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Day: July 9, 2016

Highlights of the week – Grade 10

Highlights of the week – Grade 10

Thought of the day – “Educated men are as superior to uneducated men as the living are to the dead.”  Aristotle

Herald: The students worked on their coursework – Argumentative writing. They solved exercises in their FLE workbook (Unit 2). They practised Note taking and summary writing and read books during the book club slot.

Harbinger & Quintessence: The students worked on their coursework – Argumentative writing. They solved exercises in their FLE workbook (Unit 5). They practised Note taking and summary writing and read books during the book club slot.

 

Warm Regards,

Language team.

Grade 7_All sections_Mathematics_Highlights of the week_09/07/2016

Grade 7_All sections_Mathematics_Highlights of the week_09/07/2016

Dear Parents,

Here’s what we did this week:
1. Students were introduced with a concept of BODMAS (Order of operations).
2. Students solved various questions based on BODMAS from integers worksheet.
3. Integers worksheet has been cross-checked and discussed with students.
4. Doubts of all the three worksheets of ‘World of numbers’ were catered and cleared to the students.
5. Pre-assessment papers were distributed.
6. We started with the new unit ‘Different can be equal – Fractions, Decimals & Percentages’ by doing a bus stop activity wherein they divided into groups and were given questions on each chart like ‘What do you now about fractions/percentages/decimals? and wrote their conceptual understanding on the same. Later, all the responses were read aloud by groups and discussed.
Thanks & Regards,
Grade 7 Math Team
Highlights of the week!! (4th to 9th July 2016)

Highlights of the week!! (4th to 9th July 2016)

[Unit Of Inquiry]

Exploring the Central Idea– Teacher wrote the central idea on the board and asked the students to identify the keywords from the central idea. Each keyword was explicitly focused and discussed in the class with the students. The students were scaffold wherever required to make connections and understand the central Idea.

The students were given the descriptor of two TDTs and asked to read and tell what they think the central Idea would relate to. The students tried to understand the descriptor of both the TDTs along with the teacher making connections with what they have learnt in earlier years under those TDTs and identifying what part of the descriptor will be focused on while learning about ‘Signs and Symbols as a human made system.

Field Trip to Iscon mall:

Students  went on a field trip to explore different signs and symbols at Iscon Mall. They were asked to make connections with the Central Idea and TDT.

Learning Outcome: A real life example of signs and symbols used in a different system. Students build on their understanding that Signs and symbols are a system created by humans to facilitate communication.

Language

  1. Students did questions and answers of the chapter 2-‘ The Ant and the Grasshopper’ The teacher also discussed about ‘bully’ where the students shared their experiences and give various suggestions to stop bullying. The discussion  continued in the next circle time also.
  2. Introduction of mind-map- Students were introduced to the term ‘Mind map’. To enhance the mind-mapping skills, the teachers followed the gradual release of responsibility model wherein the teachers did the I DO model on topic – ‘Pets’. The teacher had role modeled the entire session. She verbalized her thoughts aloud and put her thoughts on the whiteboard in the form of a mind map. And then, she consolidated her thoughts by writing a paragraph using all her thoughts verbalizing the format of paragraph (general statements will come first, then all the positive statements followed by negative ones and concluding the paragraph again by writing a general statement). The students had copied the same paragraph in their note-books thereafter. For WE DO model- The students were given homework where they made mind-map on ‘Birthday party’. After discussing with students the mind map, the teacher wrote a paragraph on the same taking inputs from the students. Later, the students copied the same in their Language notebooks. For YOU DO model, the students were given another topic where they were asked to make the mind-map and write the paragraph independently.

Math

The revision of the concept of symmetry was done in the class and the formative assessment was take for the same to check the understanding of the students. The students were able to identify symmetrical and asymmetrical objects in their classroom and draw them showing the lines of symmetry. They also used rangometry to make designs having one and more than one line of symmetry.

 

Regards,

Grade 2 Team

HIGHLIGHTS – 09TH JULY (DAY 1)

HIGHLIGHTS – 09TH JULY (DAY 1)

Language: Teacher shared prior knowledge about the author – Enid blyton and what type of genre she writes .Later the learners were given sheet of the story “Bit of paper”  and they performed a group activity of the same by taking up roles internally.

UOI: Discussion about the unit:How we organize ourself along with its Concepts , LOI, attitudes and learner profile was done. FORMATIVE ASSESSMENT WAS TAKEN.

Homework:

Math: Complete the given worksheet.

UOI: Watch the below mentioned video link and make notes in UOI notebook by giving answers to the questions mentioned.

1)When did the organization start?

2) Who started Teach for India?

3) Which type of organization is it? Endeavor or Enterprise?

4)How do they get money to run their organization?

5) How do Teach for India solve problems?

Highlights and homework for 9th July, 2016

Highlights and homework for 9th July, 2016

[Highlight Of The Day]

Language

  • Learners were introduced to the idea of debate and its various aspects like how it is conducted, what are the etiquettes to follow, what are the sides and how many rounds do we have. Learners also played few language game related to debate skills.

Goal setting : Learners were engaged in an activity which helped them identify and understand the criteria to create SMART goals.

Homework

Language

Prepare for a debate-` a.Research about the final topic for your debate topic. – “Ambition brings grief” b. Talking to others and sharing opinions in the group c. Reading about the topic- here knowing about what is ambition and

a.Research about the final topic for your debate topic. – “Ambition brings grief” b. Talking to others and sharing opinions in the group c. Reading about the topic- here knowing about what is ambition and

b. Talking to others and sharing opinions in the group c. Reading about the topic- here knowing about what is ambition and

c. Reading about the topic- here knowing about what is ambition and what is grief? what happens one one has ambitions? d. After collecting information make points to support your argument.

Take notes in your language book.

[Unit Of Inquiry]
  • Those who have not yet prepared the piece related to Peace, please do so and submit it on Monday.

Goal Setting: Confer with your parents and fill the ‘SMART  goals’ worksheet given.

 

Math

Play this fruit splash game to practice Integers- http://www.sheppardsoftware.com/mathgames/fruitshoot/FS_Mixed_Integers.htm

 

 

Highlights of the week_Insight_Integrated Sciences

Highlights of the week_Insight_Integrated Sciences

Dear Parents,

Highlights of the week: Integrated science – Content covered and Activities done:

  • Students discussed about the debatable question ” Are Viruses alive?”  which was supported with their research in their science classes.
  • Revision of all the topics learnt in the first unit.
  • The week concluded with summative assessment task for the unit:

Summative Assessment Task details:

Slot Task Description:  Assessment Criteria
 Slot-1 Component-1:

  1. Summative assessment rubric discussed with students
  2. Students were divided into groups of 4/5 each.
  3. Each group had to form a cell model using the materials provided
 Criterion C: Processing and evaluating
 The student is able to:

  •  i. correctly collect, organize, transform  and present data in numerical and/ or  visual forms
Slot-2 Component-2

  1. Each  student to represent one or more organelle.
  2. Each student to come forward and tell about the organelle they represent with the material used to represent the organelle in the cell they have made.
Criterion A: Knowing & understanding

  • The student is able to:
    i. outline scientific knowledge about structure and function of cell organelles covered
  • iii. interpret information to make scientifically supported judgements while finding analogy of other things with cell organelles.