For periods 1, 2, & 3 the students attended a presentation by Tracy Aldridge about her father's experiences in Northern Canada with the Inuit culture. The students all had a listening assessment they needed to fill out before, during, and after listening.
Period 4--History 10
We continued our review of this unit by looking at the Protestant Reformation. We finished reading, discussing, and answering the questions for this by the end of the bell.
Thursday, 28 February 2013
February 27, 2013
Sorry I didn't get this on sooner...I was at We Day in Saskatoon with the Jr. SRC. The 28th looked like this:
Period 1--ELA B 30
They continued working on their Nominations Speeches that will be presented on Monday.
Period 2--AP 30
This was a "clean-up" day for the students. They have a number of things on the go:
They were introduced to the "Fever Chart" yesterday, so this was their first real class to sink their teeth into the assignment.
Period 4--History 10
They had a handout on Galileo they were to read and do questions on. Then, their assignment was to write a paragraph about what they consider to be The Most Important Invention of All Time. This should have been completed at handed in by the end of class.
Period 1--ELA B 30
They continued working on their Nominations Speeches that will be presented on Monday.
Period 2--AP 30
This was a "clean-up" day for the students. They have a number of things on the go:
- Romantic poetry essay
- poetry assignment to give Browning's women a voice
- finish reading Gatsby
They were introduced to the "Fever Chart" yesterday, so this was their first real class to sink their teeth into the assignment.
Period 4--History 10
They had a handout on Galileo they were to read and do questions on. Then, their assignment was to write a paragraph about what they consider to be The Most Important Invention of All Time. This should have been completed at handed in by the end of class.
Tuesday, 26 February 2013
February 26, 2013
Period 1--ELA B 30
This class was spent working on their nomination speeches. They will have Wednesday to work on them as well!
Period 2--AP 30
We continued our study of Victorian literature with a look at Christina Rossetti and her sonnet "In an Artist's Studio" and then moved onto her brother, Dante Gabriel Rossetti's "The Blessed Damosel." Tomorrow is a "clean up" day for the kids. They can be working on: their assignment to give the women in Browning's poetry a voice, reading Gatsby, or their Romantic poetry essay that is due at the end of the month.
Period 3--AP 10
We finished our power point on Dracula with some interesting discussion. We finished this shortly before the bell rang so I just had time to introduce the assignment that will accompany this novel. The students will be doing a "fever chart." I've provided various topics from which they can choose and then they can start looking for proof.
Period 4--History 10
We finished our handout that reviews concepts from grade 9 Social. Then, we looked at a supplementary handout on Leonardo daVinci. We corrected this together and then it was time for DEAR. The students chose next Tuesday, March 5th as their exam date.
This class was spent working on their nomination speeches. They will have Wednesday to work on them as well!
Period 2--AP 30
We continued our study of Victorian literature with a look at Christina Rossetti and her sonnet "In an Artist's Studio" and then moved onto her brother, Dante Gabriel Rossetti's "The Blessed Damosel." Tomorrow is a "clean up" day for the kids. They can be working on: their assignment to give the women in Browning's poetry a voice, reading Gatsby, or their Romantic poetry essay that is due at the end of the month.
Period 3--AP 10
We finished our power point on Dracula with some interesting discussion. We finished this shortly before the bell rang so I just had time to introduce the assignment that will accompany this novel. The students will be doing a "fever chart." I've provided various topics from which they can choose and then they can start looking for proof.
Period 4--History 10
We finished our handout that reviews concepts from grade 9 Social. Then, we looked at a supplementary handout on Leonardo daVinci. We corrected this together and then it was time for DEAR. The students chose next Tuesday, March 5th as their exam date.
Monday, 25 February 2013
February 25, 2013
Welcome back from the February Break!
Period 1--ELA B 30
We started working on our nomination speeches today. The students were able to use our mobile lab to research thier nominee for the most admirable person of all time and get started in making their speech. We will have two more days to be able to work on this before they have to present next week.
Period 2--AP 30
We continued with out study of Victorian poetry by moving into monologues by Robert Browning. The students have the assignment to give the women in his poetry a voice via a monologue. Their options are: The Last Duchess, the Next Duchess, or Porphyria.
