gr7

gr7

Monday, 30 September 2013

Sept.30-Oct.1

Students, please note that you will be working on the tasks below throughout this week.  It is not today's homework.  Nonetheless, begin/continue working on it little by little ;)

Geography: Region (text pg.22-35)

What is a region? (pg.22)

How would you compare figure 2.2 (pg.23) to our St. Simon region?

Identify 3 regions around Toronto in figure 2.3 (pg.23) that you are familiar with and/or have visited.  What cities/towns are located in each of the 3 regions you have selected?

How would you describe a wilderness region? (pg.24-5) Where have you seen this type of region?

How would you describe a rural region? (pg.25)  Where have you seen this type of region?

How would you describe an urban region? (pg.25) Where have you seen this type of region?

Where in Canada is a physical region defined by its mountains? (pg.28)

Where in Canada is a physical region defined by its vegetation? (pg.28)

Where in Canada is a physical region defined as Maritime? (pg.28)

Where in Canada is a physical region defined by its rock type? (pg.28)






Final monologue
Florence looks forward to the Gibb Street garden continuing in the spring.  She respects/admires the first people (seedfolks) that transformed the vacant lot/dump into a beautiful garden; they created a friendly, loving community that celebrated cultural diversity. These seedfolks remind her of her family, the first African-American family that escaped slavery and settled in the area.  After a long cold winter, Florence looks forward to the spring when the community comes back out to plant and grow together and she hopes this tradition will continue - it makes her happy to be part of this growing family.


Novel Study:  Seedfolks Quote Analysis 1

Character/Monologue Quote
What lesson(s) do you personally think we can all learn from this character and apply in our daily life?  Explain with supporting details.

1/ Kim:  “But in that vacant lot he would see me. He would watch my beans break ground and spread, and would notice with pleasure their pods growing plump. He would see my patience and my hard work. I would show him that I could raise plants, as he had. I would show him that I was his daughter.”
Through this character, I have learned the importance of…
2/ Ana:  “Then the truth of it slapped me full in the face. I said to myself, “what have you done?” Two beans had roots. I knew I’d done them harm. I felt like I’d read through her secret diary and had ripped out a page without meaning to. I laid those beans right back in the ground, as gently as sleeping babies.”
Through this character, I have learned the importance of…
3/ Wendell:  “There’s plenty about my life I can’t change. Can’t bring the dead back to life on this earth. Can’t change myself into a millionaire. But a patch of ground in this trashy lot-I can change that. Can change it big. Better to put my time into that than moaning about the other all day.”
Through this character, I have learned the importance of…
4/ Gonzalo:  “He studied the sun. Then the soil. He felt it, then smelled it, then actually tasted it…Tio Juan didn’t even notice people-he was totally wrapped up in the work… I stared at his busy fingers, then his eyes. They were focused, not faraway or confused. He’d changed from a baby back into a man.”
Through this character, I have learned the importance of…
5/ Leona:  “I’ve got two kids in a high school that has more guns than books, so I know all about complaining to officials and such about things that need changing… You ever watch a sax player close? They push down a key and way at the other end of the instrument something moves. That’s what I was looking for-the key that would make that trash disappear.”
Through this character, I have learned the importance of…
6/ Sam:  “This time she gave me a little smile. I smiled back. That’s my occupation…You’ve seen fishermen mending the rips in their nets. That’s what I do, only with people.  If I’m lucky, I get’em talking to each other. Sewing up the rips in the neighborhood.”
Through this character, I have learned the importance of…
7/ Virgil:  “I couldn’t believe it. I stomped outside. I could feel that eighteen-speed slipping away. I was used to seeing kids lying and making mistakes, but not grown-ups. I was mad at my father. Then I sort of felt sorry for him.”
Through this character, I have learned the importance of…

Friday, 27 September 2013

Sept.27

Seedfolks: Amir monologue chp.12  
  • What is Amir's impression of America in comparison to India?
  • What happens when we have misconceptions or stereotype others?
  • What really defines Royce?  What does not define him?
  • What lessons could we learn from Amir's interation with either the Polish or Italian lady?
  • What continues to happen in the Gibb Street Garden?
Success Criteria for a good reading response:
1.  Use words from the question to begin phrasing your your response.
2.  Offer your point of view & put yourself/your voice in your writing using words like I think...  I believe...  I feel that...   In my opinion...  After reading this, I...
3.  Support your thoughts with a quote or details from the story i.e. In the text, it says...  

