Saturday, January 31, 2015

Rocks and Minerals Project Due: March 6, 2015


Rm 23 Rock Adventures Brochure

Every day we see rocks and minerals that look quite ordinary. We don’t pay much attention to them. They are part of our world that we take for granted. But there are also some amazing rock formations. No matter how many times we see them, we notice them!  

Some Examples:

Killbear Provincial Park, Ontario
http://www.ontarioparks.com/park/killbear
pastedGraphic.pdf      
                            
Dinosaur Provincial Park, Alberta
http://www.albertaparks.ca/dinosaur.aspx
pastedGraphic_1.pdf

Great resource for Îles de la Madeleine, Québec, Newfoundland & Labrador: es de la Madeleine, Quebec, the Island of Newfoundland, and Labrador
http://wmsmir.cits.rncan.gc.ca/index.html/pub/geott/ess_pubs/214/214397/mr_58_e.pdf


What To Do...

Project can be presented on Bristol Board or printed on 8.5 X 11 paper

Please include the following in your Rock Adventure Brochure:
  1. Title or Title page; include your name and date.
  2. The name and 2 pictures of the rock formation (or mineral), list 5 basic facts about the rock or mineral.
  3. Where is it found? Describe the location of the rock formation that you would like to visit. Or maybe you have already visited and have seen it while on holidays?  
  4. What makes it special?
  5. Make up 5 more questions that you have about your rock or mineral, and include 3 to 5 sentence answers for each of your questions.
Not included in the Brochure:
Students please present to the class on the date that you have chosen for your presentation (all projects to be completed by Friday, March 6, 2015)

Grand Total of 40 points

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**Please note, your work will be scored from Level 1 to 4 for writing quality.  Please re-read and edit your work so that it reflects the appropriate level for writing. ** 

Level 1 = DEVELOPING, INFORMATION IS MISSING

Level 2 = GOOD BEGINNING, MORE INFORMATION S.V.P.!!

Level 3 = PROFICIENT, CORRECT USE OF INFORMATION

Level 4 = EXCELLENT, ACCOMPLISHED
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Did You Remember To: 
Provide details and examples to enhance meaning
Check your grammar, spelling and punctuation
Express ideas clearly and fluently
Summarize and synthesize important ideas when you present

Friday, January 30, 2015

Au Restaurant "skit" to be performed next week (M/W/Th/FrI)

Please practice your skit and be ready to perform next week! Especially those students that have signed up for Monday performances...

Merci!!

Math work sheets on Additon, Multiplication due on Monday, Feb 2nd

We are reviewing our addition and multiplication math facts to prepare for our next math topics.

There are 8 pages over the past 2 days (Thurs & Fri):

1)  Multiplying by 1-digit numbers
2) Multiplication (2 by 1-digit numbers)
3) Multiplication (re-write the numbers in vertical position before solving)
4) Multiplication
5) Addition Review
6) 4-digit adding
7) 3 X 2-digit multiplication
8) A second page of 3 X 2-digit multiplication

Please ensure your learner is fluent in their timestables to the 9 timestables at least!

Math Enrichment in the Textbook - Measurement and Data Management work


Math work: Please note we will be focusing on these topics for the month of February

Unit 9 - Length, Perimeter & Area:

p.322 Question 4; p.323 Questions 6, 7, 8; p. 325 Questions 1, 2, 3, 4; 
p. 326 Questions 7, 8, 9,11; p. 328 Questions 1, 2, 3; p. 329 Questions 4, 8, 9; 
p. 331 Questions 1, 3;
p. 333 Question 1; p334 Questions 2, 3, 4; p. 336 Question 1; p. 337 Questions 5; 
p. 338 Questions 6, 7, 8, 9, 10; p340 Questions 1, 2, 3; 
p. 341 Questions 4,5; p. 343 Questions 1,2; p. 344 Questions 5,6; p. 347 Questions 7, 8; 
p. 350 Question1; p. 352 Questions 1,2,3,4; p. 355 Questions 2,4; p. 357 Question 2; 
p. 359 Questions 7, 8, 9.

