Friday, November 28, 2014

8

English: the formative lit. logs were given back (a few days ago) and we will be having our final test next Friday.

Math: We are studying the properties of parallel lines and transversals.  The homework is 7.2 (all questions except for #1).


7  

English: On Monday, we begin précis writing (7-word summaries): this is where your child will learn how to cram enormous volumes of information into a 7-word sentence.  If you get a chance this weekend, let your child know where you have to use summarizing skills in your job/life.  Thanks!

Math: I am partnering with Mme Sachs (don't tell my wife) for a Math/Art project: the students will be creating tessellations in the spirit of M.C. Escher.  Click on the word tessellations and prepare to be amazed!

Wednesday, November 26, 2014

8 

Math
We continue our study of geometry: students are being asked to use their deductive skills to find missing angles.  So far, we have looked at the laws of supplementary angles, complementary angles and the number of degrees in a triangle to help us find that elusive missing "x".  Tonight's homework is 7.2: 2, 3a, 4, 5, 6 (with no drawing required), 7, 10, 11, 12, 13, 14

English
On Friday, we will begin a mini-unit on précis writing (7-word summaries).   

7

Math
Today our class had the opportunity to work with a group of grade 6 kids: our task was to communicate with the 6s how to create a real-life situation using an algebraic expression (i.e. 200 + 2 x n).  We are also continuing our study of geometry, specifically rotations, translations, and reflections.  

English
We read a story in class today ("The Carnival").  Tonight, they have three questions to respond to:
1. Why did Jerry attend the carnival?  (Why was he happy to go)
2. Why did the lady on the bus say: "'I hope today is my day.'"?
3.  What kind of a person is Jerry?  Draw a character web with three adjectives and two pieces of evidence to support each adjective

Tuesday, November 25

Looking for something to inspire you?  Look no further: click on the link below and enjoy.

LaurenHill




8 Math: our second part of the Patterning test (Algebra) came home today.  Please take a moment to look it over with your child.



7 Math: two summative tasks came home today: our second part of the patterning test AND the first geometry quiz.  Take a moment to look them over tonight with your child.

7 English: I wrote a sample context and commentary response in class and copied it for each student.  Ask your child to see if he/she kept it or tossed it (hopefully the former is true).  

Monday, November 24, 2014

Name the band.  This is my son's favorite group.

Grade 7 and 8: if ever you think you think: "What can I do to help others in this world?", take a look at this inspiring video of a 24-year-old woman who changes the lives of homeless people on a daily basis:

https://www.youtube.com/watch?v=mo-kvh1w60w


GRADE 8

English

Math: 7.1 Geometry, page 274, questions 1-8

Friday, November 21, 2014

8

Math
We began our Geometry unit today with an estimation game: I showed a bunch of angles and students had to use deduction to estimate their value.  Feel free to draw random angles this weekend and have your child do some estimation.  

English
Students are getting closer to wrapping up their work with Mme Wackett (dramatic monologues).  In my class, students read our final short story today.  For homework (due Monday), students will write a literature log explaining the symbolism in the story.  In the letter, I would like 2 quotes (with context and commentary), and I would like it to be at a standard level of language.  One page single-spaced maximum.


7 

Math: students must write a story about an equilateral triangle.  In their stories, they must include as many geometry terms possible: rotational symmetry, line symmetry, polygon, regular polygon, irregular polygon, congruent, edge, vertices, equilateral...158 - 320 words.  I will be picking up the story AND their brainstorming on Monday (please don't write it in the notebook).  

Thursday, November 20, 2014

8
Math: Intro to geometry starts tomorrow.

English
1. The context and commentary test came home today.  Please take a moment to look this over with your child.  If your child is interested in doing a redo, they must approach me and ask for a: "Re-do Request"

7 Math:
Page 252 - 253 #1, 2, 4, 5, 7, 7, 9, 10.  This is our introduction to Geometry!

Wednesday, November 19, 2014

8

English:
1. A new acronym for English: A.T.O.D.O.T.S. which stands for: "Acknowledge the obvious, dig out the subtle."  For tonight's homework, I would like you to explain how this acronym pertains to what we have been learning in context and commentary.  For those who dare, make reference to today's cartoon in your response.  72 - 133 1/2 words.

Math:  We have finished part 1 and part 2 of patterning.  Whew.  Now, on to Geometry.


7 

English:
1. Homework: students need to select a quote from a story we have read in class and surround it with context and commentary.  This will be picked up tomorrow, so please ensure your child is doing this work on paper, and not in his/her notebook.

8Wackett
1. A short reflection on: compare the experience of developing context alone (at home) vs. working in a group (like we did today for the the game).  73-121 words.  

