Friday, February 27, 2009

Day 15 Interpersonal (Foster Children in Sask)

Foster parents work at success
The Star Phoenix A10
Friday, Feb 27th


http://www.thestarphoenix.com/Life/Foster+parents+work+success/1334379/story.html

Province needs more resources for children
The Star Phoenix, 
Friday, Feb 27th


http://www.thestarphoenix.com/Life/Province+needs+more+resources+children/1334366/story.html

The previous two articles will be distributed to the students for them to read individually. The following questions wll be written on the board.

  1. What percentage of foster kids live in overcrowded homes? In Saskatoon? All of Saskatchewan?
  2. What is the average number of kids per home? In saskatchewan? Saskatoon?
  3. What are possible solutionsw to the problem?
  4. How many children are allowed by the government for each home?
  5. How many do they have?
  6. What 3 things are key in raising foster children?
  7. How much money does a family get per child?

Day 15 Numeracy (Averages)

Calculating Average Prices

The instructor will do a quick reveiw of the concept of Averages - including mean, mode and median. The instructor will then distribute a handout with four copies of the following categories;
Item:
List Prices (lowest to highest)
Total of all items:
Number of items:
Average Price:
Is there a mode?: If yes,what?:
What is the mediam:

The students will then be given cut outs from newspaper ads grouped into similar items. Students will use those cut outs to fill in all the spaces of their handouts. This assignment will be completed and handed in for correction.

Day 15 Grammar (Prefixes, Suffixes, and Root Words)

UNREMARKABLE
Mark: The root word. Mark means visible on a surface; distinguishing sign or symbol; indication of some quality.
Un: The prefix 'un' means not.
Re: The prefix 're' means again.
Able: The suffix 'able' means can or able to be.
Unremarkabe: Not worthy of note or attention; common and usual.
Students will be shown how prefixwes and suffixes change the meaning of words. They will be given different words and will have to divide the word into its root words and prefixes and suffixes.
A list of prefixes and suffixes will be given along with their meanings.
Prefixes
  1. dis - not, away from
  2. mid - half, middle
  3. pre - before
  4. super - alot, very big
  5. en - make, let
  6. mis - wrong
  7. post - after
  8. sub - section
  9. im - not
  10. non - not, doesn't
  11. re - again
  12. over - too much

Suffixes

  1. able - can do, able to be
  2. er - verb + er = person who 'verb's; adjective +er means more 'adjective
  3. ing - verb + ing = now; or makes a gerrund.
  4. ment - adjective + ment makes a noun
  5. al - adjective
  6. est - adjective +est means the most 'adjective'
  7. ism - noun
  8. ness - quality
  9. ful - full of, has lots of
  10. less - doesn't have
  11. en - verb + en makes a past participle for completed actions
  12. ly - adjective + ly makes an adverb
  13. tion - verb + tion makes a noun
  14. ed - verb + ed makes it a past tense

Students will then be given a handout from Empowering the Learner 2, pages 30, 31, 33 - 36, where they will do numerous activities with prefixes and suffixes.

Wednesday, February 25, 2009

Day 14 Numeracy (Averages)

Averages (Means, Medians and Modes)

Average:

1. Noun: A single value (as a mean, mode or median) that summarizes or represents the general significance of a set of numbers.
2. Verb: To find the arithmetic mean of a series of numbers.

Mean: To find the mean for a set of numbers, add up all the numbers and divide the sum by the number of numbers in the set.

Find the Mean: 22, 26, 20, 24, 21, 25

22 + 26 + 20 + 24 + 21 +25 = 138 = 23
------------------------------------........-----

..................6.............................. 6

Median: To find the median for a set of numbers, place the numbers in a list from smallest to largest, and then take the middle number (or the average of the two middle numbers).

Find the Mean: 20, 21, 22, 24, 25, 26

22 + 24 = 46 = 23
-----------....----

.....2........ 2

Mode: The mode of a number is the number that appears most often.

Find the Mode: 23, 53, 53, 67, 25, 11, 53, 46, 23

Mode: 53


Problems

Find the mean for each set of numbers.