Thursday, 26 September 2013

Sept.26 Language

Seedfolks:  Maricela monologue chp.11

  • What did you think of Maricela and her attitude at the beginning of the chapter?
  • Who had a positive impact on Maricela?  What did she help her realize?
  • What 2 things are being compared in this chapter? (hint: "the miracle of life")



Sept.26 Curriculum Night Outline

Curriculum Night 2013
Gr.7 Di Croce & Tassone

Di Croce's class:  stsimondicroce.blogspot.ca
e-mail:  stsimongr7@gmail.com

Tassone's class:  tassonestsimon.blogspot.ca 

Italian: Signora Donato
French: Madame Viselli
Instrumental Music: Miss Kotiliarenko

Check your child's class blog on a daily basis to see what he/she is working on. Every entry is archived and is always available for reference.  

Alternating rotary subjects: 
Tassone: Science & Math
Di Croce: Language & Geography/History

Fall Curiculum Focus:


Numeracy: factors, multiples, order of operations, ratio, rate, percent

Data Management: analyzing graphs, mean, median, mode

Patterning: relationships table of values, algebraic expressions

Measurement: area of parallelogram, triangle, trapezoid



Language novel study: making inferences, identifying theme, expressing opinions, making predictions, making connections, discussing life lessons, character analysis, vocabulary development









 Ecosystems, interactions in the environment











Place & location, mapping, connections to our city











Intermediate student expectations:
  • demonstrating good character/leadership
  • greater self-motivation to succeed
  • working collaboratively, constructively, creatively 
  • more ownership, responsibility for task completion
  • improved organizational skills, prioritization
  • time management, transitioning between subjects/teachers
Our school board welcomes BYOD (bring your own device) i.e. laptop, tablet, e-book readers exclusively for school purposes including:
  • word processing MS Word
  • multi-media PowerPoint, Prezi, MovieMaker
  • e-mailing tasks
  • blog updates
  • Google research

Wednesday, 25 September 2013

Sept.25

Seedfolks: Nora monologue chp.10
  • What type of individual is Nora?
  • What affect does the garden have on Mr. Myles?
  • What do we learn about the garden and its gardeners by the end of this chapter?
Continue with Geography task using Bloor West Village sample as your reference.

French Department letter to parents (if you misplaced it, forgot to inform your parents of the trip) below:

Thursday, September 12, 2013

Dear Parents/Guardians,

We are currently involved in the planning stages of organizing a grade 7/8 excursion to view the musical “Les Misérables”, based on Victor Hugo’s classic novel.  Tickets need to be pre-ordered and purchased well in advance of the performance.  At this point, we wish to give the intermediate grades the opportunity to purchase tickets for a matinée performance prior to them selling out. The cost of this performance including transportation by schools bus will be $40.00.

The performance will be on Wednesday, January 15, 2014 at 1:30 p.m.  We will be leaving the school at 12:00 p.m.  The performance will take place at The Princess of Wales Theatre at 300 King St. West in Toronto. Running time is of 2 hours and 50 minutes.  We will be returning to school at approximately 5:30 p.m.  Arrangements for after performance pick-up of students at school will be arranged by parents. 

If you wish to purchase tickets kindly complete the EXCURSION form attached and make cheque payable to St. Simon School.  Please return form and cheque by Wednesday, September 25, 2013.
There are NO EXCHANGES, NO REFUNDS, and PAYMENTS ARE NON-TRANSFERABLE.  All sales are final.


Sincerely,                                                                               



Mr. Boccia      Mrs. Graham               Mrs. Bonofiglio           Mrs. Arena      Ms. Viselli

Principal          Vice-Principal             FSL Teacher                FSL Teacher    FSL Teacher

Tuesday, 24 September 2013

Sept.24

Seedfolks: Curtis monologue chp.9
  • What is your impression of Curtis?  Did it change at all throughout his monologue?
  • What lesson did Curtis learn?
  • How did his focus shift?  Do you think he is genuine?

Wrap-up your Family Life self-concept task ready to post up tomorrow.  If you need it printed, simply email it to stsimongr7@gmail.com or bring in your usb.

Continue working on your Geography district/cultural neighborhood task.
Below is a sample:


Bloor West Village

One unique district/cultural neighborhood in our city of Toronto is Bloor West Village located on Bloor Street between Jane, Annette and Runnymede roads in the community of Swansea.

