes and I uploaded photos to students' Google Drives. I still have quite a few exit interviews to complete with students involving the M.E.N.A.C.E. Machine (and concurrent coding with my Grade 4s).
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s had an opportunity to prep for their science test next Thursday and also contribute questions for the test.
Grade 3s had a lesson on composting today https://www.youtube.com/watch?v=26IO95Xt5WU
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Grade 4 Science Test on Thursday
THURSDAY, JANUARY 9, 2025. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We were down 7 students to start the morning.
HOUSEKEEPING
Playground Legends
Collect math booklets
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their final bit of time for their review paragraphs related to The Last Ice Merchant Documentary. We reviewed some tips and tools on our Review Website. Notably:
If you find the concept of O-R-E's in review writing to be confusing, remember we're simply looking for your likes and dislikes and WHYs
Remember, the "E" can stand for examples or explanations
Really unpack your supporting examples/proof!
I like the characters in Sticky Burr because they are really cute. Their faces are cute.
vs.
The character Sticky Burr is really cute because of the simple emotions we can read off of his face. For example on page 6, Sticky Burr was being bullied. The illustrator drew two simple diagonal lines for eyebrows to show off how he was angry at Scurvy Burr. My brother sometimes slants his eyebrows at me when he is cross! Another example is Mossy Burr. On page 1, the illustrator gave her three strands of hair with a cute and playful pink barette clip to show that she's young and hip.
READING
The class completed some “Phonics” work (Beginning consonant digraphs) and then read independently while I conducted guided reading with O.H., D.M. and J.L.
MATH
11:20-12:20
We started our new math unit today involving Data Management. We explored the differences between qualitative and quantitative data (discrete vs. continuous). We also looked at the importance of tally marks to record data quickly in tables. Grade 3 students worked their way through pages 3-5 (including work on Carroll Diagrams which sort things using more than one attribute/quality. Grade 4 students worked their way through pages 4-7.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We wrapped up our unit on https://www.drooker.ca/habitats-and-communities.html today with a lesson on endangered populations and carrying capacity. Since this unit has run long, we'll aim for a summative task next week and quickly pivot towards our next science unit. Having said that, I'm interested in restarting an aquarium/terrarium in class at some point this year and would love to co-develop the tank and have students complete a research task involving our class pet at some point. Unfortunately, our health and safety officer visits have become a bit more draconian and starting a class aquarium might be a bit onerous so I won't promise anything at this stage. Stay tuned as we work through those things over the next little while.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s completed pages 26 and 27 of their formative work booklets involving erosion today. We finally sampled some Fiji water and made some qualitative observations on it beyond looking at the quantitative data on the label involving mineral content.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Coding quiz tomorrow
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We were down 7 students to start the morning.
HOUSEKEEPING
Playground Legends
Collect math booklets
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their final bit of time for their review paragraphs related to The Last Ice Merchant Documentary. We reviewed some tips and tools on our Review Website. Notably:
If you find the concept of O-R-E's in review writing to be confusing, remember we're simply looking for your likes and dislikes and WHYs
Remember, the "E" can stand for examples or explanations
Really unpack your supporting examples/proof!
I like the characters in Sticky Burr because they are really cute. Their faces are cute.
vs.
The character Sticky Burr is really cute because of the simple emotions we can read off of his face. For example on page 6, Sticky Burr was being bullied. The illustrator drew two simple diagonal lines for eyebrows to show off how he was angry at Scurvy Burr. My brother sometimes slants his eyebrows at me when he is cross! Another example is Mossy Burr. On page 1, the illustrator gave her three strands of hair with a cute and playful pink barette clip to show that she's young and hip.
READING
The class completed some “Phonics” work (Beginning consonant digraphs) and then read independently while I conducted guided reading with O.H., D.M. and J.L.
MATH
11:20-12:20
We started our new math unit today involving Data Management. We explored the differences between qualitative and quantitative data (discrete vs. continuous). We also looked at the importance of tally marks to record data quickly in tables. Grade 3 students worked their way through pages 3-5 (including work on Carroll Diagrams which sort things using more than one attribute/quality. Grade 4 students worked their way through pages 4-7.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We wrapped up our unit on https://www.drooker.ca/habitats-and-communities.html today with a lesson on endangered populations and carrying capacity. Since this unit has run long, we'll aim for a summative task next week and quickly pivot towards our next science unit. Having said that, I'm interested in restarting an aquarium/terrarium in class at some point this year and would love to co-develop the tank and have students complete a research task involving our class pet at some point. Unfortunately, our health and safety officer visits have become a bit more draconian and starting a class aquarium might be a bit onerous so I won't promise anything at this stage. Stay tuned as we work through those things over the next little while.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s completed pages 26 and 27 of their formative work booklets involving erosion today. We finally sampled some Fiji water and made some qualitative observations on it beyond looking at the quantitative data on the label involving mineral content.
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Coding quiz tomorrow
WEDNESDAY, JANUARY 8, 2025. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a heads up that we had 6 students absent to start the day.
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started their paragraph reviews of the documentary that we watched yesterday entitled "The Last Ice Merchant".
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “O.P.P./Our Proofreading Plan” work and then read independently while I conducted guided reading with T.R., J.Y., and J.W.
COOL DOWN
Students read independently while I offered up some descriptive feedback to R.C. on his recent work.
MATH/LIBRARY
11:20-12:20
(We'll have a library session next week)
We officially wrapped up our algebra (coding) unit today. I exposed the Grade 4s to the concept of "order of operations"/B.E.D.M.A.S. as it relates to some of the algebra questions we solved. We'll continue to intersperse Turing Tumble into our learning throughout the remainder of the year with various challenges. We took a look at the quiz which we'll have Friday and discussed a performance task as well.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students started the round robin portion of their Cucumber Ball tournament. We paused at points to review some problem solving strategies when disputes arise.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We recapped yesterday's learning and then directed our attention towards soil erosion. When soil is lost through erosion, it harms, rivers, lakes, and other water systems. We pivoted towards discussing how aquifers are formed and how the Fiji Water Company markets their water https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-22-at-11-59-09-am.png?1703265048 Students will sample some Fiji water tomorrow. We'll have a go at making some natural water filters and examine how water percolates through the various horizons https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-22-at-12-04-46-pm.png?1703265032
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Coding quiz Friday
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a heads up that we had 6 students absent to start the day.
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started their paragraph reviews of the documentary that we watched yesterday entitled "The Last Ice Merchant".
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “O.P.P./Our Proofreading Plan” work and then read independently while I conducted guided reading with T.R., J.Y., and J.W.
COOL DOWN
Students read independently while I offered up some descriptive feedback to R.C. on his recent work.
MATH/LIBRARY
11:20-12:20
(We'll have a library session next week)
We officially wrapped up our algebra (coding) unit today. I exposed the Grade 4s to the concept of "order of operations"/B.E.D.M.A.S. as it relates to some of the algebra questions we solved. We'll continue to intersperse Turing Tumble into our learning throughout the remainder of the year with various challenges. We took a look at the quiz which we'll have Friday and discussed a performance task as well.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students started the round robin portion of their Cucumber Ball tournament. We paused at points to review some problem solving strategies when disputes arise.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We recapped yesterday's learning and then directed our attention towards soil erosion. When soil is lost through erosion, it harms, rivers, lakes, and other water systems. We pivoted towards discussing how aquifers are formed and how the Fiji Water Company markets their water https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-22-at-11-59-09-am.png?1703265048 Students will sample some Fiji water tomorrow. We'll have a go at making some natural water filters and examine how water percolates through the various horizons https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-22-at-12-04-46-pm.png?1703265032
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
*Coding quiz Friday
TUESDAY, JANUARY 7, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I'll be reaching out to parents sometime this week to review growth plans moving forward. Stay tuned! :)
*We started off the morning with 10 (!) students absent
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We had a lengthy recap of how to write a review paragraph https://www.youtube.com/watch?v=73Rmd6UPSKI alongside how to use assistive technology such as Speechnotes.co or Google Read and Write to help us. We then watched a documentary entitled "The Last Ice Merchant". https://vimeo.com/66507747 I highly recommend that students rewatch this documentary at home tonight. We brainstormed and co-created our writing ideas and word menu which students will be provided with for writing purposes tomorrow.
READING
The class completed some “Morpheme Magic” work (suffix -ment which means the act of, state of, or result of X) and then read independently while I conducted guided reading with H.L., A.V., A.L., G.P.
MATH
11:20-12:20
Grade 4s received their final lesson of their coding unit involving coding with various operations (calculators were permitted after we reviewed multiplication and division), coding algebra https://www.drooker.ca/algebra.html (Pay close attention to the "story" I reviewed with students to remind them of how equations can be thought of as scales, etc.) and concurrent coding. Grade 3s worked on Turing Tumble puzzles 8+ after reviewing the parts we've been exposed to thus far alongside reacquainting ourselves with the narrative. I'll give both grades time tomorrow to finish things up before we start our new unit https://www.drooker.ca/dataprobability.html
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We reset our Cucumber Ball unit with a scrimmage. Students will select their doubles partners for the unit tomorrow and we'll start Round Robin play. I'm hoping to secure a Road Tennis kit to pivot to after this unit is completed as Cucumber Ball will serve as a natural transition to that sport!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started to look at types of soil https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-30-at-12-35-38-pm_orig.png and ideal soil mixtures e.g. loamy soil https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-30-at-12-39-40-pm_orig.png which is in the proverbial "goldilocks" zone where it absorbs the perfect amount of water while retaining some drainage characteristics. We watched the following experiment and discussed the need for controls when experimenting https://www.youtube.com/watch?v=RlscZuGejis
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I'll be reaching out to parents sometime this week to review growth plans moving forward. Stay tuned! :)
*We started off the morning with 10 (!) students absent
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We had a lengthy recap of how to write a review paragraph https://www.youtube.com/watch?v=73Rmd6UPSKI alongside how to use assistive technology such as Speechnotes.co or Google Read and Write to help us. We then watched a documentary entitled "The Last Ice Merchant". https://vimeo.com/66507747 I highly recommend that students rewatch this documentary at home tonight. We brainstormed and co-created our writing ideas and word menu which students will be provided with for writing purposes tomorrow.
READING
The class completed some “Morpheme Magic” work (suffix -ment which means the act of, state of, or result of X) and then read independently while I conducted guided reading with H.L., A.V., A.L., G.P.
MATH
11:20-12:20
Grade 4s received their final lesson of their coding unit involving coding with various operations (calculators were permitted after we reviewed multiplication and division), coding algebra https://www.drooker.ca/algebra.html (Pay close attention to the "story" I reviewed with students to remind them of how equations can be thought of as scales, etc.) and concurrent coding. Grade 3s worked on Turing Tumble puzzles 8+ after reviewing the parts we've been exposed to thus far alongside reacquainting ourselves with the narrative. I'll give both grades time tomorrow to finish things up before we start our new unit https://www.drooker.ca/dataprobability.html
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We reset our Cucumber Ball unit with a scrimmage. Students will select their doubles partners for the unit tomorrow and we'll start Round Robin play. I'm hoping to secure a Road Tennis kit to pivot to after this unit is completed as Cucumber Ball will serve as a natural transition to that sport!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started to look at types of soil https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-30-at-12-35-38-pm_orig.png and ideal soil mixtures e.g. loamy soil https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-30-at-12-39-40-pm_orig.png which is in the proverbial "goldilocks" zone where it absorbs the perfect amount of water while retaining some drainage characteristics. We watched the following experiment and discussed the need for controls when experimenting https://www.youtube.com/watch?v=RlscZuGejis
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
MONDAY, JANUARY 6, 2025. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I've uploaded December's Thumbs Up and Thumbs Down reports to the "Learning Skills" subfolder of your child's Remote Learning Google Drive. Remember: The average student receives 100 points a month with ~10 strikes (10:1 ratio). 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.
*Oral Presentation #2: I reviewed the expectations around Oral Presentation #2 with students. I've sent home the instruction booklet and students will be presenting February 3rd.
*We had 8 students absent to start off the morning. Just a reminder to review our daily learning blog to stay up to date!
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.drooker.ca/whats-trending.html
https://www.drooker.ca/animation.html
MEDIA
https://www.drooker.ca/media.html
We had a lengthy lesson and recap on print advertising (which is slowly being usurped by digital "print" advertising (e.g. banner ads, embedded product ads on Instagram and Tiktok)) We looked at how print advertising rates are determined (through data collection) and how modern approaches towards print advertising works through a case study of my brother in law's company: https://hashtagpaid.com/ Students received a bit of time to look at our target audience survey information collected earlier this year to decide which influencer they might want to incorporate into their campaign. I will assist with photoshopping etc.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Vocabulary” work (Homographs-multiple meaning words) and then read independently while I conducted guided reading with S.D., H.L. and M.S.
MATH
11:20-12:20
We recapped what we have learned thus far within our coding unit. We reviewed our grant project involving the M.E.N.A.C.E. Machine as well as our learning involving the Turing Tumble. We also reviewed our "paper" coding work. Grade 3s finished up their formative learning for the unit completing pages 77-79 while grade 4s completed 97-99. Grade 4s have another lesson tomorrow to wrap things up. We're aiming to have a unit quiz on Friday.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We recapped our learning thus far involving Soils in the Environment https://www.drooker.ca/soils-in-the-environment.html We focused in on https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-30-at-12-33-39-pm-orig_orig.png https://www.youtube.com/watch?v=bgqea0E2eAY and then looked at the variety of organisms that assist in producing humus (decomposers) and till/mix the topsoil. We read a case study on Earthworms and then looked at an invasive species of worm (Asian Jumping Worm) which is wreaking havoc on our soil as of late https://www.cbc.ca/news/canada/london/canada-invasive-jumping-worms-1.6385624
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: C.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I've uploaded December's Thumbs Up and Thumbs Down reports to the "Learning Skills" subfolder of your child's Remote Learning Google Drive. Remember: The average student receives 100 points a month with ~10 strikes (10:1 ratio). 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.
*Oral Presentation #2: I reviewed the expectations around Oral Presentation #2 with students. I've sent home the instruction booklet and students will be presenting February 3rd.
*We had 8 students absent to start off the morning. Just a reminder to review our daily learning blog to stay up to date!
HOUSEKEEPING
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.drooker.ca/whats-trending.html
https://www.drooker.ca/animation.html
MEDIA
https://www.drooker.ca/media.html
We had a lengthy lesson and recap on print advertising (which is slowly being usurped by digital "print" advertising (e.g. banner ads, embedded product ads on Instagram and Tiktok)) We looked at how print advertising rates are determined (through data collection) and how modern approaches towards print advertising works through a case study of my brother in law's company: https://hashtagpaid.com/ Students received a bit of time to look at our target audience survey information collected earlier this year to decide which influencer they might want to incorporate into their campaign. I will assist with photoshopping etc.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Vocabulary” work (Homographs-multiple meaning words) and then read independently while I conducted guided reading with S.D., H.L. and M.S.
MATH
11:20-12:20
We recapped what we have learned thus far within our coding unit. We reviewed our grant project involving the M.E.N.A.C.E. Machine as well as our learning involving the Turing Tumble. We also reviewed our "paper" coding work. Grade 3s finished up their formative learning for the unit completing pages 77-79 while grade 4s completed 97-99. Grade 4s have another lesson tomorrow to wrap things up. We're aiming to have a unit quiz on Friday.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We recapped our learning thus far involving Soils in the Environment https://www.drooker.ca/soils-in-the-environment.html We focused in on https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2022-05-30-at-12-33-39-pm-orig_orig.png https://www.youtube.com/watch?v=bgqea0E2eAY and then looked at the variety of organisms that assist in producing humus (decomposers) and till/mix the topsoil. We read a case study on Earthworms and then looked at an invasive species of worm (Asian Jumping Worm) which is wreaking havoc on our soil as of late https://www.cbc.ca/news/canada/london/canada-invasive-jumping-worms-1.6385624
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 Times Table Tricks: https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Oral Presentation #2 due February 3
FRIDAY, DECEMBER 19, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We were down 7 students to start the day.
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I hope everyone has a wonderful Holiday Break! I will miss everyone dearly and cannot wait to get caught up with everyone! Students are welcome to stay in touch (with parent approval/supervision)!
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We had a very writing centric morning. To recap, students were provided with a co-created word menu/set of ideas to assist with their review of both the online and board game version of Quoridor. I gave students the entirety of the morning to concentrate on writing their paragraphs. We had some nice "gains" overall with students understanding the necessary voice needed in a review paragraph. I continue to suggest to students that they immediately select an approach for speechnotes.co or Google Read and Write. Either use the voice to text feature sentence by sentence and then transcribe and shape it or dictate the entire paragraph and then shape things. Focus remains a next step for most students. Students were/are reminded to use their privacy curtains, move to alternate work space, use headphones, etc.
MATH
11:20-12:20
Here are some of students Flappy Bird Games they coded:
O.H. https://studio.code.org/c/2421799747
T.R. https://studio.code.org/c/2421818481
S.D. https://studio.code.org/c/2421827167
J.L. https://studio.code.org/c/2421829778
B.D. https://studio.code.org/c/2421836437
W.G. https://studio.code.org/c/2421823259
M.S. studio.code.org/c/2423377859
K.K. https://studio.code.org/c/2421854602
C.S. https://studio.code.org/c/2421855214
N.Y. https://studio.code.org/c/2421847488
A.V. https://studio.code.org/c/2421867117
A.L. https://studio.code.org/c/2423187323
M.V. studio.code.org/c/2423377004
G.P. studio.code.org/c/2423385042
D.M. studio.code.org/c/2423388640
H.L. studio.code.org/c/2423390991
Grade 3s worked on page 75 and 76 while grade 4s worked on page 93 and 94 of their respective coding booklets. A couple of things: Firstly, we reviewed how we can front load or back load a series of instructions.
Suppose there is a race track that is 200 meters long. We want a character to run around a track 800 meters.
There are two options
1) One could write: "Loop 4 times" followed by the instructions for one lap
2) One could write a series of instructions for one lap followed by "Loop 3 times"
Either approach accomplishes the goal but is slightly different. As you can see in this scenario, some multiplication is involved so students are reminded to continue to practice their times table facts.
We'll finish up our coding unit with a quick recap the first few days upon our return with a test on Friday of the first week.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Our Holiday Lunch ran a bit long. When we arrived back in class, we tackled a bit of information on invasive species such as Purple Loosestrife and the Asian Longhorned Beetle. Grade 4s were interested in finishing their movie with Mr. Tham so I allowed them to head on over while grade 3s enjoyed a bit of free time!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Just a reminder that "Decembuary's" Reading Logs are due when you return back to school :)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*We were down 7 students to start the day.
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I hope everyone has a wonderful Holiday Break! I will miss everyone dearly and cannot wait to get caught up with everyone! Students are welcome to stay in touch (with parent approval/supervision)!
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We had a very writing centric morning. To recap, students were provided with a co-created word menu/set of ideas to assist with their review of both the online and board game version of Quoridor. I gave students the entirety of the morning to concentrate on writing their paragraphs. We had some nice "gains" overall with students understanding the necessary voice needed in a review paragraph. I continue to suggest to students that they immediately select an approach for speechnotes.co or Google Read and Write. Either use the voice to text feature sentence by sentence and then transcribe and shape it or dictate the entire paragraph and then shape things. Focus remains a next step for most students. Students were/are reminded to use their privacy curtains, move to alternate work space, use headphones, etc.
MATH
11:20-12:20
Here are some of students Flappy Bird Games they coded:
O.H. https://studio.code.org/c/2421799747
T.R. https://studio.code.org/c/2421818481
S.D. https://studio.code.org/c/2421827167
J.L. https://studio.code.org/c/2421829778
B.D. https://studio.code.org/c/2421836437
W.G. https://studio.code.org/c/2421823259
M.S. studio.code.org/c/2423377859
K.K. https://studio.code.org/c/2421854602
C.S. https://studio.code.org/c/2421855214
N.Y. https://studio.code.org/c/2421847488
A.V. https://studio.code.org/c/2421867117
A.L. https://studio.code.org/c/2423187323
M.V. studio.code.org/c/2423377004
G.P. studio.code.org/c/2423385042
D.M. studio.code.org/c/2423388640
H.L. studio.code.org/c/2423390991
Grade 3s worked on page 75 and 76 while grade 4s worked on page 93 and 94 of their respective coding booklets. A couple of things: Firstly, we reviewed how we can front load or back load a series of instructions.
Suppose there is a race track that is 200 meters long. We want a character to run around a track 800 meters.
There are two options
1) One could write: "Loop 4 times" followed by the instructions for one lap
2) One could write a series of instructions for one lap followed by "Loop 3 times"
Either approach accomplishes the goal but is slightly different. As you can see in this scenario, some multiplication is involved so students are reminded to continue to practice their times table facts.
We'll finish up our coding unit with a quick recap the first few days upon our return with a test on Friday of the first week.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Our Holiday Lunch ran a bit long. When we arrived back in class, we tackled a bit of information on invasive species such as Purple Loosestrife and the Asian Longhorned Beetle. Grade 4s were interested in finishing their movie with Mr. Tham so I allowed them to head on over while grade 3s enjoyed a bit of free time!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
*Just a reminder that "Decembuary's" Reading Logs are due when you return back to school :)
THURSDAY, DECEMBER 19, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a heads up that we had 7 students absent today. Just a reminder to review the learning blog daily to stay up to date.
*VIP: T.R. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I was absent yesterday and thus no blog
*I made a couple of tweaks to our Long Range Plans which you can continue to access here: https://www.drooker.ca/routines.html
HOUSEKEEPING
A & A AI Logo
Bottles
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had a chance to explore both the online and board game version of Quoridor. We co created our likes and dislikes under the document camera and students will be provided with a copy to aid with their writing of their review paragraph tomorrow. The online version that students played (and will review) is quite glitchy http://quoridor.di.uoa.gr/ As such, you might want to try another version available for free online.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Phonics” work (Ending blends) and then read independently while I conducted guided reading with G.P., S.D., W.G., and N.Y.
COOL DOWN
Students did some “E.E.K.K.” Reading while I worked alongside T.R., M.V. and S.D. on their recent work.
MATH
11:20-12:20
Students had an opportunity to create a Flappy Bird Video game using Blockly today after we reviewed our MENACE Machine learning and reviewed tomorrow's "paper" coding task. I'll update our coding website tomorrow to include students' Flappy Bird games for at home game play.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s focused in on human impacts on habitats. We really focused in on deforestation and how impactful it is on the water cycle. There are plenty of things to review beneath the aforementioned subheading here: https://www.drooker.ca/habitats-and-communities.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We kicked off our new science unit today and managed to get to page 10 of our formative work booklet involving https://www.drooker.ca/soils-in-the-environment.html
We defined soil and watched a video on how it is created https://www.youtube.com/watch?v=5b9o7yM7YGE and started to look at soil horizons (focusing in on Organic material/humus).
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*Just a heads up that we had 7 students absent today. Just a reminder to review the learning blog daily to stay up to date.
*VIP: T.R. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I was absent yesterday and thus no blog
*I made a couple of tweaks to our Long Range Plans which you can continue to access here: https://www.drooker.ca/routines.html
HOUSEKEEPING
A & A AI Logo
Bottles
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had a chance to explore both the online and board game version of Quoridor. We co created our likes and dislikes under the document camera and students will be provided with a copy to aid with their writing of their review paragraph tomorrow. The online version that students played (and will review) is quite glitchy http://quoridor.di.uoa.gr/ As such, you might want to try another version available for free online.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Phonics” work (Ending blends) and then read independently while I conducted guided reading with G.P., S.D., W.G., and N.Y.
COOL DOWN
Students did some “E.E.K.K.” Reading while I worked alongside T.R., M.V. and S.D. on their recent work.
MATH
11:20-12:20
Students had an opportunity to create a Flappy Bird Video game using Blockly today after we reviewed our MENACE Machine learning and reviewed tomorrow's "paper" coding task. I'll update our coding website tomorrow to include students' Flappy Bird games for at home game play.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s focused in on human impacts on habitats. We really focused in on deforestation and how impactful it is on the water cycle. There are plenty of things to review beneath the aforementioned subheading here: https://www.drooker.ca/habitats-and-communities.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We kicked off our new science unit today and managed to get to page 10 of our formative work booklet involving https://www.drooker.ca/soils-in-the-environment.html
We defined soil and watched a video on how it is created https://www.youtube.com/watch?v=5b9o7yM7YGE and started to look at soil horizons (focusing in on Organic material/humus).
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
TUESDAY, DECEMBER 17, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I made a few tweaks to our https://www.drooker.ca/reviewpersuasive.html website. I've also updated the tutorial video https://www.youtube.com/watch?v=73Rmd6UPSKI
LANGUAGE
9:10-10:50
To start off the morning, we reviewed the pros and cons of Speechnotes.co vs. Google Read and Write. I think we all agree that Speechnotes.co is a bit easier to use for talk to text and for reading (Simply copy and paste something into the box and hit play).
We then moved onto our Message in a Bottle Project. Students will be bringing home some stickers to hide in high visibility areas. They will also be bringing home a bottle for them to hide in the wild. I will start checking our Message in a Bottle email address daily and share screened responses.
Students then had time work on their ongoing media project. Since we have a bit of a "Swiss cheese" class with a high number of absences, we decided to focus our efforts on generating an alternative AI driven logo. Students had an opportunity to dictate a descriptive paragraph into Chat GPT with specific hybrid logo prompts in the body of their paragraph. Here are their results: https://monsterjammediaproject.weebly.com/
MATH
11:20-12:20
Students finished up the M.E.N.A.C.E. Machine coding activity involving beads. Please continue to review our "M.E.N.A.C.E." Script on a nightly basis.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We used this block of time to tie off some loose ends as it relates to Message in a Bottle logos and letters. Some bottles have been sent home today for hiding while others will be distributed later this week! We also used this time to prep for our Jones Soda interview!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
I think that all would agree that we had an absolute blast with David from Jones Soda who in fact spoke to us from Colorado. Students had an opportunity to ask questions on camera and the responses were fascinating and tied directly into our Media project and our future field trip to Spin Master!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
MONDAY, DECEMBER 16, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We have an interview from Seattle, Washington with Jones Soda tomorrow afternoon!
HOUSEKEEPING
AI logo
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received 40 minutes to finish up their review paragraphs involving Jones Soda. I will be sending home some (but not all) incomplete paragraphs for completion. Homework is only as good as who is facilitating it. Obviously, it's my duty as a teacher to do the teaching and facilitating and I don't want to make your job as parents and more challenging. With that being said, some students occasionally can stand to have a bit more time and a second chance at focusing to create a product that we can then discuss.
In summary, the topic sentence needs to be indented 5 finger spaces and clearly state what is being reviewed.
The body of the paragraph should contain OREOs (Opinions, reasons and supporting examples. e.g., I loved the bottle caps! For example, the bottle caps contain a fortune much like a fortune cookie does. You can also trade in the bottle caps for some gear).
Our clincher should state an overall opinion and give the topic a score out of 5.
Please watch our tutorial video at home to consolidate your child's understanding! https://www.youtube.com/watch?v=4Ks9wjmt7bk
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Vocabulary” work (Shades of specificity) and then read independently while I conducted guided reading with G.P., B.D. and K.K.
COOL DOWN
Students enjoyed some Cursive Practice while I offered up some descriptive feedback to S.D.
MATH
11:20-12:20
We reviewed Friday's lesson involving our grant project once more For the next few months, I'm going to include nightly review of our M.E.N.A.C.E. script. Students spent the period using beads to code an empty version of our M.E.N.A.C.E. machine made of small condiment containers. This is to build familiarity with what's needed of them once our grandiose wooden M.E.N.A.C.E. machine has been built and requires coding.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We finished up the Mimosa Pudica Research Project performance task today that we started last week. Students really seem to be on the right track towards asking clarifying questions and extension questions towards the information I provided to them to paraphrase and categorize under various subheadings/paragraphs. We're onto our next science unit tomorrow-Soils in the Environment https://www.drooker.ca/soils-in-the-environment.html
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We have an interview from Seattle, Washington with Jones Soda tomorrow afternoon!
HOUSEKEEPING
AI logo
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received 40 minutes to finish up their review paragraphs involving Jones Soda. I will be sending home some (but not all) incomplete paragraphs for completion. Homework is only as good as who is facilitating it. Obviously, it's my duty as a teacher to do the teaching and facilitating and I don't want to make your job as parents and more challenging. With that being said, some students occasionally can stand to have a bit more time and a second chance at focusing to create a product that we can then discuss.
In summary, the topic sentence needs to be indented 5 finger spaces and clearly state what is being reviewed.
The body of the paragraph should contain OREOs (Opinions, reasons and supporting examples. e.g., I loved the bottle caps! For example, the bottle caps contain a fortune much like a fortune cookie does. You can also trade in the bottle caps for some gear).
Our clincher should state an overall opinion and give the topic a score out of 5.
Please watch our tutorial video at home to consolidate your child's understanding! https://www.youtube.com/watch?v=4Ks9wjmt7bk
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Vocabulary” work (Shades of specificity) and then read independently while I conducted guided reading with G.P., B.D. and K.K.
COOL DOWN
Students enjoyed some Cursive Practice while I offered up some descriptive feedback to S.D.
MATH
11:20-12:20
We reviewed Friday's lesson involving our grant project once more For the next few months, I'm going to include nightly review of our M.E.N.A.C.E. script. Students spent the period using beads to code an empty version of our M.E.N.A.C.E. machine made of small condiment containers. This is to build familiarity with what's needed of them once our grandiose wooden M.E.N.A.C.E. machine has been built and requires coding.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We finished up the Mimosa Pudica Research Project performance task today that we started last week. Students really seem to be on the right track towards asking clarifying questions and extension questions towards the information I provided to them to paraphrase and categorize under various subheadings/paragraphs. We're onto our next science unit tomorrow-Soils in the Environment https://www.drooker.ca/soils-in-the-environment.html
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
FRIDAY, DECEMBER 13, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I handed out to most students a Jones Soda drink today to enjoy. Students who did not return their permission forms were asked to review a Pink Panther Cartoon instead. Overall, students were given 40 minutes to plan and perhaps start their review paragraph. We in fact had a student who even completed their paragraph during this time period. I mention this to you as we have some students who will have to complete their paragraphs at home Monday evening as they will likely be unable to finish in time due to a lack of focus, etc. Always be on the look out for a "Finish Folder" with work within it for your child to complete should they be unfocused, etc.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Word Structure” work (Plurals: If a word ends with a vowel and the letter O, form the plural by adding s -stereos, if a word ends with a consonant and o, form the plural by adding es -potatoes...beware of a few exceptions ;). They then read independently while I conducted guided reading with G.P., C.S., F.L..
COOL DOWN
Students completed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to N.Y. on his recent work.
MATH
11:20-12:20
Students completed Turing Tumble Puzzles 5-7. We then continued the feedback process on our previous day's paper coding work.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Since we had a rare day with full class attendance, I decided to use the afternoon for math to round off our introduction the M.E.N.A.C.E. Machine Project and Grant. We have several students who are leaving today on vacation and I wanted to ensure the entire class at least went through the introduction to the project. The following video: https://www.youtube.com/watch?v=va6HNXxRV3k and script: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx capture this afternoon in its entirety. This video also is definitely worth watching https://www.youtube.com/watch?v=R9c-_neaxeU
Here's a summary of our grant project: https://www.drooker.ca/uploads/1/1/0/9/110962203/grant_proposal.pdf
Ultimately, students will have an opportunity to build the following alongside learning about woodworking at NewMakeIt in the new year :)
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-14-at-2-03-11-pm.png?1702993980
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I handed out to most students a Jones Soda drink today to enjoy. Students who did not return their permission forms were asked to review a Pink Panther Cartoon instead. Overall, students were given 40 minutes to plan and perhaps start their review paragraph. We in fact had a student who even completed their paragraph during this time period. I mention this to you as we have some students who will have to complete their paragraphs at home Monday evening as they will likely be unable to finish in time due to a lack of focus, etc. Always be on the look out for a "Finish Folder" with work within it for your child to complete should they be unfocused, etc.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
The class completed some “Word Structure” work (Plurals: If a word ends with a vowel and the letter O, form the plural by adding s -stereos, if a word ends with a consonant and o, form the plural by adding es -potatoes...beware of a few exceptions ;). They then read independently while I conducted guided reading with G.P., C.S., F.L..
COOL DOWN
Students completed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to N.Y. on his recent work.
MATH
11:20-12:20
Students completed Turing Tumble Puzzles 5-7. We then continued the feedback process on our previous day's paper coding work.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Since we had a rare day with full class attendance, I decided to use the afternoon for math to round off our introduction the M.E.N.A.C.E. Machine Project and Grant. We have several students who are leaving today on vacation and I wanted to ensure the entire class at least went through the introduction to the project. The following video: https://www.youtube.com/watch?v=va6HNXxRV3k and script: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx capture this afternoon in its entirety. This video also is definitely worth watching https://www.youtube.com/watch?v=R9c-_neaxeU
Here's a summary of our grant project: https://www.drooker.ca/uploads/1/1/0/9/110962203/grant_proposal.pdf
Ultimately, students will have an opportunity to build the following alongside learning about woodworking at NewMakeIt in the new year :)
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-14-at-2-03-11-pm.png?1702993980
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Please review: https://www.drooker.ca/uploads/1/1/0/9/110962203/menace_explanation_script.docx
THURSDAY, DECEMBER 12, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We're trying out a few tweaks to our literacy block. This class remains an enigma and low in a multitude of ways. We've shifted the writing portion of our literacy block to first thing in the morning and we're trying out a new approach within our reading block to get the most "bang for our buck".
*Unfortunately, we've had to abandon our DPA/Creativity Action Research Project. Unfortunately students at this stage are really struggling with transitions, instructions and execution. As discussed with students, we have to master the bread and butter before we can touch upon "dessert".
HOUSEKEEPING
AI Logo Tag
Creativity Survey
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received another half hour to finish up their Review Paragraph Diagnostic Task. Afterwards, I wrote up another strong work sample alongside students to provide additional scaffolding. I recommend that students watch the tutorial video https://www.youtube.com/watch?v=4Ks9wjmt7bk found here https://www.drooker.ca/reviewpersuasive.html
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
I'm going to simplify our reading block for the time being. I've yet to update https://www.drooker.ca/literacy-block.html as I want to see how well this approach takes but here's my thought process at a glance.
Traditionally/Ideally, we have students work independently on "Daily 5" or "Literacy Circles" tasks while I conduct small group guided reading. Since our class has some significant and varied needs and struggles with focus and independent work, I'm trying a more bare bones approach for now to offset guided reading.
Every day, has a focus:
Day 1: Vocabulary
Day 2: Morpheme Magic
Day 3: Writing
Day 4: Phonics
Day 5: Word Structure
I give students a 3 minute mini lesson involving the focus of the day and then invite them to work independently on completing the task followed by some independent reading. While they work independently, I will conduct guided reading. I'm not adverse to working towards Daily 5 or Literacy Circles later this year but at this stage giving them choices coupled with their struggles to work independently mean that guided reading is often interrupted by a variety of social/emotional and academic needs and being more narrow in our structure and focus allows more/better small group reading attention.
Anyways, the class completed some phonics work (Three letter blends) followed by independent reading while I conducted guided reading with C.S. and F.L. (Focusing in on the morpheme/suffix -ful...full of (e.g. beautiful = full of beauty)
MATH
11:20-12:20
Students started off working on their Turing Tumble Puzzles (5-7). We'll continue to plug away at these 3 puzzles tomorrow.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Students in grade 4 are now up to page 25 of the their formative work booklets. We reviewed producers (autotrophs), consumers (heterotrophs) and decomposers. We refined the definition of decomposers as organisms that break down dead plants and animals at a microscopic level (as opposed to a Turkey Vulture which eats carrion/dead animals on a macroscopic level. We spent some time looking at Food Chains and Webs and how plants and animals live together in a habitat to form a community which is interconnected and often times mutually beneficial.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s are in the midst of completing their Mimosa Pudica research performance task evaluation. They are paraphrasing bites of information after asking clarifying questions and sort the information under one of 10 paragraph topics subheadings.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Jones Soda Permission Form
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We're trying out a few tweaks to our literacy block. This class remains an enigma and low in a multitude of ways. We've shifted the writing portion of our literacy block to first thing in the morning and we're trying out a new approach within our reading block to get the most "bang for our buck".
*Unfortunately, we've had to abandon our DPA/Creativity Action Research Project. Unfortunately students at this stage are really struggling with transitions, instructions and execution. As discussed with students, we have to master the bread and butter before we can touch upon "dessert".
HOUSEKEEPING
AI Logo Tag
Creativity Survey
LANGUAGE
9:10-10:50
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received another half hour to finish up their Review Paragraph Diagnostic Task. Afterwards, I wrote up another strong work sample alongside students to provide additional scaffolding. I recommend that students watch the tutorial video https://www.youtube.com/watch?v=4Ks9wjmt7bk found here https://www.drooker.ca/reviewpersuasive.html
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
I'm going to simplify our reading block for the time being. I've yet to update https://www.drooker.ca/literacy-block.html as I want to see how well this approach takes but here's my thought process at a glance.
Traditionally/Ideally, we have students work independently on "Daily 5" or "Literacy Circles" tasks while I conduct small group guided reading. Since our class has some significant and varied needs and struggles with focus and independent work, I'm trying a more bare bones approach for now to offset guided reading.
Every day, has a focus:
Day 1: Vocabulary
Day 2: Morpheme Magic
Day 3: Writing
Day 4: Phonics
Day 5: Word Structure
I give students a 3 minute mini lesson involving the focus of the day and then invite them to work independently on completing the task followed by some independent reading. While they work independently, I will conduct guided reading. I'm not adverse to working towards Daily 5 or Literacy Circles later this year but at this stage giving them choices coupled with their struggles to work independently mean that guided reading is often interrupted by a variety of social/emotional and academic needs and being more narrow in our structure and focus allows more/better small group reading attention.
Anyways, the class completed some phonics work (Three letter blends) followed by independent reading while I conducted guided reading with C.S. and F.L. (Focusing in on the morpheme/suffix -ful...full of (e.g. beautiful = full of beauty)
MATH
11:20-12:20
Students started off working on their Turing Tumble Puzzles (5-7). We'll continue to plug away at these 3 puzzles tomorrow.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Students in grade 4 are now up to page 25 of the their formative work booklets. We reviewed producers (autotrophs), consumers (heterotrophs) and decomposers. We refined the definition of decomposers as organisms that break down dead plants and animals at a microscopic level (as opposed to a Turkey Vulture which eats carrion/dead animals on a macroscopic level. We spent some time looking at Food Chains and Webs and how plants and animals live together in a habitat to form a community which is interconnected and often times mutually beneficial.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s are in the midst of completing their Mimosa Pudica research performance task evaluation. They are paraphrasing bites of information after asking clarifying questions and sort the information under one of 10 paragraph topics subheadings.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Jones Soda Permission Form
WEDNESDAY, DECEMBER 11, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Please let me know if your child is leaving on vacation early so I can plan accordingly! Many thanks!
LANGUAGE
9:10-10:50
WARM UP
Students read independently while I offered up some descriptive feedback to J.Y. on his recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /h/. We identified the following spelling patterns that create this sound: h, wh
We then did some “Our Proofreading Plan/O.P.P.” work
We looked at some deciphering strategies today while reading Sticky Burr
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed the card game Horse Race with students. Congratulations to S.D. who won our race! I modelled once more for students how to use the planning portion of our organizer and the modelled once more what topic and closing sentences ought to sound like. https://www.drooker.ca/uploads/1/1/0/9/110962203/reviewwritingorganizer.docx I will continue to do this before every review paragraph. My think alouds of likes/dislikes can be used as a word menu for students to help generate their ideas. We are aiming for 45 minutes for every paragraph (beginning to end). Students received 15 minutes today to start their writing and will receive 30 minutes more tomorrow.
MATH/LIBRARY
11:20-12:20
Students were given time to complete Puzzles 2-4 of the Turing Tumble Machine. I then introduced students to a new puzzle piece. A crossover acts like two wires crossing over each other, but not touching each other, sort of like how overpasses allow cars to drive over other roads. Electricity can move along each of the wires but the crossing paths don't interfere with each other. It would be impossible to create complicated circuits without wires that cross. We then looked at a circuit board and computer chips to see how there are multiple layers of wires that cross over and under each other. I tried to draw an analogy to a Twizzler Peel and Pull to help students visualize the complexity that exists underneath what appears to be a single wire. Students then completed some work involving fixing code. Grade 3s completed page 71 while grade 4s completed page 89. I managed to to squeeze in a small intro to our $3000 grant project. I teased students with a quick glance of what students made last year...Inside the box was hundreds of containers containing various beads. I let students know that much like a Turing Tumble machine operates like a computer and can complete the very same tasks without electricity, so can these containers and these containers (though inanimate) can learn! In fact, the box contained containers and beads that coded the machine/computer to tie or beat any human being at Tic Tac Toe! Stay tuned for more information as I roll it out.
Some of our math period was taken up by our Holiday Gift Shop.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Since the Holiday Shop was going on in the gym during this period and we had two indoor recesses due to the weather, we stayed inside and finished up our reading of Sticky Burr. We reviewed and defined what a narrative was alongside looking at voice/dialogue and the use of puns for humour. Though it's a graphic novel, Sticky Burr incorporates all sorts of different text forms within it which I use to seed our later writing units (e.g. narrative writing, news article writing, etc.). We then pivoted towards some indoor DPA and reviewed the expectations for movement breaks. Our class continues to struggle with focus and transitions even with the simplest of tasks so it's requiring a lot of modelling and reminders to execute such little yet important breaks. Lastly, we revisited my earlier allusion towards our grant project. I introduced students to the name of the aforementioned box/computer--The M.E.N.A.C.E. Machine. M.E.N.A.C.E. is an acronym which stands for Machine Educable Naughts and Crosses Engine. Naughts and crosses is the British term for Tic Tac Toe while engine is a synonym for computer. This machine is capable of being educated without electricity...specifically, this "computer" is capable of being educated to a degree where it can tie and/or beat a human or computer at Tic Tac Toe. How? Well we'll be learning that over the next few classes. To tease out things further, I showed students a container found within the box. There are 304 labelled containers representing the 304 game states of Tic Tac Toe. Naturally, the first game state of Tic Tac Toe is a blank game board. If you want a sneak peak at the project, scroll down here and read the summary: https://www.drooker.ca/coding.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We took up our science quiz today and revisited our Growth and Changes in Plants research project.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Jones Soda permission form
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Please let me know if your child is leaving on vacation early so I can plan accordingly! Many thanks!
LANGUAGE
9:10-10:50
WARM UP
Students read independently while I offered up some descriptive feedback to J.Y. on his recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /h/. We identified the following spelling patterns that create this sound: h, wh
We then did some “Our Proofreading Plan/O.P.P.” work
We looked at some deciphering strategies today while reading Sticky Burr
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed the card game Horse Race with students. Congratulations to S.D. who won our race! I modelled once more for students how to use the planning portion of our organizer and the modelled once more what topic and closing sentences ought to sound like. https://www.drooker.ca/uploads/1/1/0/9/110962203/reviewwritingorganizer.docx I will continue to do this before every review paragraph. My think alouds of likes/dislikes can be used as a word menu for students to help generate their ideas. We are aiming for 45 minutes for every paragraph (beginning to end). Students received 15 minutes today to start their writing and will receive 30 minutes more tomorrow.
MATH/LIBRARY
11:20-12:20
Students were given time to complete Puzzles 2-4 of the Turing Tumble Machine. I then introduced students to a new puzzle piece. A crossover acts like two wires crossing over each other, but not touching each other, sort of like how overpasses allow cars to drive over other roads. Electricity can move along each of the wires but the crossing paths don't interfere with each other. It would be impossible to create complicated circuits without wires that cross. We then looked at a circuit board and computer chips to see how there are multiple layers of wires that cross over and under each other. I tried to draw an analogy to a Twizzler Peel and Pull to help students visualize the complexity that exists underneath what appears to be a single wire. Students then completed some work involving fixing code. Grade 3s completed page 71 while grade 4s completed page 89. I managed to to squeeze in a small intro to our $3000 grant project. I teased students with a quick glance of what students made last year...Inside the box was hundreds of containers containing various beads. I let students know that much like a Turing Tumble machine operates like a computer and can complete the very same tasks without electricity, so can these containers and these containers (though inanimate) can learn! In fact, the box contained containers and beads that coded the machine/computer to tie or beat any human being at Tic Tac Toe! Stay tuned for more information as I roll it out.
Some of our math period was taken up by our Holiday Gift Shop.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Since the Holiday Shop was going on in the gym during this period and we had two indoor recesses due to the weather, we stayed inside and finished up our reading of Sticky Burr. We reviewed and defined what a narrative was alongside looking at voice/dialogue and the use of puns for humour. Though it's a graphic novel, Sticky Burr incorporates all sorts of different text forms within it which I use to seed our later writing units (e.g. narrative writing, news article writing, etc.). We then pivoted towards some indoor DPA and reviewed the expectations for movement breaks. Our class continues to struggle with focus and transitions even with the simplest of tasks so it's requiring a lot of modelling and reminders to execute such little yet important breaks. Lastly, we revisited my earlier allusion towards our grant project. I introduced students to the name of the aforementioned box/computer--The M.E.N.A.C.E. Machine. M.E.N.A.C.E. is an acronym which stands for Machine Educable Naughts and Crosses Engine. Naughts and crosses is the British term for Tic Tac Toe while engine is a synonym for computer. This machine is capable of being educated without electricity...specifically, this "computer" is capable of being educated to a degree where it can tie and/or beat a human or computer at Tic Tac Toe. How? Well we'll be learning that over the next few classes. To tease out things further, I showed students a container found within the box. There are 304 labelled containers representing the 304 game states of Tic Tac Toe. Naturally, the first game state of Tic Tac Toe is a blank game board. If you want a sneak peak at the project, scroll down here and read the summary: https://www.drooker.ca/coding.html
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We took up our science quiz today and revisited our Growth and Changes in Plants research project.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Jones Soda permission form
FIELD TRIP INFO
Dear Parents and Guardians,
I am excited to share an upcoming special event that will enhance our year-long media studies project. On Tuesday, December 16th, from 3:00 to 3:40 p.m., our class will welcome members of the Jones Soda marketing team into our virtual classroom for an exclusive presentation. Jones Soda is renowned for its innovative and creative marketing strategies, and their team will share insights into how they tell their brand’s story and connect with their audience. This event is directly tied to our project, where students are studying how media and marketing influence consumer choices, using Monster Jam truck toys as our focus product.