· 1, 2, 3, 4, 5


· 2, 4, 6, 8, 10


· 1, 3, 9, 11


· 5, 7, 9, 12, 12


Find the Median for each set of numbers.

· 5, 9, 11, 13, 15


· 42, 48, 50, 64


· 10, 20, 50, 90, 100


· 700, 900, 1100


Find the Mode for the following.

· 14, 18, 27, 36, 18, 73


· 11, 27, 18, 72, 11

Day 14 Communication (Common Grammar Mistakes)

Common Grammar Mistakes

Run-On Sentences

John took my truck and it won’t run for him either.


Janet went to bingo last night, she won $500.


Add the proper punctuation and make two separate sentences.

1. The farmer got out of the hospital this June, it was too late to plant the crops.
2. We won’t go on vacation till August we’re ready to go right now!
3. Come over to our house, we’d like to see you.
4. You owe me ten bucks where’s the cash.
5. She studies hard she’s trying to get into a good university.

How to Correct Run-on Sentences

· A Comma and a Coordinating Conjunction

This weekend we could go to the lake, or we could save money.

Coordinating Conjunctions and, but, or, nor, for, so, yet

· Use a Semicolon

Steven’s car is new; he drives it almost everyday.

· Use a Semicolon and a Conjunctive Adverb

We walked to school this morning; therefore, we were cold when we got here.

Conjunctive Adverbs nevertheless, however, moreover


Rewrite the following correctly

1. Jupiter has twelve moons it’s the largest planet in the solar system.


2. I like that writer’s poetry I also love his stories.


3. She lives in the town site, she’d lived there for ten years.


4. We spent a month in Saskatoon we know the city quite well.


5. You tell me your dream I’ll tell you mine.


6. My uncle has an unusual job he milks goats.


7. The jackfish jumped out of the water, then it disappeared.


8. I’d like to go to India, the food is delicious.


9. The mule deer is a common Canadian animal it can jump 5 meters.


10. You cook dinner I’ll wash the dishes.

Day 14 Interpersonal (Time Lines)

Time Lines

Students will be given an 81/2'' by 14'' sheet of paper which they are to use horizontaly to create a timeline of the important events of their lives. The instructor will model his own timeline on the white board with his own personal events. When they have brought their timelines to the present, the students will be encouraged to extend the time line into the future and they will have to predict events that may happen in the future. They are to think of goals which they have and when they may be accomplished. Students will show their timelines to a partner and discuss the important events of their lives, and their hopes and dreams as they are placed on their future timelines. Students will then complete the following questions in their journals.

Journal Questions.

  1. Look at the events you placed on your past timeline. What do these events say about you as a person and what is important to you?
  2. Do the points on you time line cover ALL the events in your life or just the happy one? Why do you think this is so?
  3. Look at the events that you placed on your future time line. Which of these events would take work and sacrifice, and which will probably happen anyway?
  4. How do the events of your timeline compare to those with your partner?

Tuesday, February 24, 2009

Day 14 Communication (Common Grammar Mistakes)

Double Subjects

We cannot have two subjects in the same sentence, even if they are the same.

The squirrel that crawled down our chimney it did much damage.

Hearing breaking glass, Aaron ran to his truck that Kaylon was throwing rocks at it.

Not Logical

The subject has to agree with it’s predicate.

Under the revised plan, the provinces, who now receive transfer payments, will be reduced.


Where and When Sentences

If you use when and where in a sentence, make sure you use it correctly.

Anorexia is where people won’t eat because they think they’re fat.


Choppy Sentences

Short sentences are used to draw attention, and should be used for important sentences only. If you have too many short sentences it looks choppy. You can fix choppy sentences by using the three methods already discussed or this method:

The trees vary in height. They measure from thirty to fifty feet. They are home to many animals.

The trees, which vary in height from thirty to fifty feet, are home to many animals.

Combine the following choppy sentences into one larger one.

1. The car is very old. I drive everyday.


2. The movie was very exciting. Tom Cruise had the leading role.


3. A new Play Station is very expensive. It is a lot of fun to play.


4. Fruit is a part of a healthy diet. Fruit can be bought at the supermarket.


5. Steven King’s new book is over 500 pages long. It is very scary.


Use different methods to write good sentences

1. We had dinner at Sharlene’s house, and we had pizza, she is a good cook.


2. The kids were playing their game on the street, an elder told them it was dangerous and they moved there game to the park.


