7A & 7B conducted a monitored debate today on the topic of introducing coding into the Ontario curriculum and the Ontario report card.  The topic was chosen by the judges and not previously assigned.  After a coin toss, 7B was awarded the choice of being 'for' rather than 'against.'  The debate involved presenting points, clarification, rebuttals, further points, and closing arguments.  The judging panel chose 7B based on their logical arguments.
Math: page 193 3-6, 8, 10, 11, 14, and 15; work on knowledge hook.
History: phase 1 and 2 of the history project by Friday, December the 20th.
Science: their project is due on Wednesday, December the 4th.

*Our class is conducting a food drive, please send in non perishable goods to help those in need our community. All donations are going to the Daily Bread or Food Bank in Etobicoke. Your donations are greatly appreciated.  Students are promoting the food drive on the second floor and tracking how much food is collected by Friday, December the 20th.  Because of our P.A. Day, Friday, December the 6th, we have 14 school days remaining.*

Math: pg. 187 3,8,10,12,14,16, & 17; work on knowledge hook
Science: students have a project due on Monday, December the 9th.
French: there is a test next Wednesday, December 4th.
History: students in 7B have until Friday, December 20th, for both the summary and brining-one-of-their topics to life.  Students have the textbooks at school. They will be given time in class.

Math: pg. 182 #1-6,8,10,12,14, 23, and 24; work on knowledge hook; this chapter regarding patterning is extremely important; students are encouraged to seek additional help and complete their work, as normally required.
History: students were given an outline of their thee part history project which requires a summary for each group member, a group creation that brings their chapter to life, and preparations to give a lesson to their classmates. See handout.  Due dates: December 2nd and December 20th.
Writing: students reviewed the rules regarding capitalization, clauses, plurals, count and non count, and possessive nouns in class today. 

Grade 7 & 8  History Project     50 marks 

Expectation: students are required to learn about New France and British North America.

Phase 1: All assignments must contain a written component or summary of their assigned chapter: this is a one to two page hand written or printed explanation on an 8 ½ X 11 sheet of paper.

This is due December 2nd for 7A and 7B.  7C has already done this. Each group member had to paraphrase or use their own words to summarize the chapter.

Your summary will  count for 10 marks and it will be graded according to  your accurate summary of ideas, your vocabulary, your organization of paragraphs, and the application of language rules. 

Phase 2:

This is due before Friday, December 20th..

You only do one of the suggested activities.

Bring History to Life.  Here are some suggestions.  (These examples, in this case, only apply to the War of 1812).  Each person or group has a different topic according to their previously assigned chapter in the text book.

A) Model of a structure or system. i.e.  a model of Fort George in Newark or Niagara-on-the-Lake or what York (Toronto) looked like in 1812 with clear indication of streets, government buildings, the Don River, and Lake Ontario

B)  Prepare a comic strip  i.e. create a story-board on the life a Canadian soldier who participated in the Battle of Queenston Heights

C) Perform a play. i.e. re-enact Laura Secord listening to the planned invasion of Canada and her attempts to inform General Fitzgibbon

D)Design an informative poster or Powerpoint presentation. i.e. list and explain the number of wars between America and England during this period; then, you must highlight the most important battles and explain why they were very important

E)  Do a documentary and tape it. i.e. recreate the Battle of Detroit and add historical commentary

F)  Create a large poster diagram. i.e. explain various naval battles that occurred along Lake Erie

G)  Write out a script for a debate. i.e. one student argues that Native groups contributed greatly to specific battles and intelligence to help win the war while another student argues that Canadian militia and British forces contributed greatly.

H)   Write  two stories  or two perspectives about the  Battle of New Orleans i.e. one from a British soldier and the other from an American soldier

I)  Create maps with an explanation. i.e. indicate the number of battles fought along the St. Lawrence, Lake Ontario, the Niagara River, and Lake Erie; explain the most critical battles and which were less significant

J) Create diagrams with detailed explanations. i.e. the daily routine of a soldier stationed at Fort York

K) Write out a recipe for a dish made for soldiers. Be sure to include diagrams and instructions on how to prepare the food. You can even make it. Be aware of food allergies in the class.

