Learning through games .
Here are a few glimpses of the passing the parcel activity.
In this activity the learners had to pass the parcel and when the music stops whoever has the parcel had to talk about their family type and the roles each member of the family plays. Please note that only a few videos are uploaded and please don’t compare the children as they are all unique in their own way.
Type of work: Non-research based
H.W to be done by 15/10/2013: Exercise 5.3E of Checkpoint Volume 2. Only draw line graph in graph book for sum no- 1, 2 and 3.
Updates: Revision for language and literature components’ assessment topics has already begun. Students have taken structured writing practise based on King Lear themes. Also, they have redrafted their responses considering the feedback and points of improvement discussed in the class. A practise checkpoint test has been conducted with a view to revise on comprehension skills.
We have been working on paraphrasing Shakespeare lately. The similarities and differences between summarising and paraphrasing have been explained in detail. There are a few guidelines that will help you paraphrase efficiently:
- Read the original two or three times or until you are sure you understand it.
- Determine the writerÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s meaning.
- Look closely at unfamiliar words, observing carefully the exact sense in which theÃƒâ€šÃ‚Â writer uses the words.
- Do not find an equivalent or synonym for every word, but include every essentialÃƒâ€šÃ‚Â idea contained in the original.
Guidelines for Paraphrasing:
- the authorÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s meaning and tone should be maintained
- Use your own words Ãƒâ€šÃ‚Â as far as possible
- Do not shorten the length or cut on any details
- Read over your sentences to make sure they make sense.
Read the following excerpt from Julius Caesar, showcasing one of Shakespeare’s most recognizable speeches and example of rhetoric irony at work:
“Friends, Romans, countrymen, lend me your ears!
I come to bury Caesar, not to praise him.
The evil that men do lives after them,
The good is oft interred with their bones;
So let it be with Caesar. The noble Brutus
Hath told you Caesar was ambitious;
If it were so, it was a grievous fault,
And grievously hath Caesar answer’d it.”
Here’s a possible way of paraphrasing it:
Friends, Romans, countrymen, lend me your ears; I come to bury Caesar, not to praise him. Ãƒâ€šÃ‚Â The evil things that men do live on after them; the good things are often buried with their bones. Ãƒâ€šÃ‚Â Let it be this way with Caesar. The noble Brutus has told you that Caesar was ambitious. If that were true, it was a terrible fault, and Caesar has paid for it terribly.
A practise paraphrasing test to be conducted on Thursday in the language class.
Please note that students of elementary and intermediate have their exam on followingÃƒâ€šÃ‚Â
dates-: Elementary- 17th October 2013
Intermediate- 18th and 19th October 2013
Students will be given their hall tickets as soon as we receive them.
Rest of the information will be sent to you on the students personal e-mail idÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s.
Date of Birth
|1||Khushali Ketan Chaliawala||Grade9||Eureka||14/02/1999|
|2||Parishi Vinit Madhogaria||Grade 8||Vivacity||21/11/2000|
|3||Aakanksha VineetÃƒâ€šÃ‚Â Jariwala||Grade 8||Vivacity||25/12/2000|
|4||Khushi Ankit Arya||Grade 8||Vivacity||29/12/2000|
|5||Mahimna Sanjeev Vyas||Grade 8||Zest||8/6/2000|
|6||Dhawani Hareshbhai Balar||Grade 7||Vision||25/12/2000|
|7||Darsh Lalit Gajera||Grade 7||Vision||2/1/2001|
Date of Birth
|1||Disha Sanjay Sarawagi||Grade 9||Eureka||14/04/1999|
|2||Khushi Kalpesh Shah||Grade 9||Serendipity||2/11/1999|
|3||Shaurya Paren Mashruwala||Grade 9||Serendipity||17/11/1999|
|4||Ishika Amit Mittal||Grade 8||Verve||12/8/2000|
|5||Nirmal Pravin Suthar||Grade 8||Zest||20/8/1999|
Learners did an activity on interaction with water. They did a hands on activity where every learner was given a glass half filled with water. They were given popsickle stick too to stir the water. Then one by one they were given different solid and liquid matters and they identified their attributes, that whether it is soluble or insoluble, miscible or immiscible by stiring it. (Eg. sugar when interacted with water dissolves, and hence it is soluble) similarly they explored Ãƒâ€šÃ‚Â different matters such as salt, oil, sand, sawdust, etc.
The enduring understanding was to make them clear with the attributes of different states of matter.
New words given in the notebook.
Learners have to find the meaning of the new words which has been marked in the notebook and need to make sentences on the same.
Today Sr.KG Kindle, Blaze, Dazzle and Glitter had a session with three members of the admin team , Falguni Jariwala, Nirav Shah and Aayushi Jariwala. They Ãƒâ€šÃ‚Â plan and organize different events in our school. They shared their roles and responsibilities and gave the learners ideas as to whom to approach whenever they plan for any event.
