Mr. Di Croce's St. Simon Blog est. 2012

Wednesday, 13 February 2013

Feb 14 Agenda

Feb. 14 Agenda - Happy Valentine's Day :)

Let's welcome back Mr. Marchetta and continue working with him in a cooperative and courteous manner throughout the day. I will see you and your parents in the evening for interviews.

8.45-9.30 instrumental music

Recess: everyone please exit portable substitute on yard duty

French

10.25-11.35
Novel study: with 1 partner of your choice, begin working on the vocabulary/questions below from The Breadwinner; you are not expected to complete it all today, no worries. Copy and paste into Word. Use synonym(s) to define the vocabulary. Short, concise answer in complete proper sentence for chapter question responses.

The Breadwinner

Section 1 (Chapter 1-3)

Section 1 Vocabulary

Chador Burqa nan

Taliban Toshak Hospitable

Looters veil Hawk(ed)

Shalwar Kameez decree(d) land mine

Illiterate

Chapter 1

1. What was Parvana’s old family home like? Describe it.

2. Why did Parvana need to accompany her father to the market? Why does it have to be Parvana and not Nooria or their mother?

3. What does Parvana’s father do to try and make money?

Chapter 2

1. Why were there many artificial legs for sale at the market?

2. Who was Hossain? Describe him in detail.

3. Why did the Taliban come and take father away?

Chapter 3

1. Why did the Taliban order all windows to be painted black? What was father’s reaction to this?

2. State two ways in which the Taliban placed restrictions on the Afghans in this chapter.

3. Describe how the Taliban treated Parvana and her mother at prison.

Section 2 (Chapter 4-6)

Section 2 Vocabulary

Preoccupied Warily basin pakul

Sulk bold(ly) brusque(ly)

Gingerly eternity gruff

Chapter 4

1. Why did Parvana’s mother choose to stay inside since she had a burqa?

2. Explain Parvana’s dream in this chapter.

3. Why was mother not responding to her children’s needs by the end of chapter 4?

Chapter 5

1. If you had to describe Mrs. Weera in good detail, what would you say her personality was like?

2. What evidence do you have that Parvana is assertive? (can stand up to a Taliban soldier)

3. How did Mother and Mrs. Weera meet?

Chapter 6

1. What reason did Mother and Mrs. Weera give for turning Parvana into a boy? Do you think this was a good idea? Why or Why not?

2. What discoveries does Parvana make the first time she goes out dressed as a boy?

3. Why does Parvana have to look like a boy inside the house, when she is with her family?

Section 3 (Chapter 7-9)

Section 3 Vocabulary

Pashtu labyrinth Latrine

Embedded dawdling escort

Distinguish Karachi Kerosene

Raid(s) Smuggle

Chapter 7

1. Who did Parvana have to pretend she was? What story would she have to make up if questioned?

2. What surprises Parvana about the Talib soldier with the letter?

3. Why does Parana sell her beloved shalwar kameez?

Chapter 8

1. Describe Maryam’s reaction to being outside for the first time in a year and a half.

2. The man whom Parvana thought was her father seemed like a nice man. What evidence is there of this?

Chapter 9

1. Who was the ‘tea boy’? Describe her in good detail.

2. Who do you think this ‘window woman’ is and why is she sending Parvana gifts?

3. Why doesn’t Parvana tell Shauzia about the embroidered handkerchief?

Lunch

Italian

1.05-1.50 Math transformational geometry: correct mid chapter review pg.247 1-4, 6, 8, 9 (translations, reflections, rotations)

Recess

Everyone continue to work on stained glass math task assigned yesterday on blog until dismissal.

Tuesday, 12 February 2013

MATH ART INVESTIGATION FEB 13

Guiding question:

How can you combine your knowledge of math, art and design to help resolve a problem?

Learning goals:

to build knowledge through investigation; to identify lines of symmetry in 2D figure; to compare units of measure; to apply area and perimeter formulas; to measure angles; to write an explanatory text; to use interactive multi-media tools;
to design and create a geometric stained glass window for any school window;
to take accurate measurements of window in centimetres, meters, inches and/or feet;
to design a template (i.e. on Geometer's Sketchpad or PowerPoint or with compass/protractor/ruler) that contains two or more lines of symmetry;
to calculate the measurements of each window section;
to use protractors to measure the number of degrees contained in each angle formed by the intersecting lines of symmetry;
calculate the total area of the window, and estimate the amount of paper and tissue your window will require;
to document the creative design process with photographs, and deliver a Prezi presentation that narrates your work using a combination of text, pictures and/or video.

