Monday, 28 January 2013
January 28-31, 2013
We will be having final exams for grades 10-12 from January 28-31, so there will be no regularly scheduled classes. The new semester starts Friday, Feb. 1st.
Friday, 25 January 2013
January 25, 2013
Period 1--AP 20
They wrote their multiple choice section of their final exam.
Period 2--AP 30
They wrote their multiple choice section of their final exam.
Period 3--AP 10
We continued to go over one of the old exams, working toward building a thesis statement from a past prompt. We then discussed study techniques for their final exam. They should be using the "AP Resource Booklet" I made for them.
Reminder that the grade 10s will be doing their mulitple choice section of their exam on Monday!
Period 4--History 10
They had this class to prepare for their final exam.
They wrote their multiple choice section of their final exam.
Period 2--AP 30
They wrote their multiple choice section of their final exam.
Period 3--AP 10
We continued to go over one of the old exams, working toward building a thesis statement from a past prompt. We then discussed study techniques for their final exam. They should be using the "AP Resource Booklet" I made for them.
Reminder that the grade 10s will be doing their mulitple choice section of their exam on Monday!
Period 4--History 10
They had this class to prepare for their final exam.
Thursday, 24 January 2013
January 24, 2013
Period 1--AP 20
We went over some exam questions for the free-reponse and annotated them and came up with thesis statements for them in preparation for their AP exam. As a reminder, the AP 20s will be doing their multiple choice section of their exam tomorrow during class.
Period 2--AP 30
We took up their practice thesis statements from earlier together as a class by annotating the passages. We also discussed a number of strategies of "what to do if you don't get the poem!" As a reminder, the AP 30s will be doing their multiple choice section of their exam tomorrow during class.
Period 3--AP 10
We corrected the mulitple choice questions from the practice exam and then looked at one of the old exams for the free response. We will continue this tomorrow.
Period 4--History 10
Now that we're done the course, the students have an outline and the next few days to study during class. They were given their old exams back from which to study.
We went over some exam questions for the free-reponse and annotated them and came up with thesis statements for them in preparation for their AP exam. As a reminder, the AP 20s will be doing their multiple choice section of their exam tomorrow during class.
Period 2--AP 30
We took up their practice thesis statements from earlier together as a class by annotating the passages. We also discussed a number of strategies of "what to do if you don't get the poem!" As a reminder, the AP 30s will be doing their multiple choice section of their exam tomorrow during class.
Period 3--AP 10
We corrected the mulitple choice questions from the practice exam and then looked at one of the old exams for the free response. We will continue this tomorrow.
Period 4--History 10
Now that we're done the course, the students have an outline and the next few days to study during class. They were given their old exams back from which to study.
Wednesday, 23 January 2013
January 23, 2013
Period 1--AP 20
They had a few minutes to finish their multiple choice questions. From there, we corrected them and started going over some of the answers.
Period 2--AP 30
The class requested finishing going over the answers from the muliple choice exam which too the rest of the class. We will decontruct prompts and anyalyze literature from old exams tomorrow.
Period 3--AP 10
They used this class fully to complete the multiple choice practice exam.
Period 4--History 10
We had a handout that summarizes the American Revolution and we went over it together as a class. Then, we looked at a presentation on the Declaration of Independence, the American constitution. I have them a hanout with terms from the various units this year from which they can study.
Reminder that the AP 20 and 30 class will do their multiple choice section of their final exam on Friday during their regular class. The AP 10s will do their multiple choice on Monday during their regular class.
They had a few minutes to finish their multiple choice questions. From there, we corrected them and started going over some of the answers.
Period 2--AP 30
The class requested finishing going over the answers from the muliple choice exam which too the rest of the class. We will decontruct prompts and anyalyze literature from old exams tomorrow.
Period 3--AP 10
They used this class fully to complete the multiple choice practice exam.
