Tuesday, Jan. 22
Today we:
1. Got updates about Flex Service Hours.
The following people have not yet updated their Flex Service hours on Google classroom:
Claire
Matthew
Sophia
Grace
Gen
Ava
Ila
Mary
Kiera
Devynn
Anita
Isabell
2. Were reminded that any late work must be submitted by THURSDAY, JAN. 24.
3. Shared our Free Inquiry Projects and filled out a self assessment rubric for this project. Make sure that you share your work with McDonald!!!!!!!!!!!!!!!!!
4. Completed a report card for McDonald.
1. Got updates about Flex Service Hours.
The following people have not yet updated their Flex Service hours on Google classroom:
Claire
Matthew
Sophia
Grace
Gen
Ava
Ila
Mary
Kiera
Devynn
Anita
Isabell
2. Were reminded that any late work must be submitted by THURSDAY, JAN. 24.
3. Shared our Free Inquiry Projects and filled out a self assessment rubric for this project. Make sure that you share your work with McDonald!!!!!!!!!!!!!!!!!
4. Completed a report card for McDonald.
Monday, Jan 21
Today we:
1. Got progress reports.
2. Had time to work.
*Tomorrow we meet in the library.
1. Got progress reports.
2. Had time to work.
*Tomorrow we meet in the library.
Friday, Jan. 18
Today we:
1. Were told that McDonald lied yesterday! The deadline for late work is THURSDAY, JAN. 24.
2. Had time to work. Inquiry projects are to be completed and ready to share by TUESDAY, JAN. 22. Location of the gallery walk will be announced on Monday.
*Interim reposts go home MONDAY!
1. Were told that McDonald lied yesterday! The deadline for late work is THURSDAY, JAN. 24.
2. Had time to work. Inquiry projects are to be completed and ready to share by TUESDAY, JAN. 22. Location of the gallery walk will be announced on Monday.
*Interim reposts go home MONDAY!
Thursday, Jan. 17
Today we:
1. Were informed that there are a few options for elective courses related to "English Language Arts" that you can take next year:
-Film Studies 12: Students will explore the language of film making, visual storytelling as well as film criticism.
-English Litereature 12: Students will delve deeply into literature through a variety of texts. Students may explore specific themes, periods, authors, or areas of the world through literary works (fiction and non-fiction) in a variety of media.
-Writing 12: Writing 12 is a course where students will learn and develop their skills in various genres of creative writing such as, but not limited to, fiction, non-fiction, poetry, memoirs, and script writing.
Even though these are grade 12 level courses, grade 11 students are able to register. You are required to take one of the required English courses (Ex. New Media/Composition, Lit Studies/Comp.,Creative Writing/Comp.)...the grade 12 courses listed above are electives.
2. Had time to work on Inquiry!
1. Were informed that there are a few options for elective courses related to "English Language Arts" that you can take next year:
-Film Studies 12: Students will explore the language of film making, visual storytelling as well as film criticism.
-English Litereature 12: Students will delve deeply into literature through a variety of texts. Students may explore specific themes, periods, authors, or areas of the world through literary works (fiction and non-fiction) in a variety of media.
-Writing 12: Writing 12 is a course where students will learn and develop their skills in various genres of creative writing such as, but not limited to, fiction, non-fiction, poetry, memoirs, and script writing.
Even though these are grade 12 level courses, grade 11 students are able to register. You are required to take one of the required English courses (Ex. New Media/Composition, Lit Studies/Comp.,Creative Writing/Comp.)...the grade 12 courses listed above are electives.
2. Had time to work on Inquiry!
Wednesday, Jan. 16
Today we:
1. Completed journal entry #5.
2. Had time to work on our inquiry projects.
1. Completed journal entry #5.
2. Had time to work on our inquiry projects.
Tuesday, Jan. 15
Today we:
1. Did a 20 minute poetry writing activity.
"List Poem" (10 minutes)
Step 1= 1 minute. Choose a statement, NOT A QUESTION, that starts with WHY...
ex. Why I love him. Why today stinks. Why I should donate blood. Why broccoli is the lord of vegetables. Why music is life giving.
Step 2= 4 minutes. Create a list of "answers" to the statement.
ex. Statement= Why I love her. "Answers"= Her laugh, the way she makes me feel needed, her hugs, her smile...
Step 3= 5 minutes. Take 2 of the items on the list and expand them by adding decriptions or turning them into similes/metaphors.
ex. Answer= her laugh----> Her ringing laugh that echos through my soul...her hugs---->her overly aggressive hugs that crush my fears like a tin can in a vice.
"Found Poetry" (10 minutes)
Step 1= 1 minute. Turn to a random page in a poetry book and choose a line. This is your first line of your poem.
Step 2= Repeat step 1 with another book to find the second line.
Repeat 5 times.
Step 4= 4 minutes. Change any words/phrases that you want. You can add info as needed. Create a title!
*Try to find lines that link together in some way (embedded rhyme, theme, alliteration...)
2. Completed journal entry #4 (15 minutes of writing time dedicated to this)
3. Had time to work on our inquiry projects.
1. Did a 20 minute poetry writing activity.
"List Poem" (10 minutes)
Step 1= 1 minute. Choose a statement, NOT A QUESTION, that starts with WHY...
ex. Why I love him. Why today stinks. Why I should donate blood. Why broccoli is the lord of vegetables. Why music is life giving.
Step 2= 4 minutes. Create a list of "answers" to the statement.
ex. Statement= Why I love her. "Answers"= Her laugh, the way she makes me feel needed, her hugs, her smile...
Step 3= 5 minutes. Take 2 of the items on the list and expand them by adding decriptions or turning them into similes/metaphors.
ex. Answer= her laugh----> Her ringing laugh that echos through my soul...her hugs---->her overly aggressive hugs that crush my fears like a tin can in a vice.
"Found Poetry" (10 minutes)
Step 1= 1 minute. Turn to a random page in a poetry book and choose a line. This is your first line of your poem.
Step 2= Repeat step 1 with another book to find the second line.
Repeat 5 times.
Step 4= 4 minutes. Change any words/phrases that you want. You can add info as needed. Create a title!
*Try to find lines that link together in some way (embedded rhyme, theme, alliteration...)
2. Completed journal entry #4 (15 minutes of writing time dedicated to this)
3. Had time to work on our inquiry projects.
Monday, Jan. 14
Today we:
1. Were given the assessment rubric for the Free Inquiry project (see doc below...it is also in the Google Classroom).
2. Were shown an example of an Inquiry Project done by a grade 11 student. Note that there is evidence that the student did research about the topic AND showed evidence of their own thoughts/interpretation of the play Macbeth.
https://www.youtube.com/watch?v=T2R8aoMwUK0&feature=youtu.be
3. Completed journal entry #3.
4. Had time to work on our inquiry projects.
1. Were given the assessment rubric for the Free Inquiry project (see doc below...it is also in the Google Classroom).
2. Were shown an example of an Inquiry Project done by a grade 11 student. Note that there is evidence that the student did research about the topic AND showed evidence of their own thoughts/interpretation of the play Macbeth.
https://www.youtube.com/watch?v=T2R8aoMwUK0&feature=youtu.be
3. Completed journal entry #3.
4. Had time to work on our inquiry projects.
2019_free_inquiry_presentation_rubric.docx | |
File Size: | 14 kb |
File Type: | docx |
Friday, Jan. 11
Today we:
1. Got progress reports and were informed that progress reports go home today! Sorry for the late notice, but you did get progress reports on Monday and time is short!
2. Completed the free inquiry journal entry #2. (due today)
3. Had time to work on our inquiry projects. (Chromebooks in room 220 are booked)
1. Got progress reports and were informed that progress reports go home today! Sorry for the late notice, but you did get progress reports on Monday and time is short!
2. Completed the free inquiry journal entry #2. (due today)
3. Had time to work on our inquiry projects. (Chromebooks in room 220 are booked)
Thurs. Jan. 10
Today we:
MAKE MCD GIVE MARKED WORK BACK! HE KEEPS FORGETTING TO RETURN IT!
1. Did a writing activity called "Blackout Poetry." (See doc below)
2. Were introduced to the Inquiry Journal assignment (see below)
3. Had time to research, plan for how to show learning/answer question, plan for how to ensure a public audience, and complete journal entry #1 (which is due today!) You can either submit the journal entry on the google classroom or give a hard copy to McD.
Sample Inquiry questions:
To what extent does giving items or money to charities reduce poverty?
How can nutrition impact disease?
How can ambition be both a good and a bad trait?
How can lessons from the past change our future?
If happiness was a currency, what would make me rich?
What allows for child prodegies to thrive?
What makes effective horror fiction?
Are the ideals of Communism realistic?
To what extent can art be used as a tool for change?
What is needed to become an elite athlete?
How can learning to play a second instrument make me a better musician?
MAKE MCD GIVE MARKED WORK BACK! HE KEEPS FORGETTING TO RETURN IT!
1. Did a writing activity called "Blackout Poetry." (See doc below)
2. Were introduced to the Inquiry Journal assignment (see below)
3. Had time to research, plan for how to show learning/answer question, plan for how to ensure a public audience, and complete journal entry #1 (which is due today!) You can either submit the journal entry on the google classroom or give a hard copy to McD.
Sample Inquiry questions:
To what extent does giving items or money to charities reduce poverty?
How can nutrition impact disease?
How can ambition be both a good and a bad trait?
How can lessons from the past change our future?
If happiness was a currency, what would make me rich?
What allows for child prodegies to thrive?
What makes effective horror fiction?
Are the ideals of Communism realistic?
To what extent can art be used as a tool for change?
What is needed to become an elite athlete?
How can learning to play a second instrument make me a better musician?
2019-_blackout_poetry.docx | |
File Size: | 1579 kb |
File Type: | docx |
2019_inquiry_journal_version_5__1_.docx | |
File Size: | 25 kb |
File Type: | docx |
Wednesday, Jan .9
Today we:
1. Were told about an opportunity to get Flex Service hours! We need 2-3 students willing to come to the info session on Thursday night from 7:45-9:00. Your job would be to share your experiences in the French Immersion/Flex program with some students who are interested in the program. You would answer questions like "What does a Flex English 10 class look like?" or "What is your teacher's policy about re-doing work?"
2. Reviewed essential questions and created an essential question for our topic. (see video and slideshow)
https://www.youtube.com/watch?v=7j6BM002ksk
3. Discussed the Free Inquiry assignment:
-it must inform the audience
-it must be engaging so that people will WANT to look at it/read it/listen to it...