Below is a relative map of its location:


















Bloor West Village is a shopping district/commercial area and cultural communal place. This district offers a mix of bakeries, delicatessins, specialty food shops, clothing stores, boutiques, book stores, restaurants, cafes, and services.  

Bloor West Village's first residents were immigrants of Eastern European background i.e. Polish, Ukranian, Slavic.  Every September this district hosts the Ukranian Festival showcasing typical Ukranian food, music and crafts and other goods.  Every July it hosts a local fair of cultural amusements and entertainment.

2 landmarks are the Alex Ling Fountain & Runnymede Library, as shown below:






Success Criteria Checklist:

  • write complete sentences
  • identify district/cultural neighborhood of choice
  • location w/boundaries north-south-west-east
  • relative map, major roads that enclose the district 
  • description: commercial, industrial, recreational, tourist destination etc.
  • identify what makes it unique to the city of Toronto
  • identify any landmarks and/or festivities that showcase the district





Monday, 23 September 2013

Sept.23

Seedfolks: Sae Young monologue chp.8

What do you think of Sae Young as an individual?  What affect did the garden have on her?
From her voice, you can sense that Sae Young is a gentle-soul, a kind lady who hopes for a better future after leaving Korea.  She says she loves to be around people.  She is maternal - she longed to have children but was unsuccessful. Her husband died suddenly and she was robbed/brutally assaulted.  The assault traumatized her to the point that she remained secluded and living in constant fear.  It took her a long time to leave her apartment and face the outside world again.    The garden helped her build her self-confidence and to trust others again; she helped to solve the garden's water issues and this made her feel proud, happy and connected once again to others in the community as if they were her own family.

Geography:  Place & Location

Continue working on your Toronto Districts/Cultural Neighborhoods task.
Select any 2 of your choice (relative map, description, landmarks/festivities)
Refer to Sep.20 blog entry for additional help and links.
Due Sept.27th or 30th at the very latest.

Friday, 20 September 2013

Sept.20

Geography: Place & Location
Toronto's Unique Districts & Cultural Neighborhoods




Task:
  • Select any 2 districts of your choice (independently or with only 1 partner)
  • Create a relative map of its location within Toronto with boundaries to the north, south, west & east of it to enclose it
  • Provide a brief overall description of the district
  • Identify any landmarks within the district that make the district special or any festivities that take place to promote/celebrate this district

Browse through some districts below you wish to further explore:



















Other districts you may wish to consider:
  • Bloor West Village (Bloor St. W. between Jane & Roncesvalles) 
  • Little Italy (College St. between Ossington & Bathurst)
  • Cabbagetown (Parliament & Gerrard area)
  • Little India (Coxwell & Gerrard area)
  • The Portlands (Commissioners St off of Queens Quay)
Link to Toronto's diverse neighborhoods: 

Rotary Language Seedfolks

Chapter 7 Virgil monologue

As individuals, how do Virgil and her father differ?  Which of them do you think would make a positive difference in the community and why?


Science assignment due Wednesday.  Page 91 3 questions.  Page 92 #1-2 concept maps.

Math mid chapter review.  Page 21 #1-12.  Workbook page 5.

Continue working on your Family Life self-concept task.  See Sept.12 blog entry.


Very creative out-of-the-box artwork Gr7s!!!

Giulia:

Jaden: 

Austin: 

Matthew:

Sarah:

Alexia:

Jessica:

Alona:

Camilla:

Gabby:

Miranda:










Great job using Prezi to showcase your 2013 summer highlights!  
Below are the links:










Thursday, 19 September 2013

Sept.19

Welcome Mr. Marchetta to our class.  Be cooperative and respectful. 

8.30-8.35
Attendance

8.35-9.05
Instrumental Music

9.05-10.15
Continue working on any of these tasks (use your class time wisely):
  • Geography place of interest (due Friday)
  • Novel monologues 1-5 Kim, Ana, Wendell, Gonzalo, Leona (due Friday)
  • Family Life self-concept/self-esteem using your brainstorm handout & self-portrait
  • Eco-Ranger promotional poster
10.15-10.30
Recess

10.30-11.00
Italian

11.00-11.30
Continue working on any of the tasks listed above.

12.35-1.05
French

1.05-1.40
Rotary Math/Science @ Tassone
Tassone/Bucci rotary students: geography & novel both due tomorrow.

