Period 1 & 2
We finished our viewing activity of the "To be or not to be" speech. Fromthere, we continued reading Act III and are just in teh midst of the "Mousetrap." We will be cruising as fast as possible when we get back to school in the New Year! The grade 12s are reminded that they have to read the non-fiction book, Night, over the holidays!
Period 3--Pre-AP 10
We have finished comparing the two speeches ("I Have a Dream" and "Yes, We Can") and now it's time for the kids to consider their own important issue. We brainstormed a few issues that they may find important and this was a class period for them to work on choosing an issue and getting some ideas down for it.
Period 4--History 10
We finished taking the Glorious Revolution this class--we reviewed it and then finished reading the "textbook" booklet. We ventured off into an interesting discussion about constitutional monarchies and the queen's role here in Canada.
Period 5--History 30
During this class, we finished our RAN chart by going back to the "What I think I know" column and checking to see if their view of treaties was correct or a misconception. We discovered that the grade 12s had a pretty good understanding of what treaties were before we started studying, but not necessarily the technicalities and circumstances surrounding them. From here, we backtracked to a few weeks ago when we talking about responsible government and they were told to choose an issue on which they would write a letter to a person that is in power enough to listen to their concerns. We reviewed some of those issues together as a class, and then they had to choose one and start writing their letter.
The History 30 class wants to thank Mrs. Ylioja for helping out as an EA in the class. We'll miss her and hope that she's able to sub in often for us again!
I would like to wish everyone a very Merry Christmas and a Joyous and Prosperous New Year! "Talk" to you in 2012! Classes resume on January 9th, and then final exams start two weeks from when we get back:( !!!
Friday, 23 December 2011
Wednesday, 21 December 2011
December 21, 2011
Period 1 & 2--Grade 12 English
As part of our magazine campagin promise, the SRC cooked a pancake and ham breakfast for all the students of OHS this morning. The students in period 1 used the time to eat their breakfast and in period 2, the SRC had some activities prepared for the student body. Santa even showed up to make a few Christmas wishes come true!
Period 3--Pre-AP 10
We finished listening to Obama's "Yes, We Can" speech and then set to work comparing it to Martin Luther King, Jr's speech. The similarities certainly made us wonder if the U.S. President used Dr. King's speech as a template for his own!
Period 4--History 10
We reviewed the information we learned about Cromwell and the English Civil War from yesterday and spent today learning about the Restoration. I gave them an overview of the Glorious Revolution which we will get to tomorrow.
Period 5--History 30
The students finished the handout on treaties and we discussed what we learned about them and any questions that they still had. Toward the end of class, we started looking at definitions of the First Nations and the Indian Act.
Tomorrow is our last day of classes!
As part of our magazine campagin promise, the SRC cooked a pancake and ham breakfast for all the students of OHS this morning. The students in period 1 used the time to eat their breakfast and in period 2, the SRC had some activities prepared for the student body. Santa even showed up to make a few Christmas wishes come true!
Period 3--Pre-AP 10
We finished listening to Obama's "Yes, We Can" speech and then set to work comparing it to Martin Luther King, Jr's speech. The similarities certainly made us wonder if the U.S. President used Dr. King's speech as a template for his own!
Period 4--History 10
We reviewed the information we learned about Cromwell and the English Civil War from yesterday and spent today learning about the Restoration. I gave them an overview of the Glorious Revolution which we will get to tomorrow.
Period 5--History 30
The students finished the handout on treaties and we discussed what we learned about them and any questions that they still had. Toward the end of class, we started looking at definitions of the First Nations and the Indian Act.
Tomorrow is our last day of classes!
Tuesday, 20 December 2011
December 20, 2011
Period 1 & 2--ELA B 30/AP 30
Both of these classes started Act III today altough we didn't get very far! I used this class to do a viewing activity with the play as we first of all read the "To be or not to be" speech. Then we paraphrased the passage to determine a basic meaning. I did this so the kids didn't have to slog through the dialogue while they were watching and could just focus, instead, on what they saw and heard. We first viewed Kenneth Branagh's version of the speech. The students examined the setting, costumes, lighting, action/movements, sound, voice, and delivery of the speech. It was also important in studying this clip to have the conversation that Hamlet knew, or suspected, that Polonius and/or Claudius were spying on him. This totally changed how Hamlet delivered the speech. Instead of it being introspective, it could be taken to be much more aggressive and focussed not on himself, but at whoever was listening. In order to support or deny, we examined the other technical aspects which created totally different view of Shakespeare's words than we orginially read. Then, we viewed Mel Gibson's vesion of the speech. In this version, Polonius and Claudius weren't in the picture and the setting dictated the reaction of the actor. It was a very interesting comparison that we will continue during our next class. It all comes down to the fact that Shakespeare didn't leave much for stage directions, so HOW was this play, and this scene, intended to be viewed by the audience! It certainly created some interesting converstation.
Period 3--Pre-AP 10
We reviewed our understanding of Martin Luther King Jr's "I Have a Dream" speech. Then, we looked at three oratorical devices (refrain, dramatic pause, and hyperbole) and noted where those were in his speech. The students finally got to listen to the speech and we spent a bit of time talking about the technical limitations 1963 had on the delivery of the speech. After we listened to it, we discussed tone and speed of delivery and what impact that had on the listener. At this point, we needed something to compare it to, so we pulled up President Obama's "Yes, We Can" speech when he won the Democratic nomination. As we listened, we looked for similarities. The bell rang before we got to the good part, so we'll finish this tomorrow.
Period 4--History 10
We finished using the power point on the English Civil War to fill in the few blanks that are on the handout. We went through Charles I and his Cavaliers vs. the Roundheads and then moved into Oliver Cromwell and the Protectorate. At the end of the class, the kids were making predictions about England's fate after the death of Oliver Cromwell and the ineffective leadership of his son, Richard.
Period 5--History 30
We continued with the treaties. To start class, I had the students write about one thing that they learned from yesterday and put in on the RAN chart in the "New Information" column. We continued to read and discussed points of view in History as we went. We almost finished going over the handout and were just looking at the First Nations obligations vs the Canadian govenrment obligations for Treaty No.6.
