Merry Christmas and Happy New Year to everyone.
Have a safe, enjoyable, and relaxing holiday!
Ms. Robertson
Friday, December 16, 2011
Monday, December 12, 2011
Writing
Since I've been away, some students have 'slacked' a bit on their writing assignments.
There are 3 people who have not handed in their "Mr. Maitland" Story conclusion.
Most students have not handed in their good copy of their big narrative story, please check with your child.
War Memory should have been handed in, students need to type their good copy, staple edited rough draft behind it and hand it in.
Thank you for your support,
Ms. R.
There are 3 people who have not handed in their "Mr. Maitland" Story conclusion.
Most students have not handed in their good copy of their big narrative story, please check with your child.
War Memory should have been handed in, students need to type their good copy, staple edited rough draft behind it and hand it in.
Thank you for your support,
Ms. R.
Tuesday, December 6, 2011
Math - Chapter 2
Math test on Chapter 2 is next week on Tuesday, December 13th.
Chapter Review should be completed by Friday, Monday will be a review day with Ms. Robertson.
Chapter Review should be completed by Friday, Monday will be a review day with Ms. Robertson.
This Week
Ms. Robertson will be off the rest of this week with bronchitis.
Upcoming dates:
December 7th - Grade 7's have breakfast with Santa!
December 8th and 9th - Photo's with Santa.
This week, students are to bring in Food for hampers that we will make for our local families and for the Food Bank. Next week, there will be a shopping cart parade with all the food that each TAG raises. Please bring in any canned goods that you can spare!
Upcoming dates:
December 7th - Grade 7's have breakfast with Santa!
December 8th and 9th - Photo's with Santa.
This week, students are to bring in Food for hampers that we will make for our local families and for the Food Bank. Next week, there will be a shopping cart parade with all the food that each TAG raises. Please bring in any canned goods that you can spare!
Thursday, December 1, 2011
Thursday, November 24, 2011
Hatchet Chapter's 13 - 16 Questions
1. What two true things come to Brian's mind after not being rescued by the plane?
2. Explain how Brian's first bow nearly spells disaster for him.
3. Why is Brian not able to hit the fish with his arrows?
4. What does Brian learn is the most important thing that drives all creatures in the forest?
5. What does Brian decide his shelter should provide in addition to keeping out the wind and rain?
6. Brian needs a ladder so that he can safely store his food. From what and how does he make a ladder?
7. Minutes and hours are meaningless to Brian as a measure of time. How does Brian measure time?
8. What does Brian learn he is doing wrong in the way he is trying to kill a foolbird?
9. What animal attacks Brian at the lake and nearly kills him?
10. How does Brian react to being attacked and nearly killed at the lake, and then having everything destroyed by a tornado?
2. Explain how Brian's first bow nearly spells disaster for him.
3. Why is Brian not able to hit the fish with his arrows?
4. What does Brian learn is the most important thing that drives all creatures in the forest?
5. What does Brian decide his shelter should provide in addition to keeping out the wind and rain?
6. Brian needs a ladder so that he can safely store his food. From what and how does he make a ladder?
7. Minutes and hours are meaningless to Brian as a measure of time. How does Brian measure time?
8. What does Brian learn he is doing wrong in the way he is trying to kill a foolbird?
9. What animal attacks Brian at the lake and nearly kills him?
10. How does Brian react to being attacked and nearly killed at the lake, and then having everything destroyed by a tornado?
