| Welcome to Mr. Holland's Neighbourhood! |
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Daily AgendaFor the week Beginning may 21st
Tuesday:
Wednesday:
Thursday:
Friday:
Math Test!This is a tab that will give you information on upcoming math tests, the expectations for both grade five and six students in the Ontario Curriculum, and what your student can be doing to Get Ready and ensure they are prepared. Test Day: Thursday, April 26th! Curriculum Strand: Patterning and Algebra Curriculum Specifics: Algebra Getting Ready... - what is a variable? an expression? an equation? - does it matter which letter you choose as a variable? can it be a picture? - how do you isolate a variable? - example problem: Brock and Alex were playing Junior Boys Basketball and they both scored baskets. Brock scored 4 baskets, and together they scored nine baskets. How can you show a way to solve for the number of baskets Alec scored using algebra?
Reading Program
In each five day cycle, students work through five lessons and five centres: Word Study Lessons (first 20 minutes of block):
Reading Centres (middle 45 minutes of block):
Home Reading (minimum of 15 minutes per night, every night) I also highly value the BVPS Bulldog Home Reading Program and factor it into report cards as an indication of a student's reading behaviour, along with how they utilize reading time at school in the classroom. For our class, the Home Reading Program begins on Day One of the school year and continues right to June (this year we are even running it!) The minimum class expectation is that each student submits one Home Reading Log per month. I have found this is an easily achievable goal, even with missed days for dance, hockey, and other expected and unexpected happenings. Reading Response
* Don't let the colours turn your stomach, they'll all make sense in a moment.... While some students that have come to Mr. Holland’s neighbourhood for a second year are busy working toward ‘higher order’ responses that synthesize a number of strategies in a single response, new students follow a proven path toward the same result. The first two strategies focussed on are making predictions and inferences while reading. Both follow a ‘set/predict/own/quote’ format where students come to understand what a full response entails. First, students ‘set’ the scene by telling what is going on in the portion of the book they are basing a prediction or inference upon. Next, they make a ‘prediction’, or an ‘inference’. Third, they support their prediction or inference with an explanation in their ‘own’ words. Finally, they support their view with a ‘quote’ from the text. As mentioned, both predicting and inferencing follow the same format, as shown in the examples below: Example: Predicting - Ally J was reading the book Ida B, by Kathleen Hannigan: In the chapter today Ida B is talking to the lady at the front desk and the lady is telling her where her classroom is. I predict Ida B isn’t going to go to her class because Ida B hates going to elementary school and in the text Ida B says, "I was overfilled with misery. I needed to release a little bit of it before it got to dangerous levels!" Example: Inferring - Becca was reading Love Aubrey, by Suzanne Lafleur: In this chapter when Aubrey wakes up, she imagines what would happen if her sister was there. I infer that Aubrey feels depressed because it’s her sister's birthday and her sister isn’t there. In the text it states, "Aubrey sighed, it was hard for her to get up that morning." After repeatedly demonstrating a mastery of predicting and inferring during reading conferences, students are then given more specific instruction on ‘connecting’ and ‘questioning’ during their reading response activities. Initially when connecting, students are required to use a three-step format. First, they state what a character is doing, or the situation a character is in during the chapter, beginning with ‘In my chapter today...’ Secondly, they connect to a similar situation from another book, or to a similar situation they have found themself in, beginning with ‘It reminds me of...’ Finally, the student connects the pair in a closing sentence. Then to progress to Level 4 responses, students follow the same format and infer feelings the characters experience while in the given situations. Example: Connecting - Sam was reading If I Stay, by Gayle Forman In the chapter today Mia is at the accident scene and is shocked and stunned when she realizes she is looking at herself in the crashed car. It reminds me of the feeling Jenna had in the book 'The Adoration of Jenna Fox' when she realized her parents had programmed her to go to her room when commanded. Both girls are shocked and stunned by the situation, Mia can't believe what she is seeing and Jenna can't believe what she has just learned. For questioning the goal is to have students begin to wonder about major questions of the novel, questions in which the outcome will directly effect the plot. Initially, students explain the situation, state the question they are wondering, and respond using if-then scenarios. Example: Questioning - Drew was reading City of Ember, by Jeanne DuPrau In my chapter today, Lina is running from the guards while Doon is waiting at the door to the Pipeworks to attempt an escape. I wonder if Lina will make it to the Pipeworks. If she does, she and Doon will be able to attempt an escape. If she doesn't, the guards will likely lock her up and Doon will either have to go alone or try to free her. The final facet of Reading Response activities the