WRITING/READING:
*poetry writing: acrostic and concrete poetry
**paragraph structures and descriptive paragraph writing
MATH:
4: looking at benchmark fractions
5: relationships between improper and mixed numbers
CLASS COMMUNITY: discussions to support students in the development of critical thinking and critical literacy skills in learning how to identify stereotypes, prejudice, discrimination, and bias in a variety of sources; and how we interact with each other during the instructional day and recess
SOCIAL STUDIES: Ongoing discussions, reflections and building understanding:
How might differing perspectives and relationships with the environment impact relationships with groups over time?
What cultural stereotypes have you experienced or observed?
What assumptions do people make about race and culture?
What are stereotypes of Indigenous peoples? And, how are these stereotypes being challenged?
Sinay Kennedy: More Than a Stereotype
VISUAL ARTS: reviewing colour theory and the elements & principles of design (focussing on the use of line to convey movement)
** STEM/STEAM build: How might we bring art and people together in an outdoor public space?
Room 204 STEM models for “My Public Art Space” project; while going to various stations students offered ideas and provided constructive feedback "How might we bring art and people together in an outdoor public space?" @tdsb #Creativity #GlobalCitizenshipAndCharacter #tdsbgc pic.twitter.com/iZoACnHwEI— MsTavares (@McM_MsT) October 15, 2019
Still going strong STEM models for “My Public Art Space” project; while going to various stations students offered ideas & provided constructive feedback "How might we bring art & people together in an outdoor public space?" #Creativity #GlobalCitizenshipAndCharacter #tdsbgc pic.twitter.com/GZY14nhIiN— MsTavares (@McM_MsT) October 15, 2019