-it must provide YOUR OWN interpretation of the issue/topic (don't just restate what others have already said or done)
-it must be shared with a public audience
4. Looked at some examples of inquiry projects
https://culturesofresistance.org/content/messengers-peace-brazils-favelas
https://culturesofresistance.org/content/shadia-mansour-first-lady-arab-hip-hop-speaks-out-against-occupation
https://www.artvisit.online/can-banksy-brexit-mural-change-your-life/
5. Started researching our topics by working on the "Free Inquiry Topic and Research" assignment. (see below)
1. Were told about an opportunity to get Flex Service hours! We need 2-3 students willing to come to the info session on Thursday night from 7:45-9:00. Your job would be to share your experiences in the French Immersion/Flex program with some students who are interested in the program. You would answer questions like "What does a Flex English 10 class look like?" or "What is your teacher's policy about re-doing work?"
2. Reviewed essential questions and created an essential question for our topic. (see video and slideshow)
https://www.youtube.com/watch?v=7j6BM002ksk
3. Discussed the Free Inquiry assignment:
-it must inform the audience
-it must be engaging so that people will WANT to look at it/read it/listen to it...
-it must provide YOUR OWN interpretation of the issue/topic (don't just restate what others have already said or done)
-it must be shared with a public audience
4. Looked at some examples of inquiry projects
https://culturesofresistance.org/content/messengers-peace-brazils-favelas
https://culturesofresistance.org/content/shadia-mansour-first-lady-arab-hip-hop-speaks-out-against-occupation
https://www.artvisit.online/can-banksy-brexit-mural-change-your-life/
5. Started researching our topics by working on the "Free Inquiry Topic and Research" assignment. (see below)
review_of_essential_quesitons-jan_2019.pptx | |
File Size: | 5783 kb |
File Type: | pptx |
2018_free_inquiry_step_1-_topic_and_gathering_sources_of_info.docx | |
File Size: | 12 kb |
File Type: | docx |
Tuesday, Jan. 8
Today we:
1. Presented our controlled inquiry projects in the library!
Here is the time frame:
-10 minutes set up and "Pre-Viewing/Presenting Questions."
-20 minutes group 1
-20 minutes group 2
-20 minutes group 3
-15 minutes finish questions and clean up
The Presentation Day Assignment MUST BE HANDED IN TODAY!!!!!
Here are the 3 groups:
1. Presented our controlled inquiry projects in the library!
Here is the time frame:
-10 minutes set up and "Pre-Viewing/Presenting Questions."
-20 minutes group 1
-20 minutes group 2
-20 minutes group 3
-15 minutes finish questions and clean up
The Presentation Day Assignment MUST BE HANDED IN TODAY!!!!!
Here are the 3 groups:
Group 1:
Claire Sophia Abigail Kirsten Grace Gen Ava Sofie |
Group 2:
Ila Nadia Mary Marcus Kiera Annalise Devynn Anita |
Group 3:
Kaia Hanna Mitali Shannon Isabell Noah Calder Nolan |
Monday, Jan. 7
Today we:
1. Were given progress reports.
2. Looked at the calendar and noted the time left in this semester...11 school days until the exam period!
https://reynolds.sd61.bc.ca/wp-content/uploads/sites/41/2018/12/Calendar-18-19.pdf
3. Discussed the plan for tomorrow:
a. The class will be divided into 3 groups and each group will have a designated time where they are responsible for being at their station to discuss their presentation and answer questions as people browse (about 20 minutes). When you are at your station you are expected to help your visitors learn about your topic!
b. Make sure that you are 100% prepared so that when you come to class tomorrow you can share your presentation. This means that you might need to ensure that a chromebook is reserved for you. You should have a backup plan in case there is no internet available (ex. save the project on a memory stick). If you have a posterboard or other kind of "hard copy" presentation, then you need to make sure that you are able to display it effectively (such as creating a stand for the posterboard so it doesn't tip over.)
c. You will have an assignment to complete tomorrow. This will include things to do as you present to others, and while you look at other people's presentations.
d. You MUST share your presentation with McDonald! Either give him a hard copy, or submit it on the Google Classroom.
4. Had time to work. Chromebooks from room 128 are reserved!
Tomorrow go to the library at the start of class!
1. Were given progress reports.
2. Looked at the calendar and noted the time left in this semester...11 school days until the exam period!
https://reynolds.sd61.bc.ca/wp-content/uploads/sites/41/2018/12/Calendar-18-19.pdf
3. Discussed the plan for tomorrow:
a. The class will be divided into 3 groups and each group will have a designated time where they are responsible for being at their station to discuss their presentation and answer questions as people browse (about 20 minutes). When you are at your station you are expected to help your visitors learn about your topic!
b. Make sure that you are 100% prepared so that when you come to class tomorrow you can share your presentation. This means that you might need to ensure that a chromebook is reserved for you. You should have a backup plan in case there is no internet available (ex. save the project on a memory stick). If you have a posterboard or other kind of "hard copy" presentation, then you need to make sure that you are able to display it effectively (such as creating a stand for the posterboard so it doesn't tip over.)
c. You will have an assignment to complete tomorrow. This will include things to do as you present to others, and while you look at other people's presentations.
d. You MUST share your presentation with McDonald! Either give him a hard copy, or submit it on the Google Classroom.
4. Had time to work. Chromebooks from room 128 are reserved!
Tomorrow go to the library at the start of class!
Friday, Dec. 21
Today we:
Had time to work on our inquiry projects. REMEMBER THAT THEY WILL BE PRESENTED ON TUESDAY, JAN. 8th
Had time to work on our inquiry projects. REMEMBER THAT THEY WILL BE PRESENTED ON TUESDAY, JAN. 8th
Thursday, Dec. 20
Today we:
1. Were shown some examples of Inquiry projects to get ideas (see below)
2. Had time to work! Part 3 of the Controlled Inquiry project, the "Inquiry Presentation Planning" activity, is due tomorrow!
3. The controlled Inquiry presentation day will be on the SECOND day back from break. You need to make sure you have decided what you will do to show your learning and "answer" to the guiding quesiton, and then DO IT! See the examples provided, and use the rubric that you were given on Monday to guide your work.
*Here is a "sample" inquiry project that does a number of the things that we are asked to do in our inquiry projects:
http://www.cbc.ca/listen/shows/the-early-edition/episode/15551105
-note how the presenter uses results from scientific studies and interviews from "experts" to help answer her question "How can being outside reduce social isolation?" There are 6 sources of information (such as experts in the field/people with first hand experience/researchers) that the presenter uses to inform the audience.
Here is another example of an inquiry project that thoroughly informs the audience.
***The author also WROTE THEIR OWN POEM to satisfy the "creation of original material" aspect of this assignment***
https://docs.google.com/presentation/d/1L-jgoSqPBXEBYRGryxsRSNKjHVBzelUAyxbcyN-nZew/edit
1. Were shown some examples of Inquiry projects to get ideas (see below)
2. Had time to work! Part 3 of the Controlled Inquiry project, the "Inquiry Presentation Planning" activity, is due tomorrow!
3. The controlled Inquiry presentation day will be on the SECOND day back from break. You need to make sure you have decided what you will do to show your learning and "answer" to the guiding quesiton, and then DO IT! See the examples provided, and use the rubric that you were given on Monday to guide your work.
*Here is a "sample" inquiry project that does a number of the things that we are asked to do in our inquiry projects:
http://www.cbc.ca/listen/shows/the-early-edition/episode/15551105
-note how the presenter uses results from scientific studies and interviews from "experts" to help answer her question "How can being outside reduce social isolation?" There are 6 sources of information (such as experts in the field/people with first hand experience/researchers) that the presenter uses to inform the audience.
Here is another example of an inquiry project that thoroughly informs the audience.
***The author also WROTE THEIR OWN POEM to satisfy the "creation of original material" aspect of this assignment***
https://docs.google.com/presentation/d/1L-jgoSqPBXEBYRGryxsRSNKjHVBzelUAyxbcyN-nZew/edit
Wednesday, Dec. 19
Today we were visited by poet Dan Scott. We did some writing activities, heard some poems by Canadian poets, and were inspired to write!
Tuesday, Dec. 18
Today we:
*were reminded that a poet will be visiting our class tomorrow! Daniel Scott is a local poet who will do some readings, talk about the writing process, and lead us in some writing activities.
http://www.danielgscott.com/
*Were informed that progress reports go home Firday!
1. Continued discussing poetry. We looked at some more poetic devices and did an activity where we identified the devices in a song.
2. Discussed the Controlled Inquiry Project. We discussed the criteria and filled out a planning sheet that got us thinking about what we could do to show our learning and inform others. (see the doc below...it is also posted as an assignment on our Google classroom) The Controlled Inquiry Presentaion Planning Activity is due by Friday!
*were reminded that a poet will be visiting our class tomorrow! Daniel Scott is a local poet who will do some readings, talk about the writing process, and lead us in some writing activities.
http://www.danielgscott.com/
*Were informed that progress reports go home Firday!
1. Continued discussing poetry. We looked at some more poetic devices and did an activity where we identified the devices in a song.
2. Discussed the Controlled Inquiry Project. We discussed the criteria and filled out a planning sheet that got us thinking about what we could do to show our learning and inform others. (see the doc below...it is also posted as an assignment on our Google classroom) The Controlled Inquiry Presentaion Planning Activity is due by Friday!
2018_controlled_inquiry_presentation_planning_activity.docx | |
File Size: | 16 kb |
File Type: | docx |
Monday, Dec.17
1. Competed in McDonald's first ever Kahoot competition! Prizes for top 3 scores!!!!!!!!!!!!!!!
2. Discussed Poetry. We looked at a few ways to get you writing, looked at some terms to be familair with, and shared some excellent examples of poetry. (see the slideshow below)
3. Discussed the next step of the controlled inquiry project. See the rubric below.
2. Discussed Poetry. We looked at a few ways to get you writing, looked at some terms to be familair with, and shared some excellent examples of poetry. (see the slideshow below)
3. Discussed the next step of the controlled inquiry project. See the rubric below.
2018_intro_to_poetry_slideshow.ppt | |
File Size: | 2223 kb |
File Type: | ppt |
2018_controlled_inquiry_project_rubric-_updated_dec_2018.docx | |
File Size: | 19 kb |
File Type: | docx |
Friday, Dec. 14
Today we:
1. Were reminded that part 2 of the "learning" for the controlled inquiry project is due today! You should do this on a Google doc...the assignment has been added to the Google Classroom.
2. Had time to work.
1. Were reminded that part 2 of the "learning" for the controlled inquiry project is due today! You should do this on a Google doc...the assignment has been added to the Google Classroom.
2. Had time to work.
Thursday, Dec. 13
*Chromebooks in 215 are booked!
1. We discussed the schedule for the classes before Winter Break.
Today and tomorrow= finish research and "learning" for controlled inquiry
Mon/Tues (Dec. 17/18)= a bit of poetry and working on our Controlled Inquiry presentations.