students set to master is summarizing text. To do this, students look to form four ‘areas’ of response. First, they provide a general overview of the entire chapter and the problem/issue that the characters are facing. Next, the students write beginning/middle/end segments as the issue is worked through. The beginning is the introduction of the problem to the character. The middle is the problem being dealt with. The end is what happened afterward. Character feelings are inferred as well, and the summary is generalized and written in the words of the student. Example: Summarizing - Jessica was reading Portraits, by Anna Kirwan: In my chapter this week, Aurelia is trying to write a note to Mrs. Sinclair, the lady that bosses her around, pretending it is from the man who switches the maids to different locations because she is fed up with Mrs. Sinclair and wants to leave. In the beginning, Aurelia uses her time wisely to write the letter while Mrs. Sinclair is out shopping for a new bonnet. While she is searching, Aurelia was trying to think of ways to persuade Mrs. Sinclair to let her leave. Then, in the middle of the chapter, Aurelia realizes that if she wrote the letter from herself, it would be less likely that she would be able to escape the torture chamber so she chooses to sign the letter as someone else. In the end, Aurelia ended up choosing to sign the letter as Mr. E. Hancock, the man who moves the maids, and sure enough Mrs. Sinclair accepted Aurelia leaving and Aurelia left happily. Class Read-Alouds
Writing ProgramBased on past EQAO results, Writing is definitely and area where we will focus this year. Just as with reading, there will be a nightly writing assignment for homework. It will be a simple paragraph that sums up a part of the day for each student, and they will work on their writing with a parent or older sibling. After the student writes the paragraph, a parent or older sibling will read it with the student, correcting together: capitals, periods, spelling and format. It is not meant to be extensive, more that each student will be writing smaller entries on a daily basis to become proficient at writing using the proper format for a paragraph. At school as we begin to write this year the program will be tied to the school Character Education Program and our Reading Program. We will initially be focused on the writing process over final products. Largely working as a class, the students will come to understand that prior to putting their fingers on a keyboard, much planning is involved. As they write about Character Education Traits, the students will go through identical stages en-route to a published product. Pre-Writing Before writing in term one we will begin by brainstorming as a class. Teamwork for example: What does it mean? Where do you demonstrate it? What examples do you have?... and as a group we will begin to branch off the trait with Mr. Holland writing on the front board and students working in their writing books. We will complete one or two ‘branches’ together before students bring the total number of branches to four working on their own. (Teamwork: at hockey, at cross country, with family, with friends). Each of the four headings will then have three supporting points added to it in this initial mind-map. (Teamwork: at hockey: we work hard at practice; I passed to Carter; we worked very hard at backchecking.) In terms two and three, we will work on this same process individually or in pairs using the Smart Ideas computer program on the school board system. Listing The second stage of our writing process is to eliminate one ‘branch’ and choose the three that will be used to form three body paragraphs in a written work. They are listed in order in writing books, and for each example, a consequence or additional fact is added. (Teamwork: at hockey: we work hard at practice to get better.... because we want to play our best and have fun when we get to our games!) Each point is elaborated on, and in the end each student will have the planning for three body paragraphs, with three supporting points, and each point will have been elaborated on. In terms two and three, Smart Ideas does much of this for the student, then each students adds 'pencil points' to their plan. Drafting From there the students will turn their point-form lists into sentences and paragraphs. We will write introductions and conclusions together, and drafts will become five planned paragraphs - a system we will follow throughout the year whether writing to Character Education traits, pen pals, or to learn a specific writing technique. It's always five. Revising / Editing Next the students will proof-read their work looking for errors and revising their work. A partner or two (or four!) will also read the draft, also checking for errors and asking questions that lead to revisions. Publishing Students will then type their drafts into a published product and print it off at school. This is the copy submitted to Mr. Holland.... the editor! Written work is ‘marked’ with a highlighter and returned to students. The highlighted words / spaces indicate only that a change is required, and students will use a variety of sources to correct. Some they will know, some they will ask fellow students, and some they will work through with Mr. H in a writing conference! The highlighted and final products will be posted on the classroom wall behind each student’s Character Education Certificate, with another copy sent home to be read and signed. Only after going through the same process multiple times will the students begin to investigate more specific forms of writing. During this time, we will also write to pen-pals using the five-paragraph process, an authentic activity that leads to the students taking great pride in their finished products. Be sure to visit the Bulldog Writing Spotlight to check out examples as the year progresses! Writing Spotlight