L) Write and perform an informative rap or hip hop song that conveys the accurate historical information of your topic.  i.e.  Governor Kayne West drops hip-hop lyrics on why America should declare war on the British Empire

N) Design a website, blog or  Instagram account that conveys the information. i.e. authentic battle hymns, songs,  and marches with a historical explanation.

O) Draw an outfit or a piece of clothing from that period. You can even make it with fabric.  i.e. French Canadain military outfit, a British military outfit, a Canadian militia outfit, and a Native warrior

P)  A historical and semi fictitious diary entry of a person i.e. the wife of a soldier or general

Q) Write a speech to a various group i.e. Tecumseh motivates his people to stop settlers from colonizing the Ohio Valley

R) Create your own podcast about your topic.

S) Be a fashion designer  by sewing or knitting clothing worn in that period.  i.e. Make a 19^th century British uniform.

One of these is done by the group members.

January

Phase 3: The group must teach a lesson.  They must be able to explain the main topics of their chapter.  They have to create an activity for the students to learn the material, such as a Jeopardy game.

The lesson plan has the following format:

List your group members:

List the materials needed to teach the lesson:

3) Write down the chapter title and and page numbers for your lesson.

4) Provide the  main ideas of this chapter on the chalkboard. 5 minutes

5) Provide an explanation of the events, people, and other things.           10 minutes

6) Design an activity for the students to do.   20 minutes

7) Review the main concepts of the  lesson.    5  minutes

*Student might want to have the students do a hands-on-activity, such as designing various 17th century hat designs using construction paper or foam board.  This would deal with the fur trade and emphasize the different styles of hats.  Students could also compete in a Jeopardy like game to review the main ideas.

Rubric: I will grade phase two according to the following criteria:

historical accuracy,

originality,

presentation skills  (visual messages, your body language, your eye contact, and the projection of your voice),

the quality level of your content,

 and quality of written explanations.

  Each category is out of 4 and the total is 20.

*All subjects must be finalized by Mr. Paralusz to provide variety and originality.*

Your lesson will be graded on the following:

Preparation

Visual messages

Understanding of the material

The level of involvement of the students

How well the group works together and how smoothly, and on time, the lesson proceeds.

Each category will have four mark and there will be a total of 20 marks.

Math: pg. 178 1-5; work on knowledge hook
History: students will be put in groups and be assigned a chapter on which they will do a three part project
Writing: today, we went through a debate format on the topic of uniforms to prepare for Friday; we will have a debate against 7A.

7B will choose their groups on Monday, November the 25th.

7A & 7B History Project 50 marks

Expectation: students are required to learn about New France and British North America.

Phase 1: All assignments must contain a written component or summary of their assigned chapter: this is a one to two page hand written or printed explanation on an 8 ½ X 11 sheet of paper. 

This was due December 2nd for 7A and 7B.  7C has already done this. Each group member had to paraphrase or use their own words to summarize the chapter. 

Your summary will  count for 10 marks and it will be graded according to  your accurate summary of ideas, your vocabulary, your organization of paragraphs, and the application of language rules.  

Phase 2:

This is due before Friday, December 22nd.

You only do one of the suggested activities. 

Bring History to Life.  Here are some suggestions.  (These examples, in this case, only apply to the War of 1812).

