Winter seems to just keep holding on...hopefully this is the last of the snow!
Period 1--ELA B 30
The students used this class to continue working on their Night essays. They have at least one more class to finish working on this and then we move on.
Period 2--AP 30
The students had another 30 minutes to finish their multiple choice questions from the 1994 exam. Once they were finished, we plotted out what they wanted to work on for the next week as they get ready for their exam.
Period 3 & 4--AP 10 and History 10
The grade 10s are taking part in the PARTY program (how to make better choices and the dangers of some of the choices available to them--drugs and alcohol).
Tuesday, 30 April 2013
Monday, 29 April 2013
April 29, 2012
Period 1--ELA B 30
The students had to take part in the provincial "Tell Them From Me" survey, so that took up approximately half the class. Then, they were reminded about scholarships for graduation season. We completed a few more boasts of students who weren't present when we completed the assignment. Finally, the students were given time to work on their essay for Night.
Period 2--AP 30
As we approach next week's exam, the students were given some choice as to what they wanted to work on. They chose to examine some more mulitple choice, so we began a multiple choice session. We didn't get it started soon enough to be able to finish during this class, so we will finish it up tomorrow.
Period 3--AP 10
I introduced the Inquiry Project about "Mysteries of Life." We went over multi-media options available to them and brainstormed several ideas they could "inquire" about.
Period 4--History 10
The students had to take part in the provincial "Tell Them From Me" survey, so that took up approximately half the class. When we returned to class, we continued with our English Civil War study--we reviewed and then studied to where Charles I is executed.
The students had to take part in the provincial "Tell Them From Me" survey, so that took up approximately half the class. Then, they were reminded about scholarships for graduation season. We completed a few more boasts of students who weren't present when we completed the assignment. Finally, the students were given time to work on their essay for Night.
Period 2--AP 30
As we approach next week's exam, the students were given some choice as to what they wanted to work on. They chose to examine some more mulitple choice, so we began a multiple choice session. We didn't get it started soon enough to be able to finish during this class, so we will finish it up tomorrow.
Period 3--AP 10
I introduced the Inquiry Project about "Mysteries of Life." We went over multi-media options available to them and brainstormed several ideas they could "inquire" about.
Period 4--History 10
The students had to take part in the provincial "Tell Them From Me" survey, so that took up approximately half the class. When we returned to class, we continued with our English Civil War study--we reviewed and then studied to where Charles I is executed.
Friday, 26 April 2013
April 26, 2013
Period 1--ELA B 30
We continued with formal essay preparation. There was a little time for them to start their essay but for the most part, this is something we will be working on next week.
Period 2--AP 30
We looked at the 2000 exam and student responses for comparison essay.
Period 3--AP 10
The students continued working on creating thesis statements from the 2006 essay portion of the exam. In the creation of their thesis statements, they need to analyze the literature. I read this aloud for them to help them with comprehension of the excerpts.
Period 4--History 10
We began our current event presentations today and will continue them every Friday. After our discussion (today's centred on the Boston Marathon Bombings), we reverted to our study of Charles I and how his decisions led to the English Civil War. We will have to continue this on Monday.
We continued with formal essay preparation. There was a little time for them to start their essay but for the most part, this is something we will be working on next week.
Period 2--AP 30
We looked at the 2000 exam and student responses for comparison essay.
Period 3--AP 10
The students continued working on creating thesis statements from the 2006 essay portion of the exam. In the creation of their thesis statements, they need to analyze the literature. I read this aloud for them to help them with comprehension of the excerpts.
Period 4--History 10
We began our current event presentations today and will continue them every Friday. After our discussion (today's centred on the Boston Marathon Bombings), we reverted to our study of Charles I and how his decisions led to the English Civil War. We will have to continue this on Monday.
Thursday, 25 April 2013
April 25, 2013
Period 1--ELA B 30
Again, we continued with some of the Beowulf boasts for the first part of class. Then, we continued looking at how to write a formal essay which they will have to start on Monday.
Period 2--AP 30
We looked at the 2000 AP exam and considered best practices in how to write comparative essays, anticipating that perhaps this year, the AP question on poetry will require comparison. The students went through the two poems comparing the Sirens from The Odyssey and a poem by Margaret Atwood. We analyzed it together and then the students were given past students' responses to the question. We didn't completed this exercise before the bell rang, but will do so tomorrow.