1.40-1.55
Recess

1.55-2.25
Rotary continued

2.25-2.45 
work period 

2.45-3.30
gym: softball
everyone tidy up class prior to gym

Wednesday, 18 September 2013

Sept 18

Rotary Language Tassone/Di Croce:

Seedfolks Chp.5 Leona:

What do you think of Leona as an individual?

Leona is just like her Granny - stubborn, doesn't take "no" for an answer, brave, go-getter, self-confident, self-reliant, self-assured, very determined, perseveres until she reaches her goal. She wants to make a positive change to the neighborhood by eliminating completely the trash and will do whatever it takes to ensure this happens.  She cares.  Leona is relentless: no one, nothing will stand in her way - she will be heard and noticed, will not give up.

Chp.6 Sam:

What do you think of Sam as an individual?

Sam is friendly, always smiling, promotes peace among all people/all cultures, not concerned about ethnic segregation (division), he wants to bring different people together, get them to talk and get along with one another.  In the end of this chapter, we learn that Sam has his work cut for him because the garden became a mirror of the neighborhood, that is, it became racially divided.  Sam wants everyone to collaborate and communicate with each other in a respectable, welcoming and friendly manner.  He is not about "division".  He is a pacifist (believes in peace, harmony).



Rotary Math Tassone:

1.4 
Text pg.14 A-G
Workbook pg.4

1.5 
Text pg.18 #6,9,10.


A reminder to continue working on your geography & novel study since both are due Friday Sept 20th


Tuesday, 17 September 2013

Sept 17

Rotary Geography Tassone/Di Croce
Task due Fri. Sept. 20
Below is a sample for reference:


Unit 1 Geography: Place & Location


My place of interest is The Westway Park & Arena.

Below is a relative/mental map of its location.  It is enclosed by the Westway to the north, Islington to the west, Royal York to the east and Eglington to the south.



The Westway Park & Arena is located in Etobicoke (Toronto), ON in the community or residential area of Royal York Gardens.

From St. Simon, I would follow these directions by car:
·         West on Wallasey
·         South on Weston
·         401 East
·         Exit Islington south
·         South to Westway
·         Park on south/east corner Islington/The Westway

From St. Simon, I would follow these alternate directions by car/TTC/bike:
·         West on Wallasey
·         South on Weston
·         Merge on St. Phillips
·         South on Royal York
·         East on The Westway to Islington
·         Park located on south/east corner

The Westway Park & Arena is maintained by Toronto Parks & Recreation and is considered a conservation/recreational/communal area.

Geographically, I think this place makes sense because it is located in a high population residential area in which all people of the community can take advantage of its different facilities i.e. play-scapes, baseball diamond, skating arena, tennis courts and green spaces.  Because it’s located on a major intersection it is visible, convenient and easily accessible by everyone to enjoy. I think every residential area benefits from green spaces such as this.

This place is of interest to me because I have enjoyed taking my young daughters there to introduce them to and practice different activities and, overall, enjoy quality family time together.



Rotary Language Tassone/Di Croce
Seedfolks 
Wendell Chp.3 

I think Wendell is an individual with a positive outlook on life because he chooses not to dwell on the past/on the negative (i.e. family problems) but look forward to the future.  Wendell is optimistic and hopeful.  He wants to make a positive difference/change to the neighborhood - Kim taught him this.  He is a very good/kind-hearted person because he looks after Ana and her needs.  It seems that dwelling on the negative is wasted time for Wendell - focusing on the positive will be more fruitful and offer more personal growth.  He is an individual that wants to do "good" for others and as a result, he will feel better. His is self-confident, self-reliant and sure that he can make a BIG change in the community.



Gonzalo Chp.4


What does the vacant lot/garden do for Gonzalo's uncle?  How does it transform him "from a baby to a man"?
How is Tio Juan affecting the neighborhood?

By the end of this chapter Gonzalo's uncle, Juan, has a purpose.  Instead of walking around aimlessly in a foreign country and being treated like a baby by his nephew, Tio Juan now finds direction, purpose and personal empowerment at the vacant lot - his expertise should help transform the lot into an organized and bountiful garden.  Juan should have a positive impact on the neighborhood and he will hopefully establish positive relationships with Kim and Wendell.   


Be prepared to hand in your work for the first 5 chapters of Seedfolks this Friday Sept 20th.  It should include your ideas + ideas discussed in class/posted on our blog.  Continue reading the novel - the entire text has been uploaded for you to read on anytime you wish :)