This session provides a unique opportunity for students to engage with industry professionals and understand real-world applications of marketing concepts. They will learn about key strategies such as branding, storytelling, and audience engagement, gaining valuable knowledge that they can apply to their own marketing designs and ideas. The presentation will also include a Q&A session, where students can ask questions to deepen their understanding. This hands-on learning experience is sure to inspire creativity and critical thinking as we continue our media studies journey.
Thank you for your continued support our learning initiatives!
As for future field trips, I'm busy in my "lab" conjuring up a bunch of trips in the new year...
1) We certainly will have our field trip for both the 3s and 4s to Spin Master in downtown Toronto in the spring
2) Typically, the Boston Red Sox have invited my class to join the players on field and enjoy a game at the Roger's Center as part of my annual "Drooker Day at the Ballpark" project but ever since Covid and some security changes, field level access to players before and/or after the game has proven difficult. Thus, I'm working on a virtual field trip that involves an interview with a professional baseball player later this year involving race and discrimination in sports and we might tie it into another guest speaker from the NLBM. This would be part of our News Article Writing Unit
3) Speaking of our News Article Writing Unit, last year saw us invest deeply and partake in a bespoke field trip related to Canada's first pet cemetery which was abandoned and left derelict and hidden in the woods. The pet cemetery is now being gentrified and designated a historic site. The award winning documentary that students were able to see before the general public about the cemetery was released this fall. I'd love to continue this awesome project. What I envision playing out is as follows:
-I'm going to work with the Town of Aurora to see if we can build up another field trip connected to it that differs from last year's (as we have 4 students who are carryovers from last year).
-I want to take students to the actual hidden pet cemetery. The Town of Aurora is not prepared yet to open the site to the public and it remains hidden as they finish up the archeological work. With that being said, they have no problem with me visiting the site knowing that I'm trustworthy and responsible and I think it might be fun to invite parents and students one Saturday or Sunday to meet me at the secret address alongside their child and I can take you on a hike to discover the cemetery. This of course would be an *unofficial* field trip and would be at your own risk but it's just a spectacular find and would really inspire student learning.
-I'd like to invite author Paul Koudounaris (hopefully with the Town of Aurora's support) to talk to students about his book which I would like to share called "Faithful Unto Death: Pet Cemeteries, Animal Graves, and Eternal Devotion". Death is a topic that certainly is uncomfortable at times to talk about and one which we have all experienced to a lesser or greater extent and it's a topic that is truly fascinating as it connects to rituals and personal experiences. Ultimately, I think there's a lot of growth that can be made as it relates to learning about the topic at an age appropriate level and truly remarkable entry point having a hidden/abandoned and now reclaimed pet cemetery and archaeological site right near us!
4) The grade 4s are heading to Vivian Outdoor Resource Center come spring time
5) I'd like to take the grade 3s to Georgina Pioneer Village
6) We have our $3000 grant field trip related to coding coming your way in the spring too!
7) I'd like to round off the year with a possible field trip around the Toronto Islands. They have some awesome programming that I think we can tap into.
Dear Parents and Guardians,
I am excited to share an upcoming special event that will enhance our year-long media studies project. On Tuesday, December 16th, from 3:00 to 3:40 p.m., our class will welcome members of the Jones Soda marketing team into our virtual classroom for an exclusive presentation. Jones Soda is renowned for its innovative and creative marketing strategies, and their team will share insights into how they tell their brand’s story and connect with their audience. This event is directly tied to our project, where students are studying how media and marketing influence consumer choices, using Monster Jam truck toys as our focus product.
This session provides a unique opportunity for students to engage with industry professionals and understand real-world applications of marketing concepts. They will learn about key strategies such as branding, storytelling, and audience engagement, gaining valuable knowledge that they can apply to their own marketing designs and ideas. The presentation will also include a Q&A session, where students can ask questions to deepen their understanding. This hands-on learning experience is sure to inspire creativity and critical thinking as we continue our media studies journey.
Thank you for your continued support our learning initiatives!
As for future field trips, I'm busy in my "lab" conjuring up a bunch of trips in the new year...
1) We certainly will have our field trip for both the 3s and 4s to Spin Master in downtown Toronto in the spring
2) Typically, the Boston Red Sox have invited my class to join the players on field and enjoy a game at the Roger's Center as part of my annual "Drooker Day at the Ballpark" project but ever since Covid and some security changes, field level access to players before and/or after the game has proven difficult. Thus, I'm working on a virtual field trip that involves an interview with a professional baseball player later this year involving race and discrimination in sports and we might tie it into another guest speaker from the NLBM. This would be part of our News Article Writing Unit
3) Speaking of our News Article Writing Unit, last year saw us invest deeply and partake in a bespoke field trip related to Canada's first pet cemetery which was abandoned and left derelict and hidden in the woods. The pet cemetery is now being gentrified and designated a historic site. The award winning documentary that students were able to see before the general public about the cemetery was released this fall. I'd love to continue this awesome project. What I envision playing out is as follows:
-I'm going to work with the Town of Aurora to see if we can build up another field trip connected to it that differs from last year's (as we have 4 students who are carryovers from last year).
-I want to take students to the actual hidden pet cemetery. The Town of Aurora is not prepared yet to open the site to the public and it remains hidden as they finish up the archeological work. With that being said, they have no problem with me visiting the site knowing that I'm trustworthy and responsible and I think it might be fun to invite parents and students one Saturday or Sunday to meet me at the secret address alongside their child and I can take you on a hike to discover the cemetery. This of course would be an *unofficial* field trip and would be at your own risk but it's just a spectacular find and would really inspire student learning.
-I'd like to invite author Paul Koudounaris (hopefully with the Town of Aurora's support) to talk to students about his book which I would like to share called "Faithful Unto Death: Pet Cemeteries, Animal Graves, and Eternal Devotion". Death is a topic that certainly is uncomfortable at times to talk about and one which we have all experienced to a lesser or greater extent and it's a topic that is truly fascinating as it connects to rituals and personal experiences. Ultimately, I think there's a lot of growth that can be made as it relates to learning about the topic at an age appropriate level and truly remarkable entry point having a hidden/abandoned and now reclaimed pet cemetery and archaeological site right near us!
4) The grade 4s are heading to Vivian Outdoor Resource Center come spring time
5) I'd like to take the grade 3s to Georgina Pioneer Village
6) We have our $3000 grant field trip related to coding coming your way in the spring too!
7) I'd like to round off the year with a possible field trip around the Toronto Islands. They have some awesome programming that I think we can tap into.
TUESDAY, DECEMBER 10, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder, we have nut sensitive students in our class. Kindly check to see if any products you may be sending to school contains nuts.
*If your child is leaving early for winter break, kindly let me know as soon as possible for planning purposes. Any student leaving early is reminded to review the blog nightly (which is expected of students anyways).
*Just a reminder, we have Holiday Shop tomorrow. Kindly return permission forms and bring monies if you so desire.
HOUSEKEEPING
*Media tag (AI logo)
*Jones Soda
*Tomorrow: Writing
LANGUAGE
9:10-10:50
WARM UP
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter "I" while I offered up some descriptive feedback to A.V. on his/her recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /w/. We identified the following spelling patterns that create this sound: w, wh
We then did some “Morpheme Magic” Work: -Ness (Suffix) means "In a state of..." (e.g. kind + ness=kindess)
We then proceeded with some more Sticky Burr whole class guided reading. We continue to divvy up reading responsibilities while pausing for decoding work and/or analysis, predictions/inferences, connections, comprehension, etc.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We finished up our modelled write of our first Review paragraph today (which we started on Friday involving a Three Stooges episode). I continued to model how to use the organizer with pictures and/or words for planning as well as how to use the various success criteria check boxes embedded within the organizer.
In summary, our topic sentence immediately states what's being reviewed (e.g. Let me review for you a Three Stooges episode entitled X). The body of our review paragraph contains a variety of likes, loves, dislikes, hates, etc. One must state an opinion and a reason followed by one or more supporting examples (e.g. I liked the episode because it was funny. For example, abc was hilarious. Another example was when Y did LMNOP). The conclusion of our paragraph needs to state an overall opinion and a rating out of 5 (Overall, I recommend you check this episode out. I would give it 4 out of 5 ______ 's <-- something thematic)
I then taught students a card game called "Horse Race". Students will complete their first diagnostic review task starting tomorrow using this game as a focus.
MATH
11:20-12:20
We started using our Turing Tumble machine today. I walked students through a lesson involving Alan Turing and his importance in history and how the Turing Tumble was named after him. The Turing Tumble "game board" is Turing Complete meaning that if it was large enough, it can complete the very same tasks that an actual computer can complete. We then watched the following video: https://www.youtube.com/watch?v=83NYE1Cj9K8&t=11s After a general introduction to the parts of a Turing Tumble, we looked at two components in particular that students were to utilize today to solve a puzzle with a specific output. We looked at ramps (which act like wires) and balls (which represent electricity. Students used a digital Turing Tumble machine today to solve Puzzle #1. I checked in with every student and all were successful with this first task. Students will complete puzzles 2-4 tomorrow before we read the next part of our graphic novel during which a new piece will be introduced serving to represent another computer component. If students want to experiment with the digital Turing Tumble at home, here's a link to the online version and challenges https://tumble-together.herokuapp.com/ (Minus the explanations as to what the parts represent and the narrative).
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Parent council was busy setting up the Holiday Shop in the gym. As such, we pivoted towards practicing our new DPA routine as part of our ongoing research project involving creativity. For the next two months on days when we don't have gym, I'll meet students outside immediately after first recess for some "Forest Bathing". Students will be given time to wander our pine forest within sight of me for 15 minutes. The expectations are simple. We want students to move about continuously and silently while breathing in the stunning air and enjoying the beauty of our gorgeous pine forest. If you haven't visited it before, it's insanely special and I highly suggest you come one day after school or on a weekend with your child to explore and enjoy!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students worked on their very straightforward quiz involving their Growth and Changes in Plants unit. We'll pivot back to our research project tomorrow.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Jones Soda permission form and Holiday shop form
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder, we have nut sensitive students in our class. Kindly check to see if any products you may be sending to school contains nuts.
*If your child is leaving early for winter break, kindly let me know as soon as possible for planning purposes. Any student leaving early is reminded to review the blog nightly (which is expected of students anyways).
*Just a reminder, we have Holiday Shop tomorrow. Kindly return permission forms and bring monies if you so desire.
HOUSEKEEPING
*Media tag (AI logo)
*Jones Soda
*Tomorrow: Writing
LANGUAGE
9:10-10:50
WARM UP
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter "I" while I offered up some descriptive feedback to A.V. on his/her recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /w/. We identified the following spelling patterns that create this sound: w, wh
We then did some “Morpheme Magic” Work: -Ness (Suffix) means "In a state of..." (e.g. kind + ness=kindess)
We then proceeded with some more Sticky Burr whole class guided reading. We continue to divvy up reading responsibilities while pausing for decoding work and/or analysis, predictions/inferences, connections, comprehension, etc.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We finished up our modelled write of our first Review paragraph today (which we started on Friday involving a Three Stooges episode). I continued to model how to use the organizer with pictures and/or words for planning as well as how to use the various success criteria check boxes embedded within the organizer.
In summary, our topic sentence immediately states what's being reviewed (e.g. Let me review for you a Three Stooges episode entitled X). The body of our review paragraph contains a variety of likes, loves, dislikes, hates, etc. One must state an opinion and a reason followed by one or more supporting examples (e.g. I liked the episode because it was funny. For example, abc was hilarious. Another example was when Y did LMNOP). The conclusion of our paragraph needs to state an overall opinion and a rating out of 5 (Overall, I recommend you check this episode out. I would give it 4 out of 5 ______ 's <-- something thematic)
I then taught students a card game called "Horse Race". Students will complete their first diagnostic review task starting tomorrow using this game as a focus.
MATH
11:20-12:20
We started using our Turing Tumble machine today. I walked students through a lesson involving Alan Turing and his importance in history and how the Turing Tumble was named after him. The Turing Tumble "game board" is Turing Complete meaning that if it was large enough, it can complete the very same tasks that an actual computer can complete. We then watched the following video: https://www.youtube.com/watch?v=83NYE1Cj9K8&t=11s After a general introduction to the parts of a Turing Tumble, we looked at two components in particular that students were to utilize today to solve a puzzle with a specific output. We looked at ramps (which act like wires) and balls (which represent electricity. Students used a digital Turing Tumble machine today to solve Puzzle #1. I checked in with every student and all were successful with this first task. Students will complete puzzles 2-4 tomorrow before we read the next part of our graphic novel during which a new piece will be introduced serving to represent another computer component. If students want to experiment with the digital Turing Tumble at home, here's a link to the online version and challenges https://tumble-together.herokuapp.com/ (Minus the explanations as to what the parts represent and the narrative).
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Parent council was busy setting up the Holiday Shop in the gym. As such, we pivoted towards practicing our new DPA routine as part of our ongoing research project involving creativity. For the next two months on days when we don't have gym, I'll meet students outside immediately after first recess for some "Forest Bathing". Students will be given time to wander our pine forest within sight of me for 15 minutes. The expectations are simple. We want students to move about continuously and silently while breathing in the stunning air and enjoying the beauty of our gorgeous pine forest. If you haven't visited it before, it's insanely special and I highly suggest you come one day after school or on a weekend with your child to explore and enjoy!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students worked on their very straightforward quiz involving their Growth and Changes in Plants unit. We'll pivot back to our research project tomorrow.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Jones Soda permission form and Holiday shop form
MONDAY, DECEMBER 9, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Grade 3s...just a reminder that you have a science quiz tomorrow.
LANGUAGE
9:10-10:50
WARM UP
Students enjoyed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to M.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /k/. We identified the following spelling patterns that create this sound: que, k, cc, ch, ck, c
We then did some “Vocabulary” work: Homophones
We continued with our whole class guided reading approach with Sticky Burr. We looked at some literary elements like the inclusion of alliteration and onomatopoeia.
MEDIA
https://www.drooker.ca/media.html
We had an extensive lesson on print advertising and digital print advertising. We looked at the must haves for print advertising: Logo, Slogan, Website, Bribe and inclusion of a memorable concept. Students will be provided photoshop and AI assistance to see their concept to come fruition. We'll continue with part 2 of the lesson next Day 1. https://www.youtube.com/watch?v=Dywg71PNe-8
MATH
11:20-12:20
We continued with our Turing Tumble graphic novel to the point where we now need to solve some puzzles in order to save "Alia" (the protagonist) from certain doom. Students will be introduced to the Turing Tumble machines tomorrow. Grade 3s completed pages 68-70 and grade 4s completed pages 86-88. Students had an opportunity to work on the "Plugged in" activities within their Code.org accounts after completing their paper coding work.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
I granted the 4 students who needed to finish their 45 minute Question Evaluation Task some more time as they were pulled for gifted testing the other day. The rest of the class went through another "build" (level) setting up our co-created research paper involving the Mimosa Pudica plant. It's hard to detail the lesson in this space as it would take me considerable time but tomorrow will see students co-learning about our topic and paraphrasing their understanding under 10 subheadings that have been divvied up on 10 large pieces of chart paper. Just a reminder that we have a science quiz tomorrow on Growth and Changes in Plants!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Grade 3 Science Quiz Tomorrow. Please review the slide deck available here: https://www.drooker.ca/growth-and-changes-in-plants.html
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Grade 3s...just a reminder that you have a science quiz tomorrow.
LANGUAGE
9:10-10:50
WARM UP
Students enjoyed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to M.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /k/. We identified the following spelling patterns that create this sound: que, k, cc, ch, ck, c
We then did some “Vocabulary” work: Homophones
We continued with our whole class guided reading approach with Sticky Burr. We looked at some literary elements like the inclusion of alliteration and onomatopoeia.
MEDIA
https://www.drooker.ca/media.html
We had an extensive lesson on print advertising and digital print advertising. We looked at the must haves for print advertising: Logo, Slogan, Website, Bribe and inclusion of a memorable concept. Students will be provided photoshop and AI assistance to see their concept to come fruition. We'll continue with part 2 of the lesson next Day 1. https://www.youtube.com/watch?v=Dywg71PNe-8
MATH
11:20-12:20
We continued with our Turing Tumble graphic novel to the point where we now need to solve some puzzles in order to save "Alia" (the protagonist) from certain doom. Students will be introduced to the Turing Tumble machines tomorrow. Grade 3s completed pages 68-70 and grade 4s completed pages 86-88. Students had an opportunity to work on the "Plugged in" activities within their Code.org accounts after completing their paper coding work.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
I granted the 4 students who needed to finish their 45 minute Question Evaluation Task some more time as they were pulled for gifted testing the other day. The rest of the class went through another "build" (level) setting up our co-created research paper involving the Mimosa Pudica plant. It's hard to detail the lesson in this space as it would take me considerable time but tomorrow will see students co-learning about our topic and paraphrasing their understanding under 10 subheadings that have been divvied up on 10 large pieces of chart paper. Just a reminder that we have a science quiz tomorrow on Growth and Changes in Plants!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Grade 3 Science Quiz Tomorrow. Please review the slide deck available here: https://www.drooker.ca/growth-and-changes-in-plants.html
FRIDAY, DECEMBER 6, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*There weren't enough supply teachers today to cover the workshop I was supposed to run for staff today. As such, I slid back into the role of homeroom teacher!
*Just a reminder to return Holiday Gift Shop forms prior to Wednesday, December 11th
LANGUAGE
9:10-10:50
WARM UP
Students completed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to M.V. on her recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /j/. We identified the following spelling patterns that create this sound: j, g, dg, ge, dge
We then did some “Word Structure” work involving comparative endings (er, est) and plural rules (adding s, es, ies, ves)
We resumed with our whole class guided reading of Sticky Burr.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Today saw us start a new writing unit-https://www.drooker.ca/reviewpersuasive.html
Here's a tutorial video summarizing what we covered today:
https://www.youtube.com/watch?v=4Ks9wjmt7bk
(Note: I mistakenly wrote in the tutorial video the word compound instead of complex sentence. I'll revamp the video at some point as that error really chafes me! Having said that, I ensured students understood the difference with a quick mini lesson on compound vs. complex sentences)
Compound Sentence:
“I wanted to go for a walk, but it started raining.”
(Two independent clauses: “I wanted to go for a walk” and “it started raining” joined with “but.”)
Complex Sentence:
“I stayed inside because it started raining.”
(One independent clause: “I stayed inside,” and one dependent clause: “because it started raining.” The dependent clause cannot stand alone.)
In short:
• Compound = Two complete thoughts joined together.
• Complex = One complete thought + One incomplete thought.
https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2024-11-27-at-9-55-47-am_orig.png
MATH
11:20-12:20
We took up our math test and I'm in the process of taking photos and uploading the work to Student Google Drives. I'll likely wrap that up sometime Monday so as per usual, visit drives periodically. In math today, we recapped some of the coding work students completed the other day with their OT. We will progress with some new work shortly. We also continued with our Turing Tumble Graphic Novel/Narrative which will eventually lead students into some Turing Tumble work.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grades 3s will have a straightforward science quiz on Tuesday of next week. Grade 3s received 30 minutes to study using our website Grade 3s were also tasked to start researching the Mimosa Pudica plant using the educational links unpacked for them in yesterday's lesson.
Grade 4s were awesome this period! We covered omnivores, carnivores, and herbivores alongside food chains (Pages 14-18). The level of questions raised were outstanding and we did some research together to arrive at answers to their questions!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Grade 3 Science Quiz Tuesday. Please review the slide deck available here: https://www.drooker.ca/growth-and-changes-in-plants.html
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*There weren't enough supply teachers today to cover the workshop I was supposed to run for staff today. As such, I slid back into the role of homeroom teacher!
*Just a reminder to return Holiday Gift Shop forms prior to Wednesday, December 11th
LANGUAGE
9:10-10:50
WARM UP
Students completed some Keyboarding Practice drooker.typingclub.com/ while I offered up some descriptive feedback to M.V. on her recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /j/. We identified the following spelling patterns that create this sound: j, g, dg, ge, dge
We then did some “Word Structure” work involving comparative endings (er, est) and plural rules (adding s, es, ies, ves)
We resumed with our whole class guided reading of Sticky Burr.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Today saw us start a new writing unit-https://www.drooker.ca/reviewpersuasive.html
Here's a tutorial video summarizing what we covered today:
https://www.youtube.com/watch?v=4Ks9wjmt7bk
(Note: I mistakenly wrote in the tutorial video the word compound instead of complex sentence. I'll revamp the video at some point as that error really chafes me! Having said that, I ensured students understood the difference with a quick mini lesson on compound vs. complex sentences)
Compound Sentence:
“I wanted to go for a walk, but it started raining.”
(Two independent clauses: “I wanted to go for a walk” and “it started raining” joined with “but.”)
Complex Sentence:
“I stayed inside because it started raining.”
(One independent clause: “I stayed inside,” and one dependent clause: “because it started raining.” The dependent clause cannot stand alone.)
In short:
• Compound = Two complete thoughts joined together.
• Complex = One complete thought + One incomplete thought.
https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2024-11-27-at-9-55-47-am_orig.png
MATH
11:20-12:20
We took up our math test and I'm in the process of taking photos and uploading the work to Student Google Drives. I'll likely wrap that up sometime Monday so as per usual, visit drives periodically. In math today, we recapped some of the coding work students completed the other day with their OT. We will progress with some new work shortly. We also continued with our Turing Tumble Graphic Novel/Narrative which will eventually lead students into some Turing Tumble work.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grades 3s will have a straightforward science quiz on Tuesday of next week. Grade 3s received 30 minutes to study using our website Grade 3s were also tasked to start researching the Mimosa Pudica plant using the educational links unpacked for them in yesterday's lesson.
Grade 4s were awesome this period! We covered omnivores, carnivores, and herbivores alongside food chains (Pages 14-18). The level of questions raised were outstanding and we did some research together to arrive at answers to their questions!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Grade 3 Science Quiz Tuesday. Please review the slide deck available here: https://www.drooker.ca/growth-and-changes-in-plants.html
THURSDAY, DECEMBER 5, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*As discussed with the class, we have far too many students dawdling in the hallways in the morning showing little to no urgency to come into the class prepared. As a result, when I take attendance at 9:10, should your child be unavailable to respond to attendance, I will mark them late and send them to the office to get a late slip.
*Just a heads up, students will have a occasional teacher tomorrow. I have released to run some workshops for teachers throughout the day.
*I've sent home a sheet regarding our upcoming Holiday Shop
LANGUAGE
9:10-10:50
I felt somewhat down after today's literacy block. We've worked really hard to publish all of our letters while using speechnotes.co to help with typing using its voice to text features. In spite of having 3 days dedicated towards "typing", debriefing/publishing, and completing our Message in a Bottle labels, some students were still unable to finish up these tasks. I've published and updated the website https://digitalmessageinabottle.weebly.com/ and we'll be printing and bottling the letters and distributing them shortly for you to hide along your winter travels. I debriefed with students afterwards reminding them that should they have time after completing other work that they're welcome to revisit publishing their letters and/or completing their message in a bottle logos. I also debriefed with students on what was successful and what needed tweaking involving this unit. We typically do not spend this much time on a/this single task but we skew very low academically...especially when it comes to writing...and I wanted to give as many students as possible the satisfaction that comes with fully publishing a written piece. We unfortunately have to move onto our next writing unit-review paragraph writing on Monday.
MATH
11:20-12:20
Students completed their Spatial Sense tests. We'll take them up on Monday and then move on with our Coding unit which we started yesterday.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We recapped our learning thus far and focused our attention towards adaptations through a series of videos and notes
https://www.youtube.com/watch?v=nPf3FbR6eQE
https://www.youtube.com/watch?v=5hoVgzgLRCo
https://www.youtube.com/watch?v=ZCKRjP_DMII
MIGRATION
An animal goes to a warmer environment for a season to protect itself. A Canadian Goose flies to Florida to stay warm!
HIBERNATION
A long seasonal sleep after a big meal. A bear protects itself from the cold winters by sleeping and burning off its big meal.
DORMANCY
A shorter (usually a month long) type of hibernation. A dormouse eats a large meal and sleeps a bit to save itself from some of the colder days.
AESTIVATION
Animal dormancy taking place in the summer rather than the winter
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
While the grade 4s were receiving their lesson, grade 3 students received 45 minutes to complete a Q Chart inspired evaluation task related to the Mimosa Pudica plant. Students will be evaluated on both the volume of their questions as well as the depth/level of their questions connected to the plant. We'll start our co-created research paper together on Monday. Students will have an opportunity to work on their paraphrasing and quotation skills using a grade appropriate organizer to scaffold their learning under a variety of various topics which we'll then write up in paragraph form.
We also reviewed the various research tools available here: https://www.drooker.ca/educational-links.html and looked at a sample paraphrased note and quote
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/image0-7.jpeg?1711649413
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/img-8719.jpg?1712333487
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
THURSDAY, DECEMBER 5, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*As discussed with the class, we have far too many students dawdling in the hallways in the morning showing little to no urgency to come into the class prepared. As a result, when I take attendance at 9:10, should your child be unavailable to respond to attendance, I will mark them late and send them to the office to get a late slip.
*Just a heads up, students will have a occasional teacher tomorrow. I have released to run some workshops for teachers throughout the day.
*I've sent home a sheet regarding our upcoming Holiday Shop
LANGUAGE
9:10-10:50
I felt somewhat down after today's literacy block. We've worked really hard to publish all of our letters while using speechnotes.co to help with typing using its voice to text features. In spite of having 3 days dedicated towards "typing", debriefing/publishing, and completing our Message in a Bottle labels, some students were still unable to finish up these tasks. I've published and updated the website https://digitalmessageinabottle.weebly.com/ and we'll be printing and bottling the letters and distributing them shortly for you to hide along your winter travels. I debriefed with students afterwards reminding them that should they have time after completing other work that they're welcome to revisit publishing their letters and/or completing their message in a bottle logos. I also debriefed with students on what was successful and what needed tweaking involving this unit. We typically do not spend this much time on a/this single task but we skew very low academically...especially when it comes to writing...and I wanted to give as many students as possible the satisfaction that comes with fully publishing a written piece. We unfortunately have to move onto our next writing unit-review paragraph writing on Monday.
MATH
11:20-12:20
Students completed their Spatial Sense tests. We'll take them up on Monday and then move on with our Coding unit which we started yesterday.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We recapped our learning thus far and focused our attention towards adaptations through a series of videos and notes
https://www.youtube.com/watch?v=nPf3FbR6eQE
https://www.youtube.com/watch?v=5hoVgzgLRCo
https://www.youtube.com/watch?v=ZCKRjP_DMII
MIGRATION
An animal goes to a warmer environment for a season to protect itself. A Canadian Goose flies to Florida to stay warm!
HIBERNATION
A long seasonal sleep after a big meal. A bear protects itself from the cold winters by sleeping and burning off its big meal.
DORMANCY
A shorter (usually a month long) type of hibernation. A dormouse eats a large meal and sleeps a bit to save itself from some of the colder days.
AESTIVATION
Animal dormancy taking place in the summer rather than the winter
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
While the grade 4s were receiving their lesson, grade 3 students received 45 minutes to complete a Q Chart inspired evaluation task related to the Mimosa Pudica plant. Students will be evaluated on both the volume of their questions as well as the depth/level of their questions connected to the plant. We'll start our co-created research paper together on Monday. Students will have an opportunity to work on their paraphrasing and quotation skills using a grade appropriate organizer to scaffold their learning under a variety of various topics which we'll then write up in paragraph form.
We also reviewed the various research tools available here: https://www.drooker.ca/educational-links.html and looked at a sample paraphrased note and quote
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/image0-7.jpeg?1711649413
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/img-8719.jpg?1712333487
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
WEDNESDAY, DECEMBER 4, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Quick update involving our Tennis Kit. I spent some time going through the kit which unfortunately came somewhat incomplete and damaged. As a result, we returned to our Cucumber Ball Unit. I'm looking forward to our next kit which should be coming shortly and hopefully will be filled with useful phys. ed. equipment.
*Jones Soda has been so very kind in donating a bunch of product to students. I'm sending home some of the goodies that they've sent us today for students to enjoy. Beyond the goodies sent home today, we will be receiving additional goodies as I was notified yesterday. Stay tuned for more information. We are looking forward to a facetime interview with their media department (likely) the third week of December.
*Ms. Sullivan wanted to remind everyone that we're still collecting donations this week as part of our Holiday Heroes drive!
LANGUAGE
9:10-10:50
Students continued their work involving the publishing of their Messages in a Bottle. A bit more time is required to finish up descriptive feedback on the letters and to have students complete their good copy of their labels. We'll alot one more day of time towards completing this project.
MATH/LIBRARY
11:20-12:20
Tomorrow is test day for students involving their Spatial Sense unit. Please continue to review the sample questions sent home yesterday as well as reviewing their transformational geometry treasure map task.
We formally started our coding unit. I'm being super ambitious with this unit and we're going to cover a lot between now and our winter break: https://www.drooker.ca/coding.html Our work will involve, paper coding, designing a video game using Scratch, Code.org account work, Turing Tumble Play and our $3000.00 grant! Thankfully, I did some pre teaching along the way which I repeated today and we worked through through some role play as a re-introduction towards understanding how a computer functions much like a library:
Imagine a computer as a library where every part has a job, and all the jobs work together to make things happen on the screen.
ELECTRICITY AS LIGHT IN THE LIBRARY
Electricity in a computer is like lights in the library—it helps everything work. Electricity is the flow of tiny particles called electrons. When electrons flow from one atom to another, they create an electrical current. Electricity moves through a material, typically a conductor like copper wire. The computer uses electricity by turning it on and off in tiny parts, making a special language called binary.
TRANSISTORS AS LIBRARIANS
Inside a computer, there are millions (sometimes billions!) of tiny electrical switches called transistors. Think of these transistors like light switches that can be turned on or off. When they’re on, they let electricity flow, and when they’re off, they don’t. These transistors are like librarians who can flip switches to turn lights on or off.
These “on” and “off” states represent two numbers: 1 (for on) and 0 (for off). Computers only understand these two numbers, which is called binary. By arranging lots of these switches in a certain way, the computer can make decisions and do calculations.Turning on means “1,” and off means “0.” By flipping these switches, they help the computer understand what to show on the screen
BINARY AS A LIBRARY'S SECRET CODE
The computer uses “1s” and “0s” (on and off) like a secret code. Just like a library has a system to organize books, computers use these 1s and 0s to organize and store information.
In order to understand why we use binary, let's first review our "counting system" known as Base 10.
Base 10 is the regular counting system we use every day. It uses 10 digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. When you reach 10, you go up a place (like from 9 to 10, then 11, and so on). Think of it as having 10 fingers to count with!
Now, let's examine the Base 2 (Binary) "counting system"
Base 2 is a counting system used in computers. It only uses 2 digits: 0 and 1. When you reach 2, you go up a place (like from 1 to 10 in binary). Computers use this because everything inside a computer is basically tiny switches that are either on (1) or off (0).
If we tried to use a system like Base 10 in computers, each "switch" would need to have 10 different positions, not just on and off. That would make the system a lot more complicated and harder to build reliably. But with binary, each transistor only has to handle two states-like flipping a light switch on or off.
how_to_turn_numbers_and_letters_into_binary.docx
Download File
CODING AS A LIBRARIAN'S INSTRUCTIONS
Coding is like instructions that tell the librarians (transistors) which switches to flip to make things happen—like colors on a screen or sounds from a speaker. Over many years, coders have created a fun way of commanding electricity through special programs called "Scratch" and "Blockly". Scratch and Blockly are programs that experts have created to make coding easy! These programs are similar to asking a dog trainer for help in quickly training a dog! Scratch and Blockly make giving electricity instructions/commands simple :)
MEMORY AS LIBRARY SHELVES
The computer’s memory works like shelves in a library, where all the information is saved and easy to find. When the computer needs something, it “grabs a book” from the shelf (gets the data it needs).
If you care to learn more about how this is accomplished...
Imagine each “book” in the computer’s memory library is written with invisible ink that only shows up when it has a small electric charge. Inside a computer, each “book” or memory cell is like a tiny box with a mini battery. When the computer needs to store a “1,” it puts a tiny electric charge in that box, lighting it up (like marking it with invisible ink), and when it needs to store a “0,” it doesn’t charge that box. Special parts in the memory, called transistors and capacitors, help hold onto these tiny charges until the computer reads them again. This way, by arranging millions of these little charged and uncharged spots, the computer can store a lot of data in a small space—like having a huge library that fits in your pocket!
SCREEN AS A LIBRARY'S BULLETIN BOARD
When all the instructions are followed, the screen shows what the computer made, like a library bulletin board showing news or pictures.
We ultimately started our unit with a read aloud of our Turing Tumble graphic novel. There's a woman named Alia who is a computer engineer. She's been sent to repair a satellite in outer space alongside her A.I. Robot named R.E.N. As we get deeper into the story, Alia will need our help to solve puzzles using a Turing Tumble machine (which ultimately acts just like a computer). If we complete the challenges, she can progress on her journey!
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Grade 3 students who required more time worked on their gifted tests alongside Ms. Burt in the library. That left us with 15 students and we reverted back to Cucumber Ball scrimmages (see above for information regarding tennis). We paused at points to discuss adding "english" (spin) to the wiffle ball as well as incorporating line refs who helped to settle disputes.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Some grade 3 students require more time to complete their gifted tests tomorrow while others rejoined us for this period. We continued to sharpen our understanding of the differences between paraphrasing and quotations and how quotations require paraphrasing before or after to unpack one's understanding of what is being quoted. We looked at the need for citations too https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-19-at-3-19-18-pm.png?1727097410
It's amazing that we live in a day and age where research can be artificially generated including footnotes/citations. We gave perplexity.ai paragraph foci involving the Mimosa Pudica plant and hit enter and watched it generate information including footnotes and sourcing. As such, we're going to focus in on volume and quality of students' questions related to our research project on the Mimosa Pudica plant at first for their evaluation. We'll try to tackle that tomorrow!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Don't forget to study for your Spatial Sense math test tomorrow by using the work package sent home yesterday alongside the transformational geometry treasure map task too! :)
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Quick update involving our Tennis Kit. I spent some time going through the kit which unfortunately came somewhat incomplete and damaged. As a result, we returned to our Cucumber Ball Unit. I'm looking forward to our next kit which should be coming shortly and hopefully will be filled with useful phys. ed. equipment.
*Jones Soda has been so very kind in donating a bunch of product to students. I'm sending home some of the goodies that they've sent us today for students to enjoy. Beyond the goodies sent home today, we will be receiving additional goodies as I was notified yesterday. Stay tuned for more information. We are looking forward to a facetime interview with their media department (likely) the third week of December.
*Ms. Sullivan wanted to remind everyone that we're still collecting donations this week as part of our Holiday Heroes drive!
LANGUAGE
9:10-10:50
Students continued their work involving the publishing of their Messages in a Bottle. A bit more time is required to finish up descriptive feedback on the letters and to have students complete their good copy of their labels. We'll alot one more day of time towards completing this project.
MATH/LIBRARY
11:20-12:20
Tomorrow is test day for students involving their Spatial Sense unit. Please continue to review the sample questions sent home yesterday as well as reviewing their transformational geometry treasure map task.
We formally started our coding unit. I'm being super ambitious with this unit and we're going to cover a lot between now and our winter break: https://www.drooker.ca/coding.html Our work will involve, paper coding, designing a video game using Scratch, Code.org account work, Turing Tumble Play and our $3000.00 grant! Thankfully, I did some pre teaching along the way which I repeated today and we worked through through some role play as a re-introduction towards understanding how a computer functions much like a library:
Imagine a computer as a library where every part has a job, and all the jobs work together to make things happen on the screen.
ELECTRICITY AS LIGHT IN THE LIBRARY
Electricity in a computer is like lights in the library—it helps everything work. Electricity is the flow of tiny particles called electrons. When electrons flow from one atom to another, they create an electrical current. Electricity moves through a material, typically a conductor like copper wire. The computer uses electricity by turning it on and off in tiny parts, making a special language called binary.
TRANSISTORS AS LIBRARIANS
Inside a computer, there are millions (sometimes billions!) of tiny electrical switches called transistors. Think of these transistors like light switches that can be turned on or off. When they’re on, they let electricity flow, and when they’re off, they don’t. These transistors are like librarians who can flip switches to turn lights on or off.
These “on” and “off” states represent two numbers: 1 (for on) and 0 (for off). Computers only understand these two numbers, which is called binary. By arranging lots of these switches in a certain way, the computer can make decisions and do calculations.Turning on means “1,” and off means “0.” By flipping these switches, they help the computer understand what to show on the screen
BINARY AS A LIBRARY'S SECRET CODE
The computer uses “1s” and “0s” (on and off) like a secret code. Just like a library has a system to organize books, computers use these 1s and 0s to organize and store information.
In order to understand why we use binary, let's first review our "counting system" known as Base 10.
Base 10 is the regular counting system we use every day. It uses 10 digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. When you reach 10, you go up a place (like from 9 to 10, then 11, and so on). Think of it as having 10 fingers to count with!
Now, let's examine the Base 2 (Binary) "counting system"
Base 2 is a counting system used in computers. It only uses 2 digits: 0 and 1. When you reach 2, you go up a place (like from 1 to 10 in binary). Computers use this because everything inside a computer is basically tiny switches that are either on (1) or off (0).
If we tried to use a system like Base 10 in computers, each "switch" would need to have 10 different positions, not just on and off. That would make the system a lot more complicated and harder to build reliably. But with binary, each transistor only has to handle two states-like flipping a light switch on or off.
how_to_turn_numbers_and_letters_into_binary.docx
Download File
CODING AS A LIBRARIAN'S INSTRUCTIONS
Coding is like instructions that tell the librarians (transistors) which switches to flip to make things happen—like colors on a screen or sounds from a speaker. Over many years, coders have created a fun way of commanding electricity through special programs called "Scratch" and "Blockly". Scratch and Blockly are programs that experts have created to make coding easy! These programs are similar to asking a dog trainer for help in quickly training a dog! Scratch and Blockly make giving electricity instructions/commands simple :)
MEMORY AS LIBRARY SHELVES
The computer’s memory works like shelves in a library, where all the information is saved and easy to find. When the computer needs something, it “grabs a book” from the shelf (gets the data it needs).
If you care to learn more about how this is accomplished...
Imagine each “book” in the computer’s memory library is written with invisible ink that only shows up when it has a small electric charge. Inside a computer, each “book” or memory cell is like a tiny box with a mini battery. When the computer needs to store a “1,” it puts a tiny electric charge in that box, lighting it up (like marking it with invisible ink), and when it needs to store a “0,” it doesn’t charge that box. Special parts in the memory, called transistors and capacitors, help hold onto these tiny charges until the computer reads them again. This way, by arranging millions of these little charged and uncharged spots, the computer can store a lot of data in a small space—like having a huge library that fits in your pocket!
SCREEN AS A LIBRARY'S BULLETIN BOARD
When all the instructions are followed, the screen shows what the computer made, like a library bulletin board showing news or pictures.
We ultimately started our unit with a read aloud of our Turing Tumble graphic novel. There's a woman named Alia who is a computer engineer. She's been sent to repair a satellite in outer space alongside her A.I. Robot named R.E.N. As we get deeper into the story, Alia will need our help to solve puzzles using a Turing Tumble machine (which ultimately acts just like a computer). If we complete the challenges, she can progress on her journey!
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Grade 3 students who required more time worked on their gifted tests alongside Ms. Burt in the library. That left us with 15 students and we reverted back to Cucumber Ball scrimmages (see above for information regarding tennis). We paused at points to discuss adding "english" (spin) to the wiffle ball as well as incorporating line refs who helped to settle disputes.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Some grade 3 students require more time to complete their gifted tests tomorrow while others rejoined us for this period. We continued to sharpen our understanding of the differences between paraphrasing and quotations and how quotations require paraphrasing before or after to unpack one's understanding of what is being quoted. We looked at the need for citations too https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-19-at-3-19-18-pm.png?1727097410
It's amazing that we live in a day and age where research can be artificially generated including footnotes/citations. We gave perplexity.ai paragraph foci involving the Mimosa Pudica plant and hit enter and watched it generate information including footnotes and sourcing. As such, we're going to focus in on volume and quality of students' questions related to our research project on the Mimosa Pudica plant at first for their evaluation. We'll try to tackle that tomorrow!
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Don't forget to study for your Spatial Sense math test tomorrow by using the work package sent home yesterday alongside the transformational geometry treasure map task too! :)
TUESDAY, DECEMBER 3, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I've sent home the "Decembuary" Reading Logs which can be submitted upon your return from Winter Break!
*Just a reminder, tomorrow Ms. Burt will withdraw students from 2-3:30 to complete gifted testing.
LANGUAGE
9:10-10:50
We started publishing our Message in a Bottle Letters today using https://speechnotes.co/dictate/ I modelled for students how to utilize verbal prompts such as "period", "comma", "skip line", "new paragraph", etc. to polish their oral reading/transcribing of their letters. I'll shortly publish student letters on our website https://digitalmessageinabottle.weebly.com/ Students definitely need practice in using this wonderful tool to assist their writing and publishing. I highly suggest you allow your child to practice with this tool at home by simply narrating a page from a book into the program. We want to build capacity with this tool. Tomorrow, students will receive their final bit of time to complete their transcribing and their logos for their message in a bottle. https://www.drooker.ca/uploads/1/1/0/9/110962203/message_in_a_bottle_logo_slogan_art.pdf
MATH
11:20-12:20
We finally wrapped up our Spatial Sense unit. We'll have a quiz on Thursday. I've sent home a study package for students to "hunt and peck" through in preparation for the quiz. We've done select portions of the booklet over the last week +. I've also sent home a grade specific "treasure map" task which involves translations, transformations, and reflections. Students will have a similar treasure map on their test. I definitely want students to work their way through that task for additional practice...especially as rotations around a point can be tricky alongside reflections over a line (less tricky)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We had our tennis kit dropped off and we have two weeks with it so I've opted to pause our Cucumber Ball to squeeze it in as it's a "viable" kit with 3 nets and 29 rackets :) Today saw us work on establishing a ready position on the balls of our feet coupled with the basic understanding that in tennis, we need to think "feet first". We need to reach the ball before it bounces twice. We then broke down the basic forehand and backhand mechanics keeping in mind the need to return to our first/ready/neutral position to then be able to adjust accordingly.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started our foray into research using some of the anchor charts on our paragraphing webpage to ready ourselves to dive into the Mimosa Pudica plant as a topic. The topic as a whole can be thought of as massive! An entire lifetime could be dedicated towards becoming an expert at the various aspects of this plant. Much like the purpose of paragraphing, we need to take a juicy topic and break it down into smaller bite size "slider" burgers.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/image2-2_1.jpeg?1579266778 vs https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-01-17-at-8-12-34-am.png?1579266773 I invited students to try to break down the Mimosa Pudica plant into smaller areas of study. Here are some ideas that students were able to come up with: How has it learned to survive in its environment (Adaptation)?
What sorts of climates can it possibly survive/thrive in?
Are there varieties of Mimosa Pudica plants?
How does it move/react?
Where does it live?
Approximately, how many Mimosa Pudica plants exist?
What minerals does it need and how much water does it consume?
Physical Characteristics
How popular is it as a houseplant?
We then repeated a lesson I inaugurated in September with students where we looked at where we source information (Our own research, books, websites, expert interviews, AI, etc.) and how we go about taking a lot of information and breaking it down...all the while remembering to source it and not steal it: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-19-at-3-19-18-pm.png?1727097410
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Just a reminder, kindly submit November's reading log entries as soon as possible!
*Study for Spatial Sense Math Test on Thursday using both the work booklet sent home today as well as the "Treasure Map" task involving translations, rotations, and reflections.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I've sent home the "Decembuary" Reading Logs which can be submitted upon your return from Winter Break!
*Just a reminder, tomorrow Ms. Burt will withdraw students from 2-3:30 to complete gifted testing.