Tuesday, November 15, 2011
Hatchet Chapter's 9 - 12 Questions
1. How does throwing his hatchet at the porcupine lead Brian to making his first fire?
2. Why does Brian feel that the fire is his friend?
3. How has Brian learned so much about turtles?
4. How does Brian solve the problem of not having a fire to cook the eggs?
5. How does Brian solve the problem of not having a fire to cook the eggs?
6. Where does Brian plan to put his signal fire, and why does he choose that place?
7. Why, according to Brian, does he keep missing the fish?
8. What does Brian mean when he says, "discoveries happened because they needed to happen?"
9. What is it that blows up and away in a flurry of leaves and thunder?
10. Not being rescued by the plane that flew over has what effect on Brian?
2. Why does Brian feel that the fire is his friend?
3. How has Brian learned so much about turtles?
4. How does Brian solve the problem of not having a fire to cook the eggs?
5. How does Brian solve the problem of not having a fire to cook the eggs?
6. Where does Brian plan to put his signal fire, and why does he choose that place?
7. Why, according to Brian, does he keep missing the fish?
8. What does Brian mean when he says, "discoveries happened because they needed to happen?"
9. What is it that blows up and away in a flurry of leaves and thunder?
10. Not being rescued by the plane that flew over has what effect on Brian?
Monday, November 14, 2011
Spelling Unit 5
Objective: to spell words with the vowel u
1. attribute
2. campus
3. subtle
4. lullaby
5. serum
6. uranium
7. circumference
8. geranium
9. manicure
10. smudge
11. vacuum
12. unity
13. industrious
14. muscular
15. substance
16. amusement
17. culture
18. linoleum
19. premium
20. suspenders
1. attribute
2. campus
3. subtle
4. lullaby
5. serum
6. uranium
7. circumference
8. geranium
9. manicure
10. smudge
11. vacuum
12. unity
13. industrious
14. muscular
15. substance
16. amusement
17. culture
18. linoleum
19. premium
20. suspenders
Wednesday, November 9, 2011
Visualization exercise
Today went really well, our student teachers (Mr. Spendlove and Ms. Whitmore), went outside and set up an obstacle course like those in army bootcamp would go through. Students worked their way down the field and under the 'wire' (string). We then came back in (and after our discussions all this week), students started to brainstorm and then write a 'memory' or a 'letter' or a 'journal' from when they were in a war (WWI, WWII, Korean War, Desert Storm, War on Terrorism, etc.)
Can't wait to hear them read their 'memories' next week!
Can't wait to hear them read their 'memories' next week!
Tuesday, November 8, 2011
CLOTHES
BRING A CHANGE OF CLOTHES FOR TOMORROW!!!!
MAKE SURE THAT THEY CAN GET DIRTY (PLAYCLOTHES) AND BRING A TOWEL!!!
MAKE SURE THAT THEY CAN GET DIRTY (PLAYCLOTHES) AND BRING A TOWEL!!!
Monday, November 7, 2011
Hatchet Chapter's 5 - 8 Questions
1. Why does Brian feel that it is not so important that he does not know where he is, but that "they" do not know where he is?
2. What advice has Mr. Perpich, Brian's teacher, given Brian on attitude?
3. At the end of Chapter 5, Brian realizes that he needs to provide for two needs immediately if he is to survive. What are these two needs?
4. Brian's first attempt at building a fire fails. How does Brian try to start the first fire?
5. The site chosen by Brian for his shelter is described as a sideways bowl under a ledge. How does Brian think the bowl has been formed?
6. Explain how Brian is led to the berries.
7. When Brian sees his reflection in the water, it frightens him. What does Brian see when he looks at himself?
8. Even though Brian has seen the bear, he feels that it is safe to go back and pick berries. Why?
9. Brian shows that he has become more observant and thoughtful. What does Brian decide from the following observations?
A. The clouds in the sky were scattered; therefore..._______________________
B. It was breezy today, and therefore, there were no...______________________
C. If there was one kind of berry, then there must...________________________
10. After being stuck by the porcupine, what does Brian decide is the most important rule of survival?
2. What advice has Mr. Perpich, Brian's teacher, given Brian on attitude?
3. At the end of Chapter 5, Brian realizes that he needs to provide for two needs immediately if he is to survive. What are these two needs?
4. Brian's first attempt at building a fire fails. How does Brian try to start the first fire?
5. The site chosen by Brian for his shelter is described as a sideways bowl under a ledge. How does Brian think the bowl has been formed?