Wednesday Dec 19= Visit from Daniel Scott (poet)
Thurs Dec. 20= working on inquiry presentations.
Friday= working on inquiry presentations.
AFTER BREAK= PRESENTATIONS OF INQUIRY PROJECTS
2. Had time to work on step 2 of the Controlled Inquiry- "What I have Learned". This is due FRIDAY!
1. We discussed the schedule for the classes before Winter Break.
Today and tomorrow= finish research and "learning" for controlled inquiry
Mon/Tues (Dec. 17/18)= a bit of poetry and working on our Controlled Inquiry presentations.
Wednesday Dec 19= Visit from Daniel Scott (poet)
Thurs Dec. 20= working on inquiry presentations.
Friday= working on inquiry presentations.
AFTER BREAK= PRESENTATIONS OF INQUIRY PROJECTS
2. Had time to work on step 2 of the Controlled Inquiry- "What I have Learned". This is due FRIDAY!
Wednesday, Dec 12
Today we:
1. Were reminded that the "Research/Learn about your topic" section of the Controlled Inquiry is due today. Share your Padlet with me by the end of the day!
2. Were given the instructions and rubric for the next step of the Controlled Inquiry. This step in the process requires you to discuss WHAT you have learned from the sources of info that you collected. It is important that you cite the sources correctly and give a thorough explanation of what you learned and how this info helped you form an "answer" to your guiding question. (See the doc below for the instructions and a sample "what I have learned" write up.)
1. Were reminded that the "Research/Learn about your topic" section of the Controlled Inquiry is due today. Share your Padlet with me by the end of the day!
2. Were given the instructions and rubric for the next step of the Controlled Inquiry. This step in the process requires you to discuss WHAT you have learned from the sources of info that you collected. It is important that you cite the sources correctly and give a thorough explanation of what you learned and how this info helped you form an "answer" to your guiding question. (See the doc below for the instructions and a sample "what I have learned" write up.)
2018_what_i_have_learned_assignment_-_part_2_for_controlled_inquiry.docx | |
File Size: | 2825 kb |
File Type: | docx |
Tuesday, Dec 11
Today we:
1. Got progress reports.
2. Discussed ways to help ensure that the info we are looking up is valid and trustworthy.
-look for sites run by accountable government agencies, non-profit agencies, foundations, or colleges and universities.
-watch out for commercialized sites that end in ".com" which are more often than not trying to sell you something and the chances are whatever information they're presenting will be tilted in favor of their product. That's not to say corporate sites should be excluded entirely. But be wary.
-watch out for bias! For example, there are plenty of political websites out there. But many of them are run by groups that have a bias in favor of one political party or philosophy. Do your homework and find out who is running the website and what their agenda is.
-if a site looks poorly designed and amateurish, and is riddled with spelling or grammatical issues, chances are it was created by amateurs. Steer clear. But be careful—just because a website looks professional it doesn't automatically mean it's reliable.
-use tools that filter out the garbage for you! The library database collection is a great start!
3. Had time to find sources of information that will help us answer our chosen guiding question. REMEMBER THAT YOU MUST SHARE THE SOURCES OF INFO WITH MCDONALD BY SHARING YOUR PADLET (see the rubric you got on Friday for how you will be assessed on this assignment). The collection of info assignment is due Wednesday, Dec. 12th.
1. Got progress reports.
2. Discussed ways to help ensure that the info we are looking up is valid and trustworthy.
-look for sites run by accountable government agencies, non-profit agencies, foundations, or colleges and universities.
-watch out for commercialized sites that end in ".com" which are more often than not trying to sell you something and the chances are whatever information they're presenting will be tilted in favor of their product. That's not to say corporate sites should be excluded entirely. But be wary.
-watch out for bias! For example, there are plenty of political websites out there. But many of them are run by groups that have a bias in favor of one political party or philosophy. Do your homework and find out who is running the website and what their agenda is.
-if a site looks poorly designed and amateurish, and is riddled with spelling or grammatical issues, chances are it was created by amateurs. Steer clear. But be careful—just because a website looks professional it doesn't automatically mean it's reliable.
-use tools that filter out the garbage for you! The library database collection is a great start!
3. Had time to find sources of information that will help us answer our chosen guiding question. REMEMBER THAT YOU MUST SHARE THE SOURCES OF INFO WITH MCDONALD BY SHARING YOUR PADLET (see the rubric you got on Friday for how you will be assessed on this assignment). The collection of info assignment is due Wednesday, Dec. 12th.
Friday, Dec. 7
1. Got back work!
2. Read the summary for act V and watched the rest of the film.
3. Signed up for "Padlet" which is the tool we will use to gather and organize all our articles, videos, podcasts, etc. that we are using to answer our guiding question. See the document below called "Collection of info for controlled inquiry" for how you will be assessed on this section of the inquiry project.
2. Read the summary for act V and watched the rest of the film.
3. Signed up for "Padlet" which is the tool we will use to gather and organize all our articles, videos, podcasts, etc. that we are using to answer our guiding question. See the document below called "Collection of info for controlled inquiry" for how you will be assessed on this section of the inquiry project.
act_v_summary.docx | |
File Size: | 15 kb |
File Type: | docx |
2018_collection_of_info_for_controlled_inquiry.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, Dec. 6
1. Watched the movie and read the act summaries.
romeo_and_juliet_act_iii_summary.doc | |
File Size: | 32 kb |
File Type: | doc |
act_iv_summary_romeo_and_juliet_updated_2016.docx | |
File Size: | 13 kb |
File Type: | docx |
Wednesday, Dec. 5
Today we:
1. Completed an Act I activity to:
- demonstrate our understanding of the start of the play
-show that we can find and reference quotes to support our answers
2. Watched the famous balcony scene!
3. Read the summaries for Act II scenes iv, v, and vi.
4. Watched the rest of act II of the film.
1. Completed an Act I activity to:
- demonstrate our understanding of the start of the play
-show that we can find and reference quotes to support our answers
2. Watched the famous balcony scene!
3. Read the summaries for Act II scenes iv, v, and vi.
4. Watched the rest of act II of the film.
romeo_and_juliet_act_ii_summaries.doc | |
File Size: | 32 kb |
File Type: | doc |
Tuesday, Dec. 4
Today we:
1. Finished looking at examples for the guiding questions. Yesterday we only had time to look at "How does the idea of love differ from person to person?"
2. Continued to read the act summaries and watch the film. We found some more examples of young "rash" behaviour and how older characters (such as Friar Lawrence) are more thoughtful about the decisions they make. "Wisely and slow. They stumble that run fast." II.iii.94
1. Finished looking at examples for the guiding questions. Yesterday we only had time to look at "How does the idea of love differ from person to person?"
2. Continued to read the act summaries and watch the film. We found some more examples of young "rash" behaviour and how older characters (such as Friar Lawrence) are more thoughtful about the decisions they make. "Wisely and slow. They stumble that run fast." II.iii.94
Monday, Dec. 3
Today we:
1. Watched Act I scenes i, ii, iii, and iv of a film version of R&J.
2. Read scene iv.
3. Used the "Controlled Inquiry Using R&J as a Text" handout to record some examples of events that link to the guiding questions.
1. Watched Act I scenes i, ii, iii, and iv of a film version of R&J.
2. Read scene iv.
3. Used the "Controlled Inquiry Using R&J as a Text" handout to record some examples of events that link to the guiding questions.
Friday, Nov 30
Today we:
1. Were reminded that progress reports go home today!
2. Finished reading Act I, scene ii of R&J.
3. Read the summaries for scenes iii, iv, and v, and then read the text.
4. Talked about the importance of using quotes from a text to "prove" the claims you are making. We were then given a task to complete (see "R&J Act I Questions" document below)
5. Discussed some ways we can link events in the play to our guiding questions.
1. Were reminded that progress reports go home today!
2. Finished reading Act I, scene ii of R&J.
3. Read the summaries for scenes iii, iv, and v, and then read the text.
4. Talked about the importance of using quotes from a text to "prove" the claims you are making. We were then given a task to complete (see "R&J Act I Questions" document below)
5. Discussed some ways we can link events in the play to our guiding questions.
romeo_and_juliet_act_1_questions_5.docx | |
File Size: | 13 kb |
File Type: | docx |
Thursday, Nov. 29
1. Were reminded of the 4 "guiding questions" that we will choose from for the controlled inquiry unit. The options are:
*What makes a good relationship?
*How does age/experience impact our decision making?
*How does the meaning of love differ from person to person?
*When is it OK to break the law?
2. Were given a handout for recording info from the play that coneects to our chosen guiding question. (see doc called "Controlled inquiry using R and J as a Text" below)
3. Looked at 2 sociograms, use your device to access this, and had a quiz for prizes. (see document below)
4. Read the Act I, scene i summary of Romeo and Juliet. (see document below)
5. Read Act I, scene i of the play.
6. Read the summary for scene ii and then read the text.
*What makes a good relationship?
*How does age/experience impact our decision making?
*How does the meaning of love differ from person to person?
*When is it OK to break the law?
2. Were given a handout for recording info from the play that coneects to our chosen guiding question. (see doc called "Controlled inquiry using R and J as a Text" below)
3. Looked at 2 sociograms, use your device to access this, and had a quiz for prizes. (see document below)
4. Read the Act I, scene i summary of Romeo and Juliet. (see document below)
5. Read Act I, scene i of the play.
6. Read the summary for scene ii and then read the text.
2017_controlled_inquiry_using_romeo_and_juliet_as_a_text.docx | |
File Size: | 12 kb |
File Type: | docx |
2015-sociograms_with_characters.pdf | |
File Size: | 269 kb |
File Type: |
act_i_summary_-2015_6__1_.doc | |
File Size: | 32 kb |
File Type: | doc |
Wednesday, Nov. 28
Today we:
Were told that progress reports go home FRIDAY!
1. Started our Romeo and Juliet exploration by looking at the Prologue and completed an accompanying activity (see slideshow and document below).
Were told that progress reports go home FRIDAY!
1. Started our Romeo and Juliet exploration by looking at the Prologue and completed an accompanying activity (see slideshow and document below).
romeo_and_juliet_grudge_slideshow.ppt | |
File Size: | 778 kb |
File Type: | ppt |
2017_romeo_and_juliet_prologue.doc | |
File Size: | 25 kb |
File Type: | doc |
Tuesday, Nov. 27
Today we:
*got some work back and were given progress reports. PROGRESS REPORTS GO HOME FRIDAY!
1. Were reminded to submit our "Bad Guy" stories TODAY!
2. Answered your questions that youhad about Billy Shakes (see slideshow below)
*got some work back and were given progress reports. PROGRESS REPORTS GO HOME FRIDAY!