By: Andrew In reading this year, I have been able to empathize with many characters. I could empathize with Shmuel from The Boy in the Striped Pajamas, Phoney Bone from Bone, and Greg from Diary of a Wimpy Kid. I could empathize with Shmuel when he got beaten up by guards. I think he felt hurt on the inside and the outside because he realized that nobody else wanted to save him from them. Also, when Shmuel was in the gas chamber I could empathize that he felt shocked. I think this because he thought they were just going for a march but he later found that he was going to die. When Shmuel had no friends I could empathize with him being lonely because when Bruno was walking towards him he was talking to himself. This would mean he had nobody else to talk to. These are three times I can empathize with Shmuel. I could empathize to Phoney Bone when he wanted to go back to Boneville but Fone Bone said he didn’t, after he said he would go at any chance they would get. I think Phoney felt surprised. Phoney got Smiley Bone and Fone Bone run out of Boneville because he ran for mayor but was greedy and used his powers not very wisely. I think he felt troublesome. I could also empathize with Phoney Bone when he lost his treasure at the end of the Bone series. I think he felt angry because he was so close to fulfilling his goal once again to be rich. These are three times I can empathize with Phoney Bone. Next, I could empathize with Greg Heffley when his friend Rowley ate the cheese. I think he felt sorry for him because when he ate the cheese they were in a fight. So Greg realized that he should value his friends. I could empathize with Greg also when he stayed at his grandma’s house overnight because Rowley and Greg were being chased by teenagers. I think Greg felt scared. Finally, I could empathize with Greg when he threw a football at Rowley when he was riding a tricycle and fell off and broke his arm. I think Greg felt guilty because he hurt Rowley. These are three times I can empathize with Greg Heffley. These are characters I can empathize with: Shmuel from The Boy in the Striped Pajamas, Phoney Bone from Bone, and Greg Heffley from Diary of a Wimpy Kid. Meet the TeacherThe life and times of Mr. Holland....
After setting out as an Education major at the University of Victoria, I returned to Ontario and graduated from the University of Guelph before attaining my Bachelor of Education Degree at Lakehead University among the Class of 2000. I began teaching in Durham District the following Fall and spent seven years at Village Union Public School in downtown Oshawa. I have now been at Brooklin Village Public School for five years, making a home in Room 214. I strive to provide a safe and creative atmosphere in the classroom, and the students will have a year to remember, of that I have no doubt. If you have questions or concerns at any point throughout the year, call, email, use the agenda program or stop by our class for a visit, the door is always open and you are always welcome. |
Monday:
If I could have just one goal for the school year, it would be to have each student develop a love of reading and to realize the joy a story can bring as it pulls you in. Our classroom will be a language-rich classroom and we will use a program that works toward my primary class goal while developing the students' ability to both comprehend and demonstrate their understanding in writing.
Beginning in October after we have studied five reading comprehension skills, students will begin to complete Reading Response activities individually. These Reading Response sheets have proven fantastic resources on multiple fronts. First and most importantly, they develop and reinforce the comprehension strategies students need to understand a variety of text forms and become life-long readers. Secondly, they go a very long way toward preparing kids to respond at a Level 3/4 during EQAO testing in grade six.
Our first read-aloud book this year... 
From the Arena in Panem we're heading to Everest for our second read-aloud book of the year. Gordon Korman writes fantastic stories for young readers and this is the first in a great trilogy. The kids will quickly become familiar with Dominic, Perry, Tilt and Sammi, and surely have a different opinion about each!
Back to Panem we go. Katniss and Peeta have survived the Hunger Games and now have a Victory Tour around the districts. Far from a celebration, they are under the watchful eye of President Snow and the Capital the entire time. After their antics with the berries, their lives, and the lives of others, are definitely on the line.
Time to spend some more time on Everest with book two of the triology: The Climb. This time Dominic and the team are on the mountain and the drama reaches new heights.
I was born and raised in Cobourg, Ontario, the small town on the shore of Lake Ontario with a beautiful waterfront - not to be confused with Colborne, Ontario, the smaller town with the Big Apple! After graduating from high school I attended Loyalist College and graduated early from its Print-Journalism Program as the Morrison Scholarship Recipient. A brief stint as a sports reporter followed before I headed back to school, where I've been ever since.