Period 4--History 10
We had a handout that summarizes the American Revolution and we went over it together as a class. Then, we looked at a presentation on the Declaration of Independence, the American constitution. I have them a hanout with terms from the various units this year from which they can study.
Reminder that the AP 20 and 30 class will do their multiple choice section of their final exam on Friday during their regular class. The AP 10s will do their multiple choice on Monday during their regular class.
Tuesday, 22 January 2013
January 22, 2013
Period 1--AP 20
They had this class period to complete the multiple choice questions from the 1991 released exam. They will get a bit more time to finish it tomorrow.
Period 2--AP 30
They had a few minutes to finish (to get to the 1 hour mark) and then we corrected together. For those who didn't finish, we brainstormed a few ideas about how they can speed up their answers! After this, we corrected the questions and then started going over them together as a class.
Period 3--AP 10
We finished our last two speeches. They were superbly done. Then, the students had some time to work on the multiple choice practice exam I gave them. They only had half the class, at best to work on this, so they will get time tomorrow.
Period 4--History 10
We watched various clips from a documentary about the revolution. The clips were 2-12 minutes long, so we stopped several times and jotted down some notes. Then, together as a class, we shared our information. We got through: Boston in 1768, the Boston Massacre, the Boston Tea Party, the Battle of Lexington and Concord.
They had this class period to complete the multiple choice questions from the 1991 released exam. They will get a bit more time to finish it tomorrow.
Period 2--AP 30
They had a few minutes to finish (to get to the 1 hour mark) and then we corrected together. For those who didn't finish, we brainstormed a few ideas about how they can speed up their answers! After this, we corrected the questions and then started going over them together as a class.
Period 3--AP 10
We finished our last two speeches. They were superbly done. Then, the students had some time to work on the multiple choice practice exam I gave them. They only had half the class, at best to work on this, so they will get time tomorrow.
Period 4--History 10
We watched various clips from a documentary about the revolution. The clips were 2-12 minutes long, so we stopped several times and jotted down some notes. Then, together as a class, we shared our information. We got through: Boston in 1768, the Boston Massacre, the Boston Tea Party, the Battle of Lexington and Concord.
Monday, 21 January 2013
January 21, 2013
Period 1--AP 20
The students did their timed write on Medicine River today.
Period 2--AP 30
The students did a sample multiple choice section of a released AP exam today. We didn't start right at the bell, so they'll get 10 minutes to finish tomorrow to make it an even hour.
Period 3--AP 10
We continued with the speeches from the students on an issue of their choice. Again, some excellent presentations. We still need tomorrow to complete this.
Period 4--History 10
My apologies for a slow-moving class today...must be Monday! The students had time to work on the reading package I gave them on Friday with questions thaty were to answer. We took the questions up together and discussed the information on the Intolerable Acts until the bell rang. We had our final current events presentation today as well.
NOTE: Students are reminded to get their late assignments in to me ASAP. I have deadlines I have to meet too! Final exams start Monday, January 28th.
The students did their timed write on Medicine River today.
Period 2--AP 30
The students did a sample multiple choice section of a released AP exam today. We didn't start right at the bell, so they'll get 10 minutes to finish tomorrow to make it an even hour.
Period 3--AP 10
We continued with the speeches from the students on an issue of their choice. Again, some excellent presentations. We still need tomorrow to complete this.
Period 4--History 10
My apologies for a slow-moving class today...must be Monday! The students had time to work on the reading package I gave them on Friday with questions thaty were to answer. We took the questions up together and discussed the information on the Intolerable Acts until the bell rang. We had our final current events presentation today as well.
NOTE: Students are reminded to get their late assignments in to me ASAP. I have deadlines I have to meet too! Final exams start Monday, January 28th.
Friday, 18 January 2013
January 18, 2013
Period 1--AP 20
We finished the power point on Medicine River and the students had a few minutes to continue to work on their Double Entry journal for the novel.
