FYI - I have created a Salle 23 DuoLingo classroom.
Please click on the link to Set Up for your child to join Salle 23:
https://www.duolingo.com/o/udcqxb
Detailed Set up information:
https://schools.duolingo.com/classroom/3686383/invitation_printout/
Tuesday, March 31, 2020
Physed Resources from Mr Kasaval
Health & Phys. Ed Resources - Covid 19
HPE Program and Athletics at Wilkinson JPS:
Music resources from Ms Levy
FYI - please check in on Ms Levy’s website for music info:
Music Website: www.wilkinsonmusic.ca
Ms. Levy's email: batya.levy@tdsb.on.ca
Math Makes Sense Text book PDF for Unit 9
FYI - I will be moving information onto the Google Classroom platform on TDSB’s website.
However, I will continue to post updates on this blog!
Here is the link to the pages for Unit 9: Length, Perimeter & Area
We will be starting on this chapter on April 6th - more info to come!
Merci!
Mme
However, I will continue to post updates on this blog!
Here is the link to the pages for Unit 9: Length, Perimeter & Area
We will be starting on this chapter on April 6th - more info to come!
Merci!
Mme
Monday, March 30, 2020
Knowledge Hook Math app - Classroom code
FYI: please register your child on KnowledgeHook Math, use the following link:
https://app.knowledgehook.com/app/StudentJoin
Classroom password: Gum6387
https://app.knowledgehook.com/app/StudentJoin
Classroom password: Gum6387
Stay tuned ...online resources and info coming soon!
Dear Salle 23 Students and Parents,
I hope this email finds you well and adjusting to our new normal!
Just to send an update from our TDSB Director John Malloy, "The Board is working to create conditions that will restore connectivity between teachers and students/parents/guardians on a system-wide basis to come into effect the week of April 6."
As well, please let me know if you have access to a computer/laptop/tablet and internet access and are able to learn online. Please send any questions/concerns that you may have during this challenging time to myself and our Principal, Kim Jensen Kim.jensen@tdsb.on.ca
We will work together and get through this trying time!
Take care,
Mme Jim
Susan.jim@tdsb.on.ca
Monday, March 16, 2020
No Ordinary Day (By: Deborah Ellis) Guided Reading Questions
No Ordinary Day By: Deborah Ellis Name:__________
Due: May 22, 2020
Please write a paragraph response (6-8 sentences) for each question.
Note to Parents: Please discuss these words with your child:
poverty, child-slavery, homelessness, leprosy, prejudice, stereotype, ulcers, bacterial infection, antibiotics
Summary: Valli, an Indian girl from a poverty-stricken coal town, decides to run away one day when she discovers that her "auntie" is actually just a woman who was paid by her own family to watch over her. Valli does not come from much, not being able to go to school or to even eat on a regular basis. Her background helps her to be resourceful when she ends up in Kolkatta, homeless. Valli's only fear is of the "monsters", who are actually lepers, who resided on the wrong side of her coal town. Little does she know that her magic feet that don't feel are a symptom of leprosy, and that to escape poverty, she must choose to face the monsters.
Chapter 1: What does Valli have to do to help her family? What does she really want to spend her time doing instead? Why is this important to Valli?
Chapter 2: Why does Valli decide to jump onto a coal truck and become a “stowaway”? Is this a good idea? Why or why not?
Chapter 3: Why does Valli try to impress Mrs Mukerjee with reciting the alphabet on page 39? What do you think Valli was trying to do?
Chapter 4: Why does Valli give the soap away? In your opinion, was it a good move? Why or why not? For example, she could have sold the soap for money.
Chapter 5: Valli is now a homeless child on the streets of Kolkata. What does she learn to do to survive? Name three things that she had to do in order to survive on the streets.
Chapter 6: Valli is alone on the streets. At the end of the chapter she feels that she is not alone and that she “almost has friends.” Please explain why you think she feels that way, especially when she is “all alone”.
Chapter 7: What does Valli do at the river with the coins? Did she really “make things happen” like magic? Explain why or why not?
Chapter 8: Why does she trust Dr Indra and follow a stranger? Explain three reasons why this is dangerous and how Valli tries to keep herself “safe”.
Chapter 9: Valli knows she is sick but runs away to live on the streets because of the “monsters”. What is she really scared of and does her fear help her? Please explain and use connections from your life? Would it be easier to run away from a problem?