Both of these classes started Act III today altough we didn't get very far! I used this class to do a viewing activity with the play as we first of all read the "To be or not to be" speech. Then we paraphrased the passage to determine a basic meaning. I did this so the kids didn't have to slog through the dialogue while they were watching and could just focus, instead, on what they saw and heard. We first viewed Kenneth Branagh's version of the speech. The students examined the setting, costumes, lighting, action/movements, sound, voice, and delivery of the speech. It was also important in studying this clip to have the conversation that Hamlet knew, or suspected, that Polonius and/or Claudius were spying on him. This totally changed how Hamlet delivered the speech. Instead of it being introspective, it could be taken to be much more aggressive and focussed not on himself, but at whoever was listening. In order to support or deny, we examined the other technical aspects which created totally different view of Shakespeare's words than we orginially read. Then, we viewed Mel Gibson's vesion of the speech. In this version, Polonius and Claudius weren't in the picture and the setting dictated the reaction of the actor. It was a very interesting comparison that we will continue during our next class. It all comes down to the fact that Shakespeare didn't leave much for stage directions, so HOW was this play, and this scene, intended to be viewed by the audience! It certainly created some interesting converstation.
Period 3--Pre-AP 10
We reviewed our understanding of Martin Luther King Jr's "I Have a Dream" speech. Then, we looked at three oratorical devices (refrain, dramatic pause, and hyperbole) and noted where those were in his speech. The students finally got to listen to the speech and we spent a bit of time talking about the technical limitations 1963 had on the delivery of the speech. After we listened to it, we discussed tone and speed of delivery and what impact that had on the listener. At this point, we needed something to compare it to, so we pulled up President Obama's "Yes, We Can" speech when he won the Democratic nomination. As we listened, we looked for similarities. The bell rang before we got to the good part, so we'll finish this tomorrow.
Period 4--History 10
We finished using the power point on the English Civil War to fill in the few blanks that are on the handout. We went through Charles I and his Cavaliers vs. the Roundheads and then moved into Oliver Cromwell and the Protectorate. At the end of the class, the kids were making predictions about England's fate after the death of Oliver Cromwell and the ineffective leadership of his son, Richard.
Period 5--History 30
We continued with the treaties. To start class, I had the students write about one thing that they learned from yesterday and put in on the RAN chart in the "New Information" column. We continued to read and discussed points of view in History as we went. We almost finished going over the handout and were just looking at the First Nations obligations vs the Canadian govenrment obligations for Treaty No.6.
Monday, 19 December 2011
December 19, 2011
Period 1--ELA B 30
These students had this class to work on their representing assignment from Act II in Hamlet. They had to choose a quotation from Act II and depict that quotation in visual format. It is due on Thursday before we go off on holidays.
Period 2--EL B 30/AP 30 split
ELA B 30--These students worked on the quotations from Act II and then we went over them together in class. It allowed for a good overview and review of the content in Act II.
AP 30s--The wrote their timed write during this class.
Period 3--Pre-AP 10
The students read Martin Luther King, Jr's speech "I Have a Dream" and they highlighted 5 things from the speech that they found particularly poignant. After they were finished, we reviewed the speech together as a class and discussed why we chose the passages that we did. As we did this, the students gained a broader understanding of the content and a finer appreciation of some of the rhetoric and oratorical devices employed by King. Tomorrow, we will look at some of those devices in more detail and listen to Dr. King's speech.
Period 4--History 10
We continued with the English Civil War today by learning a bit about James I of England (James VI of Scotland) and the struggle that mounted tension between the British parliament and the monarchy. We moved onto a power point with a cloze exercize that examined the mistakes made by Charles I. The students are prediciting dire things for the monarch! We were just getting into the Roundheads vs. the Cavaliers as the bell rang.
Period 5--History 30
Miss Lee finished the idea about the Sunny Way by going over the old fable that inspired Laurier's famous compromise. After this, she had the students provide her with some feedback about her teaching. I took over the class again and we jumped right into dealing with the treaties signed between the First Nations and the federal government. As always, we had some excellent converstations about self-government and the pitfalls that could present as well as learning new information about how the treaties were signed. In order to help us organize our information, the students wrote on a sticky note what they THINK they know about the treaties and we started a RAN chart. We are reading a handout called "Hard Bargains" and the studnets will see if what they wrote down was correct or a misconception. We will also figure out what they learn from reading this handout!
These students had this class to work on their representing assignment from Act II in Hamlet. They had to choose a quotation from Act II and depict that quotation in visual format. It is due on Thursday before we go off on holidays.
Period 2--EL B 30/AP 30 split
ELA B 30--These students worked on the quotations from Act II and then we went over them together in class. It allowed for a good overview and review of the content in Act II.
AP 30s--The wrote their timed write during this class.
Period 3--Pre-AP 10
The students read Martin Luther King, Jr's speech "I Have a Dream" and they highlighted 5 things from the speech that they found particularly poignant. After they were finished, we reviewed the speech together as a class and discussed why we chose the passages that we did. As we did this, the students gained a broader understanding of the content and a finer appreciation of some of the rhetoric and oratorical devices employed by King. Tomorrow, we will look at some of those devices in more detail and listen to Dr. King's speech.
Period 4--History 10
We continued with the English Civil War today by learning a bit about James I of England (James VI of Scotland) and the struggle that mounted tension between the British parliament and the monarchy. We moved onto a power point with a cloze exercize that examined the mistakes made by Charles I. The students are prediciting dire things for the monarch! We were just getting into the Roundheads vs. the Cavaliers as the bell rang.
Period 5--History 30
Miss Lee finished the idea about the Sunny Way by going over the old fable that inspired Laurier's famous compromise. After this, she had the students provide her with some feedback about her teaching. I took over the class again and we jumped right into dealing with the treaties signed between the First Nations and the federal government. As always, we had some excellent converstations about self-government and the pitfalls that could present as well as learning new information about how the treaties were signed. In order to help us organize our information, the students wrote on a sticky note what they THINK they know about the treaties and we started a RAN chart. We are reading a handout called "Hard Bargains" and the studnets will see if what they wrote down was correct or a misconception. We will also figure out what they learn from reading this handout!
Friday, 16 December 2011
December 16, 2011
Period 1--ELA B 30
We finished examining the quotations from their Act II activities sheet. They were then given the assignment to choose any passage from the Act and re-create it in a representational format. This allows them the opportunity to show their understanding through visuals rather than just a written format.
Period 2--ELA B 30/AP 30 split
We spent the entire class going over Hamlet's soliloquy in Act II. We examined the caesura and other literary devices to look more closely at tone. The "regulars" were then directed to their Act II activities to work on the quotations and the APs were directed to their AP options to ready themselves for their timed write on Monday.
Period 3--Pre-AP 10
We continued our discussion about discrimination which ellicited some excellent observations about the world around them. We then did a K-W-L about Martin Luther King, Jr. After this, we read some of the back ground information on King and went back to the KWL chart. There were only a few minutes left in class (due to all the discussion) so I informed them of what Monday would look like for them.
