Madeline

toc =Language Arts=

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 Mrs. Jones fed Roger. I chose to draw the scene where Iqbal tells Fatima that they will be free next spring. I chose to draw this scene because it was a promise to be free and it meant somiething that will happen in the future. 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. My first similie card shows that Maria is a very shy girl that likes to hide, my second similie card shows when they escaped to help Iqbal and they almost got caught.

== 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)

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.

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) I received a mark of /35. (Explain what you did well and/or what you can do better next time)

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: = =
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Keep our notebook up-to-date
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Share our sentences with the class
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Use the word in a context related to our subject areas

<span style="font-family: Tahoma,sans-serif; font-size: 13pt;">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.

== <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">TASK: After completing our novel study, I then had to use my knowledge of //Iqbal// to write an essay on child labour <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">INTENT: <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">CRITERIA: We were evaluated based on:
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">To make my reader aware of the issue of child labour
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">To inform my reader about the oppression that children like Iqbal face
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">To empower/encourage my reader to take action in support of children’s rights
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Strong thesis statement
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Clear Introduction
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Evidence from the novel with clear citations throughout the body paragraphs
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Organizational structures and Use of Transitional Words
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Strong Conclusion
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Conventions and Language Usage
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Followed the steps of the writing process including revising, editing, and proofreading

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.

<span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">TASK: After completing our novel study, I then had to use my knowledge of //Iqbal// to write an essay on child labour <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">INTENT: <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">CRITERIA: We were evaluated based on:
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">To make my reader aware of the issue of child labour
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">To inform my reader about the oppression that children like Iqbal face
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">To empower/encourage my reader to take action in support of children’s rights
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Strong thesis statement
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Clear Introduction
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Evidence from the novel with clear citations throughout the body paragraphs
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Organizational structures and Use of Transitional Words
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Strong Conclusion
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Conventions and Language Usage
 * <span style="color: #000000; font-family: 'Tahoma','sans-serif'; font-size: 17.3333px;">Followed the steps of the writing process including revising, editing, and proofreading

<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.

=Social Studies= ==

==
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">TASK: We had to create a poster that featured four important parts of daily Cro-Magnon life. (Homes, Food, Tools and Social Structure)
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">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
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">CRITERIA: We were evaluated on the following key criteria:
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Use of specific details of Cro-Magnon daily life in the four quadrant drawings
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Clear headings and title
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Good use of space/layout
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Neatness (use of a ruler, drawn in pencil, coloured in pencil crayons)
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">Creativity and effort
 * <span style="font-family: Tahoma,sans-serif; font-size: 13pt;">We learned a lot of vocabulary words during our Ancient Egypt unit. We had to choose a word, and then define and illustrate it.

[|King Tut's Tomb.] == = = = = =Science= media type="custom" key="14466082"

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Volume
[|My Volume Post]

Surface Area
[|My Surface Area Post]

Pythagoras
[|My Pythagoras Post]

Percent
[|My Percent Post]

Proportional Reasoning
[|My Proportion Post]

Manga High
=We Day= media type="custom" key="14087638" media type="custom" key="14116478" media type="custom" key="14870072"