Unit 5 - Data management:

p171 Question 1; p172 Question 3; p176 Question 2; p 180 Question 2; p186 Question 3.

Wednesday, January 28, 2015

Dictée 15 - Les trois petits cochons (la revue)

SVP - faites les mots 3 fois/ trouvez l'anglais/ faites les phrases pour chaque mot
1) le cochon
2) alors
3) frappe
4) la paille
5) le bois
6) les briques
7) la soupe
8) peu
9) la guitare
10) la musique
11) danse
12) chante
13) tellement
14) il souffle
15) il court

Tuesday, January 27, 2015

Term 2: Reading Response Questions - Holes by: Louis Sachar Due: Apr. 30, 2015

**PLEASE NOTE**
Students in this reading group are writing 2 to 3 sentences for each of their Chapter responses, because there are 50 chapters in this particular book.  Reading responses are due Apr 30th.

Holes by: Louis Sachar



Chapter 1
• What do you learn in this chapter about the setting of the story? Based on its name, what would you imagine a place called Camp Green Lake to be like? What is it really like?

Chapter 2
• Do you think it’s true that digging holes can turn a bad person into a good one? What are some other unpleasant things you’ve heard about that are supposed to “build character”?

Chapter 3
• Stanley’s father, an inventor, says, “I learn from failure.” What do you think this means? Have you ever learned from failure?

Chapter 4
• What kind of tattoo does Mr. Sir have? What does this tell you about him?

Chapter 5
• Why do the boys call Mr. Pendanski “Mom”? Does this nickname suit him?

Chapter 6
• Why don’t the boys believe Stanley when he tells them he stole the sneakers?

Chapter 7
• What does Stanley learn from digging his first hole? Why do you think he feels proud when his hole is finished?

Chapter 8
• Do you believe in curses? Why or why not?

Chapter 9
• How do you feel about the nickname X-Ray gives Stanley? Do you have a nickname? If so, how did you get it?

Chapter 10
• Why do the boys always line up for water in the same order? What’s the significance to this order?

Chapter 11
• What does X-Ray ask Stanley to do? Why does Stanley agree to this? What would you have done?

Chapter 12
• Mr. Pendanski tells Stanley: “You messed up your life, and it’s up to you to fix it.” Do you agree with this?

Chapter 13
• What does Stanley gain when he agrees to help X-Ray? What does he lose?

Chapter 14
• Were you surprised to discover that the Warden is a woman? What else do you find out about the Warden in this chapter?

Chapter 15
• Do you think Zigzag and the other campers are correct in believing that the Warden is always watching them, or are they just being paranoid?

Chapter 16
• Can you think of some reasons why Zero might not be familiar with any nursery rhymes or the show Sesame Street?

Chapter 17
• What does Stanley find out about Zigzag in this chapter?

Chapter 18
• Why do you think Stanley continues lying to his mom and dad in his letters?

Chapter 19
• Why does Stanley tell Mr. Sir that he stole the sunflower seeds? What would you have done?

Chapter 20
• The Warden does not raise her voice, and she usually speaks in seemingly polite phrases. What makes her so menacing?

Chapter 21
• Why do you think Zero finishes Stanley’s hole for him?

Chapter 22
• Does Stanley seem like a good teacher? Have you ever tutored anyone? What did you learn from the experience?

Chapter 23
• Does the portrait the author paints of Green Lake seem realistic? Can you point to any details that strike you as too good to be true?

Chapter 24
• How does Mr. Sir get back at Stanley? Do you think it is Stanley’s fault that Mr. Sir got scratched?

Chapter 25
• Does it seem like Sam is a respected member of the Green Lake community? Why or why not?

Chapter 26
• Based on the facts the author gives you, can you answer the question, “Whom did God punish?”

Chapter 27
• Why don’t the other boys approve of Stanley and Zero’s arrangement? Do you think it is fair to both boys?

Chapter 28
• Who else has turquoise-studded boots like Kate Barlow’s?

Chapter 29
• What do you think is the significance of Stanley’s vision of the giant thumb?

Chapter 30
• Why doesn’t Stanley fight back when Zigzag taunts him? What would you do in his position?