6. Explain how Brian is led to the berries.
7. When Brian sees his reflection in the water, it frightens him. What does Brian see when he looks at himself?
8. Even though Brian has seen the bear, he feels that it is safe to go back and pick berries. Why?
9. Brian shows that he has become more observant and thoughtful. What does Brian decide from the following observations?
A. The clouds in the sky were scattered; therefore..._______________________
B. It was breezy today, and therefore, there were no...______________________
C. If there was one kind of berry, then there must...________________________
10. After being stuck by the porcupine, what does Brian decide is the most important rule of survival?
Hatchet Chapter's 1 - 4 Questions
1. Who is Brian going to visit?
2. What is wrong with the pilot?
3. Why is Brian unable to say at first that the pilot is dead?
4. What will eventually happen if Brian just keeps the plane on a course pointing straight ahead?
5. Brian decides to fly the plane onto, and not into, the water. Explain the two choices and their consequences.
6. How does Brian indicate that he is finished talking on the radio and that he is ready to listen?
7. Why does Brian call the trees "the green death?"
8. Predict what would have happened to Brian if he had been knocked unconscious during the crash.
9. Brian is bothered by a secret that he is keeping. What is this secret?
10. Brian feels that he is both lucky and unlucky after the crash. How is he both lucky and unlucky?
2. What is wrong with the pilot?
3. Why is Brian unable to say at first that the pilot is dead?
4. What will eventually happen if Brian just keeps the plane on a course pointing straight ahead?
5. Brian decides to fly the plane onto, and not into, the water. Explain the two choices and their consequences.
6. How does Brian indicate that he is finished talking on the radio and that he is ready to listen?
7. Why does Brian call the trees "the green death?"
8. Predict what would have happened to Brian if he had been knocked unconscious during the crash.
9. Brian is bothered by a secret that he is keeping. What is this secret?
10. Brian feels that he is both lucky and unlucky after the crash. How is he both lucky and unlucky?
Friday, November 4, 2011
access for students to work saved on school computers
accessing Linux from home:
In order for students to access work at home, any work they save at Brock, bring up the Brock web page and under "Student Resources" on the right side of the page, click on " Linux account home access"
Cheers,
Ms. R
In order for students to access work at home, any work they save at Brock, bring up the Brock web page and under "Student Resources" on the right side of the page, click on " Linux account home access"
Cheers,
Ms. R
Monday, October 31, 2011
Spelling Words: October 31 - November 4th
Unit 4:
Objective: to spell words with the vowel o
1. anticipation
2. blockade
3. competition
4. continuous
5. patriotic
6. armory
7. donor
8. commercial
9. conclusion
10. policy
11. microphone
12. slogan
13. complicated
14. copious
15. prospector
16. photogenic
17. cockpit
18. continent
19. ominous
20. opponent
Objective: to spell words with the vowel o
1. anticipation
2. blockade
3. competition
4. continuous
5. patriotic
6. armory
7. donor
8. commercial
9. conclusion
10. policy
11. microphone
12. slogan
13. complicated
14. copious
15. prospector
16. photogenic
17. cockpit
18. continent
19. ominous
20. opponent
Friday, October 28, 2011
Spelling Words: October 24 - 28
Unit 3:
1. barrier
2. cinnamon
3. ignorance
4. involve
5. align
6. bristle
7. circular
8. illustration
9. isolate
10. testimony
11. bulletin
12. prohibit
13. insurance
14. orchid
15. idle
16. capacity
17. hiccups
18. attire
19. peninsula
20. villain
1. barrier
2. cinnamon
3. ignorance
4. involve
5. align
6. bristle
7. circular
8. illustration
9. isolate
10. testimony
11. bulletin
12. prohibit
13. insurance
14. orchid
15. idle
16. capacity
17. hiccups
18. attire
19. peninsula
20. villain
Old Spelling Words
Unit 2:
1. delegate
2. environment
3. hostess
4. tedious
5. sacred
6. despise
7. epitome
8. leeway
9. erode
10. sterilize
11. embassy
12. estimate
13. lenient
14. recollection
15. testify
16. senior
17. exaggerate
18. medium
19. betray
20. embarrass
1. delegate
2. environment
3. hostess
4. tedious
5. sacred
6. despise
7. epitome
8. leeway
9. erode
10. sterilize
11. embassy
12. estimate
13. lenient
14. recollection
15. testify
16. senior
17. exaggerate
18. medium
19. betray
20. embarrass
Old Spelling Words
Unit 1:
1. abdomen
2. alfalfa
3. alien
4. bachelor
5. tangerine
6. transparency
7. allegiance
8. anniversary
9. diameter
10. actual
11. advancement
12. amateur
13. association
14. manuscript
15. adhesive
16. fabric
17. basis
18. astronomy
19. vacate
20. approximately
1. abdomen
2. alfalfa
3. alien
4. bachelor
5. tangerine
6. transparency
7. allegiance
8. anniversary
9. diameter
10. actual
11. advancement
12. amateur
13. association
14. manuscript
15. adhesive
16. fabric
17. basis
18. astronomy
19. vacate
20. approximately
Wednesday, October 26, 2011
Tuesday, October 25, 2011
Electronics
After a long debate with myself and other colleagues, I believe that we need to use some of the resources that children are using.