Period 3--AP 10
In an effort to move along, the annotations are assigned for May 13th. The students will have to work on their own for this. We reviewed (via their AP Handbook) how to practice making thesis statements with the use of old AP exams. We looked at the 2006 AP exam and they were given time to create a thesis statement for the question. We will continue with the prose responses tomorrow.
Period 4--History 10
We are still continuing with the English civil war and Glorious Revolution. We have finished up with Elizabeth I and James I, and have moved on to the trouble created by Charles I.
Again, we continued with some of the Beowulf boasts for the first part of class. Then, we continued looking at how to write a formal essay which they will have to start on Monday.
Period 2--AP 30
We looked at the 2000 AP exam and considered best practices in how to write comparative essays, anticipating that perhaps this year, the AP question on poetry will require comparison. The students went through the two poems comparing the Sirens from The Odyssey and a poem by Margaret Atwood. We analyzed it together and then the students were given past students' responses to the question. We didn't completed this exercise before the bell rang, but will do so tomorrow.
Period 3--AP 10
In an effort to move along, the annotations are assigned for May 13th. The students will have to work on their own for this. We reviewed (via their AP Handbook) how to practice making thesis statements with the use of old AP exams. We looked at the 2006 AP exam and they were given time to create a thesis statement for the question. We will continue with the prose responses tomorrow.
Period 4--History 10
We are still continuing with the English civil war and Glorious Revolution. We have finished up with Elizabeth I and James I, and have moved on to the trouble created by Charles I.
Wednesday, 24 April 2013
April 24, 2013
Period 1--ELA B 30
The students that were finished their boasts presented them today. Since it didn't take much time, we were able to get into their major assignment for Night which is a formal literary essay. In the time left to us, we went over structure and were just starting to review the rules of a formal essay.
Period 2--AP 30
We set up an account for the students so they can access their marks online this summer. then, I gave them the 2000 exam that deals with comparisons of literature and a challenging prose selection. The students needed to deconstruct the prompt and then create a thesis statement for it. Tomorrow we will look at student samples of the writing.
Period 3--AP 10
The students were given this class to work on their annotations for their chapter in Dr. Jekyll and Mr. Hyde.
Period 4--History 10
We finished the textbook reading and notes for Elizabeth I's reign and will move into the Stuart kings tomorrow.
The students that were finished their boasts presented them today. Since it didn't take much time, we were able to get into their major assignment for Night which is a formal literary essay. In the time left to us, we went over structure and were just starting to review the rules of a formal essay.
Period 2--AP 30
We set up an account for the students so they can access their marks online this summer. then, I gave them the 2000 exam that deals with comparisons of literature and a challenging prose selection. The students needed to deconstruct the prompt and then create a thesis statement for it. Tomorrow we will look at student samples of the writing.
Period 3--AP 10
The students were given this class to work on their annotations for their chapter in Dr. Jekyll and Mr. Hyde.
Period 4--History 10
We finished the textbook reading and notes for Elizabeth I's reign and will move into the Stuart kings tomorrow.
Tuesday, 23 April 2013
April 23, 2013
Period 1--ELA B 30
The students had this class to work on their concept map about themes based on the book Night by Elie Wiesel. They could finish up their Beowulf Boasts to get ready to present them in tomorrow's class.
Period 2--AP 30
The students wrote a timed write based on the play Rosencrantz and Guildenstern are Dead.
Period 3--AP 10
The students used this class to work on their annotations for a chapter of Dr. Jekyll and Mr. Hyde.
Period 4--History 10
We continued with our textbook reading of the reign of Elizabeth I and the four main troubles that plagued her reign.
The students had this class to work on their concept map about themes based on the book Night by Elie Wiesel. They could finish up their Beowulf Boasts to get ready to present them in tomorrow's class.
Period 2--AP 30
The students wrote a timed write based on the play Rosencrantz and Guildenstern are Dead.
Period 3--AP 10
The students used this class to work on their annotations for a chapter of Dr. Jekyll and Mr. Hyde.
Period 4--History 10
We continued with our textbook reading of the reign of Elizabeth I and the four main troubles that plagued her reign.
