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Author: sweta.mehta@fountainheadschools.org

Highlights and homework – Day 4 – July 20th

Highlights and homework – Day 4 – July 20th

UOI – Students located specific places on a world map. They demonstrated an understanding of methods of navigation. They also noted the routes taken by the explorers.

Langauge: Learners revised the strategy ‘Monitoring Inner Conversation’ through 4 quadrants – Connections, Wonder, Interesting and Gist. A strategy they learned in grade 3. They were explained how they use ‘connections’ while making inferences. Further, they were introduced to strategy ‘Asking questions’ and were asked to make a connection to their learning of ‘Wonder from monitoring the inner conversation.’ Learners continued to read chapter 3 with the teacher using the strategy Making Inference and Asking Questions.

Homework:

UOI: Identify a journey taken by you, your parents or by any explorer. Note the route in the map provided to you.

Math: Complete the mix-bag in the journal sheet provided to you – Cycle 5

Language: Read the story from the file shared with you and answer the questions in journal sheet provided to you – Language – cycle 5 (https://www.culturalindia.net/indian-folktales/hitopadesha-tales/sages-daughter.html)

Highlights and homework – Day 3 – July 19th

Highlights and homework – Day 3 – July 19th

UOI – Learners discussed the knowledge gained and concepts understood during the unit. Further, they were introduced to the summative assessment task.

Math: Learners were introduced to multiplication for the 4 digits to 3 digits.

Langauge: Learners practised making inference through the chapter 2 of Chitty Chitty Bang Bang.

Homework:

Language: Complete the chapter 2 and make notes for inference in your language EE notebook.

FA: Make correction of Language FA. Parents are requested to review and sign.

Notes for parents for UOI SA: Ask your child to read the following information and critically analyze where they want to visit for their UOI summative assessment and why?

Disclaimer: All the selected locations are child-friendly and will be explored by them accompanying a HRT. Kindly avoid influencing for the choice of place as this will not make their reflection very authentic.

Gopi Talav (Talab) is located in the walled city area of Surat in the inner ring (the older fort wall) and the outer ring (the extended fort wall) around the circular lake area measuring about 1,00,000 sq.mt. that includes water body 35,300 sq.mt and surrounding area 64,700 sq.mt. The travel accounts of the 17th century describe Gopi Talav as “an important urban recreational space with religious significance.”

Surat Castle, or Surat Fort, is a 16th-century structure in the city Surat. The Ahmedabad king Sultan Mahmood-III ordered its construction to defend the city from the frequent attacks that had devastated it.

Jagdish Chandra Bose Aquarium is situated in the Pal area of Surat, Gujarat, India. It is the first multidisciplinary underwater aquarium of its kind in the country and named after the Bengali scientist Jagadish Chandra Bose.

English Cemetry: The tombs in English, Dutch and Armenian cemeteries at Surat are reckoned among the most important historical monuments in the city. It is reported that there was so much competition between the Dutch and the English in Surat to impress upon the natives their importance and power that they put mausoleums instead of tombstones. Many of these are so ridiculously large and ornamental resembling Muslim tombs rather than the ordinary tombstones in Europe.

Botanical Garden Surat is popularly known as “Sneh Rashmi Botanical Garden”. This pleasant garden is located on the bank of river “Tapi” in the “Ugat” area of Surat. Surat is one of the largest cities of Gujarat and well known as a “Manchester Of India”. If you are in search of a quiet and peaceful place in this crowded city then Botanical Garden Of Surat is the perfect choice for you. This tranquil place is the habitat of more than 1000 plant species. Nowadays it became one of the most visited attractions for tourist and residents. Lush green garden, Helium Balloon, Toy Train these are some attractions which are attracting many visitors, especially children.

 

Highlights and homework – Day 4 – July 11th

Highlights and homework – Day 4 – July 11th

UOI – Learners read article about Kalpana Chawla, Malavath Purna, Modern exploration and Titanic expedition using the strategy Determining Importance. Further, they learned about Chronology and tried to put life of  Columbus, Vasco Da Game and Sunita Williams in chronological order.

Homework:

UOI – Create your own timeline on an A4 paper.

Math: Solve the following worksheet in your Math homework notebook:

Math-Mix-bag

Language: Complete the given worksheet.

PTI – Term 1 – Appointment Slots – Fortitude

PTI – Term 1 – Appointment Slots – Fortitude

Dear Parents,

Find the timing for PTI scheduled on 13th and 14th July 2018.

Kindly adhere to your timings.

