Mr Reynolds  Grade 6  (May, 2024)

Word Study: The Building Blocks of Communication

This Year, the bilingual program has put emphasis on developing student’s vocabulary and word knowledge. Focusing on vocabulary use in writing and speaking, the Grade Six Word Study program allows students to develop their vocabulary through a variety of methods, such as speaking, writing, drawing and skits along with traditional assessment. By focusing on word use in context, students learn a wide range of vocabulary, and how to use their vocabulary when speaking and writing. This gives students more experiences to express themselves in English.   

Students start by learning a new word list. Students then are tasked with searching for the word meanings as well as synonyms and antonyms for their words. Next, students construct a Word Study poster. Students work in small groups constructing posters for a speech and presentation to demonstrate what they have learned throughout the assignment. Finally, students work is displayed and hung around the classroom.

The next part of the unit lesson consists of students using their vocabulary in their writing journals. Students are expected to understand the part of speech of their word study words and use their words correctly in their own writing.

Finally, students engage in a fun skit activity. Here the students get the opportunity to sharpen their speaking and vocabulary skills as they use their new words to create short plays. At the end of each word study unit students are given a formal assessment of the words they have been studying over the past two weeks.

Mr Adam  Grade 6  (April, 2023)  

Dodecahedron Book Reports

Since March is reading month, we have been working on book reports in Grade 6.  One type of book report that we have been working on throughout the month is a Dodecahedron book report.  This type of report requires students to complete 12 different circles, which are later put together to form a dodecahedron – or 12 sided shape.  The first circle we completed showed the students name. On the second circle they wrote the title of the book they read. To complete the third circle we went to the computer lab and the students researched a little about the author of their book, and then wrote down three interesting facts about the author. For the fourth circle each student summarized the book they read, making sure to include information from the beginning, middle, and end. Circles five, six, and seven required the students to tell us about three different characters in their book and explain what we need to know about them. We learned about three types of text connections: text to self, text to text, and text to world, and then the students wrote about these three types of connections for their book. For circle nine the students chose 5 people that they would recommend the book to. The students completed circle ten by drawing their favorite scene from the book and writing a caption about it underneath. Next, the students created an advertisement for the book. They completed the last circle by reviewing the book and sharing their opinion. Finally, they assembled their dodecahedron book reports, and we hung them up in the classroom. 

Mr Shaikh  Grade 6  (March, 2024)

Debating how we can be Healthier

This year we are researching what is considered to be the most important aspect of being healthy. Students were introduced to the topic and did some self-research to debate their opinions and then present their findings in a speech format.

First students were introduced to the idea of a wellness circle, which incorporates different aspects of being healthy and the discussed and noted down ideas.

Students then organized their ideas into notes and created posters to show their understanding.

They were then encouraged to debate their ideas and express which ideas they felt were the most important aspects of being healthy is and why.

Students found that the information they had for debate was inadequate. So they were given time to do research during computer class. Student’s researched vital information that would give them the edge in future debates as well as be able to help them to create speeches.

The teacher then gave them a conclusion to their research by introducing new concepts of being healthy through video format. After some discussion and explanations, students then made their final speeches.

Students were able to present their findings and research into a final presentation to give their opinions. After debates, research and expressing themselves in a presentation format, students were able to learn more about themselves and the concept of being healthy and will hopefully take their newfound knowledge to teach others and improve their own lives. 

Mr Ryan  Grade 6  (March, 2024)

Grammar Games – Share or Steal game

In 6.4 students practice grammar every week to become more proficient at identifying when to apply certain grammar rules in a sentence. To help spark the student’s imagination we play a fun interactive grammar game to practice.

First we go through a PPT explaining the rules of when to use “both, neither, either, all & none”, in a sentence. We then setup 2 cards with the word SHARE on it and 2 cards with the word STEAL on it. There will be a playing table, and the rest of the class will be seated as the audience. Two students are called up from the class. They will face each other at the playing table with the cards (face down) in front of them. Together they both have to get the 2 GAP fill questions right in the PPT game correct. If they get the two answers correct, then they can play Share or Steal. The reward is 10 points for their table which can be split into 5. The students then have 20 seconds to decide whether they will choose the SHARE or STEAL card. They can talk to each other in English to try and convince each other that they will share the reward. After the 20 seconds they reveal if they chose SHARE or STEAL. This game helps the students know when to apply grammar rules, and it’s also a lot of fun deciding to Share or Steal!

Mr Reynolds  Grade 6 (March, 2023)

A Wide Variety of Word Study

Helping students to communicate well in English is a major focus of the Clifford Bilingual English program. Word Study is a vital part of giving students the tools to better express themselves in English. Students develop their vocabulary knowledge through both traditional and unconventional methods of word study. By utilizing a variety of activities, such as: speaking and skits, reading, writing, drawing and traditional assessment, students get the opportunity to demonstrate their understanding of their new vocabulary words using a variety of learning techniques.

The process begins with an introduction to the new word list. The students read and repeat the words and their meanings out loud to learn the proper pronunciation of each of new Word Study word. Students then use their vocabulary in their writing journals. During the next class we practice our Word Study words using them correctly in sentences. Students work independently filling in the correct Word Study word into the sentences to form complete English sentences.