LANGUAGE
9:10-10:50
We started publishing our Message in a Bottle Letters today using https://speechnotes.co/dictate/ I modelled for students how to utilize verbal prompts such as "period", "comma", "skip line", "new paragraph", etc. to polish their oral reading/transcribing of their letters. I'll shortly publish student letters on our website https://digitalmessageinabottle.weebly.com/ Students definitely need practice in using this wonderful tool to assist their writing and publishing. I highly suggest you allow your child to practice with this tool at home by simply narrating a page from a book into the program. We want to build capacity with this tool. Tomorrow, students will receive their final bit of time to complete their transcribing and their logos for their message in a bottle. https://www.drooker.ca/uploads/1/1/0/9/110962203/message_in_a_bottle_logo_slogan_art.pdf
MATH
11:20-12:20
We finally wrapped up our Spatial Sense unit. We'll have a quiz on Thursday. I've sent home a study package for students to "hunt and peck" through in preparation for the quiz. We've done select portions of the booklet over the last week +. I've also sent home a grade specific "treasure map" task which involves translations, transformations, and reflections. Students will have a similar treasure map on their test. I definitely want students to work their way through that task for additional practice...especially as rotations around a point can be tricky alongside reflections over a line (less tricky)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We had our tennis kit dropped off and we have two weeks with it so I've opted to pause our Cucumber Ball to squeeze it in as it's a "viable" kit with 3 nets and 29 rackets :) Today saw us work on establishing a ready position on the balls of our feet coupled with the basic understanding that in tennis, we need to think "feet first". We need to reach the ball before it bounces twice. We then broke down the basic forehand and backhand mechanics keeping in mind the need to return to our first/ready/neutral position to then be able to adjust accordingly.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started our foray into research using some of the anchor charts on our paragraphing webpage to ready ourselves to dive into the Mimosa Pudica plant as a topic. The topic as a whole can be thought of as massive! An entire lifetime could be dedicated towards becoming an expert at the various aspects of this plant. Much like the purpose of paragraphing, we need to take a juicy topic and break it down into smaller bite size "slider" burgers.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/image2-2_1.jpeg?1579266778 vs https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-01-17-at-8-12-34-am.png?1579266773 I invited students to try to break down the Mimosa Pudica plant into smaller areas of study. Here are some ideas that students were able to come up with: How has it learned to survive in its environment (Adaptation)?
What sorts of climates can it possibly survive/thrive in?
Are there varieties of Mimosa Pudica plants?
How does it move/react?
Where does it live?
Approximately, how many Mimosa Pudica plants exist?
What minerals does it need and how much water does it consume?
Physical Characteristics
How popular is it as a houseplant?
We then repeated a lesson I inaugurated in September with students where we looked at where we source information (Our own research, books, websites, expert interviews, AI, etc.) and how we go about taking a lot of information and breaking it down...all the while remembering to source it and not steal it: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-12-19-at-3-19-18-pm.png?1727097410
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Just a reminder, kindly submit November's reading log entries as soon as possible!
*Study for Spatial Sense Math Test on Thursday using both the work booklet sent home today as well as the "Treasure Map" task involving translations, rotations, and reflections.
MONDAY, DECEMBER 2ND, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*My apologies for the lack of blogging the past two days. I was terribly sick on Thursday and Friday. We also had several students miss an entire week coupled with the return of a student after an extended absence...so today was a bit of a reset at times for the class. It was also the first time in over a month that we had every student in class.
*For students who were absent for Gifted Testing: Ms. Burt will invigilate for those who require more time shortly. This will occur Wednesday and Thursday from 2-3:30
*November's 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 100 points a month with ~10 strikes (10:1 ratio). 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. Unfortunately, it came to my attention that someone recently entered into our settings and manipulated the point values from +1 to +4 per positive contribution...this issue wasn't rectified for several days. As a result, the point totals for this month are not altogether accurate...in some cases, shave off 20-40 points :( At minimum, pay attention to the number of thumbs down or "neutral" events recorded for November.
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
We continued to record group "exit interviews" where students did their best to justify their logo design choices. https://www.drooker.ca/uploads/1/1/0/9/110962203/justifying_your_design_thinking.docx
The class continues to offer feedback alongside me on students' execution of their logos and accompanying explanations. Te overarching message remains that nearly everything that professionals do involves a well thought out plan and research and that they’re prepared to explain every element they’ve incorporated. I'll continue to upload these exit interview videos as we complete them. I anticipated finishing them all today but we ran short on time so some groups will be “tagged out” to record them in the hallway over the next few days and I’ll debrief with those groups one on one.
MATH
11:20-12:20
I had my monthly PLC time during this period. Students continued to work through their study package. We’ll wrap up our unit tomorrow and aim for a quiz on Thursday. I’ll send home a practice booklet tomorrow for student use alongside our website https://www.drooker.ca/spatial-sense.html to prepare for the quiz.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our grade 3 science work for the unit focusing in on floods, droughts, and positive and negative human impacts on plants. Seemingly with every positive we come up with (e.g. pesticides), there's a corresponding negative (e.g. certain pesticides can be carcinogenic). We took a look at climate change through an animated video and discussion too and how impactful plants can be at helping our situation (cleaner air, shade, avoiding erosion, etc.) https://www.youtube.com/watch?v=wa58h4IJ6Hk The next few lessons will be dedicated towards looking at how we research and note take alongside co-authoring a research project involving the Mimosa Pudica plant. Students will be evaluated on their participation and contributions in regards to this co-authoring/assembly of the research along with a quiz which we'll review and schedule shortly. In the interim, kindly keep on reviewing the slide deck available here https://www.drooker.ca/growth-and-changes-in-plants.html
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Just a reminder for a few students...please come prepared tomorrow with your completed Message in a Bottle Letter as we'll be publishing it tomorrow.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*My apologies for the lack of blogging the past two days. I was terribly sick on Thursday and Friday. We also had several students miss an entire week coupled with the return of a student after an extended absence...so today was a bit of a reset at times for the class. It was also the first time in over a month that we had every student in class.
*For students who were absent for Gifted Testing: Ms. Burt will invigilate for those who require more time shortly. This will occur Wednesday and Thursday from 2-3:30
*November's 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 100 points a month with ~10 strikes (10:1 ratio). 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. Unfortunately, it came to my attention that someone recently entered into our settings and manipulated the point values from +1 to +4 per positive contribution...this issue wasn't rectified for several days. As a result, the point totals for this month are not altogether accurate...in some cases, shave off 20-40 points :( At minimum, pay attention to the number of thumbs down or "neutral" events recorded for November.
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
We continued to record group "exit interviews" where students did their best to justify their logo design choices. https://www.drooker.ca/uploads/1/1/0/9/110962203/justifying_your_design_thinking.docx
The class continues to offer feedback alongside me on students' execution of their logos and accompanying explanations. Te overarching message remains that nearly everything that professionals do involves a well thought out plan and research and that they’re prepared to explain every element they’ve incorporated. I'll continue to upload these exit interview videos as we complete them. I anticipated finishing them all today but we ran short on time so some groups will be “tagged out” to record them in the hallway over the next few days and I’ll debrief with those groups one on one.
MATH
11:20-12:20
I had my monthly PLC time during this period. Students continued to work through their study package. We’ll wrap up our unit tomorrow and aim for a quiz on Thursday. I’ll send home a practice booklet tomorrow for student use alongside our website https://www.drooker.ca/spatial-sense.html to prepare for the quiz.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We wrapped up our grade 3 science work for the unit focusing in on floods, droughts, and positive and negative human impacts on plants. Seemingly with every positive we come up with (e.g. pesticides), there's a corresponding negative (e.g. certain pesticides can be carcinogenic). We took a look at climate change through an animated video and discussion too and how impactful plants can be at helping our situation (cleaner air, shade, avoiding erosion, etc.) https://www.youtube.com/watch?v=wa58h4IJ6Hk The next few lessons will be dedicated towards looking at how we research and note take alongside co-authoring a research project involving the Mimosa Pudica plant. Students will be evaluated on their participation and contributions in regards to this co-authoring/assembly of the research along with a quiz which we'll review and schedule shortly. In the interim, kindly keep on reviewing the slide deck available here https://www.drooker.ca/growth-and-changes-in-plants.html
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Just a reminder for a few students...please come prepared tomorrow with your completed Message in a Bottle Letter as we'll be publishing it tomorrow.
WEDNESDAY, NOVEMBER 27, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a heads up that I won't be at school tomorrow and students will have an OT. I'm attending an equity symposium.
*Jones Soda goodies are arriving tomorrow for students. We seem to have a solid series of questions for our Q and A with them so we'll fire them their way in advance of our interview so they can have some lead time to prep and then we'll schedule our interview with their marketing department which will likely occur over Zoom. Stay tuned for more information as it becomes available.
LANGUAGE
9:10-10:50
WARM UP
Students read independently while I offered up some descriptive feedback to X on his/her recent work.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their final block of time to complete their three paragraph Message in a Bottle writing task. I've asked students who have not completed their letters to bring it home and have it completed and returned for Friday. I will not be at school tomorrow as I'm going to an Education Symposium. Students will receive time on Friday to type their letters and complete their Message in a Bottle logos.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme unvoiced /th/. We identified the following spelling patterns that create this sound: th
We started a whole class guided reading approach today with a graphic novel called "Sticky Burr" by award winning author, illustrator, and puppeteer John Lechner. Students are taking turns reading aloud and we're pausing periodically to discuss decoding, text elements, etc. Today we looked at and defined prologue and identified the story's protagonist and antagonist.
MATH/LIBRARY
11:20-12:20
Students continued to plug away on their unit review package involving Spatial Sense. We'll likely finish up our unit review on Friday and will plan for a straightforward quiz on Monday.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students had a full period of Cucumber Ball scrimmage. We'll formalize their doubles partners shortly and put that into round robin play.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s wrapped up their Gifted Testing today.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Complete Message in a Bottle Letter should it be incomplete and return in by Friday!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a heads up that I won't be at school tomorrow and students will have an OT. I'm attending an equity symposium.
*Jones Soda goodies are arriving tomorrow for students. We seem to have a solid series of questions for our Q and A with them so we'll fire them their way in advance of our interview so they can have some lead time to prep and then we'll schedule our interview with their marketing department which will likely occur over Zoom. Stay tuned for more information as it becomes available.
LANGUAGE
9:10-10:50
WARM UP
Students read independently while I offered up some descriptive feedback to X on his/her recent work.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their final block of time to complete their three paragraph Message in a Bottle writing task. I've asked students who have not completed their letters to bring it home and have it completed and returned for Friday. I will not be at school tomorrow as I'm going to an Education Symposium. Students will receive time on Friday to type their letters and complete their Message in a Bottle logos.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme unvoiced /th/. We identified the following spelling patterns that create this sound: th
We started a whole class guided reading approach today with a graphic novel called "Sticky Burr" by award winning author, illustrator, and puppeteer John Lechner. Students are taking turns reading aloud and we're pausing periodically to discuss decoding, text elements, etc. Today we looked at and defined prologue and identified the story's protagonist and antagonist.
MATH/LIBRARY
11:20-12:20
Students continued to plug away on their unit review package involving Spatial Sense. We'll likely finish up our unit review on Friday and will plan for a straightforward quiz on Monday.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students had a full period of Cucumber Ball scrimmage. We'll formalize their doubles partners shortly and put that into round robin play.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s wrapped up their Gifted Testing today.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
*Complete Message in a Bottle Letter should it be incomplete and return in by Friday!
TUESDAY, NOVEMBER 26, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We made some serious changes to our classroom set up in an effort to further refine things. We have a very challenging class requiring a lot of desk changes and tweaking to routines and space. Hopefully, things settle in now for the long run. We've also made some tweaks to the reading portion of our literacy block as students appear to have enough traction with expectations and transitions while working on the various elements that we pivot to/through.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WARM UP
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter H while I offered up some descriptive feedback to H.L. on his recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme voice /th/. We identified the following spelling patterns that create this sound: th, the
We then did some “Morpheme Magic” Work. We looked at the suffix Y and how it primarily turns words into adjectives cloud + y = cloudy
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received some more time to work on their 3 paragraph Message in a Bottle letters. Time will be given to students tomorrow to finish up their letters. Students who have not completed their rough draft will be asked to complete the task at home and return it on Thursday.
MATH
11:20-12:20
I noted to students some issues with the text we've been using for formative work related to our Spatial Sense unit which we're wrapping up. In preparation for the test and to ensure it's abundantly clear to students what expectations they're covering in their upcoming unit quiz, I provided students with a new formative work booklet that we're using to review our unit work. We reviewed angles (acute, obtuse, right/90 degrees), prisms and pyramids (faces, edges, vertices, names), parallel and perpendicular lines today. We'll continue with our review tomorrow and we'll shore up a specific date for our unit quiz and performance task shortly so stay tuned :)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We reviewed the rules to our Cucumber Ball unit. On Monday, we're having a tennis kit delivered for students to enjoy for two weeks. I'll inspect the kit come Monday and get a better sense as to the number of rackets, nets, balls, etc. to see how we'll phase this in. Will it simply be an opportunity to intersperse some other racket sports in the midst of our Cucumber Ball unit or can we actually dedicate more significant time to Tennis while pausing Cucumber Ball to revisit later? Stay tuned!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students completed Test 4, 5, and 6 of the Gifted Test during this block (Quantitative Battery). Tomorrow, students will complete the final three tests (Nonverbal Battery). Information will be forthcoming about students who have been absent and require time to complete the missing tests.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We made some serious changes to our classroom set up in an effort to further refine things. We have a very challenging class requiring a lot of desk changes and tweaking to routines and space. Hopefully, things settle in now for the long run. We've also made some tweaks to the reading portion of our literacy block as students appear to have enough traction with expectations and transitions while working on the various elements that we pivot to/through.
HOUSEKEEPING
LANGUAGE
9:10-10:50
WARM UP
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter H while I offered up some descriptive feedback to H.L. on his recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme voice /th/. We identified the following spelling patterns that create this sound: th, the
We then did some “Morpheme Magic” Work. We looked at the suffix Y and how it primarily turns words into adjectives cloud + y = cloudy
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received some more time to work on their 3 paragraph Message in a Bottle letters. Time will be given to students tomorrow to finish up their letters. Students who have not completed their rough draft will be asked to complete the task at home and return it on Thursday.
MATH
11:20-12:20
I noted to students some issues with the text we've been using for formative work related to our Spatial Sense unit which we're wrapping up. In preparation for the test and to ensure it's abundantly clear to students what expectations they're covering in their upcoming unit quiz, I provided students with a new formative work booklet that we're using to review our unit work. We reviewed angles (acute, obtuse, right/90 degrees), prisms and pyramids (faces, edges, vertices, names), parallel and perpendicular lines today. We'll continue with our review tomorrow and we'll shore up a specific date for our unit quiz and performance task shortly so stay tuned :)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We reviewed the rules to our Cucumber Ball unit. On Monday, we're having a tennis kit delivered for students to enjoy for two weeks. I'll inspect the kit come Monday and get a better sense as to the number of rackets, nets, balls, etc. to see how we'll phase this in. Will it simply be an opportunity to intersperse some other racket sports in the midst of our Cucumber Ball unit or can we actually dedicate more significant time to Tennis while pausing Cucumber Ball to revisit later? Stay tuned!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students completed Test 4, 5, and 6 of the Gifted Test during this block (Quantitative Battery). Tomorrow, students will complete the final three tests (Nonverbal Battery). Information will be forthcoming about students who have been absent and require time to complete the missing tests.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
MONDAY, NOVEMBER 25, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Sorry for the lack of blogging Friday! I had a series of appointments and students had an occasional teacher.
HOUSEKEEPING
LANGUAGE
9:10-10:50
MEDIA
https://www.drooker.ca/media.html
Students took notes and prepared an oral presentation https://www.drooker.ca/uploads/1/1/0/9/110962203/justifying_your_design_thinking.docx justifying their recent logo designs related to our full year marketing campaign of Monster Jam Truck toys. https://monsterjammediaproject.weebly.com/ Throughout this reflective task, it became readily apparent that some groups executed their designs thoughtfully whereas others did not really have thorough discussions about their ideas while utilizing our target audience survey results. We'll check out student presentations and discuss the results next week before moving onto Print Advertisements.
MATH
11:20-12:20
We continued with transformational geometry.
Grade 3s reviewed and completed pages 19-22
Grade 4s reviewed and completed pages 58-60
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We conducted gifted testing during this block of time. We completed the first three tests today. We will complete tests 4-6 tomorrow and wrap things up on Wednesday with the final three.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
THURSDAY, NOVEMBER 21, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We've spent considerable time reviewing how speech to text tools such as https://speechnotes.co/dictate/ and Google Read and Write can assist with spelling and/or using students' oral skills to influence their writing. If you have (or care to purchase for you child) a headset with microphone, don't hesitate in sending it into class for them to use.
LANGUAGE
9:10-10:50
WARM UP
Students did some independent reading and/or prepping of their assistive technology related to their Message in a Bottle writing while I worked alongside J.L. on his recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /y/. We identified the following spelling patterns that create this sound: y, i
We did some phonics work involving blends and some vocabulary work involving levels of specificity
We seem to be reaching a positive point where I can adjust our reading block somewhat with some more independent work offsetting guided reading so we should be able to pivot shortly to a more refined approach shortly to build up our classwide abilities/capacity.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their 3 paragraph Message in a Bottle 3 letter. Students continue to check in with me after every paragraph for descriptive feedback.
MATH
11:20-12:20
We had a great lesson introducing students to the Cartesian coordinate system and how to record and describe translations using (x,y) notation. We also related this to our previous learning involving coding. We looked at how basic video games such as King’s Quest, Tetris and Battleship utilize coding instructions with references to coordinate grids to articulate movement. We related basic positional language (Up, down, left and right) to cardinal directions (North, south, east, west)
Grade 3s completed pages:19-21
Grade 4s completed pages: 55-57
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We unfortunately had to spend some time debriefing (alongside Ms. Burt) regarding some ongoing lunch time issues.
Grade 4s have now started their unit related to Habitats and Communities. Habitats are the natural environment of an organism. This environment includes its food, water, shelter and space. The earth has many types of habitats. On earth, there are forests, rainforests, wetlands, deserts, oceans, and tundra. We defined the words survive and thrive. Thrive means to grow or develop well.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We debriefed about our forest/outdoor ed lesson yesterday. I provided answers to some of the inquiry questions posed yesterday. Students had an opportunity to check out some various plant parts under a microscope.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We've spent considerable time reviewing how speech to text tools such as https://speechnotes.co/dictate/ and Google Read and Write can assist with spelling and/or using students' oral skills to influence their writing. If you have (or care to purchase for you child) a headset with microphone, don't hesitate in sending it into class for them to use.
LANGUAGE
9:10-10:50
WARM UP
Students did some independent reading and/or prepping of their assistive technology related to their Message in a Bottle writing while I worked alongside J.L. on his recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /y/. We identified the following spelling patterns that create this sound: y, i
We did some phonics work involving blends and some vocabulary work involving levels of specificity
We seem to be reaching a positive point where I can adjust our reading block somewhat with some more independent work offsetting guided reading so we should be able to pivot shortly to a more refined approach shortly to build up our classwide abilities/capacity.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their 3 paragraph Message in a Bottle 3 letter. Students continue to check in with me after every paragraph for descriptive feedback.
MATH
11:20-12:20
We had a great lesson introducing students to the Cartesian coordinate system and how to record and describe translations using (x,y) notation. We also related this to our previous learning involving coding. We looked at how basic video games such as King’s Quest, Tetris and Battleship utilize coding instructions with references to coordinate grids to articulate movement. We related basic positional language (Up, down, left and right) to cardinal directions (North, south, east, west)
Grade 3s completed pages:19-21
Grade 4s completed pages: 55-57
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We unfortunately had to spend some time debriefing (alongside Ms. Burt) regarding some ongoing lunch time issues.
Grade 4s have now started their unit related to Habitats and Communities. Habitats are the natural environment of an organism. This environment includes its food, water, shelter and space. The earth has many types of habitats. On earth, there are forests, rainforests, wetlands, deserts, oceans, and tundra. We defined the words survive and thrive. Thrive means to grow or develop well.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We debriefed about our forest/outdoor ed lesson yesterday. I provided answers to some of the inquiry questions posed yesterday. Students had an opportunity to check out some various plant parts under a microscope.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
WEDNESDAY, NOVEMBER 20, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I contacted Jones Soda in relation to our Media Studies unit as well as our ongoing use of their product in relation to our Message in a Bottle Project and they were really stoked to hear about how we've been utilizing things and they'll be sending a variety of gifts and swag to the students! Most importantly though, their marketing department is going to allow us to interview them via Zoom in the upcoming weeks! Stay tuned for some more information about this opportunity :)
LANGUAGE
9:10-10:50
WARM UP
Students read independently while I offered up some descriptive feedback to K.K. on her recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /oo/. We identified the following spelling patterns that create this sound: oo, ui, u, o_e, u_e, ou, ew, ue, o, ough, oe
We then did some “Our Proofreading Plan/O.P.P.” work
We wrapped up the guided reading lesson with the -al suffix that we started yesterday while also examining unfamiliar root words preceding that suffix.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their Message in a Bottle Letter Writing project.
MATH/LIBRARY
11:20-12:20
Students had library followed by math. Today saw us hash out the difference between symmetry and congruency. We reduced things as follows:
Symmetry is when a shape can fold or match itself.
Congruency is when two shapes are exactly the same.
Easy way to remember:
Symmetry = folding
Congruency = twins
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-11-06-at-4-30-37-pm.png?1700683963
We then started venturing into transformational geometry and coordinate grids which will wrap up this unit and will lead us into our Algebra/Coding unit.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Congratulations to Team #1 which won our European Handball Tournament. We will hand out some "superlative" awards tomorrow and start a new unit-Cucumber Ball next week.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We went outside and did some outdoor education activities related to our https://www.drooker.ca/growth-and-changes-in-plants.html unit. We discussed the differences between deciduous and coniferous trees and collected some materials to investigate under a microscope tomorrow.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I contacted Jones Soda in relation to our Media Studies unit as well as our ongoing use of their product in relation to our Message in a Bottle Project and they were really stoked to hear about how we've been utilizing things and they'll be sending a variety of gifts and swag to the students! Most importantly though, their marketing department is going to allow us to interview them via Zoom in the upcoming weeks! Stay tuned for some more information about this opportunity :)
LANGUAGE
9:10-10:50
WARM UP
Students read independently while I offered up some descriptive feedback to K.K. on her recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /oo/. We identified the following spelling patterns that create this sound: oo, ui, u, o_e, u_e, ou, ew, ue, o, ough, oe
We then did some “Our Proofreading Plan/O.P.P.” work
We wrapped up the guided reading lesson with the -al suffix that we started yesterday while also examining unfamiliar root words preceding that suffix.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students continued work on their Message in a Bottle Letter Writing project.
MATH/LIBRARY
11:20-12:20
Students had library followed by math. Today saw us hash out the difference between symmetry and congruency. We reduced things as follows:
Symmetry is when a shape can fold or match itself.
Congruency is when two shapes are exactly the same.
Easy way to remember:
Symmetry = folding
Congruency = twins
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-11-06-at-4-30-37-pm.png?1700683963
We then started venturing into transformational geometry and coordinate grids which will wrap up this unit and will lead us into our Algebra/Coding unit.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Congratulations to Team #1 which won our European Handball Tournament. We will hand out some "superlative" awards tomorrow and start a new unit-Cucumber Ball next week.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We went outside and did some outdoor education activities related to our https://www.drooker.ca/growth-and-changes-in-plants.html unit. We discussed the differences between deciduous and coniferous trees and collected some materials to investigate under a microscope tomorrow.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
TUESDAY, NOVEMBER 19, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder that weather is changing! Please come prepared for the cold!
LANGUAGE
9:10-10:50
R and N presented Oral Presentation #1. Everyone who wanted to present before the class, has done so. As such, students who didn't have started recording their presentations individually.
WARM UP
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter G while I offered up some descriptive feedback to O and A on their recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /U/. We identified the following spelling patterns that create this sound: u, u_e, ue, iew, ew, eau
We then did some “Morpheme Magic” Work: Suffix-al (Latin-Related/Connected to...)
We started a guided reading passage involving the suffix -al and Mount Everest.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students and I recapped the paragraph foci as it relates to their Message in a Bottle letter writing project https://www.drooker.ca/uploads/1/1/0/9/110962203/message_in_a_bottle_instructions.docx
I passed out the Jones Soda to students in advance to enjoy in an effort to get ahead of the preparation of the bottles for the actual art component of the project. Students continued the writing process and we'll plug along until we complete them and publish the letters.
MATH
11:20-12:20
Grade 3 students worked on symmetry alongside use of a mira
https://www.youtube.com/watch?v=SJlhywRfvh8
https://www.youtube.com/watch?v=U0zP5y5-1Vw
Grade 3s worked on pages 12 to 18.
Grade 4s advanced onto pages 22, 23, 24, and 26 effectively wrapping up their learning involving prisms and pyramids.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We started our European Handball Tournament finals. Two teams were eliminated and we should be able to wrap up our tournament tomorrow!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We continued our lesson involving plant adaptations looking at adaptations as a response to habitat (an organism's food, water, shelter, space). We specifically looked at pine cone adaptations:
Over a long, long time, pine cones have changed to become really good at helping seeds travel and grow into new trees. They’ve developed strong, thick scales to protect seeds from being eaten or damaged by bad weather. When the weather is just right—warm and dry—the scales open up to let the seeds go. Some pine cones even wait for big forest fires, opening only when the heat is strong, to spread seeds onto the ground cleared by the fire. These clever changes help seeds find the best places to grow into healthy, strong trees.
I planned on taking students outside but we're still struggling with transitions and coming prepared with appropriate cold weather gear and/or leaving jackets outside costing us some time/hampering the entire class from heading out as planned. We'll try again tomorrow!
Of note, students are really keen on studying the Mimosa Pudica rather than the Venus Fly Trap for our research project so we've opted to pivot in that direction! I have sourced a plant as we await the seeds we've started to grow and it will arrive in 1-2 business days :)
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder that weather is changing! Please come prepared for the cold!
LANGUAGE
9:10-10:50
R and N presented Oral Presentation #1. Everyone who wanted to present before the class, has done so. As such, students who didn't have started recording their presentations individually.
WARM UP
Students worked on some Cursive Writing Practice https://www.drooker.ca/cursive.html involving the letter G while I offered up some descriptive feedback to O and A on their recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /U/. We identified the following spelling patterns that create this sound: u, u_e, ue, iew, ew, eau
We then did some “Morpheme Magic” Work: Suffix-al (Latin-Related/Connected to...)
We started a guided reading passage involving the suffix -al and Mount Everest.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students and I recapped the paragraph foci as it relates to their Message in a Bottle letter writing project https://www.drooker.ca/uploads/1/1/0/9/110962203/message_in_a_bottle_instructions.docx
I passed out the Jones Soda to students in advance to enjoy in an effort to get ahead of the preparation of the bottles for the actual art component of the project. Students continued the writing process and we'll plug along until we complete them and publish the letters.
MATH
11:20-12:20
Grade 3 students worked on symmetry alongside use of a mira
https://www.youtube.com/watch?v=SJlhywRfvh8
https://www.youtube.com/watch?v=U0zP5y5-1Vw
Grade 3s worked on pages 12 to 18.
Grade 4s advanced onto pages 22, 23, 24, and 26 effectively wrapping up their learning involving prisms and pyramids.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We started our European Handball Tournament finals. Two teams were eliminated and we should be able to wrap up our tournament tomorrow!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We continued our lesson involving plant adaptations looking at adaptations as a response to habitat (an organism's food, water, shelter, space). We specifically looked at pine cone adaptations:
Over a long, long time, pine cones have changed to become really good at helping seeds travel and grow into new trees. They’ve developed strong, thick scales to protect seeds from being eaten or damaged by bad weather. When the weather is just right—warm and dry—the scales open up to let the seeds go. Some pine cones even wait for big forest fires, opening only when the heat is strong, to spread seeds onto the ground cleared by the fire. These clever changes help seeds find the best places to grow into healthy, strong trees.
I planned on taking students outside but we're still struggling with transitions and coming prepared with appropriate cold weather gear and/or leaving jackets outside costing us some time/hampering the entire class from heading out as planned. We'll try again tomorrow!
Of note, students are really keen on studying the Mimosa Pudica rather than the Venus Fly Trap for our research project so we've opted to pivot in that direction! I have sourced a plant as we await the seeds we've started to grow and it will arrive in 1-2 business days :)
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
MONDAY, NOVEMBER 18, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Thanks a million for the efforts in coming to interviews on Thursday and Friday. I especially appreciate your patience on Friday when things ran long! I'll continue to remain in touch and encourage you to do the same as well!
*I'm always nervous about sharing these sorts of links as I want there to be zero perception that it's self serving. With that proviso: There are so many great teachers out there that I feel deserve to be acknowledged and I have some of the best colleagues imaginable. The Prime Minister has a teaching award that is offered up yearly pmate-ppmee.ised-isde.canada.ca/site/pm-awards-teaching-excellence-stem/en amongst others so if you know of a teacher that is deserving of recognition, shout them out!
*Raffle Basket Donations: Our class basket has an "Outdoor Fun" theme. If you'd like to donate new items or gift cards related to this theme, that would be awesome. Donations are due by November 29th!
*Gifted Screening: It looks as though we're proceeding with gifted screening November 25 to November 27 from 2:40-3:40.
LANGUAGE
9:10-10:50
Students received their final block of time to finalize and submit their Monster Jam logos. I've uploaded their logos for your perusal :)https://monsterjammediaproject.weebly.com/
Next media period will see students review their logo design questions and organize their responses before justifying their design choices orally on video. I’ve stressed throughout the logo design portion of this year long project that we survey our target audience to solicit information so we can make thoughtful choices and that we need to prove our thinking with reference to the data. If one wants to deviate from the data, that’s fine but we need to be towards being purposefully creative rather than simply creative. Over the past few weeks, I’ve shared with students two professional logo designers and what they produce and provide for a client to justify their design work eg: https://www.drooker.ca/uploads/1/1/0/9/110962203/professionallogodesignexample.docx
I’ve been stressing the use of phrases such as “For example,” amongst others to support our thinking so we’ll be looking for that in next class’s videos.
Students will also have a chance to use AI to design a logo for them. Using their descriptive skills, they’ll prompt AI to generate and modify a logo while adhering to the same parameters they set out to use for their hand drawn logos.
We’ll then turn our attention towards print advertisements:)
MATH
11:20-12:20
Grade 4s transitioned from work on prims to work involving pyramids. Grade 3s did an angle building performance task for gumballs from our class gumball machine.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s took a look at defining deciduous vs. coniferous trees today. We looked at how they survive winter:
When winter rolls around, deciduous trees, like oaks and maples, go into a kind of energy-saving mode. Since it gets pretty cold and sunlight isn't as strong, they take a break from photosynthesis, where they make food from sunlight. To cope with this, they drop their leaves because it's a bit like shedding extra baggage.
Now, here's the cool part: before winter hits, these trees store extra food in their roots, trunk, and branches during the fall. It's like they're stocking up for a winter pantry. When they stop photosynthesizing, they use the stored food to stay alive. It's like having snacks tucked away for a rainy (or snowy) day. The glucose even acts as a bit of "anti freeze" for those ultra cold days. So, even though they look bare and quiet in the winter, they're actually dormant and waiting for the warm, sunny days of spring to start the whole photosynthesis party again!
Evergreens are like nature's winter warriors. While deciduous trees drop their leaves, evergreens, like pines and spruces, stay green and lively all year round, even in winter. Here's how they do it:
Alright, imagine coniferous trees like the cool kids who found a way to deal with the winter better. So, instead of regular leaves like deciduous trees, conifers decided to rock needles. Why? Well, needles are like winter jackets for trees!
Picture this: regular leaves would get all cold and might freeze in the winter, and that's not fun for trees. So, conifers were like, "Hey, let's be smart about this." They grew these thin, pointy needles that are like mini winter coats. The needles are small and have a special waxy layer that helps them hold onto water, like a waterproof jacket.
This way, even when it's freezing outside, conifers can keep their cool and not lose too much water. It's like they're wearing the perfect outfit for winter all year round, and that's why they're the evergreen fashionistas of the tree world
Coniferous trees have developed what you might call "natural antifreeze." Coniferous trees contain special compounds like resins and sugars that act like natural antifreeze agents. These substances help prevent the water inside the cells from turning into ice crystals, which could damage the cell structure. Essentially, these compounds lower the freezing point of the tree's internal fluids, allowing them to remain liquid even in sub-zero temperatures.
Additionally, coniferous trees adjust their metabolic rate during winter. While deciduous trees might go into a state of dormancy, conifers continue photosynthesis, albeit at a slower pace. Their ability to produce food during winter gives them a continuous energy source, unlike deciduous trees that rely on stored reserves.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Thanks a million for the efforts in coming to interviews on Thursday and Friday. I especially appreciate your patience on Friday when things ran long! I'll continue to remain in touch and encourage you to do the same as well!
*I'm always nervous about sharing these sorts of links as I want there to be zero perception that it's self serving. With that proviso: There are so many great teachers out there that I feel deserve to be acknowledged and I have some of the best colleagues imaginable. The Prime Minister has a teaching award that is offered up yearly pmate-ppmee.ised-isde.canada.ca/site/pm-awards-teaching-excellence-stem/en amongst others so if you know of a teacher that is deserving of recognition, shout them out!
*Raffle Basket Donations: Our class basket has an "Outdoor Fun" theme. If you'd like to donate new items or gift cards related to this theme, that would be awesome. Donations are due by November 29th!
*Gifted Screening: It looks as though we're proceeding with gifted screening November 25 to November 27 from 2:40-3:40.
LANGUAGE
9:10-10:50
Students received their final block of time to finalize and submit their Monster Jam logos. I've uploaded their logos for your perusal :)https://monsterjammediaproject.weebly.com/
Next media period will see students review their logo design questions and organize their responses before justifying their design choices orally on video. I’ve stressed throughout the logo design portion of this year long project that we survey our target audience to solicit information so we can make thoughtful choices and that we need to prove our thinking with reference to the data. If one wants to deviate from the data, that’s fine but we need to be towards being purposefully creative rather than simply creative. Over the past few weeks, I’ve shared with students two professional logo designers and what they produce and provide for a client to justify their design work eg: https://www.drooker.ca/uploads/1/1/0/9/110962203/professionallogodesignexample.docx
I’ve been stressing the use of phrases such as “For example,” amongst others to support our thinking so we’ll be looking for that in next class’s videos.
Students will also have a chance to use AI to design a logo for them. Using their descriptive skills, they’ll prompt AI to generate and modify a logo while adhering to the same parameters they set out to use for their hand drawn logos.
We’ll then turn our attention towards print advertisements:)
MATH
11:20-12:20
Grade 4s transitioned from work on prims to work involving pyramids. Grade 3s did an angle building performance task for gumballs from our class gumball machine.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s took a look at defining deciduous vs. coniferous trees today. We looked at how they survive winter:
When winter rolls around, deciduous trees, like oaks and maples, go into a kind of energy-saving mode. Since it gets pretty cold and sunlight isn't as strong, they take a break from photosynthesis, where they make food from sunlight. To cope with this, they drop their leaves because it's a bit like shedding extra baggage.
Now, here's the cool part: before winter hits, these trees store extra food in their roots, trunk, and branches during the fall. It's like they're stocking up for a winter pantry. When they stop photosynthesizing, they use the stored food to stay alive. It's like having snacks tucked away for a rainy (or snowy) day. The glucose even acts as a bit of "anti freeze" for those ultra cold days. So, even though they look bare and quiet in the winter, they're actually dormant and waiting for the warm, sunny days of spring to start the whole photosynthesis party again!
Evergreens are like nature's winter warriors. While deciduous trees drop their leaves, evergreens, like pines and spruces, stay green and lively all year round, even in winter. Here's how they do it:
Alright, imagine coniferous trees like the cool kids who found a way to deal with the winter better. So, instead of regular leaves like deciduous trees, conifers decided to rock needles. Why? Well, needles are like winter jackets for trees!
Picture this: regular leaves would get all cold and might freeze in the winter, and that's not fun for trees. So, conifers were like, "Hey, let's be smart about this." They grew these thin, pointy needles that are like mini winter coats. The needles are small and have a special waxy layer that helps them hold onto water, like a waterproof jacket.
This way, even when it's freezing outside, conifers can keep their cool and not lose too much water. It's like they're wearing the perfect outfit for winter all year round, and that's why they're the evergreen fashionistas of the tree world
Coniferous trees have developed what you might call "natural antifreeze." Coniferous trees contain special compounds like resins and sugars that act like natural antifreeze agents. These substances help prevent the water inside the cells from turning into ice crystals, which could damage the cell structure. Essentially, these compounds lower the freezing point of the tree's internal fluids, allowing them to remain liquid even in sub-zero temperatures.
Additionally, coniferous trees adjust their metabolic rate during winter. While deciduous trees might go into a state of dormancy, conifers continue photosynthesis, albeit at a slower pace. Their ability to produce food during winter gives them a continuous energy source, unlike deciduous trees that rely on stored reserves.
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 Times Table Tricks https://www.drooker.ca/uploads/1/1/0/9/110962203/ultimate_multiplication_table_tricks.pdf
THURSDAY, NOVEMBER 13, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder that parent interviews start tonight and run into tomorrow. Your child is more than welcome to attend! Please ensure that you knock on our classroom door two minutes prior to the start of your interview time to ensure we remain on schedule. Let’s be frank! 15 minutes is but a brief amount of time! If more time is needed, we can always plan for another meet up :)
LANGUAGE
9:10-10:50
M.S. presented his oral presentation to the class.
WARM UP
We co-authored a letter to Banksy related to some art work that we discovered on our school grounds. This served as a warm up and provided students with another strong work sample related to the letter writing unit.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We then jumped right into our Message in a Bottle writing task. I gave students an opportunity to write for 45 minutes. Students were tasked with writing one sentence, applying O.P.P. and approaching for feedback immediately and then repeating the process as often as they could in the time provided. I typically conduct this unusual "One by One" writing approach before parent/teacher interviews as a launching pad for discussion. It provides you with a recent writing sample which can demonstrate how focused they are, how quickly they seek out feedback, and how many times they can repeat the process while navigating the needs of this class.
MATH
11:20-12:20
We continued our dive into prisms and pyramids today alongside some additional work involving angles, parallel, and perpendicular lines.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s received their final block of time to complete their Sim City Maps reflecting the patterns of the Arctic Region of Canada. Students will pivot to their new science unit next week https://www.drooker.ca/habitats-and-communities.html. Much like the 3s, we'll intersperse some exit interviews related to their Sim Cities amongst our science learning as well.
Grade 3s covered Food Chains and an intro to deciduous and coniferous trees today. https://www.drooker.ca/growth-and-changes-in-plants.html
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder that parent interviews start tonight and run into tomorrow. Your child is more than welcome to attend! Please ensure that you knock on our classroom door two minutes prior to the start of your interview time to ensure we remain on schedule. Let’s be frank! 15 minutes is but a brief amount of time! If more time is needed, we can always plan for another meet up :)
LANGUAGE
9:10-10:50
M.S. presented his oral presentation to the class.
WARM UP
We co-authored a letter to Banksy related to some art work that we discovered on our school grounds. This served as a warm up and provided students with another strong work sample related to the letter writing unit.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We then jumped right into our Message in a Bottle writing task. I gave students an opportunity to write for 45 minutes. Students were tasked with writing one sentence, applying O.P.P. and approaching for feedback immediately and then repeating the process as often as they could in the time provided. I typically conduct this unusual "One by One" writing approach before parent/teacher interviews as a launching pad for discussion. It provides you with a recent writing sample which can demonstrate how focused they are, how quickly they seek out feedback, and how many times they can repeat the process while navigating the needs of this class.
MATH
11:20-12:20
We continued our dive into prisms and pyramids today alongside some additional work involving angles, parallel, and perpendicular lines.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 4s received their final block of time to complete their Sim City Maps reflecting the patterns of the Arctic Region of Canada. Students will pivot to their new science unit next week https://www.drooker.ca/habitats-and-communities.html. Much like the 3s, we'll intersperse some exit interviews related to their Sim Cities amongst our science learning as well.
Grade 3s covered Food Chains and an intro to deciduous and coniferous trees today. https://www.drooker.ca/growth-and-changes-in-plants.html
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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, NOVEMBER 12, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WARM UP
Students did some independent reading while I gave some feedback to B.D. I also used some time to reintroduce students to our Message in a Bottle Project which we are starting. https://digitalmessageinabottle.weebly.com/ https://digitalmessageinabottle.weebly.com/uploads/1/1/0/9/110962203/screenshot-2024-11-13-at-1-57-42-pm_orig.png
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /o/. We identified the following spelling patterns that create this sound: o, ow, ough, oe, VCE, ou, oa
We then did some “Phonics” work: We looked at beginning two letter blends. Some words begin with two consonants. When the sounds of the consonants are blended together, the two letters are called a blend (sc, sk, sm, sp, st, sw...)
I tried a new approach towards guided reading (as I continue to try to find the right fit for this class and to reach the highest number of students per day as possible). We looked at multisyllabic words ending in tion/ion = shun/shin
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I walked students through their writing task for the next 3 days. Each day will see them write a single paragraph as part of our Message in a Bottle Project. Students will initially hand write their letters as per the following instructions: https://www.drooker.ca/uploads/1/1/0/9/110962203/message_in_a_bottle_instructions.docx After completion, they will type up their letters and I'll post them on our website: https://digitalmessageinabottle.weebly.com/
MATH
11:20-12:20
Grade 3s worked on parallel and perpendicular lines alongside work involving labelling parallel sides on polygons using chevrons (Page 10 and 11)
Grade 4s received their introductory lesson to defining and identifying prisms and pyramids. The following digital manipulates are definitely worth reviewing: https://www.learner.org/wp-content/interactive/geometry/pyramids/ and https://www.learner.org/wp-content/interactive/geometry/prisms/ We not only defined prims and pyramids but looked at how they're named (by the name of the shape on its base) as well as identifying parts of a 3 dimensional shape (edges, faces, vertices, bases, apex) (Page 14).
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Students received their penultimate period to finish their Arctic Sim City task.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s completed pages portions of page 17-23. We reviewed what we learned the past few days and learned more about pollinators https://www.youtube.com/watch?v=CUPzbTuJlgc and the life cycle of a plant.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WARM UP
Students did some independent reading while I gave some feedback to B.D. I also used some time to reintroduce students to our Message in a Bottle Project which we are starting. https://digitalmessageinabottle.weebly.com/ https://digitalmessageinabottle.weebly.com/uploads/1/1/0/9/110962203/screenshot-2024-11-13-at-1-57-42-pm_orig.png
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /o/. We identified the following spelling patterns that create this sound: o, ow, ough, oe, VCE, ou, oa
We then did some “Phonics” work: We looked at beginning two letter blends. Some words begin with two consonants. When the sounds of the consonants are blended together, the two letters are called a blend (sc, sk, sm, sp, st, sw...)
I tried a new approach towards guided reading (as I continue to try to find the right fit for this class and to reach the highest number of students per day as possible). We looked at multisyllabic words ending in tion/ion = shun/shin
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I walked students through their writing task for the next 3 days. Each day will see them write a single paragraph as part of our Message in a Bottle Project. Students will initially hand write their letters as per the following instructions: https://www.drooker.ca/uploads/1/1/0/9/110962203/message_in_a_bottle_instructions.docx After completion, they will type up their letters and I'll post them on our website: https://digitalmessageinabottle.weebly.com/
MATH
11:20-12:20
Grade 3s worked on parallel and perpendicular lines alongside work involving labelling parallel sides on polygons using chevrons (Page 10 and 11)
Grade 4s received their introductory lesson to defining and identifying prisms and pyramids. The following digital manipulates are definitely worth reviewing: https://www.learner.org/wp-content/interactive/geometry/pyramids/ and https://www.learner.org/wp-content/interactive/geometry/prisms/ We not only defined prims and pyramids but looked at how they're named (by the name of the shape on its base) as well as identifying parts of a 3 dimensional shape (edges, faces, vertices, bases, apex) (Page 14).
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Students received their penultimate period to finish their Arctic Sim City task.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s completed pages portions of page 17-23. We reviewed what we learned the past few days and learned more about pollinators https://www.youtube.com/watch?v=CUPzbTuJlgc and the life cycle of a plant.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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, NOVEMBER 12, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a friendly reminder that if you have yet to book a parent/teacher interview for this Thursday or Friday, I have a few slots remaining. I'll reach out to those who have yet to book a meeting shortly to see how I can best accommodate you. Students are more than welcome and frankly are encouraged to attend their meetings!
*Our trimming up of literacy block (by moving our "What's Trending" block to sometime throughout the day when we need a breather is definitely helping with the flow of our morning!
LANGUAGE
9:10-10:50
S.D. presented her oral presentation to the class.
WARM UP
Students enjoyed some independent reading while I gave some descriptive feedback to R.C. on his most recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /i/. We identified the following spelling patterns that create this sound: i, y, i_e, eigh, igh, ig, ie, uy
We then did some “Our Proofreading Plan/O.P.P.” work
I conducted guided reading with A.H, S.D., and G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to finish up their retelling of "Balablok". Grade 3s used their graphic organizers while grade 4s used their paragraph writing organizers for this task.
MATH/LIBRARY
11:20-12:20
We continued our work with angles.
Grade 3s completed pages 7-9 of their formative work booklets
Grade 4s completed pages 12 and 13 of their formative work booklets.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students presented their "set plays" for European Handball. We recorded them for evaluation and I'll upload videos shortly to student Google Drives for your perusal.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We revisited photosynthesis and plant reproduction to consolidate our understanding. https://www.drooker.ca/growth-and-changes-in-plants.html
We then planted our Mimosa Pudica seeds and I introduced students to two other plants which I purchased for our class (one of which is a Venus Fly Trap). We will select a plant to study shortly for our co-authored research paper which I'll facilitate alongside students.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a friendly reminder that if you have yet to book a parent/teacher interview for this Thursday or Friday, I have a few slots remaining. I'll reach out to those who have yet to book a meeting shortly to see how I can best accommodate you. Students are more than welcome and frankly are encouraged to attend their meetings!