Chapter 10: Valli gets kicked out of the bookstore. She really wants the biology book, and knows that “books are not for her” based on how badly she looks and smells. Why is there a prejudice against poor people being able to read or even be able to go to where “rich” people go? Is this different here in Canada? How is it different? Do we have prejudice for other things? Please explain.
Chapter 11: Valli goes back to the hospital. What made her return to Dr Indra? Do you think she is still scared but still decided to go?
Chapter 12: What is an oath? Why does Dr Indra want to honour her oath? What three personality traits does this reveal to you that Dr Indra has based on her oath?
Chapter 13: Usha helps Valli in more ways than just cleaning her up & making Valli tea. She asks Valli to “look at her”. What does this do for Valli? Do you think Valli still has fear and prejudice against Usha? Why or why not?
Chapter 14: Valli likes to learn. What did she teach herself to do? Have you ever figured out how to do something on your own that your parents do? What was it? How did you figure it out?
Chapter 15: What does Dr Indra gives Valli her old biology textbook; is this an amazing gift? Do you think giving is more important than receiving a gift? Why or why not?
Please note: All the royalties from No Ordinary Day go to The Leprosy Mission out of Canada. In fact, all of Deborah Ellis's book royalties (money made from each book) go to various charity organizations.
Breadwinner (by Deborah Ellis) Guided Reading Questions
1. How long has it been since the mother and children, except for
Parvana, have been outside the house? Imagine you were not
allowed to leave your home. How do you think you would cope?
2. When you are reading, what strategies do you use to figure out a
word you don’t know (e.g., read ahead and back to see if it is
defined; use the glossary; use context)? How does the author give
clues to a word’s meaning (e.g., how does “stretched out on a
toshak” help a reader understand what a “toshak” is)?
3. What character strengths has Parvana shown in the novel so far?
4. “Everybody leans on everybody in this family” (page 48). What does Parvana mean by this? Would you say this is true in your own family? How could you be a better support for family and/or friends?
5. What are your first impressions of Mrs. Weera? Find two things she says or does that give you a strong sense of her character.
6. How does Parvana feel when she is out in the market as a boy?
7. Why doo you think the author included the scene with Parvana reading the letter for the Talib?
8. Nooria says that she had forgotten how good the sun feels on her face. Maryam has to be helped to walk down the stairs. If you were forced to stay indoors, what would you miss most about being outside? Why is it unhealthy to be indoors for so long?
9. How are Parvana’s and Shauzia’s lives similar? How are they different? Explain using examples from the book.
10. “Kabul has more land mines than flowers,” the father used to say
(page 109). Why do you think her father said this? Explain why.
11. Why did Parvana end up telling her family about the bone-digging
even though she had said she wouldn’t?
12. Why did Parvana’s parents disagree about leaving Afghanistan?
13. Parvana feels both relieved and sulky about not going to Mazar-e-
Sharif. Describe a time you have felt that kind of mixed emotion.
14. Had you predicted that the father would return? Why or why not?
15. What do Parvana and Shauzia plan to do in twenty years? Do you think
this plan will come true? Explain your reasoning.
Wanting Mor (by Rukhsana Khan) Guided Reading Questions
Wanting Mor - Guided Reading Questions
by: Rukhsana Khan
* Please write a paragraph for each of the guided reading questions below.
Due Date: May 22, 2020
1. Why does Jameela’s father decide to move them to Kabul?
2. What problem does Jameela’s father have that makes it hard for Jameela to respect him?
3. Would you feel the same way if he was your father? Explain.
4. Jameela talks about a time when her father was different. What happened to change him?
5. Khala Gul uses the girls in her orphanage to get money to support the orphanage. Is she a ‘good/ protagonistic' character or a ‘bad / antagonistic’ character? Explain.
6. Why do you think Soraya and Zeba don’t want Jameela to have the
operation?
operation?
7. Why did Agha Akram’s wife refuse to let Jameela stay with them?
Was she a ‘good’ character or an antagonistic character? Explain.
Was she a ‘good’ character or an antagonistic character? Explain.
8. What does it mean when Jameela’s grandfather says “what made a pot strong was the firing” What was Jameela’s grandfather referring to in this saying?
9. When Jameela’s mother says “If you can’t be beautiful you should at least be good” what do you think she means by that?
10. Most stories have one climax (most exciting part), but some could argue that there are two climactic scenes in this novel. Which two scenes do you think are the most climactic?
