Period 1--AP 30
The students decided that they wanted a little extra information about Rosencratnz and Guildenstern Are Dead, so we spent the class discussing it. We'll finish that up tomorrow and then move on to Lord of the Flies.
Period 2--Pre-AP 20
We finished the multiple choice questions and then moved on to start in on some short stories. We just finished reading "Little Things" before the bell rang to end the class.
Period 3--ELA A 30
We finished reading the play version of "Medicine River" and the students had time to work on the questions that go with the play. We'll take these up tomorrow.
Period 4--Pre-AP 10
Mrs. Orth came and spoke to the grade 10s about course offerings for grade 11 next year. We went down to the computer lab to complete the survey for that and then came back to class to get to work. We continued to read Jekyll and Hyde after summarizing chapter 8. We are now finished chapter 9 and should be in shape to finish up the novella tomorrow.
Monday, 30 April 2012
Friday, 27 April 2012
April 27, 2012
Period 1--AP 30We finished with Rosencrantz and Guildenstern Are Dead. The students have my lecture notes on the play, so we won't spend considerable time talking about it in class on Monday as we'll be trying to jam the last few things we need to do before the exam. I also handed out several past exams so the students can look at and practice writing at home or on their own time to prepare them further for the May 10th exam. It's getting close!
Period 2--Pre-AP 20
We finished the multiple choice questions, but didn't get them all corrected, so we'll quickly correct on Monday.
Period 3--ELA A 30
We continued reading the play adaptation of Medicine River. We stopped for clarification on occassion, but for the most part, the students had their parts, and we read the entire class.
Period 4--Pre-AP 10
We continue reading "The Strange Case of Dr. Jekyll and Mr. Hyde" in class. The students are to be finished reading up to the end of Chapter 8 for Monday.
Period 2--Pre-AP 20
We finished the multiple choice questions, but didn't get them all corrected, so we'll quickly correct on Monday.
Period 3--ELA A 30
We continued reading the play adaptation of Medicine River. We stopped for clarification on occassion, but for the most part, the students had their parts, and we read the entire class.
Period 4--Pre-AP 10
We continue reading "The Strange Case of Dr. Jekyll and Mr. Hyde" in class. The students are to be finished reading up to the end of Chapter 8 for Monday.
Thursday, 26 April 2012
April 26, 2012
Period 1--AP 30
We continued with Rosencrantz and Guildenstern Are Dead. The "absurd" part of the theatre is becoming more clear the further we get into this play. We just finished with the "Life in a box" scene.
Period 2--Pre-AP 20
We worked on more multiple choice sample questions today. This time, I gave them all the answers before they even read the passage. Then, in partners, I had them try to come up with reasons WHY the answers were what they were. They found this quite a bit more diffifult than simply answering the questions. We did one more section where I read the selection aloud and then answered them individually. They found hearing it helped quite a lot, but they'll have to get used to reading it only! That is what we'll be doing tomorrow.
Period 3--ELA A 30
I started out the class with a discussion of what "home" is to students and whether it is a physical or mental/emotional place. We also talked about stereotypes of first nations people and will examine how the author of the play we are reading supports or refutes those ideas. We started reading the play "Medicine River" based on the novel by the same name by Thomas King. We're mostly looking at character development right now and will finish it tomorrow.
Period 4--Pre-AP 10
We continued with "The Strange Case of Dr. Jekyll and Mr. Hyde" by reviewing what we read yesterday and moving on with a few more chapters. I read aloud to the kids to the end of chapter 3 and request that they read chapter 4 on their own. If they wanted, they could continue with chapter 5. We'll briefly discuss tomorrow to ensure understanding.
We continued with Rosencrantz and Guildenstern Are Dead. The "absurd" part of the theatre is becoming more clear the further we get into this play. We just finished with the "Life in a box" scene.
Period 2--Pre-AP 20
We worked on more multiple choice sample questions today. This time, I gave them all the answers before they even read the passage. Then, in partners, I had them try to come up with reasons WHY the answers were what they were. They found this quite a bit more diffifult than simply answering the questions. We did one more section where I read the selection aloud and then answered them individually. They found hearing it helped quite a lot, but they'll have to get used to reading it only! That is what we'll be doing tomorrow.
