WEEK OF: JUNE15th-JUNE 19th

Good morning parents and Students!!! We’ve officially completed the third week with our new schedule/ website platform and are about to start week 4! GREAT work everyone! We understand that there still might be some technical difficulties in the weeks to come. We want to thank everyone for their patience during this new transition to distance learning. Take care and we will hear from all of you soon. Ms. Del Testa and Mrs. Devine As per requested, I have removed a lot of the bitmojis and color from the PDF document being sent home. All the activity pages no longer have colorful borders or unnecessary images/bitmojis. I want to apologize for not taking

your printer ink into consideration. Honestly, I was simply trying to make it more appealing and aesthetically pretty.

Thank you for the suggestion.

At St. Johns we have had to move to a distance learning model for all students due to the Sante Publique recommendations following the April 19th fire behind our school. In the context of the pandemic, we have also been mandated by the ministry to offer sustained pedagogical support to our students. In this week’s weekly email you will find a weekly schedule making online support available for your child. This weekly schedule will be in place for the next 4 weeks. The expectation stated by the ministry is that all students are expected to participate. Have a look at what is available for your child and see what is possible. As a school team, we are here to support you in this journey. The schedule involves whole group sessions and possibility for one on one appointments. Specialist have offered sessions as well. We invite your child to seize as many opportunities provided over the next four weeks. Evaluation for term 3 will be based on the teacher’s professional judgement. Term 3 will be evaluated using pass, fail or non-evaluated comment. The final mark will be a pass or fail. Students are encouraged to engage in the activities proposed to show traces of competency development.

MATH p.1

Probability (read/predict circle graphs and outcomes)

Instructions for students

Complete the 3 probability pages! Read Carefully!

1. First Page – Color the spinners according to the information to the right of the pie chart. You may need to add more lines.

2. Second page – Use the colored spinners to determine how much each color represents on the pie chart. Be careful sometimes it asks for a fraction, sometimes a percent and sometimes a decimal!

3. Third page – Use the blank spinners and the colors listed to create your own spinners. Next to each color write how much space the color takes up. Be careful some need to be fractions, some need to be percents and some decimals. Read carefully!!!

Materials required

• Pencil, eraser, coloring tools • spinners

MATH p.2

Show the following on the pie chart: 25 % = Red 5/20 = Green 0.25 = Blue Rest is Yellow Show the following on the pie chart: 1/8 = Red 25% = Green 0.5 = Blue Rest is Yellow Show the following on the pie chart: 3/15 = Red 20% = Green 0.2 = Blue Rest is Yellow

MATH p.3

Probability Spinners What is the chance of landing on a particular color?

Fill in the following information based on the spinner. Red: ________% Blue: _______Fraction Green: ______ decimal Yellow: ______ % ______fraction ______ decimal

Fill in the following information based on the spinner. Red: ________% Blue: _______Fraction Green: ______ decimal Yellow: ______ % ______fraction ______ decimal

Fill in the following information based on the spinner. Red: ________% Blue: _______Fraction Green: ______ decimal Yellow: ______ % ______fraction ______ decimal

MATH p.4

Create Your own Spinners and Fill out the table

Red = ___________ decimal Green = _________ percent Blue = ___________ fraction Pink = ___________ fraction, decimal, percent Yellow = _________ fraction that can be reduced Purple = _________ decimal two different ways (ex. 0.4 or 0.40) Red = _________fraction that can be reduced Green = _______ decimal Blue = ________percent (not 25,50 or 100) Yellow = ______ your choice Red = _____ fraction Green = ____ percent Blue = ______decimal Orange = ________ fraction that you can reduce Yellow = ________ your choice

Find a safe, cool, grade-appropriate science experiment

that you will present to the class. Try it out beforehand. You can

show the class how you did it and what you

found out.

SCIENCE p.1

ETHICS

Celebrate National Indigenous Peoples Day

You will research information about Indigenous People and create a Powerpoint about what you found. Your Powerpoint needs to be finished and ready to present for Wednesday’s Zoom Ethics class. Use Office 365 Powerpoint from your portal so that you can share the presentation with me. Share a copy with me, before Wednesday’s class. **Remember information has to be in your own words. No copying as that is plagiarism. Here is some information to help get you started. Feel free to explore other sites and get interesting information to use in your powerpoint.

• June 21st is National Indigenous Peoples Day! This is a day to celebrate the unique heritage of Canada’s three Indigenous populations: First Nations, Métis and Inuit.

• Read more about National Indigenous Peoples Day here: https://www.rcaanc-cirnac.gc.ca/eng/1100100013718/1534874583157

• June 21st is also the first day of summer, or the summer solstice, when the sun shines for the longest day all year. Many Indigenous communities hold celebrations on or around this day.