We are going to try using electronics (within reason) in class for Math, English, SS, and Science.
This is only happening in my class and students are not to use or ask to use their electronics to other classes; they must leave them in their locker, or have them on their person (but turned off).
Students are allowed to bring an Ipod or a touch phone if they have it.
Rules:
1. They are to keep their electronics on the right top corner of their desk.
2. There is to be no texting, if one person texts, then we will not use electronics at all, they will be banned. If there is an emergency, please call the office for your child and they will be brought down to the office.
3. If listening to music, then they need to use earphones/earbuds, and keep the volume down low enough that it can't be heard by other people.
4. When instructions are on, no earbuds/earphones.
5. No listening to music during silent reading (only during assignment work time in class)
6. Students are responsible for their electronics. They are to keep them in their line of sight at all times! We don't want any to get broken or go missing - this is not my responsibility, nor the schools'
Uses for Electronics:
1. Making flashcards for Spelling
2. Using the calculator
3. Downloading an App for a dictionary (students must prove to me with this week's vocab that they can find all 20 words in the dictionary before they are allowed to use the app. They also know that they will have to show me throughout the year that they can find words alphabetically in the dictionary/thesaurus)
4. For Silent Reading during OUR (only in our) class, if they have downloaded a book and they bring it in and show it to me on the Ipod.
5. Using the calendar option for an agenda (as well as the written one)
I believe that this kind of technology is going to get bigger and bigger and that children know how to use it better than some adults (better than me at times :)
I've talked with all the students and they know that they are my "guinea pig" class. That I haven't done this before and that the rules might change or be added to or deleted depending on how things go.
If you have any rules you would like to see added, please email them to me.
If you have any questions or concerns, please contact me so that we can discuss them.
We are going to try using electronics (within reason) in class for Math, English, SS, and Science.
This is only happening in my class and students are not to use or ask to use their electronics to other classes; they must leave them in their locker, or have them on their person (but turned off).
Students are allowed to bring an Ipod or a touch phone if they have it.
Rules:
1. They are to keep their electronics on the right top corner of their desk.
2. There is to be no texting, if one person texts, then we will not use electronics at all, they will be banned. If there is an emergency, please call the office for your child and they will be brought down to the office.
3. If listening to music, then they need to use earphones/earbuds, and keep the volume down low enough that it can't be heard by other people.
4. When instructions are on, no earbuds/earphones.
5. No listening to music during silent reading (only during assignment work time in class)
6. Students are responsible for their electronics. They are to keep them in their line of sight at all times! We don't want any to get broken or go missing - this is not my responsibility, nor the schools'
Uses for Electronics:
1. Making flashcards for Spelling
2. Using the calculator
3. Downloading an App for a dictionary (students must prove to me with this week's vocab that they can find all 20 words in the dictionary before they are allowed to use the app. They also know that they will have to show me throughout the year that they can find words alphabetically in the dictionary/thesaurus)
4. For Silent Reading during OUR (only in our) class, if they have downloaded a book and they bring it in and show it to me on the Ipod.