Period 2--AP 30
We read "The Rape of the Lock" and had a good laugh at the satire. We also got into "The Lady's Dressing Room" and were just reading Mrs. Montagu's response to Jonathan Swift when the bell rang.
Period 3--AP 10
We started the speeches of the students on their issues. So far, they are excellent.
Period 4--History 10
We went over the handout from yesterday on changes made to Saskatchewan society and how they change the life of people. We equated this to the Americans and their revoltuion with "Intolerable Acts." Before the bell rang, they were handed out a reading package and questions to consider. They will get time to work on this next week.
We finished the power point on Medicine River and the students had a few minutes to continue to work on their Double Entry journal for the novel.
Period 2--AP 30
We read "The Rape of the Lock" and had a good laugh at the satire. We also got into "The Lady's Dressing Room" and were just reading Mrs. Montagu's response to Jonathan Swift when the bell rang.
Period 3--AP 10
We started the speeches of the students on their issues. So far, they are excellent.
Period 4--History 10
We went over the handout from yesterday on changes made to Saskatchewan society and how they change the life of people. We equated this to the Americans and their revoltuion with "Intolerable Acts." Before the bell rang, they were handed out a reading package and questions to consider. They will get time to work on this next week.
Thursday, 17 January 2013
January 17, 2013
Again, my house is infected with illness, so this is what the day should look like. Thanks to my substitutes who are keeping the kids going in my absence!
Period 1—AP 20
They received a double entry journal handout on the novel Medicine River that they should continue
working on. They get
to do the first 8 chapters with a partner and the last 8 they need to work
alone. This will be a hand it assignment
sometime next week, so they’d best get cracking on it!
Period 2—AP 30
They are doing a timed write on the Awakening today. The
prompt sheet is on top of the exam booklets.
They should get one of each. The
students should aim for writing their essay in about 40 minutes from the time
they get it, but they can have all class to complete. They do not get any extra time outside this
class. The prompt isn’t exactly what I
told them it would be, so apologize to them for that for me, but I gave them an
option of prompts that would be more reflective of what they will see on both
their exam at the end of January and their big exam in May.
Period 3—AP 10
They are booked into the north lab to work on their
speeches. The speeches have to be 2
minutes long and they start tomorrow.
Period 4—History 10
There are two handouts that you can work from. The first is like a simulation of what the
colonists were facing with the American Revolution by creating analogies to
their life in Saskatchewan. If they finish that with time left, there is another handout that
requires the kids to do some reading (on the Intolerable Acts) and then answer
the questions that are on the back page.Wednesday, 16 January 2013
January 16, 2013
Period 1--AP 20
We continued to discuss our novel, Medicine River. We will finish with this discussion tomorrow.
Period 2--AP 30
Again, we finished our dicussion on the novel, The Awakening. We started our reading of Alexander Pope's "The Rape of the Lock" and will have to finish that another day. The students will be doing a timed write on The Awakening tomorrow.
Period 3--AP 10
They had this class to continue working in the computer lab on their speeches.
Period 4--History 10
We reviewed their information from the power point about the American Revolution yesterday. After this, we did a simulation to show how much the Americans were getting taxed...the students were "taxed" for wearing bunny hugs, running shoes, glasses, braces, if they had coffee or a pop, etc. While they started out with 10 beads, many ended up with only 2 or 3 by the time the simulation was finished. To make matters worse, they saw where their "taxes" were going by including the king, British parliament, and the tax collector into the mix.
We continued to discuss our novel, Medicine River. We will finish with this discussion tomorrow.
Period 2--AP 30
Again, we finished our dicussion on the novel, The Awakening. We started our reading of Alexander Pope's "The Rape of the Lock" and will have to finish that another day. The students will be doing a timed write on The Awakening tomorrow.
Period 3--AP 10
They had this class to continue working in the computer lab on their speeches.