• Watch this video of a dance from a powwow held at Manawan, for an example of celebrations held near the summer solstice: https://www.nfb.ca/film/masko_nimiwin_the_bears_dance/

• Read this story called “The Great Festival of Light”, about the importance of the summer solstice, and answer the questions in the “Summer Solstice Sequel” https://www.rcaanc-cirnac.gc.ca/DAM/DAM-CIRNAC-RCAANC/DAM-PPLCOM/STAGING/texte-text/nIPD_activity_guide_2018_1528380426091_eng.pdf#page=10

Extra stuff if you are interested

• Download and print out the rest of the activity book for more fun puzzles, games and information about Canada’s Indigenous Peoples! https://www.rcaanc-cirnac.gc.ca/DAM/DAM-CIRNAC-RCAANC/DAM-PPLCOM/STAGING/texte-text/nIPD_activity_guide_2018_1528380426091_eng.pdf

Have Fun and Be Creative!!!

.

ELAp.1

Please complete the following Journal entry activity. Our ELA Zoom will be focused on the connections activity. *If we have time, you could share what you wrote Entry #1 at the end of the Zoom

session. Feel free to email me your journal entry.

THE DIARY OF A QUARANTINED KID

Entry # 4 Date:_______________

ELAp.2

Personal Narrative 1- Listen to the wordless picture book written and illustrated by Aaron

Becker:

https://safeyoutube.net/w/W4AJ

*What is the big idea of the book?

*How does your experience reading a wordless picture book differ from a picture book with many words?

2- Listen to a Tedx Youth talk by Greta Friesen in which she speaks about the true story

behind her photos.

https://safeyoutube.net/w/y8AJ

3- Select a photograph that you have at home

4- Write a narrative that is inspired about the photograph

5- Please include the picture, if you’re able to

ELAp.3

Elementary – Grade 6

4

English Language Arts

Appendix - A Thousand Words

ARTp.1 Rainbow Willow Tree

1- Grab a piece of paper

2- Draw your willow tree and grass ground in pencil

3- use paint OR markers OR pencil crayons to color in your art work

4- * I’ve included a template of the tree. You do NOT NEED to use it. It’s only if you’d like some

help with a stencil.

5- If you’re painting, you can use Q-Tips to apply the paint for the leaves

*remember to be creative! You can add things, change colors, modify the shape/position

of the tree, make more than one tree, create a different background, etc.

History Revealed Through Art Markings

Instructions

o View the National Geographic Kids video about how a cave art researcher uncovers the meaning of ancient markings found in caves.

https://www.youtube.com/watch?v=fnjOTxVOhIA

• In the video, we see that symbols can represent complex human emotions and experiences.

• Stop and think: What symbols might you use to represent aspects of your everyday life?

• Now it’s your turn to use your creativity. • Create an artistic artifact that will leave a trace of who you are

for future historians:

o Find a rock or other object that you can engrave or paint. (If you prefer, you can use a blank sheet of paper).

o Draw symbols or other art markings (abstract dots, lines, circles, etc.) that tell a story about aspects of your everyday life.

o On a separate piece of paper, write a paragraph to express your thoughts. How might your artifact be different if you created it to represent your daily life six months ago? Which symbols would be the same? Which symbols would change?

SOCIAL STUDIES p.1

MUSIC

Grade 6 students, please continue to create your own musical instruments and show them during our Zoom class to your friends. Grade 6 please learn song: We are the World https://www.youtube.com/watch?v=2CEKm_4X520 And watch video about electronic Drum Kit. How electronic drum set work. https://www.youtube.com/watch?v=4Yy0qTqRTrg Stay safe and healthy!

Every Thursday 11 to 12 Music Practice for Grad. Here is the link, username and password. Join Zoom Meeting https://us02web.zoom.us/j/8823961446?pwd=NkcvS0I5amZOK0xOZ0twL0ZEYU1pQT09 Meeting ID: 882 396 1446 Password: music

GYM p.1

Cycle 3 PE Activities

Visit St. Johns P.E YouTube https://www.youtube.com/channel/UCD945qX4lnUH56z653pO_og/featured

to view this week’s list of activities and challenges.

For the week of June 15th

, your weekly activities consists of multiple Fitness Challenges (8 Quick and Easy Challenges, Squat Hold Challenge, Max Squat Challenge, etc) and a Fitness Hangman Activity! You

will find the explanations to the activities on the YouTube channel and attached to this document.

Join us on Friday for our last Zoom session of the year! Look ahead to a fun activity and the chance to

say summer vacation goodbyes!

Grade 5 Bilingual/6 Bilingual: 8:00-8:30

https://us02web.zoom.us/j/81355949928?pwd=M0FvcUhBd2FPRUNkZTVvRUVRUUh2QT09

813 5594 9928

Password: knights56

Grade 6: 8:30-9:00

https://us02web.zoom.us/j/87033780275?pwd=dnh4TmhSRU81SmJTdnkvcUI5R2dWUT09

870 3378 0275

Password: knights6

Grade 5: 9:30-10:00

https://us02web.zoom.us/j/83654885517?pwd=SU9WU1lMVCtZWTh1ZENWMUFVSUhkUT09

836 5488 5517

Password: knights

We can be reached via email at agalardo@rsb.qc.ca and/or cmcneil@rsb.qc.ca.

