Using Creative Thinking to begin our Mythical creature project

Our value of the week is Creative Thinking! Students have been practicing creative thinking all week.

For instance, students have begun using creative thinking and designing artwork for their mythical creatures!

We are also beginning our chapter books, following the narrative structure plot diagram. Above is students’ self-regulated checklist to complete this part of their summative assessment!

In math, expert mathematicians are helping their classmates in a multiplication activity.

Using inquiry investigation skills to extend our understanding on biomes

In class, Div. 6 played 3 rounds of matching games collaboratively in their groups. One was a matching game on biome characteristics (weather, climate); the other two included plants and animals. It was great to see the amount of teamwork that went into this!

In the library, students practiced effective note taking skills indicating their sources (title, author, page number). 




Homework with Two parts – Due Wednesday November 15

Part 1: Watch the following video:

In complete sentences, please answer the following guiding questions:

  • What biome do you infer that this video takes place in, and why? Be metacognitive and explain your thinking. 
  • What are the iguana’s physical adaptations and how do they help him to survive?
  • What are the snakes’ physical adaptations and how do they help them to survive?
  • What part of your brain did you use when you watched this video (hippocampus, amygdala, prefrontal cortex) and why?
  • Can you describe the exposition, rising action, climax, and falling action/resolution in this short video using either imagery language, alliterations, onomatopoeias, metaphors, or similes? Try as many as you can to show extending understanding!
  • What was your favourite part of the video and why?
  • Can you make a connection?
  • What was the role of the narrator or the background music in the video?
  • Do you have a question?

Part 2: Quotations and Dialogue

Using proper organization and conventions (punctuation, capitalization, grammar) is very important in writing. We just learned how to organize our writing in quotations.

If you need a reminder, you can check out these optional videos/songs:

Video 1

Video 2

Please do the following:

-Write a dialogue conversation between two or more people using proper punctuation and indenting. You also need to write a short narration somewhere within the dialogue. 

For example:

(indent) Ring, ring, ring! The Chaffey-Burke school bell rang at 8:53, signalling the start of another day of school. Students poured into Ms. Cheng’s class — hanging up their backpacks, getting their chairs, and opening their planners to put their homework into the Hand-In Bin. Two students, Michelle and Nissim, were unpacking their backpacks in the cloak room.

(indent) “Hi Nissim,” said Michelle.

(indent) “Hi Michelle,” replied Nissim.

(indent) “Did you do the blog homework,” asked Nissim, “It’s due today!”

(indent) Michelle shook her head. “Oh no! I forgot!” she exclaimed.

Note: Your comment feature will not allow the indent (Tab) button, so you can choose to write (indent). 

The 5 Senses and Maslow’s hierarchy of needs

Div. 6 begun inquiring into their unit on Animals!

Students had to use their 5 senses to critically think about what was in each mystery jar.

We also explored the difference between needs and wants through the lens of Maslow’s Hierarchy of Needs.

In Language Arts, we are exploring the plot diagram of narrative structure.

In groups, students are creating their own story. I can’t wait to see them perform on Monday!


happy halloween!

Great work M.Y. on your zentangle sugar skull!

Also, great work Div. 6 for being leaders in our buddy activity today!

Stay safe tonight kids! Make sure to throw away any opened pieces of candy!

Thank you to all students who brought treats for our Halloween party + Madelyn for bringing goodie bags!

Sharing our Primary Source Summative Assessments!

As a celebration of learning, Div. 6 watched Zootopia and wrote connections to diversity, stereotyping, and individuality!

From here, we were all risktakers and shared our understanding with Ms. Haskin’s Grade 6/7 class!

To connect to Div. 6’s expereince of presentations, Ms. Cheng also presented on a Pro-D Day!

Finally, Div. 6 held powerful discussions, guided by Ms. Anderson, on Halloween nouns, verbs, adverbs, and adjectives!

Using Communication core competency during primary sources gallery share

Students continue to build community by sharing their primary sources with each other. Presenters using clear oral speaking voices and active listeners give 2 stars and a wish. 

My favourite part was seeing each and every one of you become experts on a historical event! You demonstrated passion, enthusiasm, and creativity!


Use complete sentences and answer the guiding questions. Remember, I cannot see your thinking in your frontal cortex, so make your thinking visible to me and others by writing with as much detail as you can!

  1. How did you use your Communication Core Competency to present and actively listen during the gallery share?
  2. How did you use your collaboration and teamwork skills to work together to plan out your newspaper broadcast?
  3. How did you contribute and participate in your group? 
  4. What did you learn about your event more than you had known before? Share a fun fact!

Note: Write your answers on Microsoft Word first or on a piece of paper before posting! Then, you can copy and paste your answers here. That way you have saved your answers if the commenting function is not working on the blog over the weekend. You are always welcome to hand in paper copies as well on Tuesday. If the commenting function is not working, I WILL KNOW. Don’t worry.

Using our value of Metacognition to think critically this week

Our value of the week is Metacognition. Meta = on top of; cognition = prefrontal cortex thinking!

Metacognition helps us think critically about our own thinking. It is the “how” and “why” part of our thinking that helps us explain and dig deeper. We tried this with imagery writing. 