3. His favourite movie is star wars and he pretends his dog is a wookie and he saves our house from Darth Vader.


4. He earned extra money doing yard work and he saved $200, enough to buy a guitar.


5. In Math class we were learning about exponents this morning it was to early to do math.

Day 13 Communication (Paragraphs)

Students will be given p. 84 - 87 of Empowering the learner 2, and will read the introductory story, Community History as a group. After the story is read, their will be a discussion to find out the thesis of the article -- that studying our local history is important to the individual and the community.

After this the elders in the class will be lead to describe Moosomin FN as it was in their childhoods. Particular attention will be placed on how many buildings have been moved, and what people have lived in those places. Also, questions on where the people of Moosomin FN came from will also be posed. Several important points will be placed on the whiteboard, and the younger students will be encouraged to ask questions of the old.

Student will then be given page 85 & 86 of the handout where they will read sentence groupings and determine if they are coherent paragraphs or not. Student will then complete sentences after being given subjects, and then use one of those sentences to make a short paragraph.

Students will then be shown the structure of a paragraph.
Topic Sentence
Supporting Sentences
Concluding Sentence
Students will then be given page 87 of the handout where it goes through steps to help students build a paragraph on their idea of fun.

A. Write 3 Activities that you find fun: Snowboarding, fishing and reading
B. Write one sentence saying more about each activity.
Snowboarding is exciting and fun to do with friends.
Fishing is relaxing, and maybe I'll catch my lunch.
Reading is relaxing and educational.
C. Use those sentences to make a paragraph.

My Idea of fun is snowboarding, fishing or reading. I like fishing because it is relaxing and maybe I'll catch my lunch. Snowboarding is exciting and fun to do with friends. Reading is relaxing and educational, and a good activity to do when alone. I would rather have fun than do work.

Students will then reread the article on community history and write a paragraph that sums up the main ideas. Particular attention will be done to make sure all the steps are completed before the writing of the paragraph: Topic Sentence, Supporting Sentences, and Conclusion.

Day 13 Numeracy

Order of Operations Review


The instructor will begin with a review of exponents, describing the role of the base and the exponent, and how to solve an equation with an exponent.


The instructor will then go over again the anagram, BEDMAS.


Brackets

Exponents

Division

Multiplication

Addition

Subtraction


The students will then be given a problem set of 20 questions to work on an correct as a class.

Day 13 Interpersonal (Morning)

Morning Ritual

Students will begin the day by filling out the monitor section of their weekly timecards for the previous night. They will then plan for the next couple of days. Newspapers will also be available for the students to work on article reviews.

Monday, February 23, 2009

Day 12 Numeracy (Exponents and Order of Operations)




In the expression above, the 2 is called the base and the 3 is called the exponent. We would say that expression in English as, "2 to the third power", or "2 cubed".


Students will be given several examples of bases and exponents to solve together as a class.


Order of Operations

The instructor will write the following on the board:


John said Kaylon is tall


The instructor will then ask the students to identify which person is tall. Then the instructor will punctuate the sentence in two different ways:


John said, "Kaylon is tall." (Kaylon is the tall one)


"John", said Kaylon, "Is tall". (John id the tall one)


The instructor will then write the expression 4 + 5 x 2 , and then solve it two different ways,


9 x 2 = 18 ----------------------------4 + 10 = 14


The instructor will then explain that there is a particular order for us to do mathematical operations, and describe the anagram, BEDMAS.

Brackets

Exponents

Division

Multiplication

Addition

Subtraction

Students will then be given problem set 1.7 from Basic Mathematics #6, p. 79 & 80. The first questions will be done as a group, and then the students will finish the questions on their own.








