Go through the shared article on “Malala” and segregate the information in the article as per the lines of inquiry as explained in the class today. Make connections with the lines of inquiry and key concepts of our unit – Conflict, and do the needful.
Write the answer of the below given question in your language notebook:
1) What is the significance of the phrase, “The Warden owns the shade”?
2) Why does the narrator suggest that if someone is bitten by a yellow-spotted lizard they might as well lie in
3) What choices did the judge give Stanley?
4) Why did Stanley have a box of stationery?
Use correct sentence structure for answering the above question,as discussed in the class.
Single subject – Hindi and Gujarati homework posted already on the blog by respective teachers. Complete the same.
Happy Independence day to all.
Grade – 6 Gujarati Homework (Ab – initio level) Cycle – 8 (Date : 14/08/2018)
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go!”
– Dr. Seuss
Tuning into our reader ‘Holes’ by Loius Sachar marked the beginning of the new cycle. The learners explored different learning centres which helped them to know more about the author and a few elements of the story which led to a rise in their curiosity and enthusiasm. They began reading the book with utmost zeal and are looking forward to unravelling the hidden mysteries.
After ending the previous unit on ‘Government systems’, we moved on to explore yet another one based on ‘Conflicts’. The central idea, lines of inquiry, related concepts, key concepts and transdisciplinary theme were discussed in detail in the classrooms. They were oriented toward the ‘Interpersonal conflict’ booklet. This booklet will be used throughout the unit and the students need to write about any conflict/issue they encounter. They are expected to make connections with the 5 essential elements of this unit. Furthermore, they learned about 5 types of conflict namely, Interpersonal, intrapersonal, social, economic and political. The life class sessions were also held at the end of this cycle so as to equip the students with ways to manage and handle a conflicting situation. The students geared up for the case study on ‘Telangana turmoil’ wherein they were seen making connections with the concept ‘Impact of government’s decisions on citizens’ of the past unit.
Students’ conceptual understanding was checked through a formative assessment based on the real-life application of fraction, decimal and percentages at the end of the cycle.
We hope students enjoy this roller-coaster ride of emotions and how to handle them effectively. Looking forward to a happening week ahead!
Explore the Mind Mapping tool -“COGGLE” as a part of ICT and try to insert the data of mind map created during the learning engagement of identifying the different types of conflicts. Once done, it needs to be shared with the HRT. You need to take reference from your Lang. +UOI C.W Notebook.
Tutorial Link for Coggle: https://www.youtube.com/watch?v=gzniw6I9c9w
Solve the Mixed bag sheet in the Mixed bag notebook.
Draw the camp green lake as described in the first three chapters on the given A4 paper
Happy Learning !!
Mixed bag homework for the weekend- 10th August 2018
We would want to appreciate each one of you for your active participation and enthusiasm that you showcased during the Telangana case study presentation by teachers, related to our current unit, Conflict.
Attached below is the powerpoint presentation and a movie, “The Saga of Telangana.” We are sharing the PPT for your reference and if you still want to explore more about the case study you may choose to watch the movie (optional) from the link given below.