curriculum night 2011 grade 5 french immersion. health: term 1: relationships to to self and...

Curriculum Night 2011Curriculum Night 2011

Grade 5 French ImmersionGrade 5 French Immersion

Health: Health:

Term 1:Term 1: Relationships to to self and others. Self Esteem, Relationships to to self and others. Self Esteem,

Bullying. Bullying.

Body Systems: Respiratory and Cardiovascular. Body Systems: Respiratory and Cardiovascular.

Term 2Term 2:: Disease Prevention and SafetyDisease Prevention and Safety

Term 3Term 3: : First Aid, Growth and Development in Puberty First Aid, Growth and Development in Puberty

English Language ArtsEnglish Language Arts

Listening and Speaking:Listening and Speaking: Developing maturity in social interactions, by showing Developing maturity in social interactions, by showing

respect for the ideas, thoughts and opinions of others, respect for the ideas, thoughts and opinions of others, by developing strategies to by developing strategies to listen attentivelylisten attentively, and , and knowing how to engage in discussionknowing how to engage in discussion by taking turns. by taking turns.

As the year progresses the expectations shift to attending As the year progresses the expectations shift to attending to and to and using specific vocabularyusing specific vocabulary, , listening and listening and responding criticallyresponding critically, and , and giving oral presentationsgiving oral presentations. .


Reading and Viewing:Reading and Viewing: Showing the ability to Showing the ability to select “Just Right”select “Just Right” books that are books that are

appropriate for reading level, expanding interests, by appropriate for reading level, expanding interests, by reading reading “widely” from a variety of genres“widely” from a variety of genres, and engaging , and engaging the behaviors that show that “the behaviors that show that “Reading is ThinkingReading is Thinking”, ”, such as taking notes of thoughts, feelings, and such as taking notes of thoughts, feelings, and impressions. impressions.


Reading Reading This year the students will read for the purpose of This year the students will read for the purpose of

answering “research” questions. They will expand on answering “research” questions. They will expand on note-taking skills, will learn to find information from note-taking skills, will learn to find information from many sources, books, internet, interview, magazines…many sources, books, internet, interview, magazines…

They will be learning the conventions of information They will be learning the conventions of information text in particular during this time. text in particular during this time.


Reading: Reading: Students will be developing Students will be developing comprehension strategiescomprehension strategies

that will help them with; making connections with prior that will help them with; making connections with prior knowledge, wondering, visualizing, making inferences knowledge, wondering, visualizing, making inferences ( reading between the lines) and transforming their ( reading between the lines) and transforming their thinking. thinking.

They will be They will be expanding on their vocabularyexpanding on their vocabulary.. They will be They will be developing greater fluency and accuracydeveloping greater fluency and accuracy . .


Writing:Writing: Using the Writer’s Notebook, students will collect ideas Using the Writer’s Notebook, students will collect ideas

as “seeds” of eventual writing. They will be writing as “seeds” of eventual writing. They will be writing personal narratives, will be experimenting with writing personal narratives, will be experimenting with writing in various genres. in various genres.

They will work through the process of writing with an They will work through the process of writing with an emphasis on pre-writing skills; selecting ideas, emphasis on pre-writing skills; selecting ideas, organizing with/without the use of graphic organizers, organizing with/without the use of graphic organizers, and outlining their drafts. and outlining their drafts.


A note about A note about SPELLINGSPELLING……..……..

Within the context of reading and writing workshops, we Within the context of reading and writing workshops, we will be looking at will be looking at spelling conventionsspelling conventions. . Word studyWord study activity will be extended into practice at home. activity will be extended into practice at home.

Students will be asked to keep up a Students will be asked to keep up a word bankword bank in class to in class to assist them in writing words they frequently encounter assist them in writing words they frequently encounter and needand need . .

French Language ArtsFrench Language Arts

Appreciation of the French language and Appreciation of the French language and of cultural diversity;of cultural diversity;

Students need to Students need to demonstrate a positive attitude demonstrate a positive attitude toward the French language and towards Francophone toward the French language and towards Francophone communitiescommunities throughout Canada and around the world. throughout Canada and around the world.

They need to They need to respect and recognize cultural diversityrespect and recognize cultural diversity

French Language ArtsFrench Language Arts Example of an assessment tool ;Example of an assessment tool ;

L’élèveL’élève SouventSouvent ParfoisParfois RarementRarement

Speaks to his/her friends, Speaks to his/her friends, the teacher and visitors in the teacher and visitors in FrenchFrench

Uses French in a variety Uses French in a variety of situationsof situations

Avoids using English, Avoids using English, using strategies to solve using strategies to solve

Demonstrates interest in Demonstrates interest in improving his/her Frenchimproving his/her French

Uses vocabulary and Uses vocabulary and expressions modeled in expressions modeled in class. class.