Monday, 22 April 2013
April 22, 2013
Period 1--ELA B 30
The students worked today on identifying themes for the non-fiction book. Various themes were based around the ideas of sacrifice, hope, faith, death, survival, etc. and discussed as a class. After this, we reviewed how to create concept maps and the students were set the task to create a concept map for ONE of the themes that they identified.
Period 2--AP 30
We finished our look at student responses and their marks from the 2012 essay section of the exam. The students are feeling much more confident about their writing after seeing what other students have done and the marks they have recieved for it.
Period 3--AP 10
I showed the students various examples of what annotations look like. They will have to annotate a designated chapter from Dr. Jekyll and Mr. Hyde. They were given a handout that lists the various things they can look for as they annotate. They were given the remainder of the class to work on this and will have tomorrow as well.
Period 4--History 10
We began our indepth study on Political Decision Making through the English civil war and the Glorious Revoltuion. I gave them a handout that summarizes Henry VIII and his creation of a new church, the succession of Edward VI and Mary I, to lead us to Elizabeth. The students were given a textbook chapter that picks up with the ascension of Elizabeth I to the throne of England. We will read and take notes from this textbook reading, thereby making study notes for them when it comes time to have an exam.
The students worked today on identifying themes for the non-fiction book. Various themes were based around the ideas of sacrifice, hope, faith, death, survival, etc. and discussed as a class. After this, we reviewed how to create concept maps and the students were set the task to create a concept map for ONE of the themes that they identified.
Period 2--AP 30
We finished our look at student responses and their marks from the 2012 essay section of the exam. The students are feeling much more confident about their writing after seeing what other students have done and the marks they have recieved for it.
Period 3--AP 10
I showed the students various examples of what annotations look like. They will have to annotate a designated chapter from Dr. Jekyll and Mr. Hyde. They were given a handout that lists the various things they can look for as they annotate. They were given the remainder of the class to work on this and will have tomorrow as well.
Period 4--History 10
We began our indepth study on Political Decision Making through the English civil war and the Glorious Revoltuion. I gave them a handout that summarizes Henry VIII and his creation of a new church, the succession of Edward VI and Mary I, to lead us to Elizabeth. The students were given a textbook chapter that picks up with the ascension of Elizabeth I to the throne of England. We will read and take notes from this textbook reading, thereby making study notes for them when it comes time to have an exam.
Friday, 19 April 2013
April 19, 2013
Period 1--ELA B 30
The students were given this class to work on their Beowulf Boasts to try to avoid homework for the weekend. They are expected to be completed by Monday so we can begin sharing them orally for the class.
Period 2--AP 30
We continued to go through the student responses from the 2012 exam (essay portion). The students were pleasantly surprised to see what constituted some of the marks and can see that the standard of writing is definitely within their grasp. We will finish up the 2012 exam on Monday or Tuesday.
Period 3--AP 10
The students used this class to finish reading "Dr. Jekyll and Mr. Hyde." Most were able to do so. If they didn't complete the novella in class, they will have to finish it over the weekend.
Period 4--History 10
We reviewed some of the content from the overview of the unit yesterday to the end of the Glorious Revolution. At this point, we looked at the "Seven stages of revoltuion" as well as a definition of revolution (handouts with cloze notes). To end the class, I went over their current events assignment and expectations. We will start having presentations next week on Friday.
The students were given this class to work on their Beowulf Boasts to try to avoid homework for the weekend. They are expected to be completed by Monday so we can begin sharing them orally for the class.
Period 2--AP 30
We continued to go through the student responses from the 2012 exam (essay portion). The students were pleasantly surprised to see what constituted some of the marks and can see that the standard of writing is definitely within their grasp. We will finish up the 2012 exam on Monday or Tuesday.
Period 3--AP 10
The students used this class to finish reading "Dr. Jekyll and Mr. Hyde." Most were able to do so. If they didn't complete the novella in class, they will have to finish it over the weekend.
Period 4--History 10
We reviewed some of the content from the overview of the unit yesterday to the end of the Glorious Revolution. At this point, we looked at the "Seven stages of revoltuion" as well as a definition of revolution (handouts with cloze notes). To end the class, I went over their current events assignment and expectations. We will start having presentations next week on Friday.