Day 12 Communication / Interpersonal: Making Choices

There are Two Sides to every Arguement

Students will do the following steps, using a handout from I am Already Successful. p. 140 & 141.
  1. Students will be given several different statements (i.e. Government should stay out of people's lives), and then they will be told that they can strongly agree with the statement, strongly disagree, or they can remain unsure.
  2. After they have disclosed how they feel about each of the issues, the instructor will read off one of the statements. Those who strongly agree will stand on one side, and those that strongly disagree will stand on the other side. Those that are unsure will remain in the middle.
  3. The students on one side get five minutes to convince the others that their opinion is correct, and then the other side tries to do the same.
  4. The students who were unsure will be asked to make a choice, and tell the class why they made that choice.

Day 12 Communication: Verb Tense (Past tense and Present Perfect)


Verbe Tense Overview

The instructor will begin the lesson by explaining the different verb tenses and how they show us when something is happening. Students will complete a chart like the one below, and be given a handout of a time line.



Present Tense --- Past Tense --- Past Participle --- Present Participle


---- go -------------------- went --------------- gone ---------------- going

---sleep ------------------ slept --------------- slept --------------- sleeping

---drive ------------------ drove -------------- driven -------------- driving



Students then will be instructed to write two paragraphs in their journals describing what they did during the past week of school break. The instructor will will give them an example of the paragraphs on the whiteboard, and then they will have to recopy their journal entries onto a piece of paper to be handed in.


Day 12 Time Management


The students will be given a weekly day timer page, divided into 15 minute intervals. Each day will be written as a coloumn, and each coloumn will be divided into two; plan and monitor. The page will be taken from Becoming a Master Student, p. 39 & 40. The students will write in the dates for the week and then write in the monitor section of Monday, February 23rd what they have already done that day. They will then write in the plan column what they think they will do in the evening. They will then fill in what they think they will do for the next two days of the week. Students will fill out this paper as the week progresses to be used in numerous activities later on.

Day 11 Math Test

Thursday, February 12, 2009

Day 10 Math Review Day/ Class Lunch

After the morning ritual of Newspaper article review, Students will be given a quick review of all the math problems we have done to date, and then given a math practice sheet to work on as a group. Papers will be taken up as a class and the students reminded that there will be a math test on Friday. Students will then go over to the Moosomin School to help with distributing class lunches and clean up. We will then prepare our own lunch, Pizza and 'Indian Tacos'.

Wednesday, February 11, 2009

Day 9 Life long learning (million dollars II)

Day 9 Communication (Adjectives and Poetry)

Students will be given a copy of Empowering the Learner 2, p. 42; Lesson 10 Traditional Poetry. Students will be given 10 minutes to read individually, and then the article will be read as a group. The students will then be given a handout on adjectives and explained how adjectives work in the English language. The questions and activities will be done initially as a class, and then finished individually.

Students will then be given a copy of the poem "The Old Man's Lazy", by Peter Blue Cloud to be read for discussion. Discussion will be lead on the different points of view of the two people in the poem. Diversity and acceptance of another's culture will be the main focus of the discussion.

Link to Poem; "The Old Man's Lazy"

http://www.chss.montclair.edu/~lorenzj/unisinos/bluecloud-lazy.pdf

The students will then be given several question to be completed and handed in fir correction.

Colour Poems
Students will be given an example of a colour poem written by the instructor:

Red is the colour of desire,
rubies, sport cars, and of fire.
Red is hot and maybe angry,
fire trucks and cotton candy.

Students will then be encouraged to write their own colour poems and share them with the rest of the class.

Tuesday, February 10, 2009

Day 8 Interpersonal (Just the Way you Are)

Students will be given a copy of Page 4 & 5 of I Can Manage my Life, Activity 1, Just the Way you Are. They will pick certain traits found on the handout that describe who they are. Any word that they do not know, they will look up in the dictionary. They will choose any 10 of these traits and write the definitions on the handout. They will then create their own sentences using those words.

Day 8 Communication (grammar)

Parts of Speech

The instructor will go over the eight parts of speech (noun, adjective, pronoun, verb, adverb, conjunction, interjection, and preposition) and give examples of each. Students will be given a handout explaining the parts of speech and giving example sentences for them to distinguish the part of speech of a hilighted word from each sentence.