Period 4--History 10
We reviewed their information from the power point about the American Revolution yesterday. After this, we did a simulation to show how much the Americans were getting taxed...the students were "taxed" for wearing bunny hugs, running shoes, glasses, braces, if they had coffee or a pop, etc. While they started out with 10 beads, many ended up with only 2 or 3 by the time the simulation was finished. To make matters worse, they saw where their "taxes" were going by including the king, British parliament, and the tax collector into the mix.
Monday, 14 January 2013
January 15, 2013
This has been a frustrating year for illness in my house. Sorry to miss so close to finals but it can't be helped. Here is what my subplan looks like for the day:
Period 2—AP 30
Period 4—History 10
Period 1—AP 20
We are studying the novel Medicine River by Thomas King.
They should all have it read and we started to discuss it
yesterday. We’ll finish that discussion
tomorrow when I’m back, but in the meantime, they can work on this double entry
journal. I’ve provided quotations (a few
for each of the first 8 chapters), that requires them to respond in some
way. It can be a personal response or a
literary analysis (but they should mix it up…it shouldn’t all be: “This reminds
me of when…”). They can work in partners
for the ones that I’ve provided quotations for but they have to work
individually for the last chapters where they have to find the quotation
too. For those that took AP 10 last
year, this is like their double entry journal for Of Mice and Men (if they can remember that far back). They will obviously need more time than this
one class to work on this.
Period 3—AP 10
I have them booked into the North computer lab to work on
finding information about their chosen topic for their 2 minute speech. They should have all the info they need by
the end of this class so they can start formulating their speech during class
time tomorrow.January 14, 2013
Period 1--AP 20
To start the class, we went over our school's cell phone policy to ensure the students understand appropriate cell phone use in my class and the school at large. "The Song my Paddle Sings" is the poem we looked at today for the first part of class as we went through some multiple choice questions that followed the reading. Then, we started our study of Medicine River by Thomas King. We are going through a power point that will take some time as we discuss some of the aspects of the novel.
Period 2--AP 30
To start the class, we went over our school's cell phone policy to ensure the students understand appropriate cell phone use in my class and the school at large. We continued with our study of The Awakening and examined some of the importatn issues and themes raised in the novel. We didn't quite finish this today, but will do so tomorrow.
Period 3--AP 10
To start the class, we went over our school's cell phone policy to ensure the students understand appropriate cell phone use in my class and the school at large. We are finishing our study of speakers by having the students work on a speech of their own. They can choose any issue they find to be important and prepare a speech of approximately 2 minutes. We brainstormed some issues we face in today's society and the students will get the next three days in the computer lab to research their issue and prepare their speech. Speeches begin on Friday.
Period 4--History 10
We looked at a power point that outlines some of the information of the American Revolution. The students took some notes from the slides. Then, I presented another power point (with some of the same information) and had the students copy down the information needed on a handout they were given. We will finish this up tomorrow.
To start the class, we went over our school's cell phone policy to ensure the students understand appropriate cell phone use in my class and the school at large. "The Song my Paddle Sings" is the poem we looked at today for the first part of class as we went through some multiple choice questions that followed the reading. Then, we started our study of Medicine River by Thomas King. We are going through a power point that will take some time as we discuss some of the aspects of the novel.
Period 2--AP 30
To start the class, we went over our school's cell phone policy to ensure the students understand appropriate cell phone use in my class and the school at large. We continued with our study of The Awakening and examined some of the importatn issues and themes raised in the novel. We didn't quite finish this today, but will do so tomorrow.
Period 3--AP 10
To start the class, we went over our school's cell phone policy to ensure the students understand appropriate cell phone use in my class and the school at large. We are finishing our study of speakers by having the students work on a speech of their own. They can choose any issue they find to be important and prepare a speech of approximately 2 minutes. We brainstormed some issues we face in today's society and the students will get the next three days in the computer lab to research their issue and prepare their speech. Speeches begin on Friday.
Period 4--History 10
We looked at a power point that outlines some of the information of the American Revolution. The students took some notes from the slides. Then, I presented another power point (with some of the same information) and had the students copy down the information needed on a handout they were given. We will finish this up tomorrow.