We also practiced critically thinking in our unit on the Canadian Timeline.

Last week, we also finished our “Breaking Stereotypes” posters to celebrate diversity and value individuality.


Learning about Empathy through inquiry-based activities and Jane Elliot’s Brown Eyes Blue Eyes

For our inquiry lesson today, Ms. Cheng put names of Div. 6 students onto different coloured papers. Students had to line up outside and upon entering the classroom, they had to show their sheet of paper. To represent immigration in Canada, some students were denied the right to enter… F. Z. looks visibly upset! Instead of entering, they had to do grammar sheets.

The yellow group were being treated unfairly. How did they feel? F.Z.’s face says it all!


Other groups had more fun: the green group got to play cards; the purple group got to eat chips; the pink group were allowed entry but did not have the right to sit on a chair and instead had to do math under the table for 10 minutes; and red had to stay in the cloak room and patiently wait. 


Although very amusing for Ms. Cheng and her “doorkeepers” R. and K., it was important for Div. 6 to learn empathy and adopt that value before proceeding into this unit.


For the Brown Eyes, Blue Eyes video we watched in class, click below. There are Chinese subtitles!

Incredibly impressed with the high level of extending understanding from student reflections!


Homework on “Self-Regulation” and “Empathy” as our new value of the week – Due Thursday Oct. 5

There are two parts to this assignment. It is due on Thursday October 5!

Part 1:

Guiding questions:

  1. What is the cookie monster’s main problem or conflict in his song?
  2. The music video’s title is called “Me Want It (But Me Wait)”. Notice that the “(But Me Wait)” part is written inside brackets or parentheses — click here for a definitionon parentheses. What is the impact of having “(But Me Wait)” inside the parentheses? Does the parentheses suggest that “Me Want It” is more important or “(But Me Wait)” is more important?
  3. How is the cookie monster showing self regulation?
  4. What zone (yellow, red, blue) is the cookie monster in? What are some ways he can get back to the green zone? 
  5. Can you think of 3 creative reasons for why the Cookie Monster can’t eat the cookie?
  6. What is the role of music in this video?
  7. Can you describe an example of how you demonstrated self regulation inside the classroom, outside on the playground, at home, or at another place?

Part 2:

Guiding questions:

  1. Can you define “empathy” in your own words? 
  2. Can you tell me one personal example of empathy? (It can be an example of you showing empathy to someone else, or someone else showing empathy to you)
  3. Which part or the brain is connected to empathy? Is it the prefrontal cortex, hippocampus, or amygdala, or all of them? Why do you think so?
  4. Was Mojo the director a better team player at the beginning of the video or the end of the video? Why?
  5. What zone (green, yellow, red, blue) was Mojo the director in from the beginning of the video to the end?
  6. What made Mojo go into the yellow and red zones? What advice would you give to Mojo to get back to the green zone?
  7. The end of the video is a cliffhanger (it doesn’t tell us the end). Create your own ending to the video. Questions to consider: What happens to Mojo next once he enters the door? How is Mojo going to be able to save his play? Do his friends come back to help him finish the play? 


-Please write in full complete sentences with proper punctuation, and capitalization in your answers to the guiding questions above. Many of you reported in your self assessments that your goal for Term 2 is to practice writing — here is your chance!

-You can write with emojis, short cuts of written words (lol, thnx, sry) in your responses to others only. If you want to respond to someone you can use the format @theirname

Have fun, and thanks for keeping your answers school appropriate!

Tableau Dramas on Self-Regulation

Our value of the week is Self-Regulation. It was very neat to see students integrate this into their understanding of the fine arts and Language Arts!

I enjoyed seeing student reflections on their self-assessment. 

R.L. writes, “We had to be inclusive and open minded because everyone needed a job and something to do. Also because you had to be openminded to all the different ideas put in.:

S.S. writes, “I think we did the best in being open minded because everyone was asking if the script was okay also when we were acting we were being inclusive.”

S.S. writes, “Being open minded for including everyone and their ideas to make a creative and fun play to present the value of self-regulation.”

K.L. writes, “Probably being creative and using critical thinking because it was kind of hard to come up with what to do ,and the dumping stuff on my head was maybe creative.”

Well done!

Also, our parts of the brain + Zones of Regulation posters went up!

Homework on “Making Inferences” — due Tuesday, Sept. 26

Hello Div. 6! Please answer the following guiding questions in complete sentences. This homework will require you to watch a few different videos to complete the assignment. You can leave a comment where it says “Leave a comment” or you can choose to print out your answers and hand it in.

Watch Video #1:

Question 1: What does textual evidence mean? 

Question 2: Can you write a few sentences or a short paragraph like the one at 2:11 in the video for a classmate to make an inference on? 

Watch Video #2:

Question 3: What textual evidence in the script was the hero using to allow him to infer that the bad guy was going to jail?

Watch Video #3:

Question #4: Can you choose at least two of the questions embedded in the video to answer?

Write down the question first, and then your answer. Don’t forget to support your answer with WHY: why do you think that? What evidence/observation supports your reasoning?