Chapter 31
• Why doesn’t Stanley go after Zero?

Chapter 32
• ThinkingaboutZero,“whatworried[Stanley]themost...was the fear that it wasn’t too late.” What does this mean?

Chapter 33
• Does Stanley approach his predicament intelligently? Is his logic sound? What would you do in the same situation?

Chapter 34
• When Stanley sees Big Thumb, “[H]e kept walking toward it, although he didn’t know why.” Why do you think Stanley keeps going?

Chapter 35
• How would you describe Stanley and Zero’s relationship at this point in the story?

Chapter 36
• What does Stanley learn about himself as they climb the mountain? What does he learn about Zero?

Chapter 37
• Why do you think Stanley suddenly calls Zero Hector?

Chapter 38
• “[Stanley] thought only about each step, and not the impossible task that lay before him.” Have you ever attempted anything that seemed impossible? How did you approach it? What did you learn from the experience?

Chapter 39
• Why do you think Zero chooses this moment to confess about the stolen shoes?

Chapter 40
• Why is Stanley surprised to find the sack of jars and the shovel so far down the mountain?

Chapter 41
• Zero says, “If I had just kept those old smelly sneakers, then neither of us would be here right now.” Do you think he’s right? Is there anything positive about their situation?

Chapter 42
• Stanley believes it was his destiny to be hit by those falling shoes. What’s the difference between coincidence and destiny? Do you believe in destiny?

Chapter 43
• When he hears Zero’s stories, how does Stanley feel about his own family? How do these stories make you feel?

Chapter 44
• How do you think Stanley and Zero feel when the Warden confronts them?

Chapter 45
• What do you learn about the Warden in this chapter? How does it influence your feelings about her?

Chapter 46
• Why do you think Zero gives Stanley the thumbs-up sign?

Chapter 47
• The Warden’s name is Walker; who else in the story has the same last name? Why might this be important?

Chapter 48
• Why won’t Stanley leave without Hector?

Chapter 49
• Thechapterendswiththesewords:“...andforthefirsttimein over a hundred years, a drop of rain fell into the empty lake.” Does this seem important to you? Why do you suppose the author chose to end Part II here?

Chapter 50
• How has Stanley changed in the course of the story? Do you think Stanley had a “hole” in his life before attending Camp Green Lake? Does he have one now?


Term 2 Reading Response Questions: Iqbal, a Novel Due: April 30th, 2015


Iqbal by Francesco D’Adamo Translated by: Ann Leonori

Iqbal Guided Reading Questions

TO DO: 
-Please copy the question for each chapter response into your journal before each entry, date, title and underline the title for each entry. 
-Write a minimum 6 sentences for each chapter response.  
-If you are behind a chapter, please take the book home and catch up on your reading.  Merc!!

Ch. 1:  In Chapter 1, some of the children are envious that Fatima, the main character, had never been punished by their master. They were envious of her.  

Have you ever experienced being envious of others?  Can you describe this emotion, and in your opinion, is this a positive or negative emotion to have?
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Ch. 2:  In Chapter 2, we will learn that in Pakistan, movies and television were a luxury that only rich people could afford. Many farmers and laborers could not afford to go to the movies or have a television.

Is television a luxury in North America? Why or why not?  Please use connections from your own life and the story to explain.
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Ch. 3: A peasant are farmers or farm workers who spend their day plowing the field.  A merchant is a businessperson who buys and sells goods for profit and maybe owns their own store. 

In your opinion, which job is more important to society?  Why?  Which job (peasant vs. merchant) would you prefer to have? Is your answer different from the first question? Why or why not?
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Ch. 4: Something or someone precious is of “great, great value or worth.” Your new iPad may be important to you, but the necklace that was handed down to you from your great grandmother, your grandmother, and your mother on your fifteenth birthday is precious. 