Period 3--ELA A 30
I started out the class with a discussion of what "home" is to students and whether it is a physical or mental/emotional place. We also talked about stereotypes of first nations people and will examine how the author of the play we are reading supports or refutes those ideas. We started reading the play "Medicine River" based on the novel by the same name by Thomas King. We're mostly looking at character development right now and will finish it tomorrow.
Period 4--Pre-AP 10
We continued with "The Strange Case of Dr. Jekyll and Mr. Hyde" by reviewing what we read yesterday and moving on with a few more chapters. I read aloud to the kids to the end of chapter 3 and request that they read chapter 4 on their own. If they wanted, they could continue with chapter 5. We'll briefly discuss tomorrow to ensure understanding.
Wednesday, 25 April 2012
April 25, 2012
Period 1--AP 30
We are taking Rosencrantz and Guildenstern Are Dead by Tom Stoppard as look at absurdist theatre. AP students need a bit of humour in their lives (and of course, for the exam), so this works well. We'll just examine the content for the next couple of days and then, if we have time, we'll "delve" deeper (which is "pun"ny if you've read the play!). I handed out some information on absurdist theatre and my notes from a power point so the kids have it to examine in case we run out of time with the exam approaching so quickly.
Period 2--Pre-AP 20
We started going over AP Multiple Choice practice exams to have the students become familiar with the mulitple choice section of the exam. We'll continue with this for the next couple of days.
Period 3--ELA A 30
We discussed the answers for the questions from "On A Cold Day" and then they had some time to do the hand-in assignment. Most of them finished and then they could just read the novel Secret Lives of Sgt. John Wilson.
Period 4--Pre-AP 10
I went over how to annotate literature for the assignment that they will have with the reading of The Strange Case of Dr. Jekyll and Mr. Hyde and the evaluation. We then did a practice run on how to annotate with an excerpt from "The Tell-Tale Heart" which we've already read. We started reading the novella aloud and will continue doing that for awhile, and then the kids will be on their own for the remainder of the reading.
We are taking Rosencrantz and Guildenstern Are Dead by Tom Stoppard as look at absurdist theatre. AP students need a bit of humour in their lives (and of course, for the exam), so this works well. We'll just examine the content for the next couple of days and then, if we have time, we'll "delve" deeper (which is "pun"ny if you've read the play!). I handed out some information on absurdist theatre and my notes from a power point so the kids have it to examine in case we run out of time with the exam approaching so quickly.
Period 2--Pre-AP 20
We started going over AP Multiple Choice practice exams to have the students become familiar with the mulitple choice section of the exam. We'll continue with this for the next couple of days.
Period 3--ELA A 30
We discussed the answers for the questions from "On A Cold Day" and then they had some time to do the hand-in assignment. Most of them finished and then they could just read the novel Secret Lives of Sgt. John Wilson.
Period 4--Pre-AP 10
I went over how to annotate literature for the assignment that they will have with the reading of The Strange Case of Dr. Jekyll and Mr. Hyde and the evaluation. We then did a practice run on how to annotate with an excerpt from "The Tell-Tale Heart" which we've already read. We started reading the novella aloud and will continue doing that for awhile, and then the kids will be on their own for the remainder of the reading.
Tuesday, 24 April 2012
April 24, 2012
Period 1--AP 30
The students did their Timed Write on Victorian Literature.
Period 2--Pre-AP 20
The students were in Rosetown today for a career fair.
Period 3--ELA A 30
We finished reading the short story "On A Cold Day" today and then spent some time answering the discussion questions in partners. We'll correct them together tomorrow and then work on the hand-in assignment that goes with the reading.
Period 4--Pre-AP 10
The students were in Rosetown today for a career fair.
The students did their Timed Write on Victorian Literature.
Period 2--Pre-AP 20
The students were in Rosetown today for a career fair.
Period 3--ELA A 30
We finished reading the short story "On A Cold Day" today and then spent some time answering the discussion questions in partners. We'll correct them together tomorrow and then work on the hand-in assignment that goes with the reading.
Period 4--Pre-AP 10
The students were in Rosetown today for a career fair.
Monday, 23 April 2012
April 23, 2012
Period 1--AP 30
We finished reading "The Defence of Guenevere" together in class and discussed some of the technical aspects of it. We leafed through the rest of the Victorial Litertature Booklet I created for them and talked, in general, about some of the other Victorian poems and poets. They willl be doing a timed write on Victorian Literature tomorrow.