1. Were reminded to submit our "Bad Guy" stories TODAY!
2. Answered your questions that youhad about Billy Shakes (see slideshow below)
2018_shakespeare_qs_answered_language_tragedy_romeo_and_juliet__2__1.ppt | |
File Size: | 2323 kb |
File Type: | ppt |
Monday, Nov. 26
Today we:
1. Were reminded about the due date for the "Bad Guy" story...IT'S TOMORROW!
2. Discussed how our next unit will be a "controlled inquiry" in which each student will get more ownership of the decisions to be made and the resources to be used than in our "structured" inquiry unit.
3. Were given the 3 "guiding questions" that we will choose from for the controlled inquiry unit. The options are:
*What makes a good relationship?
*How does age/experience impact our decision making?
*How does the meaning of love differ from person to person?
*When is it OK to break the law?
4. Discussed how we will be using the play "Romeo and Juliet" as a source to help answer our chosen guiding question. We started our look at the play by discussing some background info about the very famous author (see slideshow and document below).
1. Were reminded about the due date for the "Bad Guy" story...IT'S TOMORROW!
2. Discussed how our next unit will be a "controlled inquiry" in which each student will get more ownership of the decisions to be made and the resources to be used than in our "structured" inquiry unit.
3. Were given the 3 "guiding questions" that we will choose from for the controlled inquiry unit. The options are:
*What makes a good relationship?
*How does age/experience impact our decision making?
*How does the meaning of love differ from person to person?
*When is it OK to break the law?
4. Discussed how we will be using the play "Romeo and Juliet" as a source to help answer our chosen guiding question. We started our look at the play by discussing some background info about the very famous author (see slideshow and document below).
shakespeare_background_info_6.ppt | |
File Size: | 797 kb |
File Type: | ppt |
2018_handout_to_accompany_shakespeare_background_info.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, Nov. 22
Today we:
1. Discussed the importance of the stories that Kenthen Thomas told us. These stories do not just entertain, they also:
-help establish the values of his people. For example, respect for elders is reinforced when grandmothers and grandfathers are spoken of in loving ways...this was done in each story and was most prominent in the story of the water monster where the warrior had visions of his grandmother or kye7e (kia-ah)
-share cultural beliefs. For example in the stories the number 4 was used many times...the number 4 is important in Secwépemc culture as it symbolizes the 4 seasons.
-explain the laws of the society. For example the stories teach listeners how to interact with everything around them and how to present yourself in society.
-teach us how, or how not, to act. For example we learn from Brother Bear that yelling and screaming is not the way to solve problems; we learn from Coyote that there is danger in wanting what others have instead of being happy with what we have.
-language. For example after hearing it several times we may remember that the word for coyote= senxúxwlecw (ske-lap) or (seq-wen-a-lo) and that the word for yes= mé7e (meh-eh).
https://www.firstvoices.com/explore/FV/sections/Data/Secwepemc/Secwepemctsin/Secwepemc/learn/words/726d2043-9dfe-4a77-8cf4-776b13895ac7
-learn about nature. For example we learn what to eat and when to eat it (think of Brother Bear eating the rose-hips in the story about the creation of day and night). We learn about topography (think about the different trees that Coyote passes as he climbs the mountain in the story about how he got his coat). We learn about how animals behave (suckerfish stays at the bottom, bears hibernate, geese fly south) and what they look like (suckerfish has big scales, fox has a bright coat...)
2. Had time to work on our "Bad Guy" stories. The assignment has been added to our Google Classroom and is to be submitted by TUESDAY, NOV. 27th!
1. Discussed the importance of the stories that Kenthen Thomas told us. These stories do not just entertain, they also:
-help establish the values of his people. For example, respect for elders is reinforced when grandmothers and grandfathers are spoken of in loving ways...this was done in each story and was most prominent in the story of the water monster where the warrior had visions of his grandmother or kye7e (kia-ah)
-share cultural beliefs. For example in the stories the number 4 was used many times...the number 4 is important in Secwépemc culture as it symbolizes the 4 seasons.
-explain the laws of the society. For example the stories teach listeners how to interact with everything around them and how to present yourself in society.
-teach us how, or how not, to act. For example we learn from Brother Bear that yelling and screaming is not the way to solve problems; we learn from Coyote that there is danger in wanting what others have instead of being happy with what we have.
-language. For example after hearing it several times we may remember that the word for coyote= senxúxwlecw (ske-lap) or (seq-wen-a-lo) and that the word for yes= mé7e (meh-eh).
https://www.firstvoices.com/explore/FV/sections/Data/Secwepemc/Secwepemctsin/Secwepemc/learn/words/726d2043-9dfe-4a77-8cf4-776b13895ac7
-learn about nature. For example we learn what to eat and when to eat it (think of Brother Bear eating the rose-hips in the story about the creation of day and night). We learn about topography (think about the different trees that Coyote passes as he climbs the mountain in the story about how he got his coat). We learn about how animals behave (suckerfish stays at the bottom, bears hibernate, geese fly south) and what they look like (suckerfish has big scales, fox has a bright coat...)
2. Had time to work on our "Bad Guy" stories. The assignment has been added to our Google Classroom and is to be submitted by TUESDAY, NOV. 27th!
Wednesday, Nov. 21
Today we:
1. Were lucky to have Kenthen Thomas share "The Story of Suckerfish".
2. Discussed pictographs and petroglyphs as a way to tell stories. Then we made our own stories and told them using petroglyphs.
1. Were lucky to have Kenthen Thomas share "The Story of Suckerfish".
2. Discussed pictographs and petroglyphs as a way to tell stories. Then we made our own stories and told them using petroglyphs.
Tuesday, Nov. 20
Today we:
1. Had special guest Kenthen Thomas speak to us about storytelling. We looked at the protocol of telling stories, ways to make stories more engaging when telling them, why stories are important, and got to enjoy several Secwépemc stories.
1. Had special guest Kenthen Thomas speak to us about storytelling. We looked at the protocol of telling stories, ways to make stories more engaging when telling them, why stories are important, and got to enjoy several Secwépemc stories.
Monday, Nov. 19
Today we:
1. Discussed the power of knowing someone's story...and discussed the danger of thinking you know ALL about a person (or a group of people) by hearing one story. (see the TED talk at the link below)
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
2. Had time to work on the "Bad Guy" stories.
1. Discussed the power of knowing someone's story...and discussed the danger of thinking you know ALL about a person (or a group of people) by hearing one story. (see the TED talk at the link below)
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
2. Had time to work on the "Bad Guy" stories.
Friday, Nov. 16
Today we:
1. Were told about our visit from Ken Thomas that will happen next Tues and Wed.
2. Had time to work on our "Bad Guy" stories.
1. Were told about our visit from Ken Thomas that will happen next Tues and Wed.
2. Had time to work on our "Bad Guy" stories.
Thursday, Nov. 15
Today we:
*Were advised to avoid "In conclusion" when wrapping up your arguments! We are beyond needing this.
1. Were given back the assignment for "The End is Only the Beginning". Your handout will indicate whether this has been fully completed or if it needs to have additions in order to complete this.
2. Were reminded that the paragraphs for "The Weed", "Re-Ed Through Labor", and "The Tell Tale Heart" were due last week!
3. Had the rest of class to work on our "Bad Guy" story. McD will meet with each person individually to discuss your plan.
CHROMEBOOKS ARE BOOKED!
*Were advised to avoid "In conclusion" when wrapping up your arguments! We are beyond needing this.
1. Were given back the assignment for "The End is Only the Beginning". Your handout will indicate whether this has been fully completed or if it needs to have additions in order to complete this.
2. Were reminded that the paragraphs for "The Weed", "Re-Ed Through Labor", and "The Tell Tale Heart" were due last week!
3. Had the rest of class to work on our "Bad Guy" story. McD will meet with each person individually to discuss your plan.
CHROMEBOOKS ARE BOOKED!
Wednesday, Nov. 14
Today we:
1. Looked at a sample of a "Bad Guy" story (The True Story of the 3 Little Pigs) that is flawed and talked about how it could be improved. REMEMBER- The job is to create sympathy and justify the actions (or even better make their actions be seen as noble) of the character in the original story. (See below for the story)
2. Looked at another sample story (The End is Only the Beginning) written by a former grade 10 student. As a way to understand some of the techniques that will make your story more effective we completed a worksheet that required us to identify these techniques. (see the docs below)
3. Discussed options for how to "tell" the story. You may write a story, create an animated story using a program such as Powtoon, make a comic/graphic story, or record it as a "podcast story".
1. Looked at a sample of a "Bad Guy" story (The True Story of the 3 Little Pigs) that is flawed and talked about how it could be improved. REMEMBER- The job is to create sympathy and justify the actions (or even better make their actions be seen as noble) of the character in the original story. (See below for the story)
2. Looked at another sample story (The End is Only the Beginning) written by a former grade 10 student. As a way to understand some of the techniques that will make your story more effective we completed a worksheet that required us to identify these techniques. (see the docs below)
3. Discussed options for how to "tell" the story. You may write a story, create an animated story using a program such as Powtoon, make a comic/graphic story, or record it as a "podcast story".
true_story_of_3_little_pigs.pdf | |
File Size: | 137 kb |
File Type: |
2018_bad_guy_story_instructions_and_rubric_1.doc | |
File Size: | 37 kb |
File Type: | doc |
the_end_is_only_the_beginning-_bad_guy_story_exemplar.docx | |
File Size: | 13 kb |
File Type: | docx |
bad_guy_story_example-_the_end_is_only_the_beginning.docx | |
File Size: | 16 kb |
File Type: | docx |
Tuesday, Nov. 13
Today we:
*got feedback checklists back if you handed in the paragraphs from last week.
1. Finished watching the film "Maleficent".
2. Discussed the "steps" of an inquiry project. We have already come up with a guiding question and done some research about the topic by looking at examples of stories told from different perspectives. The next step is to decide how to show what we have learned about this topic so that we can put together our "project".
3. Started gathering ideas for the structured inquiry unit project. (see "Bad Guy Story Preparations and Planning" document below)
*got feedback checklists back if you handed in the paragraphs from last week.
1. Finished watching the film "Maleficent".
2. Discussed the "steps" of an inquiry project. We have already come up with a guiding question and done some research about the topic by looking at examples of stories told from different perspectives. The next step is to decide how to show what we have learned about this topic so that we can put together our "project".
3. Started gathering ideas for the structured inquiry unit project. (see "Bad Guy Story Preparations and Planning" document below)
2017_bad_guy_story_preparations_and_planning_sheet_4__1_.docx | |
File Size: | 15 kb |
File Type: | docx |
Friday, Nov. 9
Today we:
1. Continued watching the film "Maleficent" and discussed the differences of how we interpret the character of the "old fairy" in the 2 stories in which she appears.