Thursday, 18 April 2013
April 18, 2013
Period 1--ELA B 30
We went over Elie Wiesel's time line together as a class and spent considerable time reviewing events in the book. Since there were only a few minutes of class left, I gave them a bit of time to work on their Beowulf Boasts that are due next week. To help them along, I will give them more time tomorrow to work on this to help them meet their deadline. It will be a welcome break from the heaviness of Night for a day.
Period 2--AP 30
We finished our discussion of Rosencrantz and Guildenstern are Dead. From there, the students were handed out a copy of the 2012 exam and student samples of essays written on those topics. They were asked to read the essays, as well as the rubrics that accompany them, and then apply a mark out of 9 on each one. We will continue with this exercise tomorrow.
Period 3--AP 10
We continued with our reading of "Dr. Jekyll and Mr. Hyde." We read up to the end of chapter 3 together and now the students are on their own to finish reading the novella. They will have tomorrow to continue with the reading.
Period 4--History 10
I introduced the next unit for them (Political Decision Making) with an overview of the English Civil War and the the Glorious Revolution. I just lectured to them with a power point to support the main characters in the history of the story I was telling. We will finish this overview tomorrow and then examine the historical points in more detail tomorrow.
We went over Elie Wiesel's time line together as a class and spent considerable time reviewing events in the book. Since there were only a few minutes of class left, I gave them a bit of time to work on their Beowulf Boasts that are due next week. To help them along, I will give them more time tomorrow to work on this to help them meet their deadline. It will be a welcome break from the heaviness of Night for a day.
Period 2--AP 30
We finished our discussion of Rosencrantz and Guildenstern are Dead. From there, the students were handed out a copy of the 2012 exam and student samples of essays written on those topics. They were asked to read the essays, as well as the rubrics that accompany them, and then apply a mark out of 9 on each one. We will continue with this exercise tomorrow.
Period 3--AP 10
We continued with our reading of "Dr. Jekyll and Mr. Hyde." We read up to the end of chapter 3 together and now the students are on their own to finish reading the novella. They will have tomorrow to continue with the reading.
Period 4--History 10
I introduced the next unit for them (Political Decision Making) with an overview of the English Civil War and the the Glorious Revolution. I just lectured to them with a power point to support the main characters in the history of the story I was telling. We will finish this overview tomorrow and then examine the historical points in more detail tomorrow.
Wednesday, 17 April 2013
April 17, 2013
Period 1--ELA B 30
The students were given this class to work on a timeline about important events in Elie's life as well as how his personality and outlook on life changed as he experienced each of these events. We will go over this together as a class tomorrow.
Period 2--AP 30
We continued our discussion of Rosencrantz and Guildentern are Dead. We will need a bit more time to finish this up tomorrow before we move on.
Period 3--AP 10
I handed out copies of Fahrenheit 451 and the students are expected to have it read for about May 6th so we can begin our study of it then. We continued with our study of "Dr. Jekyll and Mr. Hyde" and have read almost to the end of chapter 2. Eventually, the students will be doing an annotation of one of the chapters of the novella.
Period 4--History 10
This was the last class the students had to finish their open-book exam on the Industrial Revolution. We will move on to the next unit tomorrow.
The students were given this class to work on a timeline about important events in Elie's life as well as how his personality and outlook on life changed as he experienced each of these events. We will go over this together as a class tomorrow.
Period 2--AP 30
We continued our discussion of Rosencrantz and Guildentern are Dead. We will need a bit more time to finish this up tomorrow before we move on.
Period 3--AP 10
I handed out copies of Fahrenheit 451 and the students are expected to have it read for about May 6th so we can begin our study of it then. We continued with our study of "Dr. Jekyll and Mr. Hyde" and have read almost to the end of chapter 2. Eventually, the students will be doing an annotation of one of the chapters of the novella.
Period 4--History 10
This was the last class the students had to finish their open-book exam on the Industrial Revolution. We will move on to the next unit tomorrow.
Tuesday, 16 April 2013
April 16, 2013
Period 1--ELA B 30
Students are reminded of the Beowulf Boast that they were assigned yesterday. It is due on Monday and they have to perform it for the class. We also had to spend some time talking about scholarships opportunties at the local level, so we went through that as quickly as possible. Finally, we got down to business. We finished our journey through the book via student-chosen quotations and the topics that were raised through those choices. Then, the students were challenged to create visual represenations about their thoughts of the the contents of this book. Three long pieces of table paper were placed throughout the room adn the students were put into groups and could "graffitti" the paper. After a slow start, they created some interesting concepts from Wiesel's experience in Night.