Period 2--Pre-AP 20
They did a timed write today on Othello. I helped them develop a basic thesis and gave them some guidance to work as quickly and efficiently as possible in the time frame.
Period 3--ELA A 30
We started taking a new short story today called "On a Cold Day" by Himani Bannerji. We started out discussing the concept of assimilation and what it means to the culture that is being assimilated. As we read through the story, we spoke periodically to check for understanding and to discuss the differences in culture that the women in the story are facing. We didn't quite finish, so we'll do so tomorrow.
Period 4--Pre-AP 10
We finished doing the last two multiple choice selections of the practice AP exam. We did this outside today as it was so hot in the classroom and beautiful outside. The bugs eventually forced us back in, but it was a nice break from our desks on a hot Monday afternoon. I handed out a copy of "The Strange Case of Dr. Jekyll and Mr. Hyde" and introduced the concept of the novella. We will start reading it tomorrow and will annotate certain sections.
We finished reading "The Defence of Guenevere" together in class and discussed some of the technical aspects of it. We leafed through the rest of the Victorial Litertature Booklet I created for them and talked, in general, about some of the other Victorian poems and poets. They willl be doing a timed write on Victorian Literature tomorrow.
Period 2--Pre-AP 20
They did a timed write today on Othello. I helped them develop a basic thesis and gave them some guidance to work as quickly and efficiently as possible in the time frame.
Period 3--ELA A 30
We started taking a new short story today called "On a Cold Day" by Himani Bannerji. We started out discussing the concept of assimilation and what it means to the culture that is being assimilated. As we read through the story, we spoke periodically to check for understanding and to discuss the differences in culture that the women in the story are facing. We didn't quite finish, so we'll do so tomorrow.
Period 4--Pre-AP 10
We finished doing the last two multiple choice selections of the practice AP exam. We did this outside today as it was so hot in the classroom and beautiful outside. The bugs eventually forced us back in, but it was a nice break from our desks on a hot Monday afternoon. I handed out a copy of "The Strange Case of Dr. Jekyll and Mr. Hyde" and introduced the concept of the novella. We will start reading it tomorrow and will annotate certain sections.
Friday, 20 April 2012
April 20, 2012
Period 1--AP 30
We re-hashed the practive exam from yesterday and discussed some strategies they can employ if they are struggling to finish in time. These ideas include: trying to strip their language down--they can sacrifice a bit of the style the get the topics down, but only if they have an excessive flamoyance in their style (in which case, they should be stripping it down anyway), trying to create an outline to direct their actual writing more so they don't go off topic--this all starts with a very specific thesis, practice at home with some of the topics from past exams--they should try to get one essay done in 40 minutes, order of writing, etc. A lot of it is practice. After this, we continued with the "Defence of Guenevere" but we didn't quite finish it up, so we'll do that Monday.
Period 2--Pre-AP 20
First of all, they completed their literary devices quiz. We'll see if they continue to dominated the grade 10s or if the underdogs will pull it off this week! Then, we finished the power point lecture I prepared and ended with a discussion of who is the protagonist in Othello. It made for some interesting ideas. Finally, they were given the last few minutes to work on their take that is due on Monday as well as hand in their thesis practice statements.
Period 3--ELA A 30
We finished going over "The Immigrants" and then they were given their "exam" poem and asked to analyze it for marks. They finished during class and then had the rest of the time to read The Secret Lives of Sgt. John Wilson.
Period 4--Pre-AP 10
They did their literary devices quiz. For the rest of the class, we worked on AP multiple choice questions. We take them up together and discussed the answers. We'll continue with this on Monday.
We re-hashed the practive exam from yesterday and discussed some strategies they can employ if they are struggling to finish in time. These ideas include: trying to strip their language down--they can sacrifice a bit of the style the get the topics down, but only if they have an excessive flamoyance in their style (in which case, they should be stripping it down anyway), trying to create an outline to direct their actual writing more so they don't go off topic--this all starts with a very specific thesis, practice at home with some of the topics from past exams--they should try to get one essay done in 40 minutes, order of writing, etc. A lot of it is practice. After this, we continued with the "Defence of Guenevere" but we didn't quite finish it up, so we'll do that Monday.
