CJFS Soccer Team

The CJFS Soccer Team will be playing this Saturday June 10 and Sunday June 11th at Forest Lawn Athletic Park.

The schedule is as follows:

Boys schedule

Saturday

9am vs. St Peters

1:10pm vs.  Eritrean Club

Sunday

9am vs. Almadina

Girls schedule

Saturday

10:10am vs. CN Gunn

2:20pm vs.  St. Peters

Sunday

10:10am vs. Sir Alfred Laurier

Please come and cheer us on!

PAT Information

That time of year is upon us again!  Grade 6 students will be writing PAT Exams commencing at 9:00 on the following dates:

Monday June 19 - ELA Part B

Tuesday June 20 - Math Part A and B

Thursday June 22 - Social Studies

Friday June 23 - Science PAT

Please see the following links for extra practice resources:
https://questaplus.alberta.ca/PracticeMain.html#

https://mriampen.wordpress.com/pat-faq/pat-practice-exams/

Excellent resource for review materials:
http://projects.cbe.ab.ca/fishcreek/Grade6/Home.html

Figurative Language Quiz Wednesday

Please see the below to help you for your quiz tomorrow

Jumbo Wild

In the BC interior lies one of the largest and most magnificent mountain areas in the world.  Jumbo Wild is home to a substantial Grizzly population and is considered to be sacred land by the First Nations people who have called it home for over 400 generations.  Students in Room 17/18 were introduced to this issue watching the documentary Jumbo Wild on Netflix which tells the 25 year story of getting this resort developed.  Students were asked to look at the many persepctives and parties involved in this project and then took on a specific role to debate and vote on the issue.  The Hunters, Grizzly Bear biologists, Local Government, First Nations people, Local Citizens, Investors, Architects and Skiiers all took turns arguing their case!  We will now be working on our Newspaper writing skills.   Look for this article coming home soon.

How Can We Start Our Stories?

There are many ways to start a story, some more captivating then others.  This week we began to brainstorm different ways to begin a story.  We started by reading The Fantastic Flying Books of Mr. Morris Lessmore (Thank you so much Miss Kolb for the recommendation!) In this beautiful book the author begins with the following:

"Morris Lessmore loved words.  He loved stories.  He loved books.  His life was a book of his own writing, one orderly page after another.  He would open it every morning and write of his joys and sorrows, of all that he knew and everything he hoped for.  But every story has its upsets.  One day the sky darkened.  The winds blew and blew..."
                                                     
Using their "What if?" ideas from last class students worked to develop them into an interesting beginning.  Various beginning strategies could include:

1. Dialogue
2. Onomatopoeia
3. Action
4. A thought, question or feeling

Ask your child to explain each different beginning type to you!

The Fantastic Flying Books of Mr. Morris Lessmore was alsoturned into an Academy Award winning short film.  Watch it with your child and enjoy!

https://www.youtube.com/watch?v=m0ReBeGc_IU

What Makes a Good Story?

In Language Arts we have been looking at what makes a good story.  We are working on improving our writing by adding descriptive details so that it makes it interesting for the reader to read.  We have been reading and listening to great stories that model good practices for our writing.  Have you read a good story lately?

International Women's Day - Wednesday March 8, 2017

In honor of International Women's Day a bronze statue was set in front of the 'Wall Street Bull' this week to symbolize and celebrate the power of women across our planet. Yesterday students in Room 17/18 were shown this photograph featuring the bull and its new addition and asked to independently write a response.   Picture prompts are a powerful way for students to generate ideas, reflect and fuel their curiosity. Many insightful and thoughtful conversations arose!  Here is a sample of some of the students' responses:                                                                                                                              

“It looks like the women inspires others by showing bravery”

“The girl is brave and a hero to face the bull”

“She’s facing her own fears and she’s sending a message that you shouldn’t be afraid of things.”

“I think the girl is standing up for herself”

“The bull is a bully.  I think that the bully was scaring someone so that girl had the courage to stand up to the bully”

“That girl isn’t scared of that bull.  The bull is her fears or problems and what I see is a girl not scared of boundaries or limits to what she is or what the world labels her to be. She is overcoming stereotypes, sexism or racism and showing the world she is not just a girl”

“I think the bull is trying to show off with it’s great size, power and speed to that girl…The girl says stop bullying and stands up for herself.

“This picture looks like a girl who isn’t afraid of anything who can be appreciated and loved for who she is”

We also watched several videos highlighting women's issues in the world today and discovered that many very important inventions were drawn from powerful women throughout history.

Students watched a short biography of Amelia Earhart's life.  Please feel feel to watch these again with your children and ask them to share their incredible and insightful thoughts!

https://www.youtube.com/shared?ci=cr-xzDv6Ijo

https://www.youtube.com/watch?v=Z1Jbd4-fPOE

https://www.youtube.com/watch?v=ivbh9vEkp1g

Ancient Athens, Democracy or Not?

We have been studying Ancient Athens, said to be the first democratic societies.  We learned about how your class, status and birthplace affected your status in society.  Only citizens were allowed to take part in voting and other decision making.  To be a citizen you had to be a freeborn Athenian male over a certain age and both your parents also had to be born in Athens as well.  Not only did this exclude all of the women but also anyone (Metics) who was born elsewhere or whose parents were born elsewhere.  Slaves were also a part of Athenian society and were either owned by the City State or by private citizens.

Women were not only not allowed to take part in decision making, but they were also not allowed to leave their homes without a male relative.  Girls didn't go to school and had less opportunities than boys.

Athens used Direct Democracy in their decision making.   This meant that everyone had a say about what would happen.  But as we already learned not everyone who lived in Athens was allowed to vote.  Only about 1 in 10 Athenians were able to take part in decision making.  So was Athens really a democratic society?