In Chapter 4, we learn that Hussain has told another carpet maker that Iqbal is precious. Why would Hussain consider Iqbal precious? Explain and use details from the novel.
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Ch. 5: “Before they could grab him and take the knife away, Iqbal had cut twice more and the world’s most beautiful blue carpet was in pieces on the red earth of the floor.” (page 35)

Why did Iqbal destroy the beautiful “Blue Bukhara” carpet he worked so hard and fast to create? What message do you think he was trying to tell the master without using his words?
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Ch.6: In this chapter we read that Hussain’s house is dark, silent, and menacing. This means that the house seems threatening and scary. (page 43)

How would you describe their master, Hussain? Please choose three adjectives that describe Hussain’s character; use an example from the the book to explain why you chose each of the three characteristics. 
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Ch.7: A litany is “a type of prayer that includes responses and may be repetitive.” Sometimes litany makes people feel comforted or happy during difficult times. In Chapter 7, we learn that the children often list the things they would like to do when their debt is cancelled. They say it is like litany for them and a “way to feel good.”

What would or could be your ‘litany’, if you did have one? What could you repeat to yourself (i.e. positive self-talk) to help make you feel better?  

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Ch.8: A fugitive is someone who is running away from authority. In this story, Iqbal has escaped from Hussain (his boss and master), so Iqbal is a fugitive.  

Where do you think Iqbal should flee to in order to stay free? Does he have anywhere safe to go? Why or why not? Please explain your thoughts.
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Ch.9:The Labor Liberation Front was considered a traitor by the people who owned the bonded laborers.” (page 72)

The Labor Liberation Front (L.L.F.) is an organization that wants all children to live a normal and healthy life, but the L.L.F. are being labelled a “traitor”. Explain the word traitor in the quote above. What does it mean? Why do the “owners” of the bonded child laborers call the L.L.F. a traitor?
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Ch.10 “But now there’s a law in our country that makes these clandestine factories illegal.” (page 79)

Explain why you think these carpet factories are able to continue to operate if there is an official law that makes them illegal, because they are using bonded child labour.  Why are they still breaking the law?

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Ch.11: “He had been threatened, beaten, imprisoned; yet after each time, he had started afresh, driven by enthusiasm and perseverance.” (page 82) 

Explain what the word perseverance means in the above quote. Then share an example of when you could or would choose to use perseverance in your own life.








Ch.12: “You know how hard it is to get the magistrates to intervene.” (page 92)

It is sometimes very difficult for a person to choose to enter a situation and change what is happening.  Have you ever jumped in and changed a negative situation into a positive one? Of course, it’s OK if you haven’t. 
But, can you tell me a time you have seen others change a negative situation into a positive one, maybe out on the school yard? Or at home?
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Ch.13: “All the men had come back grim and discouraged that day, even Eshan Khan, who was always optimistic and ready to smile.” (page 105)

How do you stay optimistic in your everyday life? 
Now, in your opinion, would you be able to stay optimistic everyday in Pakistan? Why or why not? If you could stay optimistic, how would you stay optimistic? What strategies would you use to stay optimistic in the face of challenge?
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Ch.14: “There’s going to be an international conference on labour problems.” (page 109)

Why is it important to have a conference on child labour problems?  What can meeting and discussing the problems do?  Have you ever solved any problems through meeting and discussing them?
Please explain your thoughts and connections. 
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Ch.15: “Forgive my cowardice, Fatima.” (page 116)

Why did Maria wait so long to tell Fatima that Iqbal had passed away? In your opinion, why did Maria behave so cowardly? Or explain why you feel Maria did the right thing to not tell Fatima right away.
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Term 2 - Reading Response Questions: The Luck of Jude Due: Apr 30th, 2015


The Luck of Jude                      by:Andrew Larsen
Reading Response Comprehension Questions:
TO DO: 
-Please copy the question for each chapter response into your journal before each entry, date, title and underline the title for each entry. 
-Write a minimum 6 sentences for each chapter response.  
-If you are behind a chapter, please take the book home and catch up on your reading.  Merci!
___________________________________________________