Period 4--History 10
Miss Campbell came back for the last three current event presentations. We had a bit of discussion about current news items and then redirected back to Elizabethan England. We read about the introduction of joint-stock companies to the English ecomony and how that worked with the economic theory of mercanticlism. This unit, even though it happened before all the others, is tying everything together for the kids. To finish class, we learned about the Puritans, their beliefs, and Elizabeth's response to them. The students could clearly see that tensions were rising.
Period 5--History 30
Miss Lee taught the class about the fall of the conservative government. They learned about the death of Macdonald and the rise of Laurier. The Manitoba Schools Act and the "Sunny Way" were some of the main topics of study in this class.
We finished examining the quotations from their Act II activities sheet. They were then given the assignment to choose any passage from the Act and re-create it in a representational format. This allows them the opportunity to show their understanding through visuals rather than just a written format.
Period 2--ELA B 30/AP 30 split
We spent the entire class going over Hamlet's soliloquy in Act II. We examined the caesura and other literary devices to look more closely at tone. The "regulars" were then directed to their Act II activities to work on the quotations and the APs were directed to their AP options to ready themselves for their timed write on Monday.
Period 3--Pre-AP 10
We continued our discussion about discrimination which ellicited some excellent observations about the world around them. We then did a K-W-L about Martin Luther King, Jr. After this, we read some of the back ground information on King and went back to the KWL chart. There were only a few minutes left in class (due to all the discussion) so I informed them of what Monday would look like for them.
Period 4--History 10
Miss Campbell came back for the last three current event presentations. We had a bit of discussion about current news items and then redirected back to Elizabethan England. We read about the introduction of joint-stock companies to the English ecomony and how that worked with the economic theory of mercanticlism. This unit, even though it happened before all the others, is tying everything together for the kids. To finish class, we learned about the Puritans, their beliefs, and Elizabeth's response to them. The students could clearly see that tensions were rising.
Period 5--History 30
Miss Lee taught the class about the fall of the conservative government. They learned about the death of Macdonald and the rise of Laurier. The Manitoba Schools Act and the "Sunny Way" were some of the main topics of study in this class.
Thursday, 15 December 2011
December 15, 2011
Period 1--ELA B 30
We finished looking at Hamlet's soliloquy in Act II. Then I handed out a summary of the act to save them from having to do some notes--we're in time-saving mode right now. Finally, they worked on the quotations from the booklet I gave them last week. We had just started discussing the answers when the bell rang.
Period 2--ELA B 30/AP 30 split
We continued to read Act II. We made it all the way to Hamlet's soliloquy and then the bell rang, so we will analyze it tomorrow.
Period 3--Pre-AP10
We finished their speeches for their Favourity Book of all time. Then we reviewed the indicators that attach to the listening and speaking activity we will be doing. They know we are going to be listening to Martin Luther King, Jr. 's "I Have Dream" speech. At this point, we started brainstorming examples of discrimination throughout history. Tomorrow we will focus the talks toward segregation and then look at the background information leading up to Martin Luther King's speech.
Period 4--History 10
We continued to study Elizabeth I as a ruler and her troubles with Mary, Queen of Scots, religious turmoil, Spanish ambitions, financial difficulties. We were just going through the concept of joint stock companies at the end of the class.
Period 5--History 30
The kids wrote their unit exam on Responsible governement, reform and confederation.
We finished looking at Hamlet's soliloquy in Act II. Then I handed out a summary of the act to save them from having to do some notes--we're in time-saving mode right now. Finally, they worked on the quotations from the booklet I gave them last week. We had just started discussing the answers when the bell rang.
Period 2--ELA B 30/AP 30 split
We continued to read Act II. We made it all the way to Hamlet's soliloquy and then the bell rang, so we will analyze it tomorrow.
Period 3--Pre-AP10
We finished their speeches for their Favourity Book of all time. Then we reviewed the indicators that attach to the listening and speaking activity we will be doing. They know we are going to be listening to Martin Luther King, Jr. 's "I Have Dream" speech. At this point, we started brainstorming examples of discrimination throughout history. Tomorrow we will focus the talks toward segregation and then look at the background information leading up to Martin Luther King's speech.
Period 4--History 10
We continued to study Elizabeth I as a ruler and her troubles with Mary, Queen of Scots, religious turmoil, Spanish ambitions, financial difficulties. We were just going through the concept of joint stock companies at the end of the class.
Period 5--History 30
The kids wrote their unit exam on Responsible governement, reform and confederation.
Wednesday, 14 December 2011
December 14, 2011
Period 1--ELA B 30
We are back into the play today and scooted through Act II, scene i and are almost finished scene ii. We are just having an indepth look at Hamlet's solioloquy--the general meaning of it and then looking at some of the literary devices that show deeper meaning in the passage.
Period 2--ELA B 30/AP 30
We are also reading Act II. We made it through all of scene i and most of scene ii and will pick it up again tomorrow.
Period 3--Pre-AP 10
We went over the rubric that we created together and I asked if they had any changes they want to make it but they thought that it was fine as it is. We started their speeches today and the kids had some excellent choices! They did well, but we ran out of time, so we will finish the speeches tomorrow.
Period 4--History 10
We continued to look at the handout I gave yesterday and read, discussed and then jotted down some notes about what we learned. We'll continue this for a bit until we get to the English Civil War.
History 30--History 30
This was a review class for the grade 12s to ready them for their exam tomorrow. They had yesterday where I reviewed with them as well. I have also been helping kids out at noon. Miss Lee gave them some handouts with cause and effect to help them figure out the cause and effect of the events that we studied.
We are back into the play today and scooted through Act II, scene i and are almost finished scene ii. We are just having an indepth look at Hamlet's solioloquy--the general meaning of it and then looking at some of the literary devices that show deeper meaning in the passage.
Period 2--ELA B 30/AP 30
We are also reading Act II. We made it through all of scene i and most of scene ii and will pick it up again tomorrow.
Period 3--Pre-AP 10
We went over the rubric that we created together and I asked if they had any changes they want to make it but they thought that it was fine as it is. We started their speeches today and the kids had some excellent choices! They did well, but we ran out of time, so we will finish the speeches tomorrow.
Period 4--History 10
We continued to look at the handout I gave yesterday and read, discussed and then jotted down some notes about what we learned. We'll continue this for a bit until we get to the English Civil War.
History 30--History 30
This was a review class for the grade 12s to ready them for their exam tomorrow. They had yesterday where I reviewed with them as well. I have also been helping kids out at noon. Miss Lee gave them some handouts with cause and effect to help them figure out the cause and effect of the events that we studied.