Day 8 Lifelong Learning (Nutrition and Exercise)

Students will be given the amount of cal/oz for french fries portions and the portion sizes for McDonalds, Burger King, and KFC. The will have to multiply to figure out how many calories are in each portion. They will then pick an exercise from page 59 of McKeague's Basic Mathematics, and then according to their weight they will figure out how long they will have to do that exercise until they work off those fries.

Nutritional information will be sourced from:

http://www.calorieking.com/foods/topsearches.php

Day 8 Numeracy (Multiplication)

Long Handed Multiplication will be reviewed and a worksheet from Mathematics Conepts: Workbook p. 5 will be handed out to be done individually. A copy of p. 59 and 60 of McKeague's Basic Mathematic will be handed out and the first three word problems will be done together as a class. The students will work on the rest of the questions individually, and then taken up as a class.

Day 8 Newspaper Review and Class Business

Newspapers

Students will start the day with the newspapers, finding an article to do the same article review activity as day 7. Students will be encouraged to discuss their article with the class. This activity will be repeated tomorrow, when they will take one of their outlines to write a paragraph.

Menu

Students will make up a menu for the meal on Thursday at the school. Members of the Post Secondary office will be invited for lunch. The meal will be both pizza and 'Indian Tacos'. The exact amount of supplies will be decided upon. The list will be given to the Post-Sec office for them to creat a purchase order.

Coffee/Lunch Room

The coffee machine and supplies will be moved downstairs and a lunch room will be created. All meals will be eaten downstairs, and audio-visual presentations will be done downstairs.

Monday, February 9, 2009

Day 7 Life long learning (million dollars)


Day 7 Dictionary Work

Alphabetical Order Review

The instructor will review the concept of Alphabetical order, and then hand out pages 9 and 10 of Empowering the Learner 2 to do individually.

Dictionary Skills

The instructor will write the word community on the white board, and get the students to look it up in their dictionaries. He will then point out the guide words at the top of the page, and how the word community fits between those words. After that, the students will get page 12 and 13 of Empowering the Learner 2 and do the exercises regarding guide words. The students will then read the story on page 11, circling 5 words that start with "g" to complete all the exercises.

Journaling Activity

Student will be given a copy of I Am Already Successful, p. 38 and 39. Using the dictionary, the students will look up the terms 'unique' and 'successful'. They will do the exercises rewrite the definitions using their own words.

Students will then answer the following questions in their journals:
Think of someone who you think is successful. How do you measure their success? How did they get that way? Were they born that way or work for it? What qualities are you born with, and which ones are learned? In what ways do you feel successful?

Day 7 Newspaper Article Review

Student will begin the day by reading the newspaper, searching for articles that they find interesting. After they have selected their article, the instructor will demonstrate how to write a simple outline of an article review.

Headline: Vatican wants recant by Holocaust denier

Newspaper: Saskatoon Star Phoenix
Date: Thursday, February 5th. 2009

Who: The Vatican (Pope) and Bishop Richard Williamson
What: The Vatican wants the Bishop to recant his opinion that the Holocaust never happened
Where: Vatican City
When: Wednesday, February 4th. 2009
Why: The Pope lifted the excommunication on the bishop last month, even though the Bishop denied that the Holocaust happened. The Pope stated that he was unaware of the Bishop's point of view and has asked him to recant.

Friday, February 6, 2009

Day 6 Interpersonal (Medical Ethics Debate)

Medical Ethics


Students will be shown a clip of the National News of February 5th regarding the 60 year - old woman who gave birth to twins through the process of in vetro fertilization.  After the story is complete the instructor shall provide extra information regarding the story and then pose the question:  Just because medical science allows us to do something, should we do it?

Journal Activity

The students will spend 20 minutes writing in their journals their thoughts regarding the news story.  They can also discuss other scientific/medical ethics questions such as cloning and abortion.

Debate

Students will be divided up into 2 groups depending on  their view point of the issue.  They will spend 20  minutes discussing the issue and recording their arguments. they will then debate the issue.  

Day 6 Communication (Adjectives and Stories)

Adjectives

The instructor will review adjectives and give examples of how they are used.  Students will then be given a handout of Activity #7 "Daydreaming" from I am Already Successful, where they will explore word pictures and then write words or draw pictures on what comes to mind.
Students will then be given the first part of a sentence (A deserted old house, a dying man, etc.) and they have to complete the sentence.  They then pass the paper off to the next student who will write the next sentence of the story.  They will pass the paper on until every student has wrote one sentence on each paper.  The instructor will then read the stories out loud to the students.