Tuesday, November 18, 2014

8

QUEBEC CHEQUES WERE DUE TODAY: some students have yet to hand in the first deposit, so kindly do so by tomorrow.  If you have a reason for not participating, please communicate with me or with M. Andrade at the earliest possible time.

Math:
Part one of the test is done and corrected: you can expect to see it tonight.  Please take a few moments to look it over.  Tomorrow's test will show how your child can apply and communicate his or her understanding of patterning.  Some things to study:
1. Odd and even series of numbers (how to create...)
2. How to derive an algebraic expression from a series (explain in words the steps)
3. Looking at a physical series (shapes), explain the series and continue it


English:
The class is continuing their work with Mme Wackett (dramatic monologues).  

7

Math:
Part one of the test is done and is coming home tonight.  Please take a few moments to look it over with your child.  The second part of the test will see how well your child can communicate his or her knowledge of patterning.

English:
Homework: I gave a handout with a sample "context" response to a quote.  The commentary is there, but only 3/4 done.  Your child's task is to add to the commentary, making specific references to how the quote reveals something about the character Devan.  It's due tomorrow; I, like a sanitation engineer, will be picking it up. 

Monday, November 17, 2014

8

Math: 
ALGEBRA TEST! Woot.  Part 1 is tomorrow, and part 2 will take place on Wednesday.  Tomorrow's test is derivations, and Wednesday's is communication.   Today, I gave a super-duper review sheet and I made myself available for any help at lunch and at recess (ask your child if he or she came in for help).  

English:
Students had a guest teacher for a new unit. Ask your child about the task.


7

Math: Algebra test part 1 is tomorrow!  Part 2 on Wednesday.  We finished the review today in class and took up any lingering problems.

Mark Twain is the man.

Grade 8

Math

2 tasks for homework this weekend: 

a. Have a conversation with your child about the math tool we used to derive a complicated algebraic expression called: "Change of Change".  Your child should include the following terminology: factor, n, constant, changing, term, relationship, coefficient, exponent, variable, power, base.  Then, ask them about the third tool we learned (factoring).  

b. I handed out a worksheet that combines all three "tools" we have learned for deriving algebraic expressions.  Due Monday.

c. Patterning test on Tuesday.

English

Ahhh....we're done context and commentary - well, at least the learning part.  Starting next week, we're going to have a guest teacher work with 8L for a dramatic/oral activity.  

7F

Math: 

Test on Tuesday.  As well, the kids have a "take home quiz" to complete this weekend.  

English: 

we are just beginning our study of context and commentary: this skills will help students seamlessly introduce evidence to support a claim.  Feel free to ask your child to explain what they have learned thus far.

Wednesday, November 12

There's an image for student-led conferences on the internet - what does that tell us...?

8L:

Tomorrow we begin our student-led conferences, and I wanted to let parents know ahead of time what they can expect to see and hear:

1. Your child will be leading the conference; this is not to say that I (or you) won't be giving my input.  What it does mean is that your child, now in grade 8, must take ownership for his or her learning, and this is a chance to articulate that understanding.

2. The focus of the progress report is on the learning skills: while there are "grades" indicating roughly how your child is performing in the subject areas ("with difficulty," "well," and "very well"), but the emphasis needs to be placed on how to improve the learning skills.  We focus on strengths, and we listen for next steps.

3.  I always start my meetings with parents and students by establishing goals for the meeting.  As such, it would be great if you could come prepared with your own goals (you don't have to share this with your child).  My goal is simple: I want every parent to leave the meeting with a newfound awareness of his or her child's self-knowledge and his or her plan for action.  This is the cherry on top, but I also want parents to be impressed with the level of dedication and professionalism their child brings to the meeting (they have been working hard preparing).  In the past, I have been accused of being an "optimistic, or a positive" person, and I'm pleased to say nothing has changed.  As a team, (parent, teacher, student), anything can be accomplished.

4.   I will have the meeting times posted on the wall, and I would ask that you come in 1-2 minutes before your meeting is to begin so we can start on time; each interview is 10 minutes in length, so we have to be efficient with our time.  If you feel like there was more that needed to be discussed, I am always happy to schedule a follow-up meeting or we can continue the conversation on the phone (or via email).

Math

Speaking of learning skills, we had our second challenging patterning lesson today, and I was pleased to see that even more students had done prior research so as to familiarize themselves with the content.  If you want to see if your child learned the lesson or not, ask them the following: "How would you derive the algebraic expression for the following series: 4, 10, 20, 34...Better yet, show me."

Math test on patterning will be next week.  Because of the complexity of the material, the test will be divided over two days.