Tuesday, 13 December 2011
December 13, 2011
Period 1--ELA B 30
We continued to read Hamlet and are well into scene ii. We've decided that we will summarize after scene ii rather than after scene one and scene ii. We noticed all of the spying going on--everyone is spying on everyone else, it seems!
Period 2--ELA B 30/AP 30
ELA B 30--They did their timed write today based on the thesis: Hamlet made the (good/bad) decision not to immediately confront Claudius about Old Hamlet's death because _______________, ________________ and _________________. This was expected to be a standard, five paragraph essay but did not require quotations--just examples needed.
AP 30--We spent some time going over the AP Central website and showed them how to navigate to the old exam questions for the English Literature and Composition exam. Then, we looked more closely at how to deconstruct a prompt--they need to see that there are always two or three parts to every English prompt and they must address all of those parts of the prompt. From there, we moved on to look at example responses for some of the prompts, particularly, a free response questions. The kids were able to see from those responses that attaining an 8 on the AP scale is certainly possible.
Period 3--Pre-AP 10
This was a work period for the kids to have them work on the speeches they will perform tomorrow. It's a fairly simple topic about which they know much: What is the best/their favourite book of all time? Their speeches don't have to be terribly long--30 seconds for a minimum. This is their first speech and they will be doing others that require a longer time at the front of the room. As a side note--it sparked a lot of fun discussion about literature amongst various groups of kids!
Period 4--History 10
We reviewed our discussion from yesterday under the pretense of teaching Mrs. Kim who wasn't in class yesterday! She was very impressed (as was I) how much the kids retained just from listening to the exploits of the Tudor monarchs. We picked it up from the ascention of Elizabeth I with a textbook that will cover the her reign, along with the Stuart kings, the events of the civil war, and finally, the Glorious Revolution. We read through a little section of the textbook handout and then I have them each highlight 3 important things from that section. Together, we create study notes by compiling some of this information (I write it on the SMART board and they collect it from there.
Period 5--History 30
This was a review period to get ready for their upcoming test (that we have moved to Thursday). I went through the government as it was set up with the Constitution Act of 1791 and the political results from that document. The colonist want responsible government and this section of history reviews how both Upper and Lower Canada rebelled to get the British government to allow them to have it. We ultimately end up with the Act of Union as a result of Durham's Report and eventually achieving responsible government with the Rebellion Losses Bill in 1849. Miss Lee will take over tomorrow and review Confederation.
We continued to read Hamlet and are well into scene ii. We've decided that we will summarize after scene ii rather than after scene one and scene ii. We noticed all of the spying going on--everyone is spying on everyone else, it seems!
Period 2--ELA B 30/AP 30
ELA B 30--They did their timed write today based on the thesis: Hamlet made the (good/bad) decision not to immediately confront Claudius about Old Hamlet's death because _______________, ________________ and _________________. This was expected to be a standard, five paragraph essay but did not require quotations--just examples needed.
AP 30--We spent some time going over the AP Central website and showed them how to navigate to the old exam questions for the English Literature and Composition exam. Then, we looked more closely at how to deconstruct a prompt--they need to see that there are always two or three parts to every English prompt and they must address all of those parts of the prompt. From there, we moved on to look at example responses for some of the prompts, particularly, a free response questions. The kids were able to see from those responses that attaining an 8 on the AP scale is certainly possible.
Period 3--Pre-AP 10
This was a work period for the kids to have them work on the speeches they will perform tomorrow. It's a fairly simple topic about which they know much: What is the best/their favourite book of all time? Their speeches don't have to be terribly long--30 seconds for a minimum. This is their first speech and they will be doing others that require a longer time at the front of the room. As a side note--it sparked a lot of fun discussion about literature amongst various groups of kids!
Period 4--History 10
We reviewed our discussion from yesterday under the pretense of teaching Mrs. Kim who wasn't in class yesterday! She was very impressed (as was I) how much the kids retained just from listening to the exploits of the Tudor monarchs. We picked it up from the ascention of Elizabeth I with a textbook that will cover the her reign, along with the Stuart kings, the events of the civil war, and finally, the Glorious Revolution. We read through a little section of the textbook handout and then I have them each highlight 3 important things from that section. Together, we create study notes by compiling some of this information (I write it on the SMART board and they collect it from there.
Period 5--History 30
This was a review period to get ready for their upcoming test (that we have moved to Thursday). I went through the government as it was set up with the Constitution Act of 1791 and the political results from that document. The colonist want responsible government and this section of history reviews how both Upper and Lower Canada rebelled to get the British government to allow them to have it. We ultimately end up with the Act of Union as a result of Durham's Report and eventually achieving responsible government with the Rebellion Losses Bill in 1849. Miss Lee will take over tomorrow and review Confederation.
Monday, 12 December 2011
December 12, 2011
Period 1--ELA B 30
The grade 12s had this class to work on their in-class essay explaining whether or not it was a good choice for Hamlet to delay his revenge. We had built the thesis together, so they just had to come up with their ideas and stick with the thesis.
Period 2--ELA B 30/AP 30
ELA B 30--We went over the quotations from Act I and discussed ideas so far in the play. They do their timed write tomorrow. We built the thesis together and looked at some ideas that might work well for proof.
AP 30--They got their timed writes from Chaucer back and had a chance to look them over. At this point, it was a work period for them. They had time to finish up outstanding writing, book annotations, or they could read Gatsby (to be read by mid-Jan).
Period 3--Pre-AP 10
We started out the class with me delivering a speech about my favourite book of all time (a tough task indeed, to narrow it down). We then analyzed different aspects of my speech and what made it effective or ineffective. The, we started co-constructing some criteria for a good speech. I will type up their ideas and they will be evaluated on their speech--the topic, the best (or their most favourite) book of all time. It could be a current favourite or even a childhood favourite. In fact, one of the students brought his favourite children's story, so we had fun reading "I was so mad" by Mercer Meyer in class! They will have tomorrow to build their 3o second speech and then we'll be performing them on Wednesday.
Period 4--History 10
Well, the kids had to buckle their seat belts for this class! Their unit is the the English Civil War and the Glorious Revolution. We start all the way back with Henry VIII and his various marriages, to illustrate the importance of religion in England. It is necessary for them to understand that Catholic vs Protestant pull. I basically summarized the whole unit for them in ONE class period but did it primarily as a way to interest them in what they are going to be learning. Of course, this meant that we touched on all of Henry's wives and their fates, Bloody Mary, Elizabeth I never marrying, struggles with parliament and the Stuart Kings, the protectorate, etc. It was a class packed with information. Tomorrow, we'll start taking the information apart in more detail.