Stay safe, keep active! Have a great end to the school year and a fantastic summer!

Ms. Galardo and Mr. McNeil

GYM p.2

Fitness Hangman

How to play:

Playing hangman is simple. You have one person pick a word and draw out the number of spaces that equal the number of letters in that word. For example, if the word is sports, then there would be 6 spaces written down like this _ _ _ _ _ _. Your job is to try to guess the letters in that word. If you guess the correct letter, the letter is written down in the appropriate space. If you guess the wrong letter, it is written down on a space on the paper you are playing with, and then a body part is drawn. The more detailed you make your man (i.e. if you add eyes, hair…) then the more guesses you have.

Fitness Variation:

This week, Mr. McNeil and I have decided to turn this into a fitness activity. For every wrong guess, you must pick an exercise card and perform that exercise with everyone in your group. If you guess the correct letter, you are safe. Below, you will find a list of exercises that you can cut out and use to play the game. Stick them in a bag or a container and pick the exercises out at random. To make the game even more interesting, decide on the number of guess allowed.

Easy= 10 guesses

Medium= 8 guesses

Hard= 6 guesses

Example of Hangman Board:

Printable Exercise Cards:

10x push ups

5x Burpees

20x Jumping Jacks

10x Sit ups

10x Squats

10x Tuck Jumps

20x High Knees

20 sec Plank

30 sec. Jog in Place

10x Lunges

GYM p.3

FRENCH p.1

Mme Stéphanie, français langue seconde, 6e année Bonjour! Cette semaine, on fait un peu de grammaire. Voici un petit tableau pour t’aider à t’organiser. Imprime-le et coche les étapes une fois que tu les as faites.

Rencontre Zoom Objectif d’apprentissage / de révision

Tu vas réviser les accords du groupe du verbe (GV) entre le verbe et son sujet, en te questionnant sur le genre, le nombre et la personne du sujet.

AVANT la rencontre PENDANT la rencontre

o Révise tes connaissances sur le sujet, le verbe et les pronoms.

Matériels à avoir avec toi : o Crayon o Efface o 2 feuilles : Les accords dans le groupe du

verbe o Tableau de correspondance o Je repère les accords

APRÈS la rencontre

o Tu révises ton travail. o Tu t'assures que ton nom est écrit sur la feuille de réponse. o Tu complètes le travail s’il n’était pas terminé pendant la rencontre. o Tu m’envoie une photo de ton travail par courriel:

stephanie.carignan@rsb.qc.ca

o Tu trouveras aussi un document d’écriture de 5@7. Je veux en recevoir au moins 1 par semaine.

Bonne semaine !!!

PSST! N’oublie pas que tu n’as pas besoin d’assister aux 3 sessions zooms, car elles

seront pareilles! Choisis-en une! Si tu as besoin de plus d’aide, viens à une autre session ou au « remedial » du vendredi.

FRENCH p.2

Les accords dans le groupe du verbeTableau de correspondance

PRONOM GROUPE DU NOM (GN)

personne nombre genre exemples de groupe du nom

1e singulier je masculin et féminin moi

tu Toi

il ClaudeLe chien

elle MélanieL’abeille

nous

Moi et toiMoi et ClaudeMoi et le chienMoi et MélanieMoi et l’abeille

vous

Toi et ClaudeToi et le chienToi et MélanieToi et l’abeille

ils Claude et AlainClaude et le chien

elles Mélanie et StéphanieMélanie et l’abeille

Remplis ce tableau à l’aide de ton enseignante et en suivant l’exemple du « je ».

=

=

=

=

=

=

=

=

FRENCH p.3

Les accords dans le groupe du verbeJe repère les accords dans le groupe du verbe

Suis les étapes suivantes, une à la fois.1. Souligne le verbe.2. Encadre le sujet.3. Indique le genre, le nombre et la

personne au dessus du sujet.4. Fais la flèche pour relier le sujet et

le verbe.

Pour trouver le verbe, je l’encadre avec NE … PAS

ex.: Je mange une pomme.

Pour trouver le sujet, je me demande « Qui fait l’action »?

ex.: Je mange une pomme.

TRUCS

Les abeilles et l’apiculteur travaillent en symbiose.

Les abeilles et l’apicultrice fabriquent le miel ensemble.

Une abeille seule pourrait se perdre et ne jamais retourner à la ruche.

Ma sœur et moi adorons mettre du miel dans notre yogourt.

Toutes les semaines, mes parents achètent du miel chez un apiculteur de la région.

Les pucerons aident les abeilles, car ils produisent du miellat.

Le nectar et le miellat sont les deux ingrédients principaux de la fabrication du miel.

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