WELCOME%20BACK

1
WELCOME BACK

• Curriculum Night

2014-2015
2
Curriculum Night Agenda

• Presentation
• Schedule
• Curriculum
• Homework/Communication
• Teacher/ parent communication
• Routines
• Technolgy
• Reporting and learning skills
• Useful websites

3
Presentation

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

4
Here is your childs timetable
for this year.
FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015 FRANKLIN ST. P.S. TIMETABLE 2014- 2015
PERIOD Day 1 Day 2 Day 3 Day 4 Day 5
815 855 40 minutes Health/DPA Literatie Social studies Science Literatie
855 935 40 minutes Music/Strutt Literatie Math/ McLean Music/Strutt Literatie
935 955 20 minutes Social studies Literatie Math/ McLean Literacy Math/ McLean
955 1025 R E C E S S R E C E S S R E C E S S R E C E S S R E C E S S
1025 1105 40 minutes Math/ McLean Math/ McLean Literacy Eng/ Strutt Math/ McLean Math/ McLean
1105 1145 40 minutes Social studies Math/ McLean Literacy Eng/ Strutt Math/ McLean Science
1105 1145 40 minutes Social studies Physed Literacy Eng/ Strutt Math/ McLean Science
1145 1205 20 minutes Social studies Physed Literacy Eng/ Strutt Science
1225 105 L U N C H L U N C H L U N C H L U N C H L U N C H
105 145 40 minutes Literatie Literacy Eng/ Strutt ART Literacy Eng/ Strutt Science
145 225 40 minutes Literatie Literacy Eng/ Strutt ART Literacy Eng/ Strutt Physed
225 245 20 minutes Literatie Literacy Eng/ Strutt DPA Literacy Eng/ Strutt Health
245 D I S M I S S A L D I S M I S S A L D I S M I S S A L D I S M I S S A L D I S M I S S A L
5
French

• Reading
• Term 1
• Reading strategies
• Making prediction, questioning and
  making connections
• Guided reading
• Novel study and the Reading Process unit
  Reading levelled books
• Narrative text unit reading legends , myth etc
  integrating the Quebec culture.

6
READING

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

7
WRITING

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

8
WRITING

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

9
Listening and speaking

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

10
Listening and speaking

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

11
Media literacy

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

12
Math

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

13

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

14
SOCIAL STUDIES

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

15

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

16
Science

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

17
Term 2

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

18
HEALTH

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

19
PHYSICAL EDUCATION

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

20
Art

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

21
Music

• The Music program will be delivered by Mrs.
  Sadeeq

22
Drama

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

23
Assessment

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

24
Homework

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

25
Teacher/Parent communication

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

26
Routines

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

27
LUNCHTIME ROUTINES

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

28
Technology

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

29
Reporting

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

30
Learning Skills

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

31
Learning Skills

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

32
Learning Skills

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

33
Learning Skills

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

34
Learning Skills

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

35
Learning Skills

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

36
Ecoschool Club has a GOLD status

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

37
USEFUL WEBSITES

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

38

• Thank you and good evening.