Jada

toc =Language Arts=

My Story
TASK: I was to create an organized piece of writing that tells my story. My story is made up of details and memories that construct who I am. INTENT: Everyone’s story begins the same way but from that moment on our “stories” become unique. Many people and many events are a part of our stories. The purpose of this assignment was for me to tell my story focusing on key events, people, and experiences that helped shape my story. CRITERIA: My final piece has three paragraphs and a reflection: a) How my story began (5 marks) b) A specific memory or event that had a meaningful impact (5 marks) c) My future self – Who do I see? What goals do I want to attain? (5 marks) d) Reflection on my final piece of writing (5 marks)

word of the day
TASK: Each day we were given a word and its definition. We then had to write the word in a sentence that showed we understood the meaning of the word. INTENT: The purpose for learning a new word each day is to enrich our vocabulary in our own writing and expand our knowledge of the English language. CRITERIA: We were expected to: Use the word in a context related to our subject areas
 * Keep our notebook up-to-date
 * Share our sentences with the class

Thank You Ma'am
We read the short story, “Thank you, Ma’am” by Langston Hughes. This story shows the consequences a young thief faces after attempting to steal a strong, yet compassionate, victim’s purse. Rather than punish the young thief, Mrs. Luella Bates Washington Jones empathizes with him and takes him into her home for a hot meal. She teaches him a valuable life lesson.

I chose to draw the scene in the story where Roger is standing outside Mrs. Louella Bates Washington Jones' home holding the money saying "Thank you, Ma'am. I chose this scene because it shows Roger has learned his lesson, therefore showing he got the money to buy his blue suede shoes. The scene represents the conclusion. This part also helps tell Roger a story because we learn that Roger did something wrong, but in the end learned from his mistake.

Iqbal
My class read the novel, //Iqbal//, by Francesco D’Adamo. This story is about a real boy named Iqbal Masih who is sold into a life of slavery at a carpet factory in Lahore, Pakistan. We learned about the working conditions of overworked and abused children who are forced to make carpets all day long and are denied many of their basic rights. Iqbal knows that this kind of life isn’t right and he tries to make a difference in the lives of many.

You are the Author
<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Throughout the novel, the chapters were only labelled with a number. I took on the role of being the author and I came up with chapter titles that I thought described the events of that chapter. I then summarized the chapter with 3 points of information.

Simile Cards
<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">We learned that a simile is a figure of speech that uses the words “like” or “as” to compare two different things. The novel had many examples of similes and as we read we had to identify, record, and explain the similes. Once we had a large selection of similes, we created a simile card for a comparison of our choice. We had to explain the simile and draw an illustration that represented both parts of the comparison.

Explore Reading Response
<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">We wrote an EXPLORE reading response after reading the first 5 chapters of the novel. Our response was 6 paragraphs each focusing on a different area. (Ex- Example, P-Purpose, L- Language and Key Lines, O-Organizational Features, R – Relate, E- Evaluate) <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">I received a mark of /35. (Explain what you did well and/or what you can do better next time)

Visual - Chapter 6-9
<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">I chose to draw the scene where Maria finished her carpet and Hussain not knowing if he should throw Maria in the tomb or not because she didn't follow the given pattern yet it looks to beautiful for her to be thrown in the tomb. I chose to draw this scene because to me it shows Maria taking a stand for herself, what she believes in, and for the other children working in the factory.

Hut and Water jug Reflection
<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">In chapter 13 of the novel, we learned about the working and living conditions of children who have to make bricks all day long. After reading this chapter, we tried to experience a small example of their daily life by taking part in two activities. We then had to reflect and describe what we learned.

Chapter 7 Quotable Passage Quiz


There are many quotable passages in the novel. We had to identify important quotes and explain why they were significant. After reading chapter 7 we wrote a quiz where we had to respond critically to certain passages. After the quizzes were marked, we then had to go back to our quiz and make corrections to our answers.

Child Labour Essay
TASK: After completing our novel study, I then had to use my knowledge of //Iqbal// to write an essay on child labour INTENT:


 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">To make my reader aware of the issue of child labour
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">To inform my reader about the oppression that children like Iqbal face
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">To empower/encourage my reader to take action in support of children’s rights

CRITERIA: We were evaluated based on:


 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Strong thesis statement
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Clear Introduction
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Evidence from the novel with clear citations throughout the body paragraphs
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Organizational structures and Use of Transitional Words
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Strong Conclusion
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Conventions and Language Usage
 * <span style="color: black; line-height: normal; mso-list: l0 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 72.0pt;">Followed the steps of the writing process including revising, editing, and proofreading

=Social Studies=

Timeline
== In September, as an introduction to the study of history, we each had to make a timeline of events that represented our own life.

Cro-Magnon
TASK: We had to create a poster that featured four important parts of daily Cro-Magnon life. (Homes, Food, Tools and Social Structure) INTENT: To develop a clear understanding of the Cro-Magnons who were the first modern people to live in Europe, about 40,000 years ago CRITERIA: We were evaluated on the following key criteria:
 * <span style="color: black; line-height: normal; mso-list: l0 level3 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 108.0pt;">Use of specific details of Cro-Magnon daily life in the four quadrant drawings
 * <span style="color: black; line-height: normal; mso-list: l0 level3 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 108.0pt;">Clear headings and title
 * <span style="color: black; line-height: normal; mso-list: l0 level3 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 108.0pt;">Good use of space/layout
 * <span style="color: black; line-height: normal; mso-list: l0 level3 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 108.0pt;">Neatness (use of a ruler, drawn in pencil, coloured in pencil crayons)
 * <span style="color: black; line-height: normal; mso-list: l0 level3 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 108.0pt;">Creativity and effort

In September, as an introduction to the study of history, we each had to make a timeline of events that represented our own life.

Egypt Title Page
==

Egypt Definition Card
We learned a lot of vocabulary words during our Ancient Egypt unit. We had to choose a word, and then define and illustrate it.

World Map
== =Math=

Volume
[|My volume post]

<span class="wiki_link_ext">Surface Area
<span class="wiki_link_ext">[|My Surface Area Post]

Pythagoras
[|My Pythagoras Post]

Percent
[|My Percent Post]

Proportional Reasoning
[|My Proportion Post]

Manga High
=Science= media type="custom" key="14221508" =We Day= media type="custom" key="14084568" media type="youtube" key="FJH5jr-UzgQ" height="315" width="420" media type="youtube" key="yrr8JG40yFk" height="315" width="420" <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;">TASK: After completing our novel study, I then had to use my knowledge <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> of Iqbal to write an essay on child labour

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> INTENT:

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> To make my reader aware of the issue of child labour

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> To inform my reader about the oppression that children like Iqbal <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> face

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> To empower/encourage my reader to take action in support of <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> children’s rights

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> CRITERIA: We were evaluated based on:

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Strong thesis statement

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Clear Introduction

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Evidence from the novel with clear citations throughout the body <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> paragraphs

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Organizational structures and Use of Transitional Words

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Strong Conclusion

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Conventions and Language Usage

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> Followed the steps of the writing process including revising, editing, <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> and proofreading

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 11974.5px; width: 1px;"> o