Period 2--Pre-AP 20
First of all, they completed their literary devices quiz. We'll see if they continue to dominated the grade 10s or if the underdogs will pull it off this week! Then, we finished the power point lecture I prepared and ended with a discussion of who is the protagonist in Othello. It made for some interesting ideas. Finally, they were given the last few minutes to work on their take that is due on Monday as well as hand in their thesis practice statements.
Period 3--ELA A 30
We finished going over "The Immigrants" and then they were given their "exam" poem and asked to analyze it for marks. They finished during class and then had the rest of the time to read The Secret Lives of Sgt. John Wilson.
Period 4--Pre-AP 10
They did their literary devices quiz. For the rest of the class, we worked on AP multiple choice questions. We take them up together and discussed the answers. We'll continue with this on Monday.
Thursday, 19 April 2012
April 19, 2012
Period 1--AP 30
The students did a practice run of their AP exam (the essay portion) where they had two hours to complete the three essay questions.
Period 2--Pre-AP 20
We continued with the power point discussion of Dracula. We had examined the role of women in Othello and how Shakespeare might have intended the play to be acted. We will finish with this tomorrow.
Period 3--ELA A 30
We conintued wtih Margarte Atwood's poem "The Immigrants" and the TPCASTT method of analysis. We were just taking it up together when the bell rang.
Period 4--Pre-AP 10
I gave the students back their Dracula essays. These essays were assessed a bit differently because I didn't mark them up as I usually do. I only read their essays and then typed up a sheet of recommendations for them. I included a grade based on the compose and create rubric provided by the Ministry. The students must now reflect on their essay and the comments I provided and annotate their own essay. They will end up handing that in for marks as part of the Assess and Reflect outcome. This will be due next Friday, April 27.
The students did a practice run of their AP exam (the essay portion) where they had two hours to complete the three essay questions.
Period 2--Pre-AP 20
We continued with the power point discussion of Dracula. We had examined the role of women in Othello and how Shakespeare might have intended the play to be acted. We will finish with this tomorrow.
Period 3--ELA A 30
We conintued wtih Margarte Atwood's poem "The Immigrants" and the TPCASTT method of analysis. We were just taking it up together when the bell rang.
Period 4--Pre-AP 10
I gave the students back their Dracula essays. These essays were assessed a bit differently because I didn't mark them up as I usually do. I only read their essays and then typed up a sheet of recommendations for them. I included a grade based on the compose and create rubric provided by the Ministry. The students must now reflect on their essay and the comments I provided and annotate their own essay. They will end up handing that in for marks as part of the Assess and Reflect outcome. This will be due next Friday, April 27.
Wednesday, 18 April 2012
April 18, 2012
Period 1--AP 30
We continued with Victorian Poetry. We took the entire class to go through "The Blessed Damosel" by D.G. Rosetti. I introduced the poem "The Defence of Guenevere" by William Morris (another Pre-Raphaelite poet) by reviewing what they knew of the legend of King Arthur, Guenevere, and Lancelot. We then got into a rather interesting coversation about what constitutes "cheating" or adultery. We will take the poem up tomorrow.
Period 2--Pre-AP 20
The students were forced to listen to me lecture on Othello today! We examined the characters of Iago and Othello as well as reviewed the concept of a tragic hero. We had a brief coverstation as to whether or not Othello could be considered a true tragic hero.
Period 3--ELA A 30
We finished discussing the poem "Provincial" by Miriam Waddington and moved on to look at Margarte Atwood's "Immigrants." The students were to work in partners and analyze the poem using the TPCASTT method of analysis. We didn't quite finish with this, so we'll do so tomorrow.
Period 4--Pre-AP 10
The kids wrote a timed write on "The Veldt" today. The prompt was an easy one this time: Who is responsible for George and Lydia's death? I even provided them with a basic theme to help those who struggled to get started. Their timed write was expected to be 5 paragraphs, in 3rd person POV, present tense, and use quotations from the play to support their assertions. They were only allowed this class to complete it.
We continued with Victorian Poetry. We took the entire class to go through "The Blessed Damosel" by D.G. Rosetti. I introduced the poem "The Defence of Guenevere" by William Morris (another Pre-Raphaelite poet) by reviewing what they knew of the legend of King Arthur, Guenevere, and Lancelot. We then got into a rather interesting coversation about what constitutes "cheating" or adultery. We will take the poem up tomorrow.