1. Continued watching the film "Maleficent" and discussed the differences of how we interpret the character of the "old fairy" in the 2 stories in which she appears.
Thursday, Nov. 8
Today we:
1. Continued our look at the guiding question for our "structured inquiry".
The question is: How can the perspective a story is told in change the interpretation of that same story?
2. Looked at the story "Sleeping Beauty" as a way to help with the structured inquiry.
1. Continued our look at the guiding question for our "structured inquiry".
The question is: How can the perspective a story is told in change the interpretation of that same story?
2. Looked at the story "Sleeping Beauty" as a way to help with the structured inquiry.
sleeping_beauty_-_grimm_version_3.pdf | |
File Size: | 167 kb |
File Type: |
2018_bad_guy_example-_sleeping_beauty_4.docx | |
File Size: | 37 kb |
File Type: | docx |
Wednesday, Nov. 7
Today we:
Had special guest Mr. Geneau in class! Be really nice to him!
1. Finished reading "The Name".
2. Completed the chart on the "Focus on Character" handout we received yesterday.
3. Completed a handout to accompany "The Name". We focused on how the author was able to make us feel sympathy for Rumplestiltskin and justify his actions.
2. Had time to work.
Had special guest Mr. Geneau in class! Be really nice to him!
1. Finished reading "The Name".
2. Completed the chart on the "Focus on Character" handout we received yesterday.
3. Completed a handout to accompany "The Name". We focused on how the author was able to make us feel sympathy for Rumplestiltskin and justify his actions.
2. Had time to work.
Tuesday, Nov. 6
Today we:
1. Had 25 minutes to work on the paragraphs. They are due today!
2. Discussed the guiding question "How can the perspective a story is told in change the interpretation of that same story?" and suggested steps to successfully "answer" the question. We will be doing a "structured inquiry" in which all the steps are laid out for you and all the decisions are made for you. The purpose of doing this is to model HOW to do an inquiry project so that eventually you are able to do one yourself.
3. Read "Rumplestiltskin" and we filled out the accompanying chart (see document below).
4. Read "The Name" (see below) and we filled out the accompanying chart on the handout provided (see page 2 of the "focus on character" document below).
5. Read Sleeping Beauty" (see document below)
6. Started looking at another story as part of our research for answering the guiding question.
1. Had 25 minutes to work on the paragraphs. They are due today!
2. Discussed the guiding question "How can the perspective a story is told in change the interpretation of that same story?" and suggested steps to successfully "answer" the question. We will be doing a "structured inquiry" in which all the steps are laid out for you and all the decisions are made for you. The purpose of doing this is to model HOW to do an inquiry project so that eventually you are able to do one yourself.
3. Read "Rumplestiltskin" and we filled out the accompanying chart (see document below).
4. Read "The Name" (see below) and we filled out the accompanying chart on the handout provided (see page 2 of the "focus on character" document below).
5. Read Sleeping Beauty" (see document below)
6. Started looking at another story as part of our research for answering the guiding question.
rumplestiltskin_story_4.pdf | |
File Size: | 144 kb |
File Type: |
sept_2018-_focus_on_character_2.doc | |
File Size: | 44 kb |
File Type: | doc |
the_name-_story_4.pdf | |
File Size: | 686 kb |
File Type: |
Monday, Nov. 5
Today we:
1. Discussed Inquiry Based Learning. What is it? Why use it as a way to prompt learning? What are the opportunities and obstacles surrounding this way of learning? (see slideshow below)
2. Looked at a slideshow that explains HOW to come up with inquiry questions. (see slideshow below)
1. Discussed Inquiry Based Learning. What is it? Why use it as a way to prompt learning? What are the opportunities and obstacles surrounding this way of learning? (see slideshow below)
2. Looked at a slideshow that explains HOW to come up with inquiry questions. (see slideshow below)
2018_inquiry_based_learning__1__1__1_.pptx | |
File Size: | 42 kb |
File Type: | pptx |
2018_asking_essential_questions_slideshow__1__1.pptx | |
File Size: | 5903 kb |
File Type: | pptx |
Friday, Nov. 2
Today we:
1. Had time to work on paragraphs for "The Weed/Re-Ed Through Labor" and "The Tell Tale Heart.".
Were reminded that today is the last day to hand in any missing work or work you want reassessed.
1. Had time to work on paragraphs for "The Weed/Re-Ed Through Labor" and "The Tell Tale Heart.".
Were reminded that today is the last day to hand in any missing work or work you want reassessed.
Thursday, Nov. 1
Today we:
*were reminded that FRIDAY is the last day to submit missing work, or work that you want to get reassessed.
*Got feedback if the Ed Scissors piece was handed in on time. Those who did this also got an updated progress report.
*Chromebooks in room 206 are booked!
1. Read the story "The Telltale Heart" and discussed how the use of different sentence types AND the use of repetition impacts how the reader views the narrator's state of mind. (see document below for story)
2. Completed a handout accompanying the story "The Tell Tale Heart" and looked at a checklist of what a good paragraph should include (see documents below).
4. Had time to write the paragraphs for "The Weed and Re-Ed Through Labor" and "The Tell Tale Heart".
*Tomorrow will be a working day.
*were reminded that FRIDAY is the last day to submit missing work, or work that you want to get reassessed.
*Got feedback if the Ed Scissors piece was handed in on time. Those who did this also got an updated progress report.
*Chromebooks in room 206 are booked!
1. Read the story "The Telltale Heart" and discussed how the use of different sentence types AND the use of repetition impacts how the reader views the narrator's state of mind. (see document below for story)
2. Completed a handout accompanying the story "The Tell Tale Heart" and looked at a checklist of what a good paragraph should include (see documents below).
4. Had time to write the paragraphs for "The Weed and Re-Ed Through Labor" and "The Tell Tale Heart".
*Tomorrow will be a working day.
the_tell_tale_heart_6.pdf | |
File Size: | 408 kb |
File Type: |
2018-_the_tell_tale_heart_5.doc | |
File Size: | 640 kb |
File Type: | doc |
2018-the_tell_tale_heart_paragraph_checklist_3.docx | |
File Size: | 12 kb |
File Type: | docx |
Wednesday, Oct. 31
1. Discussed how to "transition" into and out of quotations in our writing. (see document below)
2. Read "Re-Education Through Labor" and watched an accompanying video.
https://www.youtube.com/watch?v=_RYBDTnS7dg
3. Answered a series of guiding questions for "Re-Ed Through Labor."
4. Brainstormed as a group examples of symbolism from the story "The Weed" and the poem "Re-Education Through Labour."
5. Were given the task of writing a paragraph explaining how symbolism impacts theme in "The Weed" and "Re-Education Through Labor". (see docs below)
2. Read "Re-Education Through Labor" and watched an accompanying video.
https://www.youtube.com/watch?v=_RYBDTnS7dg
3. Answered a series of guiding questions for "Re-Ed Through Labor."
4. Brainstormed as a group examples of symbolism from the story "The Weed" and the poem "Re-Education Through Labour."
5. Were given the task of writing a paragraph explaining how symbolism impacts theme in "The Weed" and "Re-Education Through Labor". (see docs below)
2018_quotations-transitioning_into_quotes_in_essays_6.docx | |
File Size: | 44 kb |
File Type: | docx |
2018_the_weed_and_re-ed_pargaph_assignment_1.docx | |
File Size: | 12 kb |
File Type: | docx |
2018-the_weed_and_re-ed_through_labor__checklist_1.docx | |
File Size: | 12 kb |
File Type: | docx |
Tuesday, Oct 30
Today we:
*WERE REMINDED THAT THE EDWARD SCISSORHANDS ESSAY WAS DUE YESTERDAY
*Got progress reports
*WERE INFORMED THAT THE LAST DAY TO HAND IN ANY MISSING WORK OR RE-DO ANY WORK FOR TERM 1 IS FRIDAY!
1. Finished looking at the literary terms slideshow. We left off yesterday at "conflict".
2. Looked at a slideshow that explains how to create a theme statement. (see below)
3. As a part of our focus on THEME and SYMBOLISM, we read the story "The Weed" and completed the accompanying handout. (see story and handout below)
*WERE REMINDED THAT THE EDWARD SCISSORHANDS ESSAY WAS DUE YESTERDAY
*Got progress reports
*WERE INFORMED THAT THE LAST DAY TO HAND IN ANY MISSING WORK OR RE-DO ANY WORK FOR TERM 1 IS FRIDAY!
1. Finished looking at the literary terms slideshow. We left off yesterday at "conflict".
2. Looked at a slideshow that explains how to create a theme statement. (see below)
3. As a part of our focus on THEME and SYMBOLISM, we read the story "The Weed" and completed the accompanying handout. (see story and handout below)
2017_creating_a_theme_statement.pptx | |
File Size: | 973 kb |
File Type: | pptx |
the_weed-_story_only_6__1_.docx | |
File Size: | 14 kb |
File Type: | docx |
2018-_the_weed_and_re-ed_through_labor_handouts_with_questions_4__2_.docx | |
File Size: | 15 kb |
File Type: | docx |
Monday, Oct. 29
Today we:
1. Read for 20 minutes.
2. Used our essay checklist to give each other feedback on our Edward Scissorhands essays. The essays are due today!
3. Looked at some important terms that we will need to know for when we look at some stories. (see slideshow below)
1. Read for 20 minutes.
2. Used our essay checklist to give each other feedback on our Edward Scissorhands essays. The essays are due today!
3. Looked at some important terms that we will need to know for when we look at some stories. (see slideshow below)
2018-literary_terms_1.ppt | |
File Size: | 6239 kb |
File Type: | ppt |
Friday, Oct. 26
Today we:
1. Had time to write our Edward Scissorhands multi-paragraph pieces. These are due AT THE START OF CLASS MONDAY, OCT. 29.
*Chromebooks from room 206 are booked!
1. Had time to write our Edward Scissorhands multi-paragraph pieces. These are due AT THE START OF CLASS MONDAY, OCT. 29.
*Chromebooks from room 206 are booked!
Thursday, Oct. 25
Today we:
*Got Progress Reports
1. Looked at a slideshow that helped us with writing an introductory paragraph for an essay. (see below)
2. Looked at some suggestions for how to make your Edward Scissorhands written piece effective. (see slideshow below)
3. Had time to write! The pieces are due at the start of class Monday! Chromebooks from 206 are booked!
*Got Progress Reports
1. Looked at a slideshow that helped us with writing an introductory paragraph for an essay. (see below)
2. Looked at some suggestions for how to make your Edward Scissorhands written piece effective. (see slideshow below)
3. Had time to write! The pieces are due at the start of class Monday! Chromebooks from 206 are booked!
building_up_to_your_thesis_in_the_intro_paragraph_5__1_.pptx | |
File Size: | 707 kb |
File Type: | pptx |
2018_suggestions_for_essays.pptx | |
File Size: | 80 kb |
File Type: | pptx |
Wednesday, Oct. 24
Today we:
1. Read for 20 minutes.
2. Completed our third Passion Project journal entry. The prompt for today is "What have you learned and what do you want to learn more about?"