*Our trimming up of literacy block (by moving our "What's Trending" block to sometime throughout the day when we need a breather is definitely helping with the flow of our morning!
LANGUAGE
9:10-10:50
S.D. presented her oral presentation to the class.
WARM UP
Students enjoyed some independent reading while I gave some descriptive feedback to R.C. on his most recent work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /i/. We identified the following spelling patterns that create this sound: i, y, i_e, eigh, igh, ig, ie, uy
We then did some “Our Proofreading Plan/O.P.P.” work
I conducted guided reading with A.H, S.D., and G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to finish up their retelling of "Balablok". Grade 3s used their graphic organizers while grade 4s used their paragraph writing organizers for this task.
MATH/LIBRARY
11:20-12:20
We continued our work with angles.
Grade 3s completed pages 7-9 of their formative work booklets
Grade 4s completed pages 12 and 13 of their formative work booklets.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students presented their "set plays" for European Handball. We recorded them for evaluation and I'll upload videos shortly to student Google Drives for your perusal.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We revisited photosynthesis and plant reproduction to consolidate our understanding. https://www.drooker.ca/growth-and-changes-in-plants.html
We then planted our Mimosa Pudica seeds and I introduced students to two other plants which I purchased for our class (one of which is a Venus Fly Trap). We will select a plant to study shortly for our co-authored research paper which I'll facilitate alongside students.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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, NOVEMBER 11, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
C.S. presented her oral presentation to students.
Unsurprisingly, our lesson involving Remembrance Day was quite provocative. Students watched the award winning NFB video: https://www.youtube.com/watch?v=6fzWJcgVgYY and we debriefed for a considerable time. We then jumped into the writing portion of our literacy block. Grade 3s and 4s were asked to start work on a fiction retelling of Balablok. This was the first opportunity for 4th graders to advance into writing a paragraph retell using their more advanced paragraph organizer. They'll finish their retell organizers or retell paragraphs tomorrow.
MATH
11:20-12:20
We had our Remembrance Day Assembly during this block of time. We had 10 minutes to recap and take up our angle work from Friday involving acute, obtuse and right angles.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Students received their 3rd and final period to practice their set play. We'll evaluate their set plays tomorrow and then advance into our European Handball Tournament finals.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We had a wide ranging lesson. We first finished up our lesson on the leaf and photosynthesis.
In summary:
What Comes In
Water (and minerals such as Calcium, Phosphorous, Nitrogen, Potassium, etc.) goes in through the roots
Sunlight and Carbon Dioxide enter through the Stomata
https://www.reddit.com/r/BeAmazed/comments/zsd0m6/a_plant_breathing_magnified/
These "ingredients" mix in the chloroplast ("bowl")
What Comes Out
Oxygen is released through the stomata
Sugar (Glucose) is created for the plant (Autotroph)
We then turned our attention from leaves to other parts of a plant
https://www.youtube.com/watch?v=p3St51F4kE8
and then started to pay closer attention the flower and how reproduction occurs
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2021-09-27-at-5-46-35-am_orig.png
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
C.S. presented her oral presentation to students.
Unsurprisingly, our lesson involving Remembrance Day was quite provocative. Students watched the award winning NFB video: https://www.youtube.com/watch?v=6fzWJcgVgYY and we debriefed for a considerable time. We then jumped into the writing portion of our literacy block. Grade 3s and 4s were asked to start work on a fiction retelling of Balablok. This was the first opportunity for 4th graders to advance into writing a paragraph retell using their more advanced paragraph organizer. They'll finish their retell organizers or retell paragraphs tomorrow.
MATH
11:20-12:20
We had our Remembrance Day Assembly during this block of time. We had 10 minutes to recap and take up our angle work from Friday involving acute, obtuse and right angles.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Students received their 3rd and final period to practice their set play. We'll evaluate their set plays tomorrow and then advance into our European Handball Tournament finals.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We had a wide ranging lesson. We first finished up our lesson on the leaf and photosynthesis.
In summary:
What Comes In
Water (and minerals such as Calcium, Phosphorous, Nitrogen, Potassium, etc.) goes in through the roots
Sunlight and Carbon Dioxide enter through the Stomata
https://www.reddit.com/r/BeAmazed/comments/zsd0m6/a_plant_breathing_magnified/
These "ingredients" mix in the chloroplast ("bowl")
What Comes Out
Oxygen is released through the stomata
Sugar (Glucose) is created for the plant (Autotroph)
We then turned our attention from leaves to other parts of a plant
https://www.youtube.com/watch?v=p3St51F4kE8
and then started to pay closer attention the flower and how reproduction occurs
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2021-09-27-at-5-46-35-am_orig.png
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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, NOVEMBER 8, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I was away yesterday for a professional development opportunity involving Outdoor Education and Math. As such, there no blog was sent. Just a heads up that I have a few more PD opportunities I've been tasked with over the next few weeks including an Equity Symposium.
*I re-uploaded some learning skill report cards. I've been having some occasional issues with my Google Drive app on my iPhone with some uploads failing to take (likely due to me being on my own data plan in our thick, cinder block school!)
*Moving forward (at least for the time being), I'm going to skip out on the "What's Trending" portion of our literacy block. When possible, I'm going to phase it in midday as a transition between periods. Our class academic needs are such that we can't afford to miss out any time.
*I've updated the Gallery/Highlights webpage and included a summary of the grant project proposal that was approved on Wednesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/grant_proposal.pdf
LANGUAGE
9:10-10:50
T.R. presented his Nike Speech to the class.
MEDIA
https://www.drooker.ca/media.html
I presented to students their media studies project website: https://monsterjammediaproject.weebly.com/
After looking through the data that we aggregated from our student surveys alongside the data that Spin Master Toys provided us with, students started work on their Monster Jam logos all the while recognizing that they had to justify their design thinking:
Why did you pick the style of lettering (font) that you did?
Why did you choose the pictures (graphics) that you did?
Why did you mix and space things the way you did?
Why did you select the colours and combinations that you did?
Students will receive a full literacy block next Day 1 to complete their hybrid logos with the results being posted on their respective webpages.
MATH
11:20-12:20
We returned our attention back to angles and the use of a protractor to measure angles in degrees: https://www.youtube.com/watch?v=Gzd_lsNwTOI
Naturally, we examined acute, obtuse, right, and straight angles while also taking a cursory glance at reflex angles.
Grade 3s completed page 6 and grade 4s completed page 11 of their formative work booklets.
We continued to practice our Times Table Tricks including the finger trick for the 9 times table. I've sent home a review page which includes a summary of all of our tricks that we'll be reviewing over the next few months. Do practice when you can!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students have completed the first 14 pages of their formative work booklets. We focused in on parts of a plant today alongside a partial look at Photosynthesis https://www.youtube.com/watch?v=D1Ymc311XS8 We also got our toes wet with the germination of our Mimosa Pudica plant seeds. Regardless of whether or not we're successful (They can be quite finicky) we'll be co-researching and co-authoring a research project into this plant.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*I was away yesterday for a professional development opportunity involving Outdoor Education and Math. As such, there no blog was sent. Just a heads up that I have a few more PD opportunities I've been tasked with over the next few weeks including an Equity Symposium.
*I re-uploaded some learning skill report cards. I've been having some occasional issues with my Google Drive app on my iPhone with some uploads failing to take (likely due to me being on my own data plan in our thick, cinder block school!)
*Moving forward (at least for the time being), I'm going to skip out on the "What's Trending" portion of our literacy block. When possible, I'm going to phase it in midday as a transition between periods. Our class academic needs are such that we can't afford to miss out any time.
*I've updated the Gallery/Highlights webpage and included a summary of the grant project proposal that was approved on Wednesday: https://www.drooker.ca/uploads/1/1/0/9/110962203/grant_proposal.pdf
LANGUAGE
9:10-10:50
T.R. presented his Nike Speech to the class.
MEDIA
https://www.drooker.ca/media.html
I presented to students their media studies project website: https://monsterjammediaproject.weebly.com/
After looking through the data that we aggregated from our student surveys alongside the data that Spin Master Toys provided us with, students started work on their Monster Jam logos all the while recognizing that they had to justify their design thinking:
Why did you pick the style of lettering (font) that you did?
Why did you choose the pictures (graphics) that you did?
Why did you mix and space things the way you did?
Why did you select the colours and combinations that you did?
Students will receive a full literacy block next Day 1 to complete their hybrid logos with the results being posted on their respective webpages.
MATH
11:20-12:20
We returned our attention back to angles and the use of a protractor to measure angles in degrees: https://www.youtube.com/watch?v=Gzd_lsNwTOI
Naturally, we examined acute, obtuse, right, and straight angles while also taking a cursory glance at reflex angles.
Grade 3s completed page 6 and grade 4s completed page 11 of their formative work booklets.
We continued to practice our Times Table Tricks including the finger trick for the 9 times table. I've sent home a review page which includes a summary of all of our tricks that we'll be reviewing over the next few months. Do practice when you can!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students have completed the first 14 pages of their formative work booklets. We focused in on parts of a plant today alongside a partial look at Photosynthesis https://www.youtube.com/watch?v=D1Ymc311XS8 We also got our toes wet with the germination of our Mimosa Pudica plant seeds. Regardless of whether or not we're successful (They can be quite finicky) we'll be co-researching and co-authoring a research project into this plant.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*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, NOVEMBER 6, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Any questions, comments, or concerns before we start the day
*Just a fresh reminder that I continue to upload pictures of student work to their Remote Learning Google Drives including their recent math test. Do check it out periodically!
*We're also at a point now in the year where certain work patterns have emerged including low output work due to frequent coping strategies (E.g., going out for extended times during work periods, etc.). I will periodically send work home in a "Finish" Folder alongside some voice note instructions for finishing up at home should it be necessary. Do check your child's school bag for this folder and kindly have them complete the work and return the folder the following day as instructed.
*We secured $3000.00 for our classroom through the CCEL grant program! Our grant proposal was approved by the committee and relates to the trades and coding! Stay tuned for more information! :)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We conducted some "binary/Perler bead" tag. Students are creating a keychain of their name out of binary code.
O.H. completed his Nike Speech before the class.
We discussed how a Turing Tumble is like a computer:
In a Turing Tumble machine, each marble acts like a little spark of electricity that moves through switches and ramps, just like electricity flows through transistors in a computer. When a marble drops, it can go left or right, representing a 0 or a 1, like an “on” or “off” switch. To make numbers and then add them, the machine counts the marbles that go a certain direction. For example, if three marbles go left, that’s like saying we have “3.” When we want to add, we let more marbles flow through, and the machine’s switches guide them in ways that represent combining numbers—like guiding two more marbles to go left, making the total “5.” So, by directing where each marble goes, the machine can add numbers, just like counting and adding steps on a path!
WARM UP
Students enjoyed some “E.E.K.K.” Reading while I conducted a feedback session with M.S.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /e/. We identified the following spelling patterns that create this sound: i, e, ee, ea, ei, ie, y, ey, ete
We then did some “Phonics” work. We reviewed our first unit of study which involved beginning and ending consonants and hard and soft c and g sounds (Rule: If c or g is followed by the letter e, i, or y, it makes a soft sound).
I conducted guided reading and focused in on multisyllabic word attack skills. We looked at VC/CV (nap+kin), V/CV (ro+bot), and VC/V(lim+it) syllable splitting.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We took a look at a diagnostic writing sample under the document camera together and gave some descriptive feedback on the effort while noting how to best utilize the graphic organizer to produce the best results.
MATH
11:20-12:20
We recapped our introduction to Geometry and worked on page 5 of our workbooks and took up our work. We then turned our attention towards angles:
https://www.drooker.ca/spatial-sense.html
Angles Song: player.vimeo.com/video/213029703?app_id=122963
Online Protractor: www.visnos.com/demos/basic-angles
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2018-11-14-at-8-31-16-pm.png?1579277454
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4 students are now within reach of having completed their Arctic Sim City Maps and will sit down alongside me for exit interviews that I will intersperse while we start our first science unit-Habitats and Communities. I'll provide students with two more work periods to wrap things up.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We're now up to page 10 of our formative work booklet. We focused in on 6 reasons why plants are important
Plants give us food
Plants keep our air clean
Plants can be used for medicine
Animals eat plants. Animals give us food, too!
We can use plants to build things like houses.
Plants are beautiful to look at.
We really focused in on the components of air as we work towards understanding photosynthesis. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-10-30-at-3-12-38-pm.png?1698693292
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
To the tune of "Mary Had a Little Lamb"
8 16 24
32 40
48 and 56
64, 72 and 80
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Any questions, comments, or concerns before we start the day
*Just a fresh reminder that I continue to upload pictures of student work to their Remote Learning Google Drives including their recent math test. Do check it out periodically!
*We're also at a point now in the year where certain work patterns have emerged including low output work due to frequent coping strategies (E.g., going out for extended times during work periods, etc.). I will periodically send work home in a "Finish" Folder alongside some voice note instructions for finishing up at home should it be necessary. Do check your child's school bag for this folder and kindly have them complete the work and return the folder the following day as instructed.
*We secured $3000.00 for our classroom through the CCEL grant program! Our grant proposal was approved by the committee and relates to the trades and coding! Stay tuned for more information! :)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We conducted some "binary/Perler bead" tag. Students are creating a keychain of their name out of binary code.
O.H. completed his Nike Speech before the class.
We discussed how a Turing Tumble is like a computer:
In a Turing Tumble machine, each marble acts like a little spark of electricity that moves through switches and ramps, just like electricity flows through transistors in a computer. When a marble drops, it can go left or right, representing a 0 or a 1, like an “on” or “off” switch. To make numbers and then add them, the machine counts the marbles that go a certain direction. For example, if three marbles go left, that’s like saying we have “3.” When we want to add, we let more marbles flow through, and the machine’s switches guide them in ways that represent combining numbers—like guiding two more marbles to go left, making the total “5.” So, by directing where each marble goes, the machine can add numbers, just like counting and adding steps on a path!
WARM UP
Students enjoyed some “E.E.K.K.” Reading while I conducted a feedback session with M.S.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme long /e/. We identified the following spelling patterns that create this sound: i, e, ee, ea, ei, ie, y, ey, ete
We then did some “Phonics” work. We reviewed our first unit of study which involved beginning and ending consonants and hard and soft c and g sounds (Rule: If c or g is followed by the letter e, i, or y, it makes a soft sound).
I conducted guided reading and focused in on multisyllabic word attack skills. We looked at VC/CV (nap+kin), V/CV (ro+bot), and VC/V(lim+it) syllable splitting.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We took a look at a diagnostic writing sample under the document camera together and gave some descriptive feedback on the effort while noting how to best utilize the graphic organizer to produce the best results.
MATH
11:20-12:20
We recapped our introduction to Geometry and worked on page 5 of our workbooks and took up our work. We then turned our attention towards angles:
https://www.drooker.ca/spatial-sense.html
Angles Song: player.vimeo.com/video/213029703?app_id=122963
Online Protractor: www.visnos.com/demos/basic-angles
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2018-11-14-at-8-31-16-pm.png?1579277454
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4 students are now within reach of having completed their Arctic Sim City Maps and will sit down alongside me for exit interviews that I will intersperse while we start our first science unit-Habitats and Communities. I'll provide students with two more work periods to wrap things up.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We're now up to page 10 of our formative work booklet. We focused in on 6 reasons why plants are important
Plants give us food
Plants keep our air clean
Plants can be used for medicine
Animals eat plants. Animals give us food, too!
We can use plants to build things like houses.
Plants are beautiful to look at.
We really focused in on the components of air as we work towards understanding photosynthesis. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-10-30-at-3-12-38-pm.png?1698693292
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
To the tune of "Mary Had a Little Lamb"
8 16 24
32 40
48 and 56
64, 72 and 80
TUESDAY, NOVEMBER 5, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: T.R. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We started off the morning with some further discussion on our perler bead/binary task which students will have an opportunity to do over the upcoming days. We also snuck in a bit of media where we discussed our overall data that we aggregated from the surveys we sent around school for completion.
WARM UP
Students read independently while I worked with T.R.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme (Long) /a/. We identified the following spelling patterns that create this sound: a, ai, a_e, eigh, ei, ea, ay, aigh, ey
We then did some “Our Proofreading Plan/O.P.P.” work
I conducted guided reading and focused in on attacking multisyllabic words using a vowel spotting technique. Each syllable has a vowel so if we can chunk out a word into syllables, we can better manage our decoding "flow" throughout the word. Having said that, English is a tricky language so we focused in on the VC/CV rule: When two consonants are between two vowels, split the word between the consonants (E.g. napkin --> "nap" + "kin"). We'll look at some other rules over the next few days.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to work on their diagnostic letter task inspired by Ted L. Nancy's book: "Letters From a Nut".
MATH/LIBRARY
11:20-12:20
Students had library followed by an introduction to their new math unit: https://www.drooker.ca/spatial-sense.html We started off with a discussion involving differentiating between 1d, 2d, and 3d. We looked at vertical, horizontal, oblique, parallel, intersecting and perpendicular (1d) lines followed by pages 3 and 4 of our work booklets which centered on drawing polygons with a ruler and the word vertice for corner.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students received a full hour to continue their preparation for European Handball Playoffs. Students unfortunately have not been taking this time to prepare seriously and struggling with focused group work and communication :( We discussed the norms of group work, responsibilities and minimum expectations and what execution/practice should look like (e.g "Practice like you play!"). We'll be recording one set play from each group for evaluation purposes next class.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We defined a plant as a living thing that *usually* grows in the ground and needs sun and water to survive. Plants usually have leaves or flowers (We'll discuss the function of these parts shortly). We discussed and took a note on common plants in our community and learned a bit about the specific grass (Canada Bluegrass) that grows in the Great Lakes/St. Lawrence Lowlands region of Ontario. I also started conducting exit interviews with students involving their Sim City Social Studies Culminating Tasks.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
To the tune of "Mary Had a Little Lamb"
8 16 24
32 40
48 and 56
64, 72 and 80
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: T.R. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We started off the morning with some further discussion on our perler bead/binary task which students will have an opportunity to do over the upcoming days. We also snuck in a bit of media where we discussed our overall data that we aggregated from the surveys we sent around school for completion.
WARM UP
Students read independently while I worked with T.R.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme (Long) /a/. We identified the following spelling patterns that create this sound: a, ai, a_e, eigh, ei, ea, ay, aigh, ey
We then did some “Our Proofreading Plan/O.P.P.” work
I conducted guided reading and focused in on attacking multisyllabic words using a vowel spotting technique. Each syllable has a vowel so if we can chunk out a word into syllables, we can better manage our decoding "flow" throughout the word. Having said that, English is a tricky language so we focused in on the VC/CV rule: When two consonants are between two vowels, split the word between the consonants (E.g. napkin --> "nap" + "kin"). We'll look at some other rules over the next few days.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students had an opportunity to work on their diagnostic letter task inspired by Ted L. Nancy's book: "Letters From a Nut".
MATH/LIBRARY
11:20-12:20
Students had library followed by an introduction to their new math unit: https://www.drooker.ca/spatial-sense.html We started off with a discussion involving differentiating between 1d, 2d, and 3d. We looked at vertical, horizontal, oblique, parallel, intersecting and perpendicular (1d) lines followed by pages 3 and 4 of our work booklets which centered on drawing polygons with a ruler and the word vertice for corner.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students received a full hour to continue their preparation for European Handball Playoffs. Students unfortunately have not been taking this time to prepare seriously and struggling with focused group work and communication :( We discussed the norms of group work, responsibilities and minimum expectations and what execution/practice should look like (e.g "Practice like you play!"). We'll be recording one set play from each group for evaluation purposes next class.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We defined a plant as a living thing that *usually* grows in the ground and needs sun and water to survive. Plants usually have leaves or flowers (We'll discuss the function of these parts shortly). We discussed and took a note on common plants in our community and learned a bit about the specific grass (Canada Bluegrass) that grows in the Great Lakes/St. Lawrence Lowlands region of Ontario. I also started conducting exit interviews with students involving their Sim City Social Studies Culminating Tasks.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
To the tune of "Mary Had a Little Lamb"
8 16 24
32 40
48 and 56
64, 72 and 80
MONDAY, NOVEMBER 4, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder (as I haven't had any takers since I mentioned this last week) that should you require a translator for parent/teacher interviews, kindly let me know as soon as possible. As well, should there be a need to have separate interviews due to any family arrangements, please let me know as well :)
*We'll continue to intersperse oral presentations throughout the upcoming days for students who have yet to have an opportunity to present before the class or before a camera.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We continued our discussion of how a computer is like a library and in fact finished up our analogy from beginning to end. We took a look at some perler beads as students will be creating a message using binary https://www.drooker.ca/coding.html We'll then turn our attention towards actual Turing Tumble learning.
WARM UP
Cursive Writing Practice https://www.drooker.ca/cursive.html
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /v/. We identified the following spelling patterns that create this sound: v, f, vv, ve
We then did some “Morpheme Magic” Work: We looked at the morphemes -ion and -tion and their meanings. These suffixes come from Latin and mean the act of, state of, result of (e.g. Celebration-act of celebrating).
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students brainstormed (alongside their sounding board partner) an idea for their diagnostic letter task inspired by Ted L. Nancy's book "Letters From a Nut". Students will write their letters tomorrow.
MATH
11:20-12:20
J.L. presented his Nike Speech.
Students received their final block of time to complete their math test (120 minutes in total). We'll start a new math unit tomorrow :)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
I've stressed to students that we're nearing a point in our physical education learning and athletic pursuits/"careers" where we start to promote strategy in an effort towards being more successful. Group/teamwork isn't always easy and students were asked this period to reflect on our regular season/round robin and devise a plan for the playoffs. This plan involves goalies and defensive coverage. As well, students were asked to come up with 3 set plays that they can implement after being scored upon to increase their offensive chances. Students will receive a full period tomorrow to work on their set plays. We'll record and evaluate their plays the following gym period and then start our playoffs. Unfortunately, students weren't terribly focused during this "work period" and I'm very curious if students can turn things around and actually execute their ideas after loads of practice!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today saw us start our first Science unit of the year-Growth and Changes in Plants https://www.drooker.ca/growth-and-changes-in-plants.html
First, we defined what an organism (living thing) is
Living things need energy/ nutrients/ food
Living things grow
Living things have senses which allow them to react to changes in their environment
Living things can reproduce
Living things create waste
Living things breathe
IF THE ANSWER IS YES TO ALL OF THE FOLLOWING QUESTIONS, YOU HAVE IDENTIFIED A LIVING THING!
Can it grow?
Can it get energy?
Can it make waste?
Can it to reproduce?
Can it move?
Can it breathe?
Can it react to things?
We then turned our attention towards the needs of living things/organisms
Energy/Food (Autotrophs vs. Heterotrophs)
Water
Shelter and Space
Now that we've started our science unit, we'll intersperse some exit interviews related to our Social Studies culminating task. Big thanks to R.C. for modelling this process before the class to give students a sense as to what to anticipate.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*October's reading logs are due as soon as possible!
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder (as I haven't had any takers since I mentioned this last week) that should you require a translator for parent/teacher interviews, kindly let me know as soon as possible. As well, should there be a need to have separate interviews due to any family arrangements, please let me know as well :)
*We'll continue to intersperse oral presentations throughout the upcoming days for students who have yet to have an opportunity to present before the class or before a camera.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We continued our discussion of how a computer is like a library and in fact finished up our analogy from beginning to end. We took a look at some perler beads as students will be creating a message using binary https://www.drooker.ca/coding.html We'll then turn our attention towards actual Turing Tumble learning.
WARM UP
Cursive Writing Practice https://www.drooker.ca/cursive.html
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /v/. We identified the following spelling patterns that create this sound: v, f, vv, ve
We then did some “Morpheme Magic” Work: We looked at the morphemes -ion and -tion and their meanings. These suffixes come from Latin and mean the act of, state of, result of (e.g. Celebration-act of celebrating).
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students brainstormed (alongside their sounding board partner) an idea for their diagnostic letter task inspired by Ted L. Nancy's book "Letters From a Nut". Students will write their letters tomorrow.
MATH
11:20-12:20
J.L. presented his Nike Speech.
Students received their final block of time to complete their math test (120 minutes in total). We'll start a new math unit tomorrow :)
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
I've stressed to students that we're nearing a point in our physical education learning and athletic pursuits/"careers" where we start to promote strategy in an effort towards being more successful. Group/teamwork isn't always easy and students were asked this period to reflect on our regular season/round robin and devise a plan for the playoffs. This plan involves goalies and defensive coverage. As well, students were asked to come up with 3 set plays that they can implement after being scored upon to increase their offensive chances. Students will receive a full period tomorrow to work on their set plays. We'll record and evaluate their plays the following gym period and then start our playoffs. Unfortunately, students weren't terribly focused during this "work period" and I'm very curious if students can turn things around and actually execute their ideas after loads of practice!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Today saw us start our first Science unit of the year-Growth and Changes in Plants https://www.drooker.ca/growth-and-changes-in-plants.html
First, we defined what an organism (living thing) is
Living things need energy/ nutrients/ food
Living things grow
Living things have senses which allow them to react to changes in their environment
Living things can reproduce
Living things create waste
Living things breathe
IF THE ANSWER IS YES TO ALL OF THE FOLLOWING QUESTIONS, YOU HAVE IDENTIFIED A LIVING THING!
Can it grow?
Can it get energy?
Can it make waste?
Can it to reproduce?
Can it move?
Can it breathe?
Can it react to things?
We then turned our attention towards the needs of living things/organisms
Energy/Food (Autotrophs vs. Heterotrophs)
Water
Shelter and Space
Now that we've started our science unit, we'll intersperse some exit interviews related to our Social Studies culminating task. Big thanks to R.C. for modelling this process before the class to give students a sense as to what to anticipate.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*October's reading logs are due as soon as possible!
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
FRIDAY, NOVEMBER 1, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We managed to get to a few oral presentations today and we'll intersperse some more throughout next week. Just a reminder, all students need to come prepared/will present 3 times a year but they're only required to present once before the class :)
*Just a reminder, we have some nut sensitive students in our class.
*I've sent home November's reading logs with students. Should they have not submitted October's, kindly have them return those 5 entries as soon as possible. I've modified our monthly reading logs and simplified things. Here's a level 4 exemplar: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-10-20-at-6-19-02-pm.png?1729462832
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We started off the morning continuing our introduction to computers and coding. Through role play, we acted out most of the Library Analogy that ou can find here: https://www.drooker.ca/coding.html We will be completing a Perler Bead coding activity involving binary before we move on with our analogy and our eventual fun with the Turing Tumble.
WARM UP
B.D. presented her "Nike Speech" before the class and received descriptive feedback.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /s/. We identified the following spelling patterns that create this sound: s, c, sc, ss, ce, se
H.L. presented his "Nike Speech" before the class and received descriptive feedback.
MEDIA
https://www.drooker.ca/media.html
We continued with our Media Studies learning today. Throughout the week, students have been collecting data from our target audience (Boys and Girls JK-Grade 4) related to our Monster Jam Toy Campaign. Today's lesson focused in on the importance of colour and font selection alongside justifying design thinking through the use of data. Students will create a hybrid logo for Monster Jam while referencing the data we've aggregated.
MATH
11:20-12:20
Students received the entire period to work on their math test. We'll continue on Monday with a bit more time for students to finish things up before advancing to our next unit.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3 students received their final block of time to complete their Sim City Performance Tasks. We'll co-evaluate them together through some "exit interviews" which we'll sprinkle in over the next few weeks as we start our new science unit. Students will be asked various questions about their map and the inclusion and exclusion of certain things and we'll evaluate how well its been patterned off of the Hudson Bay Lowlands region of Ontario that they've studied and researched extensively alongside me. Note: Some students who were absent for extended periods of time will be given a few indoor recesses to make up for their loss of time.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*October's reading logs are due as soon as possible!
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We managed to get to a few oral presentations today and we'll intersperse some more throughout next week. Just a reminder, all students need to come prepared/will present 3 times a year but they're only required to present once before the class :)
*Just a reminder, we have some nut sensitive students in our class.
*I've sent home November's reading logs with students. Should they have not submitted October's, kindly have them return those 5 entries as soon as possible. I've modified our monthly reading logs and simplified things. Here's a level 4 exemplar: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-10-20-at-6-19-02-pm.png?1729462832
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We started off the morning continuing our introduction to computers and coding. Through role play, we acted out most of the Library Analogy that ou can find here: https://www.drooker.ca/coding.html We will be completing a Perler Bead coding activity involving binary before we move on with our analogy and our eventual fun with the Turing Tumble.
WARM UP
B.D. presented her "Nike Speech" before the class and received descriptive feedback.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /s/. We identified the following spelling patterns that create this sound: s, c, sc, ss, ce, se
H.L. presented his "Nike Speech" before the class and received descriptive feedback.
MEDIA
https://www.drooker.ca/media.html
We continued with our Media Studies learning today. Throughout the week, students have been collecting data from our target audience (Boys and Girls JK-Grade 4) related to our Monster Jam Toy Campaign. Today's lesson focused in on the importance of colour and font selection alongside justifying design thinking through the use of data. Students will create a hybrid logo for Monster Jam while referencing the data we've aggregated.
MATH
11:20-12:20
Students received the entire period to work on their math test. We'll continue on Monday with a bit more time for students to finish things up before advancing to our next unit.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3 students received their final block of time to complete their Sim City Performance Tasks. We'll co-evaluate them together through some "exit interviews" which we'll sprinkle in over the next few weeks as we start our new science unit. Students will be asked various questions about their map and the inclusion and exclusion of certain things and we'll evaluate how well its been patterned off of the Hudson Bay Lowlands region of Ontario that they've studied and researched extensively alongside me. Note: Some students who were absent for extended periods of time will be given a few indoor recesses to make up for their loss of time.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*October's reading logs are due as soon as possible!
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
THURSDAY, OCTOBER 31, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Treasure hunt, lottery tickets,
*October's 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 75 points a month with ~10 strikes (7:1 ratio). 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.
*A few reminders...students need to come prepared for Oral Presentation #1 tomorrow. October reading logs are also due. We also have a math test tomorrow :))
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
I revamped our introduction to the Turing Tumble machine and restarted our introduction to computing. We went through part of the analogy that you will find here https://www.drooker.ca/coding.html
WARM UP
Students enjoyed some Keyboarding Practice drooker.typingclub.com/ while I gave some one on one descriptive feedback to N.Y. and S.D.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /z/. We identified the following spelling patterns that create this sound: z, s, ze, ss, zz, x
We then did some “Word Structure” work: By adding -er or -est to a word, we suggest a comparison. We call these endings comparative endings.
For example if I take the base word wet and add er we arrive at the word wetter (suggesting that something is *more* wet than something else. If I add -est to a word, we arrive at the word wettest (suggesting that something is the *most* wet than something else).
I conducted guided reading with G.P., T.R., R.C.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed yesterday's introductory lesson to letter writing and co-wrote a strong work sample.
MATH
11:20-12:20
Students wrapped up their in class study work in preparation for their unit test tomorrow.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We enjoyed some halloween meditation followed by work on our Sim City performance tasks. I've completed my map and grade 3 students are now on the clock and have 40 minutes and 23 seconds remaining to finish their maps. Most have finished and will be using the remaining time to work on their presentation.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 and October's reading logs are due tomorrow
*Math Unit Test (Addition, Subtraction, Word Problems): tomorrow
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: S.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Treasure hunt, lottery tickets,
*October's 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 75 points a month with ~10 strikes (7:1 ratio). 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.
*A few reminders...students need to come prepared for Oral Presentation #1 tomorrow. October reading logs are also due. We also have a math test tomorrow :))
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
I revamped our introduction to the Turing Tumble machine and restarted our introduction to computing. We went through part of the analogy that you will find here https://www.drooker.ca/coding.html
WARM UP
Students enjoyed some Keyboarding Practice drooker.typingclub.com/ while I gave some one on one descriptive feedback to N.Y. and S.D.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /z/. We identified the following spelling patterns that create this sound: z, s, ze, ss, zz, x
We then did some “Word Structure” work: By adding -er or -est to a word, we suggest a comparison. We call these endings comparative endings.
For example if I take the base word wet and add er we arrive at the word wetter (suggesting that something is *more* wet than something else. If I add -est to a word, we arrive at the word wettest (suggesting that something is the *most* wet than something else).
I conducted guided reading with G.P., T.R., R.C.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed yesterday's introductory lesson to letter writing and co-wrote a strong work sample.
MATH
11:20-12:20
Students wrapped up their in class study work in preparation for their unit test tomorrow.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We enjoyed some halloween meditation followed by work on our Sim City performance tasks. I've completed my map and grade 3 students are now on the clock and have 40 minutes and 23 seconds remaining to finish their maps. Most have finished and will be using the remaining time to work on their presentation.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 and October's reading logs are due tomorrow
*Math Unit Test (Addition, Subtraction, Word Problems): tomorrow
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
WEDNESDAY, OCTOBER 30, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Treasure Hunt, Lottery Tickets
*How many presenting on Friday: 7
*Gifted Testing: Grade 3s received a letter regarding Gifted Testing which will be occurring late November-early December.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We watched and unpacked the following video (and trust me...we have more!) to start bridge the connection between electricity and computing knowledge and bridge a Turing Tumble toy with computing. We're doing this is small chunks!
WARM UP
Students enjoyed some “E.E.K.K.” Reading.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /f/. We identified the following spelling patterns that create this sound: f, ph, ff, gh, ffe
We then did some “Phonics” work involving the four sounds of the letter S which are /s/, /sh/, /z/, /zh/ It's important to try different sounds when we encounter a challenging word to see if we're actually aware of the word we're trying to sound out.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I started an introductory lesson to our next unit-Letter/Email Writing https://www.drooker.ca/letter-writing.html I underscored how we're continuing to incorporate paragraphs into any text form we encounter...in this case letter/email writing. The following tutorial video gives you a sense as to today's lesson https://www.youtube.com/watch?v=5qXxP8KMSJk I've sent home a permission form involving Jones Soda for you to fill out as I not only want to give students a sweet treat for Halloween but we'll be needing the empty bottles for the "Message in a Bottle" portion of this unit. Here's a sneak peak as to this upcoming project https://digitalmessageinabottle.weebly.com/
MATH
11:20-12:20
Students continued their in class study preparation for our unit test on Friday involving addition and subtraction with regrouping/borrowing respectively. We'll round up our practice tomorrow in a similar fashion with ongoing descriptive feedback throughout the work package.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s received a lesson specific to their Arctic region. Students are now aware of all land zones (much like the grade 3s are) as well as having been provided research and ongoing opportunities to research and have questions answered related to their performance task Sim City evaluation. For example, we noted the differences in environmental space today as compared to the Hudson Bay Lowlands region (Tundra/Taiga vs. High and Medium Density Forests).
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s are aware that once I complete my map which I've been using to model the application of our learning on that they will have only 45 minutes more till their map is due. We have several students who have completed their maps but are working on their presentation. I'd estimate that I'm roughly 20 minutes away from completing my map so likely tomorrow will be Grade 3 students final period to work on their maps prior to their exit interviews to round off their evaluation (which we'll intersperse amongst work in our next unit of study-Science!).
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 and October's reading logs are due November 1st
*Math Unit Test (Addition, Subtraction, Word Problems): Friday
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
*Jones Soda Permission Form
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Treasure Hunt, Lottery Tickets
*How many presenting on Friday: 7
*Gifted Testing: Grade 3s received a letter regarding Gifted Testing which will be occurring late November-early December.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We watched and unpacked the following video (and trust me...we have more!) to start bridge the connection between electricity and computing knowledge and bridge a Turing Tumble toy with computing. We're doing this is small chunks!
WARM UP
Students enjoyed some “E.E.K.K.” Reading.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /f/. We identified the following spelling patterns that create this sound: f, ph, ff, gh, ffe
We then did some “Phonics” work involving the four sounds of the letter S which are /s/, /sh/, /z/, /zh/ It's important to try different sounds when we encounter a challenging word to see if we're actually aware of the word we're trying to sound out.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I started an introductory lesson to our next unit-Letter/Email Writing https://www.drooker.ca/letter-writing.html I underscored how we're continuing to incorporate paragraphs into any text form we encounter...in this case letter/email writing. The following tutorial video gives you a sense as to today's lesson https://www.youtube.com/watch?v=5qXxP8KMSJk I've sent home a permission form involving Jones Soda for you to fill out as I not only want to give students a sweet treat for Halloween but we'll be needing the empty bottles for the "Message in a Bottle" portion of this unit. Here's a sneak peak as to this upcoming project https://digitalmessageinabottle.weebly.com/
MATH
11:20-12:20
Students continued their in class study preparation for our unit test on Friday involving addition and subtraction with regrouping/borrowing respectively. We'll round up our practice tomorrow in a similar fashion with ongoing descriptive feedback throughout the work package.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s received a lesson specific to their Arctic region. Students are now aware of all land zones (much like the grade 3s are) as well as having been provided research and ongoing opportunities to research and have questions answered related to their performance task Sim City evaluation. For example, we noted the differences in environmental space today as compared to the Hudson Bay Lowlands region (Tundra/Taiga vs. High and Medium Density Forests).
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s are aware that once I complete my map which I've been using to model the application of our learning on that they will have only 45 minutes more till their map is due. We have several students who have completed their maps but are working on their presentation. I'd estimate that I'm roughly 20 minutes away from completing my map so likely tomorrow will be Grade 3 students final period to work on their maps prior to their exit interviews to round off their evaluation (which we'll intersperse amongst work in our next unit of study-Science!).
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 and October's reading logs are due November 1st
*Math Unit Test (Addition, Subtraction, Word Problems): Friday
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
*Jones Soda Permission Form
TUESDAY, OCTOBER 29, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder about Oral Presentation #1 which is due this Friday as well October's 5 Reading Log Entries.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=83NYE1Cj9K8
WARM UP
Student read independently while I offered up some feedback to J.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /r/. We identified the following spelling patterns that create this sound: r, wr, rr
We then did some “Our Proofreading Plan/O.P.P.” work
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received 30 minutes to complete their Monster Paragraph
MATH/LIBRARY
11:20-12:20
I gave students a lengthy and detailed lesson on how to solve word problems which can be best summarized through the following tutorial video https://www.youtube.com/watch?v=wJzvv5Rgafo I personally suggested to students to proceed in the following fashion
Students continued with their study booklet leading into our unit test on Friday.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We finished our regular season/round robin of European Handball. Teams have been seeded in their brackets. Students will receive the next period to make a game plan for our single elimination tournament (Defensive coverage,Set/Alternating/Specific Goalies) alongside designing and practicing three set plays which will be recorded and uploaded to student Google Drives to show off their prowess and step towards being more strategic in their physical activities.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continue to work on their final land zone as part of their Sim City Performance Task.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 and October's reading logs are due November 1st
*Math Unit Test (Addition, Subtraction, Word Problems): Friday
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder about Oral Presentation #1 which is due this Friday as well October's 5 Reading Log Entries.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=83NYE1Cj9K8
WARM UP
Student read independently while I offered up some feedback to J.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /r/. We identified the following spelling patterns that create this sound: r, wr, rr
We then did some “Our Proofreading Plan/O.P.P.” work
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received 30 minutes to complete their Monster Paragraph
MATH/LIBRARY
11:20-12:20
I gave students a lengthy and detailed lesson on how to solve word problems which can be best summarized through the following tutorial video https://www.youtube.com/watch?v=wJzvv5Rgafo I personally suggested to students to proceed in the following fashion
- Personalize the question by changing the names of people to ones you recognize so you can better visualize the situation presented in the word problem
- Add the appropriate operations symbols above the words in the questions that tell you what is needed (+ - X /)
- Circle the numbers that you will be using when solving your word problem
- Highlight the question that needs answering
- Add a “UWQSA” Success Criteria checkbox to remind yourself that you need to “Use the Words in the Question to Start your Answer”.
- Solve the question using numbers first
- Record the answer in words.
- Make sure you “O.P.P.” your written response after UWQSA’ing your answer
- Finally, represent your answer in picture form!
Students continued with their study booklet leading into our unit test on Friday.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We finished our regular season/round robin of European Handball. Teams have been seeded in their brackets. Students will receive the next period to make a game plan for our single elimination tournament (Defensive coverage,Set/Alternating/Specific Goalies) alongside designing and practicing three set plays which will be recorded and uploaded to student Google Drives to show off their prowess and step towards being more strategic in their physical activities.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s continue to work on their final land zone as part of their Sim City Performance Task.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 and October's reading logs are due November 1st
*Math Unit Test (Addition, Subtraction, Word Problems): Friday
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
MONDAY, OCTOBER 28, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Shortly, the "wickets" for Parent/Teacher Interviews will open up for you to book a time to sit down and discuss your child's progress. Firstly, students are more than welcome (and encouraged) to attend these 15 minute interviews. Secondly, we have several students who have parents who have separated and require sometimes separate interviews. As such, if you don't see a time slot that is available and/or interests you, I'm more than willing to hold some phone/Facetime interviews if desired! Kindly reach out and let me know your preferences :) Interviews can also be held the following week so know that I'm not married to simply having interviews Thursday, November 14th and Friday, November 15th :) As well, if you require a translator, please let me know ASAP :)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Target audience: We've decided based upon some guidance from Spinaster to target Kindergarten to Grade 4 Boys and Girls for our Media Studies Project.
Turing Tumble: I've announced to students that we will be trying to incorporate some "Turing Tumble" game play starting tomorrow which involves coding: https://www.drooker.ca/coding.html We will reading a story and going on a journey together to try to help students rescue a young lady while learning how a Turing Machine is similar (quite frankly identical) to an actual computer!
WARM UP
Students did some Cursive Writing Practice involving the uppercase and lowercase E https://www.drooker.ca/cursive.html
I gave some one on one feedback to M.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /t/. We identified the following spelling patterns that create this sound: t, tt, ed
We then did some “Morpheme Magic” Work: We learned that the suffix "er" and "or" means one who or that which. For example, a teacher is one who teaches. These endings come from Latin and the Anglo Saxons.
I conducted guided reading with A.L. and G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Building upon our 6 Trait Writing https://www.drooker.ca/6-trait-writing.html and idea development lessons from last week, students reviewed alongside me that good writers use pictures and/or words when planning alongside use of their Toolkit Binder's word menus. Today saw students paired up with their Sounding Board Partner to sound out their ideas. Partners swapped ideas orally and shaped one another's thoughts. You'll recall that students wrote their topic sentences for this task last week and will write the body and clincher of their paragraphs tomorrow.
MATH
11:20-12:20
Last Friday saw us finish up some subtraction work involving borrowing. Today's lesson started off with a review of some basic subtraction strategies https://www.youtube.com/watch?v=7kw_G99UHfk Students received some time to work on some mixed practice questions. Tomorrow will see us hit up Word Problem Strategies and we'll aim for a unit test on Friday. With that being said, there will a component of the test that will have students complete an addition and subtraction question using numbers and pictures to graduate them as "Math Ninjas". Here's a tutorial video modeling the expectations of those particular skills which I've modeled throughout the unit: https://www.youtube.com/watch?v=GtXLk1jxS4E
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued into round 4 of 5 of the round robin portion of our European Handball tournament.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students are in the midst of finishing their Sim City Maps! Most are on their final land zone (of which there is a great deal to label and colour)-Environmental land.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Shortly, the "wickets" for Parent/Teacher Interviews will open up for you to book a time to sit down and discuss your child's progress. Firstly, students are more than welcome (and encouraged) to attend these 15 minute interviews. Secondly, we have several students who have parents who have separated and require sometimes separate interviews. As such, if you don't see a time slot that is available and/or interests you, I'm more than willing to hold some phone/Facetime interviews if desired! Kindly reach out and let me know your preferences :) Interviews can also be held the following week so know that I'm not married to simply having interviews Thursday, November 14th and Friday, November 15th :) As well, if you require a translator, please let me know ASAP :)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Target audience: We've decided based upon some guidance from Spinaster to target Kindergarten to Grade 4 Boys and Girls for our Media Studies Project.
Turing Tumble: I've announced to students that we will be trying to incorporate some "Turing Tumble" game play starting tomorrow which involves coding: https://www.drooker.ca/coding.html We will reading a story and going on a journey together to try to help students rescue a young lady while learning how a Turing Machine is similar (quite frankly identical) to an actual computer!
WARM UP
Students did some Cursive Writing Practice involving the uppercase and lowercase E https://www.drooker.ca/cursive.html
I gave some one on one feedback to M.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /t/. We identified the following spelling patterns that create this sound: t, tt, ed
We then did some “Morpheme Magic” Work: We learned that the suffix "er" and "or" means one who or that which. For example, a teacher is one who teaches. These endings come from Latin and the Anglo Saxons.
I conducted guided reading with A.L. and G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Building upon our 6 Trait Writing https://www.drooker.ca/6-trait-writing.html and idea development lessons from last week, students reviewed alongside me that good writers use pictures and/or words when planning alongside use of their Toolkit Binder's word menus. Today saw students paired up with their Sounding Board Partner to sound out their ideas. Partners swapped ideas orally and shaped one another's thoughts. You'll recall that students wrote their topic sentences for this task last week and will write the body and clincher of their paragraphs tomorrow.