Period 2--Pre-AP 20
The students were forced to listen to me lecture on Othello today! We examined the characters of Iago and Othello as well as reviewed the concept of a tragic hero. We had a brief coverstation as to whether or not Othello could be considered a true tragic hero.
Period 3--ELA A 30
We finished discussing the poem "Provincial" by Miriam Waddington and moved on to look at Margarte Atwood's "Immigrants." The students were to work in partners and analyze the poem using the TPCASTT method of analysis. We didn't quite finish with this, so we'll do so tomorrow.
Period 4--Pre-AP 10
The kids wrote a timed write on "The Veldt" today. The prompt was an easy one this time: Who is responsible for George and Lydia's death? I even provided them with a basic theme to help those who struggled to get started. Their timed write was expected to be 5 paragraphs, in 3rd person POV, present tense, and use quotations from the play to support their assertions. They were only allowed this class to complete it.
Tuesday, 17 April 2012
April 17, 2012
Period 1--AP 30I had no students as they were all away at a Biology 30 field trip!
Period 2--Pre-AP 20
I handed back a number of assignments that they finished. We also spoke about other AP courses that will be offered next year. Since a number of them were also missing for a Biology field trip, I allowed them this time to work on their Othello takes or thesis practices.
Period 3--ELA A 30
Again, there were many kids missing, so they had this time to read their novel The Secret Lives of Sgt John Wilson.
Period 4--Pre-AP 10
We continued with "THe Veldt" today. As a class, we developed some possible themes for them to look at. Then, they had to look at all those themes, and write a paragraph choosing ONE of them as to which theme they felt was most important in gaining an understanding of the play. From there, I had the kids take out that piece of paper and crumple it up in a ball and throw it to the front of the room. I tossed their crumpled papers to other kids and had them respond to the paragraph. They needed to express whether or not they agreed or disagreed, things that they could add to what was written, what they might have missed, etc. Then, they got to crumple it back up and toss it back to the front of the room where I re-distributed them again and they had to comment on the comments! We did this a couple more times and had fun chucking paper around the room in organized chaos! I showed them the AP blog I have and told them that they'll be doing the same thing, but in a computer format when I ask them to comment on a poem or statement. We started discussing the more "official" themes from the story in the last few minutes of class. They will be doing a timed write tomorrow on the "Veldt" and then we'll be finished with it!
Period 2--Pre-AP 20
I handed back a number of assignments that they finished. We also spoke about other AP courses that will be offered next year. Since a number of them were also missing for a Biology field trip, I allowed them this time to work on their Othello takes or thesis practices.
Period 3--ELA A 30
Again, there were many kids missing, so they had this time to read their novel The Secret Lives of Sgt John Wilson.
Period 4--Pre-AP 10
We continued with "THe Veldt" today. As a class, we developed some possible themes for them to look at. Then, they had to look at all those themes, and write a paragraph choosing ONE of them as to which theme they felt was most important in gaining an understanding of the play. From there, I had the kids take out that piece of paper and crumple it up in a ball and throw it to the front of the room. I tossed their crumpled papers to other kids and had them respond to the paragraph. They needed to express whether or not they agreed or disagreed, things that they could add to what was written, what they might have missed, etc. Then, they got to crumple it back up and toss it back to the front of the room where I re-distributed them again and they had to comment on the comments! We did this a couple more times and had fun chucking paper around the room in organized chaos! I showed them the AP blog I have and told them that they'll be doing the same thing, but in a computer format when I ask them to comment on a poem or statement. We started discussing the more "official" themes from the story in the last few minutes of class. They will be doing a timed write tomorrow on the "Veldt" and then we'll be finished with it!
Monday, 16 April 2012
April 16, 2012
Welcome Back from Easter Break!
Period 1--AP 30
I handed out another thesis statement practice sheet. It will be due on Friday. There is also another post on the AP Blog about "How Do I Love Thee" that the students need to respond to. I also want that completed by Friday. Then, we moved on to some Victorian Poetry. I made up a booklet and we cruised through Robert Browning and Christina Rosetti. We're not spending much time on each poem as we usually do, but they are getting a taste of them. We'll continue with this for most of this week.