Next, students construct a Word Study poster. Students work in small groups constructing posters that visually represent their Word Study words. Then the students display their work. They give small presentations and speeches to demonstrate what they have learned throughout the assignment. Finally, students work is displayed and hung around the classroom.

Finally, students engage in a fun skit activity. Here the students get the opportunity to sharpen their speaking skills and vocabulary as they use their new words to create short plays. At the end of each word study unit students are given a formal assessment of the words they have been studying over the past two weeks.

Mr Shaikh  Grade 6  (February, 2023)

Tool Tomfoolery

Tools have been a valuable part of our lives. They make our lives easier and are a way for us to do things that are usually too hard for our own bodies to do. In 6.5 we studied how these tools and machines benefit our lives and where we are able to find them in our world.

First students were able to do research on the different types of tools and simple machines. The four we focused on were the wheel and axle, pulley, lever and inclined plane. We watched videos on how these machines were discovered and how they are used to lessen ‘’work’’. A big discussion was had on how these machines have benefited the students’ lives and where we can potentially find them at school.

Students then formed lists of vocabulary related to simple machines. These lists will be used for future tasks. Using the vocabulary, they were able to create profiles for different machines on the computer. They identified what shapes they needed to create the machines, the description of how the machine works, and the process of how to create their chosen machine.

The students were very eager to create their own simple machines; they planned out their method to make their machines and even discussed what materials they would need. After a good period of creating their machines the students were ready to give speeches.

The speeches included how they made their machines, the function of the machine and finally: where they can find the machines in their own lives and how the machines benefit them.

Ms Kay  Grade 6  (February, 2023)

Don’t Take It Literally

The 6.1 classes practiced using figurative language in order to develop their use of descriptions and details in stories. Some of the figurative language we learned are similes, metaphors, personification, and idioms. Similes and metaphors compare two different things to make them seem similar; however similes use the words “like” or “as.” Personification is when we give human characteristics to things that are not human, and idioms are a type of phrase or expression that has a meaning that can't be interpreted by defining the individual words. We spent a few weeks discussing and learning about similes, metaphors, personification and idioms .

During these lessons, we learned how using figurative language can make a story more exciting and interesting. The students practiced making metaphors and similes during the month of October with scary stories. After discussing the use of personification, the students created a story together as a class by taking turns to make sentences using personification. The students practiced with a fun activity for idioms in which they were each given one to write in a sentence. Then, they drew the literal meaning of the idiom and presented it to the class.

After spending time practicing how to use these different kinds of figurative language, we challenged ourselves to write a descriptive paragraph of a setting, but the paragraph could not mention the setting within it. Our time with figurative language helped the students to become more descriptive and creative with their writing.

Mr Adam  Grade 6  (November, 2022)

Circle Time with Current Issues and Opinions

In 6.2 we have found it useful to integrate some of our speaking lessons into a Circle Time activity where students can openly express their opinions about current issues that we feel are of importance. These lessons start with all of us sat in a circle facing inwards. The students sit properly on their chairs with their hands on their knees with their eyes closed.

In the beginning they hear specific instructions and are asked to follow silently. Then, with their eyes open, they are told the topic of the day is Conflict Resolution. This is briefly outlined to ensure that everyone understands the questions that they are about to be asked. The aim of this lesson is to find out if the students have been in a conflict at school or at home in the past year. Judging by their response, most of them have been on the receiving end of an argument and as the students open their eyes they see this too.

Eyes closed again and ready for the next question. Did you respond by ignoring them, verbally retaliating or did you tell the teacher? Students offer different hand gestures to silently show their answers. With their eyes open we have an open discussion about how their conflicts were resolved and whether they feel they reacted responsibly. At the end of the lesson we come to a consensus that when provoked we should always speak to an adult to resolve our conflicts.

Mr Ryan  Grade 6  (November, 2022)

Are you an upstanding citizen?

The aim of this lesson is for students to be able to discuss in English and try to understand the following:

    . How to behave properly in public life

    . What is expected of them as citizens of a country?

    . How to contribute towards public order.

    . The benefits of community spirit.

    . How to be a respectful member of the community, following rules and guidelines.

    How to be responsible through their actions and considerations towards others.

    Students will be able to demonstrate their newly acquired knowledge by producing a poster that depicts what a good versus a bad citizen will look like.

In the lesson we first had a discussion about what the students thought an upstanding citizen is all about. We watched a short video on the attributes of an upstanding citizen and what qualities are required to be an upstanding citizen in society. We then discussed some of the vocabulary words related to ‘Public Life’, our current unit theme, and came up with a few sentences they could use in their posters.

As part of being an upstanding citizen, we need to learn to cooperate and work with other people. So the students were allocated a partner at their table who they did not usually choose to work with, this often turned out to be a girl working with a boy. There was some protesting about this but once the students began working they realized that each of them could bring their own strengths into their work through effective communication in English.

The results were creative posters that depicted what a good versus a bad citizen would look like.