Reminders:
- Lord and Lady of the Manor textbook questions: due next class!
- Bring any materials you can scrounge up for a 3-D model of a manor (cotton balls, toothpick, Popsicle sticks, Lego, clay, etc.) - we'll start this next class
Tuesday 28 February 2017
SS 8
Today we discussed the Lord and Lady of the Manor. We started off with a bit of a review discussion on the feudal manor. We then read an article describing the lord's house, and completed questions as a class. Then students were assigned some reading and questions from the textbook. Additionally, as a class, we completed a chart comparing women's rights then and now. To finish off, we started watching "Worst Jobs of the Middle Ages".
Reminders:
Reminders:
English 10
Today we finished watching the short film "2081". We then started writing a character paragraph; students had the choice of three stories to choose from for this task.
Reminders:
Reminders:
- "Harrison Bergeron" questions and paragraph: due today!!!!
- Open-book grammar quiz: Next class
- Character paragraph (plan, draft, good copy): due Friday, March 3, 2017
Monday 27 February 2017
SS 8
Welcome back band students!
Today we mostly focused on Manor Life in the feudal system. We took a virtual tour of a medieval manor and watched a video of a 3D model demonstration. I spent most of class going through a PowerPoint; there were "Fill-in-the-Blank" notes to go along with this. We also read a portion of the textbook explaining manor life.
Reminders:
Today we mostly focused on Manor Life in the feudal system. We took a virtual tour of a medieval manor and watched a video of a 3D model demonstration. I spent most of class going through a PowerPoint; there were "Fill-in-the-Blank" notes to go along with this. We also read a portion of the textbook explaining manor life.
Reminders:
- Europe Maps (p.49) : due today!
English 10
Today we read and discussed Kurt Vonnegut's "Harrison Bergeron". There were corresponding questions and a literary persuasive paragraph to complete with the story. We also started watching the short film adaptation of the story "2081".
Reminders:
Reminders:
- "Harrison Bergeron" questions and paragraph: due next class!
English 10: Blocks 1/2
Thursday, Feb. 23, 2017
Here's some things we've been up to in English 10 in the past two weeks.
Last week, we read the poem "Non-conformist" and discussed the concept of conforming. As an example, we looked at the Grunge revolution in the 1990's and read a Rolling Stone article on Kurt Cobain. Students completed questions in class. We also watched and completed a characterization analysis for the movie Little Miss Sunshine; students also had to explain how each character in the movie is a non-conformist.
This week, we read the story "Borders" by Thomas King and discussed some of the history with First People political struggles in North America. Students had questions and a characterization chart to complete for the story.
On Tuesday, the class went to the theatre for a presentation on technology and jobs.
On Thursday's class, we looked at stereotypes, expectations, judgement and test anxiety. We read the monologue "I'm Not my Brother; I'm Me", which addresses siblings and expectations. We then watched an episode of "Fresh Prince of Bel Air", as an example demonstrating similar themes. We then read the satirical excerpt "How Not to get Called on", and as a class, we read the play "This is a Test". There were questions to be completed for all of these.
Reminders:
Here's some things we've been up to in English 10 in the past two weeks.
Last week, we read the poem "Non-conformist" and discussed the concept of conforming. As an example, we looked at the Grunge revolution in the 1990's and read a Rolling Stone article on Kurt Cobain. Students completed questions in class. We also watched and completed a characterization analysis for the movie Little Miss Sunshine; students also had to explain how each character in the movie is a non-conformist.
This week, we read the story "Borders" by Thomas King and discussed some of the history with First People political struggles in North America. Students had questions and a characterization chart to complete for the story.
On Tuesday, the class went to the theatre for a presentation on technology and jobs.
On Thursday's class, we looked at stereotypes, expectations, judgement and test anxiety. We read the monologue "I'm Not my Brother; I'm Me", which addresses siblings and expectations. We then watched an episode of "Fresh Prince of Bel Air", as an example demonstrating similar themes. We then read the satirical excerpt "How Not to get Called on", and as a class, we read the play "This is a Test". There were questions to be completed for all of these.
Reminders:
- Questions for "Borders" - overdue
- Questions for 'school stereotypes and anxiety' - to have been turned in during class
Thursday 23 February 2017
SS 8
Here are some things we've been doing in Social Studies in the last two weeks.
Last week, we finished doing some review for Unit 1; we completed a unit review, students played Pictionary, and we watched a video on the "Dark Ages". I was away Friday, but students wrote a test on Unit 1 and completed a crossword.
This week, we've been looking at the Feudal Pyramid and the Feudal contract in the Middle Ages. On Monday, we did a class simulation in which students were assigned different roles of monarchs, lords, knights, and serfs.
We also read a handout comparing the Roman World with the Feudal world. Students were assigned to cut out different facts and paste them into a Venn Diagram. Additionally, we went through a PowerPoint and notes on the Middle Ages.