Special projects that will enhance student appreciation Special projects that will enhance student appreciation

of culture and language;of culture and language; - use of electronic penpals “Epals” or Skype partners- use of electronic penpals “Epals” or Skype partners - a unit of study on children around the world with a - a unit of study on children around the world with a

focus on the Rights of the Child ( UN) and on how focus on the Rights of the Child ( UN) and on how these rights are and are not upheld in various contexts.these rights are and are not upheld in various contexts.

- special guests- special guests - field trips. - field trips. - frequent airing of French media in class - frequent airing of French media in class


Listening and SpeakingListening and Speaking - T- The students will learn specific strategies to help them he students will learn specific strategies to help them

anticipate the meaning of what is spoken in French.anticipate the meaning of what is spoken in French. - They will learn specific listening behaviors, which tie - They will learn specific listening behaviors, which tie

in to the overall goals of the school’s and class’s codes in to the overall goals of the school’s and class’s codes of conduct, with an emphasis on respect. of conduct, with an emphasis on respect.

- Students will accumulate, through teacher modeling, - Students will accumulate, through teacher modeling, several ways to use French vocabulary and sentence several ways to use French vocabulary and sentence structures, without resorting to using English.structures, without resorting to using English.

- The teacher will correct language only using judicious - The teacher will correct language only using judicious means, never singling out an error made by a particular means, never singling out an error made by a particular student.. student..

French Language ArtsFrench Language Arts Listening and Speaking,Listening and Speaking, cont’d cont’d Students are guided towards several in-class resources while Students are guided towards several in-class resources while

using their listening and speaking skills in French.using their listening and speaking skills in French. The development of a repertoire of resources is part of the The development of a repertoire of resources is part of the

student’s skill set in communicating in French. student’s skill set in communicating in French. Assessment toolsAssessment tools: : ChecklistsChecklists Oral presentationsOral presentations Class participation in discussionsClass participation in discussions RubricsRubrics Listening tasks where the main idea and details need to be Listening tasks where the main idea and details need to be

extracted and notedextracted and noted Samples of student responses to oral textsSamples of student responses to oral texts Anecdotal notes Anecdotal notes


Reading and ViewingReading and Viewing Students need to develop comprehension strategies in Students need to develop comprehension strategies in

various reading contexts; various reading contexts; Read AloudRead Aloud Shared ReadingShared Reading Independent ReadingIndependent Reading Guided ReadingGuided Reading


Reading and Viewing;Reading and Viewing; Students will read for various purposes; Students will read for various purposes; For pleasure, for information, for the sake of critical For pleasure, for information, for the sake of critical

analysis …analysis … They need to demonstrate their understanding of text They need to demonstrate their understanding of text

through a variety of means, such as a Reading Journal, through a variety of means, such as a Reading Journal, Book Talk, Book Club, responses to procedural texts, Book Talk, Book Club, responses to procedural texts, personal reactions…. personal reactions….

The use of graphic organizers is strongly encouragedThe use of graphic organizers is strongly encouraged. .


Reading and Viewing;Reading and Viewing; Texts will vary in how they are presented. They may be Texts will vary in how they are presented. They may be

films and other visual textsfilms and other visual texts Comprehension strategies includeComprehension strategies include Connections with prior experiences, with personal Connections with prior experiences, with personal

experience, with other texts, and with events in real life experience, with other texts, and with events in real life in general ( the world) in general ( the world)

Wondering…. Wondering…. VisualizingVisualizing

Making InferencesMaking Inferences Transforming thought..Transforming thought..


Reading also involves the analysis of; the author’s Reading also involves the analysis of; the author’s intent, point of view, bias and stereotyping, accuracy of intent, point of view, bias and stereotyping, accuracy of information, usefulness of text, effectiveness of text information, usefulness of text, effectiveness of text layout…. layout….

This critical thinking is highly valued in Grade 5This critical thinking is highly valued in Grade 5


Writing and RepresentingWriting and Representing Writing will be integrated throughout the day across the Writing will be integrated throughout the day across the

curriculum.curriculum. Writer’s WorkshopsWriter’s Workshops will be held to teach the craft of will be held to teach the craft of

writing as well as to address all technical and writing as well as to address all technical and theoretical matters, in the form of mini-lessons…theoretical matters, in the form of mini-lessons…

A strong emphasis is on the process of developing A strong emphasis is on the process of developing quality writing, over the actual product. quality writing, over the actual product.

Some pieces will be selected to be brought through to Some pieces will be selected to be brought through to the “ publication” stage.the “ publication” stage.


Writing…Writing… Grammar and spellingGrammar and spelling are emphasized are emphasized

throughout the process, where mini-lessons throughout the process, where mini-lessons address specific grammatical difficulties, and address specific grammatical difficulties, and practice is required for students to improve. practice is required for students to improve.

Spelling is addressed in the form of word-Spelling is addressed in the form of word-study; examining prefix, suffix, root, word study; examining prefix, suffix, root, word families, phoneme families, words that have families, phoneme families, words that have roots in other languages, words that are similar roots in other languages, words that are similar to the English.to the English.