Period 2--Pre-AP 20
The class started out with me giving them a post-it note. I asked them to write down all the reasons they could think of why it is important to get assignments in on time. Afterwards, we shared these reasons and had a discussion on how important this is (I offered them some real-world applications as well). The focus of it was that when they don't hand stuff in, it's not just about them, but it does affect others.
We moved on and I gave them their ten new words to study for Friday as well as anotehr another thesis statement practice handout for them to do. It is due on Friday. After this, we finished reading Othello.
Period 3--ELA A 30
We continued with our poetry study on various Canadian poems. This time, the students were put into groups of 4 to try to analyze a poem using the TPCASTT method of analysis. today, we examined "Provincial" by Miriam Waddington. We were just starting to share our information when the bell rang.
Period 4--Pre-AP 10
The class started out with me giving them a post-it note. I asked them to write down all the reasons they could think of why it is important to get assignments in on time. Afterwards, we shared these reasons and had a discussion on how important this is (I offered them some real-world applications as well). The focus of it was that when they don't hand stuff in, it's not just about them, but it does affect others.
From there, we continued from where we left off before the break with the reading of "The Veldt." We briefly summarized the content up until where we left off and then were just able to finish reading the play before the end of class. I briefly introduced the idea of who is to blame for the deaths of George and Lydia as something for them to consider for tomorrow.
Period 1--AP 30
I handed out another thesis statement practice sheet. It will be due on Friday. There is also another post on the AP Blog about "How Do I Love Thee" that the students need to respond to. I also want that completed by Friday. Then, we moved on to some Victorian Poetry. I made up a booklet and we cruised through Robert Browning and Christina Rosetti. We're not spending much time on each poem as we usually do, but they are getting a taste of them. We'll continue with this for most of this week.
Period 2--Pre-AP 20
The class started out with me giving them a post-it note. I asked them to write down all the reasons they could think of why it is important to get assignments in on time. Afterwards, we shared these reasons and had a discussion on how important this is (I offered them some real-world applications as well). The focus of it was that when they don't hand stuff in, it's not just about them, but it does affect others.
We moved on and I gave them their ten new words to study for Friday as well as anotehr another thesis statement practice handout for them to do. It is due on Friday. After this, we finished reading Othello.
Period 3--ELA A 30
We continued with our poetry study on various Canadian poems. This time, the students were put into groups of 4 to try to analyze a poem using the TPCASTT method of analysis. today, we examined "Provincial" by Miriam Waddington. We were just starting to share our information when the bell rang.
Period 4--Pre-AP 10
The class started out with me giving them a post-it note. I asked them to write down all the reasons they could think of why it is important to get assignments in on time. Afterwards, we shared these reasons and had a discussion on how important this is (I offered them some real-world applications as well). The focus of it was that when they don't hand stuff in, it's not just about them, but it does affect others.
From there, we continued from where we left off before the break with the reading of "The Veldt." We briefly summarized the content up until where we left off and then were just able to finish reading the play before the end of class. I briefly introduced the idea of who is to blame for the deaths of George and Lydia as something for them to consider for tomorrow.
Thursday, 5 April 2012
March 5, 2012
Period 1--AP 30
The students presented their graphic poems and then were allowed the rest of the period to study for their History 30 test or read Lord of the Flies.
Period 2--Pre-AP 20
We ALMOST finished the entire play. We just have a few more pages of Othello to read. When we left off, Roderigo, Desdemona, and Emilia were all dead. We'll see how the rest pans out after the Easter Break.
Period 3--ELA A 30
We dealt with some scholarship information for the grade 12s and then looked at a poem called "Select Samaritan" using the TPCASTT analysis format. We did this one together on the board. When we're back from the Easter Break, we'll finish with some other poems using this analysis tool.
Period 4--Pre-AP 10
We used the entire class (and the noon hour before it) to finish up the presentations of their Inquiry projects. The students did an EXCELLENT job. I am suitably impressed!
I'd like to wish everyone a very relaxing, productive Easter Break! I will be marking most of that week since the kids did such a good job of getting their assignments in to me! Hopefully I'll get some time to rest too!
The students presented their graphic poems and then were allowed the rest of the period to study for their History 30 test or read Lord of the Flies.
