WELCOME BACK

1. WELCOME BACK Curriculum Night 2014-2015

2. Curriculum Night Agenda Presentation Schedule Curriculum Homework/Communication Teacher/ parent communication Routines Technolgy Reporting and learning skills Useful websites

3. Presentation Welcome to the Grade 5 French Immersion Presentation. My name is El Aziz and I will be your son or daughter’s homeroom teacher. This school year, I will teach your children the following subject areas: Literacy Social Studies Sciences Health and DPA Art Gym The other subject areas are taught by the following teachers: Math taught by Mr. McLean English and Music taught by Mrs. Sadeeq. (Mrs. Strutt)

4. Here is your child’s timetable for this year.

5. French Reading Term 1 • Reading strategies: Making prediction, questioning and making connections • Guided reading • “Novel study and the Reading Process” unit: Reading levelled books • Narrative text unit: reading legends , myth etc integrating the Quebec culture.

6. READING Term 2 • Reading strategies : Vizualizing, Analyzing, synthesizing , infering • Guided reading • Comprehension texts • Literatures circles unit: Reading books and sharing with his/her group • Opinion texts unit about games and videogames and some issues in Quebec cultures • Interview unit: with the use of technology , student will conduct interviews with his/her peers • Poetry unit: Reading poems.

7. WRITING Term1 • Book report: Student will write a book report of the book he/she read as well as a critic of the book. • Write a letter to a member of parliament about an issue. • During our narrative unit: Students will write a narrative text. The Writing process will be taught. There will be in the class a Guided writing, Shared writing and after that your child will write Independently a narrative text.

8. WRITING Term2 • Opinion text unit: Students will write an opinion text about their favourite games or videogames and about some issues in Quebec. • Interview unit: Students will write interviews. Using HOT (Higher Order Thinking) questions • Poetry unit: Students will write poems • Social studies researchabout First Nations

9. Listening and speaking Term 1 • Government of Canada oral presentation • Skits in social studies : Role play • Book report presentation and discussion • Discussion about some topics in Social studies

10. Listening and speaking Term 2 • Research project on First Nation play role as a member of First Nations people • Literacy circle discussions • Poetry oral presentation • Opinion text oral presentation • Discussion about some issues in Quebec to express their opinions.

11. Media literacy • Term 1 • Powerpoint presentation about healthy eating • Poster of the element of narrative stories: Tableau de l’intrigue • Powerpoint presentation about Government of Canada • Videotape interviews • Term 2 • Creating a poster for the main character, the 3 important scenes etc in the book they read for the literacy circles • Create a brochure for a 3D product created in Art • creating a cartoon about his favourite video games using Bitstrips (opinion texts)

12. Math Term 1: • Number Sense: Operations in math; multiplication of 2 and 3 digit numbers, division of multi-digit numbers. Multiples, factors, prime, and composite numbers. Understanding, and reading large numbers. • Patterning: Different types of patterns, pattern rules, solving equations, and inverse operations. •  Data Management: Line graphs, bar graphs, and pictographs. Understanding averages. How to plot ordered pairs. Spotting bias and trends in data. • Measurement: The Metric System and conversions. Linear units, square units, and time. Working with money • Geometry: Working with shapes and angles. Creating shapes when given linear and angle measurement.

13. Term 2: • Number Sense: Fractions and decimals. Operations with these types of numbers. Converting these numbers into one another. • Measurement: Surface Area, Capacity, Volume, and Mass. Calculating these from given shapes and dimensions. • Geometry: Spatial Geometry includes translations, rotations, and turns. Congruency in figures and coordinate systems. • Algebra: Understanding variables, expressions, equations, and inverse operations. • Probability: The likelihood of events. Describing probability. Relating probability to fractions.