  1. In Chapter 1, Terrence and Sanjay get into a fight at school.  Have you ever been in a disagreement or conflict at school and how did it feel?  If you have never ever been in a disagreement or a conflict, what would you do if you found yourself in one?
  2. Jude’s parents are divorced, that means Jude lives with his mom and his grandmother.  Why doesn’t he get to see his dad more?  What does his dad do?  Do you think that Jude would like to spend more time with his dad? Why or why not?
  3. How do you know where this story takes place? What places are mentioned in this story?
  4. “They say it’s good luck when a chestnut hits you on the head!” (p. 21)Tell me what is considered good luck for you, and what kind of “luck” did you receive ?
  5. Why did Mr Jenkins, Holly’s dad, dye his hair into a cotton candy pink? Would you dye your hair a different colour to raise money for a good cause, why or why not?
  6. “Everybody would think that I was a chicken.” (p. 32) What does this expression remind you of? Do you agree that people will think badly of Sanjay if he acted like a “chicken”?  Why or why not?
  7. Even though I didn’t particularly like the amount of blood and fighting, I liked how Larsen redeemed himself when Jude doesn’t resort to violence after being punched in the face. Violence is not the answer. Tell me three strategies that we need to use to solve our challenges and daily problems with others.
  8. Jude’s dad broke his Sunday plans with Jude.  Jude is disappointed and calls him a name.   Would you react the same way? Why or why not? 
  9. Terrence is new to the school, he has no friends and he doesn’t know   how to fit in. Is this a good  excuse to go around and pick fights with people? Why or why not?
  10. “Sometimes I don’t know what I am doing until I’ve done it and then it’s too late to do anything about it.” (p. 52)  What advice whould you give Terrence to help him? Have you ever seen this happen to you or someone else?  What strategies could Terrence use or learn?
  11. Jude called Terrence some not-so-nice names.  Is this a good strategy to deal with his feelings about being hit by Terrence? How would Jude be able to find a way to forgive Terrence?
  12. Jude’s Nani (grandma), teaches Jude to see beyond differences and be   a friend. What important “life lessons” have you learned from your parents or grandparents?
  13. Jude’s Nani is serious about winning and doesn’t just let Jude win.  Is Nani’s competitive nature a good characteristic? Would you want to play against someone who will let you win or actually be good competition? Please explain your thoughts.
  14. “Who wants to be friends with someone who is always hitting people?” asks Sanjay. (p.70) Even though Terrence has a temper, do you think that Sanjay and Jude could be friends with Terrence? Why or why not?
  15. Throughout the story, we learn how much Jude loves lists (as do I).    Each chapter starts with a list as visual interest and grabbing the reader’s interest. For example: Things that help me fall asleep, or Things that bug me about my dad.  Have you ever used a list? What kind of lists do you or have seen others use? Why is it important for Jude to make his lists? Please explain.
  16. Jude’s mom reminds Jude about how he was the new boy when they’d first moved to their new apartment. She asks Jude to be nice to Terrence.  Is this a good idea for Jude’s mom to ask him to be nice to Terrence? Why or why not?
  17. Terrence doesn’t want to be in Toronto, he wants to be back in England.  Does this make it a good excuse for Terrence to be mean to others?
  18. Jude figures out that Terrence knows about Conkers, so now he is excited and wants to do a project on Conkers with Terrence.  Is this a good idea? Why or why not?
  19. In class, Jude starts to talk himself out of trouble with his teacher and then talks himself into being Terrence’s partner for their school project.  Do you think that he should have been honest and told his teacher what was really going on? Or...was this decision to officially announce that he’ll be Terrence’s partner a happy accident?  Explain why.
  20. Jude finds out that Terrence’s parents are also divorced.  Does this  help him have more sympathy for Terrence? Why or why not?
  21. Holly is in Grade 8, but has become a good friend and mentor for Jude. What 3 characteristics does Holly have that make her a good friend. Please write an example for each of the characteristics.
  22. In his story, Jude writes that he believes it was good luck to get hit by a chestnut. Why is getting hit on the head by a chestnut good luck for Jude?  Do you believe in luck? Why or why not?

Monday, January 26, 2015

Patterning work in Textbook - pg 6-13

Would you like more math work? Please encourage your child to bring home the math textbook and work on reviewing topics at home.

Data Management #3 / #4 for homework

Please talk about the mean, median and mode.

Sunday, January 25, 2015

NEW Novel Studies to start this week!