3. Created an essay outline for the Edward Scissorhands essay. (see doc below)
4. Were given a sample essay that would score well on this assignment. (see document below)
5. Had the rest of class to work on our Edward Scissorhands essay. This is due at the start of class MONDAY! The Chromebooks are booked!
1. Read for 20 minutes.
2. Completed our third Passion Project journal entry. The prompt for today is "What have you learned and what do you want to learn more about?"
3. Created an essay outline for the Edward Scissorhands essay. (see doc below)
4. Were given a sample essay that would score well on this assignment. (see document below)
5. Had the rest of class to work on our Edward Scissorhands essay. This is due at the start of class MONDAY! The Chromebooks are booked!
2018-essay_outline_edward_scissorhands.docx | |
File Size: | 39 kb |
File Type: | docx |
2018_sample_essay-_shrek.docx | |
File Size: | 16 kb |
File Type: | docx |
Tuesday, Oct. 23
Today we:
1. Read for 20 minutes.
2. Finished watching Edward Scissorhands.
1. Read for 20 minutes.
2. Finished watching Edward Scissorhands.
Monday, Oct. 22
Today we:
1. Read for 20 minutes. Our 3rd Passion Project journal entry ("What have you learned and what do you want to learn more about") will be done Wednesday.
2. Watched Edward Scissorhands and found examples of injustice/tragedy.
1. Read for 20 minutes. Our 3rd Passion Project journal entry ("What have you learned and what do you want to learn more about") will be done Wednesday.
2. Watched Edward Scissorhands and found examples of injustice/tragedy.
Thursday, Oct. 18
Today we:
1. Read for 20 minutes.
2. Decided that we would NOT discuss theme statements at the moment...we will leave this for when we discuss short fiction.
3. Looked at the checklist for the Edward Scissorhands essay that we are going to write. (see document below)
4. Started watching Edward Scissorhands. Remember that we are collecting examples of how injustice and tragedy impact the characters in the movie.
1. Read for 20 minutes.
2. Decided that we would NOT discuss theme statements at the moment...we will leave this for when we discuss short fiction.
3. Looked at the checklist for the Edward Scissorhands essay that we are going to write. (see document below)
4. Started watching Edward Scissorhands. Remember that we are collecting examples of how injustice and tragedy impact the characters in the movie.
2017_edward_scissorhands_essay_checklist_3.docx | |
File Size: | 14 kb |
File Type: | docx |
Wednesday, Oct. 17
Today we:
*Got Progress reports. REPORTS GET EMAILED HOME ON FRIDAY!
1. Were reminded that we will resume our 20 minutes of reading for the next few classes. If you have finished your book, then you are responsible for finding another that relates to your "passion project."
2. Started our look at multi-paragraph writing by discussing the thesis statement. (see slideshow below)
3. Looked at a "step by step" way to put together an essay and a sample essay to help us understand the main structural parts of a multi-paragraph piece of writing. We then discussed the thesis statement, topic sentences, transitions words and phrases, and main arguments. Finally, we did an exercise where we identified all of these items these in an essay. (see the documents below)
4. Were given the instructions for the Edward Scissorhands multi-paragraph writing piece.
5. Started watching the film Eddy Scissors!
*Got Progress reports. REPORTS GET EMAILED HOME ON FRIDAY!
1. Were reminded that we will resume our 20 minutes of reading for the next few classes. If you have finished your book, then you are responsible for finding another that relates to your "passion project."
2. Started our look at multi-paragraph writing by discussing the thesis statement. (see slideshow below)
3. Looked at a "step by step" way to put together an essay and a sample essay to help us understand the main structural parts of a multi-paragraph piece of writing. We then discussed the thesis statement, topic sentences, transitions words and phrases, and main arguments. Finally, we did an exercise where we identified all of these items these in an essay. (see the documents below)
4. Were given the instructions for the Edward Scissorhands multi-paragraph writing piece.
5. Started watching the film Eddy Scissors!
2016_the_thesis_statement__1__3.pptx | |
File Size: | 603 kb |
File Type: | pptx |
2016-_the_5_paragraph_essay_step_by_step_3.docx | |
File Size: | 14 kb |
File Type: | docx |
2016-identify_these_parts_in_the_following_essay_3.doc | |
File Size: | 33 kb |
File Type: | doc |
2017_edward_scissorhands_multi-paragraph_writing_2.doc | |
File Size: | 110 kb |
File Type: | doc |
Tuesday, Oct 16
Matthew
Isabell
Ava
Sofie
Shannon
Devynn
Abigail
Annalise
Calder
Nolan
Isabell
Ava
Sofie
Shannon
Devynn
Abigail
Annalise
Calder
Nolan
Monday, Oct. 15
Today we had presentations by:
Hanna
Nadia
Marcus
Mitali
Grace/Kirsten
Sophia
Kiera
Noah
Hanna
Nadia
Marcus
Mitali
Grace/Kirsten
Sophia
Kiera
Noah
Friday, Oct. 12
Today we:
1. Were so happy to have presentations done by:
Kaia
Ila
Gen
Anita
Claire
1. Were so happy to have presentations done by:
Kaia
Ila
Gen
Anita
Claire
Thursday, Oct. 11
Today we:
1. Worked on preparing our arguments. Remember, your presentations need to be less than 5 minutes!
The following people will be presenting tomorrow:
Kaia
Hanna
Matthew
Ila
Gen
Mary
Anita
Isabell
Claire
1. Worked on preparing our arguments. Remember, your presentations need to be less than 5 minutes!
The following people will be presenting tomorrow:
Kaia
Hanna
Matthew
Ila
Gen
Mary
Anita
Isabell
Claire
Wednesday, Oct. 10
Today we:
*got progress reports!
1. Were given a hard copy of the rubric that will be used to assess your presentation of your argument.
*The accompanying sheet MUST be filled out and given to McDonald prior to your presentation.
2. Had an opportunity to sign up for a presentation time on Friday or Monday. Those who have completed the Research Skills Project on time received first choice of day to present.
3. Worked on preparing our arguments. Remember, your presentations need to be less than 5 minutes!
*got progress reports!
1. Were given a hard copy of the rubric that will be used to assess your presentation of your argument.
*The accompanying sheet MUST be filled out and given to McDonald prior to your presentation.
2. Had an opportunity to sign up for a presentation time on Friday or Monday. Those who have completed the Research Skills Project on time received first choice of day to present.
3. Worked on preparing our arguments. Remember, your presentations need to be less than 5 minutes!
Tuesday, Oct. 9
Today we:
1. Were given the instructions for the next step of the "Research Skills Project" assignment. Using the information that you collected during your research, you are to put together a fully developed, and rationally defended, argument that persuades your audience to agree with your claim. (see document below)
*We will be presenting our arguments to the class on Thursday and Friday of this week.
*Presentations of your argument should be less than 5 minutes in length.
*Presentations of your argument must be done so that the entire class "experiences" your argument. If you write an essay you are to make copies for everyone in the group and read it to us, if you make a slideshow you will present it to the group, if you create a video "rant" we will watch it, if you make a podcast you will have us listen to it...
2. Got the marking rubric for our presentation assignment. (see document below)
1. Were given the instructions for the next step of the "Research Skills Project" assignment. Using the information that you collected during your research, you are to put together a fully developed, and rationally defended, argument that persuades your audience to agree with your claim. (see document below)
*We will be presenting our arguments to the class on Thursday and Friday of this week.
*Presentations of your argument should be less than 5 minutes in length.
*Presentations of your argument must be done so that the entire class "experiences" your argument. If you write an essay you are to make copies for everyone in the group and read it to us, if you make a slideshow you will present it to the group, if you create a video "rant" we will watch it, if you make a podcast you will have us listen to it...
2. Got the marking rubric for our presentation assignment. (see document below)
2018_presentation_of_claim_assignment_1.docx | |
File Size: | 15 kb |
File Type: | docx |
2018_argument_rubric_and_feedback_1.docx | |
File Size: | 2291 kb |
File Type: | docx |
Friday, Oct. 5
Today we:
1. Had time to complete the "Research Skills Project."
*You should already be done part 1 and 2, and parts 3 and 4 were worked on yesterday. This project, fully done and ready for assessment, is due next TUESDAY!
1. Had time to complete the "Research Skills Project."
*You should already be done part 1 and 2, and parts 3 and 4 were worked on yesterday. This project, fully done and ready for assessment, is due next TUESDAY!
Thursday, Oct. 4
Today we:
1. Worked on part 3 and 4 of the "Research Skills Project".
2. Discussed the due date for this assignment...TOMORROW! You have all of today's class and all of tomorrow's class to work on this.
3. Discussed ways to help us decide if a source of info is legit or not. (I like the CRAAP test!)
www.easybib.com/guides/students/writing-guide/ii-research/c-evaluating-sources-for-credibility/
www.boredpanda.com/funny-phishing-scam-emails-dot-con-james-veitch/?utm_source=google&utm_medium=organic&utm_campaign=organic
1. Worked on part 3 and 4 of the "Research Skills Project".
2. Discussed the due date for this assignment...TOMORROW! You have all of today's class and all of tomorrow's class to work on this.
3. Discussed ways to help us decide if a source of info is legit or not. (I like the CRAAP test!)
www.easybib.com/guides/students/writing-guide/ii-research/c-evaluating-sources-for-credibility/
www.boredpanda.com/funny-phishing-scam-emails-dot-con-james-veitch/?utm_source=google&utm_medium=organic&utm_campaign=organic
Wednesday, Oct. 3
Today we:
1. Completed part 1 and 2 of the "Research Skills Project". This can be handed in using the old school pen and paper, OR you can hand it in on our Google Classroom.
2. Talked about using the citation tool on the databases, and "easybib" and "bibme" as a way to easily reference in MLA format.
*PART 1 AND 2 ARE DUE TODAY!
Here is the link to the databases we used yesterday:
reynoldslibrary.sd61.bc.ca/research-inquiry/research-toolkit/
Part 1= In a complete paragraph, explain the topic that was researched and WHY that topic was chosen. In this section you should give a brief background of the topic being explored, and explain the specific reason(s) why this was of interest to you. (See the sample given for guidance on what you might say here.)
Part 2= Identify specific articles/studies/stories/movies/news clips/ videos… that you read or viewed and cite them using MLA style referencing.