A) Model of a structure or system. i.e.  a model of Fort George in Newark or Niagara-on-the-Lake or what York (Toronto) looked like in 1812 with clear indication of streets, government buildings, the Don River, and Lake Ontario

B)  Prepare a comic strip  i.e. create a story-board on the life a Canadian soldier who participated in the Battle of Queenston Heights

C) Perform a play. i.e. re-enact Laura Secord listening to the planned invasion of Canada and her attempts to inform General Fitzgibbon

D)Design an informative poster or Powerpoint presentation. i.e. list and explain the number of wars between America and England during this period; then, you must highlight the most important battles and explain why they were very important

E)  Do a documentary and tape it. i.e. recreate the Battle of Detroit and add historical commentary

F)  Create a large poster diagram. i.e. explain various naval battles that occurred along Lake Erie 

G)  Write out a script for a debate. i.e. one student argues that Native groups contributed greatly to specific battles and intelligence to help win the war while another student argues that Canadian militia and British forces contributed greatly.

H)   Write  two stories  or two perspectives about the  Battle of New Orleans i.e. one from a British soldier and the other from an American soldier

I)  Create maps with an explanation. i.e. indicate the number of battles fought along the St. Lawrence, Lake Ontario, the Niagara River, and Lake Erie; explain the most critical battles and which were less significant

J) Create diagrams with detailed explanations. i.e. the daily routine of a soldier stationed at Fort York

K) Write out a recipe for a dish made for soldiers. Be sure to include diagrams and instructions on how to prepare the food. You can even make it. Be aware of food allergies in the class.

L) Write and perform an informative rap or hip hop song that conveys the accurate historical information of your topic.  i.e. Governor Kayne West drops hip-hop lyrics on why America should declare war on the British Empire

N) Design a CD cover , website, and instagram account that conveys the information. i.e. authentic battle hymns, songs,  and marches with a historical explanation. 

O) Draw an outfit or a piece of clothing from that period. You can even make it with fabric.  i.e. French Canadain military outfit, a British military outfit, a Canadian militia outfit, and a Native warrior

P)  A historical and semi fictitious diary entry of a person i.e. the wife of a soldier or general 

Q) Write a speech to a various group i.e. Tecumseh motivates his people to stop settlers from colonizing the Ohio Valley

R) Create your own podcast about your topic.

One of these is done by the group members.

January

Phase 3: The group must teach a lesson.  They must be able to explain the main topics of their chapter.  They have to create an activity for the students to learn the material, such as a Jeopardy game.

The lesson plan has the following format:

1. List your group members:
2. List the materials needed to teach the lesson:

3) Write down the chapter title and and page numbers for your lesson.

4) Provide the  main ideas of this chapter on the chalkboard. 5 minutes

5) Provide an explanation of the events, people, and other things. 10 minutes

6) Design an activity for the students to do. 20 minutes

7) Review the main concepts of the  lesson. 5  minutes

*Student might want to have the students do a hands-on-activity, such as designing various 17th century hat designs using construction paper or foam board.  This would deal with the fur trade and emphasize the different styles of hats. Students could also compete in a Jeopardy like game to review the main ideas. 

Rubric: I will grade phase two according to the following criteria:

historical accuracy, 

originality, 

presentation skills  (visual messages, your body language, your eye contact, and the projection of your voice), 

the quality level of your content,

 and quality of written explanations.

  Each category is out of 4 and the total is 20.

*All subjects must be finalized by Mr. Paralusz to provide variety and originality.*

Your lesson will be graded on the following:

1. Preparation
2. Visual messages
3. Understanding of the material
4. The level of involvement of the students
5. How well the group works together and how smoothly, and on time, the lesson proceeds.

Each category will have four mark and there will be a total of 20 marks. 

Writing: students must choose a should or should not argument, create a bubble diagram, fill in a S.E.E. statement chart (as done in class for the cell argument), and write a one page two paragraph essay on the topic that they have chosen; the cell phone argument has already been used as a model.
History: students must complete the first three pages of the history package on the American Revolution and the Loyalist Migration
Math: page 172 1-18; work on knowledge hook

Math: complete today's assigned handout; do 1-3,5-7,9-14; work on knowledge hook
*Bring back your novel, the Outsiders, if it is lost you compensate the school.
*You should have completed your compare and contrast essay on the novel versus the movie.
*The girls have a basketball tournament tomorrow..
*The boys have volleyball practice today after school.
History: tomorrow, I will be assigning a package on the American Revolution and the Loyalist Migration.  We currently working on persuasive writing and debating in language class.