5. Using the calendar option for an agenda (as well as the written one)
I believe that this kind of technology is going to get bigger and bigger and that children know how to use it better than some adults (better than me at times :)
I've talked with all the students and they know that they are my "guinea pig" class. That I haven't done this before and that the rules might change or be added to or deleted depending on how things go.
If you have any rules you would like to see added, please email them to me.
If you have any questions or concerns, please contact me so that we can discuss them.
Early Dismissal on Thursday
Early Dismissal on Thursday for Parent/Teacher conferences.
Students will be dismissed at 11:45am.
Students will be dismissed at 11:45am.
Thursday, October 20, 2011
SS Project
The SS project is due next week: October 28th!!
Presentations are from November 2nd - November 4th!
Students are getting marked out of 100, on 4 different area's:
Research
Content
Poster
Presentation
The Research portion is out of /28
The Content portion is out of /28
The Poster is out of /24
The Presentation is out of /20
Students have a golden-rod yellow sheet that has the marking broken down, it is quite specific.
Everyone knows that they need to hand in all their family tree, weekly goal sheet, purple bibliography sheet, pink notes (cut-up and glued on line paper with a heading at the top), and their rough drafts (with skipped lines and edited with red pen).
If you have any questions, feel free to email me,
Ms. Robertson
Presentations are from November 2nd - November 4th!
Students are getting marked out of 100, on 4 different area's:
Research
Content
Poster
Presentation
The Research portion is out of /28
The Content portion is out of /28
The Poster is out of /24
The Presentation is out of /20
Students have a golden-rod yellow sheet that has the marking broken down, it is quite specific.
Everyone knows that they need to hand in all their family tree, weekly goal sheet, purple bibliography sheet, pink notes (cut-up and glued on line paper with a heading at the top), and their rough drafts (with skipped lines and edited with red pen).
If you have any questions, feel free to email me,
Ms. Robertson
Wednesday, October 19, 2011
Missing
Not all students have handed in their 5 rough draft SS paragraphs. They need to finish them as the poster is due on October 28th.
Also, students should have completed a set of worksheets for brainstorming and developing idea's for the story they are writing.
Please check with your child and make sure he or she is up to date.
Thank you.
Also, students should have completed a set of worksheets for brainstorming and developing idea's for the story they are writing.
Please check with your child and make sure he or she is up to date.
Thank you.
Novel Study
We are working our way through our Novel, "Hatchet".
Students have 20 vocabulary words.
They are to find the page and write down the page # that each word is on (they should also see how the word is used)
They are then to write down the correct definition for each word
Then, they are to use each word in a new sentence (underline the word).
We have read Chapter's 1 - 4. Students have 10 questions to answer for those 4 chapters. Hand in Questions when finished.
Students have 20 vocabulary words.
They are to find the page and write down the page # that each word is on (they should also see how the word is used)
They are then to write down the correct definition for each word
Then, they are to use each word in a new sentence (underline the word).
We have read Chapter's 1 - 4. Students have 10 questions to answer for those 4 chapters. Hand in Questions when finished.
Wednesday, October 12, 2011
Tuesday, October 11, 2011
Mastery of the Basics
Mastery of the Basics will take place on Friday this week as Ms. Robertson is in Vancouver on Thursday with the "Me to We" group!
Friday, October 7, 2011
Student Teachers
Welcome to our 2 new student teachers: Ms. Whitmore and Mr. Spendlove!
They will be in our class for the next 7 Wednesdays!
If you see them around the school, be sure to say Hi!
They will be in our class for the next 7 Wednesdays!
If you see them around the school, be sure to say Hi!
Thursday, October 6, 2011
New Writing Assignment
Narrative Writing, students are to write a 2-page to max. 20 page story (it's up to them how long they want it as long as it meets the writing rubric criteria and is at least 2 pages long).
Students have been given:
BC Performance Standard for Writing Stories Grade 7.