FYI -  Here are the new book titles for our next guided reading groups:

The Luck of Jude       By: Andrew Larsen
Iqbal, A novel            By: Francesco D'Adamo; Translated by Ann Leonori
Holes                          By: Louis Sachar

Room 23 & Parents: Please look around for the previous novel study books and send them back to school - Banjo of Destiny; Paperhouse and I Owe You One.  Merci!!

Missing Boots (Girls')

Please check for a pair of boots (girls')  - Rachel R. & Cassandra are looking for lost boots. Merci!

Friday, January 23, 2015

Missing: Snowpants

Please look out for a pair of dark navy blue snowpants with the name Semira marked on the inside.  Merci!!

Thursday, January 22, 2015

ATTENTION: Le 26 janvier 2015 - Les Trois Petits Cochons

Please note, on behalf of Mme Barbier, Room 23's "Les Trois Petits Cochons" plays will take place in Room 3 on Monday January 26th from 2:20-3:20 pm.

As well, parents do not feel obligated to stay for the full hour, as we are presenting the same play with different groups of students.  Once, you have seen your child perform, please feel free to leave :)

Merci infiniment!
Mme Jim 

Dictée 14 - Hymne national du Canada

Please note: Dictée 14 will be a fill-in-the-blanc of O'Canada

Les activités:
1) Copiez chaque mot 3 fois/ Copy 3 times each
2) Faites les phrases/ Make sentences for each (or copy from O'Canada)
3) Mémorisez la chanson en français

Dictée 14:
1) ceint = dazzling
2) protégera = will protect
3) l'épée = the sword
4) aïeux = ancesters
5) brillants = shiny (plural)
6) droits = rights
7) croix = cross
8) bras = arms
9) front = forehead
10) exploit = exploits
11) trempée = sodden/ soaked
12) valeur = valour
13) porter = to wear
14) glorieux = glorious
15) histoire = story

Monday, January 19, 2015

Cinefranco 2015

http://2015.cinefranco.com/en/youth-festival

FYI - Our Extended French classrooms will be attending the Cinefranco Film Festival in March!!

Friday, January 16, 2015

UPDATE: Reading Comprehension Test on Jan 20th, 2015

Please note, we have changed the Reading Comprehension Test to Tues. Jan. 20th
The test is based on the book that each Guided Reading Group has been reading.
Reading Responses can be handed in until Jan 22nd. If students can hand them earlier, Mme would be very grateful and appreciative!!  Merci Beaucoup!

Thursday, January 15, 2015

Au Restaurant - Dictee 13: Next Wed Jan21st

Make sure to copy each word 3X, write the English meaning & a French sentence for each:
1) problème = problem
2) bonsoir = good night
3) voici = this is/ here is
4) entrée = main dish
5) Je voudrais = I want
6) steak frites = steak and fries
7) principal = main
8) trouvez = find
9) l'addition = the bill
10) caisse =  cash (register)
11) payer =  to pay
12) cuit = cooked
13) sous-sol = basement
14) maintenant = now
15) réservation = reservation

Wednesday, January 14, 2015

Plant data - Red Zebrina; Teddy Bear Vine; Chandelier plant

Please send any height data for your plants to school ASAP!  Mme would like to use the data for a data management activity, SVP!! Merci!
ATTENTION: Le 26 janvier 2015 - Les Trois Petits Cochons

Please note, on behalf of Mme Barbier, Room 23's Trois Petits Cochons plays will take place in Room 3 on Monday January 26th from 2:20-3:20 pm.

As well, parents do not feel obligated to stay for the full hour, as we are presenting the same play with different groups of students.  Once, you have seen your child perform, please feel free to leave :)

Merci infiniment!
Mme Jim 

Wednesday, January 7, 2015

Upcoming trip to the ROM: February 3, 2015 (Day 2)

FYI - We will leave the school at around 9 am, as we have a tour scheduled at 10 am.

Sunday, January 4, 2015

Bonne Année 2015!!

Please note: There will not be a Dictée word list for this week.  We will have a review quiz on "Chloé Le Caméléon" next week instead.

Merci!