Period 2--Pre-AP 20
We ALMOST finished the entire play. We just have a few more pages of Othello to read. When we left off, Roderigo, Desdemona, and Emilia were all dead. We'll see how the rest pans out after the Easter Break.
Period 3--ELA A 30
We dealt with some scholarship information for the grade 12s and then looked at a poem called "Select Samaritan" using the TPCASTT analysis format. We did this one together on the board. When we're back from the Easter Break, we'll finish with some other poems using this analysis tool.
Period 4--Pre-AP 10
We used the entire class (and the noon hour before it) to finish up the presentations of their Inquiry projects. The students did an EXCELLENT job. I am suitably impressed!
I'd like to wish everyone a very relaxing, productive Easter Break! I will be marking most of that week since the kids did such a good job of getting their assignments in to me! Hopefully I'll get some time to rest too!
Wednesday, 4 April 2012
April 4, 2012
Period 1--AP 30
To ready themselves for some assignments that they have outstanding, I allowed them this last class to try to clean them up. They will have to be ready to go tomorrow for their graphic poem presentations.
Period 2--Pre-AP 20
We are just a page away from finishing Act IV. We're seeing Othello sink deeper and deeper into Iago's machinations.
Period 3--ELA A 30
The students did their presentations for their graphic poems today. Despite some technical glitches, we were able to get them all finished.
Period 4--Pre-AP 10
The students continued with their presentations of their Inquiry Projects. I am very impressed with the thought and effort that they put into these projects. We should finish the last of them tomorrow.
To ready themselves for some assignments that they have outstanding, I allowed them this last class to try to clean them up. They will have to be ready to go tomorrow for their graphic poem presentations.
Period 2--Pre-AP 20
We are just a page away from finishing Act IV. We're seeing Othello sink deeper and deeper into Iago's machinations.
Period 3--ELA A 30
The students did their presentations for their graphic poems today. Despite some technical glitches, we were able to get them all finished.
Period 4--Pre-AP 10
The students continued with their presentations of their Inquiry Projects. I am very impressed with the thought and effort that they put into these projects. We should finish the last of them tomorrow.
Tuesday, 3 April 2012
April 3, 2012
Period 1--AP 30
The students continued to practice their multiple choice questions. When they finished the section, they were to get into partners and pleasantly argue with one another as to who is correct. After this, they could check their answers against the answer sheet that was provided to them.
Period 2--Pre-AP 20
Mr. Sandbeck came in and gave them information about the upcoming career day in Rosetown for all grades 10 and 11. Then we continued reading from the play. We completed Act III, scene iv and moved into Act IV. We will continue with the rest of the act tomorrow.
Period 3--ELA A 30
The students were given this class to finish their paragraph on whether or not they agree with Chief Dan George's essay. The students then requested the rest of the class to finish out standing assignments. Since most of them needed this time, I gave it to them. They need to ensure that they finish their timeline, the graphic poem (that they are presenting tomorrow), and the April Raintree essay.
Period 4--Pre-AP 10
We started off our presentations for the Inquiry Project. So far, they are very interesting and very well done.
The students continued to practice their multiple choice questions. When they finished the section, they were to get into partners and pleasantly argue with one another as to who is correct. After this, they could check their answers against the answer sheet that was provided to them.
Period 2--Pre-AP 20
Mr. Sandbeck came in and gave them information about the upcoming career day in Rosetown for all grades 10 and 11. Then we continued reading from the play. We completed Act III, scene iv and moved into Act IV. We will continue with the rest of the act tomorrow.
Period 3--ELA A 30
The students were given this class to finish their paragraph on whether or not they agree with Chief Dan George's essay. The students then requested the rest of the class to finish out standing assignments. Since most of them needed this time, I gave it to them. They need to ensure that they finish their timeline, the graphic poem (that they are presenting tomorrow), and the April Raintree essay.
Period 4--Pre-AP 10
We started off our presentations for the Inquiry Project. So far, they are very interesting and very well done.
Monday, 2 April 2012
April 2, 2012
Period 1--AP 30
We spent the period looking at an old AP multiple choice exam and the students worked through the questions. They will have a bit of time to finish them tomorrow, since they didn't get a full hour to work on them, and we will take up the answer tomorrow. I also handed out a form that I need them to fill out for their grade 12 field trip to the Prince Albert Penitentiary and Duck Lake Museum. If any parents have any questions, they are more than welcome to email or call. A letter will be going out later this week or early the week we're back from the Easter Break.