Period 5--History 30
Miss Lee led the kids through the trial of Louis Riel and the fall out from his execution. From there, she looked at the stragglers to Confederation (SK, AB, NFDL, Nunavut). She briefly touched on the reasons for all of these joinings and why they held out so long. Tomorrow we will review for their exam on Wednesday.
The grade 12s had this class to work on their in-class essay explaining whether or not it was a good choice for Hamlet to delay his revenge. We had built the thesis together, so they just had to come up with their ideas and stick with the thesis.
Period 2--ELA B 30/AP 30
ELA B 30--We went over the quotations from Act I and discussed ideas so far in the play. They do their timed write tomorrow. We built the thesis together and looked at some ideas that might work well for proof.
AP 30--They got their timed writes from Chaucer back and had a chance to look them over. At this point, it was a work period for them. They had time to finish up outstanding writing, book annotations, or they could read Gatsby (to be read by mid-Jan).
Period 3--Pre-AP 10
We started out the class with me delivering a speech about my favourite book of all time (a tough task indeed, to narrow it down). We then analyzed different aspects of my speech and what made it effective or ineffective. The, we started co-constructing some criteria for a good speech. I will type up their ideas and they will be evaluated on their speech--the topic, the best (or their most favourite) book of all time. It could be a current favourite or even a childhood favourite. In fact, one of the students brought his favourite children's story, so we had fun reading "I was so mad" by Mercer Meyer in class! They will have tomorrow to build their 3o second speech and then we'll be performing them on Wednesday.
Period 4--History 10
Well, the kids had to buckle their seat belts for this class! Their unit is the the English Civil War and the Glorious Revolution. We start all the way back with Henry VIII and his various marriages, to illustrate the importance of religion in England. It is necessary for them to understand that Catholic vs Protestant pull. I basically summarized the whole unit for them in ONE class period but did it primarily as a way to interest them in what they are going to be learning. Of course, this meant that we touched on all of Henry's wives and their fates, Bloody Mary, Elizabeth I never marrying, struggles with parliament and the Stuart Kings, the protectorate, etc. It was a class packed with information. Tomorrow, we'll start taking the information apart in more detail.
Period 5--History 30
Miss Lee led the kids through the trial of Louis Riel and the fall out from his execution. From there, she looked at the stragglers to Confederation (SK, AB, NFDL, Nunavut). She briefly touched on the reasons for all of these joinings and why they held out so long. Tomorrow we will review for their exam on Wednesday.
Saturday, 10 December 2011
December 9, 2011
Period 1--ELA B 30
They had some time to finish their worksheet on quotations from Act I. Then we corrected and discussed them together as a class. At this point, we discussed their assessment for Hamlet and, as a class, we decided that they would do 3 in-class essays rather than doing one big essay. They will have to do their big essay after Christmas with a different piece of literature. We went over the writing prompt that they will be working on on Monday and together, we came up with a thesis statement for them to write on . The timed write/in-class essay will be done on Monday.
Period 2--ELA B 30/AP 30
They had time to finish writing down the summaries from last day. Then, the class split up for their different tasks:
ELA B 30--they received the activity sheet containing quotations for them to identify as well as the writing prompt for the in-class essay (like in period 1). They used the majority of the class to finish the quotations. We will take them up on Monday, and then work on how to structure their in-class essay. Their in-class essay will be written on Tuesday.
AP 30--I handed out The Great Gatsby and told the students that they need to have it read by mid-January. They will also be doing in-class, timed writes for Hamlet. We went over the various writing prompts from which they will be able to choose. They, however, chose to do their timed write after we are finished reading Act II. In order to keep them in the same place in the play as the rest of the class, they will have Monday and Tuesday to work on their Book Annotations, do some reading of Gatsby, or catching up on assignments that are outstanding.
Period 3--Pre-AP 10
I was ready to go with the new lesson, but, in a moment of weakness, let myself be persuaded for the kids to have time to finish working on their comparison/contrast essay. Kudos to Tanner for getting his done early! I look forward to reading them (if not the time I have to spend marking them!). We are moving on into the speaking and listening strands on Monday.
Period 4--History 10
The last few current events presentations by the students were done for Miss Campbell. This was her last time in this class. The kids are stuck with me again. Rather than starting a new unit on Friday, we continued with the "What in the World" current events assignments Mrs. Adleman started with them yesterday. We spent a considerable amount of time talking about the troubles in Syria and corrected the question sheet that corresponded to that reading. On Monday, we start in on the Glorious Revolution and the English Civil War--my favourite unit in History 10, so I can't wait!
Period 5--History 30
Miss Lee reviewed some of the information that they have discussed from the last few days, particularly the important people. She went over the cause and effect relationship with the events surrounding those important people. From there, the students looked briefly at the purple sheet from yesterday and then continued to view the documentary outlining the Riel Resistance and Macdonald's response to it. Towards the end of class, we discussed a small exam, so they don't have to deal with a bigger chunk of information. The exam will cover the Rebellions of 1837 and lead up to confederation (including the pros and cons of confederation, the BNA Act,Red River Resistance, Riel Rebellion, Sask and Alberta joining, and the reasons why Newfoundland held out so long). This exam will be on Wednesday of next week, so they should be reviewing NOW at home!!!
They had some time to finish their worksheet on quotations from Act I. Then we corrected and discussed them together as a class. At this point, we discussed their assessment for Hamlet and, as a class, we decided that they would do 3 in-class essays rather than doing one big essay. They will have to do their big essay after Christmas with a different piece of literature. We went over the writing prompt that they will be working on on Monday and together, we came up with a thesis statement for them to write on . The timed write/in-class essay will be done on Monday.
Period 2--ELA B 30/AP 30
They had time to finish writing down the summaries from last day. Then, the class split up for their different tasks:
ELA B 30--they received the activity sheet containing quotations for them to identify as well as the writing prompt for the in-class essay (like in period 1). They used the majority of the class to finish the quotations. We will take them up on Monday, and then work on how to structure their in-class essay. Their in-class essay will be written on Tuesday.
AP 30--I handed out The Great Gatsby and told the students that they need to have it read by mid-January. They will also be doing in-class, timed writes for Hamlet. We went over the various writing prompts from which they will be able to choose. They, however, chose to do their timed write after we are finished reading Act II. In order to keep them in the same place in the play as the rest of the class, they will have Monday and Tuesday to work on their Book Annotations, do some reading of Gatsby, or catching up on assignments that are outstanding.
Period 3--Pre-AP 10
I was ready to go with the new lesson, but, in a moment of weakness, let myself be persuaded for the kids to have time to finish working on their comparison/contrast essay. Kudos to Tanner for getting his done early! I look forward to reading them (if not the time I have to spend marking them!). We are moving on into the speaking and listening strands on Monday.