MATH
11:20-12:20
Last Friday saw us finish up some subtraction work involving borrowing. Today's lesson started off with a review of some basic subtraction strategies https://www.youtube.com/watch?v=7kw_G99UHfk Students received some time to work on some mixed practice questions. Tomorrow will see us hit up Word Problem Strategies and we'll aim for a unit test on Friday. With that being said, there will a component of the test that will have students complete an addition and subtraction question using numbers and pictures to graduate them as "Math Ninjas". Here's a tutorial video modeling the expectations of those particular skills which I've modeled throughout the unit: https://www.youtube.com/watch?v=GtXLk1jxS4E
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued into round 4 of 5 of the round robin portion of our European Handball tournament.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students are in the midst of finishing their Sim City Maps! Most are on their final land zone (of which there is a great deal to label and colour)-Environmental land.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
FRIDAY, OCTOBER 25, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
ATYPICAL BLOG ENTRY FOR TODAY...
We unfortunately had tech issues all day long today so it was a bit challenging to maintain the blog today. That being said, we were finally able to solve things (at 4:10 :) I'll pick up with blogging as per usual come Monday.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
ATYPICAL BLOG ENTRY FOR TODAY...
We unfortunately had tech issues all day long today so it was a bit challenging to maintain the blog today. That being said, we were finally able to solve things (at 4:10 :) I'll pick up with blogging as per usual come Monday.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
*Treasure Hunt?
*Storybook Character Pumpkin (Due October 28)
*Storybook Character Pumpkin (Due October 28)
THURSDAY, OCTOBER 24, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I submitted last night a grant proposal for $3000 for our class! The grant involves woodworking and math (specifically coding and probability). I think it's a really novel idea and I've been successful in the past with these grants so fingers crossed it will be approved in the next few weeks. I'll keep you apprised!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=5CVj4MsVzmI
I continued our introduction Monster Jam (which is our media studies focus for the year). We took away a key statistic. Of the 84 drivers, only 14 were female. We'll use this information in relation to our target audience survey and media work shortly.
WARM UP
Students had some Keyboarding Practice drooker.typingclub.com/
I gave J.W. some one on one feedback.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /d/. We identified the following spelling patterns that create this sound: d, ed, dd
We then did some “Word Structure” work: s and es endings
I conducted guided reading with G.P., A.V. and H.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We took a look at https://www.drooker.ca/6-trait-writing.html and how our writing can be broken down into 6 key categories regardless of text form https://www.youtube.com/watch?v=vxae8XteRLE
https://www.drooker.ca/uploads/1/1/0/9/110962203/writingassessmentsheet.doc
Students wrote their topic sentences for their "Monster Paper Toy".
MATH
11:20-12:20
Students continued to work on their column subtraction with borrowing work. Please continue to review the following videos
https://www.youtube.com/watch?v=Y6M89-6106I
https://www.youtube.com/watch?v=lBW0263rKD0
We also reviewed the 7 times table trick
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s and 4s received a lesson on "Transportation" Zoned Land. Grade 3s should be at a point where they've completed 8/9ths of their map whereas Grade 4s should be at a stage where they've completed 5/9ths of their Sim City Map provided they've kept pace with expectations.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I submitted last night a grant proposal for $3000 for our class! The grant involves woodworking and math (specifically coding and probability). I think it's a really novel idea and I've been successful in the past with these grants so fingers crossed it will be approved in the next few weeks. I'll keep you apprised!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=5CVj4MsVzmI
I continued our introduction Monster Jam (which is our media studies focus for the year). We took away a key statistic. Of the 84 drivers, only 14 were female. We'll use this information in relation to our target audience survey and media work shortly.
WARM UP
Students had some Keyboarding Practice drooker.typingclub.com/
I gave J.W. some one on one feedback.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /d/. We identified the following spelling patterns that create this sound: d, ed, dd
We then did some “Word Structure” work: s and es endings
I conducted guided reading with G.P., A.V. and H.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We took a look at https://www.drooker.ca/6-trait-writing.html and how our writing can be broken down into 6 key categories regardless of text form https://www.youtube.com/watch?v=vxae8XteRLE
https://www.drooker.ca/uploads/1/1/0/9/110962203/writingassessmentsheet.doc
Students wrote their topic sentences for their "Monster Paper Toy".
MATH
11:20-12:20
Students continued to work on their column subtraction with borrowing work. Please continue to review the following videos
https://www.youtube.com/watch?v=Y6M89-6106I
https://www.youtube.com/watch?v=lBW0263rKD0
We also reviewed the 7 times table trick
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s and 4s received a lesson on "Transportation" Zoned Land. Grade 3s should be at a point where they've completed 8/9ths of their map whereas Grade 4s should be at a stage where they've completed 5/9ths of their Sim City Map provided they've kept pace with expectations.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6, 7 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
To the tune of "Happy Birthday"
7, 14, 21
28, 35
42, 49
56, 63, 70
WEDNESDAY, OCTOBER 23, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We had a significant desk change today and rearrangement of our classroom to refine our learning procedures a bit
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
I spoke to Dylan from Spinmaster Toys yesterday and that product we will be using this year for our full year media project will be Monster Jam Toys. To familiarize students with Monster Trucks, I shared the following video of what I grew up on:
https://www.youtube.com/watch?v=dCBTqpuNsmQ
I mentioned to students that amongst Monster Truck toys are some rare ones. Both Hot Wheels: https://www.hwtreasure.com/
and Monster Jam release rare versions of some of their products. We then made a few tweaks to our target audience survey that will be employing to get a better sense as to our target audience's preferences.
WARM UP
While students enjoyed some “E.E.K.K.” Reading, I worked one on one with A.V.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /l/. We identified the following spelling patterns that create this sound: l and ll
We then did some “Phonics” work: We finished up our work on hard and soft c and g sounds. The major takeaway remains...if a c or g is followed by an e, i or y, the sound it produces is soft! Candy vs Police
I conducted guided reading with G.P. and H.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received a bit more time for their monster toy brainstorming. I promoted use of their physical toolkit binder found in their desks to freshen up their ideas with better word choice/adjectives/
MATH
11:20-12:20
We had a fire drill.
Grade 3s and 4s started work on column subtraction with borrowing today. Grade 3s are working through pages 59-70 while Grade 4s are working through pages 84-102 of their formative work booklets.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We recapped our learning regarding the various zones as a whole class with pointed instruction related to the specific requirements that grade 4 Arctic Sim City Maps need. I reminded students that beyond the ongoing evaluation of their questions and application of their knowledge on their maps that they'll have an exit interview "test" alongside a co-evaluation of their learning to round off this unit :)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
The majority of grade 3 students have completed their utility zones on their Hudson Bay Lowlands Sim City Maps meaning that they've completed 7/9ths of this project. Only transportational and environmental zones remain!
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We had a significant desk change today and rearrangement of our classroom to refine our learning procedures a bit
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
I spoke to Dylan from Spinmaster Toys yesterday and that product we will be using this year for our full year media project will be Monster Jam Toys. To familiarize students with Monster Trucks, I shared the following video of what I grew up on:
https://www.youtube.com/watch?v=dCBTqpuNsmQ
I mentioned to students that amongst Monster Truck toys are some rare ones. Both Hot Wheels: https://www.hwtreasure.com/
and Monster Jam release rare versions of some of their products. We then made a few tweaks to our target audience survey that will be employing to get a better sense as to our target audience's preferences.
WARM UP
While students enjoyed some “E.E.K.K.” Reading, I worked one on one with A.V.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /l/. We identified the following spelling patterns that create this sound: l and ll
We then did some “Phonics” work: We finished up our work on hard and soft c and g sounds. The major takeaway remains...if a c or g is followed by an e, i or y, the sound it produces is soft! Candy vs Police
I conducted guided reading with G.P. and H.L.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received a bit more time for their monster toy brainstorming. I promoted use of their physical toolkit binder found in their desks to freshen up their ideas with better word choice/adjectives/
MATH
11:20-12:20
We had a fire drill.
Grade 3s and 4s started work on column subtraction with borrowing today. Grade 3s are working through pages 59-70 while Grade 4s are working through pages 84-102 of their formative work booklets.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We recapped our learning regarding the various zones as a whole class with pointed instruction related to the specific requirements that grade 4 Arctic Sim City Maps need. I reminded students that beyond the ongoing evaluation of their questions and application of their knowledge on their maps that they'll have an exit interview "test" alongside a co-evaluation of their learning to round off this unit :)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
The majority of grade 3 students have completed their utility zones on their Hudson Bay Lowlands Sim City Maps meaning that they've completed 7/9ths of this project. Only transportational and environmental zones remain!
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
TUESDAY, OCTOBER 22, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We reviewed what good descriptive writers do and used the following AI based website to work on our descriptive writing skills: https://twinpics.ai/
-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!
-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
WARM UP
While students read independently, I had a chance to work with M.V.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /P/. We identified the following spelling patterns that create this sound: P and PP
We then did some “Our Proofreading Plan/O.P.P.” work.
I conducted guided reading with G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students were provided with a planning page https://www.drooker.ca/uploads/1/1/0/9/110962203/monsterproject.pdf to brainstorm a monster that they will create later this week out of cardstock. Students will write a descriptive paragraph accompanying the monster. https://www.drooker.ca/descriptive-writing.html
MATH/LIBRARY
11:20-12:20
We had our Good News Assembly today during this block of time. We were able to review our addition and subtraction column algorithm involving regrouping/borrowing setting us up for a work period tomorrow.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students had an outstanding go at European Handball today. We've now advanced to round 3 of 6 of our "regular season" round robin portion of our unit.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Today saw us explore "Utility" zoned land. I've generalized this land zone as places where electricity is made and water is stored/cleaned. We reviewed Wind Turbines, Nuclear Power Plants, Hydroelectricity, Solar Farms, Coal Plants, Water Towers, and Water Filtration Plants. We discussed the placement of these on our "Sim City" maps. We revisited the use of AI to assist with our questions alongside using me as a source of information. Specifically we're using the "ELI5 and include an analogy" strategy: https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/screenshot-2024-08-28-at-11-32-15-am.png?1724859400
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
We reviewed what good descriptive writers do and used the following AI based website to work on our descriptive writing skills: https://twinpics.ai/
-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!
-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
WARM UP
While students read independently, I had a chance to work with M.V.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /P/. We identified the following spelling patterns that create this sound: P and PP
We then did some “Our Proofreading Plan/O.P.P.” work.
I conducted guided reading with G.P.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students were provided with a planning page https://www.drooker.ca/uploads/1/1/0/9/110962203/monsterproject.pdf to brainstorm a monster that they will create later this week out of cardstock. Students will write a descriptive paragraph accompanying the monster. https://www.drooker.ca/descriptive-writing.html
MATH/LIBRARY
11:20-12:20
We had our Good News Assembly today during this block of time. We were able to review our addition and subtraction column algorithm involving regrouping/borrowing setting us up for a work period tomorrow.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students had an outstanding go at European Handball today. We've now advanced to round 3 of 6 of our "regular season" round robin portion of our unit.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Today saw us explore "Utility" zoned land. I've generalized this land zone as places where electricity is made and water is stored/cleaned. We reviewed Wind Turbines, Nuclear Power Plants, Hydroelectricity, Solar Farms, Coal Plants, Water Towers, and Water Filtration Plants. We discussed the placement of these on our "Sim City" maps. We revisited the use of AI to assist with our questions alongside using me as a source of information. Specifically we're using the "ELI5 and include an analogy" strategy: https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/screenshot-2024-08-28-at-11-32-15-am.png?1724859400
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
FRIDAY, OCTOBER 18, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I previously discussed this with students but I'm going to put a pause to our ongoing music video animation for the year. The needs of the class are such that I feel as though juggling a "cherry on top" project might be too much at this stage when we need to maximize our time as much as possible with the proverbial "bread and butter". I'm not adverse to restarting it in a little while once we get a bit more traction so stay tuned!
*We started off the morning reviewing the expectations of our our monthly reading response log sheets.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=XOjXlIqoCyo
WARM UP
Cursive Writing Practice: Today saw us work on the letter "d/D" https://www.youtube.com/watch?v=vPJ674adVtw https://www.drooker.ca/cursive.html
I had an opportunity to work with M.S. and provide some descriptive feedback on his work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /n/. We identified the following spelling patterns that create this sound: n, nn, kn, pn
We then did some “Morpheme Magic” Work involving the suffix- "ly". Through this discussion and work, we defined the suffix as meaning "the manner" or how something is being done. E.g. I walked quickly (The manner in which we're walking is quickly)
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students worked on their diagnostic paragraph writing task.
MATH
11:20-12:20
We started our work involving subtraction today. We looked at 3 key videos that are definitely worth reviewing:
https://www.youtube.com/watch?v=Y6M89-6106I (5:51 and onwards shows a cool "hack")
https://www.youtube.com/watch?v=DDtSfw8pNUg
https://www.youtube.com/watch?v=YePOsDb8S64
We'll do some formative work on subtraction starting next week!
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We officially started our European Handball round bin tournament!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We discussed agriculturally zoned land as part of our Hudson Bay Lowlands Sim City Project. The climate certainly impacts the output of various staple crops. We looked a bit at indoor/vertical farming methods that are being employed to expand what's locally available.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I previously discussed this with students but I'm going to put a pause to our ongoing music video animation for the year. The needs of the class are such that I feel as though juggling a "cherry on top" project might be too much at this stage when we need to maximize our time as much as possible with the proverbial "bread and butter". I'm not adverse to restarting it in a little while once we get a bit more traction so stay tuned!
*We started off the morning reviewing the expectations of our our monthly reading response log sheets.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=XOjXlIqoCyo
WARM UP
Cursive Writing Practice: Today saw us work on the letter "d/D" https://www.youtube.com/watch?v=vPJ674adVtw https://www.drooker.ca/cursive.html
I had an opportunity to work with M.S. and provide some descriptive feedback on his work.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /n/. We identified the following spelling patterns that create this sound: n, nn, kn, pn
We then did some “Morpheme Magic” Work involving the suffix- "ly". Through this discussion and work, we defined the suffix as meaning "the manner" or how something is being done. E.g. I walked quickly (The manner in which we're walking is quickly)
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students worked on their diagnostic paragraph writing task.
MATH
11:20-12:20
We started our work involving subtraction today. We looked at 3 key videos that are definitely worth reviewing:
https://www.youtube.com/watch?v=Y6M89-6106I (5:51 and onwards shows a cool "hack")
https://www.youtube.com/watch?v=DDtSfw8pNUg
https://www.youtube.com/watch?v=YePOsDb8S64
We'll do some formative work on subtraction starting next week!
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We officially started our European Handball round bin tournament!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We discussed agriculturally zoned land as part of our Hudson Bay Lowlands Sim City Project. The climate certainly impacts the output of various staple crops. We looked a bit at indoor/vertical farming methods that are being employed to expand what's locally available.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
THURSDAY, OCTOBER 17, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=n_hXNHCBdss
WARM UP
Students warmed up with some Keyboarding Practice drooker.typingclub.com/ and I worked one on one with G.P.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /m/. We identified the following spelling patterns that create this sound: m, mm, mn, mb
We then did some “Vocabulary” work. We looked at shades of meaning between two synonyms. Andrew(made, built) the cake himself.
MEDIA
https://www.drooker.ca/media.html
Today saw us focus in on Media Analysis: https://www.youtube.com/watch?v=LMcN3_oIxiU We analyzed the embedded Gatorade X Factor commercial using the following guiding questions:
TEXT
What is this advertisement trying to tell and sell? ○
Why did the advertiser use ○formal (fancy/technical) or ○informal (simple/non-technical) words and tone? ○ Support your answer with specific examples from the text. ○
AUDIENCE
Who are the advertisers trying to target (○Males? ○Females? ○Both? Approximate ages?)? ○ Support your answer with specific examples from the text. ○
PRODUCTION
Identify the advertising techniques and production values that were featured in this advertisement:
○ Logo
○ Slogan
○ Website
○ Bribe/Product add ons
○ Phone Number
○ Jingle
○ Music
○ Sound effects
○ Motion graphics-text
○ Motion graphics-image
○ Close ups
○ Wide shots
○ Panning shots
○ Colour “psychology” (Colours = feelings/emotions)
○ Animation
○ Cute characters
○ Celebrity endorsements
○ Emotional appeals
○ Bandwagon appeals
○ Facts and statistics
○ Weasel Words/Unfinished Ads
○ Complementing the customers
○ Ideal family/kids
○ Patriotic appeal
○ Questioning the customer
In your opinion, what was the single most memorable/influential part of this advertisement? ○ Explain how this technique or production value impacts your interest in the product. ○Support your answer with specific examples from the text○
We did this activity orally in an effort to familiarize ourselves with the guiding questions that we'll use to reflect on the tricks of the trade to then be able to apply them towards our own marketing campaign.
MATH
11:20-12:20
I was pulled during this block of time for my monthly PLC session. Ms. M. was with students and students received their final block of time to work on the addition portion of their formative work booklets. We'll move onto subtraction with regrouping (borrowing) tomorrow!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students received a lesson on industries in the Hudson Bay Lowlands. We focused primarily on logging and mining industries. Students applied their learning to their Sim City Map Project
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: G.P. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?app=desktop&v=n_hXNHCBdss
WARM UP
Students warmed up with some Keyboarding Practice drooker.typingclub.com/ and I worked one on one with G.P.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /m/. We identified the following spelling patterns that create this sound: m, mm, mn, mb
We then did some “Vocabulary” work. We looked at shades of meaning between two synonyms. Andrew(made, built) the cake himself.
MEDIA
https://www.drooker.ca/media.html
Today saw us focus in on Media Analysis: https://www.youtube.com/watch?v=LMcN3_oIxiU We analyzed the embedded Gatorade X Factor commercial using the following guiding questions:
TEXT
What is this advertisement trying to tell and sell? ○
Why did the advertiser use ○formal (fancy/technical) or ○informal (simple/non-technical) words and tone? ○ Support your answer with specific examples from the text. ○
AUDIENCE
Who are the advertisers trying to target (○Males? ○Females? ○Both? Approximate ages?)? ○ Support your answer with specific examples from the text. ○
PRODUCTION
Identify the advertising techniques and production values that were featured in this advertisement:
○ Logo
○ Slogan
○ Website
○ Bribe/Product add ons
○ Phone Number
○ Jingle
○ Music
○ Sound effects
○ Motion graphics-text
○ Motion graphics-image
○ Close ups
○ Wide shots
○ Panning shots
○ Colour “psychology” (Colours = feelings/emotions)
○ Animation
○ Cute characters
○ Celebrity endorsements
○ Emotional appeals
○ Bandwagon appeals
○ Facts and statistics
○ Weasel Words/Unfinished Ads
○ Complementing the customers
○ Ideal family/kids
○ Patriotic appeal
○ Questioning the customer
In your opinion, what was the single most memorable/influential part of this advertisement? ○ Explain how this technique or production value impacts your interest in the product. ○Support your answer with specific examples from the text○
We did this activity orally in an effort to familiarize ourselves with the guiding questions that we'll use to reflect on the tricks of the trade to then be able to apply them towards our own marketing campaign.
MATH
11:20-12:20
I was pulled during this block of time for my monthly PLC session. Ms. M. was with students and students received their final block of time to work on the addition portion of their formative work booklets. We'll move onto subtraction with regrouping (borrowing) tomorrow!
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students received a lesson on industries in the Hudson Bay Lowlands. We focused primarily on logging and mining industries. Students applied their learning to their Sim City Map Project
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
WEDNESDAY, OCTOBER 16, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.eatthis.com/what-the-fanta-mystery-flavor-halloween-2023/
WARM UP
Students warmed up with some Keyboarding Practice drooker.typingclub.com/
We conducted some diagnostic reading tests with F.L., T.R. and C.L.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /g/. We identified the following spelling patterns that create this sound: g, gu, gg, gh
We then did some “Word Structure” work: We looked at root words after stripping them of their suffixes
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed our lesson on paragraph today and I gave students an introduction to their graphic organizer and its features alongside some additional paragraph writing tips. We then learned about the Taua Monster from New Britain Island from The Gruesome Guide to World Monsters. We developed a word menu and students will write their first paragraph tomorrow.
MATH
11:20-12:20
We reviewed some basic addition strategies today through the following video https://www.youtube.com/watch?v=uaUp0lqMdWU
Students received a block of time to work towards completing all of their remaining addition formative work. They'll receive the entirety of tomorrow's period to complete their addition work. We'll be moving onto subtraction shortly!
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s and 4s received a significant amount of time to complete their all of their residential, commercial, municipal and recreational land zones for their respective Sim City projects.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.eatthis.com/what-the-fanta-mystery-flavor-halloween-2023/
WARM UP
Students warmed up with some Keyboarding Practice drooker.typingclub.com/
We conducted some diagnostic reading tests with F.L., T.R. and C.L.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /g/. We identified the following spelling patterns that create this sound: g, gu, gg, gh
We then did some “Word Structure” work: We looked at root words after stripping them of their suffixes
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed our lesson on paragraph today and I gave students an introduction to their graphic organizer and its features alongside some additional paragraph writing tips. We then learned about the Taua Monster from New Britain Island from The Gruesome Guide to World Monsters. We developed a word menu and students will write their first paragraph tomorrow.
MATH
11:20-12:20
We reviewed some basic addition strategies today through the following video https://www.youtube.com/watch?v=uaUp0lqMdWU
Students received a block of time to work towards completing all of their remaining addition formative work. They'll receive the entirety of tomorrow's period to complete their addition work. We'll be moving onto subtraction shortly!
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s and 4s received a significant amount of time to complete their all of their residential, commercial, municipal and recreational land zones for their respective Sim City projects.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
TUESDAY, OCTOBER 15, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Computer Update: We now have a classroom computer for every child in the class!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.rd.com/list/walkie-talkie-names/
WARM UP
We did some “E.E.K.K.” Reading this morning.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /b/. We identified the following spelling patterns that create this sound: b and bb
We then did some “Phonics” work: We worked with the hard and soft c and g sounds. We learned that if the letter C or G is followed by an e or an i or a y, it produces a soft sound.
We should be able to start guiding reading shortly!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received an introductory lesson to paragraphing today which can be best summarized through this video: https://www.youtube.com/watch?v=Wmz6Opu3c7E We went through the various anchor charts on this website https://www.drooker.ca/paragraphing.html
I then introduced students to one of my favourite books of all time-The Gruesome Guide to World Monsters by Judy Sierra and Henrik Drescher. The book is a non fiction book about fictitious monsters that children from around the world were reared on. I read a blurb about "Burr Woman" who is native to the Midwest and Great Plains of North America. I pointed out to students how the book has bite sized "Slider Burgers" rather than one massive "burger" of information about all of the different monsters that are imagined world wide. We took the format that Judy Sierra used in the book (Location, Gruesomeness Rating, Description, Survival Tip and transferred the information into a singular descriptive paragraph:
Burr Woman is a fictional monster that is native to the Midwest and Great Plains of North America. Children in these regions were often warned of Burr Woman whenever they would ask to go to play by a pond or stream. Apparently, a little old woman with long fingernails might approach a child and ask for help in making her way across a stream. If one were to hoist her up onto their back, she would never let go and you would be stuck in pain for the remainder of your life! She is thought to be very dangerous. But of course monsters are not real! Regardless, researcher Judy Sierra suggests that before you assist any old women, you check out her fingernails first! Now you know a bit about this fictional monster! Beware!
We identified our topic sentence, body, transition words, and clincher/closing sentence.
MATH
11:20-12:20
We continue to practice our times tables. We'll continue this week with the 6 times table trick sung to the tune of "London Bridge is Falling Down"
Grade 3s and 4s continued work on addition with regrouping
Grade 3s are now up to page 52 of their work booklet
Grade 4s are now up to page 68 of their work booklet
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s worked on adding their residential land to their Sim City-Arctic Region Map Project
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s have now been provided with sufficient time to have completed their Residential, Commercial, and Municipal Land Zones. We'll be moving onto their Recreational Land Zones tomorrow.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: H.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Computer Update: We now have a classroom computer for every child in the class!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.rd.com/list/walkie-talkie-names/
WARM UP
We did some “E.E.K.K.” Reading this morning.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /b/. We identified the following spelling patterns that create this sound: b and bb
We then did some “Phonics” work: We worked with the hard and soft c and g sounds. We learned that if the letter C or G is followed by an e or an i or a y, it produces a soft sound.
We should be able to start guiding reading shortly!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received an introductory lesson to paragraphing today which can be best summarized through this video: https://www.youtube.com/watch?v=Wmz6Opu3c7E We went through the various anchor charts on this website https://www.drooker.ca/paragraphing.html
I then introduced students to one of my favourite books of all time-The Gruesome Guide to World Monsters by Judy Sierra and Henrik Drescher. The book is a non fiction book about fictitious monsters that children from around the world were reared on. I read a blurb about "Burr Woman" who is native to the Midwest and Great Plains of North America. I pointed out to students how the book has bite sized "Slider Burgers" rather than one massive "burger" of information about all of the different monsters that are imagined world wide. We took the format that Judy Sierra used in the book (Location, Gruesomeness Rating, Description, Survival Tip and transferred the information into a singular descriptive paragraph:
Burr Woman is a fictional monster that is native to the Midwest and Great Plains of North America. Children in these regions were often warned of Burr Woman whenever they would ask to go to play by a pond or stream. Apparently, a little old woman with long fingernails might approach a child and ask for help in making her way across a stream. If one were to hoist her up onto their back, she would never let go and you would be stuck in pain for the remainder of your life! She is thought to be very dangerous. But of course monsters are not real! Regardless, researcher Judy Sierra suggests that before you assist any old women, you check out her fingernails first! Now you know a bit about this fictional monster! Beware!
We identified our topic sentence, body, transition words, and clincher/closing sentence.
MATH
11:20-12:20
We continue to practice our times tables. We'll continue this week with the 6 times table trick sung to the tune of "London Bridge is Falling Down"
Grade 3s and 4s continued work on addition with regrouping
Grade 3s are now up to page 52 of their work booklet
Grade 4s are now up to page 68 of their work booklet
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
Grade 4s worked on adding their residential land to their Sim City-Arctic Region Map Project
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s have now been provided with sufficient time to have completed their Residential, Commercial, and Municipal Land Zones. We'll be moving onto their Recreational Land Zones tomorrow.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
FRIDAY, OCTOBER 11, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Pringles Can Spelling: Rather than a traditional weekly spelling test, I encourage to students to visit their "Pringles Spelling Can" words as often as possible. Make it a habit that when your child reaches for a snack, your reaches for a word to spell as well. Within the booklet of words that I'm sending home are high frequency words that your child is expected to know how to read and spell along with some practice sheets. Basically, if they want two Oreos, they ought to try to spell two words. They are welcome to use their Spelling Strategies if they're unsure but most of these words should become sight words over time. Make sure you put this booklet nearby where you store your snacks at home.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://artsandculture.google.com/experiment/what-came-first/ZQGBUPErEE3bVg
WARM UP
Students read independently while I conducted reading diagnostic tests with N.Y., B.D. and R.C.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /oo/. We identified the following spelling patterns that create this sound: oo, u, ou, oul
We then did some “Our Proofreading Plan/O.P.P.” work.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their final block of time for their first non fiction retell
MATH/LIBRARY
11:20-12:20
We started off the lesson watching a video on column addition with regrouping using base 10 blocks that I made https://www.youtube.com/watch?v=3xIS6tFrjzY
Grade 3s and 4s worked on some more column addition with regrouping.
Grade 3s have now worked on pages 45-48
Grade 4s have now worked on pages 62-65
From a math strategy standpoint, we reviewed basic math facts to 10 1+9, 2+8, 3+7, 4+6, 5+5. This is a rather basic additive strategy but we have numerous students who don't have that skill set yet.
We also looked at https://www.mathfactcafe.com/ which is an incredible math worksheet generator site that allows you to print (or complete online) pre made or custom worksheets.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students organized themselves into teams and scrimmaged against one another in European Handball. We will start Round Robin play next week as well as start our "Playground Legends" yearlong competition.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s started work on their municipal land zones within their Hudson Bay Lowlands Sim City Map Project.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please bring in an empty Pringles Chip or Tupperware Container with lid in if you can :)
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.L (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Pringles Can Spelling: Rather than a traditional weekly spelling test, I encourage to students to visit their "Pringles Spelling Can" words as often as possible. Make it a habit that when your child reaches for a snack, your reaches for a word to spell as well. Within the booklet of words that I'm sending home are high frequency words that your child is expected to know how to read and spell along with some practice sheets. Basically, if they want two Oreos, they ought to try to spell two words. They are welcome to use their Spelling Strategies if they're unsure but most of these words should become sight words over time. Make sure you put this booklet nearby where you store your snacks at home.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://artsandculture.google.com/experiment/what-came-first/ZQGBUPErEE3bVg
WARM UP
Students read independently while I conducted reading diagnostic tests with N.Y., B.D. and R.C.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme /oo/. We identified the following spelling patterns that create this sound: oo, u, ou, oul
We then did some “Our Proofreading Plan/O.P.P.” work.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received their final block of time for their first non fiction retell
MATH/LIBRARY
11:20-12:20
We started off the lesson watching a video on column addition with regrouping using base 10 blocks that I made https://www.youtube.com/watch?v=3xIS6tFrjzY
Grade 3s and 4s worked on some more column addition with regrouping.
Grade 3s have now worked on pages 45-48
Grade 4s have now worked on pages 62-65
From a math strategy standpoint, we reviewed basic math facts to 10 1+9, 2+8, 3+7, 4+6, 5+5. This is a rather basic additive strategy but we have numerous students who don't have that skill set yet.
We also looked at https://www.mathfactcafe.com/ which is an incredible math worksheet generator site that allows you to print (or complete online) pre made or custom worksheets.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students organized themselves into teams and scrimmaged against one another in European Handball. We will start Round Robin play next week as well as start our "Playground Legends" yearlong competition.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s started work on their municipal land zones within their Hudson Bay Lowlands Sim City Map Project.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please bring in an empty Pringles Chip or Tupperware Container with lid in if you can :)
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
THURSDAY, OCTOBER 10, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.spinmaster.com/en-US/toys-and-games/
I have a phone call meeting scheduled tomorrow with Spin Master. My "OG" students know that we've worked with Spin Master in the past for media studies and we will be enjoying a field trip later on this year to Spin Master's head office in downtown Toronto for some learning fun.
We took a look at some of the research that Spin Master gave us. It seems valid as it was research conducted last year of 757 boys and girls between the ages of 8-14 (however these were kids who live in the USA). We looked at a draft of our target audience survey questions that we will be using to get more information about our target audience. We'll be surveying students in our school to gain insight as to their preferences.
WARM UP
Cursive Writing Practice https://www.drooker.ca/cursive.html
Today saw us work on uppercase and lowercase C https://www.youtube.com/watch?v=KTqRwZEaWXE
I conducted some diagnostic work with M.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme short /u/. We identified the following spelling patterns that create this sound: u, a, o, oo, ou
We then did some “Morpheme Magic” Work. We continued to define morphemes and identified prefixes and suffixes. We looked at plural rules as well as the suffix "ed" alongside some irregular spelling patterns.
We read another page from the book "The Truth About Poop".
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started work on a non fiction retell related to our reading of "The Truth About Poop" (Page 10)
MATH
11:20-12:20
I've suggested this in previous blogs but we generally speaking have a very low class academically. There's a big spread between those who are low and those who are at/above grade level. We started work on addition strategies but primarily focused in on the addition with regrouping algorithm. https://www.youtube.com/watch?v=mAvuom42NyY Some are well versed with the algorithm and math fact accuracy and automaticity while others have (surprisingly) never encountered column addition before and are quite weak with their math facts (e.g. 1+3, 7+3, etc.).
Grade 3s worked on page 45 and 46
Grade 4s worked on page 62 and 63
We also started to look at the 6 times table trick
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We played some Wall Ball as a warm up and then jumped back into establishing our European Handball tournament rules. We watched two teams scrimmage to get a feeling as to what is expected.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
If your child has been keeping pace, they ought to be finished their commercial zoned land. I typically follow a pattern of two periods per land zone for their Sim City Culminating Task. Thus far, we've gone through residential and commercial land.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please bring in an empty Pringles Chip or Tupperware Container with lid in if you can :)
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.spinmaster.com/en-US/toys-and-games/
I have a phone call meeting scheduled tomorrow with Spin Master. My "OG" students know that we've worked with Spin Master in the past for media studies and we will be enjoying a field trip later on this year to Spin Master's head office in downtown Toronto for some learning fun.
We took a look at some of the research that Spin Master gave us. It seems valid as it was research conducted last year of 757 boys and girls between the ages of 8-14 (however these were kids who live in the USA). We looked at a draft of our target audience survey questions that we will be using to get more information about our target audience. We'll be surveying students in our school to gain insight as to their preferences.
WARM UP
Cursive Writing Practice https://www.drooker.ca/cursive.html
Today saw us work on uppercase and lowercase C https://www.youtube.com/watch?v=KTqRwZEaWXE
I conducted some diagnostic work with M.Y.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme short /u/. We identified the following spelling patterns that create this sound: u, a, o, oo, ou
We then did some “Morpheme Magic” Work. We continued to define morphemes and identified prefixes and suffixes. We looked at plural rules as well as the suffix "ed" alongside some irregular spelling patterns.
We read another page from the book "The Truth About Poop".
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students started work on a non fiction retell related to our reading of "The Truth About Poop" (Page 10)
MATH
11:20-12:20
I've suggested this in previous blogs but we generally speaking have a very low class academically. There's a big spread between those who are low and those who are at/above grade level. We started work on addition strategies but primarily focused in on the addition with regrouping algorithm. https://www.youtube.com/watch?v=mAvuom42NyY Some are well versed with the algorithm and math fact accuracy and automaticity while others have (surprisingly) never encountered column addition before and are quite weak with their math facts (e.g. 1+3, 7+3, etc.).
Grade 3s worked on page 45 and 46
Grade 4s worked on page 62 and 63
We also started to look at the 6 times table trick
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We played some Wall Ball as a warm up and then jumped back into establishing our European Handball tournament rules. We watched two teams scrimmage to get a feeling as to what is expected.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
If your child has been keeping pace, they ought to be finished their commercial zoned land. I typically follow a pattern of two periods per land zone for their Sim City Culminating Task. Thus far, we've gone through residential and commercial land.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please bring in an empty Pringles Chip or Tupperware Container with lid in if you can :)
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3, 4, 6 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
To the tune of "London Bridge is Falling Down"
6, 12, 18, 24,
30, 36
42 and 48
54, 60
WEDNESDAY, OCTOBER 9, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*My apologies for the lack of blogging yesterday as I was sick and my entire family remains sick as well. There are some gnarly viruses going around!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.candystore.com/blogs/holidays/definitive-ranking-best-worst-halloween-candies
WARM UP
While students did some Keyboarding Practice drooker.typingclub.com/ I had opportunity to do some diagnostic work with M.V. and J.L.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme short /o/. We identified the following spelling patterns that create this sound: o, au, a
We then did some further “Vocabulary” work on synonyms and antonyms.
MEDIA
https://www.drooker.ca/media.html
In media today, we recapped our previous learning related to logos and I shared the story of Johnny Cupcakes and how his venture into "telling and selling" was randomly successful (to the point where he is now a renown speaker, entrepreneur and multi millionaire). However most businesses, need to go about targeting their audience through significant research. To expedite things, we didn't do a full out lesson on Garbage Pail Kids and corresponding formative task but rather glossed over how well that product targeted males between the ages of 6-10 during its heyday as a F.A.D. ("For a day") while responding to the targeting of females of a similar age range with Cabbage Patch Dolls. I suggested to students that as they start their full year media campaign that we need to study our target audience's preferences in order to justify our design thinking and dissuaded them from using their preferences as the telling and selling of a product is all about the consumers' wishes and not their own. I shared with students how Spin Master Toys provided us late last year with some data (albeit a survey of 764 American students) to assist with our project https://www.drooker.ca/uploads/1/1/0/9/110962203/kidspreferences8to14_compressedfile1.pptx Students will co-create survey questions with me tomorrow and we'll survey students in our school over the next few days to gain greater insight as to their preferences. We'll analyze those results and summarize them leading us into smarter design choices for our logo, print advertisement, radio and television commercial ads.
MATH
11:20-12:20
We took up our unit quiz and started work on our new unit involving addition and subtraction. As an introduction, I introduced students to the addition algorithm which I'll entitle the "Ninja" method (which ought to make sense after watching this video): https://www.youtube.com/watch?v=2A3x-STmVsw
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s started work on adding their commercial land to their Hudson Bay Lowlands Sim City Map Project.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Please bring in an empty Pringles Chip Can if you can ;) If you have an extras that you can donate with lids, that would be fantastic!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*My apologies for the lack of blogging yesterday as I was sick and my entire family remains sick as well. There are some gnarly viruses going around!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.candystore.com/blogs/holidays/definitive-ranking-best-worst-halloween-candies
WARM UP
While students did some Keyboarding Practice drooker.typingclub.com/ I had opportunity to do some diagnostic work with M.V. and J.L.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Today saw us work on the phoneme short /o/. We identified the following spelling patterns that create this sound: o, au, a
We then did some further “Vocabulary” work on synonyms and antonyms.
MEDIA
https://www.drooker.ca/media.html
In media today, we recapped our previous learning related to logos and I shared the story of Johnny Cupcakes and how his venture into "telling and selling" was randomly successful (to the point where he is now a renown speaker, entrepreneur and multi millionaire). However most businesses, need to go about targeting their audience through significant research. To expedite things, we didn't do a full out lesson on Garbage Pail Kids and corresponding formative task but rather glossed over how well that product targeted males between the ages of 6-10 during its heyday as a F.A.D. ("For a day") while responding to the targeting of females of a similar age range with Cabbage Patch Dolls. I suggested to students that as they start their full year media campaign that we need to study our target audience's preferences in order to justify our design thinking and dissuaded them from using their preferences as the telling and selling of a product is all about the consumers' wishes and not their own. I shared with students how Spin Master Toys provided us late last year with some data (albeit a survey of 764 American students) to assist with our project https://www.drooker.ca/uploads/1/1/0/9/110962203/kidspreferences8to14_compressedfile1.pptx Students will co-create survey questions with me tomorrow and we'll survey students in our school over the next few days to gain greater insight as to their preferences. We'll analyze those results and summarize them leading us into smarter design choices for our logo, print advertisement, radio and television commercial ads.
MATH
11:20-12:20
We took up our unit quiz and started work on our new unit involving addition and subtraction. As an introduction, I introduced students to the addition algorithm which I'll entitle the "Ninja" method (which ought to make sense after watching this video): https://www.youtube.com/watch?v=2A3x-STmVsw
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s started work on adding their commercial land to their Hudson Bay Lowlands Sim City Map Project.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Please bring in an empty Pringles Chip Can if you can ;) If you have an extras that you can donate with lids, that would be fantastic!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
MONDAY, OCTOBER 7, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I was absent on Friday. Thus, I did not email a learning blog your way. I'm still on the mend and not feeling 100% as is my entire family :(
*As mentioned on Thursday, I've been tinkering with our Literacy Block and experimented a bit this morning. I've opted on the following structure going forward: https://www.drooker.ca/literacy-block.html
LANGUAGE
9:10-10:50
DROOKER'S DAILY DRILLS
We started off the morning with some "Catch Up Your Code". We looked at the short i phoneme and identified the following spelling patterns: i, ui, y, u.
We then did some Phonics work involving beginning and ending consonants. We defined consonants and looked at how altering the beginning consonant in a word family can change the meaning of the word.
Students turned their attention to the uppercase and lowercase B in our cursive work https://www.youtube.com/watch?v=nLyRf1XZXTQ I conducted a reading diagnostic with A.H.
We then did some "Morpheme Magic". A morpheme is the smallest part of a word that has its own meaning. It's like a building block/lego piece for words. For example in the word "cats", "cat" means a type of animal and the "s" means more than one. So each part is a morpheme. As an introduction, we looked at pluralizing some basic morphemes. We added suffixes such as s, es, and ies, to pluralize some words.
We then turned our attention towards Non Fiction Retells. We used page 36 of a book entitled "The Truth About Poop" and I introduced students to a Non Fiction Retell Organizer. We co-authored a strong work sample using our organizer https://www.drooker.ca/uploads/1/1/0/9/110962203/non_fiction_retell.pdf and the following guiding questions:
What was the book's focus/foci?
Summarize some of the key new facts you have learned. (First, Then, Next, Last, etc.)
What text features did the author (s) use AND how did these features assist the reader?
Select one text feature the author chose to include in the book ( _________) and explain how it helped you navigate your way through the information provided. Support with specific proof from the text.
MATH
11:20-12:20
During math today, students had an opportunity to complete their Number Quiz. We'll take the quiz up next class and proceed to Addition and Subtraction. For my 5 new students, this quiz will serve as a diagnostic to see how much has been picked up over the course of the past week. I'll continue throwing in some place value, rounding, expanded, standard, written notation, decimals, fractions, etc. over the next few weeks to get everyone on the same page.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We had our class pictures taken during this block of time leaving us with only 10 minutes to set up students for their residential zoning on their Sim City Arctic Map task.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3 students finished up their residential zoning on their Sim City Hudson Bay Lowlands Map task. Students are starting to ask excellent questions alongside their research booklets and as a result, they are presenting more accurate Hudson Bay Lowlands demographics on their map (which is part of their overall mark).
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Please bring in an empty Pringles Chip Can if you can ;) If you have an extras that you can donate with lids, that would be fantastic!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I was absent on Friday. Thus, I did not email a learning blog your way. I'm still on the mend and not feeling 100% as is my entire family :(
*As mentioned on Thursday, I've been tinkering with our Literacy Block and experimented a bit this morning. I've opted on the following structure going forward: https://www.drooker.ca/literacy-block.html
LANGUAGE
9:10-10:50
DROOKER'S DAILY DRILLS
We started off the morning with some "Catch Up Your Code". We looked at the short i phoneme and identified the following spelling patterns: i, ui, y, u.
We then did some Phonics work involving beginning and ending consonants. We defined consonants and looked at how altering the beginning consonant in a word family can change the meaning of the word.
Students turned their attention to the uppercase and lowercase B in our cursive work https://www.youtube.com/watch?v=nLyRf1XZXTQ I conducted a reading diagnostic with A.H.
We then did some "Morpheme Magic". A morpheme is the smallest part of a word that has its own meaning. It's like a building block/lego piece for words. For example in the word "cats", "cat" means a type of animal and the "s" means more than one. So each part is a morpheme. As an introduction, we looked at pluralizing some basic morphemes. We added suffixes such as s, es, and ies, to pluralize some words.
We then turned our attention towards Non Fiction Retells. We used page 36 of a book entitled "The Truth About Poop" and I introduced students to a Non Fiction Retell Organizer. We co-authored a strong work sample using our organizer https://www.drooker.ca/uploads/1/1/0/9/110962203/non_fiction_retell.pdf and the following guiding questions:
What was the book's focus/foci?
Summarize some of the key new facts you have learned. (First, Then, Next, Last, etc.)
What text features did the author (s) use AND how did these features assist the reader?
Select one text feature the author chose to include in the book ( _________) and explain how it helped you navigate your way through the information provided. Support with specific proof from the text.
MATH
11:20-12:20
During math today, students had an opportunity to complete their Number Quiz. We'll take the quiz up next class and proceed to Addition and Subtraction. For my 5 new students, this quiz will serve as a diagnostic to see how much has been picked up over the course of the past week. I'll continue throwing in some place value, rounding, expanded, standard, written notation, decimals, fractions, etc. over the next few weeks to get everyone on the same page.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We had our class pictures taken during this block of time leaving us with only 10 minutes to set up students for their residential zoning on their Sim City Arctic Map task.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3 students finished up their residential zoning on their Sim City Hudson Bay Lowlands Map task. Students are starting to ask excellent questions alongside their research booklets and as a result, they are presenting more accurate Hudson Bay Lowlands demographics on their map (which is part of their overall mark).
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Please bring in an empty Pringles Chip Can if you can ;) If you have an extras that you can donate with lids, that would be fantastic!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
THURSDAY, OCTOBER 3, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Our class really skews low academically (especially reading and writing). As such, I'm going to be revamping my literacy block approach in an effort to address those needs. I'll test drive my approach tomorrow and will catch you up shortly on the routine I end up proceeding with.
*Pringles
*Thumbs down
*Lunch issues
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=S7ehlw_phys
WARM UP
Students started off the morning with some Keyboarding Practice drooker.typingclub.com/ while I completed some diagnostics work with G.P.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
I had a lengthy introduction to "Catch Up Your Code". Our initial approach didn't match the overall class level of where they are at reading wise. As such, I tried last year's approach which seemed to work out better. For the sake of experimentation, we tried to do two phonemes (short a and short e) but that was a bit challenging as well. Our plan is to cover one (of the 44 phonemes) every day 2 and identify the spelling patterns related to that sound (phoneme).
Today we covered the short a (which is produced by the spelling pattern /a/) and the short e sound (which is produced by the spelling patterns: e, a, ie, ai, ea).
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
In writing today we took a look at https://www.youtube.com/watch?v=QhhUE1qe3GA I caught my new students up with how to write a fiction retell https://www.youtube.com/watch?v=0BidJkomqkU
using our 4 guiding question organizer. https://www.drooker.ca/uploads/1/1/0/9/110962203/advanced_4_guiding_question_retell_organizer.pdf We looked at a strong work sample: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-59-06-am.png?1648731688 https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-58-52-am.png?1655074301
Grade 4s will amalgamate their responses into a paragraph.
This month will see us juggle 3 text forms while learning paragraph. Students will be completing fiction retells, non fiction retells, and will working on some descriptive writing. Thereafter, we'll have singular foci: e.g. letter/email writing, review writing, etc.