Slots Start Time End Time 13th July 14th July
1 7:30 8:05 Aahna Shah Adeesh Daftari
2 8:05 8:40 Garv Jhawar Aaryan Singh
Break
3 9:05 9:40 Kaanav Singal Namish Anand
4 9:40 10:15 Anant Mundra Yanshi Shah
5 10:15 10:50 Arav Dhamelia Aditya Rastogi
6 10:50 11:25 Pranshu Bhingradia Heer Dawariya
7 11:25 12:00 Naisha Dalal Twara Choksi
Break
8 12:35 13:10 Saumya Gupta Vivaana Bhakta
9 13:10 13:45 Dhruvi Patel Anya Gajera
10 13:45 14:20 Trisha Desai Arshveer Agarwal
Few Important points regarding the meeting
  • Each slot will be of 35 minutes (30 minutes discussion and 5 minutes transition time)
  • Students will accompany and wait outside the class, while the PTI discussion is going on and join the meeting for goal setting. 
  • It is compulsory for both parents to attend this meeting.
  • Please ensure that you have discussed and mutually decided (along with your child) 2 goals (1 behaviour and 1 academic).
Regards,
Sweta Mehta
Highlights and homework – Day 2 – July 10th

Highlights and homework – Day 2 – July 10th

UOI: Learners shared the reasons for explorations based on the videos they watched in homework. Further, they read various reference books to establish the connection with the reasons for exploration. Majorly, they noted the reasons for exploration as expanding the empire, trade (spices and silk), religion, newer understanding, opportunities, etc. They used the comprehension strategy ‘determining importance’ while reading the texts.

Life class: Learners have told the story of Meera who was bullied by her class. They learned about Verbal and Physical bullying. Further, the read-aloud of the book “The Juice Box Bully by Bob Sornson and Maria Dismondy” was taking in today’s circle time to understand more about bullies.

Pre-assessments: Learners were given their pre-assessment papers and were asked to note their plus, minus and interesting (PMI) in their settling task notebook.

Homework:

Language: Read the article about Sunita Williams using the strategy ‘Determining Importance.’ Take your notes in your Language EE notebook.

Goal setting: Plan the goals you would like to take up for the term 1 based on your PMI notes in your settling task book.

Math: Feedback is given in your FA notebook. Read the same and redo the incorrect task. Parents are requested to sign the FA post the redo.

Highlights and homework – Day 6 – July 6th

Highlights and homework – Day 6 – July 6th

Math: International number system was introduced to the learners through the video and later they practised writing number name for 9 digit numbers.

Language: Learners practised the comprehension strategy ‘Determining Importance’ through the article on ‘Vasco Da Gama’

Dication was taken by the students and checked by the peer.

Homework:

Language: Language Mixbag

Math: Math Mixbag

UOI: Watch the video (anyone) –  Reasons for exploration and Why Explorers explore and extract information about the reasons for exploration.

Highlights and homework – Day 5 – July 5th

Highlights and homework – Day 5 – July 5th

UOI: Learners explored the school and reflected on the consequences of their exploration. Further, they noted how they would change their exploration for the next time.

Math: Learners were introduced to cheque writing using the 9 digit number names.

Language: Learners were introduced to the comprehension strategy ‘Making Inference’ using monitoring inner conversation. They read a part of chapter 1 of Chitty Chitty Bang Bang while making an inference.

Homework:

Math: On behalf of Fountainhead school, write a cheque to Mrs Sandhya Rao, to pay ₹ 2,10,000 for the purchase of books.

Language:

a. Watch the following video and answer the question given below in your EE notebook:

https://www.youtube.com/watch?v=Bj7NeciFrZ0

Q-1 Who was Marco Polo?

Q-2 What did he explore and why?

Q-3 What were the challenges faced by him?

b. Complete Punctuation and parsing of LWE Week 1 Day 5 in your EE notebook. Practice answer orally, conjugation and pair work with your parents.

Highlights and homework – Day 3 – July 3rd

Highlights and homework – Day 3 – July 3rd

Math: Learners practised number names to 10 crores and made real-life connections.

Language: Learners were introduced to the comprehension strategy ‘Determining Importance.’  They read the article about an explorer ‘Columbus Christopher’ where teacher modelled the strategy.

Homework:

Math:

A) Students have to write the number names of the following numbers according to the Indian place value stystem: a) 567845786           b) 127659340              c) 3200065

B) Find where do we use the number names in real life.

Language: In the language EE notebook, students have to complete the tasks as stated below –

A) Answer the following questions:

  1. Who was Christopher Columbus?
  2. What were his achievements?
  3. What difficulties did he face during his voyage?
  4. Find out the meaning of the following words and frame 1 sentence using it. – Voyage, geography, sailor, route, treasure, spices.

B) Complete LWE Week 1 Day 4 punctuation and parsing in the book. Discuss answer orally, conjugation and pairwork with your parents or siblings.

Important note: 

Send an extra pair of clothes and shoes with your child for their learning of exploration.

The child can also bring any resources that may help him/her to explore the different areas of the school.