MathematicsMathematics

Mental Math:Mental Math: (Time limited tasks) (Time limited tasks) Addition and Subtraction FactsAddition and Subtraction Facts Multiplication and Division FactsMultiplication and Division Facts EstimationEstimation Visual-Spatial DiscriminationVisual-Spatial Discrimination GeometryGeometry


Term 1: Term 1: Whole Number SenseWhole Number Sense Operation Sense with Addition, Subtraction, Operation Sense with Addition, Subtraction,

MultiplicationMultiplication Geometry: Angles and TrianglesGeometry: Angles and Triangles Measurement: Perimeter, Area, and AnglesMeasurement: Perimeter, Area, and Angles Data Management: Stem and Leaf, Double Bar Data Management: Stem and Leaf, Double Bar

and Pictographsand Pictographs


Term 2Term 2 Number Sense with DecimalsNumber Sense with Decimals Operation Sense: Additions, Subtraction, Operation Sense: Additions, Subtraction,

Multiplication and Division with DecimalsMultiplication and Division with Decimals 3D Geometry : Motion geometry3D Geometry : Motion geometry Measurement: Standard International units, Measurement: Standard International units, Data Management: Line graphs and Data Management: Line graphs and

Coordinate Graphs Coordinate Graphs


Term 3Term 3 Number Sense with FractionsNumber Sense with Fractions Operation Sense with DivisionOperation Sense with Division Geometry: More 3D Geometry: More 3D Measurement: Area, Volume and Measurement: Area, Volume and

CapacityCapacity Data Management: Double Bar graphsData Management: Double Bar graphs ProbablitiesProbablities

Sciences humainesSciences humaines

Societies Over TimeSocieties Over Time; The big idea here is that human ; The big idea here is that human activity has been historically situated in the context of activity has been historically situated in the context of groups and their geographical places of work and play. groups and their geographical places of work and play. These groups are organized differently according to These groups are organized differently according to when they existed and where they were situated when they existed and where they were situated geographically. We will explore “societies” over time geographically. We will explore “societies” over time through the following units of study; through the following units of study;

Archeology: Studying the past through the science of Archeology: Studying the past through the science of archeologyarcheology

Situating major societies on a timeline of history, Situating major societies on a timeline of history, beginning with prehistorybeginning with prehistory Ancient CivilizationsAncient Civilizations Medieval SocietyMedieval Society

Sciences humainesSciences humaines

Assessment:Assessment: Modes of collecting information on student understanding are Modes of collecting information on student understanding are

varied.varied. Project: My Treasure Box and Personal TimelineProject: My Treasure Box and Personal Timeline Note-taking: Organizing information in tables, charts, using Note-taking: Organizing information in tables, charts, using

graphic organizersgraphic organizers Class participationClass participation Role playsRole plays Oral presentationsOral presentations Jigsaw cooperative learning situationsJigsaw cooperative learning situations TestsTests Attitude and class behaviorsAttitude and class behaviors

SciencesSciences

Term 1:Term 1: Properties and Changes in MatterProperties and Changes in Matter Forces and Simple MachinesForces and Simple Machines Term 2:Term 2: Forces and Simple MachinesForces and Simple Machines WeatherWeather Term 3: Term 3: The Human Body The Human Body

ArtArt

Term1:Term1: Express themselves in relation to the world Express themselves in relation to the world

through art-makingthrough art-making Compare art across time ( link to Social Compare art across time ( link to Social

Studies Unit on Exploring History and Ancient Studies Unit on Exploring History and Ancient Civilizations)Civilizations)

Use a combination of the visual elements and Use a combination of the visual elements and principals of art and design in art-making principals of art and design in art-making

Develop ability and initiative in the use of Develop ability and initiative in the use of techniques techniques

ArtArt

Term 2Term 2:: Collaboratively to apply learned skills, solve problems Collaboratively to apply learned skills, solve problems

and express ideas.and express ideas. Discuss ideas and approaches with sensitivity and Discuss ideas and approaches with sensitivity and

respectrespect Demonstrate that there are many ways of perceiving Demonstrate that there are many ways of perceiving

and knowingand knowing Use appropriate language in expressing their own Use appropriate language in expressing their own

responses to artworksresponses to artworks Demonstrate a sensitivity towards the natural and built Demonstrate a sensitivity towards the natural and built

environment through their artworkenvironment through their artwork

ArtArt

Term 3:Term 3: Contrast personal styles of a variety of Contrast personal styles of a variety of

artistsartists Describe art and the lives of artists within Describe art and the lives of artists within

cultural/historical/social contextscultural/historical/social contexts Examine the role of the media and Examine the role of the media and

discuss its effects on their lives discuss its effects on their lives

Questions?Questions?

You can find all curriculum resources in You can find all curriculum resources in the Document Depot of the Nova Scotia the Document Depot of the Nova Scotia Department of Education Department of Education

curriculum night 2011 grade 5 french immersion. health: term 1: relationships to to self and...

Documents

english language artsreading

english language artswriting

english language artsa

process of writing

writing words

prewriting skills

french immersion health

seeds of eventual writing