11. A motif is a recurring symbol that takes on a special significance in a story. Name three motifs in the novel. Explain their significance and what they symbolize.
12. Name one theme from the novel. Why is this important to read about? Explain with connections to your own life.
13. Does the title Wanting Mor match the novel? Why or why not?
14. Jameela is born a cleft lip, do you think that things would have been much better if she was born without one?
15. Do you think Jameela made the right decision to stay at the orphanage instead of being with her dad and stepmother? Explain your thinking.
Friday, March 13, 2020
Math: Unit 9 Length, Perimeter, Area
Please continue to work on math and practice your timestables to 10.
Our next unit is Length, Perimeter, Area. Mme :)
Our next unit is Length, Perimeter, Area. Mme :)
Thursday, March 12, 2020
Wednesday, March 11, 2020
Tuesday, March 10, 2020
Monday, March 9, 2020
Math Test on Friday March 13th- Chapter 8 Fractions & Decimals
FYI - please review for Friday’s math test. If you will not be at school Friday, I can give you the test earlier.
Mme
Mme
Quiz 23 - Les vases grecs
1) les gens
2) les vases grecs
3) nous donnons
4) la vie
5) le siècle
6) une idée
7) le grain
8) surtout
9) l’huile
10) les dessins
2) les vases grecs
3) nous donnons
4) la vie
5) le siècle
6) une idée
7) le grain
8) surtout
9) l’huile
10) les dessins
March Break French programming at Toronto Public Libraries
FYI
To: programmesenfrancais <programmesenfrancais@tpl.ca>
Subject: Congé de mars 2020 - March break 2020 programs at the Toronto Public Library
Bonjour,The Toronto Public Library invites you to participate in French language programs which are planned for March break 2020. There are 17 programs in 15 library branches for you to choose from:Please find March break 2020 flyer in attachment.There will be also two programs during the Week of Francophonie featuring Mireille Messier:Please share this information throughout your networks, among friends and with other families.We hope to see you there all!Cordialement,PeterBonjour,La Bibliothèque publique de Toronto vous invite à participer à des programmes en français qui sont prévus pour le congé de mars 2020. Vous avez le choix entre 17 programmes dans 15 succursales de bibliothèque :Veuillez trouver le dépliant du congé de mars 2020 en pièce jointe.Il y aura également deux programmes durant la Semaine de la Francophonie mettant en vedette Mireille Messier :Veuillez partager ces informations à travers vos réseaux, entre amis et avec d'autres familles.Nous espérons vous y voir tous !PeterPeter KupiduraSenior Services Specialist - French Language ServicesSpécialiste des services en françaisToronto Public LibraryDanforth- Coxwell Library (temporary location until further notice)Tel: 416-395-5762Fax: 416 393-7578
Saturday, March 7, 2020
Thursday, March 5, 2020
Lunch room update for after March Break
FYI - from admin
Starting March 23, 2020:
We will be moving room 23 to the earlier lunch as they are a grade 4 class and there is enough room in the lunch room.
Starting March 23, 2020:
We will be moving room 23 to the earlier lunch as they are a grade 4 class and there is enough room in the lunch room.
Wednesday, March 4, 2020
Tuesday, March 3, 2020
Monday, March 2, 2020
Math worksheet for Mon Mar 2nd = Mixed Fraction number line
- please work on comparing fractions on a number line using mixed and improper fractions
- today’s class worksheet is from: Superteacherworksheets.com
- today’s class worksheet is from: Superteacherworksheets.com
Math test - Friday March 13th on Fractions & decimals
We are aiming to get ready for the test next Friday March 13th. Please review Chapter 8 of the textbook. Any questions that students complete from the textbook will be marked & added to final mark.
Quiz 22 - Les anciens Jeux Olympiques
1) le pentathlon = pentathlon
2) les courses de chars = chariot racing
3) la course à pied = running
4) les sauts = jumping évents
5) lancer du disque = discus throw
6) la lutte = wrestling
7) la boxe = Boxing
8) l’équitation = equestrian events
9) l’athlète = athlete
10) les jeux Olympiques = Olympic games
2) les courses de chars = chariot racing
3) la course à pied = running
4) les sauts = jumping évents
5) lancer du disque = discus throw
6) la lutte = wrestling
7) la boxe = Boxing
8) l’équitation = equestrian events
9) l’athlète = athlete
10) les jeux Olympiques = Olympic games
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