Thursday, February 5, 2009

Day 6 Numeracy (Word Problems)

The instructor will review the concepts of addition with carrying, subtraction with borrowing, and rounding and estimation.  The terms, difference and sum will also be reviewed.  Then several examples of word problems will be done for the class.  
Students will be instructed to circle the words in the problem that tell us what kind of problem it is (addition, subtraction, etc.)
Examples: 1.1 (13, 71), 1.2 (93), 1.4 (49)
Students will then be given pages. 13, 26, 33, 45 to be done individually.

Day 5 Numeracy (Subtraction with Borrowing)

Numeracy

The instructor will review the concept of addition and carrying over. One student will be given a sum of play money ($124) and asked for $40. The student will be unable to do because they do not have the appropriate change. The student will have to break the 100 into tens so they can give the instructor money. This is considered "borrowing". On a place value sheet students will be shown how to subtract large numbers using the concept of borrowing. Several examplles will be done together before the students do the problems:

1.5 (9, 10, 13, 14, 17, 18, 21, 22 25, 26, 29, 30, 33, 34, 37, 38)

Day 5 Communication Lesson (Reading and Dictionary Skills)

Newspapers

The students will begin the day with 30 minutes of newspaper reading. They will be instructed to look for an article that they find interesting, for they will create a scrapbook on that topic.

Dictionary

Students will be given a dictionary and explained how it works. They then will be given page 5 - 8 of Empowering the Learner 2, and as a class we will read the article and do the activities that follow. After we will then play a game where the class will be divided into 2 or 3 teams, and the students will be numbered. The teacher will write a word on the board and call out the number, and the first student to find the word, their team will get a point. Part 2 of the game is, the instructor will write 3 words on the overhead (turned off), and then turn it on, and the student who's number is called has to write the words in alphabetical order and hold them up in the air.

Paragraph Writing

Students will be given a picture for them to write a paragraph as a group. The first student will write a topic sentence, and then pass the picture on to the next student. The next 4 students will write a supporting sentence for the picture. The last student will write the concluding sentence.


Journal

Students will reread the lesson 1 story, "Teachings of the Medicine Wheel", and discuss the concept of a cyclic way of thinking and a linear way of thinking. Discussion will take place on how our point of view and upbringing and culture shapes our perspective. They will then be given the question "Think of somethings that you believe to be cyclic (in a circle), and some things that are linear (in a line). Are they truly that way, or is it just the way we look at them?"

Wednesday, February 4, 2009

Day 5 Career Possibilities

Career Possibilities

Students will be given a handout of Guiding Circles (Aboriginal Human Resource Council), p. 12 & 13. As a class they will go over the handout and look at all the job possibilities. Students will then be given pages 14 &15 and explained how the expamded possibilities sheet works. They will be given the career of a teacher and expanded oppertunities (ESL, ABE, principal, Guidance Counsillor etc.) will be added. Students will then go to the computer stations in pairs or threes and research a career, and write the extended possibilities. Students will be encouraged to post links to usefull sites on the class blog.

Useful Webpages

Aboriginal Construction Careers

http://www.aboriginalconstructioncareers.ca/careers/index_e.asp

Aboriginal Human Resourse Counsil

http://www.aboriginalhr.ca/

Day 4 Communication (Writing Paragraphs)

Class will begin with a review of the parts of a sentence, which will be written on the top of the white board.  Students will make examples of sentences, carefully using the correct verb tense and adding the joining words.

Students will play one or two rounds of the mystery sentence game.

Students will be told that even as a sentence is a group of words that come together to form an idea, a group of sentences come together to form a paragraph.  The goal of a paragraph is to combine several ideas together to make a point.

A paragraph starts with a topic sentence that gives a general overview of what the point is that you want to get across.  It is followed by the body of the paragraph that gives further details to help make the main point.  The last sentence restates the topic sentence in a different way.