On Wednesday, we spent a block in the library playing Settlers of Catan. In the second period, we read and discussed "The Bayeux Tapestry" in the textbook and students completed corresponding questions. Students also worked on geography map, analyzing the optimal places in Europe for manor living.
Reminders:
Last week, we finished doing some review for Unit 1; we completed a unit review, students played Pictionary, and we watched a video on the "Dark Ages". I was away Friday, but students wrote a test on Unit 1 and completed a crossword.
This week, we've been looking at the Feudal Pyramid and the Feudal contract in the Middle Ages. On Monday, we did a class simulation in which students were assigned different roles of monarchs, lords, knights, and serfs.
We also read a handout comparing the Roman World with the Feudal world. Students were assigned to cut out different facts and paste them into a Venn Diagram. Additionally, we went through a PowerPoint and notes on the Middle Ages.
On Wednesday, we spent a block in the library playing Settlers of Catan. In the second period, we read and discussed "The Bayeux Tapestry" in the textbook and students completed corresponding questions. Students also worked on geography map, analyzing the optimal places in Europe for manor living.
Reminders:
- "Bayeux Tapestry" Questions should have been turned in
- Map assignment : due Monday, Feb. 27, 2017
English 10: Blocks 5/6
Here's some things we've been up to in English 10 in the past two weeks.
Last week, we read the poem "Non-conformist" and discussed the concept of conforming. As an example, we looked at the Grunge revolution in the 1990's and read a Rolling Stone article on Kurt Cobain. Students completed questions in class. We also watched and completed a characterization analysis for the movie Little Miss Sunshine; students also had to explain how each character in the movie is a non-conformist.
This week, we read the story "Borders" by Thomas King and discussed some of the history with First People political struggles in North America. Students had questions and a characterization chart to complete for the story.
Furthermore, we did some song analysis based off students requests of songs. We read and discussed "My Body is my own Business" in Sightlines 10 and looked at current media controversy over 'islamophobia'. Students also read the comic strip "My Body" independently and completed questions.
On Wednesday's class, we looked at stereotypes, expectations, judgement and test anxiety. We read the monologue "I'm Not my Brother; I'm Me", which addresses siblings and expectations. We then watched an episode of "Fresh Prince of Bel Air", as an example demonstrating similar themes. We then read the satirical excerpt "How Not to get Called on", and as a class, we read the play "This is a Test". There were questions to be completed for all of these.
Reminders:
Last week, we read the poem "Non-conformist" and discussed the concept of conforming. As an example, we looked at the Grunge revolution in the 1990's and read a Rolling Stone article on Kurt Cobain. Students completed questions in class. We also watched and completed a characterization analysis for the movie Little Miss Sunshine; students also had to explain how each character in the movie is a non-conformist.
This week, we read the story "Borders" by Thomas King and discussed some of the history with First People political struggles in North America. Students had questions and a characterization chart to complete for the story.
Furthermore, we did some song analysis based off students requests of songs. We read and discussed "My Body is my own Business" in Sightlines 10 and looked at current media controversy over 'islamophobia'. Students also read the comic strip "My Body" independently and completed questions.
On Wednesday's class, we looked at stereotypes, expectations, judgement and test anxiety. We read the monologue "I'm Not my Brother; I'm Me", which addresses siblings and expectations. We then watched an episode of "Fresh Prince of Bel Air", as an example demonstrating similar themes. We then read the satirical excerpt "How Not to get Called on", and as a class, we read the play "This is a Test". There were questions to be completed for all of these.
Reminders:
- Questions for "Borders" - overdue
- Questions for "My Body is My own Business" - overdue
- Questions for 'school stereotypes and anxiety' - to have been turned in during class
- Visual representation of "This is a Test" - due next class
Tuesday 14 February 2017
SS8
Today, I handed back the Europe Maps and the notes from "Rome: Engineering an Empire". Students then received a unit review sheet to complete for next class. For the last 30 mins of class, we went to the library to play some BBC Interactive games.
Reminders:
Reminders:
- Unit Review: due Thursday, Feb. 16, 2017
- Unit 1 Quiz: Friday, Feb. 17, 2017
English 10
Today, we looked at sentence fragments and run-on sentences. We then read and discussed "Lather, And Nothing Else" in Sightlines 10. I gave a bit of background of La Vilolencia period in Columbia to explain the story's context. We worked on the comprehension questions as a class, and then students had to find 3 character traits and quotations for both the characters in the story.
Reminders:
Reminders:
Blocks 1/2
- "Raven" One- Pagers - OVERDUE
- "Lather, And Nothing Else" worksheet: due tomorrow, Feb. 15, 2017
Blocks 5/6
- "Raven" One-Pagers - OVERDUE
- "Lather, And Nothing Else" worksheet: due Thursday, Feb. 16, 2017
Thursday 9 February 2017
English 10 - Blocks 1/2 and 5/6
Over the past few days, we worked on apostrophe usage and continued our study of Edgar Allen Poe's "The Raven". I went through a PowerPoint explaining each stanza of the poem, and students completed questions/notes as we went through it. After that, students had time to find 10 poetic devices in the poem. Additionally, we watched a video adaptation.
