September Week 2 Day 2

8:45-9:15 Homework/Silent Reading/Question of the Day Objective: Homework, Question of the Day & Silent Reading

Question (on white board) : What do you like most about yourself?

Once everyone has arrived and completed their morning tasks, I get them to come to the carpet. We do our morning announcements and then review the question of the day. Usually my focus is on writing complete sentences with punctuation & capital letters. They need these reminders. I read their answers, allowing them to share if they wrote it (of course if they want to share) and we have a fun discussion about their answers, all while reviewing their sentences.

9:15-9:45 Shared Reading : L'historique des sacs d'école

Reading Expectations:

C1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate

C1.4 Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading

C2.3 Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills

Shared Reading is a big part of my weekly routine. We work with the same text all week, expanding our vocabulary, answering comprehension questions, etc.

Here's how it works:

Day 1

Step 1: The text is on the smart board and I read it aloud to students.

Step 2: Students are placed in groups of 2 at random and read it a second time, taking turns. As they go over the text, they must underline 3 words that they don't understand.

Step 3: They will then write their 3 words on a sticky note and go place it on my chart paper.

Day 2

Step 4: Pick three words (from what students wrote on their sticky notes yesterday). Open the shared reading on the smart board.

Step 5: Write one word down. Ask students to find sounds that they recognize in the word. Together, we sound out the word (I realize that this may seem "childish", but it is great to review French sounds, even in Grade 4, 5 and 6).

Step 6: Pick two students at random to come to the front, back to the shared reading, facing the class. When I say go, they must turn and find the word as fast as possible. They really enjoy this "race" type of game.

Step 7: Once the word is found, I read the sentence aloud, and as a class, we discuss what the word could mean. I ask them to avoid simply saying the word in "English" as a definition.

Step 8: Repeat steps 5-7 for all 3 words.

Step 9: As a class, pick one of the 3 words to add to your word wall. I always explain to students that we want to pick a word that we will hopefully see often throughout the year, and might help us make our writing a bit more colourful.

Step 10: Students then start their own mini dictionnaires. Using cue cards and loose leaf binder ring, they start up their first word of their new dictionary. They separate their cue card into 4 parts. They add the word, a picture of the word, the definition of the word (in words they will understand) and the antonym of the word (please see picture at the top of the post). They will do this every week, adding new words to their own dictionaries as we go.

Step 11: Continued on the following day

9:45-10:15 Bullying/Writing

Writing Expectations:

D1.1 Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for French texts they plan to create

D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, personally relevant, and academic topics, following models appropriate to the purpose and incorporating some elements of each form

D2.1 Generating, Developing, and Organizing Ideas: generate, develop, focus, and organize ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate

D2.2 Drafting and Revising: plan and produce drafts, following established criteria, and revise their writing to improve its content, clarity, and interest, using a variety of strategies

D2.3 Producing Finished Work: edit, proofread, and publish a variety of written pieces, following a model or a set of guidelines to meet established, with support as appropriate

Today, students will begin a group poem on bullying. There will be four different points of views: bully, bullied, witness and courageous one. I like to place students in groups of 4 or 5, so you may have two groups working on the "bully", etc.

Explain to students that they will be filling in the page in the point of view that they received. For example, the bully will have a different point of view of the witness. Go over each sentence with students before sending them off in their groups. I like to do a few example with students.

I.e: I am the bully, I wonder if my parents are disappointed, etc.

Expect students to come see you for reminders on what certain terms mean. It is a very powerful activity.

10:45-11:25 Music Prep

10:45-11:25 Nutrition Break & Recess

Students should now know the rules of nutrition break, feel free to see how they do without repeating yourself. If they have a hard time, review rules tomorrow.

11:25-11:55 Bullying/Visual Arts

Visual Arts Expectations:

D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues

This last bullying activity is going to help students keep the reminder of being kind all year long. Each student will receive a puzzle piece and decorate it to their liking. No judgement, no influence from anyone else. It is their puzzle piece to decorate. Once everyone is done, they will work as a class to build the puzzle.

Now, have a discussion with students. What was the point of this activity? The goal being that students realize that they are all unique. Everyone is different and that's ok, but somehow, we still all fit together. We are a classroom of individuals who should respect each other, even if we don't like the same things or always agree.

11:55 Start over with your new group

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