Period 3--AP 10
The students were to have their novel, Dracula read for today. We started discussion by looking at characteristics of Victorian literature and then moved into characteristics of the Gothic genre. We will continue this tomororw.
Period 4--History 10
Since it has been over a week since our last History class, I opted to do a review of what we have studied so far. We are almost done the handout of "review" material, so we'll be having an exam in the near future.
Period 1--ELA B 30
We started working on our nomination speeches today. The students were able to use our mobile lab to research thier nominee for the most admirable person of all time and get started in making their speech. We will have two more days to be able to work on this before they have to present next week.
Period 2--AP 30
We continued with out study of Victorian poetry by moving into monologues by Robert Browning. The students have the assignment to give the women in his poetry a voice via a monologue. Their options are: The Last Duchess, the Next Duchess, or Porphyria.
Period 3--AP 10
The students were to have their novel, Dracula read for today. We started discussion by looking at characteristics of Victorian literature and then moved into characteristics of the Gothic genre. We will continue this tomororw.
Period 4--History 10
Since it has been over a week since our last History class, I opted to do a review of what we have studied so far. We are almost done the handout of "review" material, so we'll be having an exam in the near future.
Friday, 15 February 2013
February 15, 2013
Period 1--ELA B 30
Our plans for this class have been diverted by a survey on technology that the division wants all the students to fill out. This ate up more than half the class. To round the class off, we finished our "Would you rather..." formative speeches and I was also able to go over the parametres of their formal speech coming up.
Period 2--AP 30
This class also had to fill out the technology/media use survey. Once completed, we continued with our paraphrasing of "How Do I Love Thee?" We finished just as the bell rang.
Period 3--AP 10
The students spent the class writing a police report for "The Tell-tale Heart." This will be due on Monday when we are back from break.
Period 4--History 10
We continued with our review of past events that affect the history of the units we will be focussing on in the bulk of our course. The students filled in blanks as the notes were on the board.
Our plans for this class have been diverted by a survey on technology that the division wants all the students to fill out. This ate up more than half the class. To round the class off, we finished our "Would you rather..." formative speeches and I was also able to go over the parametres of their formal speech coming up.
Period 2--AP 30
This class also had to fill out the technology/media use survey. Once completed, we continued with our paraphrasing of "How Do I Love Thee?" We finished just as the bell rang.
Period 3--AP 10
The students spent the class writing a police report for "The Tell-tale Heart." This will be due on Monday when we are back from break.
Period 4--History 10
We continued with our review of past events that affect the history of the units we will be focussing on in the bulk of our course. The students filled in blanks as the notes were on the board.
Thursday, 14 February 2013
February 14, 2013
Happy Valentine's Day!
Period 1--ELA B 30
To prepare for a formal speech they will have to do after the break, the students were given some "Would you rather..." options. They had 5-10 minutes to prepare a short, 30 second speech about their choice and the reasoning behind it. The choices were quite entertaining! We didn't finish letting everyone have a chance at a speech, but will do so tomorrow and then start in on their reserach for their formal speech.
Period 2--AP 30
We examined a power point on Victorian literature as well as the life and times of the Victorian society (in relation to literature). They were given a booklet of Victorian poetry. We started off our study with Elizabeth Barrett Browning's "How Do I Love Thee" which seems appropriate on today, Valentine's Day! The students were asked to paraphrase EBB's poem and we will continue our study of her poem tomorrow.
Period 3--AP 10
We took this class to annotate the excerpt of "Tell Tale Heart" which is a rich example of prose for this excercise.
Period 4--History 10
Continuing with our trip through history, the Reformation and Counter Reformation were our focus for the day. We nicely finished these two sections when the bell rang.
Period 1--ELA B 30
To prepare for a formal speech they will have to do after the break, the students were given some "Would you rather..." options. They had 5-10 minutes to prepare a short, 30 second speech about their choice and the reasoning behind it. The choices were quite entertaining! We didn't finish letting everyone have a chance at a speech, but will do so tomorrow and then start in on their reserach for their formal speech.
Period 2--AP 30
We examined a power point on Victorian literature as well as the life and times of the Victorian society (in relation to literature). They were given a booklet of Victorian poetry. We started off our study with Elizabeth Barrett Browning's "How Do I Love Thee" which seems appropriate on today, Valentine's Day! The students were asked to paraphrase EBB's poem and we will continue our study of her poem tomorrow.
