Grade 3B Curriculum Walk-Through by Hiat Zakaria

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Tr.Said Fqih-Berrada

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Assalam alaikoum, my name is Said. I am an Ontario certified teacher and Quebec certified teacher. I have a bachelor degree in French language, in education and in Islamic studies.I did my certification specialist course in FSL( clic on the link ) . Specialist course

.I am also working on a master degree in education. I used to be a teacher mentor with Ottawa U. I have an AIM certification ( please clic on the link below) AIM , and a degree in marketing management.

Taught French as a first language and a second language for many years as a homeroom and as a subject teacher using varied instructional strategies.

I am also a principal of a weekend Arabic\Quran school since 2009 . I have a long experience with community service as a member of board and as a head kid committee. I led around a group of kids through a rich schedule of interesting curricular and extracurricular events.

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Tr Sahar

sahmad26 — 2020-10-12 00:14:51 UTC

Assalamu Alaikom

My name is Sahar Ahmad, I am Arabic and Quran teacher in abraar school since 2012 and I worked as a Quran teacher in Al Furqan school for seven years, and Al Noor school for thirteen years. I enjoy spending my time gardening and with my family.

My goal is to make our students to love the Quran , understanding the meaning of the verse, apply Quran manners (respect, good listening ,proper pronunciation) ,recite and memorize Suras with Tajweed and Read the the Nuranay lessons with clear pronunciation

Please feel free to contact me through the school number, or my email, at sahmad@abraarschool.com.

House of Quran website

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Gr.3_Expectations ( please clic on the link below)

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Gr.3_Expectations

FSL_assessment and evaluation

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Students will be assessed on their ability to:
• learn the words in this unit;
• use French spontaneously, both with the teacher and with peers;
• pronounce words correctly;
• answer questions based on the story;
• memorize the play;
• perform the play;
• listen well;
• cooperate with peers while working with a partner;
• participate with enthusiasm;
• complete work on time;
• stay focused and productive in class.

These assessments come in many types, such as written work, portfolios, grading, tests, quizzes, and project-based assignments.( clic on the link below)

FSL_assessment and evaluation

The Action-Oriented Approach

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From Communicative to Action-Oriented: A RESEARCH PATHWAYDr. Enrica Piccardo

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Resources:

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Histoire:

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Le chat et la lune- traduction

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Main Learning Objectives for the Year, Students will:

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BL1: Recognize that it is part of our fitrah (فِطْرَةٌ) to submit our senses and being to the Only God who encompasses everyone and everything. BL3: Develop an understanding of the significance of each article of faith while recognizing each article as an important aspect in attaining and maintaining Allah’s guidance in our lives.BL3: Develop an understanding of the significance of each article of faith while recognizing each article as an important aspect in attaining and maintaining Allah’s guidance in our lives.BL4: Internalize and appreciate the foundational and purifying nature of the five pillars in the journey of shaping the spiritual and social well-being of humans.WO1: Describe the role of worship in improving our daily lives while connecting regular actions and habits with acts of worship.WO2: demonstrate an understanding (in words and action) that prayer is a priority in our lives to maintain close connection with Allah.WO3: Apply methods to prepare and practice daily prayers as individuals or part of a congregation.Describe how Quraish tried to face the message of Islam through its various attempts to challenge the prophet and his companions. Define cooperation and respect while presenting how they can be practiced in different settings.BL3: Develop an understanding of the significance of each article of faith while recognizing each article as an important aspect in attaining and maintaining Allah’s guidance in our lives.

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🕋 Islamic Studies

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We ask Allah (SWT) His thabat and guidance.
يَا مُقَلِّبَ الْقُلُوبِ ثَبِّتْ قَلْبِي عَلَى دِينِكَ

New Math Curriculum

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Scroll down in the link to grade 3.

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Main Strands in Science

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https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology/context/strands

Information For Parents

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IXL

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School-wide Subscription Online Resource

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The first thing we do after azkar is DEAR!