14. SOCIALSTUDIES Term 1 THE ROLE OF GOVERNMENT AND RESPONSIBLE CITIZENSHIP • Assess responses of governments in Canada to some significant issues, and develop plans of action for governments and citizens to address social and environmental issues - assess the effectiveness of actions taken by one or more levels of government to address an issue of national, provincial , and local significance • create a plan of action to address a social issue of local, provincial, and national significance - create a plan of action to address an environmental issue of local, provincial, and/or national significance • Use the social studies inquiry process to investigate Canadian social and/or environmental issues from various perspectives, including the perspective of the level (or levels) of government responsible for addressing the issues • Formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of the level • -Analyze and construct maps in various formats, including digital formats, as part of their investigations into social and/or environmental issues • Demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada

15. Term 2 FIRST NATIONS AND EUROPEANS IN NEW FRANCE AND EARLY CANADA • Analyse some key short- and long-term consequences of interactions among and between First Nations and European explorers and settlers in New France • Positive and negative consequences of contact between First Nations and Europeans in New France. • The ways in which different parties benefited. - Interactions between and among First Nations and Europeans in New France are connected to issues in present-day Canada . • Use the social studies inquiry process to investigate aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713 from the perspectives of the various groups involved . - Gather and organize information on interactions among and between First Nations and Europeans during this period, using a variety of primary and secondary sources that present various perspectives . - Interpret and analyse information and evidence relevant to their investigations, • Describe significant features of and interactions between some of the main communities in Canada , with a particular focus on First Nations and New France. - Identify major First Nations in the Great Lakes–St. Lawrence region and Atlantic Canada at the time of contact with Europeans

16. Science Term 1 • Matter: - Demonstrate an understanding of the properties of matter, changes of state, and physical and chemical changes - Conduct investigations that explore the properties of matter and changes in matter , - Evaluate the social and environmental impacts of processes used to make everyday products • Forces: -Identify forces that act on and within structures and mechanisms, and describe the effects of these forces on structures and mechanisms - Investigate forces that act on structures and mechanisms - Analyse social and environmental impacts of forces acting on structures and mechanisms

17. Term 2 • Human body: - Demonstrate an understanding of the structure and function of human body systems and interactions within and between systems -Investigate the structure and function of the major organs of various human body systems - Analyse the impact of human activities and technological innovations on human health • Energy conservation -Demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved -Investigate energy -Transformation and conservation - Analyse the immediate and long- term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources

18. HEALTH Term 1 - Healthy living -Personal safety Term 2 - Substance use & abuse - Growth and development

19. PHYSICAL EDUCATION • Physical Education Active Participation, Fundamental Movement Skills, Locomotion & Travelling Skills Term 1: Cross Country, Soccer, Volleyball, Basketball Term2: Track and Field, Floor Hockey, Badminton, Fitness circuits

20. Art Term1 • Identifies colour relationships, using basic colour wheel • Produces 2-dimensional works of art • Describe how one-point perspective can be used to create the illusion of a 3rd dimension.( Draw a hall using perspective , draw a city…) Term 2 • Demonstrate understanding that shadows and shading create the illusion of 3rd dimension…(Draw a cube using shade, fruit bowl, face shading using Mona Lisa as model) • Produce a 3D works of art using recyclable materials

21. Music • The Music program will be delivered by Mrs. Sadeeq

22. Drama • Role- playing • Create masks and use them in a form of drama • Create and present drama to communicate the meaning of poems • Tableau • Typewriter...

23. Assessment Oral Presentation Test Quiz Rubric Conference Etc…

24. Homework • Students should expect to have approximately 30 to 45 minutes of homework per night. However, some students may have more homework than others depending on the completion of their daily assignments. • Homework will be written on the board and in my website. • Students are expected to complete all homework assignments. • Please monitor your child use of his/her agenda. Your signature will be required in the agenda. • if any part of the homework was not understood, it is the student’s responsibility to approach the teacher. • Dates of tests to be given are posted on the board one week before. • Please encourage your child to read a French book on daily basis(30 minutes ) to improve his/her literacy skills. Reading log can be downloaded from my website.