Period 3--AP 10
We took this class to annotate the excerpt of "Tell Tale Heart" which is a rich example of prose for this excercise.
Period 4--History 10
Continuing with our trip through history, the Reformation and Counter Reformation were our focus for the day. We nicely finished these two sections when the bell rang.
February 13, 2013
Period 1--ELA B 30
We cointinued with our reading assessment for "Shooting an Elephant" which is due on Friday.
Period 2--AP 30
They had this last class to work in the computer lab to finish their research on their Romantic Poetry essay.
Period 3--AP 10
We continued with our study of "The Tell-Tale Heart." The students needed to examine foreshadowing, literary devices, and making connections. I showed them samples of how to make connections in their reading and they worked on their own (which is a hand in assignment). We started out on how to annotate prose, but didn't finish, so we'll continue that on Thursday.
Period 4--History 10
First of all, we took up the questions from their "What in the World" articles yesterday. We looked at the Renaissance period for much of this class. We discussed the resurgence in art, literature, and music stemming from the Classical Era.
We cointinued with our reading assessment for "Shooting an Elephant" which is due on Friday.
Period 2--AP 30
They had this last class to work in the computer lab to finish their research on their Romantic Poetry essay.
Period 3--AP 10
We continued with our study of "The Tell-Tale Heart." The students needed to examine foreshadowing, literary devices, and making connections. I showed them samples of how to make connections in their reading and they worked on their own (which is a hand in assignment). We started out on how to annotate prose, but didn't finish, so we'll continue that on Thursday.
Period 4--History 10
First of all, we took up the questions from their "What in the World" articles yesterday. We looked at the Renaissance period for much of this class. We discussed the resurgence in art, literature, and music stemming from the Classical Era.
Tuesday, 12 February 2013
February 12, 2013
Period 1--ELA B 30
We did a listening activity today where I read a short story and the students had to answer some questions. We completed it and it was handed in. Once this was done, they were given the short story "Shooting an Elephant" by George Orwell as part of a reading assessement. They will get more time to complete this tomorrow.
Period 2--AP 30
Once again, we were in the computer lab working on their Romantic Poetry essay.
Period 3--AP 10
This class was spent listening as I read "The Tell-tale Heart" by Edgar Allan Poe. We discussed some questions before reading to get us in the mood and then they listened to the story and answered some questions. After they listened, they were given a handout with the text to assist them. We have various assignments to do with this, so will continue with it tomorrow.
Period 4--History 10
Current events were first on our list of things to do. We compelted the questions and discussion of "Idle No More" and then moved back into our review of the Middle Ages and the Renaissance. We will continue with this tomorrow.
We did a listening activity today where I read a short story and the students had to answer some questions. We completed it and it was handed in. Once this was done, they were given the short story "Shooting an Elephant" by George Orwell as part of a reading assessement. They will get more time to complete this tomorrow.
Period 2--AP 30
Once again, we were in the computer lab working on their Romantic Poetry essay.
Period 3--AP 10
This class was spent listening as I read "The Tell-tale Heart" by Edgar Allan Poe. We discussed some questions before reading to get us in the mood and then they listened to the story and answered some questions. After they listened, they were given a handout with the text to assist them. We have various assignments to do with this, so will continue with it tomorrow.
Period 4--History 10
Current events were first on our list of things to do. We compelted the questions and discussion of "Idle No More" and then moved back into our review of the Middle Ages and the Renaissance. We will continue with this tomorrow.
Thursday, 7 February 2013
February 8 & 11, 2013
I'm off to mark Departmental exam for the province for the next two school days, so here is what the days should look like:
Period 1--ELA B 30
Friday: They will read the essay "What's Your Right Name?" and discuss. Then, they will examine the structure of the essay and fill out an essay outline sheet. By recognizing the structure in what they read, I'm hoping it will make more sense for when they write one! This should take up much of the class. This will be gone over together as a class.
Monday: They will finish up from Friday if they need to. Then, they will be doing a listening assessment. Mrs. Adleman will read the short story "The Birthday Party" and the students will write down their answers to questions they have. This is a hand-in assessment.
Period 2--AP 30
Friday and Monday: They will be doing research in the computer lab both days to get information about Romantic poets and poetry.