Success Criteria:

I can apply my prior knowledge and experience with geometric art tasks;
I can identify the symmetrical elements of a geometric design;
I can apply my prior knowledge of measurement and scale to create a template that will fit within the window's height & width;
I can use technology to research the history of stained glass form;
I can work and share ideas in a cooperative and constructive manner with a partner.

Did you know?

The art of making stained glass windows flourished in Europe during the 1200s, when religion was central to people’s lives and communities poured their resources into building cathedrals.
Because stained glass windows came to life when the light shone through them, they were thought to be illuminated by the presence of God.
A master glazier in a medieval town was highly esteemed, and sometimes held precedence over the local town governments.
Though not as prominent today as it was during the middle ages and renaissance, the stained glass art form lives on. There was a huge stained glass revival during the Victorian era (1811-1918) and there are still contemporary glaziers who create stained glass windows for churches and private homes.

template samples:

Stained Glass using PowerPoint & Paint
https://www.youtube.com/watch?v=5jVuW-xOCfc

Stained Glass using Paper & Cellophane
https://www.youtube.com/watch?v=cqdIijrGUzw

Student Final Work Samples:

http://prezi.com/xjayt9xvw__s/untitled-prezi/

http://prezi.com/ex7nde0zv980/stained-glass-window-prezi/

http://prezi.com/pzpqxpfoxutr/math-art-process/

http://prezi.com/95xg6s3xbdco/untitled-prezi/

Monday, 11 February 2013

Feb 12 Mr. Marchetta substitute agenda

Please welcome Mr. Marchetta to our class. Be courteous and respectful, as you always are ;)

Language task 8.45-9.30

-working in groups of 3 read pgs.68-75 in religion text believe in me located on front shelf

-answer the following on table composed of 3 columns, 2 rows:

What is/are the issue(s)?

What are Christians called to do?

Do you think we are answering the call, why or why not?
-use a combination of text, pics to address each; print.

Recess/French 9.40-10.25

Science 10.30-11.30

U7 pgs.182-184

Complete check your learning questions #1-5

What is/are the difference(s) between a high-efficiency and a mid-efficiency furnace? Where do each send their exhaust and intake fresh air? Which one do you have at home?

Lunch/Italian 11.35-1.05

Math 1.05-

Complete mid chapter review pg.247 1 to 4, 6, 8, 9 on Geometer's Sketchpad or on regular graph paper, your choice.

If you did yesterday's work on Geometer's Sketchpad, find way to print out your work on class printer.

Anyone that did it on graph paper, staple your sheets in order and give to Mr. Marchetta.

Mr. Marchetta: Bus Duty 3.30 Bus 1 Weston Rd.

Sunday, 10 February 2013

Feb 11 Dispersal Math Task

Check dispersal list from Friday blog entry
Go to your specified class with a netbook & math textbook
No switching classes - teachers have link to blog and are expecting you
Complete the following task using Geometer's Sketchpad and following these instructions carefully:

Select Graph
Grid Form
Rectangular Grid
Graph
Plot Points
(-4,0) Plot
(0,0) Plot
(-4,7) Plot
(0,7) Plot
Done
Connect points with Segment Straightedge Tool
Back to Arrow Tool
Right click on each point and select Coordinates to label.
Right click on any 1 point of rectangle and select Mark Center (this will be the point around which you will rotate rectangle ABCD)
Back to Arrow Tool to highlight each point and line segment.
Choose Transform from top menu.
Choose rotate. Write 180 degrees.
Right click on each point and select Coordinates to label rotated rectangle. Choose different color for A'B'C'D'.
Now, take Arrow Tool to center/origin. Right click on (0,0) and Mark Center (this will be the point around which you will rotate starting rectangle ABCD).
Follow above steps again rotating 270 degrees.
New Sketch.
Plot another shape of your choice.
Follow same steps but when you select Transform choose Translate and slide your shape (-4,5). Plot new coordinates.
New Sketch
Plot another shape of your choice.
Follow same steps but when you select Transform choose Reflect and flip in y-axis and x-axis. Plot new coordinates.

Therefore, I want to see the following:

2 Rotations: one about a point on the shape and one about the origin/center (0,0).
1 Translation -4 horizontally, 5 vertically.
2 Reflections: one in x-axis and one in the y-axis

1 transformation on 1 grid.

Save each on USB stick or SD card and I will print.

Should you have difficulty with Geometer's Sketchpad, you are welcome to complete this task on graph paper near projector - again, 1 transformation per sheet of paper.