Friday, 11 January 2013
January 11, 2013
Period 1--AP 20
We did some multiple choice practice with an excerpt from Kiss of the Fur Queen by Tomson Highway. They were to read the excerpt themselves first and then argue (nicely) with the person beside them as to who was correct if they differed when comparing answers. Then, we went through them together. We just started a poem that we will examine in a similar fashion when the bell rang.
Period 2--AP 30
The Awakening by Kate Chopin was our focus for today. We took a brief look at some of the traditional gender roles in Crole society and then got into the heart of the novel by looking at some of the important symbols. One of the aspects that rang with the students is how different the novella would be if Leonce was an abusive husband rather than just a typical product of the times and setting. We will continue with our study of this novella after the weekend.
Period 3--AP 10
We finished with Obama's "Yes, We Can" speech and started comparing the oratorical skills of Obama and Martin Luther King, Jr. As we went through this, we started to consider other great orators in history and Adolf Hitler's name came up. Through You Tube, we listened to one of his speeches when he was just rising to power. It was both interesting, and disturbing, to see the similarities between the three speeches.
Period 4--History 10
We finished off our current events presentations. The first one we had looked at Facebook hoaxes, the second dealt with the school shooting at Newtown, and the third the ending of the NHL lockout. Needless to say, it was a smorgasbord of information. One of the tangental topics from the school shooting presentation was the concept of gun control which led to discussion of Piers Morgan's interview with Alex Jones. We viewed the interview on You Tube and it tied in nicely with the start of our next unit which is the American Revolution (and the constitutional right to bear arms--that, and Jones' insistence that Piers' "people" tried to take their right away in 1776). It was interesting viewing, to be sure! I handed out the unit outline for the American Revolution and we watched a quick segment from Pocahantas that illustrated the idea of imperialism.
We did some multiple choice practice with an excerpt from Kiss of the Fur Queen by Tomson Highway. They were to read the excerpt themselves first and then argue (nicely) with the person beside them as to who was correct if they differed when comparing answers. Then, we went through them together. We just started a poem that we will examine in a similar fashion when the bell rang.
Period 2--AP 30
The Awakening by Kate Chopin was our focus for today. We took a brief look at some of the traditional gender roles in Crole society and then got into the heart of the novel by looking at some of the important symbols. One of the aspects that rang with the students is how different the novella would be if Leonce was an abusive husband rather than just a typical product of the times and setting. We will continue with our study of this novella after the weekend.
Period 3--AP 10
We finished with Obama's "Yes, We Can" speech and started comparing the oratorical skills of Obama and Martin Luther King, Jr. As we went through this, we started to consider other great orators in history and Adolf Hitler's name came up. Through You Tube, we listened to one of his speeches when he was just rising to power. It was both interesting, and disturbing, to see the similarities between the three speeches.
Period 4--History 10
We finished off our current events presentations. The first one we had looked at Facebook hoaxes, the second dealt with the school shooting at Newtown, and the third the ending of the NHL lockout. Needless to say, it was a smorgasbord of information. One of the tangental topics from the school shooting presentation was the concept of gun control which led to discussion of Piers Morgan's interview with Alex Jones. We viewed the interview on You Tube and it tied in nicely with the start of our next unit which is the American Revolution (and the constitutional right to bear arms--that, and Jones' insistence that Piers' "people" tried to take their right away in 1776). It was interesting viewing, to be sure! I handed out the unit outline for the American Revolution and we watched a quick segment from Pocahantas that illustrated the idea of imperialism.
Thursday, 10 January 2013
January 10, 2013
Period 1--AP 20
They had this class to work on their Gordon Carle poetry assignment. This assignment will be due on Monday. Many of them were able to finish it up adn hand it in.