Period 4--History 10
The last few current events presentations by the students were done for Miss Campbell. This was her last time in this class. The kids are stuck with me again. Rather than starting a new unit on Friday, we continued with the "What in the World" current events assignments Mrs. Adleman started with them yesterday. We spent a considerable amount of time talking about the troubles in Syria and corrected the question sheet that corresponded to that reading. On Monday, we start in on the Glorious Revolution and the English Civil War--my favourite unit in History 10, so I can't wait!
Period 5--History 30
Miss Lee reviewed some of the information that they have discussed from the last few days, particularly the important people. She went over the cause and effect relationship with the events surrounding those important people. From there, the students looked briefly at the purple sheet from yesterday and then continued to view the documentary outlining the Riel Resistance and Macdonald's response to it. Towards the end of class, we discussed a small exam, so they don't have to deal with a bigger chunk of information. The exam will cover the Rebellions of 1837 and lead up to confederation (including the pros and cons of confederation, the BNA Act,Red River Resistance, Riel Rebellion, Sask and Alberta joining, and the reasons why Newfoundland held out so long). This exam will be on Wednesday of next week, so they should be reviewing NOW at home!!!
Friday, 9 December 2011
December 8, 2011
Sorry I didn't get this posted yesterday! I was home marking all day and apparently my brain was mushed enough by the end that I forgot to do this! Yesterday looked like:
Period 1--ELA B 30
They finished reading Act I of the play. Mrs. Adleman enjoyed reading with the students and once they were finsihed, they worked together to summarize the information. Then, I had a handout prepared that had them identify various quotations from the act, who was speaking and what the importnance of the quotation was.
Period 2--ELA B 30/AP 30
They powered through the period and finished reading Act I. They didn't have time to work on the quotation sheet.
Period 3--Pre-AP 10
They used this time to continue working on their comparison/contrast essay.
Period 4--History 10
Mrs. Adleman went through some current events with the kids. They read two articles: "7 billion and counting" and "Syria on the Brink." They were able to correct the questions for the first, but need to finish the ones on Syria on Friday.
Period 5--History 30
Miss Lee had some handouts on the Riel Rebellion here in Saskatchewan and some video to support the notes. I'm not sure how far they got, but they will continue with this information on Friday!
Period 1--ELA B 30
They finished reading Act I of the play. Mrs. Adleman enjoyed reading with the students and once they were finsihed, they worked together to summarize the information. Then, I had a handout prepared that had them identify various quotations from the act, who was speaking and what the importnance of the quotation was.
Period 2--ELA B 30/AP 30
They powered through the period and finished reading Act I. They didn't have time to work on the quotation sheet.
Period 3--Pre-AP 10
They used this time to continue working on their comparison/contrast essay.
Period 4--History 10
Mrs. Adleman went through some current events with the kids. They read two articles: "7 billion and counting" and "Syria on the Brink." They were able to correct the questions for the first, but need to finish the ones on Syria on Friday.
Period 5--History 30
Miss Lee had some handouts on the Riel Rebellion here in Saskatchewan and some video to support the notes. I'm not sure how far they got, but they will continue with this information on Friday!
Wednesday, 7 December 2011
December 7, 2011
Period 1--ELA B 30
We continued in Act I of Hamlet and discussed Polonius's advice to Laertes and Ophelia. We were just at the part when Hamlet meets up with his father's ghost when the bell rang, so we should finish Act I tomorrow.
Period 2--ELA B 30/AP 30
We spent quite a bit of time exploring Hamlet's first soliloquy in detail. It is always surprising how much Shakespeare packs into each speech. We finished the rest of scene ii and summarized it. We'll continue reading tomorrow.
Grade 12s in ELA B 30 are reminded to have their persuasive essays to me for Friday.
AP 30 students are reminded to continue to work on their book annotations. I'd like those in before Christmas holidays.
Period 3--Pre-AP 10
This is the penultimate class the students have to work on this comparison/critique assignment. It is due December 19th and tomorrow is their last work period on it. I concede it is difficult, but have shown them a sample, so hopefully it helps! If they choose to do a Macbeth re-write of their formal essay, that is also due December 19th.
Period 4--History 10
The kids wrote their French Revolution exam today. Tomorrow Mrs. Adelman will be in for me, and the kids will do some current events worksheets.
Period 5--History 30
Miss Lee had the students finish off their jigsaw from yesterday and they had some discussions about their information. She then had a power point with information about British Columbia joining confederation; the students had handouts with blanks to fill in and we continued to discuss. Tomorrow's class should see some Riel Rebellion information for the students.
We continued in Act I of Hamlet and discussed Polonius's advice to Laertes and Ophelia. We were just at the part when Hamlet meets up with his father's ghost when the bell rang, so we should finish Act I tomorrow.
Period 2--ELA B 30/AP 30
We spent quite a bit of time exploring Hamlet's first soliloquy in detail. It is always surprising how much Shakespeare packs into each speech. We finished the rest of scene ii and summarized it. We'll continue reading tomorrow.
Grade 12s in ELA B 30 are reminded to have their persuasive essays to me for Friday.
AP 30 students are reminded to continue to work on their book annotations. I'd like those in before Christmas holidays.
Period 3--Pre-AP 10
This is the penultimate class the students have to work on this comparison/critique assignment. It is due December 19th and tomorrow is their last work period on it. I concede it is difficult, but have shown them a sample, so hopefully it helps! If they choose to do a Macbeth re-write of their formal essay, that is also due December 19th.
Period 4--History 10
The kids wrote their French Revolution exam today. Tomorrow Mrs. Adelman will be in for me, and the kids will do some current events worksheets.
Period 5--History 30
Miss Lee had the students finish off their jigsaw from yesterday and they had some discussions about their information. She then had a power point with information about British Columbia joining confederation; the students had handouts with blanks to fill in and we continued to discuss. Tomorrow's class should see some Riel Rebellion information for the students.
Tuesday, 6 December 2011
December 6, 2011
Period 1--ELA B 30
We finished examining Hamlet's first soliloquy for literary devices. The kids did a great job of seeing all the different things that contribute to tone in a speech. We then continued to read through the rest of the scene and summarized it at the end. We were just getting into scene iii and will continue tomorrow. We will start to move much quicker once we've fully connected the antecedent action to the plot line as well as be introduced to new characters.
Period 2--ELA B 30/AP 30
We continued to read through scene ii and like with period 1's class, we examined Hamlet's first soliloquy. We aren't quite done with this, so we'll finish it up tomorrow and then read on. Mr. Sandbeck came in to do some follow-up Career Guidance questions with the grade 12s.