MATH
11:20-12:20
In math today, I did one final unit review and walked students through their unit test which they will complete tomorrow. We'll then go full throttle into our addition and subtraction unit with regrouping and borrowing respectively. We also did a recap of the 3 and 4 times table tricks and we'll proceed normally next week with a focus on the 6 times table.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
I gave our new students a run down as to expectations as it relates to our dynamic warm up routine as well as whistle procedures. In an effort to get them caught up, we jumped right into a breakdown of rules as it relates to our first unit of study-European Handball. For parents of our new students, we'll have various units throughout the year including PE2Go Kits that will afford us an opportunity to explore units such as tennis for 2 week blocks. Students will also receive an extra gym period a week on Day 4 of our schedule (first recess) where they will compete against one another for our Playground Legends championship belt. A trophy goes home with our overall winner at year's end.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students started work on their culminating project involving the Hudson Bay Lowlands Region. They specifically focused in on residential land zones. Beyond the research I gave and unpacked alongside students, students are encouraged to ask questions throughout these work periods to achieve a more accurate "Sim City" map patterned off of this land zone region's demographics. For example, I had a student approach ask about a specific ratio of homes to condos to... As a result of some research alongside me, they were able to be far more precise in the application of their nascent knowledge (e.g. they are aware that the largest city in the HBL region has a measly 1500 people and thus they ought to have very few houses). These questions factor into their overall presentation/grade.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Math Quiz tomorrow for 3s and 4s
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: O.H. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Our class really skews low academically (especially reading and writing). As such, I'm going to be revamping my literacy block approach in an effort to address those needs. I'll test drive my approach tomorrow and will catch you up shortly on the routine I end up proceeding with.
*Pringles
*Thumbs down
*Lunch issues
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=S7ehlw_phys
WARM UP
Students started off the morning with some Keyboarding Practice drooker.typingclub.com/ while I completed some diagnostics work with G.P.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
I had a lengthy introduction to "Catch Up Your Code". Our initial approach didn't match the overall class level of where they are at reading wise. As such, I tried last year's approach which seemed to work out better. For the sake of experimentation, we tried to do two phonemes (short a and short e) but that was a bit challenging as well. Our plan is to cover one (of the 44 phonemes) every day 2 and identify the spelling patterns related to that sound (phoneme).
Today we covered the short a (which is produced by the spelling pattern /a/) and the short e sound (which is produced by the spelling patterns: e, a, ie, ai, ea).
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
In writing today we took a look at https://www.youtube.com/watch?v=QhhUE1qe3GA I caught my new students up with how to write a fiction retell https://www.youtube.com/watch?v=0BidJkomqkU
using our 4 guiding question organizer. https://www.drooker.ca/uploads/1/1/0/9/110962203/advanced_4_guiding_question_retell_organizer.pdf We looked at a strong work sample: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-59-06-am.png?1648731688 https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-58-52-am.png?1655074301
Grade 4s will amalgamate their responses into a paragraph.
This month will see us juggle 3 text forms while learning paragraph. Students will be completing fiction retells, non fiction retells, and will working on some descriptive writing. Thereafter, we'll have singular foci: e.g. letter/email writing, review writing, etc.
MATH
11:20-12:20
In math today, I did one final unit review and walked students through their unit test which they will complete tomorrow. We'll then go full throttle into our addition and subtraction unit with regrouping and borrowing respectively. We also did a recap of the 3 and 4 times table tricks and we'll proceed normally next week with a focus on the 6 times table.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
I gave our new students a run down as to expectations as it relates to our dynamic warm up routine as well as whistle procedures. In an effort to get them caught up, we jumped right into a breakdown of rules as it relates to our first unit of study-European Handball. For parents of our new students, we'll have various units throughout the year including PE2Go Kits that will afford us an opportunity to explore units such as tennis for 2 week blocks. Students will also receive an extra gym period a week on Day 4 of our schedule (first recess) where they will compete against one another for our Playground Legends championship belt. A trophy goes home with our overall winner at year's end.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Students started work on their culminating project involving the Hudson Bay Lowlands Region. They specifically focused in on residential land zones. Beyond the research I gave and unpacked alongside students, students are encouraged to ask questions throughout these work periods to achieve a more accurate "Sim City" map patterned off of this land zone region's demographics. For example, I had a student approach ask about a specific ratio of homes to condos to... As a result of some research alongside me, they were able to be far more precise in the application of their nascent knowledge (e.g. they are aware that the largest city in the HBL region has a measly 1500 people and thus they ought to have very few houses). These questions factor into their overall presentation/grade.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Math Quiz tomorrow for 3s and 4s
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
WEDNESDAY, OCTOBER 2, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Intro to SS
*Pringles
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
C.S. and T.R. worked on an animation this morning
We reviewed our Waiting Room and "What Can I Do When I Have Finished My Work" Anchor Chart.
We then had a fire drill.
WARM UP
Students had their first every foray into Cursive Writing Practice with me. Students worked on Uppercase and Lowercase A https://www.drooker.ca/cursive.html
I conducted diagnostic work with H.L.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Students worked on vocabulary: Synonyms and Antonyms. I reminded students that today's mini lesson and proceeding work will eventually offset small group guided reading.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
As previously mentioned, every Day 1 will see us focus in on Media Studies https://www.drooker.ca/media.html Students received a lesson on Logos can say things about a product without explicitly stating them. We looked at how most companies start off with either a typographic logo (just words) or hybrid logo (pictures and words) and then veer of into graphic logos once their product is established and the public have been "brainwashed" to understand the picture equates to the name (e.g. Nike Swoosh). Next lesson, we'll step back a bit and examine how we need to think before we design...that there's a purpose behind every aspect of one's design. We'll look at target audience surveys and students will then proceed to use the information gathered to steer their product logos, print advertisements, radio ads, and tv commercials.
MATH
11:20-12:20
I was pulled for my monthly PLC meeting. Students watched a video involving rudimentary logos https://www.tvokids.com/school-age/wacky-word-show/videos/ancient-egyptians followed by part of a tutorial video I've created on logo design: https://www.youtube.com/watch?v=Z9LAT7LSNRc&t=273s
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started off this period with an introduction to a game called Zip, Zap, McGuillicutty, Spark which we will employ use prior to our 3 oral presentations throughout the year. This game allows students to warm up and adhere to what good speakers do when presenting.
I then quickly tried to get our new students caught up with where we're at with our social studies unit. Every term, I complete one social studies unit proceeded by two science units. We have gotten rather deep into our https://www.drooker.ca/living-and-working.html unit and I quickly "zoomed" our new students into our targeted region-Ontario! Ontario has three landform regions (Hudson Bay Lowlands, Shield, and Great Lakes/St. Lawrence Lowlands). For our culminating task, students have received a parcel of land from their late Uncle Morgan. They can keep the land provided they terraform it and pattern it off of his favourite vacation spot-The Hudson Bay Lowlands. Students have been given some rudimentary information related to the region involving its Residential, Commercial, Industrial, Agricultural, Municipal, Recreational and Utility Land Zone Patterns. Students will start to develop their Sim City and will ask questions throughout the task to truly pattern their newfound inheritance to (hopefully) a level 4 degree!
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: W.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Intro to SS
*Pringles
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
C.S. and T.R. worked on an animation this morning
We reviewed our Waiting Room and "What Can I Do When I Have Finished My Work" Anchor Chart.
We then had a fire drill.
WARM UP
Students had their first every foray into Cursive Writing Practice with me. Students worked on Uppercase and Lowercase A https://www.drooker.ca/cursive.html
I conducted diagnostic work with H.L.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Students worked on vocabulary: Synonyms and Antonyms. I reminded students that today's mini lesson and proceeding work will eventually offset small group guided reading.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
As previously mentioned, every Day 1 will see us focus in on Media Studies https://www.drooker.ca/media.html Students received a lesson on Logos can say things about a product without explicitly stating them. We looked at how most companies start off with either a typographic logo (just words) or hybrid logo (pictures and words) and then veer of into graphic logos once their product is established and the public have been "brainwashed" to understand the picture equates to the name (e.g. Nike Swoosh). Next lesson, we'll step back a bit and examine how we need to think before we design...that there's a purpose behind every aspect of one's design. We'll look at target audience surveys and students will then proceed to use the information gathered to steer their product logos, print advertisements, radio ads, and tv commercials.
MATH
11:20-12:20
I was pulled for my monthly PLC meeting. Students watched a video involving rudimentary logos https://www.tvokids.com/school-age/wacky-word-show/videos/ancient-egyptians followed by part of a tutorial video I've created on logo design: https://www.youtube.com/watch?v=Z9LAT7LSNRc&t=273s
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started off this period with an introduction to a game called Zip, Zap, McGuillicutty, Spark which we will employ use prior to our 3 oral presentations throughout the year. This game allows students to warm up and adhere to what good speakers do when presenting.
I then quickly tried to get our new students caught up with where we're at with our social studies unit. Every term, I complete one social studies unit proceeded by two science units. We have gotten rather deep into our https://www.drooker.ca/living-and-working.html unit and I quickly "zoomed" our new students into our targeted region-Ontario! Ontario has three landform regions (Hudson Bay Lowlands, Shield, and Great Lakes/St. Lawrence Lowlands). For our culminating task, students have received a parcel of land from their late Uncle Morgan. They can keep the land provided they terraform it and pattern it off of his favourite vacation spot-The Hudson Bay Lowlands. Students have been given some rudimentary information related to the region involving its Residential, Commercial, Industrial, Agricultural, Municipal, Recreational and Utility Land Zone Patterns. Students will start to develop their Sim City and will ask questions throughout the task to truly pattern their newfound inheritance to (hopefully) a level 4 degree!
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
TUESDAY, OCTOBER 1, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Tech Waivers: I sent home some more personal technology waivers should you be amenable in sending a device to school with your child.
*I reviewed and sent home monthly reading log packages with students. As you know, children should be reading daily and I will ask students to complete 5 written responses ("logs") to books throughout the course of the month!
LANGUAGE
9:10-10:50
We started off the morning with our Terry Fox Run!
Upon our return, we discussed The Playground Legends Project. For our "newbies". Every Day 4 (First Recess), students from our class will gather in the gym and compete against one another in various playground sports. Students will receive points throughout the year and we'll crown a Playground Legends Champion https://theplaygroundlegends.weebly.com/ I also mentioned how I've signed out various gym kits throughout the year which will allow us to have some fresh and exciting units/equipment. For example, we'll have a 2 week mini unit on tennis :)
We then switched our attention towards Oral Presentations. Every year, I ask students to complete three oral presentations. The rationale behind these formal oral presentations before the class is to provide students with opportunities to develop and refine their presentation skills. These presentations also provide students with opportunities to receive feedback from their peers who are included in the evaluation process (Kindly see attached rubric). Students are only required to present once before the class (though they are welcome to present more should they so desire). If they opt not to present before the class, they are asked to record their presentation for assessment.
I have taught students that good presenters always:
GESTURE WITH FLAIR: Let your body do the talking! Use gestures to add energy and excitement to your presentation.
STRIKE A POWER POSE: Stand tall like a superhero! Good posture commands attention and exudes confidence.
REHEARSE LIKE A PRO: Practice makes perfect! Know your material inside and out so you can dazzle without relying on notes.
USE PROPS WITH A PURPOSE: Like a magician with a wand, make your props enhance, not distract from, your message.
CONNECT WITH YOUR AUDIENCE: Look them in the eye and let them know you're speaking directly to them. It's like having a one-on-one conversation with each person in the room!
SHARE THE SPOTLIGHT: Everyone deserves their moment to shine! Don't hog the stage—make sure everyone can see and be seen.
THINK ON YOUR FEET: Be quick as a fox! Whether it's a question from the crowd or a technical glitch, be ready to tackle any curveball with ease and grace.
REMEMBER...
Think of a presentation like making a sandwich:
INTRODUCTION: Just as you gather ingredients to start making a sandwich, in a presentation, you introduce your topic and tell your audience what you'll be talking about.
MAIN BODY: Like layering ingredients on a sandwich, each main point in your presentation adds more information and interest.
CONCLUSION: Finishing a sandwich with the top piece of bread and wrapping it up is like summarizing key points and reminding your audience of what you discussed.
I have also taught students to mark up their scripts. They might want to use symbols and/or colours to help accentuate places where they need to stop, have their voice trail up/down, pause, etc. They can mark their script with emojis to cue facial reactions or gestures.
Students might want to copy their script onto hand sized cue cards so they do not block their face when presenting or make crinkling sounds (should their hands nervously shake). Tying off cue cards with twine or a key ring can ensure easy flipping between cards.
Anyways, it was a lengthy lesson and there are a variety of anchor charts, strong work samples, etc. available here for review https://www.drooker.ca/dramawriting-in-role.html
I've sent home an instruction sheet, rubric, and script and students have one month to prepare for the presentation which will be due November 1st.
MATH
11:20-12:20
As mentioned in an email blast yesterday, on Days, 1, 4, and 5, we'll be conducting DPA right after recess and measuring students' creativity throughout the year as part of an action research project. Students enjoyed their first session today.
Afterwards, we snuck in a bit of practice involving OPP/Our Proofreading Plan: https://tinyurl.com/ourppplan
We then reviewed the 3 and 4 times table tricks I've taught students followed by reviewing a few summarizing videos of what we've learned thus far:
https://www.youtube.com/watch?v=T5Qf0qSSJFI
https://www.youtube.com/watch?v=fd-E18EqSVk
https://www.youtube.com/watch?v=KG6ILNOiMgM&t=608s
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
I facilitated some desk changes to start off the afternoon.
Our "newbies" completed two reading diagnostic tasks.
I then did a quick recap of what we covered in our intro to descriptive writing for our new students. https://www.drooker.ca/descriptive-writing.html
In summary,
-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!
-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
We watched an ASMR miniature video which sparked some descriptive sentences from students. Our newbies then completed a diagnostic "OPP" writing task related to some of those descriptive sentences.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, J.L., G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Tech Waivers: I sent home some more personal technology waivers should you be amenable in sending a device to school with your child.
*I reviewed and sent home monthly reading log packages with students. As you know, children should be reading daily and I will ask students to complete 5 written responses ("logs") to books throughout the course of the month!
LANGUAGE
9:10-10:50
We started off the morning with our Terry Fox Run!
Upon our return, we discussed The Playground Legends Project. For our "newbies". Every Day 4 (First Recess), students from our class will gather in the gym and compete against one another in various playground sports. Students will receive points throughout the year and we'll crown a Playground Legends Champion https://theplaygroundlegends.weebly.com/ I also mentioned how I've signed out various gym kits throughout the year which will allow us to have some fresh and exciting units/equipment. For example, we'll have a 2 week mini unit on tennis :)
We then switched our attention towards Oral Presentations. Every year, I ask students to complete three oral presentations. The rationale behind these formal oral presentations before the class is to provide students with opportunities to develop and refine their presentation skills. These presentations also provide students with opportunities to receive feedback from their peers who are included in the evaluation process (Kindly see attached rubric). Students are only required to present once before the class (though they are welcome to present more should they so desire). If they opt not to present before the class, they are asked to record their presentation for assessment.
I have taught students that good presenters always:
GESTURE WITH FLAIR: Let your body do the talking! Use gestures to add energy and excitement to your presentation.
STRIKE A POWER POSE: Stand tall like a superhero! Good posture commands attention and exudes confidence.
REHEARSE LIKE A PRO: Practice makes perfect! Know your material inside and out so you can dazzle without relying on notes.
USE PROPS WITH A PURPOSE: Like a magician with a wand, make your props enhance, not distract from, your message.
CONNECT WITH YOUR AUDIENCE: Look them in the eye and let them know you're speaking directly to them. It's like having a one-on-one conversation with each person in the room!
SHARE THE SPOTLIGHT: Everyone deserves their moment to shine! Don't hog the stage—make sure everyone can see and be seen.
THINK ON YOUR FEET: Be quick as a fox! Whether it's a question from the crowd or a technical glitch, be ready to tackle any curveball with ease and grace.
REMEMBER...
Think of a presentation like making a sandwich:
INTRODUCTION: Just as you gather ingredients to start making a sandwich, in a presentation, you introduce your topic and tell your audience what you'll be talking about.
MAIN BODY: Like layering ingredients on a sandwich, each main point in your presentation adds more information and interest.
CONCLUSION: Finishing a sandwich with the top piece of bread and wrapping it up is like summarizing key points and reminding your audience of what you discussed.
I have also taught students to mark up their scripts. They might want to use symbols and/or colours to help accentuate places where they need to stop, have their voice trail up/down, pause, etc. They can mark their script with emojis to cue facial reactions or gestures.
Students might want to copy their script onto hand sized cue cards so they do not block their face when presenting or make crinkling sounds (should their hands nervously shake). Tying off cue cards with twine or a key ring can ensure easy flipping between cards.
Anyways, it was a lengthy lesson and there are a variety of anchor charts, strong work samples, etc. available here for review https://www.drooker.ca/dramawriting-in-role.html
I've sent home an instruction sheet, rubric, and script and students have one month to prepare for the presentation which will be due November 1st.
MATH
11:20-12:20
As mentioned in an email blast yesterday, on Days, 1, 4, and 5, we'll be conducting DPA right after recess and measuring students' creativity throughout the year as part of an action research project. Students enjoyed their first session today.
Afterwards, we snuck in a bit of practice involving OPP/Our Proofreading Plan: https://tinyurl.com/ourppplan
We then reviewed the 3 and 4 times table tricks I've taught students followed by reviewing a few summarizing videos of what we've learned thus far:
https://www.youtube.com/watch?v=T5Qf0qSSJFI
https://www.youtube.com/watch?v=fd-E18EqSVk
https://www.youtube.com/watch?v=KG6ILNOiMgM&t=608s
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
I facilitated some desk changes to start off the afternoon.
Our "newbies" completed two reading diagnostic tasks.
I then did a quick recap of what we covered in our intro to descriptive writing for our new students. https://www.drooker.ca/descriptive-writing.html
In summary,
-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!
-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
We watched an ASMR miniature video which sparked some descriptive sentences from students. Our newbies then completed a diagnostic "OPP" writing task related to some of those descriptive sentences.
DAILY HOMEWORK
*Read (and respond to 5 books a month)
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Oral Presentation #1 due November 1st
*Parent Survey: A.H, J.L., G.P.
*Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
ACTION RESEARCH PROJECT
Dear Families,
This year, our Grade 3/4 class will be participating in an exciting research project that explores the relationship between physical activity and creativity. Over the course of the year, we will be engaging students in various forms of daily physical activity and measuring how these activities influence their creativity, including traits like inquisitiveness, persistence, imagination, collaboration, and discipline. The aim of this project is to see how daily physical activity can support and enhance creative thinking in the classroom.
Our project will be divided into two month activity blocks. From October to November, students will focus on mindfulness activities. In December and January, they will take part in "forest bathing” which involves walking in the forest behind the school. February and March will feature daily physical activities on non-gym days, and from April to May, students will engage in vigorous physical activities both inside and outside. Throughout these periods, students will regularly fill out creativity surveys to track changes in their creative output.
As part of our math unit on data management, students will also collect and analyze their own creativity data, graphing results and looking for patterns. This will allow us to determine any connections between the physical activities and students' creativity levels. By the end of the year, we hope to use our findings to make suggestions for next year's timetable, with the goal of integrating more physical activity to support creativity in students' daily learning. We are excited to see how this project unfolds and look forward to sharing our findings with you.
Dear Families,
This year, our Grade 3/4 class will be participating in an exciting research project that explores the relationship between physical activity and creativity. Over the course of the year, we will be engaging students in various forms of daily physical activity and measuring how these activities influence their creativity, including traits like inquisitiveness, persistence, imagination, collaboration, and discipline. The aim of this project is to see how daily physical activity can support and enhance creative thinking in the classroom.
Our project will be divided into two month activity blocks. From October to November, students will focus on mindfulness activities. In December and January, they will take part in "forest bathing” which involves walking in the forest behind the school. February and March will feature daily physical activities on non-gym days, and from April to May, students will engage in vigorous physical activities both inside and outside. Throughout these periods, students will regularly fill out creativity surveys to track changes in their creative output.
As part of our math unit on data management, students will also collect and analyze their own creativity data, graphing results and looking for patterns. This will allow us to determine any connections between the physical activities and students' creativity levels. By the end of the year, we hope to use our findings to make suggestions for next year's timetable, with the goal of integrating more physical activity to support creativity in students' daily learning. We are excited to see how this project unfolds and look forward to sharing our findings with you.
MONDAY, SEPTEMBER 30, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Today saw us welcome and introduce our 5 new students to our class and routines! I/We're trying to get our new classmates caught up in short order and obviously it's impossible to make up 18 days of learning in one day (!). I'll do my absolute best to limit the disruptions and we'll regain our forward momentum in no time. Of note, I'm still going through a comprehensive one on one debrief with every student (one a day). We'll make significant strides thereafter within our literacy learning. For parents of our 5 new students, if you get an opportunity to even skim and scan our previous learning blogs, that would be incredible if for no other reason than to give you a general sense of where we are: https://www.drooker.ca/learning-blog.html
*I’ve uploaded to student “Learning Skill Report Card” drive folders a Thumbs Up and Down Report for September. The average student receives 75 points a month with ~10 strikes (7:1 ratio)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.
*Thank you for those of you who were able to attend "Meet the Teacher/Curriculum Night"!
LANGUAGE
9:10-10:50
We started off the morning with a school walk as part of Truth and Reconciliation Day.
We then began a thorough review of our classroom routines and expectations/class contract for success: https://www.drooker.ca/routines.html We spent some time looking at features of our class website alongside features of students' "Remote Learning Google Drives":
I have created a “Remote Learning Google Drive” for your child. To access this digital portfolio, students must login to their YRDSB GAPPS account using their [email protected] and password. Parents/Guardians will be provided with an invitation to collaborate via email. Once they have logged in, students must click on the “Waffle Icon” and then select “drive” then select “Starred”. I invite you to peruse its contents frequently if not daily (ideally alongside your child)!
This Google Drive has many subfolders within it that I’d like to familiarize you with:
Parent/Guardian Survey: Stored within this subfolder for safekeeping is your completed Parent/Guardian Survey
Passwords: Passwords to access various digital tools are available within this subfolder
Finished Folder: Work completed remotely is to be uploaded to this folder for assessment and/or evaluation.
Additional Resources: This subfolder contains a variety of supporting materials such as advanced math, Level 4/A+ Writing, Examples, At Home Spelling Program, etc.
Notable Work: I will scan and upload typical and atypical work within this subfolder for your perusal including quizzes, tests, evaluations, etc. Young students often misplace work requiring your attention and signature and through the use of this folder, I can avoid the loss of any key evidence.
Learning Skills: Stored within this subfolder are “Learning Skill” and “Goal Setting” report cards for you to review. I typically upload these report cards within a day or two of when your child is "V.I.P." This subfolder also contains "Thumbs Up/Thumbs Down" reports which I upload at the end of every month.
MATH
11:20-12:20
After recess, we started to review our literacy block structure: https://www.drooker.ca/literacy-block.html I can't wait to phase in all facets of what's described on our webpage!
We discussed a new DPA routine which we will start to employ on Day's 1, 4, and 5. I will meet students outside at 11:20 (end of recess) and we will enjoy some DPA. More information is to follow via email!
We then did a crash course/recap of our first math unit for our "newbies". In our Number unit, we covered topics such as standard, expanded, written notation of numbers, composing and decomposing numbers, greater than/less than, rounding numbers, and some rudimentary work with fractions. The 4s started relating fractions to decimals (e.g. how is 2 2/4ths turned from a mixed fraction into a decimal using equivalent fraction strips... 2/4ths is equal to 5/10ths... 2 2/4ths = 2.5). We'll be moving onto a new unit shortly on addition and subtraction with regrouping and borrowing shortly. I made students aware that we will have a quiz on the aforementioned topics on Friday of this week. For our 5 new students, I'll look at those quizzes as a diagnostic :)
We then started to discuss addition and relating it to multiplication (multiplication being a fast way of adding...the same number over and over again). My class up until today has been focusing in on a single times table trick per week. We've covered thus far the 3 and 4 times table tricks in advance of our unit in term 2. Here's a "supercut" video of some hacks that we'll be looking at https://www.youtube.com/watch?v=tr2u97LLYg8 Rather than focusing in on a new times table this week, we'll simply review the 3 and the 4 tricks. The 3 trick involves either the tic tac toe approach or preferably the "3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
The 4 trick involves singing the following to the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We continued to establish routines with our new students. We happen to have a classroom cart with 20 computers...3 short of a full classroom set. I've encouraged those interested in bringing in their own devices if possible so we have a full set for the year. I'll send home some more tech waiver forms for students tomorrow.
Students completed an intake survey involving creativity for our year long DPA project that I will email you about shortly :)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
I used this time to work 1:5 with our new students on a variety of diagnostic tasks. Students managed to complete "Known Words" and "Spelling Strategy" diagnostic tasks while also receiving a breakout lesson involving "Our Proofreading Plan". More diagnostic tasks await. Kudos to my OGs for being such great role models and demonstrating patience as we try to welcome our "newbies" into the classroom and establish our learning family for the rest of the year!
DAILY HOMEWORK
Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Parent Survey: A.H, J.L., G.P., and M.V.
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.C. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Today saw us welcome and introduce our 5 new students to our class and routines! I/We're trying to get our new classmates caught up in short order and obviously it's impossible to make up 18 days of learning in one day (!). I'll do my absolute best to limit the disruptions and we'll regain our forward momentum in no time. Of note, I'm still going through a comprehensive one on one debrief with every student (one a day). We'll make significant strides thereafter within our literacy learning. For parents of our 5 new students, if you get an opportunity to even skim and scan our previous learning blogs, that would be incredible if for no other reason than to give you a general sense of where we are: https://www.drooker.ca/learning-blog.html
*I’ve uploaded to student “Learning Skill Report Card” drive folders a Thumbs Up and Down Report for September. The average student receives 75 points a month with ~10 strikes (7:1 ratio)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.
*Thank you for those of you who were able to attend "Meet the Teacher/Curriculum Night"!
LANGUAGE
9:10-10:50
We started off the morning with a school walk as part of Truth and Reconciliation Day.
We then began a thorough review of our classroom routines and expectations/class contract for success: https://www.drooker.ca/routines.html We spent some time looking at features of our class website alongside features of students' "Remote Learning Google Drives":
I have created a “Remote Learning Google Drive” for your child. To access this digital portfolio, students must login to their YRDSB GAPPS account using their [email protected] and password. Parents/Guardians will be provided with an invitation to collaborate via email. Once they have logged in, students must click on the “Waffle Icon” and then select “drive” then select “Starred”. I invite you to peruse its contents frequently if not daily (ideally alongside your child)!
This Google Drive has many subfolders within it that I’d like to familiarize you with:
Parent/Guardian Survey: Stored within this subfolder for safekeeping is your completed Parent/Guardian Survey
Passwords: Passwords to access various digital tools are available within this subfolder
Finished Folder: Work completed remotely is to be uploaded to this folder for assessment and/or evaluation.
Additional Resources: This subfolder contains a variety of supporting materials such as advanced math, Level 4/A+ Writing, Examples, At Home Spelling Program, etc.
Notable Work: I will scan and upload typical and atypical work within this subfolder for your perusal including quizzes, tests, evaluations, etc. Young students often misplace work requiring your attention and signature and through the use of this folder, I can avoid the loss of any key evidence.
Learning Skills: Stored within this subfolder are “Learning Skill” and “Goal Setting” report cards for you to review. I typically upload these report cards within a day or two of when your child is "V.I.P." This subfolder also contains "Thumbs Up/Thumbs Down" reports which I upload at the end of every month.
MATH
11:20-12:20
After recess, we started to review our literacy block structure: https://www.drooker.ca/literacy-block.html I can't wait to phase in all facets of what's described on our webpage!
We discussed a new DPA routine which we will start to employ on Day's 1, 4, and 5. I will meet students outside at 11:20 (end of recess) and we will enjoy some DPA. More information is to follow via email!
We then did a crash course/recap of our first math unit for our "newbies". In our Number unit, we covered topics such as standard, expanded, written notation of numbers, composing and decomposing numbers, greater than/less than, rounding numbers, and some rudimentary work with fractions. The 4s started relating fractions to decimals (e.g. how is 2 2/4ths turned from a mixed fraction into a decimal using equivalent fraction strips... 2/4ths is equal to 5/10ths... 2 2/4ths = 2.5). We'll be moving onto a new unit shortly on addition and subtraction with regrouping and borrowing shortly. I made students aware that we will have a quiz on the aforementioned topics on Friday of this week. For our 5 new students, I'll look at those quizzes as a diagnostic :)
We then started to discuss addition and relating it to multiplication (multiplication being a fast way of adding...the same number over and over again). My class up until today has been focusing in on a single times table trick per week. We've covered thus far the 3 and 4 times table tricks in advance of our unit in term 2. Here's a "supercut" video of some hacks that we'll be looking at https://www.youtube.com/watch?v=tr2u97LLYg8 Rather than focusing in on a new times table this week, we'll simply review the 3 and the 4 tricks. The 3 trick involves either the tic tac toe approach or preferably the "3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
The 4 trick involves singing the following to the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We continued to establish routines with our new students. We happen to have a classroom cart with 20 computers...3 short of a full classroom set. I've encouraged those interested in bringing in their own devices if possible so we have a full set for the year. I'll send home some more tech waiver forms for students tomorrow.
Students completed an intake survey involving creativity for our year long DPA project that I will email you about shortly :)
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
I used this time to work 1:5 with our new students on a variety of diagnostic tasks. Students managed to complete "Known Words" and "Spelling Strategy" diagnostic tasks while also receiving a breakout lesson involving "Our Proofreading Plan". More diagnostic tasks await. Kudos to my OGs for being such great role models and demonstrating patience as we try to welcome our "newbies" into the classroom and establish our learning family for the rest of the year!
DAILY HOMEWORK
Review 3 and 4 time table tricks
"3 Is The Magic Number" song chorus approach:
3, 6, 9, Woooah
12, 15, 18,
21, 24, 27...30
To the tune of "Row, Row, Row Your Boat"
4, 8, 12, 16,
20, 24,
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Parent Survey: A.H, J.L., G.P., and M.V.
THURSDAY, SEPTEMBER 26, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Important: Our class will remain a grade 3/4 combined class however our numbers/composition will be changing come Monday. We will be welcoming 5 third graders on Monday and saying goodbye to 4 fourth graders to reach those numbers. This will result in a class of 18 third graders and 5 fourth graders. I'm utterly devastated having to give up any of my "kids" and its simply a matter of having to restructure things to be compliant with government regulations and to balance out the needs of our neighboring class. It's as simple as that and I underscored to students that there was absolutely nothing personal with the decision making and rather a matter of numbers and best interests in ensuring a strong learning environment be it in my class or another. Anyways, I'm frankly in mourning and for lack of better words, it sucks. That also means that we'll have to spend some time welcoming in new students next week, familiarizing them with routines, etc. I'll do my darndest to get that done in short order as we've been in a bit of a holding pattern. After that occurs, we'll start to gradually put our proverbial pedal to the metal.
*Just a reminder that tonight is Meet the Teacher/Curriculum night. I will be running two presentations (in case you have siblings in the school).
Presentation #1 will be 5:45-6:15
Presentation #2 will be 6:15-6:45
LANGUAGE
9:10-10:50
CLASS RESET
We had a lengthy debrief about our class reorganization. Students were incredibly helpful in assisting me in resetting the classroom. We swapped work bins, portfolios, computers, etc.
ANIMATION
F.L. worked on an aspect of our animation.
ASSEMBLY
We reviewed the new assembly format:
Introduction to our Character Trait
Schoolwide DPA (8-10 Minutes)
Sharing good news and shout outs!
(We are no longer handing out personal awards)
MATH/LIBRARY
11:20-12:20
We continued our fraction work together. Grade 3s and 4s worked on counting to 10 by halves, thirds, fourths, fifths, sixths, and tenths (Pages 42-26).
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We walked through all of the rules for our European Handball unit and students enjoyed some 4 vs 4 scrimmages https://www.drooker.ca/uploads/1/1/0/9/110962203/european_handball_tournament_rules_and_brackets.docx
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We wrapped up our "expert building" sessions on the Hudson Bay Lowlands after going through Utility and Environmental zones. Once we get our 5 new students caught up, we'll get started on our "Sim City" map making.
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: D.M. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Important: Our class will remain a grade 3/4 combined class however our numbers/composition will be changing come Monday. We will be welcoming 5 third graders on Monday and saying goodbye to 4 fourth graders to reach those numbers. This will result in a class of 18 third graders and 5 fourth graders. I'm utterly devastated having to give up any of my "kids" and its simply a matter of having to restructure things to be compliant with government regulations and to balance out the needs of our neighboring class. It's as simple as that and I underscored to students that there was absolutely nothing personal with the decision making and rather a matter of numbers and best interests in ensuring a strong learning environment be it in my class or another. Anyways, I'm frankly in mourning and for lack of better words, it sucks. That also means that we'll have to spend some time welcoming in new students next week, familiarizing them with routines, etc. I'll do my darndest to get that done in short order as we've been in a bit of a holding pattern. After that occurs, we'll start to gradually put our proverbial pedal to the metal.
*Just a reminder that tonight is Meet the Teacher/Curriculum night. I will be running two presentations (in case you have siblings in the school).
Presentation #1 will be 5:45-6:15
Presentation #2 will be 6:15-6:45
LANGUAGE
9:10-10:50
CLASS RESET
We had a lengthy debrief about our class reorganization. Students were incredibly helpful in assisting me in resetting the classroom. We swapped work bins, portfolios, computers, etc.
ANIMATION
F.L. worked on an aspect of our animation.
ASSEMBLY
We reviewed the new assembly format:
Introduction to our Character Trait
Schoolwide DPA (8-10 Minutes)
Sharing good news and shout outs!
(We are no longer handing out personal awards)
MATH/LIBRARY
11:20-12:20
We continued our fraction work together. Grade 3s and 4s worked on counting to 10 by halves, thirds, fourths, fifths, sixths, and tenths (Pages 42-26).
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We walked through all of the rules for our European Handball unit and students enjoyed some 4 vs 4 scrimmages https://www.drooker.ca/uploads/1/1/0/9/110962203/european_handball_tournament_rules_and_brackets.docx
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We wrapped up our "expert building" sessions on the Hudson Bay Lowlands after going through Utility and Environmental zones. Once we get our 5 new students caught up, we'll get started on our "Sim City" map making.
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
WEDNESDAY, SEPTEMBER 25, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Important: Our class will remain a grade 3/4 combined class however our numbers/composition will be changing come Monday. We will be welcoming 5 third graders on Monday and saying goodbye to 4 fourth graders to reach those numbers. This will result in a class of 18 third graders and 5 fourth graders. I'm utterly devastated having to give up any of my "kids" and its simply a matter of having to restructure things to be compliant with government regulations and to balance out the needs of our neighboring class. It's as simple as that and I underscored to students that there was absolutely nothing personal with the decision making and rather a matter of numbers and best interests in ensuring a strong learning environment be it in my class or another. Anyways, I'm frankly in mourning and for lack of better words, it sucks. That also means that we'll have to spend some time welcoming in new students next week, familiarizing them with routines, etc. I'll do my darndest to get that done in short order as we've been in a bit of a holding pattern. After that occurs, we'll start to gradually put our proverbial pedal to the metal.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
F.L. worked on a character which we will animate shortly.
WARM UP
Students were given an opportunity to EEKK or independently read while I conducted diagnostic reading tests with D.M.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We reviewed Sam and Dave Dig a Hole (which we read yesterday) and went over our co created word menu.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students worked their way through their fiction retell organizers. I gave ongoing descriptive feedback to students throughout the process.
MATH
11:20-12:20
We're at an interesting spot math wise. The grade 3s finished up their unit work today. The 4s have a bit more to their Number unit before they join the 3s on addition and subtraction. We obviously have 5 third graders joining us on Monday which means that I need to spend a bit of time seeing what they have learned as well as advancing them quickly through what we have covered. We'll aim for a quiz towards the end of the week hopefully for both grades and use our recap time with our new students as study sessions for the upcoming quiz.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Students enjoyed a bit of Wall Ball while focusing in on sportsmanship. We then pivoted to an intro to our first unit-European Handball
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We went through agricultural land zones in the Hudson Bay Lowlands region. We then snuck in a bit of work for our upcoming Terry Fox Walk/Run
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Important: Our class will remain a grade 3/4 combined class however our numbers/composition will be changing come Monday. We will be welcoming 5 third graders on Monday and saying goodbye to 4 fourth graders to reach those numbers. This will result in a class of 18 third graders and 5 fourth graders. I'm utterly devastated having to give up any of my "kids" and its simply a matter of having to restructure things to be compliant with government regulations and to balance out the needs of our neighboring class. It's as simple as that and I underscored to students that there was absolutely nothing personal with the decision making and rather a matter of numbers and best interests in ensuring a strong learning environment be it in my class or another. Anyways, I'm frankly in mourning and for lack of better words, it sucks. That also means that we'll have to spend some time welcoming in new students next week, familiarizing them with routines, etc. I'll do my darndest to get that done in short order as we've been in a bit of a holding pattern. After that occurs, we'll start to gradually put our proverbial pedal to the metal.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
F.L. worked on a character which we will animate shortly.
WARM UP
Students were given an opportunity to EEKK or independently read while I conducted diagnostic reading tests with D.M.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We reviewed Sam and Dave Dig a Hole (which we read yesterday) and went over our co created word menu.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students worked their way through their fiction retell organizers. I gave ongoing descriptive feedback to students throughout the process.
MATH
11:20-12:20
We're at an interesting spot math wise. The grade 3s finished up their unit work today. The 4s have a bit more to their Number unit before they join the 3s on addition and subtraction. We obviously have 5 third graders joining us on Monday which means that I need to spend a bit of time seeing what they have learned as well as advancing them quickly through what we have covered. We'll aim for a quiz towards the end of the week hopefully for both grades and use our recap time with our new students as study sessions for the upcoming quiz.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
Students enjoyed a bit of Wall Ball while focusing in on sportsmanship. We then pivoted to an intro to our first unit-European Handball
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We went through agricultural land zones in the Hudson Bay Lowlands region. We then snuck in a bit of work for our upcoming Terry Fox Walk/Run
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
TUESDAY, SEPTEMBER 24, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
*We had an opportunity to browse our school's Scholastic Book Fair selection. Students are bringing home a wish list and are welcome to purchase books first recess throughout the week. We also have a designated shopping time on Thursday Period 4.
*T.R. worked on a plasticine character for our animation.
*Our character assembly has been moved to Thursday at 12:20.
WARM UP
We will finally go through our normal routine next week once our class roster has been finalized! Next day 1 will see us work on some
Cursive Writing Practice https://www.drooker.ca/cursive.html
We're still early into our school year and I'm in the midst of completing diagnostics. I completed diagnostics with W.G.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Students listened to the book: "Sam and Dave Dig a Hole" https://www.youtube.com/watch?v=BwHGSzq_OIE
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I modelled for students once more how to use our fiction retell organizer and the various success criteria checkboxes. Students received some time to start their written responses and will continue tomorrow.
MATH
11:20-12:20
Today's lesson is definitely worth reviewing at home alongside https://toytheater.com/fraction-strips/
We looked at equivalent fractions through some formative practice (Grade 3s: Page 29 and Grade 4s: Page 37). We looked initially at how when we draw out fractions by hand, they might mislead us (unless we have the preternatural skill of drawing with ridiculous accuracy/exactitude). Instead, using digital manipulatives can allow us to reliably compare fractions to one another. We then revisited the example I provided yesterday. Suppose I eat 2 and 2/4s personal pan pizzas from Pizza Hut. How can we take the mixed number 2 2/4ths and turn it into a decimal number. Well, using the digital tool, we can compare 2/4s to something out of 1/10ths (2/4ths is equivalent to 5/10ths). 2 2/4ths is equal to 2.5
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We had a Hold and Secure drill. We've now become "experts" at Residential, Commercial, Municipal, Recreational, and Industrial zoned land within the Hudson Bay Lowlands region. Tomorrow, we'll try to work through Utilities, Agricultural, Transportational, and Environmental zones and once we've finished up with those, students will be able to formally start their "Sim City" project.
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.K. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
*We had an opportunity to browse our school's Scholastic Book Fair selection. Students are bringing home a wish list and are welcome to purchase books first recess throughout the week. We also have a designated shopping time on Thursday Period 4.
*T.R. worked on a plasticine character for our animation.
*Our character assembly has been moved to Thursday at 12:20.
WARM UP
We will finally go through our normal routine next week once our class roster has been finalized! Next day 1 will see us work on some
Cursive Writing Practice https://www.drooker.ca/cursive.html
We're still early into our school year and I'm in the midst of completing diagnostics. I completed diagnostics with W.G.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Students listened to the book: "Sam and Dave Dig a Hole" https://www.youtube.com/watch?v=BwHGSzq_OIE
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I modelled for students once more how to use our fiction retell organizer and the various success criteria checkboxes. Students received some time to start their written responses and will continue tomorrow.
MATH
11:20-12:20
Today's lesson is definitely worth reviewing at home alongside https://toytheater.com/fraction-strips/
We looked at equivalent fractions through some formative practice (Grade 3s: Page 29 and Grade 4s: Page 37). We looked initially at how when we draw out fractions by hand, they might mislead us (unless we have the preternatural skill of drawing with ridiculous accuracy/exactitude). Instead, using digital manipulatives can allow us to reliably compare fractions to one another. We then revisited the example I provided yesterday. Suppose I eat 2 and 2/4s personal pan pizzas from Pizza Hut. How can we take the mixed number 2 2/4ths and turn it into a decimal number. Well, using the digital tool, we can compare 2/4s to something out of 1/10ths (2/4ths is equivalent to 5/10ths). 2 2/4ths is equal to 2.5
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We had a Hold and Secure drill. We've now become "experts" at Residential, Commercial, Municipal, Recreational, and Industrial zoned land within the Hudson Bay Lowlands region. Tomorrow, we'll try to work through Utilities, Agricultural, Transportational, and Environmental zones and once we've finished up with those, students will be able to formally start their "Sim City" project.
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
MONDAY, SEPTEMBER 23, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder, Meet the Teacher/Curriculum Night is this Thursday from 5:30-7:00 :)
*Just a heads up...we had 7 students absent today (!). I'll occasionally note these sorts of things as they can indicators of illness spreading around the classroom. I certainly appreciate those students who stay home when they're terribly sick as it keeps me healthy (I unfortunately have a lung condition and I'm vulnerable to illness).
*Scholastic Book Fair: Students will be able to browse as a class tomorrow and purchase books throughout the week
*We have changed the format of our monthly "Character Assemblies" somewhat. It is my understanding that our first assembly will be at 2:00 tomorrow but it's our first time with our new approach. My understanding/vision of how things are to play out might not match what actually will be formally adopted. As such, I won't invite anyone as of this point until I gain some insight as to how the assemblies will be playing out. Stay tuned for more information.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
During this portion of the morning, we completed a significant desk change and desk rearrangement as we continue to refine our classroom.
https://www.youtube.com/watch?app=desktop&v=31RZ5wU-Fg0
WARM UP
Students completed some independent reading while I worked with A.L. on his diagnostic reading tasks.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
I shared with students two books: Frog and Toad-All Year (Chapter 1) and https://www.youtube.com/watch?v=yzwprmae0JM
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Building upon Friday's lesson, we reviewed the importance of retelling: Retelling is vital! Retelling fiction or non fiction books on paper or to a friend allows you to explain your understanding of a book. A friend or teacher can answer questions, offer connections and make otherwise 'still' words and information jump off the page. Discussion helps promote understanding!
Students initially retold Frog and Toad-All Year (Chapter 1) out loud using our anchor charts as guidance. After listening to Jon Klassen's "This Is Not My Hat", students and I co-authored a fiction retell on Microsoft Word which will serve as a strong work sample. Grade 4s will eventually take the 4 guiding question approach and embed their responses in a paragraph while the grade 3s will utilize the organizer provided. Here's an old work sample my students completed a few years back to give you a sense of things: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-59-06-am.png?1648731688 and https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-58-52-am.png?1655074301
MATH
11:20-12:20
We finished up our introduction to decimals https://www.youtube.com/watch?v=KG6ILNOiMgM and turned our attention towards fractions with our ultimate goal of relating a mixed fraction (or quite frankly any fraction) to a decimal number. Suppose I eat 2 2/4ths personal size Pizza Hut pizzas and turn that into a decimal number? Well the whole number is easy --> 2.0 but the 2/4ths fraction is tricky. We'll eventually broach equivalent fractions to understand that 2/4ths is the same as 5/10ths and thus the decimal number would be 2.5.
Grade 3s completed pages 27 and 28
Grade 4s completed pages 31 and 33.
Last week saw us focus in on the 3 times table tricks. We're focusing in on the 4 times table tricks this week. Try out the following method sung to the tune: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s and 4s did a bit of "divide and conquer" work using their research booklets. Students were assigned a land zone to become experts at and pooled information. We used the following digital Venn Diagram tool to compare and contrast their learning https://interactives.readwritethink.org/venn-diagramm I facilitated some additional research elucidating from their queries elucidating things further. We managed to get through residential and commercial information and we'll spend the remainder of our social studies time this week going through municipal, recreational, agricultural, industrial, etc. Students will then be able to proceed with designing their "Sim City" alongside their Legend/Key
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder, Meet the Teacher/Curriculum Night is this Thursday from 5:30-7:00 :)
*Just a heads up...we had 7 students absent today (!). I'll occasionally note these sorts of things as they can indicators of illness spreading around the classroom. I certainly appreciate those students who stay home when they're terribly sick as it keeps me healthy (I unfortunately have a lung condition and I'm vulnerable to illness).