Period 3--AP 10
The students requested a reading days for both Friday and Monday. They are to have Dracula read by the end of February.
Period 4--History 10
The students will do current events with Mrs. Adleman from the "What in the World" publication. Issues to be discussed: "Idle No More," "Canada's Best and Brightest," "Lance Armstrong Confesses," and "Why the Fuss about Fracking." If this doesn't take both full days, Mrs. Adleman has some other work to do with them, but the discussion should be rich enough that they will be busy for both days.
Period 1--ELA B 30
Friday: They will read the essay "What's Your Right Name?" and discuss. Then, they will examine the structure of the essay and fill out an essay outline sheet. By recognizing the structure in what they read, I'm hoping it will make more sense for when they write one! This should take up much of the class. This will be gone over together as a class.
Monday: They will finish up from Friday if they need to. Then, they will be doing a listening assessment. Mrs. Adleman will read the short story "The Birthday Party" and the students will write down their answers to questions they have. This is a hand-in assessment.
Period 2--AP 30
Friday and Monday: They will be doing research in the computer lab both days to get information about Romantic poets and poetry.
Period 3--AP 10
The students requested a reading days for both Friday and Monday. They are to have Dracula read by the end of February.
Period 4--History 10
The students will do current events with Mrs. Adleman from the "What in the World" publication. Issues to be discussed: "Idle No More," "Canada's Best and Brightest," "Lance Armstrong Confesses," and "Why the Fuss about Fracking." If this doesn't take both full days, Mrs. Adleman has some other work to do with them, but the discussion should be rich enough that they will be busy for both days.
February 7, 2013
Period 1--ELA B 30
I gave them a bit more time to work on their precis from yesterday. They worked very diligently. Once the majority were finished, we moved on. The precis will be homework for those who aren't completed and will be expected to have it finished by the time I am back on Tuesday. We looked at various faces and tried to put names to them. Through this, we developed a discussion of connotations of name, living up to names, etc. This leads into reading the essay "What's Your Right Name?"
Period 2--AP 30
We finished our discussion of "Rime of the Ancient Mariner" and then moved into a cursory study of Wordsworth's "Tinturn Abbey" and Byron's "Thirty-Sixth Year." We reviewed their upcoming assignment and then looked at an exemplar of this type of assignment. I pointed out effective ways of creating comparison in literature essays as well as did a quick introduction to citation of more than one source and how to "stem" into a citation.
Period 3--AP 10
This class was devoted to kids working on their final draft of their ghost/mystery story. Many were able to hand it in before the end of class.
Period 4--History 10
We continued with our look at the Middle Ages and the kids ended the class with working on an assignment that had them choose one word to describe the Middle Ages and then provide proof to back it up. Many finished before the end of class and were able to hand it in.
I gave them a bit more time to work on their precis from yesterday. They worked very diligently. Once the majority were finished, we moved on. The precis will be homework for those who aren't completed and will be expected to have it finished by the time I am back on Tuesday. We looked at various faces and tried to put names to them. Through this, we developed a discussion of connotations of name, living up to names, etc. This leads into reading the essay "What's Your Right Name?"
Period 2--AP 30
We finished our discussion of "Rime of the Ancient Mariner" and then moved into a cursory study of Wordsworth's "Tinturn Abbey" and Byron's "Thirty-Sixth Year." We reviewed their upcoming assignment and then looked at an exemplar of this type of assignment. I pointed out effective ways of creating comparison in literature essays as well as did a quick introduction to citation of more than one source and how to "stem" into a citation.
Period 3--AP 10
This class was devoted to kids working on their final draft of their ghost/mystery story. Many were able to hand it in before the end of class.
Period 4--History 10
We continued with our look at the Middle Ages and the kids ended the class with working on an assignment that had them choose one word to describe the Middle Ages and then provide proof to back it up. Many finished before the end of class and were able to hand it in.
Wednesday, 6 February 2013
February 6, 2013
Period 1--ELA B 30
Today, the students reviewed what a precis is and then applies that knowledge to creating a precis for the essay "Who Are You?" We did this step by step--we read the essay yesterday, highlighted important passages, selected 5-10 of those highlighted passages and put them in their own words, and then built the precis around that. They didn't quite finish, so I will give then some time to work on it tomorrow and then we will move on.