English

Tomorrow is our context and commentary test.  Some students took the initiative to bring in extra sample work so I could give them feedback.  Well done!

7F

Math

We are fixing to have our patterning test next Tuesday.  Ask your child: "Can you derive an algebraic expression from a series of numbers?  Can you replace a variable with the term number to come up with a value?  Can you graph an algebraic expression?  Given an algebraic expression, can you determine the nth term?  Show me!"

Tonight's homework is 10.3 (380) questions 1, 2, 4, 5acf, 6, 7, 9bcf, and 11.  Pay particular attention to questions 6 and 11...

English

We have finished our learning skills video productions and I'm in the final editing phase.  I'm hoping that we can watch them tomorrow, but no promises.

Tuesday, November 11

Lest we forget...

8L: 
Math: 
1.  The odd/even quiz came home today.  Please take a moment to look it over with your child.  

2.  Today's lesson on triangular numbers was a success, partly because many students took the initiative to do some research last night about the topic.  Very impressed, I am (imagine Yoda speaking).  Tomorrow, we will tackle: "Change of change" in more complex algebraic expressions...

English:
1. The context and commentary test will take place this Thursday.  In class today, I gave four sample responses to a quote and students had the opportunity to use the rubric to evaluate the quality of the work (or the lack thereof).  


7F
Math
1. Today, we wrote a quiz where students had to represent an algebraic expression on a graph.  It was quite well done, and there are just a few kids who need to review how to assign values to the y axis (consistent increments).  Please take a look at the results.  And by the way, a large frog stamp means: "pass".

Monday, November 10th, 2014

8L
1.  English: the context and commentary test will be this Thursday.  We have been working in class on taking quotes from the short stories we have read and surrounding them with context and commentary.  This can be practised at home ad nauseam.  As well, take a look at your child's work from today - I provided verbal and written feedback to each child.

2.  Math: we are about to embark into two very challenging math lessons.  The first deals with deriving the algebraic expression for triangular numbers (tomorrow).  If your child needs a leg up, have them do a little research tonight.

7F

1. Math: the measurement re-test will be this Wednesday.  If your child is interested in taking the test, he or she must come home today with the "Re-Test Request".  So far, no one has come to ask for one.

8L:

1. Context and commentary for the following quote: "...Lieutenant-Commander Oram's face paled."  Due Monday.  Please staple your answer to the rubric and the work you handed in today.

2. The quiz 10.1 came home today (distributive property).  Many students had difficulty with this, so I stapled a practice sheet to work on this weekend.  Re-test on Monday.  


7F:

1. Math: 10.2 all questions.  On Monday, I will be giving a quiz to students: they will receive a graph, and from this, they will have to find the algebraic expression that describes the line (they must first make a table of values, and then from the table, they can derive the expression).  

Wednesday, November 5, 2014

8L

Interview forms were sent home today: if you can make it on the Friday, please select that option as the Thursday night tends to get fairly jammed.  Please send it back as soon as possible (first come, first serve).

Interesting day today: our visits to the high schools sparked quite a bit of discussion, and one topic that should be raised at home is the difference between academic and applied classes.  If this isn't clear, have your child speak with me as it will most certainly come up during our student-led conferences next week.

Tuesday, November 4, 2014

For those interested in a challenge, PEO (Professional Engineers Ontario) is hosting a Math competition on Saturday, November 15th.  Take a look at the poster below if you're interested!

8L
Tomorrow is a big day: either you will be going to Langstaff or to Thornlea to get a taste of the "High School Experience".  Yes, the kids will be larger, but they are just bigger versions of you.  So, breathe deeply and be yourselves.

ENGLISH: Provide context and context for the following quote from "Patrick": "Nevertheless, in spite of everything, we became friends."

7F

Math: I explained a way to derive the algebraic expression from a series of numbers (works for many series, but not all of them) - see if your child can explain it to you.

Students: this is from a series of stickers called "Wacky Packages" and they were about the funniest thing in 1976.  Yes, yes...I know...I'm old.


Grade 8s: VIP forms are due tomorrow!  As well, the "Take my Kid to High School" forms are due by Wednesday.  Without these forms, you cannot participate in these programs.


8L:
MATH:
10.1 (p.422 #1-6).  Explain the paperboy analogy to your parents so they can appreciate my cleverness.

7F
MATH:
We just about finished our second lesson in patterning, but got stuck on one problem: we'll tackle it again tomorrow.  For tonight, have your child create a table of values for the following three series:

a. 4, 8, 12, 16...
b. 1, 3, 11, 43...
c. 2, 5, 11, 23, 47...

Then, have them see if they can detect a pattern that exists between the term and the value.  This will be difficult!  At the very least, table of values.