Ex. "Mugabe Appoints New Vice-Presidents As Zanu-PF Succession Battle Continues." Africa News Service 12 Dec. 2014. Global Issues In Context. Web. 12 Dec. 2014.
1. Completed part 1 and 2 of the "Research Skills Project". This can be handed in using the old school pen and paper, OR you can hand it in on our Google Classroom.
2. Talked about using the citation tool on the databases, and "easybib" and "bibme" as a way to easily reference in MLA format.
*PART 1 AND 2 ARE DUE TODAY!
Here is the link to the databases we used yesterday:
reynoldslibrary.sd61.bc.ca/research-inquiry/research-toolkit/
Part 1= In a complete paragraph, explain the topic that was researched and WHY that topic was chosen. In this section you should give a brief background of the topic being explored, and explain the specific reason(s) why this was of interest to you. (See the sample given for guidance on what you might say here.)
Part 2= Identify specific articles/studies/stories/movies/news clips/ videos… that you read or viewed and cite them using MLA style referencing.
Ex. "Mugabe Appoints New Vice-Presidents As Zanu-PF Succession Battle Continues." Africa News Service 12 Dec. 2014. Global Issues In Context. Web. 12 Dec. 2014.
Tuesday, Oct. 2
Today we:
1. Went to the library and worked with Mrs. Atkinson to learn about the info databases that we have access to. These databases allow you to search just like you would using Google. An advantage to using these databases is that a lot of the "garbage" results have been filtered out and only information that has been "vetted" (meaning it is deemed to be valid and responsible info) appears.
https://reynoldslibrary.sd61.bc.ca/research-inquiry/research-toolkit/
2. Had a chance to research our claim some more using the databases.
1. Went to the library and worked with Mrs. Atkinson to learn about the info databases that we have access to. These databases allow you to search just like you would using Google. An advantage to using these databases is that a lot of the "garbage" results have been filtered out and only information that has been "vetted" (meaning it is deemed to be valid and responsible info) appears.
https://reynoldslibrary.sd61.bc.ca/research-inquiry/research-toolkit/
2. Had a chance to research our claim some more using the databases.
Monday, Oct. 1
Today we:
1. Discussed the importance of "knowing" your sources of information. (see slideshow below)
2. Discussed potential "claims" that we could use for our next project. (ex. The Kinder Morgan Trans Mountain Pipeline will/will not be beneficial to BC.)
3. Were given the instructions and rubric (as well as a sample assignment) for the Effective Research Skills Project. (see document below)
4. Went to the library to find research that backs up our claims.
1. Discussed the importance of "knowing" your sources of information. (see slideshow below)
2. Discussed potential "claims" that we could use for our next project. (ex. The Kinder Morgan Trans Mountain Pipeline will/will not be beneficial to BC.)
3. Were given the instructions and rubric (as well as a sample assignment) for the Effective Research Skills Project. (see document below)
4. Went to the library to find research that backs up our claims.
2018_know_your_source__1.pptx | |
File Size: | 499 kb |
File Type: | pptx |
2018_research_skills_project_1.docx | |
File Size: | 20 kb |
File Type: | docx |
Friday, Sept. 28
Today we:
1. Read for 25 minutes.
2. Got progress reports. EMAILED REPORTS GO HOME MONDAY!
3. Discussed options for our next assignment that we will start next week. The task is to show that you can make a claim and effectively defend your claim with valid evidence and logical arguments. Options for how to present your claim include: debate, speech, written essay, "podcast", Rick Mercer style "rant"...
As we watch the clip below, look for ways that Rick Mercer uses specific examples to back up his 3 main points:
a. In the past if people had $ they had access to info. (Encyclopedia, subscription to Macleans/Time)
b. There are false claims being made on the internet. (oil of oregano cures meningitis, cancer is a conspiracy, climate change is not happening, Meryl Streep is not a convincing actress-notice how he uses this example to add a bit of humour)
c. In the past, political leaders would get in big trouble for saying things not true...but not now. (Dr. Kellie Leitch)
https://www.youtube.com/watch?v=biC1tcNzkWY
1. Read for 25 minutes.
2. Got progress reports. EMAILED REPORTS GO HOME MONDAY!
3. Discussed options for our next assignment that we will start next week. The task is to show that you can make a claim and effectively defend your claim with valid evidence and logical arguments. Options for how to present your claim include: debate, speech, written essay, "podcast", Rick Mercer style "rant"...
As we watch the clip below, look for ways that Rick Mercer uses specific examples to back up his 3 main points:
a. In the past if people had $ they had access to info. (Encyclopedia, subscription to Macleans/Time)
b. There are false claims being made on the internet. (oil of oregano cures meningitis, cancer is a conspiracy, climate change is not happening, Meryl Streep is not a convincing actress-notice how he uses this example to add a bit of humour)
c. In the past, political leaders would get in big trouble for saying things not true...but not now. (Dr. Kellie Leitch)
https://www.youtube.com/watch?v=biC1tcNzkWY
Thursday, Sept. 27
Today we:
1. Discussed "The Secrert Path" which we watched yesterday. We specifically discussed how the story exposes the ways that individuals were impacted by residential schools, and how the storytellers (the musicians and visual artists) used specific techniques to make the telling of the story powerful.
2. Went to a presentation about Residential Schools by Eddie Charlie and Kristen Spray.
1. Discussed "The Secrert Path" which we watched yesterday. We specifically discussed how the story exposes the ways that individuals were impacted by residential schools, and how the storytellers (the musicians and visual artists) used specific techniques to make the telling of the story powerful.
2. Went to a presentation about Residential Schools by Eddie Charlie and Kristen Spray.
Wednesday, Sept. 26
Today we:
1) Discussed Orange Shirt Day and the topic of Residential Schools. We will be going to a presentation on Thursday and knowing some background info will be helpful.
Here is a perspective on how first nations peoples were impacted by colonization and the creation of Canada.
www.youtube.com/watch?v=L7LY-fXzhZI
Here is "The Secret Path" which is the story of Charlie Wenjack, a 12-year-old boy who died while trying to escape from a residential school and travel back home.
watch.cbc.ca/media/the-secret-path/season-1/episode-1/38e815a-00b11deb591
1) Discussed Orange Shirt Day and the topic of Residential Schools. We will be going to a presentation on Thursday and knowing some background info will be helpful.
Here is a perspective on how first nations peoples were impacted by colonization and the creation of Canada.
www.youtube.com/watch?v=L7LY-fXzhZI
Here is "The Secret Path" which is the story of Charlie Wenjack, a 12-year-old boy who died while trying to escape from a residential school and travel back home.
watch.cbc.ca/media/the-secret-path/season-1/episode-1/38e815a-00b11deb591
Tuesday, Sept. 25
Today we had the entire class to work on the "Improving Your Writing" assignment.
Monday, Sept. 24
Today we:
1. Read for 25 minutes
2. Had time to work on the "Improving Your Writing" assignment.
1. Read for 25 minutes
2. Had time to work on the "Improving Your Writing" assignment.
Friday, Sept. 21
Today we:
1. Read for 25 miniutes.
2. Completed our second "Passion Project Journal" entry. Today's prompt is:
-explain the connections to your topic/cause that you have seen so far in your book.
ex. My topic that I am exploring is poverty, and in my book so far I have encountered several connections to this topic. The protagonist, Katniss, comes from the poorest district of her community called District 12 and starvation is a major issue for the citizens there. Katniss comes from a part of town called "The Seam" and this a slum where those who work in the coal mines live, whereas the mercantile class lives in the town, centered around the "Square". Due to their poverty, Katniss and her friend Gale often hunt for food for their families or to raise money by selling their catches on the local black market. In contrast, another part of the community called District 1 specializes in producing luxury items such as jewelry. District 1 is heavily favored by the Capitol (which controls the entire community) and is fairly wealthy compared to the rest of the districts. Due to this disparity in wealth, the inhabitants of district 1 have great advantages over those who live in some of the other districts.
3. Had time to work on the Improving Your Writing assignment. This is due TUESDAY, Sept. 25th!
1. Read for 25 miniutes.
2. Completed our second "Passion Project Journal" entry. Today's prompt is:
-explain the connections to your topic/cause that you have seen so far in your book.
ex. My topic that I am exploring is poverty, and in my book so far I have encountered several connections to this topic. The protagonist, Katniss, comes from the poorest district of her community called District 12 and starvation is a major issue for the citizens there. Katniss comes from a part of town called "The Seam" and this a slum where those who work in the coal mines live, whereas the mercantile class lives in the town, centered around the "Square". Due to their poverty, Katniss and her friend Gale often hunt for food for their families or to raise money by selling their catches on the local black market. In contrast, another part of the community called District 1 specializes in producing luxury items such as jewelry. District 1 is heavily favored by the Capitol (which controls the entire community) and is fairly wealthy compared to the rest of the districts. Due to this disparity in wealth, the inhabitants of district 1 have great advantages over those who live in some of the other districts.
3. Had time to work on the Improving Your Writing assignment. This is due TUESDAY, Sept. 25th!
Thursday, Sept. 20
Today we:
1. Read for 25 minutes.
2. Did a practice activity for the "Improving Your Writing" assignment by identifying some of the improvements made in the sample with a partner and explaining the impact that the changes had on the piece.
3. Started working on the "Improving Your Writing" assignment.
1. Read for 25 minutes.
2. Did a practice activity for the "Improving Your Writing" assignment by identifying some of the improvements made in the sample with a partner and explaining the impact that the changes had on the piece.
3. Started working on the "Improving Your Writing" assignment.
Wednesday, Sept. 19
Today we:
1. Read our books for 25 minutes.
2. Used the chromebooks to create a Google doc! The doc should be given the title of "Passion Project Journal".
3. Completed a journal entry that explains:
- The topic that we chose and WHY we chose that topic.
-the book that we chose did WHY we chose that book.
4. Were given the ultra-secret code and joined our Google classroom. (Shhhhhhhhhhh! It's gvf10cp)
5. Further discussed the "Improving Your Writing" assignment and looked at the example to make sure that everyone is aware of the expectations for this assignment.
6. Did a practice activity for the "Improving Your Writing" assignment by identifying some of the improvements made in the sample with a partner and explaining the impact that the changes had on the piece.
7. Started working on the "Improving Your Writing" assignment.
1. Read our books for 25 minutes.
2. Used the chromebooks to create a Google doc! The doc should be given the title of "Passion Project Journal".
3. Completed a journal entry that explains:
- The topic that we chose and WHY we chose that topic.
-the book that we chose did WHY we chose that book.
4. Were given the ultra-secret code and joined our Google classroom. (Shhhhhhhhhhh! It's gvf10cp)
5. Further discussed the "Improving Your Writing" assignment and looked at the example to make sure that everyone is aware of the expectations for this assignment.