Period 2--AP 30
This class was dedicated to having the students go through the AP Bulletin for Students and Parents. I wanted to make sure we did this in plenty of time so if they had questions, they had lots of time to think of them and ask before our exam in May. We had just a little bit of time at end of class to start going over The Awakening which we will continue with tomorrow.
Period 3--AP 10
We finished with Martin Luther King Jr.'s speech and were FINALLY able to watch/listen to it now that technology is cooperating again. We also viewed/listened to Barack Obama's "Yes, We Can" speech, not for the political topics, but rather using it as an oratorical example. Tomorrow, we will compare Obama and King's speeches and style to get ready for the students' own speeches for next week.
Period 4--History 10
They wrote their exam on the French Revolution.
They had this class to work on their Gordon Carle poetry assignment. This assignment will be due on Monday. Many of them were able to finish it up adn hand it in.
Period 2--AP 30
This class was dedicated to having the students go through the AP Bulletin for Students and Parents. I wanted to make sure we did this in plenty of time so if they had questions, they had lots of time to think of them and ask before our exam in May. We had just a little bit of time at end of class to start going over The Awakening which we will continue with tomorrow.
Period 3--AP 10
We finished with Martin Luther King Jr.'s speech and were FINALLY able to watch/listen to it now that technology is cooperating again. We also viewed/listened to Barack Obama's "Yes, We Can" speech, not for the political topics, but rather using it as an oratorical example. Tomorrow, we will compare Obama and King's speeches and style to get ready for the students' own speeches for next week.
Period 4--History 10
They wrote their exam on the French Revolution.
Wednesday, 9 January 2013
January 9, 2013
Period 1--AP 20
We finished our study of the poem "Coyoti Lost in a City" as we contemplated tone, theme, and symbols. We started in on some new poems from a LaRonge poet--this assignment has the student re-write the poem in a different structure, illustrate an image, and then write whether or not they feel that these poems are "AP worthy." They will have time to complete this tomorrow. A reminder that their Life of Pi or Huck Finn essays are due tomorrow.
Period 2--AP 30
They had this last class to work on their satires for global, national, local, or family problems.
Period 3--AP 10
Since the internet wasn't working today, the students listened to me read "I Have a Dream." Together, we examined the poem for oratorical devices such as refrains and repetition, metaphors, and dramatic pauses. We aren't quite finished with the speech, but should be tomorrow.
Period 4--History 10
We finished our review of the French Revoltuion and the students had the remainder of the class to study for their exam that takes place tomorrow.
We finished our study of the poem "Coyoti Lost in a City" as we contemplated tone, theme, and symbols. We started in on some new poems from a LaRonge poet--this assignment has the student re-write the poem in a different structure, illustrate an image, and then write whether or not they feel that these poems are "AP worthy." They will have time to complete this tomorrow. A reminder that their Life of Pi or Huck Finn essays are due tomorrow.
Period 2--AP 30
They had this last class to work on their satires for global, national, local, or family problems.
Period 3--AP 10
Since the internet wasn't working today, the students listened to me read "I Have a Dream." Together, we examined the poem for oratorical devices such as refrains and repetition, metaphors, and dramatic pauses. We aren't quite finished with the speech, but should be tomorrow.
Period 4--History 10
We finished our review of the French Revoltuion and the students had the remainder of the class to study for their exam that takes place tomorrow.
Tuesday, 8 January 2013
January 8, 2013
Period 1--AP 20
We continued with "Coyoti lost in the City" as a look at the traditional form of the trickster in a contemporary poem. We will finish it tomorrow and examine the theme in more detail. We briefly looked at the TPCASTT method of analysis for poetry. Students are reminded to have Medicine River read ASAP.
Period 2--AP 30
The students had this class to work with their partners on their satirical response to solving a world problem. They will have one more class to refine their finished product. Students are reminded to have The Awakening read ASAP.
