Monday, 15 October

Today we began with French.  I introduced the students to a great British web site I found on the subject.  It has three main sections: verbs, vocabulary and grammar.  I introduced the idea that in French the verbs change according to the form of the noun or pronoun (hence the need to learn whether nouns are masculine or feminine).  From the "verbs" section we took a look at the present tense form of "to be" (in English this would be "I am," "she is," etc.).  The students practiced Je suis (I am). Next, from the vocabulary section we investigated some pleasantries under the heading expressions.  Using the greetings we learned last week and the expressions we learned today and using the verb "to be" (je suis), we were able to hold short conversations. Hurray!  I am emphasizing a nice accent and the students are concentrating on how they speak as well as what they are saying and the result has been success.  Here is the link to the site: http://www.happychild.org.uk/freeway/french/index.htm

I think that parents who want to be able to help the students from home will find this on-line resource very helpful - I know I have.

After French the students had band with Mr. Grice.  The grade 6s were dismissed early from band for a meeting with the public health nurse.

After recess we had a short cursive writing lesson before the Bear Aware assembly held in the gym.  We wrapped up the morning with a short math lesson on balancing equations (a review for the 7s and new material for the 6s).

After lunch the class had their first aboriginal education lesson with District teacher Ms. Kristi Haavisto.  We did some drumming and identified some personal goals for the year.  The students recorded their goals on leaves and feathers that will be added to either a large colourful tree or a large dream catcher that Kristi has created outside of the classroom.  These need to be completed by next week.

Next, we had our first science lesson, an introduction to ecosystems.  For homework, I have asked the students to complete a small observation of a one-meter by one-meter ecosystem and to record their observations.  There are two parts to this assignment: Part 1 = A one-page report should have three columns:

Name of organism / Connections of organism to other organisms / Connections to non-living things

ex.1 Mr. Marshall        bones of students scattered by den                 den made out of cedar boughs

I asked that they try to identify seven different organisms.  For Part 2, they are to go back and examine one of the seven organisms from their chart in more detail.  All the instructions were given to them on a two-page photocopy from the textbook.  This is due on Wednesday.

We ended the day with a game of three corner soccer in p.e.

Tomorrow there will be a socials quiz.  You must know the labels for the map of the Middle East, plus the main ideas we've discussed regarding the civilization of Sumer.  For example,  what role did irrigation have on the location of Sumer?  Or, what role did irrigation have on the development of agriculture?  Or, which tall teacher at Roberts Creek has the most stylish eye glasses?