Period 2--AP 30
We continued our study of Romantic Literature by reading "The Rime of the Ancient Mariner" which took most of the class. Tomorrow we will examine some Wordsworth!
Period 3--AP 10
They took their ghost stories/stories of the unknown and were given a sheet that directs them how to assess and reflect on their own creative writing. From there, they were to exchange stories with a classmate and edit the new story. There was a reflection sheet for the kids to fill out as they edited their classmates. Tomorrow, they will get time to work on their final draft after applying some of the editing suggestions.
Period 4--History 10
We had an interesting conversation regarding three "stems" I put on the board today:
1. History is...
2. History will be ...
3. History was ...
This set up some interesting conversation that led into our review of information that they may or may not have received in grade 9. We started out with the Middle Ages and will continue with other important eras in a whirlwind review for background information.
Today, the students reviewed what a precis is and then applies that knowledge to creating a precis for the essay "Who Are You?" We did this step by step--we read the essay yesterday, highlighted important passages, selected 5-10 of those highlighted passages and put them in their own words, and then built the precis around that. They didn't quite finish, so I will give then some time to work on it tomorrow and then we will move on.
Period 2--AP 30
We continued our study of Romantic Literature by reading "The Rime of the Ancient Mariner" which took most of the class. Tomorrow we will examine some Wordsworth!
Period 3--AP 10
They took their ghost stories/stories of the unknown and were given a sheet that directs them how to assess and reflect on their own creative writing. From there, they were to exchange stories with a classmate and edit the new story. There was a reflection sheet for the kids to fill out as they edited their classmates. Tomorrow, they will get time to work on their final draft after applying some of the editing suggestions.
Period 4--History 10
We had an interesting conversation regarding three "stems" I put on the board today:
1. History is...
2. History will be ...
3. History was ...
This set up some interesting conversation that led into our review of information that they may or may not have received in grade 9. We started out with the Middle Ages and will continue with other important eras in a whirlwind review for background information.
Tuesday, 5 February 2013
February 5, 2013
Period 1--ELA B 30
We read an essay titled "Who Are You?" that fits in with our theme of "Identity: In Search of Self" and follows the paragraph that they wrote yesterday. As we read, I stopped and had the students highlight various things that they think are important in order to help understand the essay. After much discussion and time to highlight, we finished reading the essay just as the bell rang. Tomorrow, we will be working on creating a precis of the essay.
Period 2--AP 30
We looked at a power point of Romantic literature characteristics. We discussed how Frankenstein fit into the Romantic genre. I gave them a handout that compares Neoclassical literature to Romantic literature. After this, I handed out a booklet with some of the most famous Romantic poets' work; it includes Colridge, Wordsworth, Keats, Byron, etc. In the next few days, we will go over the boolet and then they will have time to work on a research paper they will be assigned.
Period 3--AP 10
They had this class to continue working on their Ghost story. We will be editing tomorrow.
Period 4--History 10
They had this class to continue to work on their timeline. This was their last class to work on it. It is due Monday.
We read an essay titled "Who Are You?" that fits in with our theme of "Identity: In Search of Self" and follows the paragraph that they wrote yesterday. As we read, I stopped and had the students highlight various things that they think are important in order to help understand the essay. After much discussion and time to highlight, we finished reading the essay just as the bell rang. Tomorrow, we will be working on creating a precis of the essay.
Period 2--AP 30
We looked at a power point of Romantic literature characteristics. We discussed how Frankenstein fit into the Romantic genre. I gave them a handout that compares Neoclassical literature to Romantic literature. After this, I handed out a booklet with some of the most famous Romantic poets' work; it includes Colridge, Wordsworth, Keats, Byron, etc. In the next few days, we will go over the boolet and then they will have time to work on a research paper they will be assigned.
Period 3--AP 10
They had this class to continue working on their Ghost story. We will be editing tomorrow.
Period 4--History 10
They had this class to continue to work on their timeline. This was their last class to work on it. It is due Monday.
Monday, 4 February 2013
February 4, 2013
Period 1--ELA B 30
We continued with our assignment to write a descriptive paragraph of "Who Are You?" In order to help facilitate this, I showed them a sample of my own paragraph answering that same question. We also reviewed descriptive paragraphs. The students worked very well and most were able to hand it in by the end of class.