6. Did a practice activity for the "Improving Your Writing" assignment by identifying some of the improvements made in the sample with a partner and explaining the impact that the changes had on the piece.
7. Started working on the "Improving Your Writing" assignment.
Tuesday, Sept. 18
Today we:
1. Read our books for 25 minutes.
2. Reviewed the grammar info we learned last week by completing a grammar review worksheet. (see document below)
3. Were given the "Improving Your Writing" assignment, a rubric explaining how it will be assessed, and an example with an improvement in each of the required areas that shows how the assignment can be done. You are to take the initial write that you did last week and make improvements. (See the documents below...the google doc can be found at the address below)
https://docs.google.com/document/d/1Zi66iS9SezPoNzUa4N0QtW95dvMUoPpPt7wQskGeKxo/edit
4. Got work from last week returned, and got progress reports to ensure that everyone knows what they have/have not completed.
1. Read our books for 25 minutes.
2. Reviewed the grammar info we learned last week by completing a grammar review worksheet. (see document below)
3. Were given the "Improving Your Writing" assignment, a rubric explaining how it will be assessed, and an example with an improvement in each of the required areas that shows how the assignment can be done. You are to take the initial write that you did last week and make improvements. (See the documents below...the google doc can be found at the address below)
https://docs.google.com/document/d/1Zi66iS9SezPoNzUa4N0QtW95dvMUoPpPt7wQskGeKxo/edit
4. Got work from last week returned, and got progress reports to ensure that everyone knows what they have/have not completed.
grammar_review_worksheet.pdf | |
File Size: | 109 kb |
File Type: |
2018-improving_your_writing_assignment_4.docx | |
File Size: | 14 kb |
File Type: | docx |
2018-improving_your_writing_assignment_rubric_3.docx | |
File Size: | 13 kb |
File Type: | docx |
2018_sample_improving_your_writing_piece.docx | |
File Size: | 15 kb |
File Type: | docx |
Friday, Sept. 14
Today we:
1. Went to the library to find a book that relates to the topic/issue that we want to explore this semester.
1. Went to the library to find a book that relates to the topic/issue that we want to explore this semester.
Thursday, Sept. 13
Today we:
1. Got back the vocab/combining sentences activity that we did on Tuesday.
2. Got back the imagery handout that we did yesterday.
Tips to add similes/metaphors:
-find a verb and choose a way to describe the action (ex. cry= cry loudly). Then, compare the crying to something that is loud. (ex. Cry as loud as a fire alarm.)
-find a noun and choose a word to describe it (ex. finger= thick). Then campare the finger to something that is thick. (ex. the finger was as thick as a sausage.)
3. Continued to look at an old training package for Provincial Exam markers so we could see an example of how writing can be assessed. We looked at the rubric, and assessed the sample papers. (see the document from Wednesday to get the training papers)
4. Discussed how to develop ideas in order to improve your writing.
1. Got back the vocab/combining sentences activity that we did on Tuesday.
2. Got back the imagery handout that we did yesterday.
Tips to add similes/metaphors:
-find a verb and choose a way to describe the action (ex. cry= cry loudly). Then, compare the crying to something that is loud. (ex. Cry as loud as a fire alarm.)
-find a noun and choose a word to describe it (ex. finger= thick). Then campare the finger to something that is thick. (ex. the finger was as thick as a sausage.)
3. Continued to look at an old training package for Provincial Exam markers so we could see an example of how writing can be assessed. We looked at the rubric, and assessed the sample papers. (see the document from Wednesday to get the training papers)
4. Discussed how to develop ideas in order to improve your writing.
development_in_writing_2018.doc | |
File Size: | 28 kb |
File Type: | doc |
Wednesday, Sept. 12
Today we:
Brainstormed different "causes/topics" that we could explore. For example, Cops for Cancer is coming soon, so a cause could be cancer prevention. Orange shirt day is coming up...a cause could be supporting survivors of abuse.
https://4agoodcause.com/cause-awareness-days-2018/
http://www.nptechforgood.com/2018/01/01/2018-cause-awareness-giving-day-calendar/
1. Discussed how to utilize IMAGERY as a way to improve your written pieces. (see slideshow and worksheet below)
2. Looked at an old training package for Provincial Exam markers so we could see an example of how writing can be assessed. We looked at the rubric, and assessed the sample papers. (see the document below to get the training papers)
Brainstormed different "causes/topics" that we could explore. For example, Cops for Cancer is coming soon, so a cause could be cancer prevention. Orange shirt day is coming up...a cause could be supporting survivors of abuse.
https://4agoodcause.com/cause-awareness-days-2018/
http://www.nptechforgood.com/2018/01/01/2018-cause-awareness-giving-day-calendar/
1. Discussed how to utilize IMAGERY as a way to improve your written pieces. (see slideshow and worksheet below)
2. Looked at an old training package for Provincial Exam markers so we could see an example of how writing can be assessed. We looked at the rubric, and assessed the sample papers. (see the document below to get the training papers)
sept_2018_adding_imagery_to_your_writing_6.pptx | |
File Size: | 1847 kb |
File Type: | pptx |
sept_2018_adding_imagery_to_writing.docx | |
File Size: | 2431 kb |
File Type: | docx |
2015_writing_training_papers.pdf | |
File Size: | 685 kb |
File Type: |
Tuesday, Sept. 11
Today we:
SAT IN A DIFFERENT SPOT AND WITH A DIFFERENT PERSON NEXT TO YOU!
Discussed how we will need to find a "cause/topic" that we would like to learn more about during this semester. Here is an example of a cause...yesterday was Suicide Prevention Day.
https://suicideprevention.ca/resources/WSPD%202018/WSPD%20English/WSPD%20Toolkit%20Overview%20EN.pdf
1. Got back the sentence combining assignment we did last Friday. Some issues that we need to watch out for include: Be sure to use capital letters to start sentences! Avoid repetition by using pronouns! Be careful when starting sentences with conjunctions.
2. Took a quick look at helping and main verbs as some people wanted to expand on this last week. (see slideshow below)
3. Did some practice finding sentence structure errors. (see slideshow below)
4. Talked about the importance of using a diverse vocabulary and did a vocab building exercise (see below)
5. Did a writing exercise where we needed to re-write a paragraph and add sentence variety and interesting vocabulary. (see below)
SAT IN A DIFFERENT SPOT AND WITH A DIFFERENT PERSON NEXT TO YOU!
Discussed how we will need to find a "cause/topic" that we would like to learn more about during this semester. Here is an example of a cause...yesterday was Suicide Prevention Day.
https://suicideprevention.ca/resources/WSPD%202018/WSPD%20English/WSPD%20Toolkit%20Overview%20EN.pdf
1. Got back the sentence combining assignment we did last Friday. Some issues that we need to watch out for include: Be sure to use capital letters to start sentences! Avoid repetition by using pronouns! Be careful when starting sentences with conjunctions.
2. Took a quick look at helping and main verbs as some people wanted to expand on this last week. (see slideshow below)
3. Did some practice finding sentence structure errors. (see slideshow below)
4. Talked about the importance of using a diverse vocabulary and did a vocab building exercise (see below)
5. Did a writing exercise where we needed to re-write a paragraph and add sentence variety and interesting vocabulary. (see below)
main_and_helping_verbs.pptx | |
File Size: | 43 kb |
File Type: | pptx |
finding_errors_in_sentences_practice_2019.pptx | |
File Size: | 145 kb |
File Type: | pptx |
vocabulary_builder_7__1__1.doc | |
File Size: | 24 kb |
File Type: | doc |
improving_paragraph_writing-_vocab_and_sentence_types_practice.doc | |
File Size: | 27 kb |
File Type: | doc |
Monday, Sept. 10
Today we:
1. Completed an initial write so that McDonald could get a sense of our writing skills. (see document below)
1. Completed an initial write so that McDonald could get a sense of our writing skills. (see document below)
sept_2018_initial_writing_assessment.docx | |
File Size: | 46 kb |
File Type: | docx |
Friday, Sept. 7
Today we:
1. Looked at the skill of sentence combining which will allow you to add flow to your writing. (see slideshow and practice activity below)
1. Looked at the skill of sentence combining which will allow you to add flow to your writing. (see slideshow and practice activity below)
2016_eng_10_sentence_combining_review.ppt | |
File Size: | 722 kb |
File Type: | ppt |
sentence_combining_worksheet.pdf | |
File Size: | 46 kb |
File Type: |
Thursday, Sept. 6
Today we:
1. Figured out the difference between "practise" and "practice". In the main varieties of English from outside North America, practice is the noun, and practise is the verb. For instance, we would say that a doctor with a private practice (noun) practises (verb) privately.
2. Looked at the "wish list" that everyone contributed to (see document below)
3. Started off our Composition unit by looking at some grammar review slideshows. (see slideshows below)
1. Figured out the difference between "practise" and "practice". In the main varieties of English from outside North America, practice is the noun, and practise is the verb. For instance, we would say that a doctor with a private practice (noun) practises (verb) privately.
2. Looked at the "wish list" that everyone contributed to (see document below)
3. Started off our Composition unit by looking at some grammar review slideshows. (see slideshows below)
sept_2018_english_10_wish_list.docx | |
File Size: | 13 kb |
File Type: | docx |
2018_grammar_review_for_10s-_subject_predicate_clauses.ppt | |
File Size: | 10247 kb |
File Type: | ppt |
2018_grammar_review-sentence_types.pptx | |
File Size: | 285 kb |
File Type: | pptx |
semi_colon_slideshow.ppt | |
File Size: | 728 kb |
File Type: | ppt |
Wednesday, Sept. 5
Today we:
1. Took a look at the "English Language Arts-Composition" curriculum competencies (the things that your teacher is supposed to have you learn). We discussed the main points and gave suggestions on activities we could do to meet the standards set out by the Ministry of Education. (see pages 2 and 3 on the document below)
2. Looked at a slideshow that explains some of the important aspects of how McDonald teaches. (see slideshow below)
3. Got to know each other by playing "People Bingo".
1. Took a look at the "English Language Arts-Composition" curriculum competencies (the things that your teacher is supposed to have you learn). We discussed the main points and gave suggestions on activities we could do to meet the standards set out by the Ministry of Education. (see pages 2 and 3 on the document below)
2. Looked at a slideshow that explains some of the important aspects of how McDonald teaches. (see slideshow below)
3. Got to know each other by playing "People Bingo".
eng_10_composition_curriculum_competencies.pdf | |
File Size: | 108 kb |
File Type: |
2018_intro_to_mcdonalds_eng_10_class.ppt | |
File Size: | 1382 kb |
File Type: | ppt |
2018_eng_10_course_intro_sheet_to_go_with_slideshow.doc | |
File Size: | 29 kb |
File Type: | doc |