Period 2--Pre-AP 20
We continued to read Act III and finished scene iii with the climax today. From there, we took a break from reading and the students collaboratively worked on some summaries about what they've read. We'll continue through the play and hopefully finish reading it before the Easter Break.
Period 3--ELA A 30
I handed out a form that I need them to fill out for their grade 12 field trip to the Prince Albert Penitentiary and Duck Lake Museum. If any parents have any questions, they are more than welcome to email or call. A letter will be going out later this week or early the week we're back from the Easter Break. After this, we continued with our study of Chief Dan George's essay "I Am a North American Indian." We filled out a chart comparing the two world views (First Nations and White) and then they had an assignment that requires them to write a paragraph explaining what they agree with and what they disagree with in the essay.
Period 4--Pre-AP 10
We continued reading the adapted play version of Ray Bradbury's "The Veldt." We aren't quite finished, but should be so tomorrow or later in the week after the presentations of their Inquiry Projects that they should be presenting tomorrow. We didn't get to finish the entire class because the school was pulled down to the gym for one of the magazine campaign promises from earlier in the year. We had a hypnotist come and entertain the kids for the rest of the afternoon.
We spent the period looking at an old AP multiple choice exam and the students worked through the questions. They will have a bit of time to finish them tomorrow, since they didn't get a full hour to work on them, and we will take up the answer tomorrow. I also handed out a form that I need them to fill out for their grade 12 field trip to the Prince Albert Penitentiary and Duck Lake Museum. If any parents have any questions, they are more than welcome to email or call. A letter will be going out later this week or early the week we're back from the Easter Break.
Period 2--Pre-AP 20
We continued to read Act III and finished scene iii with the climax today. From there, we took a break from reading and the students collaboratively worked on some summaries about what they've read. We'll continue through the play and hopefully finish reading it before the Easter Break.
Period 3--ELA A 30
I handed out a form that I need them to fill out for their grade 12 field trip to the Prince Albert Penitentiary and Duck Lake Museum. If any parents have any questions, they are more than welcome to email or call. A letter will be going out later this week or early the week we're back from the Easter Break. After this, we continued with our study of Chief Dan George's essay "I Am a North American Indian." We filled out a chart comparing the two world views (First Nations and White) and then they had an assignment that requires them to write a paragraph explaining what they agree with and what they disagree with in the essay.
Period 4--Pre-AP 10
We continued reading the adapted play version of Ray Bradbury's "The Veldt." We aren't quite finished, but should be so tomorrow or later in the week after the presentations of their Inquiry Projects that they should be presenting tomorrow. We didn't get to finish the entire class because the school was pulled down to the gym for one of the magazine campaign promises from earlier in the year. We had a hypnotist come and entertain the kids for the rest of the afternoon.
Sunday, 1 April 2012
March 30, 2012
Period 1--AP 30
This was our last class to work in the computer lab on the various assignments that they have due next week.
Period 2--Pre-AP 20
We continued reading Othello. We're almost finished Act III, but didn't quite get all the way through it today. We'll finish it up on Monday and hopefully complete the rest of the play before the Easter Break!
Period 3--ELA A 30
I allowed the students to have a "clean up day" in the computer lab so they could finish up some assignments that are due next week.
Period 4--Pre-AP 10
We did some pre-reading activities to get us in the game for "The Veldt" that we'll be reading today. We discussed questions such as: What do parents and kids fight about? Who has the power in a household? Is technology making us lazy? After this, we chose some parts and the kids read through the first half of the play.
This was our last class to work in the computer lab on the various assignments that they have due next week.
Period 2--Pre-AP 20
We continued reading Othello. We're almost finished Act III, but didn't quite get all the way through it today. We'll finish it up on Monday and hopefully complete the rest of the play before the Easter Break!
Period 3--ELA A 30
I allowed the students to have a "clean up day" in the computer lab so they could finish up some assignments that are due next week.
Period 4--Pre-AP 10
We did some pre-reading activities to get us in the game for "The Veldt" that we'll be reading today. We discussed questions such as: What do parents and kids fight about? Who has the power in a household? Is technology making us lazy? After this, we chose some parts and the kids read through the first half of the play.
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