Note:  The first sentence of a paragraph is indented 5 spaces.  

The instructor will then use his five sentences from last class to make a paragraph.  The main point of the paragraph is to describe the picture. (Cold, bored feeling)

Sentences
  1. There is a man fishing next to a hole in the ice.
  2. He has already caught one fish which is next to him.  
  3. The weather is cold, so the man is wearing a parka and large mitts.
  4. He is waiting for another fish to bite, and is probably cold, hungry and bored.
  5. There is a large spear next to the man to help him catch the fish.
Paragraph

In the picture there is a cold - looking man fishing next to a hole in the ice.  The weather looks very cold on the open ice, so the man is wearing a heavy parka and mitts.  He has a large spear next to him, to help him catch the fish.  He has already caught one fish, but still wants another.  He is waiting patiently for another to fish to bite, and he's probably cold, bored, and hungry.

The students will then use their sentences from the last day to make a paragraph describing their picture. 

Day 4 Communication Lesson (Reading & Grammar)

Reading

Students will be given Lesson 6 (Ojibway Stick Game) of Empowering the Learner 2 and will be given 10 minutes to read individually. The instructor will then read page 26 to the class, and then ask individual students to explain to the class how to play the game.

Grammar

Activity 1: The instructor will review the concept of a verb and then get the students to circle the verbs in each sentence of the "Stick Game" story.

Activity 2: A. Students will complete the table defining the vocabulary words for the story.

B. Students will use the verbs in the word box (using the correct verb tense) to complete the sentences.

Game

Students will then use white-out to mark pencils to play the game.

Day 4 Numeracy lesson (Addition of Whole Numbers)











The student will be shown an overhead of Albrect Durer's "Melancholia", which contains a magic square.   They will then be shown a blow up of the hidden magic square and explained how a magic square works.  They will be told that in order to solve a magic square they will have to be able to add numbers still within the base ten system.

Students will then be given a stack of play money in multiples of over ten. They are to count the bills and place that number in the appropriate place value column, even if that number is larger than 10. 
students will be led to rediscover that our number system is a base 10 system, and when a place value has reached 10  or more, the number of 10's must be carried over to the next column.  

The students will then be taught the term "sum", and learn that 3 + 5 = 8 can be read, "the sum of 3 and 5 is 8".

Students will use the place value sheets to add the following numbers:

37 + 28,  32 + 57 + 14, 139 + 72

Students will then try to solve the following magic square as a class:  (at top)

Problems:  McKeague p.27

1.3 (11, 12, 17,  18, 23, 24, 29, 30, 35, 36, 41, 42, 47, 48)

Two additional Magic Squares for fun.






Tuesday, February 3, 2009

Day 3 Writing (Communication) & Journaling (Interpersonal)

Free Writing

Students will write for ten minutes in their journals. The purpose of this exercise is to get the mental juices flowing. The instructor will put several prompts on the board for the students to use if necessary. Students can describe the room, or simply how they feel. If the students have nothing to say, then all they write is "I have nothing to say." This activity is for interpersonal reflection only.

Describing Pictures

Students will be given a magazine and asked to find a picture that interests them. Students will then be asked to list 10 nouns, 3 verbs, and several adjectives describing the picture. Students will then write 5 sentences describing what is happening in the picture using those words. The picture will be cut out and saved with the sentences for a paragraph writing activity.

Day 3 Numeracy: Place Value Review


Day 3 Communication Lesson (Reading and Grammar)

Empowering the Learner 2 Lesson 9 (p. 36 - 41)



Reading for Discussion



Students will read Page 36 to themselves for ten minutes. The instructor will then read the article to the students asking for definitions of routine, ordinary, point of view, culture and perspective.

The instructor will then share a personal life teaching explaining how he learned something through life experiences. Students will be encouraged to share stories of their own.

The intructor will review the concept of a noun differentiating between count nouns and non-count nouns (fire, air, water, rice).