25. Teacher/Parent communication • On-going communication will occur via the student agenda, sending a note or calling., newsletters, my website… • Please fell free to contact me if you have any concerns 905-294-3562 ext. 114 or email me at rachid.elaziz@yrdsb.ca

26. Routines • Students are expected to arrive at school on time and come prepared to begin class once they have entered the classroom. • In the mornings, students are expected to remain silent during “Oh Canada” and the morning announcements. • At first recess, Students will remain in their classrooms for the first 10 min before proceeding outdoors at 10:05 am • At lunch, students will remain in their classroom for the first 20 min before proceeding outdoors at 12: 25 pm • After school, the teacher will dismiss the students after the bell has rung at the end of the day.

27. LUNCHTIME ROUTINES Students are expected to be seated and eating their lunch. Boomerang lunch everyday please!!! As I’m running the Ecoschool club in the school and we really want to reduce waste generated in the school. We certified as a GOLD status Ecofriendly school and we want to keep this status.

28. Technology Cell phones are not permitted to be used or seen in any shape or form during school hours. Any electronic devices are also prohibited (i.e. Ipods, games, etc.)

29. Reporting Reporting periods are: Elementary Progress Report November Report Card, Term 1 February Report Card, Term 2 June

30. Learning Skills Responsibility Fulfils responsibilities and commitments within the learning environment. Completes and submits class work, homework, and assignments according to agreed-upon timelines. Takes responsibility for and manages own behaviour.

31. Learning Skills Independent Work Independently monitors, assesses, and revises plans to complete tasks and meet goals. Uses class time appropriately to complete tasks. Follows instructions with minimal supervision.

32. Learning Skills Initiative Looks for and acts on new ideas and opportunities for learning. Demonstrates the capacity for innovation and a willingness to take risks. Demonstrates curiosity and interest in learning. Approaches new tasks with a positive attitude. Recognizes and advocates appropriately for the rights of self and others

33. Learning Skills Organization Devises and follows a plan and process for completing work and tasks. Establishes priorities and manages time to complete tasks and achieve goals. Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.

34. Learning Skills Collaboration Accepts various roles and an equitable share of work in a group. Responds positively to the ideas, opinions, values, and traditions of others. Builds healthy peer-to-peer relationships through personal and media-assisted interactions. Works with others to resolve conflicts and build consensus to achieve group goals. Shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions.

35. Learning Skills Self-Regulation Sets own individual goals and monitors progress towards achieving them. Seeks clarification or assistance when needed. Assesses and reflects critically on own strengths, needs, and interests. Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals. Perseveres and makes an effort when responding to challenges.

36. Ecoschool Club has a GOLD status • Here at Franklin St. P. S., we are very conscious about preserving our environment for future generations. The Ecoschool Club has started and will take place every Wednesday. The Ecoteam is targeting to reduce waste in the school and to reduce Energy comsumption as well. Our initiatives are recycling, composting and litterless lunches. To help preserve our Gold status, please help us by having a litterless lunch for your kid: WASTE-FREE LUNCH TIPS • Get children to help pack their lunches with healthy foods. • Only pack as much food as your child will eat. • Use a reusable lunch bag/box for carrying a lunch. • Use a refillable bottle for drinks – it’s cheaper and children can save drinks for later. • If you choose to use a single-serving container, please make sure it is recyclable in your child’s school. • Put sandwiches, muffins, etc. in ‘Tupperware’-style containers, instead of plastic bags. Label • all containers with your child’s name so they have a better chance of coming home. • Avoid pre-packaged, single-serve portions of snacks. • Put re-usable napkins in your child’s lunch box. • Prepare extra food at dinnertime and use the leftovers for lunches. Minimize the morning • rush by packing lunches the night before and refrigerating overnight.  Interested in joining the Ecoteam? Please contact Mr. El Aziz ext 114

37. USEFUL WEBSITES • www.Linktolearning.com Provides links to sites that support the Ontario, Canada education curriculum from Kindergarten to Grade 8. • www.edu.gov.on.ca (curriculum expectations)

38. Thank you and good evening.