*Scholastic Book Fair: Students will be able to browse as a class tomorrow and purchase books throughout the week
*We have changed the format of our monthly "Character Assemblies" somewhat. It is my understanding that our first assembly will be at 2:00 tomorrow but it's our first time with our new approach. My understanding/vision of how things are to play out might not match what actually will be formally adopted. As such, I won't invite anyone as of this point until I gain some insight as to how the assemblies will be playing out. Stay tuned for more information.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
During this portion of the morning, we completed a significant desk change and desk rearrangement as we continue to refine our classroom.
https://www.youtube.com/watch?app=desktop&v=31RZ5wU-Fg0
WARM UP
Students completed some independent reading while I worked with A.L. on his diagnostic reading tasks.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
I shared with students two books: Frog and Toad-All Year (Chapter 1) and https://www.youtube.com/watch?v=yzwprmae0JM
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Building upon Friday's lesson, we reviewed the importance of retelling: Retelling is vital! Retelling fiction or non fiction books on paper or to a friend allows you to explain your understanding of a book. A friend or teacher can answer questions, offer connections and make otherwise 'still' words and information jump off the page. Discussion helps promote understanding!
Students initially retold Frog and Toad-All Year (Chapter 1) out loud using our anchor charts as guidance. After listening to Jon Klassen's "This Is Not My Hat", students and I co-authored a fiction retell on Microsoft Word which will serve as a strong work sample. Grade 4s will eventually take the 4 guiding question approach and embed their responses in a paragraph while the grade 3s will utilize the organizer provided. Here's an old work sample my students completed a few years back to give you a sense of things: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-59-06-am.png?1648731688 and https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2022-03-31-at-8-58-52-am.png?1655074301
MATH
11:20-12:20
We finished up our introduction to decimals https://www.youtube.com/watch?v=KG6ILNOiMgM and turned our attention towards fractions with our ultimate goal of relating a mixed fraction (or quite frankly any fraction) to a decimal number. Suppose I eat 2 2/4ths personal size Pizza Hut pizzas and turn that into a decimal number? Well the whole number is easy --> 2.0 but the 2/4ths fraction is tricky. We'll eventually broach equivalent fractions to understand that 2/4ths is the same as 5/10ths and thus the decimal number would be 2.5.
Grade 3s completed pages 27 and 28
Grade 4s completed pages 31 and 33.
Last week saw us focus in on the 3 times table tricks. We're focusing in on the 4 times table tricks this week. Try out the following method sung to the tune: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
Grade 3s and 4s did a bit of "divide and conquer" work using their research booklets. Students were assigned a land zone to become experts at and pooled information. We used the following digital Venn Diagram tool to compare and contrast their learning https://interactives.readwritethink.org/venn-diagramm I facilitated some additional research elucidating from their queries elucidating things further. We managed to get through residential and commercial information and we'll spend the remainder of our social studies time this week going through municipal, recreational, agricultural, industrial, etc. Students will then be able to proceed with designing their "Sim City" alongside their Legend/Key
DAILY HOMEWORK
*Practice 4 times table trick:
To the tune of: "Row, Row, Row, Your Boat"
4, 8, 12, 16,
20, 24
28, 32, 36
and
40
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
FRIDAY, SEPTEMBER 20, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://visdeurbel.nl/
WARM UP
Students read independently while I conducted diagnostic tasks with J.W.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
As a lead into today's writing lesson, I shared an old German folktale called Max and Moritz (Which we'll revisit later this year during our narrative writing unit)
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
For the next few weeks we'll be bouncing around between two different "text forms":
Written responses to reading (Specifically Fiction and Non Fiction retells)
and
Paragraphing (Specifically descriptive writing in paragraph form)
Today saw us learn about why we retell and how we can go about it using guiding questions to retell fiction stories concisely.
Here's a summarizing tutorial video I made several years back:
https://www.youtube.com/watch?v=0BidJkomqkU
Students retold 2 fiction stories using our 4 guiding questions. An old German folktale and the following digital storybook:
https://www.youtube.com/watch?v=naj6zZakgEg
MATH
11:20-12:20
Students did a bit more rounding work today. You'll recall that the algorithm can be a bit tricky as it frankly has 5 steps (more than a typical algorithm we teach students at this age) https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/rounding_3.png?1547902034
We then started an intro lesson to Decimals https://www.youtube.com/watch?v=KG6ILNOiMgM
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We delved deeper into the Arctic Region! We watched several drone videos to get a sense topographically of what their "Sim City" ought to look like. We then started to review residential needs using our research notes.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We delved deeper into municipal and recreational needs for their "Sim City" which will be patterned off of the Hudson Bay Lowlands.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: A.V. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://visdeurbel.nl/
WARM UP
Students read independently while I conducted diagnostic tasks with J.W.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
As a lead into today's writing lesson, I shared an old German folktale called Max and Moritz (Which we'll revisit later this year during our narrative writing unit)
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
For the next few weeks we'll be bouncing around between two different "text forms":
Written responses to reading (Specifically Fiction and Non Fiction retells)
and
Paragraphing (Specifically descriptive writing in paragraph form)
Today saw us learn about why we retell and how we can go about it using guiding questions to retell fiction stories concisely.
Here's a summarizing tutorial video I made several years back:
https://www.youtube.com/watch?v=0BidJkomqkU
Students retold 2 fiction stories using our 4 guiding questions. An old German folktale and the following digital storybook:
https://www.youtube.com/watch?v=naj6zZakgEg
MATH
11:20-12:20
Students did a bit more rounding work today. You'll recall that the algorithm can be a bit tricky as it frankly has 5 steps (more than a typical algorithm we teach students at this age) https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/rounding_3.png?1547902034
We then started an intro lesson to Decimals https://www.youtube.com/watch?v=KG6ILNOiMgM
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
We delved deeper into the Arctic Region! We watched several drone videos to get a sense topographically of what their "Sim City" ought to look like. We then started to review residential needs using our research notes.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
We delved deeper into municipal and recreational needs for their "Sim City" which will be patterned off of the Hudson Bay Lowlands.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
THURSDAY, SEPTEMBER 19, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
B.G. and J.D. worked on an animation.
WARM UP
Students read independently while I conducted a variety of diagnostic tests with K.K.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We spent some time reviewing homework responsibilities related to reading. At the start of every month, I'll hand out to students a Reading Response Package. Each package has five work sheets. As you know, students are expected to read nightly as part of their homework routine. Five times a month, I'll ask students to respond to a book in writing. There are a variety of prompts for students to guide their responses and I modelled what is expected of them under the document camera. Students are welcome to submit their 5 responses once completed or at month's end.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received 20 minutes to complete their final writing diagnostic task related to descriptive writing. I've recently updated our website https://www.drooker.ca/descriptive-writing.html with the latest...in particular, note this anchor chart and success criteria that students are familiar with: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_descriptive_writers.pdf.
We'll shift our attention towards paragraphing next and then students will complete several descriptive paragraphs before starting our first writing text form unit
MATH/LIBRARY
11:20-12:20
https://www.youtube.com/watch?v=fd-E18EqSVk
Students continued their formative rounding work. The grade 3s completed page 19 while the grade 4s completed page 25. The 3s and 4s then jointly completed an additional rounding page.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students enjoyed some more "Wall Ball" and we went outside briefly to check out our school grounds regarding a project that we will bring to your attention shortly :) Stay tuned to tomorrow's blog for more information!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students have plotted their residential and commercial zones with small environmental buffers separating the two. We started to examine some research related to Municipal Zones after looking at an ATV tour of Moosonee. https://www.youtube.com/watch?v=Vl6so8bXxKI
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.W. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
B.G. and J.D. worked on an animation.
WARM UP
Students read independently while I conducted a variety of diagnostic tests with K.K.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We spent some time reviewing homework responsibilities related to reading. At the start of every month, I'll hand out to students a Reading Response Package. Each package has five work sheets. As you know, students are expected to read nightly as part of their homework routine. Five times a month, I'll ask students to respond to a book in writing. There are a variety of prompts for students to guide their responses and I modelled what is expected of them under the document camera. Students are welcome to submit their 5 responses once completed or at month's end.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Students received 20 minutes to complete their final writing diagnostic task related to descriptive writing. I've recently updated our website https://www.drooker.ca/descriptive-writing.html with the latest...in particular, note this anchor chart and success criteria that students are familiar with: https://www.drooker.ca/uploads/1/1/0/9/110962203/strong_descriptive_writers.pdf.
We'll shift our attention towards paragraphing next and then students will complete several descriptive paragraphs before starting our first writing text form unit
MATH/LIBRARY
11:20-12:20
https://www.youtube.com/watch?v=fd-E18EqSVk
Students continued their formative rounding work. The grade 3s completed page 19 while the grade 4s completed page 25. The 3s and 4s then jointly completed an additional rounding page.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
Students enjoyed some more "Wall Ball" and we went outside briefly to check out our school grounds regarding a project that we will bring to your attention shortly :) Stay tuned to tomorrow's blog for more information!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students have plotted their residential and commercial zones with small environmental buffers separating the two. We started to examine some research related to Municipal Zones after looking at an ATV tour of Moosonee. https://www.youtube.com/watch?v=Vl6so8bXxKI
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
WEDNESDAY, SEPTEMBER 18, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I have booked every Day 4 (First recess) for our class an extra gym period for "Playground Legends". We'll start Playground Legends the week of September 30th (when our class roster has officially been finalized).
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/@TheBreakfasteur/videos
WARM UP
We will eventually have Keyboarding Practice drooker.typingclub.com/ during this block of time. Students had an opportunity to EEKK read while I conducted diagnostic work one on one with A.V.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We took a brief look at "Catch Up Your Code" which reviews the 44 sounds (phonemes) in the english language. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-04-11-at-5-17-06-pm.png?1681249276
We used this block to also review the definitions of homophones and synonyms.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We once again had an opportunity to go through what strong descriptive writers do:
-Paint a picture in your reader's mind! Assume your reader is blind and has never encountered your topic before! Based on your descriptive writing, they should be able to have a precise picture in mind!
-Avoid "skeleton" writing. Bring your skeleton to life by fleshing out your writing with as many sentences as possible
-Use your Toolkit Binder for juicy adjectives (Words that describe persons, places, things /nouns)
-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 clarify (X is like Y)
-Use onomatopoeia to convey sound
-Strike a balance between telling and showing
Students will complete their final writing diagnostic tomorrow. They will be given 20 minutes to write and "OPP" 6 descriptive sentences on a hybridized animal developed from this website:
https://web.archive.org/web/20220517071247/https://digitalcultures.pl/hybridizer/
MATH
11:20-12:20
Today saw us focus in on rounding. https://www.youtube.com/watch?v=fd-E18EqSVk
I introduced students to the word-algorithm (which can be thought of as a step by step process for success). I walked them through the algorithm for rounding numbers. https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/rounding_3.png?1547902034 I had students work through several examples on their personal whiteboards while checking in with me for ongoing feedback. I certainly suggest giving your child a few numbers to round tonight to strengthen their rounding skills. We'll complete some more rounding tomorrow.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We had a bit of an uneven gym period. I introduced students to Wall Ball which we'll go over tomorrow. Once classes have been finalized, we'll start our first full fledged gym unit-European Handball
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s received their topographic map of the land that their Uncle Morgan left for them in his will. We talked about the features of the land and loosely plotted out small residential zones (Keep in mind the largest city in the region has a mere 1500 people!) and commercial zones with environmental space as buffers.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*I have booked every Day 4 (First recess) for our class an extra gym period for "Playground Legends". We'll start Playground Legends the week of September 30th (when our class roster has officially been finalized).
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/@TheBreakfasteur/videos
WARM UP
We will eventually have Keyboarding Practice drooker.typingclub.com/ during this block of time. Students had an opportunity to EEKK read while I conducted diagnostic work one on one with A.V.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We took a brief look at "Catch Up Your Code" which reviews the 44 sounds (phonemes) in the english language. https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-04-11-at-5-17-06-pm.png?1681249276
We used this block to also review the definitions of homophones and synonyms.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We once again had an opportunity to go through what strong descriptive writers do:
-Paint a picture in your reader's mind! Assume your reader is blind and has never encountered your topic before! Based on your descriptive writing, they should be able to have a precise picture in mind!
-Avoid "skeleton" writing. Bring your skeleton to life by fleshing out your writing with as many sentences as possible
-Use your Toolkit Binder for juicy adjectives (Words that describe persons, places, things /nouns)
-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 clarify (X is like Y)
-Use onomatopoeia to convey sound
-Strike a balance between telling and showing
Students will complete their final writing diagnostic tomorrow. They will be given 20 minutes to write and "OPP" 6 descriptive sentences on a hybridized animal developed from this website:
https://web.archive.org/web/20220517071247/https://digitalcultures.pl/hybridizer/
MATH
11:20-12:20
Today saw us focus in on rounding. https://www.youtube.com/watch?v=fd-E18EqSVk
I introduced students to the word-algorithm (which can be thought of as a step by step process for success). I walked them through the algorithm for rounding numbers. https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/rounding_3.png?1547902034 I had students work through several examples on their personal whiteboards while checking in with me for ongoing feedback. I certainly suggest giving your child a few numbers to round tonight to strengthen their rounding skills. We'll complete some more rounding tomorrow.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We had a bit of an uneven gym period. I introduced students to Wall Ball which we'll go over tomorrow. Once classes have been finalized, we'll start our first full fledged gym unit-European Handball
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
Grade 3s received their topographic map of the land that their Uncle Morgan left for them in his will. We talked about the features of the land and loosely plotted out small residential zones (Keep in mind the largest city in the region has a mere 1500 people!) and commercial zones with environmental space as buffers.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
TUESDAY, SEPTEMBER 17, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We're getting closer to the date where our class roster will be finalized. Classes must be in compliance with government specified class size mandates by the end of next week. For example, there is a cap of 23 students for a grade 3/4 primary/junior assignment. FYI: 10% of classes across the school board are allowed to be over cap. Anyways, we're awaiting word as to whether any changes will occur. We'll learn of things next week. As such, we're progressing with our previously mentioned plan/approach which we as teachers refer to as the "First 20 Days of School". We're not quite at the point where we're going full bore into the curriculum as we will be as we're still laying out foundational work that will serve us well as we proceed forward.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://10typosgame.com/
WARM UP
We will start having Cursive Writing Practice https://www.drooker.ca/cursive.html shortly during this block. We used this time period to review plagiarism, paraphrasing and quotations when researching. https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2023-12-19-at-3-19-18-pm_orig.png We then looked at https://www.perplexity.ai/ and how this new search engine researches and paraphrases while also showing off the sources of information from which it's learned!
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Students will work on vocabulary during this block shortly while I conduct small group guided reading. Instead, I conducted some diagnostic testing with J.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
My diagnostic ran a bit long so we briefly reviewed our intro to Media (Media is anything that tells and sells or P.I.E./Persuades, Informs, and Entertains. We then discussed the purpose behind a logo.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-05-16-at-9-49-36-pm.png?1589686208 We will have an extensive lesson on logos as well as the unveiling of what our "product" will be that we will use as our focus throughout the year shortly. My aim is to have media studies every Day 1 of our schedule.
MATH
11:20-12:20
In math today, students continued work on comparing numbers using place value columns and "stacking" numbers as well as using the greater than, equal to, less than symbols. Grade 3s completed pages 16 and 17 of their formative work booklets while grade 4s completed pages 18 and 19 of their work booklets.
We then used the purchased offline version of NLVM http://nlvm.usu.edu/ to look at regrouping using animated base 10 blocks. It's a phenomenal program if you can afford to purchase it. It used to be entirely free but "Java" applets have been discontinued and unfortunately in order to access the National Library of Virtual Math Manipulatives, you need to purchase a program and install it on your computer.
We continue to practice our 3 times table tricks and I feel pretty confident that all of our students know how to skip count by 3s now. We'll continue this till the end of the week and then next week focus on the 4 trick.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We reviewed our land zoning learning:
MUNICIPAL: Land owned and maintained by the city (Hospital, Police Department, Schools, Community Centers, etc.)
RESIDENTIAL: Where people live (houses, apartments, cottages, trailer parks, etc.)
COMMERCIAL: Where goods/services exist (Walmart, Barbershop, Dentist, etc.)
RECREATIONAL: Where people play (Playgrounds, Tennis Courts, Baseball Fields, etc.)
INDUSTRIAL: Where things are made and/or assembled (Plastic Company, Car manufacturing, etc.)
AGRICULTURAL: Where food and livestock is grown and produced (Dairy farm, Wheat farm, etc.)
TRANSPORTATION: Roads, Airports, Buses, Subways, Train stations, etc.
ENVIRONMENTAL: Protected green space such as ponds, forests, parks, etc.
UTILITIES: Nuclear power plants, hydroelectricity, solar farms, wind farms, water towers, water treatment plants, etc.
We then started to read some research that I provided students under land zone subheadings that you see above. We're going to systematically work through our "Sim City" creations. Here's a link to the culminating task: https://www.drooker.ca/uploads/1/1/0/9/110962203/simcity_updated.docx Within it, you'll find the order which we'll be proceeding as we chunk out our learning and then apply it. For example, we'll focus in on residential land first, zone and "legend" it before proceeding onto the next zone. We'll build and apply various mapping success criteria along the way too. Anyways, today saw us go through a bunch of information related to the residential patterns of the Hudson Bay Lowlands.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We're getting closer to the date where our class roster will be finalized. Classes must be in compliance with government specified class size mandates by the end of next week. For example, there is a cap of 23 students for a grade 3/4 primary/junior assignment. FYI: 10% of classes across the school board are allowed to be over cap. Anyways, we're awaiting word as to whether any changes will occur. We'll learn of things next week. As such, we're progressing with our previously mentioned plan/approach which we as teachers refer to as the "First 20 Days of School". We're not quite at the point where we're going full bore into the curriculum as we will be as we're still laying out foundational work that will serve us well as we proceed forward.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://10typosgame.com/
WARM UP
We will start having Cursive Writing Practice https://www.drooker.ca/cursive.html shortly during this block. We used this time period to review plagiarism, paraphrasing and quotations when researching. https://www.drooker.ca/uploads/1/1/0/9/110962203/screenshot-2023-12-19-at-3-19-18-pm_orig.png We then looked at https://www.perplexity.ai/ and how this new search engine researches and paraphrases while also showing off the sources of information from which it's learned!
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Students will work on vocabulary during this block shortly while I conduct small group guided reading. Instead, I conducted some diagnostic testing with J.Y.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
My diagnostic ran a bit long so we briefly reviewed our intro to Media (Media is anything that tells and sells or P.I.E./Persuades, Informs, and Entertains. We then discussed the purpose behind a logo.
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-05-16-at-9-49-36-pm.png?1589686208 We will have an extensive lesson on logos as well as the unveiling of what our "product" will be that we will use as our focus throughout the year shortly. My aim is to have media studies every Day 1 of our schedule.
MATH
11:20-12:20
In math today, students continued work on comparing numbers using place value columns and "stacking" numbers as well as using the greater than, equal to, less than symbols. Grade 3s completed pages 16 and 17 of their formative work booklets while grade 4s completed pages 18 and 19 of their work booklets.
We then used the purchased offline version of NLVM http://nlvm.usu.edu/ to look at regrouping using animated base 10 blocks. It's a phenomenal program if you can afford to purchase it. It used to be entirely free but "Java" applets have been discontinued and unfortunately in order to access the National Library of Virtual Math Manipulatives, you need to purchase a program and install it on your computer.
We continue to practice our 3 times table tricks and I feel pretty confident that all of our students know how to skip count by 3s now. We'll continue this till the end of the week and then next week focus on the 4 trick.
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We reviewed our land zoning learning:
MUNICIPAL: Land owned and maintained by the city (Hospital, Police Department, Schools, Community Centers, etc.)
RESIDENTIAL: Where people live (houses, apartments, cottages, trailer parks, etc.)
COMMERCIAL: Where goods/services exist (Walmart, Barbershop, Dentist, etc.)
RECREATIONAL: Where people play (Playgrounds, Tennis Courts, Baseball Fields, etc.)
INDUSTRIAL: Where things are made and/or assembled (Plastic Company, Car manufacturing, etc.)
AGRICULTURAL: Where food and livestock is grown and produced (Dairy farm, Wheat farm, etc.)
TRANSPORTATION: Roads, Airports, Buses, Subways, Train stations, etc.
ENVIRONMENTAL: Protected green space such as ponds, forests, parks, etc.
UTILITIES: Nuclear power plants, hydroelectricity, solar farms, wind farms, water towers, water treatment plants, etc.
We then started to read some research that I provided students under land zone subheadings that you see above. We're going to systematically work through our "Sim City" creations. Here's a link to the culminating task: https://www.drooker.ca/uploads/1/1/0/9/110962203/simcity_updated.docx Within it, you'll find the order which we'll be proceeding as we chunk out our learning and then apply it. For example, we'll focus in on residential land first, zone and "legend" it before proceeding onto the next zone. We'll build and apply various mapping success criteria along the way too. Anyways, today saw us go through a bunch of information related to the residential patterns of the Hudson Bay Lowlands.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
MONDAY, SEPTEMBER 16, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*This year, we have the ability to sign out sports equipment from a sports equipment library that YRDSB has set up. I was able to sign out the following kits to supplement our gym program: Tennis, Disc golf, Cricket, Spikeball, Pickleball, Kin Ball. Each kit comes with all of the necessary equipment and we get to enjoy the kits for 2 week blocks.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=NCJzfyvCiLE
WARM UP
Students enjoyed some "E.E.K.K." Partner Reading. I reviewed and completed some diagnostic work with R.D.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
On day 5, students will be working on word structure. Today saw me introduce students to the science of reading approach. During the first week of school, I showed students the balanced reading approach. This approach is still valid however the science of reading approach we have now adopted shows greater evidence that it can help students learn to read so they can read to learn. We went through some examples between the two approaches and I showed students the following tool https://phonicsandstuff.com/word-mapping?w=telephone in an effort to clarify the difference between graphemes and phonemes.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We finished up our introduction to descriptive writing today using our website: https://www.drooker.ca/descriptive-writing.html
Here's a summary of our success criteria:
-Paint a picture in your reader's mind! Assume your reader is blind and has never encountered your topic before! Based on your descriptive writing, they should be able to have a precise picture in mind!
-Avoid "skeleton" writing. Bring your skeleton to life by fleshing out your writing with as many sentences as possible
-Use your Toolkit Binder for juicy adjectives (Words that describe persons, places, things /nouns)
-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 clarify (X is like Y)
-Use onomatopoeia to convey sound
-Strike a balance between telling and showing
I'll be conducting a descriptive writing diagnostic tomorrow with students.
MATH
11:20-12:20
Grade 3s worked on greater than, less than, and equal to https://player.vimeo.com/video/216078903?app_id=122963https://player.vimeo.com/video/216078903?app_id=122963
Grade 4s worked on some place value riddles.
We turned our attention towards regrouping today as well. We looked at a question involving base ten block and we had 12 tens and can regroup that into 1 hundred and 2 tens.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
I reminded the grade 3s and 4s of the scenario that will drive their culminating task. Everyone has been given a piece of land by their Uncle Morgan who sadly passed away. In his will it states that they can have this piece of land on the condition that they pattern it after his favourite vacation spot. For grade 3s, they need to create their "Sim City" with patterns drawn from the Hudson Bay Lowlands physical region while the grade 4s have to pattern their "Sim City" after the Arctic.
As a teacher, I need to prepare students for research projects as well as an awareness of being part of the "Post Truth" generation. In the context of these social studies culminating tasks, I need students to develop an expertise on the Hudson Bay Lowlands and Arctic regions. As such, I started an introduction to research with students: https://www.drooker.ca/educational-links.html
We looked where we normally source our information eg. internet, books, AI, experiments, experts, etc. We talked about how we need to have a large volume of sources that state the same information and to test where/when possible to see that the information (regardless of how many sources) is verifiable and repeatable. We then focused in on AI and how we need to be assured that it's providing us with accurate information by cross referencing different sources. I have purchased access to ChatGPT for students to aid with their curiosities throughout the year. I modelled the ELI5 and analogy approach which can be best summarized through this anchor chart: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-08-28-at-11-32-15-am.png?1724859400 I showed students the different voice to text and conversational features that can compliment the information I bring in from various sources throughout the year. We'll continue our discussion of good research practices at a grade 3 and 4 level over the upcoming days, weeks, and months as we'll be accumulating a great deal of information that we want students to apply towards their culminating tasks. Anyways, we'll look at the quality, volume, and limitations of the starter research I have for students related to the Hudson Bay Lowlands and Arctic over the next little while.
Grade 4s received a lesson looking at the various physiographic regions of Canada
https://www.thecanadianencyclopedia.ca/en/article/physiographic-regions
The Cordillera
The Cordillera region is in the western part of Canada, including British Columbia and the Yukon. It has high mountains, deep valleys, and forests. It’s a place where people go hiking, skiing, and mining.
The Prairies
The Prairies are flat, open lands in Alberta, Saskatchewan, and Manitoba. They are great for farming because the soil is rich, and you can see wide fields of crops like wheat.
The Canadian Shield
The Canadian Shield is a huge rocky area that covers most of Ontario, Quebec, and parts of Manitoba. It has lots of forests, lakes, and rivers. The ground here is hard and rocky because it was shaped by glaciers long ago.
The Great Lakes–St. Lawrence Lowlands
This region is where most Canadians live, including in big cities like Toronto and Montreal. It has fertile soil for farming, low hills, and flat lands. The Great Lakes and the St. Lawrence River are important for transportation and trade.
The Appalachian Mountains
The Appalachian region is in the east, including the provinces like Newfoundland, New Brunswick, and Nova Scotia. These mountains are much older and smaller than the Rockies. The area has rolling hills, forests, and the ocean coast.
The Arctic
The Arctic is in the far north and is very cold. It includes the Yukon, Northwest Territories, Nunavut, and northern Quebec and Labrador. The land is mostly flat, covered in snow and ice, with short summers.
The Interior Plains
The Interior Plains stretch from Alberta to Manitoba. They have wide, flat grasslands and are known for being part of Canada’s farming heartland. The plains are great for growing crops and raising animals.
These landform regions help make Canada’s landscape very diverse, with everything from mountains to flat prairies, and icy tundra to rich forests.
We then turned our attention as a class towards the different land zones that are required when planning a municipality:
MUNICIPAL: Land owned and maintained by the city (Hospital, Police Department, Schools, Community Centers, etc.)
RESIDENTIAL: Where people live (houses, apartments, cottages, trailer parks, etc.)
COMMERCIAL: Where goods/services exists (Walmart, Barbershop, Dentist, etc.)
RECREATIONAL: Where people play (Playgrounds, Tennis Courts, Baseball Fields, etc.)
INDUSTRIAL: Where things are made and/or assembled (Plastic Company, Car manufacturing, etc.)
AGRICULTURAL: Where food and livestock is grown and produced (Dairy farm, Wheat farm, etc.)
TRANSPORTATION: Roads, Airports, Buses, Subways, Train stations, etc.
ENVIRONMENTAL: Protected green space such as ponds, forests, parks, etc.
UTILITIES: Nuclear power plants, hydroelectricity, solar farms, wind farms, water towers, water treatment plants, etc.
We covered a great deal today so we'll zoom in and learn the particulars in a systematic/granular kid friendly way as we chunk out this upcoming task
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: N.Y. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*This year, we have the ability to sign out sports equipment from a sports equipment library that YRDSB has set up. I was able to sign out the following kits to supplement our gym program: Tennis, Disc golf, Cricket, Spikeball, Pickleball, Kin Ball. Each kit comes with all of the necessary equipment and we get to enjoy the kits for 2 week blocks.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=NCJzfyvCiLE
WARM UP
Students enjoyed some "E.E.K.K." Partner Reading. I reviewed and completed some diagnostic work with R.D.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
On day 5, students will be working on word structure. Today saw me introduce students to the science of reading approach. During the first week of school, I showed students the balanced reading approach. This approach is still valid however the science of reading approach we have now adopted shows greater evidence that it can help students learn to read so they can read to learn. We went through some examples between the two approaches and I showed students the following tool https://phonicsandstuff.com/word-mapping?w=telephone in an effort to clarify the difference between graphemes and phonemes.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We finished up our introduction to descriptive writing today using our website: https://www.drooker.ca/descriptive-writing.html
Here's a summary of our success criteria:
-Paint a picture in your reader's mind! Assume your reader is blind and has never encountered your topic before! Based on your descriptive writing, they should be able to have a precise picture in mind!
-Avoid "skeleton" writing. Bring your skeleton to life by fleshing out your writing with as many sentences as possible
-Use your Toolkit Binder for juicy adjectives (Words that describe persons, places, things /nouns)
-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 clarify (X is like Y)
-Use onomatopoeia to convey sound
-Strike a balance between telling and showing
I'll be conducting a descriptive writing diagnostic tomorrow with students.
MATH
11:20-12:20
Grade 3s worked on greater than, less than, and equal to https://player.vimeo.com/video/216078903?app_id=122963https://player.vimeo.com/video/216078903?app_id=122963
Grade 4s worked on some place value riddles.
We turned our attention towards regrouping today as well. We looked at a question involving base ten block and we had 12 tens and can regroup that into 1 hundred and 2 tens.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
I reminded the grade 3s and 4s of the scenario that will drive their culminating task. Everyone has been given a piece of land by their Uncle Morgan who sadly passed away. In his will it states that they can have this piece of land on the condition that they pattern it after his favourite vacation spot. For grade 3s, they need to create their "Sim City" with patterns drawn from the Hudson Bay Lowlands physical region while the grade 4s have to pattern their "Sim City" after the Arctic.
As a teacher, I need to prepare students for research projects as well as an awareness of being part of the "Post Truth" generation. In the context of these social studies culminating tasks, I need students to develop an expertise on the Hudson Bay Lowlands and Arctic regions. As such, I started an introduction to research with students: https://www.drooker.ca/educational-links.html
We looked where we normally source our information eg. internet, books, AI, experiments, experts, etc. We talked about how we need to have a large volume of sources that state the same information and to test where/when possible to see that the information (regardless of how many sources) is verifiable and repeatable. We then focused in on AI and how we need to be assured that it's providing us with accurate information by cross referencing different sources. I have purchased access to ChatGPT for students to aid with their curiosities throughout the year. I modelled the ELI5 and analogy approach which can be best summarized through this anchor chart: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2024-08-28-at-11-32-15-am.png?1724859400 I showed students the different voice to text and conversational features that can compliment the information I bring in from various sources throughout the year. We'll continue our discussion of good research practices at a grade 3 and 4 level over the upcoming days, weeks, and months as we'll be accumulating a great deal of information that we want students to apply towards their culminating tasks. Anyways, we'll look at the quality, volume, and limitations of the starter research I have for students related to the Hudson Bay Lowlands and Arctic over the next little while.
Grade 4s received a lesson looking at the various physiographic regions of Canada
https://www.thecanadianencyclopedia.ca/en/article/physiographic-regions
The Cordillera
The Cordillera region is in the western part of Canada, including British Columbia and the Yukon. It has high mountains, deep valleys, and forests. It’s a place where people go hiking, skiing, and mining.
The Prairies
The Prairies are flat, open lands in Alberta, Saskatchewan, and Manitoba. They are great for farming because the soil is rich, and you can see wide fields of crops like wheat.
The Canadian Shield
The Canadian Shield is a huge rocky area that covers most of Ontario, Quebec, and parts of Manitoba. It has lots of forests, lakes, and rivers. The ground here is hard and rocky because it was shaped by glaciers long ago.
The Great Lakes–St. Lawrence Lowlands
This region is where most Canadians live, including in big cities like Toronto and Montreal. It has fertile soil for farming, low hills, and flat lands. The Great Lakes and the St. Lawrence River are important for transportation and trade.
The Appalachian Mountains
The Appalachian region is in the east, including the provinces like Newfoundland, New Brunswick, and Nova Scotia. These mountains are much older and smaller than the Rockies. The area has rolling hills, forests, and the ocean coast.
The Arctic
The Arctic is in the far north and is very cold. It includes the Yukon, Northwest Territories, Nunavut, and northern Quebec and Labrador. The land is mostly flat, covered in snow and ice, with short summers.
The Interior Plains
The Interior Plains stretch from Alberta to Manitoba. They have wide, flat grasslands and are known for being part of Canada’s farming heartland. The plains are great for growing crops and raising animals.
These landform regions help make Canada’s landscape very diverse, with everything from mountains to flat prairies, and icy tundra to rich forests.
We then turned our attention as a class towards the different land zones that are required when planning a municipality:
MUNICIPAL: Land owned and maintained by the city (Hospital, Police Department, Schools, Community Centers, etc.)
RESIDENTIAL: Where people live (houses, apartments, cottages, trailer parks, etc.)
COMMERCIAL: Where goods/services exists (Walmart, Barbershop, Dentist, etc.)
RECREATIONAL: Where people play (Playgrounds, Tennis Courts, Baseball Fields, etc.)
INDUSTRIAL: Where things are made and/or assembled (Plastic Company, Car manufacturing, etc.)
AGRICULTURAL: Where food and livestock is grown and produced (Dairy farm, Wheat farm, etc.)
TRANSPORTATION: Roads, Airports, Buses, Subways, Train stations, etc.
ENVIRONMENTAL: Protected green space such as ponds, forests, parks, etc.
UTILITIES: Nuclear power plants, hydroelectricity, solar farms, wind farms, water towers, water treatment plants, etc.
We covered a great deal today so we'll zoom in and learn the particulars in a systematic/granular kid friendly way as we chunk out this upcoming task
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
FRIDAY, SEPTEMBER 13, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=yDJi0rSGVkw
DPA: I finished up our discussion of how we'll be running DPA this year. We'll be trying to complete 3540 km outside as a class. This distance matches the distance of the Appalachian Trail. Along the way, we'll be using https://atrailtale.com/#/ to provide us with a sense of where we're at. At the end of our journey, we'll have a Zoom interview with the website's creator and then start a https://www.theconqueror.events/ challenge. I showed students the "Runkeeper App" which they can use at home to monitor their physical activity and the distances travelled.
WARM UP
Students had a chance to complete some independent reading while I completed a diagnostic with M.S.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Shortly, we'll be working on Phonics and Guided Reading during this block. Today saw us work on thin and thick questions
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-05-18-at-7-31-42-am_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/screen-shot-2020-05-18-at-7-31-03-am.png?1589801560
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-05-18-at-7-31-16-am.png?1589801624
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During writing, we continued to describe an unseen object to K.K. She revealed her illustration to us at the end.
We discussed the need for lots of detail in order to paint a picture in our reader's mind!
Good descriptive writers use their senses https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2021-06-27-at-6-33-30-pm.png?1624833359
They use onomatopoeia words https://www.youtube.com/watch?v=f1b5kCvVBo8
They also use similes https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-09-13-at-2-59-29-pm.png?1710547274
We'll continue to work through the success criteria on Monday and then complete a diagnostic writing task related to descriptive writing before completing some formative work (honing our descriptive writing skills in the process).
MATH
11:20-12:20
In math today, students worked through some formative work on composing and decomposing numbers. We then paused and learned a 3 times table trick after reviewing that multiplication is just a fast way of adding (the same number repeatedly aka skip counting). Most students already know their 3 times table but it's still worth reviewing well in advance of our multiplication and division unit. I taught them the "Tic Tac Toe" trick as well as a song. We discussed the chorus and how it's such an "earworm" and in no time, students had their 3 times table down pat. We'll practice that for an entire week before advancing onto the 4 trick. We then related multiplication back to a practical application...counting money!
Grade 3 students completed pages 9-11
Grade 4 students completed pages 11-13
We also reviewed a new method in taking up our work. We'll alternate between two approaches most of the year.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
I modelled for grade 4 students the importance of note taking. We covered and noted the following:
CANADA CAN BE DIVIDED INTO POLITICAL AND PHYSICAL REGIONS
Political: Voting (Parents can go in and out of bedrooms and spaces making decisions)
Physical: Nature (Bedrooms)
THREE TYPES OF GOVERNMENT
Federal (Canada)
Provincial (Ontario)
Municipal (Local: Whitchurch-Stouffville)
GREAT LAKES/ST. LAWRENCE LOWLANDS
Great soil: Fruits and veggies
Water: Transportation/Shipping
Tourism
Hydro Electricity (Water electricity)
Climate is in the goldilocks zone
CANADIAN SHIELD
Rocks/Mining
Poor soil
Wetlands
Plateaus
Mostly suburban/rural
Forest (Paper/wood products)
Cooler climate
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
The grade 3s learned about their final landform region in Ontario--The Hudson Bay Lowlands: Most northern region of Ontario. It is located along the shores of Hudson Bay. The region is marshy, with wet and low areas near the water. Mosses and coniferous needle trees are scattered across the barren ground. Many birds migrate to this region and it is home to a variety of wildlife such as caribou, whales, polar bears, and seals. The land/soil is marshy and not suitable for most farming activities. There are few major population centres in this area. The subarctic climate makes it less desirable for people to live in and the transportation costs make it a challenging spot for industry. Animal furs and water resources are two viable industries in this region as much of the provinces hydro power comes from this region.
Students grabbed a computer and started reading Chapter 1 of the following digital textbook
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade3textbook.pdf
We started co-typing some notes related to this chapter as we have to become experts at this region as this is the region that our fictional "Uncle Morgan" really enjoyed vacationing in. You'll recall that students were left a piece of land in his will to enjoy provided that they pattern the development of this land after the Hudson Bay Lowlands.
DAILY HOMEWORK
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: J.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=yDJi0rSGVkw
DPA: I finished up our discussion of how we'll be running DPA this year. We'll be trying to complete 3540 km outside as a class. This distance matches the distance of the Appalachian Trail. Along the way, we'll be using https://atrailtale.com/#/ to provide us with a sense of where we're at. At the end of our journey, we'll have a Zoom interview with the website's creator and then start a https://www.theconqueror.events/ challenge. I showed students the "Runkeeper App" which they can use at home to monitor their physical activity and the distances travelled.
WARM UP
Students had a chance to complete some independent reading while I completed a diagnostic with M.S.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Shortly, we'll be working on Phonics and Guided Reading during this block. Today saw us work on thin and thick questions
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-05-18-at-7-31-42-am_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/editor/screen-shot-2020-05-18-at-7-31-03-am.png?1589801560
https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-05-18-at-7-31-16-am.png?1589801624
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During writing, we continued to describe an unseen object to K.K. She revealed her illustration to us at the end.
We discussed the need for lots of detail in order to paint a picture in our reader's mind!
Good descriptive writers use their senses https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2021-06-27-at-6-33-30-pm.png?1624833359
They use onomatopoeia words https://www.youtube.com/watch?v=f1b5kCvVBo8
They also use similes https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screenshot-2023-09-13-at-2-59-29-pm.png?1710547274
We'll continue to work through the success criteria on Monday and then complete a diagnostic writing task related to descriptive writing before completing some formative work (honing our descriptive writing skills in the process).
MATH
11:20-12:20
In math today, students worked through some formative work on composing and decomposing numbers. We then paused and learned a 3 times table trick after reviewing that multiplication is just a fast way of adding (the same number repeatedly aka skip counting). Most students already know their 3 times table but it's still worth reviewing well in advance of our multiplication and division unit. I taught them the "Tic Tac Toe" trick as well as a song. We discussed the chorus and how it's such an "earworm" and in no time, students had their 3 times table down pat. We'll practice that for an entire week before advancing onto the 4 trick. We then related multiplication back to a practical application...counting money!
Grade 3 students completed pages 9-11
Grade 4 students completed pages 11-13
We also reviewed a new method in taking up our work. We'll alternate between two approaches most of the year.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
I modelled for grade 4 students the importance of note taking. We covered and noted the following:
CANADA CAN BE DIVIDED INTO POLITICAL AND PHYSICAL REGIONS
Political: Voting (Parents can go in and out of bedrooms and spaces making decisions)
Physical: Nature (Bedrooms)
THREE TYPES OF GOVERNMENT
Federal (Canada)
Provincial (Ontario)
Municipal (Local: Whitchurch-Stouffville)
GREAT LAKES/ST. LAWRENCE LOWLANDS
Great soil: Fruits and veggies
Water: Transportation/Shipping
Tourism
Hydro Electricity (Water electricity)
Climate is in the goldilocks zone
CANADIAN SHIELD
Rocks/Mining
Poor soil
Wetlands
Plateaus
Mostly suburban/rural
Forest (Paper/wood products)
Cooler climate
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
The grade 3s learned about their final landform region in Ontario--The Hudson Bay Lowlands: Most northern region of Ontario. It is located along the shores of Hudson Bay. The region is marshy, with wet and low areas near the water. Mosses and coniferous needle trees are scattered across the barren ground. Many birds migrate to this region and it is home to a variety of wildlife such as caribou, whales, polar bears, and seals. The land/soil is marshy and not suitable for most farming activities. There are few major population centres in this area. The subarctic climate makes it less desirable for people to live in and the transportation costs make it a challenging spot for industry. Animal furs and water resources are two viable industries in this region as much of the provinces hydro power comes from this region.
Students grabbed a computer and started reading Chapter 1 of the following digital textbook
https://www.drooker.ca/uploads/1/1/0/9/110962203/grade3textbook.pdf
We started co-typing some notes related to this chapter as we have to become experts at this region as this is the region that our fictional "Uncle Morgan" really enjoyed vacationing in. You'll recall that students were left a piece of land in his will to enjoy provided that they pattern the development of this land after the Hudson Bay Lowlands.
DAILY HOMEWORK
*Review 3 Times Table Tricks https://www.youtube.com/watch?v=tr2u97LLYg8
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
THURSDAY, SEPTEMBER 12, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Scholastic Book Fair: September 23rd to 27th
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=BURnfFozfO4
WARM UP
Students received some Independent Reading time while I completed some diagnostic work with M.S. Once I complete all of the class's diagnostics, while students are "Warming Up", I'll be providing and working one on one with my V.I.P. on some descriptive feedback.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Every Day 3, students will work on some O.P.P. writing: https://www.youtube.com/watch?v=oYrdUUHU2uA While I conduct Guided Reading with a student.
We used this time today to review parts of speech and review two anchor charts involving contractions and plural rules.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I introduced students to our first writing unit https://www.drooker.ca/descriptive-writing.html Descriptive writing is not a true text form in and of itself but rather appears embedded within other text forms which we will cover throughout the year. I had a student pick out a random picture from my "Folder of Faces" and I fielded various descriptions of what they noted from the image. Through this, we established a strong need for details when describing something. We ought to write as if someone is blind, etc. As a result, beyond lots of detail, sense words are needed to paint a picture in our reader's minds. We'll continue with our introduction to this unit tomorrow.
MATH/LIBRARY
11:20-12:20
We enjoyed a library orientation period with Ms. Meyer today and students signed out books. We will have library every other week during this block! We returned from library and had a chance to work through decomposing and composing numbers eg. 123 can be thought of as 100/20/3 (Essentially expanded notation) and vice versa. Over the next few weeks, I'm going to focus in on teaching students one times table (should they not have it already memorized) to build up capacity for multiplication (and ultimately division) later this year. We'll be starting off with the 3 times table. I have two novel ways of teaching this particular times table which are ridiculously easy to employ. I'll describe them in tomorrow's blog and then spend a week practicing it before moving onto the 4 trick, etc.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We continued with some intro to gym activities namely Pirate Ship and Running Bases.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students had a lesson focused on the Great Lakes/St. Lawrence Lowlands landform region of Ontario: One of the most densely populated areas in Ontario. A very large percentage of Ontarians live and work in this region. The land is generally flat with rolling hills and the soil is rich and fertile, providing a perfect opportunity for the farming industry. People farm crops as well as livestock in this region. The climate is mild which attracts many people to live in this area. Toronto and Ottawa are two main cities in this region. Their proximity to waterways as well as to the United States of America provide ample opportunities for business, travel and exploring. Many people work in these large cities in a variety of industries from business and politics to tourism and services. Niagara Falls provides a tourist draw as well as hydro power.
We then learned about Commercial land zoning (Where money is exchanged for goods/services)
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: K.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Scholastic Book Fair: September 23rd to 27th
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://www.youtube.com/watch?v=BURnfFozfO4
WARM UP
Students received some Independent Reading time while I completed some diagnostic work with M.S. Once I complete all of the class's diagnostics, while students are "Warming Up", I'll be providing and working one on one with my V.I.P. on some descriptive feedback.
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
Every Day 3, students will work on some O.P.P. writing: https://www.youtube.com/watch?v=oYrdUUHU2uA While I conduct Guided Reading with a student.
We used this time today to review parts of speech and review two anchor charts involving contractions and plural rules.
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
I introduced students to our first writing unit https://www.drooker.ca/descriptive-writing.html Descriptive writing is not a true text form in and of itself but rather appears embedded within other text forms which we will cover throughout the year. I had a student pick out a random picture from my "Folder of Faces" and I fielded various descriptions of what they noted from the image. Through this, we established a strong need for details when describing something. We ought to write as if someone is blind, etc. As a result, beyond lots of detail, sense words are needed to paint a picture in our reader's minds. We'll continue with our introduction to this unit tomorrow.
MATH/LIBRARY
11:20-12:20
We enjoyed a library orientation period with Ms. Meyer today and students signed out books. We will have library every other week during this block! We returned from library and had a chance to work through decomposing and composing numbers eg. 123 can be thought of as 100/20/3 (Essentially expanded notation) and vice versa. Over the next few weeks, I'm going to focus in on teaching students one times table (should they not have it already memorized) to build up capacity for multiplication (and ultimately division) later this year. We'll be starting off with the 3 times table. I have two novel ways of teaching this particular times table which are ridiculously easy to employ. I'll describe them in tomorrow's blog and then spend a week practicing it before moving onto the 4 trick, etc.
