This week students:
Social Studies:
-discussed and read an informational text about the Indian Act and two discriminatory practices in particular: reserves and the potlatch ban. Students worked in partners to identify the point of the view of the Canadian Government at the time for banning the potlatch and the cultural significance of the potlatch for First Nations Peoples of the Pacific North West.
-visited the Vancouver Art Gallery and toured the exhibit Rooted Here: Woven from the Land which "celebrates the work of four prominent local Salish weavers from the Gallery’s three host nations: qʷənat, Angela George; Chepximiya Siyam’ Chief Janice George; Skwetsimeltxw Willard “Buddy” Joseph; and Qwasen, Debra Sparrow. Students were introduced to important contexts for understanding each artist’s career, including the long history of Salish weaving, the rootedness of these traditions in the land and its resources, the interruption of Salish weaving by colonialism and the artists’ significant roles in its contemporary revival and renewal. Students had the opportunity to learn the crucial role these artists have played in designing the Vancouver Art Gallery’s new building and the rich significance of its woven facade."
-completed an informal assessment to demonstrate: 1) their understanding of the importance of weaving to the culture of First Nations Peoples of the Pacific North West
2) how the culture of First Nations Peoples of the Pacific North West changed after the arrival of Europeans. This will be sent home for parent review and signature after the break.
French Language Arts and Applied, Design, Skills and Technologies:
-worked hard to complete their project using various materials to finalize the contents of the shoe box which need to represent the character.
Thank you again for bringing in such terrific project materials!
Students will the opportunity to share their project with fellow students after Spring Break.
French Language Arts:
-wrote a draft paragraph describing their ADST project following a teacher model. The purpose was to describe various specific objects of their project and how they represent the character in their novel.
Mathematics:
-reviewed the concept of perimeter and practiced calculations using addition and multiplication after measuring basic objects in the classroom.
Science:
-participated in a review activity from last week's presentation by Owen's mother, related to the mining industry, to better understand the use of various minerals in the materials we use daily.
Physical Education:
-played a game of bench ball in the gymnasium.
Social Studies:
-discussed and read an informational text about the Indian Act and two discriminatory practices in particular: reserves and the potlatch ban. Students worked in partners to identify the point of the view of the Canadian Government at the time for banning the potlatch and the cultural significance of the potlatch for First Nations Peoples of the Pacific North West.
-visited the Vancouver Art Gallery and toured the exhibit Rooted Here: Woven from the Land which "celebrates the work of four prominent local Salish weavers from the Gallery’s three host nations: qʷənat, Angela George; Chepximiya Siyam’ Chief Janice George; Skwetsimeltxw Willard “Buddy” Joseph; and Qwasen, Debra Sparrow. Students were introduced to important contexts for understanding each artist’s career, including the long history of Salish weaving, the rootedness of these traditions in the land and its resources, the interruption of Salish weaving by colonialism and the artists’ significant roles in its contemporary revival and renewal. Students had the opportunity to learn the crucial role these artists have played in designing the Vancouver Art Gallery’s new building and the rich significance of its woven facade."
-completed an informal assessment to demonstrate: 1) their understanding of the importance of weaving to the culture of First Nations Peoples of the Pacific North West
2) how the culture of First Nations Peoples of the Pacific North West changed after the arrival of Europeans. This will be sent home for parent review and signature after the break.
French Language Arts and Applied, Design, Skills and Technologies:
-worked hard to complete their project using various materials to finalize the contents of the shoe box which need to represent the character.
Thank you again for bringing in such terrific project materials!
Students will the opportunity to share their project with fellow students after Spring Break.
French Language Arts:
-wrote a draft paragraph describing their ADST project following a teacher model. The purpose was to describe various specific objects of their project and how they represent the character in their novel.
Mathematics:
-reviewed the concept of perimeter and practiced calculations using addition and multiplication after measuring basic objects in the classroom.
Science:
-participated in a review activity from last week's presentation by Owen's mother, related to the mining industry, to better understand the use of various minerals in the materials we use daily.
Physical Education:
-played a game of bench ball in the gymnasium.
Every week, students:
-share about their weekend with a partner, small group or the class. Listening strategies, French speaking skills, and propre written grammar are integrated into this activity.
-explore our classroom library "book fair style" to select new French books and read silently in class.
-participate in Daily Physical Activity by running laps around the school yard in the mornings and playing short active games outside as an afternoon break.
-carry out classroom responsibilities to support our learning environment.
-share about their weekend with a partner, small group or the class. Listening strategies, French speaking skills, and propre written grammar are integrated into this activity.
-explore our classroom library "book fair style" to select new French books and read silently in class.
-participate in Daily Physical Activity by running laps around the school yard in the mornings and playing short active games outside as an afternoon break.
-carry out classroom responsibilities to support our learning environment.