Period 3--Pre-AP 10
I went over my sample comparison/critique of the comedy they viewed with the tragedy we read (Macbeth) to show them how to structure it and how they could get started with it. The students then had some time to work on this assignment. They will get some more time, but need to buckle down to work more efficiently if they hope to accomplish their goals.
Period 4--History 10
Miss Campbell had a Jeopardy game for the kids to review the French Revolution. They had the rest of the class to study. They will write their exam tomorrow.
Period 5--History 30
Miss Lee was back today and took the kids through the reasons why PEI and Newfoundland joined confederation. She then had them split into five groups for a "jigsaw" activity. The kids were given information and became "experts." AFter they learned this information, they were split into new groups with one "expert" in each group. The students all had to teach each other the information they learned. They will have to finish this up tomorrow.
We finished examining Hamlet's first soliloquy for literary devices. The kids did a great job of seeing all the different things that contribute to tone in a speech. We then continued to read through the rest of the scene and summarized it at the end. We were just getting into scene iii and will continue tomorrow. We will start to move much quicker once we've fully connected the antecedent action to the plot line as well as be introduced to new characters.
Period 2--ELA B 30/AP 30
We continued to read through scene ii and like with period 1's class, we examined Hamlet's first soliloquy. We aren't quite done with this, so we'll finish it up tomorrow and then read on. Mr. Sandbeck came in to do some follow-up Career Guidance questions with the grade 12s.
Period 3--Pre-AP 10
I went over my sample comparison/critique of the comedy they viewed with the tragedy we read (Macbeth) to show them how to structure it and how they could get started with it. The students then had some time to work on this assignment. They will get some more time, but need to buckle down to work more efficiently if they hope to accomplish their goals.
Period 4--History 10
Miss Campbell had a Jeopardy game for the kids to review the French Revolution. They had the rest of the class to study. They will write their exam tomorrow.
Period 5--History 30
Miss Lee was back today and took the kids through the reasons why PEI and Newfoundland joined confederation. She then had them split into five groups for a "jigsaw" activity. The kids were given information and became "experts." AFter they learned this information, they were split into new groups with one "expert" in each group. The students all had to teach each other the information they learned. They will have to finish this up tomorrow.
Monday, 5 December 2011
November 4, 2011
Period 1--ELA B 30
We continued to read Act I, scene ii. We didn't finish the scene as we focussed on Hamlet's first soliloquy. While we paraphrased it, we also examined various resources of language (metaphors, imagery, sibilance, etc.) and how that creates tone. Mr. Sandbeck also came into to do some follow up with Career Guidance while the lesson was going on.
Period 2--ELA B 30/AP 30
We finished out information on Shakespeare's Theatre. We then copied down a character map to help the kids keep track of the various people in the play. Finally, we started reading and finished Act I, scene ii. At the end of the class, we summarized the scene we read.
Period 3--Pre-AP 10
They finally got their essays back. If they want to do a re-do, then they have to get it handed back to me before the Christmas holidays. And then they should staple it to their original. We looked at the various outcomes and indicators of writing an essay so they can see how much they accomplish in the terms of assessment with just this one assignment. Finally, I handed out their "Writing Sins" which outlined the common problems they had with their writing. Tomorrow, we'll continue with their crtitique/comparison assignment.
Period 4--History 10
Miss Campbell had the kids share their summaries with one another and copy down important information about the French Revolution. They will continue to study tomorrow for their exam on Wednesday.
Period 5--History 30
The students had a handout that focussed on the British North America Act. There are issues that arose from Confederation (bilingualism, federal vs provincial power, etc.). We had a handout that reviewed some of the specifics from the BNA Act (jurisdictions, etc.). Finally, we read and discussed the handout on Growing Pains in the New Nation. We should be ready to move onto Manitoba joining with the Red River Rebellion.
We continued to read Act I, scene ii. We didn't finish the scene as we focussed on Hamlet's first soliloquy. While we paraphrased it, we also examined various resources of language (metaphors, imagery, sibilance, etc.) and how that creates tone. Mr. Sandbeck also came into to do some follow up with Career Guidance while the lesson was going on.
Period 2--ELA B 30/AP 30
We finished out information on Shakespeare's Theatre. We then copied down a character map to help the kids keep track of the various people in the play. Finally, we started reading and finished Act I, scene ii. At the end of the class, we summarized the scene we read.
Period 3--Pre-AP 10
They finally got their essays back. If they want to do a re-do, then they have to get it handed back to me before the Christmas holidays. And then they should staple it to their original. We looked at the various outcomes and indicators of writing an essay so they can see how much they accomplish in the terms of assessment with just this one assignment. Finally, I handed out their "Writing Sins" which outlined the common problems they had with their writing. Tomorrow, we'll continue with their crtitique/comparison assignment.
Period 4--History 10
Miss Campbell had the kids share their summaries with one another and copy down important information about the French Revolution. They will continue to study tomorrow for their exam on Wednesday.
Period 5--History 30
The students had a handout that focussed on the British North America Act. There are issues that arose from Confederation (bilingualism, federal vs provincial power, etc.). We had a handout that reviewed some of the specifics from the BNA Act (jurisdictions, etc.). Finally, we read and discussed the handout on Growing Pains in the New Nation. We should be ready to move onto Manitoba joining with the Red River Rebellion.
Saturday, 3 December 2011
December 2, 2011
Sorry I didn't get this up yesterday...I came home and decorated the Christmas tree with my family, and then had a family night after that. I just forgot to update! Here is what we did yesterday!
Period 1 & 2--ELA B 30/AP
The regular B 30 and AP 30s will be reading Hamlet at the same time, but their evaluation will be different, so for the most part, I can post these together. We finished going over Elizabethan England to set the stage for the mind-set of Shakespeare as he was writing these plays. Again, the focus is on the religious upheaval during Shakespeare's own lifetime and how that threads itself into the writing of Hamlet. After this, the period 1 class moved into jotting down a character map of the people to know in the play and then we were able to continue on to Act I. Period 2's class is still finishing up the power point for next class--because it has the AP group in it, we took a little more time to delve deeper into the antecedent action info. They will catch up as we start reading the play.
Period 3--Pre-AP 10
They were given this class period to work on their critique of Twelfth Night or Midsummer Night's Dream which is one of the requirements of the revised ELA B 10 curriculum. To "AP" this assignment up, I've assigned the kids the monumental task of not only critiquing the play they viewed, but comparing comedies to tragedies all at the same time. It is a difficult assigment, to be sure, but this is a talented group. I gave them a place to start and we outlined the structure together as a class and them go to it. While some struggled, others were able to dive right in. In order to help, I spent some time creating a sample of what it could look like that the kids will view on Monday to see if it will "kick-start" them. I will also be giving their Macbeth essays back on Monday. The students will have the opportunity to review my feedback and then re-do if they want.