I will use the BC Performance Standard for marking their story.
They have also been given a package of graphic organizers to help them think about and organize their story:
Brainstorming Page
Attribute Web #3 - to think about and introduce the characters in their story
Attribute Web #2 - to get very specific about the main character
Plot diagram
Setting - they are to draw/show 6 different images about their story, each box is labeled
Story Plan - who? goal? conflict? resolution?
Students should have put these pages together (in order) in their writing and/or English section.
Students have been given:
BC Performance Standard for Writing Stories Grade 7.
I will use the BC Performance Standard for marking their story.
They have also been given a package of graphic organizers to help them think about and organize their story:
Brainstorming Page
Attribute Web #3 - to think about and introduce the characters in their story
Attribute Web #2 - to get very specific about the main character
Plot diagram
Setting - they are to draw/show 6 different images about their story, each box is labeled
Story Plan - who? goal? conflict? resolution?
Students should have put these pages together (in order) in their writing and/or English section.
Tuesday, October 4, 2011
Wednesday, September 21, 2011
Pirate Journal
1. 1-page journal (3/4 of a page)
2. single-spaced
3. typed, size 12 font
4. use pirate lingo
5. Pirates need: cutlass, pistol, headscarf, and a wicked grin
6. written as if in 1500, 1600, or 1700's
7. YOU are the captain of a pirate ship, this is the "Captain's Log" that you are writing.
Example:
Dear Journal Oct 17, 1645
This mornin', when me work up, me boat was rockin' side to side. That landlubber cook, dropped me eggs! Methinks me might keelhaul him this mornin'; provide a bit o' entertainment for me crew (and show them what will happen if they do not listen to me!) Arrggh!
2. single-spaced
3. typed, size 12 font
4. use pirate lingo
5. Pirates need: cutlass, pistol, headscarf, and a wicked grin
6. written as if in 1500, 1600, or 1700's
7. YOU are the captain of a pirate ship, this is the "Captain's Log" that you are writing.
Example:
Dear Journal Oct 17, 1645
This mornin', when me work up, me boat was rockin' side to side. That landlubber cook, dropped me eggs! Methinks me might keelhaul him this mornin'; provide a bit o' entertainment for me crew (and show them what will happen if they do not listen to me!) Arrggh!
Tuesday, September 20, 2011
Spelling
Started our Spelling program today.
Students will get lessons every 2nd week.
Pre-test on Monday
Booklets given out on Monday
work on:
Page 1 - Monday
Page 2 - Tuesday
Page 3 - Wednesday
Page 4 - Thursday
Booket due Friday
Post-Test given Friday (for marks)
Students will get lessons every 2nd week.
Pre-test on Monday
Booklets given out on Monday
work on:
Page 1 - Monday
Page 2 - Tuesday
Page 3 - Wednesday
Page 4 - Thursday
Booket due Friday
Post-Test given Friday (for marks)
Friday, September 16, 2011
Thursday, September 15, 2011
Oral Presentation due tomorrow
Oral Presentation on "School" is due to be presented tomorrow, Friday, Sept. 16th.
Write presentation on index cards (if no index cards, take a piece of lined paper, fold in 1/2 like a hot dog, cut, then cut each 1/2 into 3 equal pieces)
Practice:
fluency
eye contact
intonation (talk with different tones)
volume
Write presentation on index cards (if no index cards, take a piece of lined paper, fold in 1/2 like a hot dog, cut, then cut each 1/2 into 3 equal pieces)
Practice:
fluency
eye contact
intonation (talk with different tones)
volume
Wednesday, September 7, 2011
WELCOME TO 2011-2012
WELCOME to Brocklehurst Middle School!
We will be having English, Math, Social Studies and Science together over the course of this year.
Please feel free to contact me regarding any concerns you have over the curriculum and/or your child!
Hope everyone had a good first day!
Ms. R.
We will be having English, Math, Social Studies and Science together over the course of this year.
Please feel free to contact me regarding any concerns you have over the curriculum and/or your child!
Hope everyone had a good first day!
Ms. R.
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