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A Glimpse of What We Learn

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COMMUNITIES IN CANADA,1780–1850

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Ophea School-wide Resource

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Strand: Understanding Life Systems

GROWTH AND CHANGES IN PLANTS

Book: Watch it Grow

Growth and Changes in Plants focuses on the characteristics and requirements of plants and the ways in which plants

grow. Students will observe and investigate a wide variety of local plants, from trees and

mosses in their natural environment to flowers and vegetables grown at school or

on farms, and will consider the impact of human activity on plants and their habitats.

Students will also learn about the importance of plants as sources of oxygen, food, and shelter, and the need for

humans to protect plants and their habitats

Strand: Understanding Matter and Energy

Forces Causing Movement

Book: Spring Into Action

There are several types of forces that cause movement. Forces can cause objects to speed up, slow down, or change direction through direct contact or through interaction at a distance. Forces in nature, such as high winds or water, can have a significant impact on humans and the environment, and need to be regarded with respect.

Strand: Understanding Structures and Mechanisms

STRONG AND STABLE STRUCTURES

Book: Build it Up

Both people and animals build structures, and both people and animals need their structures to be strong and stable and to last a long time. Students need to

understand the important distinction between strength (the capacity to withstand

forces that tend to break an object or change its shape) and stability (the capacity to maintain balance and stay fixed in one position), and the ways in which these two

properties affect the usefulness of a structure.

Strand: Understanding Earth and Space Systems

SOILS IN THE ENVIRONMENT

Book: Down Under

Soil is not just dirt but an essential source of life and nutrients for many organisms, including humans. Soil provides a base for forests, fields, farms, and gardens and is necessary to many different kinds of animals and plants. Through investigations, students will learn that soils are composed of a variety of living and non- living things and earth materials; that there are different kinds of soil; and that the unique characteristics, composition, and condition of each soil type determine its capacity to sustain life. As they learn about the importance of soils, students will also learn about ways to maintain healthy soil conditions, including the process of composting

Main Learning Objectives

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Main Learning Objectives

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D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject (e.g., make a symmetrical sculpture of an insect or a flower, using natural materials such as wood, pebbles, dry seed pods, feathers; draw a picture depicting a solution to the problem of litter in their community; make a painting of nature, focusing on a feature of personal interest or meaning to themselves)

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic (e.g., use shapes of various sizes, in the foreground, middle ground, and background, to create an illusion of depth [perspective] in a painting about a make-believe world; create a mural to express a response to a community celebration, using a variety of lines and shapes; using a scratchboard that has a layer of various colors covered by India ink, make a high-contrast line drawing about a story by scratching the black surface to reveal the colors beneath the surface) a mural to express a response to a community celebration, using a variety of lines and shapes; using a scratchboard that has a layer of various colors covered by India ink, make a high-contrast line drawing about a story by scratching the black surface to reveal the colors beneath the surface)

D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., use asymmetrical cut-paper composite shapes to depict a Canadian landscape, with a clear foreground, middle ground, and background; use color values and shapes in a “What’s inside me?” painting in the X-ray style of Norval Morrisseau to create contrast between the inside and the outside of the figure)

D1.4 use a variety of materials, tools, and techniques to respond to design challenges (e.g.,

drawing: use a variety of lines and shapes, drawn with pencil and marker, to show movement in a flipbook about weather
mixed media: use wax crayons, oil pastels, paint resist, and materials of various textures [e.g. yarn, found objects] to depict a tree or plant above ground, and use the technique of elaboration to depict what is hidden below ground
painting: create a watercolor or tempera painting of animals, using color in a non-representational and expressive way
printmaking: paint stencil prints in warm and cool colors, creating a simplified pattern inspired by a favorite fruit
sculpture: use modeling clay to create organic forms that are inspired by nature, such as shells, seed pods, and water-worn stones, and that show some kind of metamorphosis or transformation into another form or figure)