Science: there is a science test tomorrow on Tuesday, November the 19th; please refer to a previous post that listed the pages and topics.
Media: we will soon begin various topics such as justice, food, violence in media, the food industry, the power of media, and risks to health.  Students will choose one booklet to present. Think about which topic interests you.
Math: pages 169 1-10,13-15, & 17-19; there is a math unit test on Friday, November the 22nd.
*Be sure to work on your knowledge hook exercises.

7A students were assigned some worksheets regarding the American Revolution and the United Empire Loyalists in class.  They are asked to complete the package in class and over the weekend.   We will be beginning our next unit on British North America or the American Revolution, the Loyalists and the War of 1812.

Click the below link, in case you have misplaced your copy, so you can do the homework.

Students were copies of the below link, if they were in class today.

American Revolution and Loyalists

Writing: explain to the reader how the novel, the Outsiders was similar or different.  Focus on plot, characters, conflict, theme and settings. There should be one page response.  Use a venn diagram to jog your memory. 
History: we are start a segment on the American Revolution.  Here is a clip you may wish to view:

https://www.youtube.com/watch?v=k_xVwrQi5bs&t=171s

Math: page 163 1-10,12,13,16-20

Be sure to work on your knowledge hook.

Science: there is a test on Tuesday, November the 19th.

Friday is a P.A. Day.

The following parties completed their presentations:

The World Party
The Canadian Society Party
The Questionable Party
The Active Party
The Pro Environmental Party
The N.E.H.P.
The Promises Party

The Promises Party formed a majority government.  Three parties- the Active, the N.E.H.P, and the Pro Environment Party- received oppositional status.  Overall, the students did an excellent job.

Math: pg. 155 1-4,8,9,11,14,15,17,19,and 21-24.
Science: there is a test next Tuesday, November 19th; there is project due Thursday, November the 14th.
History: students are taking notes on the following video link entitled Episode 2, The Story of Us, Hunting Treasures.

https://www.youtube.com/watch?v=Q8rheibq-nM

Interviews begin Wednesday night, continue on Thursday night, and finish on Friday morning.  If you have not booked an interview we can arrange for one at a later date.

Friday is P.A. Day.

Reports cards will be handed out last period today.

History tests will be returned today.  The mark is out of 35.

Reading: complete previously assigned questions from chapter 11 and 12.
Media: two remaining parties need to present on Monday.
Math: work on knowledge hook.

Math: students need to work on knowledge hook; they must also complete page 140 #1-15
Media: students must do their presentations for their political parties on Friday, November the 9th.

I will post the results on the following blogspot.   The 7A election was held this morning.

https://njmsgrade7media.blogspot.com/

I will be at a dental appointment Thursday morning, so the media presentations will be on Friday, November 8th. 
Reading:  complete the below assigned questions for chapter 10

Chapter 10

1. Do you think the rumble was worth the trouble?

Why or why not?

2. Why did Dally want to die?
3. Why did Ponyboy tell himself not to remember?
4. Why was Ponboy concerned with whether or not he had asked for

Darry while he was unconscious?

5. Why were athletics so important to Ponyboy and Darry?

Find synonyms for the following words:

convinced exhaustion corruption     delirious

Math: work on knowledge hook; pg. 135 #7-11,14,15,& 17-20.

Two media forms still need to be returned.

*For band and strings students are required to have some forms signed.
Math: students need to work on knowledge hook.
Media: students should be able to present their projects on Thursday, November the 8th.

Math: knowledge hook needs to be done; page 128 #4-7,9,11,12,15-19

Media: students will present next week.  The first group presents on Wednesday.

www.njmsgrade7media.blogspot.com