Friday, 8 February 2013

Happy Snow Day :)

Di Croce Basketball Tournament Dispersal Monday Feb 11^th

Dispersed Students	Teacher
Rachel, Karen	Arruda
Michael, Sam, Vernon	Urbani
Evan, Sergio, Bruno	Bertossi
Tran, Nathaniel	Tassone
Emily, Megan, Angela	Ulatowska
Sarah, Hannah	Defina
Concetta, Sofia, Josie	Bucci
James, Daniel, Leala	Aprile
Steven, Marlon	Linowski
Gabriella, Francesca	Addante

Work will be posted on blog Monday morning, following instrumental music.

Tuesday, I will be at a technology workshop. Mr. Marchetta will be your substitute teacher. Work will be posted again on blog.

Transformational Geometry Fun:

Try Creating a Kaleidoscope with Geometer's Sketchpad

http://www.youtube.com/watch?v=Wgxyd0Iveu4

Wednesday, 6 February 2013

math transformations & homework

questions chapter 8 / health reminder

Where we left off in chapter 7...

- Review PowerPoint slides to see the plot points

Get into groups of 4 and discuss these questions with your group members. You will then present the answers (from your seat) and we will write them down for everyone to see and post them. As you will be required to provide an answer, please choose people who you can be productive with.

1. How does Mrs. Weera change the atmosphere and environment of the household? What does she bring? How does Mrs. Weera not fit the traditional ‘female’ stereotype?

Mrs. Weera changes the atmosphere and environment of the household by making a private school for some girls. Mrs. Weera might be teaching a few girls about field hockey because before when they used to go to school Mrs. Weera was a physical education teacher.

Mrs. Weera brings happiness to Parvana and her family. She helps them become lively and encourages them to not be scared. Just like Mrs. Weera she can out run the Taliban’s.

How does Mrs. Weera not fit the traditional ‘female’ stereotype?

Mrs. Weera doesn’t fit the traditional ‘female’ stereotype because she was previously a harsh physical education teacher, who taught field hockey and other sports resulting her to be a strong, and manly woman.

2. Parvana sees the soldier cry and she also sees another soldier cry during the letter-reading. She is confused because men are portrayed as brutish and men. And yet they have feelings. Why do you think the author does this?

The author does this because she wanted Parvana to realize no matter what you say or how you act we are all human beings and we all have feelings no matter what side we are on. Even though some people seem and are portrayed to be a certain way, that doesn*t necessarily mean they are like that. Parvana would never expect the Taliban to cry because everyday she sees him beat up other people and act like nothing ever happen. They always act so tough. Also because men are stereotyped a certain way. Some people would think that they have no emotion and never cry, but they are human beings too and they have feelings just like girls do.

3. What is important about Parvana embodying the traditional male role and how do you think embodying this role can be empowering for Parvana?

Parvana taking on the male role is important because it gives her confidence and a sense of accomplishment and freedom. As a boy, Parvana is allowed to walk through the market freely without being yelled at or abused by the Taliban. But if she went out as a girl she would be questioned and beaten. Embodying this role gives Parvana a sense of responsibility. She has to take care of her family and provide food for them.

4. What is the message of hope the man at the market tells Parvana? What could have prompted Parvana to ‘imagine’ her father when he was not really there?

That the man said that sometimes they release prisoners and that means they could release her dad. You could have prompted Parvana to ‘imagine’ her father when he is not really there is to think you know everything he does.

1. Parvana sees another ‘boy’ in the marketplace; what does this say about the sorts of things women must do in order to get by, in order to get around? How do you imagine your own life—whether you are a boy or girl—being limited this way?

This tells us that women are too scared to go outside. Also, they’re worried to show themselves because the Taliban will see them and arrest and beat them. They aren’t used to being seen by people other than their own families. We think that the woman is trying to send her some type of message or clue about something. This proves that Afghanistan is a very cruel and horrid place because their own citizens are afraid to go out in public.

5. Parvana sees another ‘boy’ in the marketplace; what does this say about the sorts of things women must do in order to get by, in order to get around? How do you imagine your own life—whether you are a boy or girl—being limited this way?

6. What is the author trying to say by showing that Parvana—with so little experience--is almost just as good as her father at selling at the marketplace?

What the author is trying to say is that, just because Parvana is a girl, doesn’t mean that she is less successful than a guy. The author also means that the time Parvana spent with her father she picked up his selling skills & learning abilities, so she may take care of her family.

FINISH YOUR HEALTH. TOMORROW YOU WILL BE PRESENTING