D2. Reflecting, Responding, and Analyzing

D2.1 express personal feelings and ideas about art experiences and images (e.g., create a poster for an exhibition, using words of different sizes and colors to show their excitement about the event; express thoughts and ideas about an art work while in role as the artist in a peer artist interview)

D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work (e.g., color value in Emily Carr’s Indian Church; organic shapes to make the monsters look less frightening and more like stuffed animals in Where the Wild Things Are by Maurice Sendak)

D2.3 demonstrate an awareness of the meaning of signs and symbols encountered in their daily lives and in works of art (e.g., fonts or logos that remind them of specific companies, messages, or moods; the meaning of animals such as the orca in Aboriginal clan symbols or the Inukshuk in Aboriginal art)

D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art (e.g., keep an art journal to record what they think they have done well in their art works, or learned about in their art works, as they complete them; use the strategy of matching word and image to share their feelings about an art work or its creation)

D3. Exploring Forms and Cultural Contexts

D3.1 identify and describe a variety of visual art forms they see in their home, at school, in the community, and in visual arts experiences (e.g., original paintings at a community gallery, sculptures in a local park, art reproductions in offices, murals or sculptural monuments in the community, mixed media art works at arts festivals)

D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places (e.g., a picture book that tells a story about people and the time and place in which they work, play, and build their community; George Little child’s book This Land Is My Land; Daphne Odjig’s historical mural The Indian in Transition; Jacob Lawrence’s paintings of African-Americans working, playing, and interacting; classical Greek sculptures of sports figures, and contemporary sports sculptures, such as the fans in Michael Snow’s The Audience)

Main Learning Objectives

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Students will get into the routine to stretch their muscles before any type of physical activity (Warm up)

Daily Physical Activity (DPA) Body Breaks

Soccer 🡪 stopping the ball, kicking, passing (using the correct techniques), defending, offence, cooperative, team play, safe play.

Introduce simple type of yoga

Practice balancing

Learn proper stretching techniques

Practice sprinting

Practicing throwing catching ball (overhand, underhand)

Healthy Eating

Personal safety and injury prevention

Substance use, addiction related behaviours

(smoking 🡪 what is it, side effects, health consequences, drug ingredients 🡪 anti smoking prevention poster/presentation

Main Learning Objectives

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Number

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Students work with numbers up to 1,000 and learn how to break down numbers in different ways. For example, how the number 225 can be described as 200 + 20 + 5 or 2 hundreds, 2 tens, and 5 ones. Students learn that fractions can be represented in more than one way – for example, one-half can be thought of as two one-fourths. Multiplication is introduced using rows and columns, and students are expected to know x 2, x 5 and x 10.

Learning Objectives

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Students learn about some of the diverse communities, including a few First Nations, Métis and Inuit communities, that existed in Canada during this time. They explore what life was like for different groups during this time period and compare the lives of these peoples to present-day Canada. Students will also use primary sources such as journals, letters, maps and paintings to investigate how people in early Canada responded to challenges in their lives.

LIVING AND WORKING IN ONTARIO

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Students learn about the about the physical regions, municipal regions, First Nations communities, and/or Métis regions of Ontario. They will also explore the relationship between the natural environment, land use and employment opportunities, and how different uses of land and resources affect the environment. Students continue to develop their spatial skills, as they learn to interpret data and information found on graphs, globes and maps. They use mapping programs to create print and digital maps to help them determine relationships between the environment and land use.

Something About Me

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I have a passion for gardening and swimming.

We're in This Together

hzakaria1 — 2020-10-16 21:59:01 UTC

My name is Hiat Zakaria, and I am the Homeroom teacher for 3B.
I believe that a good parent-teacher partnership is necessary for maximum school success. Throughout the year I will communicate with you through email, google classroom, class dojo, report cards, and parent-teacher conferences. I encourage you to contact me if you have any questions, concerns or suggestions at any time. The best way to reach me is through email. hzakaria@abraarschool.com. You can also message me on dojo.