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
We continued with some intro to gym activities namely Pirate Ship and Running Bases.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Students had a lesson focused on the Great Lakes/St. Lawrence Lowlands landform region of Ontario: One of the most densely populated areas in Ontario. A very large percentage of Ontarians live and work in this region. The land is generally flat with rolling hills and the soil is rich and fertile, providing a perfect opportunity for the farming industry. People farm crops as well as livestock in this region. The climate is mild which attracts many people to live in this area. Toronto and Ottawa are two main cities in this region. Their proximity to waterways as well as to the United States of America provide ample opportunities for business, travel and exploring. Many people work in these large cities in a variety of industries from business and politics to tourism and services. Niagara Falls provides a tourist draw as well as hydro power.
We then learned about Commercial land zoning (Where money is exchanged for goods/services)
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
WEDNESDAY, SEPTEMBER 11, 2024. DAY 2
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Any questions, comments, or concerns before we start the day
*October 1st: Terry Fox Moveathon: Donations will be accepted starting tomorrow!
*Desk changes: We completed a few desk changes to tweak our classroom dynamic somewhat
*Computer update: We now have a full set of computers for every student in the class to use!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
F.L. and C.S. worked on an animation as part of our Music Video project
https://vimeo.com/382160612
WARM UP
Every day 2, students will enjoy some Keyboarding Practice to start off the morning. I've created for all students a Keyboard account (replete with Username/Password):
Keyboarding Practice drooker.typingclub.com/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We're still not quite ready to launch our normal routines as we're still reviewing things. Every Day 2 students will be working on some Science of Reading fun called “Catch Up Your Code”. This will offset our eventual guided reading sessions.
We used this time to check out the "Do Ink" App https://www.doink.com/ We used the app to replace a green screen in our animation. I highly recommend you purchase this app if you're in a position to do so!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed our Spelling Strategies and O.P.P. We then used K.D.'s diagnostic as an example of a strong work sample (as she recalled nearly everything I taught her last year)!
We reviewed "Run On" Sentences.
I introduced students to the concept of "Parts of Speech"
Ashley - Adjective
Always - Adverb
Carries- Conjunction
Ice - Interjection
Near- Noun
People-Pronoun
Playing-Preposition
Volleyball-Verb
https://www.youtube.com/watch?v=nQJtIYQ_OgU
https://www.youtube.com/watch?v=QPK3l6cK1k4
I'm not expecting students to be totally familiar with the various parts of speech after just one lesson. The point of today's lesson is to start developing their familiarity with these parts so we can better speak towards next steps in their writing.
MATH
11:20-12:20
We continued with our "Number" math unit https://www.drooker.ca/number.html
Grade 3s worked on page 5 as well as two pages involving Written/Standard/Expanded/Place Value and Picture form/representation
Grade 4s worked on page 7 and 8 of their formative work booklets working into the ten thousands place value column.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued to review our dynamic warm up routine and then transitioned into some Badminton Bench Ball. I made mention to students that I will once again be running "Playground Legends" for students this year. That means an extra gym period once a week. Students will be working on individual as well as team pursuits during these lunch periods and points will be tallied throughout the year. One student will be crowned "Playground Legend" champion for the year! Stay tuned for more information!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We reviewed the 3 types of communities (Urban, Suburban, and Rural). We then focused in on our first landform region-The Canadian Shield.
This region covers approximately two thirds of Ontario. The land is made of rocks, sand and shallow soil which makes it less desirable for farming. The region includes many lakes, rivers, ponds and streams which provide habitat for wildlife. People enjoy visiting this area because the natural beauty of the land is enjoyable and serene. The Canadian shield has many natural resources such as iron, zinc, nickel, gold and silver. The waterways can provide hydro electric power for the province. The forests of trees provide timber as well as homes for many fur-bearing animals, which also contribute to the resources of the area. Major cities include Sudbury and Thunder Bay which have developed a foundation in mining, forestry, fishing and hydro power.
As for Uncle Morgan (see yesterday's blog), the Canadian Shield was not his favourite vacation spot! That means that students will not pattern their "Sim City" to match the physical and cultural aspects of this portion of Ontario. We'll move onto the Great Lakes/St. Lawrence Lowlands tomorrow.
Note: We also started to learn about Residential Land (Places where people live): Houses, townhouses, condos, trailer parks, cottages, etc. We'll be covering types of land use over the next little while in preparation for students' "Sim Cities". We discussed how the Canadian Shield doesn't have a great number of urban areas (meaning fewer residential areas). Most residents are strewn across in suburban and rural areas.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: R.D. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Any questions, comments, or concerns before we start the day
*October 1st: Terry Fox Moveathon: Donations will be accepted starting tomorrow!
*Desk changes: We completed a few desk changes to tweak our classroom dynamic somewhat
*Computer update: We now have a full set of computers for every student in the class to use!
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
F.L. and C.S. worked on an animation as part of our Music Video project
https://vimeo.com/382160612
WARM UP
Every day 2, students will enjoy some Keyboarding Practice to start off the morning. I've created for all students a Keyboard account (replete with Username/Password):
Keyboarding Practice drooker.typingclub.com/
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
We're still not quite ready to launch our normal routines as we're still reviewing things. Every Day 2 students will be working on some Science of Reading fun called “Catch Up Your Code”. This will offset our eventual guided reading sessions.
We used this time to check out the "Do Ink" App https://www.doink.com/ We used the app to replace a green screen in our animation. I highly recommend you purchase this app if you're in a position to do so!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
We reviewed our Spelling Strategies and O.P.P. We then used K.D.'s diagnostic as an example of a strong work sample (as she recalled nearly everything I taught her last year)!
We reviewed "Run On" Sentences.
I introduced students to the concept of "Parts of Speech"
Ashley - Adjective
Always - Adverb
Carries- Conjunction
Ice - Interjection
Near- Noun
People-Pronoun
Playing-Preposition
Volleyball-Verb
https://www.youtube.com/watch?v=nQJtIYQ_OgU
https://www.youtube.com/watch?v=QPK3l6cK1k4
I'm not expecting students to be totally familiar with the various parts of speech after just one lesson. The point of today's lesson is to start developing their familiarity with these parts so we can better speak towards next steps in their writing.
MATH
11:20-12:20
We continued with our "Number" math unit https://www.drooker.ca/number.html
Grade 3s worked on page 5 as well as two pages involving Written/Standard/Expanded/Place Value and Picture form/representation
Grade 4s worked on page 7 and 8 of their formative work booklets working into the ten thousands place value column.
MUSIC (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-2:40
We continued to review our dynamic warm up routine and then transitioned into some Badminton Bench Ball. I made mention to students that I will once again be running "Playground Legends" for students this year. That means an extra gym period once a week. Students will be working on individual as well as team pursuits during these lunch periods and points will be tallied throughout the year. One student will be crowned "Playground Legend" champion for the year! Stay tuned for more information!
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We reviewed the 3 types of communities (Urban, Suburban, and Rural). We then focused in on our first landform region-The Canadian Shield.
This region covers approximately two thirds of Ontario. The land is made of rocks, sand and shallow soil which makes it less desirable for farming. The region includes many lakes, rivers, ponds and streams which provide habitat for wildlife. People enjoy visiting this area because the natural beauty of the land is enjoyable and serene. The Canadian shield has many natural resources such as iron, zinc, nickel, gold and silver. The waterways can provide hydro electric power for the province. The forests of trees provide timber as well as homes for many fur-bearing animals, which also contribute to the resources of the area. Major cities include Sudbury and Thunder Bay which have developed a foundation in mining, forestry, fishing and hydro power.
As for Uncle Morgan (see yesterday's blog), the Canadian Shield was not his favourite vacation spot! That means that students will not pattern their "Sim City" to match the physical and cultural aspects of this portion of Ontario. We'll move onto the Great Lakes/St. Lawrence Lowlands tomorrow.
Note: We also started to learn about Residential Land (Places where people live): Houses, townhouses, condos, trailer parks, cottages, etc. We'll be covering types of land use over the next little while in preparation for students' "Sim Cities". We discussed how the Canadian Shield doesn't have a great number of urban areas (meaning fewer residential areas). Most residents are strewn across in suburban and rural areas.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
TUESDAY, SEPTEMBER 10, 2024. DAY 1
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
www.nytimes.com/games/wordle/index.html
word.tips/five-letter-words/
WARM UP
During this portion of our Literacy Block (Day 1), Students will be working on Cursive Writing Practice https://www.drooker.ca/cursive.html
Since we've just started off the school year and we're building routines, I used this time to introduce students to Media which will be enjoying every Day 1 throughout the year. Students are going to learn how to tell and sell or "P.I.E." (Persuade, Inform, Entertain) people in the face through a full year media campaign. We will be selecting a product shortly and students will be paired up and will learn the intricacies of how to market a product from idea to reality. Here is an example of a full year campaign that I ran with students a few years back: https://skullcrackerzipperpulls.weebly.com/. Ultimately the idea is to have students learn the tricks of the trade so that they can become savvy consumers (and not fall for the very tricks that they will become aware of).
READING
Today saw us discuss Hand, Head, and Heart Questions
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-34-06-am_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-33-52-am_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-33-40-am_orig.png
We'll continue with some work with Thin and Thick questions tomorrow!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Round Trip Diagnostic: Students had a timed writing diagnostic where I gleaned how well they apply "O.P.P." to a paragraph prompt related to the book "Round Trip" that we read yesterday. I'll be giving students descriptive feedback as we progress.
MATH
11:20-12:20
Grade 3s worked on page 2 and 4 of their formative "Number" work booklet
Grade 4s worked on page 4 and 5 of their formative "Number" work booklet
Our lessons continue to focus in on place value and base 10 block representation of numbers. We also started some work involving standard and expanded notation (e.g. 256 and 200 + 50 + 6 respectively).
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started off our lesson learning about three different types of communities: Urban, Suburban, and Rural. https://www.youtube.com/watch?v=NR7z9FbUf5k Defining these types of communities served as a prelude/launching pad towards our eventual learning of specific types of land use (Residential, Commercial, Municipal, Recreational, Industrial, Agricultural, Transportational, Environmental and Utilities). We will be starting an ongoing culminating "Sim City" project over the next few days and weeks with the following premise:
Your Uncle Morgan has recently passed away. You have inherited a beautiful chunk of land that he owned before his death. This land is unsettled and you may design it however you desire. But there's a catch! Your Uncle Morgan wrote in his will that the land he has left for you must be patterned after the physical and cultural aspects of his favourite vacation spot...Grade 3s will be patterning their "Sim City" after the patterns of the Hudson Bay Lowlands (While Grade 4s will be patterning their land after the Arctic).
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: B.G. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
www.nytimes.com/games/wordle/index.html
word.tips/five-letter-words/
WARM UP
During this portion of our Literacy Block (Day 1), Students will be working on Cursive Writing Practice https://www.drooker.ca/cursive.html
Since we've just started off the school year and we're building routines, I used this time to introduce students to Media which will be enjoying every Day 1 throughout the year. Students are going to learn how to tell and sell or "P.I.E." (Persuade, Inform, Entertain) people in the face through a full year media campaign. We will be selecting a product shortly and students will be paired up and will learn the intricacies of how to market a product from idea to reality. Here is an example of a full year campaign that I ran with students a few years back: https://skullcrackerzipperpulls.weebly.com/. Ultimately the idea is to have students learn the tricks of the trade so that they can become savvy consumers (and not fall for the very tricks that they will become aware of).
READING
Today saw us discuss Hand, Head, and Heart Questions
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-34-06-am_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-33-52-am_orig.png
https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-33-40-am_orig.png
We'll continue with some work with Thin and Thick questions tomorrow!
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
Round Trip Diagnostic: Students had a timed writing diagnostic where I gleaned how well they apply "O.P.P." to a paragraph prompt related to the book "Round Trip" that we read yesterday. I'll be giving students descriptive feedback as we progress.
MATH
11:20-12:20
Grade 3s worked on page 2 and 4 of their formative "Number" work booklet
Grade 4s worked on page 4 and 5 of their formative "Number" work booklet
Our lessons continue to focus in on place value and base 10 block representation of numbers. We also started some work involving standard and expanded notation (e.g. 256 and 200 + 50 + 6 respectively).
ART (MITCHELL)
12:20-1:00
ART (MITCHELL)
2:00-2:40
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
We started off our lesson learning about three different types of communities: Urban, Suburban, and Rural. https://www.youtube.com/watch?v=NR7z9FbUf5k Defining these types of communities served as a prelude/launching pad towards our eventual learning of specific types of land use (Residential, Commercial, Municipal, Recreational, Industrial, Agricultural, Transportational, Environmental and Utilities). We will be starting an ongoing culminating "Sim City" project over the next few days and weeks with the following premise:
Your Uncle Morgan has recently passed away. You have inherited a beautiful chunk of land that he owned before his death. This land is unsettled and you may design it however you desire. But there's a catch! Your Uncle Morgan wrote in his will that the land he has left for you must be patterned after the physical and cultural aspects of his favourite vacation spot...Grade 3s will be patterning their "Sim City" after the patterns of the Hudson Bay Lowlands (While Grade 4s will be patterning their land after the Arctic).
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
MONDAY, SEPTEMBER 9, 2024. DAY 5
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder that we have 20 classroom computers. Though I'm primarily tech based in my approach, students use computers sporadically. There isn't a "heavy duty" need for computers in our classroom. That being said, students are welcome should they so desire to bring one in and keep it in their desk.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
C.S. and F.L. worked on an animation
https://phrasle.com/
WARM UP
"E.E.K.K." Partner Reading: EEKK (otherwise known as Elbow, Elbow, Knee, Knee) reading as fancy way of describing the set up involving partner reading. Every Day 5, students will be afforded some time so read in pairs. The taller person reads first while the shorter person sits next them on their book so as not to be distracted! The partner can assist with decoding any challenging words.
READING
We started a discussion about what our reading block will look like and what will offset guided reading. In a nutshell, students will receive a science of reading mini lesson and then be "tasked" with a quick bit of practice in one of their day specific booklets to reinforce that lesson. While they're working (and then subsequently reading independently once it's finished), I will be conducting some small group guided reading lessons with students.
WRITING
We reviewed Our Proofreading Plan: https://tinyurl.com/ourppplan from Friday. Students then worked on a writing diagnostic task. We'll finish up our OPP writing diagnostic soon. We then enjoyed some "Smartie Meditation". Much like our OPP approach to writing, I'm encouraging students to slow down and ensure quality over quantity. We reviewed how we live in hectic times where we're not particularly mindful with things (e.g. I'm often pouring an entire mini box of Smarties in my mouth and chomping away. Students were given a single Smartie to savor and enjoy for as long as they could muster. This parallels with our writing approach. I want students to write one sentence and complete a 3 point reflective check before progressing onto the next sentence and repeating the process till completion. I then read aloud Ann Jonas' picture book "Round Trip" to students. We discussed what a round trip was and how we all left school at the end of June only to circle back to it this September after (hopefully) enjoying a lot of fun and growth. We'll be using this book as a launching pad for another diagnostic task which we will begin tomorrow.
MATH
11:20-12:20
We continued to look at our Base 10 number system and base 10 blocks within the context of place value today in both digital as well as physical manipulative form.
Eg. https://www.youtube.com/watch?v=T5Qf0qSSJFI
https://www.youtube.com/watch?v=QkscAdn8x84
https://www.youtube.com/watch?v=pkMvTvY04rs
Grade 3s completed page 1 of their formative work booklet while Grade 4s completed page 3 of their booklet. We'll obviously tackle much more than a single page per lesson over the upcoming days, weeks, and months but it was important to review how to use our "Waiting Room" system should students need help as well as to establish some routines involving what to do when students finish their work as well as how I intend on taking up student work using the document camera and their "marking pen". We'll review this routine throughout the week and certainly pick up the pace in due time.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We spent our Social Studies time "toggling" back and forth between Grade 4 and 3 units. We spent some time looking at the differences between physical regions and political ones through various maps and anchor charts.
We then turned our attention towards how I intend on addressing DPA this year.
The following DPA approach is based upon the Conqueror Challenge App. If you’re unfamiliar, the gist is as follows: One purchases entry into a virtual race covering a significant distance worldwide (eg. Route 66). After traveling a certain distance, the distance is logged within the app and progress is indicated and virtual postcards are sent giving one a sense of accomplishment and familiarity with where they would be provided they were actually attempting to traverse that particular route in real life. At the end, a medal is sent acknowledging one’s accomplishment.
This year, as opposed to purchasing entry into a virtual race, I’ve decided to use the award winning website: https://atrailtale.com/#/ to give students a sense as to what it would be like traveling across the Appalachian Trail. As we travel in the manner described below, I periodically bring up the website to break down the proverbial “4th wall” and at year’s end, we’ll have an opportunity to enjoy a virtual chat with website creator Andy Molinski who documented his experiences in this novel way.
During DPA, we will head outside and set up two pylons 50 meters apart on our tarmac playing surface. Students head outside prepared for the weather with their water bottles in hand and are welcome to walk, skip, jog, run, etc. between the pylons. They will grab a popsicle stick from the bin after completing a round trip between the pylons signifying the completion of 100 meters. Upon reentry into class, students will be asked to write down the number of popsicle sticks they have collected on a mini whiteboard found on our sill. When time permits, I'll add up the number of sticks collected and convert it into kilometers and add it to our ongoing tally. I didn't finish this intro to DPA in its entirety so I'll continue with things tomorrow!
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: F.L. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*Just a reminder that we have 20 classroom computers. Though I'm primarily tech based in my approach, students use computers sporadically. There isn't a "heavy duty" need for computers in our classroom. That being said, students are welcome should they so desire to bring one in and keep it in their desk.
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
C.S. and F.L. worked on an animation
https://phrasle.com/
WARM UP
"E.E.K.K." Partner Reading: EEKK (otherwise known as Elbow, Elbow, Knee, Knee) reading as fancy way of describing the set up involving partner reading. Every Day 5, students will be afforded some time so read in pairs. The taller person reads first while the shorter person sits next them on their book so as not to be distracted! The partner can assist with decoding any challenging words.
READING
We started a discussion about what our reading block will look like and what will offset guided reading. In a nutshell, students will receive a science of reading mini lesson and then be "tasked" with a quick bit of practice in one of their day specific booklets to reinforce that lesson. While they're working (and then subsequently reading independently once it's finished), I will be conducting some small group guided reading lessons with students.
WRITING
We reviewed Our Proofreading Plan: https://tinyurl.com/ourppplan from Friday. Students then worked on a writing diagnostic task. We'll finish up our OPP writing diagnostic soon. We then enjoyed some "Smartie Meditation". Much like our OPP approach to writing, I'm encouraging students to slow down and ensure quality over quantity. We reviewed how we live in hectic times where we're not particularly mindful with things (e.g. I'm often pouring an entire mini box of Smarties in my mouth and chomping away. Students were given a single Smartie to savor and enjoy for as long as they could muster. This parallels with our writing approach. I want students to write one sentence and complete a 3 point reflective check before progressing onto the next sentence and repeating the process till completion. I then read aloud Ann Jonas' picture book "Round Trip" to students. We discussed what a round trip was and how we all left school at the end of June only to circle back to it this September after (hopefully) enjoying a lot of fun and growth. We'll be using this book as a launching pad for another diagnostic task which we will begin tomorrow.
MATH
11:20-12:20
We continued to look at our Base 10 number system and base 10 blocks within the context of place value today in both digital as well as physical manipulative form.
Eg. https://www.youtube.com/watch?v=T5Qf0qSSJFI
https://www.youtube.com/watch?v=QkscAdn8x84
https://www.youtube.com/watch?v=pkMvTvY04rs
Grade 3s completed page 1 of their formative work booklet while Grade 4s completed page 3 of their booklet. We'll obviously tackle much more than a single page per lesson over the upcoming days, weeks, and months but it was important to review how to use our "Waiting Room" system should students need help as well as to establish some routines involving what to do when students finish their work as well as how I intend on taking up student work using the document camera and their "marking pen". We'll review this routine throughout the week and certainly pick up the pace in due time.
HEALTH (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE/DPA
2:00-3:40
We spent our Social Studies time "toggling" back and forth between Grade 4 and 3 units. We spent some time looking at the differences between physical regions and political ones through various maps and anchor charts.
We then turned our attention towards how I intend on addressing DPA this year.
The following DPA approach is based upon the Conqueror Challenge App. If you’re unfamiliar, the gist is as follows: One purchases entry into a virtual race covering a significant distance worldwide (eg. Route 66). After traveling a certain distance, the distance is logged within the app and progress is indicated and virtual postcards are sent giving one a sense of accomplishment and familiarity with where they would be provided they were actually attempting to traverse that particular route in real life. At the end, a medal is sent acknowledging one’s accomplishment.
This year, as opposed to purchasing entry into a virtual race, I’ve decided to use the award winning website: https://atrailtale.com/#/ to give students a sense as to what it would be like traveling across the Appalachian Trail. As we travel in the manner described below, I periodically bring up the website to break down the proverbial “4th wall” and at year’s end, we’ll have an opportunity to enjoy a virtual chat with website creator Andy Molinski who documented his experiences in this novel way.
During DPA, we will head outside and set up two pylons 50 meters apart on our tarmac playing surface. Students head outside prepared for the weather with their water bottles in hand and are welcome to walk, skip, jog, run, etc. between the pylons. They will grab a popsicle stick from the bin after completing a round trip between the pylons signifying the completion of 100 meters. Upon reentry into class, students will be asked to write down the number of popsicle sticks they have collected on a mini whiteboard found on our sill. When time permits, I'll add up the number of sticks collected and convert it into kilometers and add it to our ongoing tally. I didn't finish this intro to DPA in its entirety so I'll continue with things tomorrow!
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
FRIDAY, SEPTEMBER 6, 2024. DAY 4
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: T.R. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We completed our first desk change this morning making some adjustments. This will surely be the first of many! :)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://vole.wtf/big-ben/
WARM UP
During this portion of our literacy block, students sorted books into our two major genres (Fiction and Non Fiction)
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
During this portion of our literacy block, I conducted a spelling strategy diagnostic test with the class https://www.youtube.com/watch?v=tGUZud3TyGU
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During this portion of the literacy block, we started to define what makes a sentence a sentence. Our lesson can be summarized by this action chart: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-04-16-at-9-53-39-am.png?1587045619
MATH
11:20-12:20
I introduced students to the 4 types of sentences (Declarative, Exclamatory, Interrogative, Imperative) https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-04-16-at-9-59-30-am.png?1592221992
We then turned our attention towards O.P.P. (Our Proofreading Plan). OPP is part of the "Mount Rushmore" of our learning! https://www.youtube.com/watch?v=oYrdUUHU2uA Please take some time this weekend to review this tutorial video!
Obviously I've been front loading a lot of foundational/diagnostic stuff which I'll continue to do till we're done with what we as teachers refer to "The First 20 Days" approach. But I'm starting to let specific subjects like Math and Social Studies "bleed" into things :) We spent some time this period working on Place Value https://www.youtube.com/watch?v=T5Qf0qSSJFI We'll recap this video on Monday and start some actual formative work.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
The grade 4s received a similar introductory lesson as the 3s did in relation to their Social Studies unit. The grade 4s will focus in on Political and Physical Regions of Canada while the grade 3s are focusing in on Ontario. Grade 4s identified the territories and provinces of Ontario on a formative work page. Grade 3s completed a puzzle challenge related to a political map of Canada and I introduced students to one favourite hobbies on earth known as Geocaching! https://www.geocaching.com/play Here is an overview of what Geocaching is all about https://www.youtube.com/watch?v=vuFiLhhCNww I mentioned this hobby to students because Geocaching has allowed me to learn all about Ontario (and quite frankly the world at large) through play.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s learned about 6 prominent landforms in Ontario (Hills, plateaus, rivers, wetlands, islands and shields.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*I've sent home the "Bring Your Own Device to School" Consent Form. Kindly return it as soon as possible should you want your child to have their own device rather than one of our 20 classroom Chromebooks.
*I've sent home a Prodigy password for students interested in partaking in their Math games.
*Please remember to have an exciting book in school every day to enjoy!
*Parent Survey: J.Y.
*Grade 4s: Monday is the first Cross Country try out. Come prepared if interested!
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: T.R. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
*We completed our first desk change this morning making some adjustments. This will surely be the first of many! :)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
https://vole.wtf/big-ben/
WARM UP
During this portion of our literacy block, students sorted books into our two major genres (Fiction and Non Fiction)
READING
Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html
During this portion of our literacy block, I conducted a spelling strategy diagnostic test with the class https://www.youtube.com/watch?v=tGUZud3TyGU
WRITING
Our Proofreading Plan: https://tinyurl.com/ourppplan
Writer’s Toolkit: https://tinyurl.com/wtoolkit
During this portion of the literacy block, we started to define what makes a sentence a sentence. Our lesson can be summarized by this action chart: https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-04-16-at-9-53-39-am.png?1587045619
MATH
11:20-12:20
I introduced students to the 4 types of sentences (Declarative, Exclamatory, Interrogative, Imperative) https://www.drooker.ca/uploads/1/1/0/9/110962203/published/screen-shot-2020-04-16-at-9-59-30-am.png?1592221992
We then turned our attention towards O.P.P. (Our Proofreading Plan). OPP is part of the "Mount Rushmore" of our learning! https://www.youtube.com/watch?v=oYrdUUHU2uA Please take some time this weekend to review this tutorial video!
Obviously I've been front loading a lot of foundational/diagnostic stuff which I'll continue to do till we're done with what we as teachers refer to "The First 20 Days" approach. But I'm starting to let specific subjects like Math and Social Studies "bleed" into things :) We spent some time this period working on Place Value https://www.youtube.com/watch?v=T5Qf0qSSJFI We'll recap this video on Monday and start some actual formative work.
MUSIC (MITCHELL)
12:20-1:00
GRADE 4 SOCIAL STUDIES/SCIENCE
2:00-3:00
The grade 4s received a similar introductory lesson as the 3s did in relation to their Social Studies unit. The grade 4s will focus in on Political and Physical Regions of Canada while the grade 3s are focusing in on Ontario. Grade 4s identified the territories and provinces of Ontario on a formative work page. Grade 3s completed a puzzle challenge related to a political map of Canada and I introduced students to one favourite hobbies on earth known as Geocaching! https://www.geocaching.com/play Here is an overview of what Geocaching is all about https://www.youtube.com/watch?v=vuFiLhhCNww I mentioned this hobby to students because Geocaching has allowed me to learn all about Ontario (and quite frankly the world at large) through play.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
3:00-3:40
Grade 3s learned about 6 prominent landforms in Ontario (Hills, plateaus, rivers, wetlands, islands and shields.
DAILY HOMEWORK
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*I've sent home the "Bring Your Own Device to School" Consent Form. Kindly return it as soon as possible should you want your child to have their own device rather than one of our 20 classroom Chromebooks.
*I've sent home a Prodigy password for students interested in partaking in their Math games.
*Please remember to have an exciting book in school every day to enjoy!
*Parent Survey: J.Y.
*Grade 4s: Monday is the first Cross Country try out. Come prepared if interested!
THURSDAY, SEPTEMBER 5, 2024. DAY 3
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Animated Drawings
sketch.metademolab.com/
WARM UP
Typically on Day 3, students will be given some time for Independent Reading during this portion of our literacy block. Since we are starting our school year, we used this portion of our literacy block to discuss Epic Books. Every student has been provided with an online account should they be unprepared with an independent reading book. I've reminded students that they should come prepared with an awesome book every day should they be provided with independent reading time. Below you'll find our login credentials.
https://kids.getepic.com/students
Class Code: xlb9246
READING
During this portion of the literacy block, we typically focus on reading and guided reading. We'll get to that in due time but we used this portion of the literacy block to review our monthly reading focus which is Questioning. We looked at basic question words https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-38-52-am_orig.png as well as how a Q Chart can inspire deeper questioning of texts https://www.youtube.com/watch?v=KQimQcu1j34
We then turned our attention to how we go about choosing books (e.g. by author, by genre, by series, by reading the book jacket cover, by reading hte first page and seeing if there are 5 or more challenging words (Too hard), etc.). There are a variety of anchor charts on our Reader's Toolkit webpage that reference aspects of the lesson (Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html)
We then looked at our Decoding and Deciphering Skill Tutorial Videos (which happen to be part of the "Mount Rushmore" of our learning):
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
I'll be referring back to these concepts very often this year so they're definitely worth reviewing at home! I tried to underscore the need to sound words out loud while reading! For example, try the following "Mad Gabs". https://www.thinkablepuzzles.com/madgabs/madgabs24.shtml
Students really need to persevere and sound things aloud and actively blend those chunks together while engaging with the text to ensure that they arrive at the correct pronunciation of a word! https://www.youtube.com/watch?v=waqfKHvf43w Of course, we have recently switched from a balanced literacy approach back towards a science of reading approach but these explicitly modeled skills are still worth reviewing and honing in conjunction with learning the science of decoding. Students in Grade 3/4 are hopefully at a point where they are no longer learning to read but reading to learn!
WRITING
This portion of our literacy block is typically reserved for writing work. We used this time to conduct a timed reading diagnostic test. My hope is to have all of my diagnostic tests completed by the middle of October (if not sooner!).
MATH/LIBRARY
11:20-12:20
We started off our Math block with another reading diagnostic. We followed that up with a look at our Spelling Strategy Tutorial Video (Which happens to be part of the "Mount Rushmore" of our learning) https://www.youtube.com/watch?v=tGUZud3TyGU It's definitely worth reviewing! Students will have a spelling strategy diagnostic tomorrow based upon today's lesson. Throughout the entire year, I'd like students to employ our spelling strategies while using chin drops. Check out the "Octopus" example on the following anchor chart https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-49-10-am_orig.png
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
In gym today, students worked on their dynamic warm up routine followed by some Jet Ball and Army/Navy. We rounded off the period with some Pinball. During our game of Pinball, we worked on proper throwing mechanics. We also defined Offense and Defense. We also looked at the importance of communication while transition between those two mindsets.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In Social Studies today, we looked at the Provinces and Territories of Canada through Stompin Tom Connor's song https://www.youtube.com/watch?v=bjgOQDUOGAg Students completed the Provinces and Territories workpage in their formative work booklet. All of our work is located here: https://www.drooker.ca/work.html I encourage students to look ahead when possible by clicking on the various PDFs and to be aware that we have tests available there as well for study purposes :)
DAILY HOMEWORK
*Parent Survey: J.Y.
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
https://www.drooker.ca
(Password: 4321)
CLASS UPDATES
*VIP: M.S. (Review the “Learning Skill Report Card” uploaded to your Google Drive)
LANGUAGE
9:10-10:50
WHAT’S TRENDING/ANIMATION/ASSEMBLY
Animated Drawings
sketch.metademolab.com/
WARM UP
Typically on Day 3, students will be given some time for Independent Reading during this portion of our literacy block. Since we are starting our school year, we used this portion of our literacy block to discuss Epic Books. Every student has been provided with an online account should they be unprepared with an independent reading book. I've reminded students that they should come prepared with an awesome book every day should they be provided with independent reading time. Below you'll find our login credentials.
https://kids.getepic.com/students
Class Code: xlb9246
READING
During this portion of the literacy block, we typically focus on reading and guided reading. We'll get to that in due time but we used this portion of the literacy block to review our monthly reading focus which is Questioning. We looked at basic question words https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-38-52-am_orig.png as well as how a Q Chart can inspire deeper questioning of texts https://www.youtube.com/watch?v=KQimQcu1j34
We then turned our attention to how we go about choosing books (e.g. by author, by genre, by series, by reading the book jacket cover, by reading hte first page and seeing if there are 5 or more challenging words (Too hard), etc.). There are a variety of anchor charts on our Reader's Toolkit webpage that reference aspects of the lesson (Reader’s Toolkit: https://www.drooker.ca/readers-toolkit.html)
We then looked at our Decoding and Deciphering Skill Tutorial Videos (which happen to be part of the "Mount Rushmore" of our learning):
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
I'll be referring back to these concepts very often this year so they're definitely worth reviewing at home! I tried to underscore the need to sound words out loud while reading! For example, try the following "Mad Gabs". https://www.thinkablepuzzles.com/madgabs/madgabs24.shtml
Students really need to persevere and sound things aloud and actively blend those chunks together while engaging with the text to ensure that they arrive at the correct pronunciation of a word! https://www.youtube.com/watch?v=waqfKHvf43w Of course, we have recently switched from a balanced literacy approach back towards a science of reading approach but these explicitly modeled skills are still worth reviewing and honing in conjunction with learning the science of decoding. Students in Grade 3/4 are hopefully at a point where they are no longer learning to read but reading to learn!
WRITING
This portion of our literacy block is typically reserved for writing work. We used this time to conduct a timed reading diagnostic test. My hope is to have all of my diagnostic tests completed by the middle of October (if not sooner!).
MATH/LIBRARY
11:20-12:20
We started off our Math block with another reading diagnostic. We followed that up with a look at our Spelling Strategy Tutorial Video (Which happens to be part of the "Mount Rushmore" of our learning) https://www.youtube.com/watch?v=tGUZud3TyGU It's definitely worth reviewing! Students will have a spelling strategy diagnostic tomorrow based upon today's lesson. Throughout the entire year, I'd like students to employ our spelling strategies while using chin drops. Check out the "Octopus" example on the following anchor chart https://www.drooker.ca/uploads/1/1/0/9/110962203/screen-shot-2020-04-16-at-9-49-10-am_orig.png
DRAMA/DANCE (MITCHELL)
12:20-1:00
PHYSICAL EDUCATION
2:00-3:00
In gym today, students worked on their dynamic warm up routine followed by some Jet Ball and Army/Navy. We rounded off the period with some Pinball. During our game of Pinball, we worked on proper throwing mechanics. We also defined Offense and Defense. We also looked at the importance of communication while transition between those two mindsets.
GRADE 3 SCIENCE/SOCIAL STUDIES/GRADE 4 FRENCH/DPA
2:40-3:40
In Social Studies today, we looked at the Provinces and Territories of Canada through Stompin Tom Connor's song https://www.youtube.com/watch?v=bjgOQDUOGAg Students completed the Provinces and Territories workpage in their formative work booklet. All of our work is located here: https://www.drooker.ca/work.html I encourage students to look ahead when possible by clicking on the various PDFs and to be aware that we have tests available there as well for study purposes :)
DAILY HOMEWORK
*Parent Survey: J.Y.
*Read
*Review today’s learning blog and any text messages alongside a parent/guardian
*Please ensure that you have an interesting book at all times at school for you to read!
*Review:
https://www.youtube.com/watch?v=tGUZud3TyGU
https://www.youtube.com/watch?v=R3qLQV1gHCU
https://www.youtube.com/watch?v=dkdK9SLuS90
https://www.youtube.com/watch?v=oYrdUUHU2uA
WEDNESDAY, SEPTEMBER 4, 2024. (DAY 2)
CLASS UPDATES
*Thank you to all of those parents who submitted their Parent Survey. For those of you who have yet to return, can you please return it ASAP :)
ESTABLISHING ROUTINES
We started a discussion about our Literacy Block Structure https://www.drooker.ca/literacy-block.html
Today saw us focus in on the first portion of our literacy block which I refer to as "What's Trending/Animation/Assembly". During this portion of our literacy block, we activated and prime our brains for learning with something novel such as visiting a link from our "What's Trending" website: https://www.drooker.ca/whats-trending.html We ended up selecting http://20q.net/ as our launching pad. Some mornings will see us work on an "Animation". https://www.drooker.ca/animation.html I want students to become familiar with the process of animation as it can become a featured skill or future career. We checked out portions of the following tutorial video: https://www.youtube.com/watch?v=HRyM9lVfQ-4 We will be using our new tripod that I purchased for the class alongside the free iMotion App that you can download on your devices at home to practice with. Students will be completing animations over the next few months that will result in a music video (and possible concert with the artist!). This music video will likely take us several months to complete. Lastly, some mornings will see us briefly discuss and plan for our Good News Assembly later this year.
We finished reviewing our Classroom Routines and tutorial videos available here and agreed upon our "Class Contract for Success" which students will sign off on https://www.drooker.ca/routines.html
After recess, I unpacked the term "Anchor Chart" for students. Anchor charts are posters that I affix around the classroom that have key information that students ought to refer to regularly to keep them in place. We checked out the anchor charts related to Diagnostic, Formative and Summative work. At the beginning of a unit, I typically take students through a diagnostic task that allows them to show me where they're at. We then go through formative work (practice work) in an effort to strengthen our skills. Students receive ongoing help and descriptive feedback to consolidate their skills. At unit's end, we conduct a summative test or task to measure student learning.
We defined manipulatives and learned about how they can assist with our learning. I have bins with a variety of manipulatives and students also have dry erase manipulatives in their desk...specifically a "Dry Erase Math Manipulative (D.E.M.M.) to assist with math. I then showed students some digital math manipulatives: http://www.amathsdictionaryforkids.com/qr/qr.html and https://www.drooker.ca/math-toolkit.html We'll start some diagnostic and formative work related to our "Number" unit shortly and develop our numeracy routines over the next few days! https://www.drooker.ca/numeracy-block.html
Students then had music with Ms. Mitchell
In Phys. Ed. today we established a bunch of routines:
The VIP is responsible for bringing down (and returning at the end of the period) the Gym Bin (containing squad pylons, helper hats, whistle, etc) and Emergency Clipboard. Should a student need to go to the washroom during gym, they are to receive permission and remove a washroom cone from the bin and place it beside the bin as a visual cue that someone is out. There are never to be more than 2 people out using the facilities at any point in time.
Upon entry into the gym, students will individually and silently complete a dynamic warm-up that we refer to as the “1, 2, 3” warm-up. Students will start on the far black line and jog to the opposite side of the gym. They will then walk back. Upon returning to their starting line, they will shuffle step to the far black line and then walk back. Lastly, they will complete a twisted shuffle step (Cariocha Step) and then walk back and sit behind their squad cones. They are well versed in this routine.
I run gym using the 1,2,3,4 whistle system. Students freeze after one blow of the whistle. After two blows of the whistle, they freeze and sit down. The third blow of the whistle sees students return to their starting positions (typically one of the outside black lines on either side of the gym). Four blows of the whistle indicate the need to sit in alphabetical order behind the exit door as gym is over. I rehearse the whistle drill at the beginning of every gym period. I often refer to the grey area surrounding the gym playing surface as the "shark moat". The grey area is a play area where they need to slow down their bodies to ensure that they do not bump into the walls. Teachers are solely responsible for the distribution and collection of equipment.
After gym, the grade 4s had French with Mr. Tham and I had the 3s for social studies. We "zoomed" into Ontario through the use of several videos found here: www.drooker.ca/living-and-working.html The purpose behind that was to get a grasp as to what our focus will be in this upcoming unit (Living and Working in Ontario).
WE LIVE...
*In the Milky Way Galaxy
*On planet Earth
*In the Northern Hemisphere
*On a continent called North America
*In a country called Canada
*In a province called Ontario
*In a regional municipality called York (Within the Great Lakes/St. Lawrence Lowlands Landform Region)
*In a town called Whitchurch-Stouffville
*On a street called...
DAILY HOMEWORK
*Review today’s Learning Blog and check for any messages alongside your parents/guardians
*Read
*Have your parents/guardians review, complete, and return the Parent/Guardian Survey sent home yesterday
CLASS UPDATES
*Thank you to all of those parents who submitted their Parent Survey. For those of you who have yet to return, can you please return it ASAP :)
ESTABLISHING ROUTINES
We started a discussion about our Literacy Block Structure https://www.drooker.ca/literacy-block.html
Today saw us focus in on the first portion of our literacy block which I refer to as "What's Trending/Animation/Assembly". During this portion of our literacy block, we activated and prime our brains for learning with something novel such as visiting a link from our "What's Trending" website: https://www.drooker.ca/whats-trending.html We ended up selecting http://20q.net/ as our launching pad. Some mornings will see us work on an "Animation". https://www.drooker.ca/animation.html I want students to become familiar with the process of animation as it can become a featured skill or future career. We checked out portions of the following tutorial video: https://www.youtube.com/watch?v=HRyM9lVfQ-4 We will be using our new tripod that I purchased for the class alongside the free iMotion App that you can download on your devices at home to practice with. Students will be completing animations over the next few months that will result in a music video (and possible concert with the artist!). This music video will likely take us several months to complete. Lastly, some mornings will see us briefly discuss and plan for our Good News Assembly later this year.
We finished reviewing our Classroom Routines and tutorial videos available here and agreed upon our "Class Contract for Success" which students will sign off on https://www.drooker.ca/routines.html
After recess, I unpacked the term "Anchor Chart" for students. Anchor charts are posters that I affix around the classroom that have key information that students ought to refer to regularly to keep them in place. We checked out the anchor charts related to Diagnostic, Formative and Summative work. At the beginning of a unit, I typically take students through a diagnostic task that allows them to show me where they're at. We then go through formative work (practice work) in an effort to strengthen our skills. Students receive ongoing help and descriptive feedback to consolidate their skills. At unit's end, we conduct a summative test or task to measure student learning.
We defined manipulatives and learned about how they can assist with our learning. I have bins with a variety of manipulatives and students also have dry erase manipulatives in their desk...specifically a "Dry Erase Math Manipulative (D.E.M.M.) to assist with math. I then showed students some digital math manipulatives: http://www.amathsdictionaryforkids.com/qr/qr.html and https://www.drooker.ca/math-toolkit.html We'll start some diagnostic and formative work related to our "Number" unit shortly and develop our numeracy routines over the next few days! https://www.drooker.ca/numeracy-block.html
Students then had music with Ms. Mitchell
In Phys. Ed. today we established a bunch of routines:
The VIP is responsible for bringing down (and returning at the end of the period) the Gym Bin (containing squad pylons, helper hats, whistle, etc) and Emergency Clipboard. Should a student need to go to the washroom during gym, they are to receive permission and remove a washroom cone from the bin and place it beside the bin as a visual cue that someone is out. There are never to be more than 2 people out using the facilities at any point in time.
Upon entry into the gym, students will individually and silently complete a dynamic warm-up that we refer to as the “1, 2, 3” warm-up. Students will start on the far black line and jog to the opposite side of the gym. They will then walk back. Upon returning to their starting line, they will shuffle step to the far black line and then walk back. Lastly, they will complete a twisted shuffle step (Cariocha Step) and then walk back and sit behind their squad cones. They are well versed in this routine.
I run gym using the 1,2,3,4 whistle system. Students freeze after one blow of the whistle. After two blows of the whistle, they freeze and sit down. The third blow of the whistle sees students return to their starting positions (typically one of the outside black lines on either side of the gym). Four blows of the whistle indicate the need to sit in alphabetical order behind the exit door as gym is over. I rehearse the whistle drill at the beginning of every gym period. I often refer to the grey area surrounding the gym playing surface as the "shark moat". The grey area is a play area where they need to slow down their bodies to ensure that they do not bump into the walls. Teachers are solely responsible for the distribution and collection of equipment.
After gym, the grade 4s had French with Mr. Tham and I had the 3s for social studies. We "zoomed" into Ontario through the use of several videos found here: www.drooker.ca/living-and-working.html The purpose behind that was to get a grasp as to what our focus will be in this upcoming unit (Living and Working in Ontario).
WE LIVE...
*In the Milky Way Galaxy
*On planet Earth
*In the Northern Hemisphere
*On a continent called North America
*In a country called Canada
*In a province called Ontario
*In a regional municipality called York (Within the Great Lakes/St. Lawrence Lowlands Landform Region)
*In a town called Whitchurch-Stouffville
*On a street called...
DAILY HOMEWORK
*Review today’s Learning Blog and check for any messages alongside your parents/guardians
*Read
*Have your parents/guardians review, complete, and return the Parent/Guardian Survey sent home yesterday
TUESDAY, SEPTEMBER 3, 2024. DAY 1
WELCOME TO OUR FIRST BLOG!
Today's blog won't be a structured as you will typically see in the near future as today involved a lot of getting to know you activities and foundational stuff. For example, today saw us pour through and establish routines: www.drooker.ca/routines.html Beyond routines, we looked at what strong presenters do which is summarized here: www.drooker.ca/dramawriting-in-role.html and played a game reflecting those skills called: Zip, Zap, McGuillicutty. We took an extensive look at students' Remote Learning Google Drives and its contents including where I upload "Notable Work" for your perusal and where students can locate their passwords.
Students also had a chance to meet Ms. Mitchell (Who will be teaching them Drama/Dance, Art, Music and Health) as well as Mr. Tham (Who will be teaching the Grade 4s French).
Note: If you'd like to opt into this daily learning blog with a different email, please let me know. If you'd like to opt out at any time, please let me know as well.
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
WELCOME TO OUR FIRST BLOG!
Today's blog won't be a structured as you will typically see in the near future as today involved a lot of getting to know you activities and foundational stuff. For example, today saw us pour through and establish routines: www.drooker.ca/routines.html Beyond routines, we looked at what strong presenters do which is summarized here: www.drooker.ca/dramawriting-in-role.html and played a game reflecting those skills called: Zip, Zap, McGuillicutty. We took an extensive look at students' Remote Learning Google Drives and its contents including where I upload "Notable Work" for your perusal and where students can locate their passwords.
Students also had a chance to meet Ms. Mitchell (Who will be teaching them Drama/Dance, Art, Music and Health) as well as Mr. Tham (Who will be teaching the Grade 4s French).
Note: If you'd like to opt into this daily learning blog with a different email, please let me know. If you'd like to opt out at any time, please let me know as well.
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
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