This was a very interactive session wherein the learners cleared many of their doubts.
UOI -: Students watched the video on brick making process. Later on , we discussed the process in detail orally.
Math -: StudentsÃƒâ€šÃ‚Â practicedÃƒâ€šÃ‚Â the sums based on division using fractions.
Language -: Read aloud the chapter ÃƒÂ¢Ã¢â€šÂ¬Ã¢â‚¬Å“ 6 from ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œThe Fireworker MakerÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s DaughterÃƒÂ¢Ã¢â€šÂ¬Ã‚Â.
UOI -: Go through this link for the brick making process -:
Watch the video on brick making process. The link is given below -:
Ãƒâ€šÃ‚Â Math -: Solve the given word problems in the math notebook -: (Submission Date is Friday, 17th Oct, 2013)
- Karan baked a cake, she had a bag of flour weighing 100g. She used a 1/10 of the flour. How much flour did she use?
- A piece of ribbon was 28cm long, Malay needed to cut Ãƒâ€šÃ‚Â¼ of the ribbon, how long was her piece of ribbon after the cut?
- A metre of cloth costs Rs 107 Ãƒâ€šÃ‚Â½. Find the cost of 2 Ãƒâ€šÃ‚Â¼ m of cloth.
- One litre of oil petrol costs Rs 73 Ãƒâ€šÃ‚Â½ . What is the cost of 35 litres of petrol?
- A drum full of rice weighs 40 1/5 Kg. If the empty drum weighs 13 Ãƒâ€šÃ‚Â¾ kg, find the weight of rice in the drum?
- What must be added to 7 3/5 to 9 Ãƒâ€šÃ‚Â¼?
- There are 60 people on the bus.Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â¼ are children.Ãƒâ€šÃ‚Â How many adults are there?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 8. Ãƒâ€šÃ‚Â Jignesh sleeps for 1/3 of every 24hours.Ãƒâ€šÃ‚Â How many hours is he awake for?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 9. Jugal eats 3/8 of the 32 biscuits in the tin. How many biscuits are left?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 10.Ãƒâ€šÃ‚Â Toys cost 33p. In the sale they were reduced by 1/3. How much are they now?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 11.Ãƒâ€šÃ‚Â Rohit purchased 4 Ãƒâ€šÃ‚Â½ kg of potatoes, 3 Ãƒâ€šÃ‚Â¼ kg of onions, Ãƒâ€šÃ‚Â¾ kg of tomatoes and 3 Ãƒâ€šÃ‚Â¾ kg of peas. What is the total quantity of vegetables purchased by him?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 12.Ãƒâ€šÃ‚Â What must be subtracted from 6 3/8 to get 2 1/10?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 13.Ãƒâ€šÃ‚Â From a rope 7 metres long, two pieces of length 2 3/5 metres and 3 1/10 metres were cut off. What is the length of the remaining rope?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 14.Ãƒâ€šÃ‚Â Mona cuts 36 3/5 m of cloth into 17 pieces of equal lengths. What is the length of each piece?
Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â Ãƒâ€šÃ‚Â 15.Ãƒâ€šÃ‚Â The product of two fractions is 5. If one of them is 133/8, find the other.
Note -: Tomorrow is field trip to Umbergaon. Please go through the blog posted earlier regarding this trip.
Language -: Learn the spellings of Ãƒâ€šÃ‚Â new vocabulary with meaning from chapter -6.
- Re-work on your business plans as per the feedback given in class
- Complete your website, posters, pamphlets etc- We will be displaying themÃƒâ€šÃ‚Â tomorrow.
Rewrite your short stories (on A4 paper)based on the feedback given in class.
Complete observations, surveys and experiments according to guidelines given.
The learners did the sink and float activity. They were given different objects like sponge, wooden block, tiles, nail, etc and asked to fill up two things- “Name of the object” and “What will happen if I will put this in water” prediction sheet in the following way.
|Name of the object||What will happen if I will put this in water.||Outcome|
After filling up this sheet they were divided into groups of 4. They were asked to put different things in the tub of water and check the outcome of the object – Ãƒâ€šÃ‚Â it floats or sinks. After this the learners wrote the definition of “Float” and “Sink” in their U.O.I book.
Enduring understanding- Learners were clear with the concept of “Float” and “Sink”.
Introduced new spellings to the learners along with its meaning. Later on the learners wrote these words one time in their language notebook.
Enduring understanding- Learners vocabulary is enhanced.[Read Aloud]
Read the book- “Come back Amelia Bedelia” by Peggy Parish along with learners. We read it together from page 5 to 21 and revised the concept of homophones and homonyms while reading the same.
Enduring understanding- By reading the reader together their reading skills is improved and also revision of the grammar concepts- “homophones” and “homonyms” was done.
Make sentences on new words in the given paper.