Remember that I can’t see inside your prefrontal cortex so the more you write the more I can see your level of understanding!

Watch Video #4:

Question #5: Can you choose at least two of the questions embedded in the video to answer?

Write down the question first, and then your answer. Don’t forget to support your answer with WHY: why do you think that? What evidence/observation supports your reasoning?

Remember that I can’t see inside your prefrontal cortex so the more you write the more I can see your level of understanding!





Extension: For all of you thirsty for knowledge, you can choose to play these online games on making inferences. This is optional. 

Game 1

Game 2


Essential Agreement on Core Competencies

Div. 6 made an Essential Agreement based on the Core Competencies! We made a draft first, just to get our ideas down.

We then worked on our Communication core competency through a gallery share of our “Life in a Bag” artifacts. 


Presenters were asked to…

  • introduce themselves
  • share their artifact while emphasizing its personal value
  • answer any questions 
  • say thank you

Reciprocally, active listeners were asked to listen carefully, ask thoughtful and meaningful questions, and thank the presenters for sharing.

I enjoyed seeing the high level of respect, enthusiasm, and connection-building with each pair! We then did a self-reflection to work on our metacognitive capacities.

Finally, we ended our day on a lesson on inferencing skills!

Value of the Week #2: Being Inclusive

Our second Value of the Week is “Being Inclusive”. Div. 6 worked on this value throughout all of our activities so far.

During math on our unit on patterns and algebra, we are practicing our value of being inclusive through flexible seating. Students are given the opportunity to find a spot where their prefrontal cortexes can function “the best” and are encouraged to invite other students to be “brain buddies” with.

In Language Arts, Div. 6 had a lot of fun helping Ms. Cheng write a “How To” on “How to Buy and Eat a Banana”. Exploring their understanding on procedural writing, students had to write a draft, share with others and coalesce their understanding with a good copy.

Finally, we are putting together our poster on the Zones of Regulation, parts of the brain, and personal interests (Wordle, Concrete poem).


We are sharing our “Life in a Bag” activity on Thursday. Don’t forget to bring your artifact for community sharing!


Div. 6 First Friday

Div. 6 coalesced their understanding of our essential question, “How are the Zones of Regulation connected to the amygdala, prefrontal cortex, and hippocampus” in a Tweet on our classroom Twitter board, and in our first Weekly Assessment.

We also tried Flexible (Seating) Fridays and I was impressed with how wise their choices were in regards to where to sit and whom to sit with. Here are some pictures of Brain Buddies at work!


Homework due Tuesday, Sept. 19.

This homework will be assigned on Friday, Sept. 15.

Your log in and passwords have not been set up yet, so you can either choose to type up your answers here under comments, or you can choose to print/write it out and hand it in before Tuesday, Sept. 19. If you choose to comment online, use your initials not your full name as we have discussed in class.

Before video question: PREDICTING
This video is called “What happens when you remove the hippocampus?” From what we explored in class today, make a prediction before clicking the video. 
  1. What do you think will happen if our hippocampus is removed?

  1. What Zone of Regulation were you in while watching this video? Why?
  2. Dr. William Skoville is a “neurosurgeon”. What does that word mean? Use a dictionary to support your answer.
  3. What is the hippocampus responsible for? Do you remember from class what the amygdala and the prefrontal cortex are for?
  4. How would you feel if you were H.M. and you had lost all of your memories? Can you empathize with him?
  5. Use your creative and critical thinking core competency — do you think there is any way that losing your memory might be a good thing? 
  6. At 1:56 in the video, two researchers are studying H.M. How would you feel if you had two researchers in your home watching you as you watched TV? What Zone would you be in?
  7. H.M. used an interesting strategy of repeating the same number to himself to remember it. Have you ever used a similar strategy? Or have you used a different strategy? What for? Explain in a short paragraph.
  8. At 4:08 the video talks about two different types of memory: declarative memory (knowing what, like names, dates and facts) and procedural memories (knowing how, like riding a bike, or signing your name). Can you think of some examples of declarative memories and procedural memories? Ex. A declarative memory would be trying to remember what Ms. Cheng taught on Tuesday about S.M.A.R.T goal-setting; whereas, a procedural memory is remembering how to drive a car.
  9. Do you have any Wonders or any questions after watching the video?


-Please write in full complete sentences with proper punctuation, and capitalization in your answers to the guiding questions above. 

-You can write with emojis, short cuts of written words (lol, thnx, sry) in your responses to others only. If you want to respond to someone you can use the format @theirname

Have fun, and thanks for keeping your answers school appropriate!


For extended learning, you can click on this Youtube video! This is totally optional to watch; it is only purposed for if you are still thirsty for knowledge about Memory!

First three days of div. 6: A new school year!

Hello students and parents of Div. 6! Welcome to our online class community. 

So far this week, we have explored Organization as our Value of the Week, S.M.A.R.T goal setting strategies, and mindfulness/self-regulation strategies using the Zones of Regulation. 

We have also begun our first Cerebral Start Up Journal Entries on the topics of “My Favourite Hobby” and “Emotions”, as well as our Zones Cinquains and Concrete poems.