Tuesday, 25 February 2014

Strength and Resilience!

As some of you may know, our next project is on strength and resilience.

Definition of “resilient”: Strong, resistant, quick to recover, spirited, determined or flexible.

What is Resilience?


  • Resilience is the ability to adapt to adversity, to roll with the punches and cope with life’s misfortunes and setbacks.
  • Resilience will help you survive challenges and even thrive in the midst of hardship. It can help you endure loss, chronic stress, traumatic events and other challenges both big and small.
  • Resilience won’t make your problems go away, but resilience can give you the ability to see past them, find enjoyment in life and handle stress better.
  • Resilience is developing “Internal Resources” (skills and coping mechanisms to improve your mental well-being) that you can draw on throughout life’s ups and downs.
  • Becoming more resilient takes time, practice, experience and often guidance from others.
  • Resilience doesn’t mean you ignore your feelings. When adversity strikes, you still experience anger, grief or pain, but you’re able to go on and remain generally optimistic and go on with your life.
  • Being resilient also doesn’t have to mean going it alone. In fact, being able to reach out to others for support is a key component of being resilient.

As you watch the film and read the stories introducing you to this topic, please consider:


  • What struck you about the stories of resilience you saw or heard about?
  • What challenge did the people/person face and how did they overcome this challenge?
  • How did overcoming this struggle help make the people/person stronger?
  • What characteristics helped make the people/person resilient?






Much of this project has been adapted for our community from a Resilience Cafe on bie.org.

Tuesday, 18 February 2014

Contact Sheet for Grade 3 Art

Please look at the contact sheet for the grade 3 art.

Contact Sheet Link

Tuesday 

Complete a storyboard for your book. The starred areas need to be complete. You do not have to copy out the full text for each square. You have two choices:

  1. You print off your story. Using 2+ different colours, alternate underlining what goes on each page.
  2. Make a copy of your story in your assignment folder. Divide up using enter to show what is on each page. Print this out and hand it in with your storyboard.


Your pictures in your storyboard should show a rough idea of what will be in each picture. Please write the number of the image you want to use in the text box area.

This should be done for homework if not finished in class.

Here is a good website telling you how to select an image in GIMP

http://www.gimp.org/tutorials/Changing_Background_Color_2/

Wednesday, 5 February 2014

Quotation Marks Handout and Poster

Check this out for details on quotation marks: http://www.quickanddirtytips.com/education/grammar/how-to-use-quotation-marks



Updates On What We Are Doing

I figured I would write an update post so that if you or your parents want a refresher of what we are doing in class you can check here.

We have been using Trello.com to monitor where we are in the short story editing process. Students should be done a rough copy, given themselves a mark on the rubric, and working on fixing at least one area from the rubric to move it up on the scale. This should be done by Thursday. 

Next Steps