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Boukili.com

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The New Ontario Language Curriculum

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Ontario Science Curriculum Overview

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https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology

Information For Parents

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Our Resources

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Algebra

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Students learn to identify and describe what repeats in a pattern, such as when a specific event happens every Monday, or when a number sequence goes up by 2 each time. Students begin to identify multiplication and division equations that are equal, such as 3 × 4 and 6 × 2. Students will write code to perform a repeating operation, such as a repeating number pattern. They will also use mathematical modelling to analyze and create possible solutions for real-life situations, such as raising funds for a charity.

Data

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Students continue to develop their understanding of data. They learn more ways to collect, organize, display and interpret data involving larger numbers. They start to use scales on their graphs so they can represent larger data collections and use averages to make comparisons of data.

Spatial sense

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Students continue to develop their spatial sense as they recognize and describe three-dimensional objects and imagine what these objects would look like if they were taken apart or flipped around. Students continue to measure length and are introduced to measuring the weight of an object or how much it holds. They measure area and compare it to length, as well as learn how to tell time on both digital and analog clocks.

Financial literacy

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Students continue to develop their understanding of money by calculating the change required for simple transactions involving whole-dollar amounts.

Social emotional learning skills and mathematical processes

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Students identify and learn to manage emotions that they may feel such as pride, confusion, fear and excitement. For example, in algebra as they create and execute code that represents a mathematical situation.

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Extra Math Resources

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Information For Parents

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Here are the resources I'm using, in addition to the students' books listed above:

Reading Eggs

IXL

Britannica School

Social Studies

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Curriculum Outline

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Allah swt says: Indeed, We have made it an Arabic Quran that you might understand. (Al-Zukhruf 43:3)
إِنَّا جَعَلْنَـٰهُ قُرْءَ ٰنًا عَرَبِيًّۭا لَّعَلَّكُمْ تَعْقِلُونَ

Arabic plays an important role in the Islamic faith because Arabic is the language of the Holy Quran. It is a fascinating, complex language with a rich history and beautiful script, and it's definitely worth consideration as a field of study!

Arabic became the sixth official working language of the General Assembly of the United Nations.As well as it is the fourth most spoken language in the world. About 315 million people in 58 countries speak the Arabic as their first language.

Arabic Course Outline

The course covers speaking, listening,grammar, reading and writing practice.Students will learn the basics of the language and be able to build up enough knowledge to read and write.

An engaging Arabic course. It offers varied texts and exercise and a wide variety of topics to enrich the student vocabulary bank with new words.

We will be using https://www.alefbata.com/ and كتاب: الغرس الوافي في اللغة العربية

Skills Work / Grammar

The Arabic alphabet, reading and writing
Special emphasis on weak and strong, short and long sounds
Joining letters to make up words and phrases
Listening comprehension
Practical drills to learn reading and writing and the alphabet
Write simple sentences using the Arabic script
Practical assignments and tasks.
Listening comprehension
Plurals and dual
Using adjectives
Feminine and masculine usage
Possessive attached pronouns
Nouns in definite and indefinite form
Verbs
Present and past tense conjugation

Ms. Asmaa Elmahrouk

aelmahrouk — 2025-10-09 02:37:48 UTC

aelmahrouk@abraarschool.com

My name is Asmaa Elmahrouk and I will be the Arabic teacher this year. It has been a great few years teaching at Abraar Elementary School. I have been an Arabic teacher in Ottawa for about 15 years now. Throughout the year, we will dive into the beautiul Arabic language, equipping your child with the knowledge and skills they need to excel.

Jazakum Allahu Khairan, I pray that Allah (swt) makes this class a wonderful and enlightening experience for your children, one that enriches their lives in both this world and the hereafter.