The instructor will then go over the rules for plural nouns.
  1. Most nouns, just add 's'. 1 chair, 2 chairs
  2. Nouns that end with s, ss, sh, ch, x or z, add 'es'. 1 brush, 5 brushes.
  3. Nouns that end in a consonant + 'y', drop the 'y', add 'ies'. 1 city, 2cities.
  4. Nouns that end with a consonant + 'o' can be 's' or 'es' or either. silos, mangoes, volcanos (volcanoes)
  5. Nouns that end in 'f' or 'fe', drop the "f(e)" and add 'ves'. 1 calf, 2 calves.
  6. Some plural nouns are special (irregular). 1 mouse, 2 mice.

Students will use this information to complete pgs. 37 - 41 of the text, plus the crossward on page 40.


Monday, February 2, 2009

Day 2 Communication (Parts of Speech)

Grammar: Parts of Speech


Motivational Set: The instructor will draw a picture on the white board and have the students make a sentence, then write that sentence on the board.





The monkey is giving the rabbit a flower.

The instructor will pose the question, "Which words in this sentence can be grouped together into categories of similar words?"
The instructor will then lead the students into placing the words into the following groups:

monkey, rabbit, flower
giving, is
the, the, a
The students will take a piece of paper and divide it into quarters. They will draw a picture in one quarter and pass it to the next student. That student will write a sentence describing that picture. They will then draw a new picture and pass it on to the next student. Continue until the page is full.

The instructor will lead the students to realizing that there are different kinds of words that have different functions. The first word group (part of speech) to be discussed is nouns.

Nouns

Nouns can be defined as a "person, place or thing." or even an idea or a quality.

The instructor will copy a chart on the board similar to the handout that is attached. Students will brainstorm different nouns that fall into each category of person, place, thing or idea.

The students will then complete page one of the following handout.

Verbs

A sentence is not a sentence unless it has at least one verb.
There are two different kinds of verbs, "doing" verbs and "being" verbs.
Do Verbs are verbs such as "run", "play", and "watch".
Be Verbs are "am", "are", "was", and "were".
Verb phrases can be interrupted by small words like "not", "never", and "always".

Verbs change their form to tell us when the action is happening.

I drank coffee this morning. (PAST: Before)

We are drinking coffee now. (PRESENT: Now)

I will drink coffee tomorrow. (Future: Later)

Exercise: The students will read the sentences on the handout and try to underline the verbs and determine if these sentences happened in the present, past or future.

  1. The pitcher threw the ball.
  2. The Christmas tree looked beautiful.
  3. The children are playing outside.
  4. Those trees will fall down if it's too windy.
  5. We are learning about nouns and verbs today.
  6. The car went in the ditch because of the icy roads.
  7. I will never eat food that spicy again.
  8. The dogs were very cute when they were puppies.
  9. We will be very happy at three o'clock today.
  10. I watched a funny movie on TV last night.

Parts of a Sentence

The Instructor will divide the white board into five categories:  Subject, Verb, Direct Object, Indirect Object, and Time.  As a class we will write sentences using all of these components.  The instructor will then remind the students that all sentences begin with a capital letter and end with a punctuation mark.

Mystery Sentence Game:

On the top of a vertical strip of paper a student will write any subject then fold the paper over so that the word is hidden. They will then pass it to the next student.  Students will then write the next part of a sentence, fold over the paper, and then pass it on.  When all the parts of the sentence are complete, the next student will open the paper, fix the verb accordingly, add the appropriate prepositions and articles, and then read the sentence to the class.




Day Two Numeracy: Place Values


Day 2 Communication Lesson: Noun Worksheet


Exercise 1: Complete the following chart using the word bank below.

Exercise 2: Read the following sentences and underline all the nouns.
  1. The dog chased the cat under the porch.
  2. Muffins made with blueberries are delicious.
  3. My daughter sold her computer to a friend.
  4. Ian drove his car to North Battleford to shop for a new truck.
  5. Penguins live by the North Pole, but these birds aren't bothered by the cold.
  6. So much snow covered the roads, that even the truck drivers pulled into motels.
  7. From the top of the hill, we saw the giant elevators north of North Battleford.
  8. If the weather is good, we like to ride our bikes to the store.
  9. Storms can make life dangerous.
  10. The fishermen were out checking their nets for fish.
  11. Working hard is a sure way to get a good education.
  12. The lake was calm and the sky was clear.