We also worked on a 'One Pager' assignment for "The Raven":
We also worked on a 'One Pager' assignment for "The Raven":
- Include a title and the author
- A visual interpretation of the poem
- Pick one quote from the poem and explain its significance
- Write 2-3 sentences explaining the internal conflict in the poem
- Write 2-3 sentences explaining how Poe establishes mood and atmosphere
Tuesday 7 February 2017
SS8
Hello Grade 8's! Here's an update on what we've been doing:
On Friday, students took notes and we discussed Rome's legacy and the fall of the Roman Empire. We then started watching "Rome: Engineering an Empire"; there was a viewing sheet to go along with this.
On Monday and today's class, we looked at Judaism, Islam and Christianity, and analyzed the similarities and differences. We then watched "The Worst Jobs of the Romans", and students took some notes on the Byzantines, the Franks, the Anglo-Saxons and the Celts.
On Friday, students took notes and we discussed Rome's legacy and the fall of the Roman Empire. We then started watching "Rome: Engineering an Empire"; there was a viewing sheet to go along with this.
On Monday and today's class, we looked at Judaism, Islam and Christianity, and analyzed the similarities and differences. We then watched "The Worst Jobs of the Romans", and students took some notes on the Byzantines, the Franks, the Anglo-Saxons and the Celts.
English 10: Blocks 1-2 and 5-6
Hello English 10's! I'm sorry I haven't updated the blog in a while; here's what we've been up to:
At the end of last week, we watched a CNN interview with Donald Trump regarding the Muslim ban, and talked about racial profiling, stereotypes and political racism. We also watched a monologue by comedian Anziz Ansari's, who addresses stereotypes and the dangers of white supremacy. Additionally, tudents had a quiz on story and poetry terms.
After this we read "Terrible Things: An Allegory to the Holocaust"; we discussed the symbolism behind the story and the theme regarding the dangers of oppression. Students completed questions for this.
On Monday, a did a lesson emphasizing the description of setting, and looked at mood and atmosphere. We then analyzed the songs "Fear of the Dark" and "Thriller"; we looked at the use of imagery and poetic devices. Today, as a follow up to this lesson, students wrote a descriptive paragraph that establishes an eerie atmosphere.
Reminders:
At the end of last week, we watched a CNN interview with Donald Trump regarding the Muslim ban, and talked about racial profiling, stereotypes and political racism. We also watched a monologue by comedian Anziz Ansari's, who addresses stereotypes and the dangers of white supremacy. Additionally, tudents had a quiz on story and poetry terms.
After this we read "Terrible Things: An Allegory to the Holocaust"; we discussed the symbolism behind the story and the theme regarding the dangers of oppression. Students completed questions for this.
On Monday, a did a lesson emphasizing the description of setting, and looked at mood and atmosphere. We then analyzed the songs "Fear of the Dark" and "Thriller"; we looked at the use of imagery and poetic devices. Today, as a follow up to this lesson, students wrote a descriptive paragraph that establishes an eerie atmosphere.
Reminders:
- I'm still waiting for the intro writing assignment from some students!!!
Wednesday 1 February 2017
English 10: Blocks 5/6 and 1/2
Over the past couple of days, we've been reviewing notes on literary terms and poetic devices. Today, we read Roald Dahl's "The Landlady". We then completed questions as a class and students worked on a foreshadowing activity. Additionally, we watched the short film adaptation.
At the end of class, we played a Jeopardy game to review terms. There will be a matching quiz on Friday for literary terms and poetic devices!
Reminders:
At the end of class, we played a Jeopardy game to review terms. There will be a matching quiz on Friday for literary terms and poetic devices!
Reminders:
- Rough copies for your letters were due!
- "The Landlady" foreshadowing worksheet: due Friday (Blocks 1/2 handed them in in class)
- Story Term and Poetic Devices Quiz: Friday, Feb. 3, 2017
SS8
I'm very impressed with your timelines so far!
We started off class today by discussing the historical significance of the Ukrainian Internment and the Japanese Internment in Canada. We focused on answering the following questions: How notable were the events? How widespread were they? How symbolic were they?
I then gave more classtime to work on the timelines; they will be due on Friday.
In the second period, we went to the IT Lab for a mapping activity; students used lizardpoint.com to label countries of Western Europe, and their capitals. They colored the maps afterward. Students turned in the maps at the end o class.
Reminders:
We started off class today by discussing the historical significance of the Ukrainian Internment and the Japanese Internment in Canada. We focused on answering the following questions: How notable were the events? How widespread were they? How symbolic were they?
I then gave more classtime to work on the timelines; they will be due on Friday.
In the second period, we went to the IT Lab for a mapping activity; students used lizardpoint.com to label countries of Western Europe, and their capitals. They colored the maps afterward. Students turned in the maps at the end o class.
Reminders:
- Timelines due: Friday, Feb. 2, 2017
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