Period 2--AP 30
We examined the poem "A Valediction Forbidding Mourning" by John Donne in our continuing work on conceits. We will move on to Romantic Literature tomorrow.
Period 3--AP 10
Since we had so few people here on Friday, I quickly went over the semester syllabus and reviewed our discussion of ghost stories. In the interest of getting everyone in the mood to write their own ghost story, we read a few more from Haunted Canada. Then, the kids had some time to work on their own.
Period 4--History 10
We continued our work on our timeline of events from European History. The students will get one more class to work on this tomorrow.
We continued with our assignment to write a descriptive paragraph of "Who Are You?" In order to help facilitate this, I showed them a sample of my own paragraph answering that same question. We also reviewed descriptive paragraphs. The students worked very well and most were able to hand it in by the end of class.
Period 2--AP 30
We examined the poem "A Valediction Forbidding Mourning" by John Donne in our continuing work on conceits. We will move on to Romantic Literature tomorrow.
Period 3--AP 10
Since we had so few people here on Friday, I quickly went over the semester syllabus and reviewed our discussion of ghost stories. In the interest of getting everyone in the mood to write their own ghost story, we read a few more from Haunted Canada. Then, the kids had some time to work on their own.
Period 4--History 10
We continued our work on our timeline of events from European History. The students will get one more class to work on this tomorrow.
Friday, 1 February 2013
February 1, 2013
Period 1--ELA B 30
The students had the first 10 mintues in their homeroom to get their schedules and then it was business as usual. To start the course off, we went over the course outline which showed literature to be taken as well as classroom procedures. To start the course, with the first unit as Identity: In Search of Self, I asked the students the question, "Who Are You?" We discussed the various ways this could be answered (name, gender, interests, etc.). Then, they were given the assignemnt to write a descriptive paragraph about themselves. Before they got into that, I introduced the "Blues News" assignment where they are responsible in writing an article for the local newspaper. They will get time to work on their paragraph on Monday.
Period 2--AP 30
It's business as usual for the AP 30s. I told them how well they did on the final exam for semester one. Then, we looked at the concept of conceits and John Donne's "The Flea." It was a fun class.
Period 3--AP 10
To start the new course, we went over the course outline for "Mysteries of Life" by brainstorming various mysteries in life. The students came up with such ideas as: Where do the missing socks from the dryer go? Ghosts? Faith healing? Conspiracy theories? and many others. We will focus on ghosts for a bit and we shut the lights off and told ghost stories (both "real" and some from Haunted Canada). On Monday, the students will be given the opportunity to write their own ghost story!
Period 4--History 10
We went over the course outline for History and discussed some of the things that they may have learned last year. To get them started, we began with the timeline assignment. This has them go through the textbook we'll be using and search for dates of various events we'll be disucssing.
The students had the first 10 mintues in their homeroom to get their schedules and then it was business as usual. To start the course off, we went over the course outline which showed literature to be taken as well as classroom procedures. To start the course, with the first unit as Identity: In Search of Self, I asked the students the question, "Who Are You?" We discussed the various ways this could be answered (name, gender, interests, etc.). Then, they were given the assignemnt to write a descriptive paragraph about themselves. Before they got into that, I introduced the "Blues News" assignment where they are responsible in writing an article for the local newspaper. They will get time to work on their paragraph on Monday.
Period 2--AP 30
It's business as usual for the AP 30s. I told them how well they did on the final exam for semester one. Then, we looked at the concept of conceits and John Donne's "The Flea." It was a fun class.
Period 3--AP 10
To start the new course, we went over the course outline for "Mysteries of Life" by brainstorming various mysteries in life. The students came up with such ideas as: Where do the missing socks from the dryer go? Ghosts? Faith healing? Conspiracy theories? and many others. We will focus on ghosts for a bit and we shut the lights off and told ghost stories (both "real" and some from Haunted Canada). On Monday, the students will be given the opportunity to write their own ghost story!
Period 4--History 10
We went over the course outline for History and discussed some of the things that they may have learned last year. To get them started, we began with the timeline assignment. This has them go through the textbook we'll be using and search for dates of various events we'll be disucssing.
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