Period 4--History 10
Miss Campbell is winding up her teaching with this group and when they are finished the French Revolution, she will move on to observe other classes. She has done an excellent job with these kids and I think we will all miss her when she finishes her intership at OHS. They summarized their information from yesterday to start out the class and then finished some questions and took them up together. She then had them watch a video clip on Napoleon and gave the kids some notes. They summarized this class's info and started in on a review assignment. They will continue to review on Monday for their test next week. It WAS going to be Tuesday, but she has now changed the date to Wednesday to accommodate for other exams that are going on that day for the grade 10s.
Period 5--History 30
Miss Lee continues with this class. They reviewed the information from yesterday by filling in the cloze exercize from the video clip they viewed. They had another chance to watch the video as it outlined the struggles the Fathers of Confederation had when going to London to get Queen Victoria to sign the British North America Act. There were a few notes we went over in the package she gave to us yesterday and some more blanks to fill in as they viewed. Miss Lee did a very good job of stopping and explaining the information as the kids viewed it.
Period 1 & 2--ELA B 30/AP
The regular B 30 and AP 30s will be reading Hamlet at the same time, but their evaluation will be different, so for the most part, I can post these together. We finished going over Elizabethan England to set the stage for the mind-set of Shakespeare as he was writing these plays. Again, the focus is on the religious upheaval during Shakespeare's own lifetime and how that threads itself into the writing of Hamlet. After this, the period 1 class moved into jotting down a character map of the people to know in the play and then we were able to continue on to Act I. Period 2's class is still finishing up the power point for next class--because it has the AP group in it, we took a little more time to delve deeper into the antecedent action info. They will catch up as we start reading the play.
Period 3--Pre-AP 10
They were given this class period to work on their critique of Twelfth Night or Midsummer Night's Dream which is one of the requirements of the revised ELA B 10 curriculum. To "AP" this assignment up, I've assigned the kids the monumental task of not only critiquing the play they viewed, but comparing comedies to tragedies all at the same time. It is a difficult assigment, to be sure, but this is a talented group. I gave them a place to start and we outlined the structure together as a class and them go to it. While some struggled, others were able to dive right in. In order to help, I spent some time creating a sample of what it could look like that the kids will view on Monday to see if it will "kick-start" them. I will also be giving their Macbeth essays back on Monday. The students will have the opportunity to review my feedback and then re-do if they want.
Period 4--History 10
Miss Campbell is winding up her teaching with this group and when they are finished the French Revolution, she will move on to observe other classes. She has done an excellent job with these kids and I think we will all miss her when she finishes her intership at OHS. They summarized their information from yesterday to start out the class and then finished some questions and took them up together. She then had them watch a video clip on Napoleon and gave the kids some notes. They summarized this class's info and started in on a review assignment. They will continue to review on Monday for their test next week. It WAS going to be Tuesday, but she has now changed the date to Wednesday to accommodate for other exams that are going on that day for the grade 10s.
Period 5--History 30
Miss Lee continues with this class. They reviewed the information from yesterday by filling in the cloze exercize from the video clip they viewed. They had another chance to watch the video as it outlined the struggles the Fathers of Confederation had when going to London to get Queen Victoria to sign the British North America Act. There were a few notes we went over in the package she gave to us yesterday and some more blanks to fill in as they viewed. Miss Lee did a very good job of stopping and explaining the information as the kids viewed it.
Thursday, 1 December 2011
December 1, 2011
Period 1& 2--ELA B 30/AP 30
We continued with some of the background work for Hamlet by focussing on Elizabethan England to help the students understand what the audience would be experiencing. This always creates interesting conversation as the kids realize the difference between modern society and society during Shakespeare's time.
Period 3--Pre-AP 10
We finished looking at the technical aspects of the plays viewed last Friday and moved on to looking at an exemplar of a critique. We read a critique about a stage play of Macbeth set during Stalin's Soviet Union. Some of the descriptions of the play made it sound "interesting" to say the least, but the kids were able to see what the power of the critique is like. Their job is to write a critique on the movie/play they viewed, but to make it more complex, they have to formulate their critique by analytically comparing the comedy to the tragedy we all read (Macbeth). This is definitely a challenging assignment but I think they're up to the task.
Period 4--History 10
Miss Campbell had the students summarize the rise to power of Napoleon. Then, they went over the questions from yesterday's lessons. A power point with some notes followed as well as a handout with some more questions for them to tackle. THE STUDENTS HAVE AN EXAM ON THE FRENCH REVOLUTION DECEMBER 6, 2011. After this, I'll be taking over the class as we examine the Glorious Revolution and the English Civil War.
Period 5--History 30
Miss Lee taught the class again today. They continued the confederation clip from Canada: A People's History Video Series. They were then given some time to fill in some blanks they should have gotten from the video. After this, we corrected them together as a class. Miss Lee followed this up with another video clip to show the conferences leading up to confederation at Charlottetown and Quebec. An exit slip followed where the students had to consider if each region should have equal representation in government.
We continued with some of the background work for Hamlet by focussing on Elizabethan England to help the students understand what the audience would be experiencing. This always creates interesting conversation as the kids realize the difference between modern society and society during Shakespeare's time.
Period 3--Pre-AP 10
We finished looking at the technical aspects of the plays viewed last Friday and moved on to looking at an exemplar of a critique. We read a critique about a stage play of Macbeth set during Stalin's Soviet Union. Some of the descriptions of the play made it sound "interesting" to say the least, but the kids were able to see what the power of the critique is like. Their job is to write a critique on the movie/play they viewed, but to make it more complex, they have to formulate their critique by analytically comparing the comedy to the tragedy we all read (Macbeth). This is definitely a challenging assignment but I think they're up to the task.
Period 4--History 10
Miss Campbell had the students summarize the rise to power of Napoleon. Then, they went over the questions from yesterday's lessons. A power point with some notes followed as well as a handout with some more questions for them to tackle. THE STUDENTS HAVE AN EXAM ON THE FRENCH REVOLUTION DECEMBER 6, 2011. After this, I'll be taking over the class as we examine the Glorious Revolution and the English Civil War.
Period 5--History 30
Miss Lee taught the class again today. They continued the confederation clip from Canada: A People's History Video Series. They were then given some time to fill in some blanks they should have gotten from the video. After this, we corrected them together as a class. Miss Lee followed this up with another video clip to show the conferences leading up to confederation at Charlottetown and Quebec. An exit slip followed where the students had to consider if each region should have equal representation in government.
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