Period 3--AP 10
The students were given their timed writes back from Animal Farm. Then, they took down some notes about oratorical devices in connection with our study of "I Have a Dream." We started listening (and viewing) Martin Luther King, Jr.'s speech, but did not get very far into it before the bell rang. As we listened, we were on the look-out for oratorical devices and their effectiveness. Those that weren't here yesterday needed to get their copy of Dracula to have read for after the February Break.
Period 4--History 10
We continued our review of the French Revolution in readiness for their exam on Thursday.
We continued with "Coyoti lost in the City" as a look at the traditional form of the trickster in a contemporary poem. We will finish it tomorrow and examine the theme in more detail. We briefly looked at the TPCASTT method of analysis for poetry. Students are reminded to have Medicine River read ASAP.
Period 2--AP 30
The students had this class to work with their partners on their satirical response to solving a world problem. They will have one more class to refine their finished product. Students are reminded to have The Awakening read ASAP.
Period 3--AP 10
The students were given their timed writes back from Animal Farm. Then, they took down some notes about oratorical devices in connection with our study of "I Have a Dream." We started listening (and viewing) Martin Luther King, Jr.'s speech, but did not get very far into it before the bell rang. As we listened, we were on the look-out for oratorical devices and their effectiveness. Those that weren't here yesterday needed to get their copy of Dracula to have read for after the February Break.
Period 4--History 10
We continued our review of the French Revolution in readiness for their exam on Thursday.
Monday, 7 January 2013
January 7, 2013
Happy New Year!
Period 1--AP 20
We started in on our native literature unit. To kick it off, we started a RAN chart on First Nations literature examining what the students know or thing they know. We spent a lot of time talking about stereotypes and traditional cultures and how that translates into literature. The students were cautioned against "painting all First Nations cultures with the same brush" as there are so many different, unique cultures of First nations just within Canada. We had just started with some of the ideas of tricksters in literature when the bell rang, so we'll continue this tomorrow.
Period 2--AP 30
We discussed satire today--as part of our discussion, we read "A Modest Proposal" by Jonathan Swift. Their assignment is to create a satirical solution to a global, national, local, or family problem and they can do this in partners. We brainstormed various problems in society to give them a starting off point and they will have time to formulate their solution tomorrow in class.
Period 3--AP 10
The class started with us doing a KWL on Martin Luter King, Jr. and his "I Have a Dream" speech. We discussed what we knew about it and then also brainstormed all kinds of prejudice in society and the world. I handed out the speech and the kids had to read it silently and highlight 5 important phrases from the speech. I also handed out Dracula for them to have read for some time after the start of the new semester.
Period 4--History 10
The students were given a handout to help them review for the French Revolution exam that we'll be having on Thursday. We're reviewing by assigning each student with a topic and they have to research it from their notes. We then share the answers.
Period 1--AP 20
We started in on our native literature unit. To kick it off, we started a RAN chart on First Nations literature examining what the students know or thing they know. We spent a lot of time talking about stereotypes and traditional cultures and how that translates into literature. The students were cautioned against "painting all First Nations cultures with the same brush" as there are so many different, unique cultures of First nations just within Canada. We had just started with some of the ideas of tricksters in literature when the bell rang, so we'll continue this tomorrow.
Period 2--AP 30
We discussed satire today--as part of our discussion, we read "A Modest Proposal" by Jonathan Swift. Their assignment is to create a satirical solution to a global, national, local, or family problem and they can do this in partners. We brainstormed various problems in society to give them a starting off point and they will have time to formulate their solution tomorrow in class.
Period 3--AP 10
The class started with us doing a KWL on Martin Luter King, Jr. and his "I Have a Dream" speech. We discussed what we knew about it and then also brainstormed all kinds of prejudice in society and the world. I handed out the speech and the kids had to read it silently and highlight 5 important phrases from the speech. I also handed out Dracula for them to have read for some time after the start of the new semester.
Period 4--History 10
The students were given a handout to help them review for the French Revolution exam that we'll be having on Thursday. We're reviewing by assigning each student with a topic and they have to research it from their notes. We then share the answers.
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