Period 2--AP 30
The students went through the local scholarship information and then they continued their work on their novel timed write using their Fever Charts. Most finished this class.
Period 3--AP 10
The students continued their timed writes using their Fever Charts during this class. Those that weren't able to finish will need to do so at noon or after schools.
Period 4--History 10
The students began work on their open-book exam about the Industrial Revoltuion. They will get two class periods to complete this.
Students are reminded of the Beowulf Boast that they were assigned yesterday. It is due on Monday and they have to perform it for the class. We also had to spend some time talking about scholarships opportunties at the local level, so we went through that as quickly as possible. Finally, we got down to business. We finished our journey through the book via student-chosen quotations and the topics that were raised through those choices. Then, the students were challenged to create visual represenations about their thoughts of the the contents of this book. Three long pieces of table paper were placed throughout the room adn the students were put into groups and could "graffitti" the paper. After a slow start, they created some interesting concepts from Wiesel's experience in Night.
Period 2--AP 30
The students went through the local scholarship information and then they continued their work on their novel timed write using their Fever Charts. Most finished this class.
Period 3--AP 10
The students continued their timed writes using their Fever Charts during this class. Those that weren't able to finish will need to do so at noon or after schools.
Period 4--History 10
The students began work on their open-book exam about the Industrial Revoltuion. They will get two class periods to complete this.
Monday, 15 April 2013
April 15, 2013
Period 1--ELA B 30
We started our study of the novella, Night. To get the kids in the appropriate frame of mind and to give them a visual of some of the things we read about, the students viewed some pictures taken during the holocaust. We were able to connect many things in the pictures to events from Eli Weisel's account. Before the class ended, the kids were to choose a quotation from the work, read it, and explain why they felt it was significant.
Period 2--AP 30
The students wrote a timed write on their Fever Charts and will get tomorrow's class to finish too.
Period 3--AP 10
The students wrote a timed write on their Fever Charts and will get tomorrow's class to finish too.
Period 4--History 10
The students had this class to go throught their class-made textbook to ready themselves for their open-book exam tomorrow.
We started our study of the novella, Night. To get the kids in the appropriate frame of mind and to give them a visual of some of the things we read about, the students viewed some pictures taken during the holocaust. We were able to connect many things in the pictures to events from Eli Weisel's account. Before the class ended, the kids were to choose a quotation from the work, read it, and explain why they felt it was significant.
Period 2--AP 30
The students wrote a timed write on their Fever Charts and will get tomorrow's class to finish too.
Period 3--AP 10
The students wrote a timed write on their Fever Charts and will get tomorrow's class to finish too.
Period 4--History 10
The students had this class to go throught their class-made textbook to ready themselves for their open-book exam tomorrow.
Friday, 12 April 2013
April 12, 2013
Period 1--ELA B 30
We went through the text of Beowulf, specifically the excerpt of the Battle with Grendel. We identified alliteration and examples of kennings. In addition, we examined the importance of caesura and its impact on this "performace" piece (in the form of dramatic pauses for a live audience). I did my best to mimic the drama of the excerpt and we checked for comprehension as we went along. We finished just as the bell rang.
Period 2--AP 30
We finished the content of Rosencrantz and Guildenstern are Dead and are well into the analysis of the piece. It should be clear to the students that absurdist theatre is far more in-depth than originally thought!
Period 3--AP 10
We started our study of Dr. Jekyl and Mr. Hyde. We did a quick background look into the novella and the structure of it and then began to read. We will do some of the reading together and some of it on their own. Students will be required to do an annotation of a chapter of the novella after we complete the reading.
Period 4--History 10
The students had this class to study as I compiled their textbook for their open book exam. Again, with the number of absences and curve-balls Mother Nature has thrown our way recently, this exam will be pushed to Tuesday. I'd like Monday to go over the textbook that the students have created.
We went through the text of Beowulf, specifically the excerpt of the Battle with Grendel. We identified alliteration and examples of kennings. In addition, we examined the importance of caesura and its impact on this "performace" piece (in the form of dramatic pauses for a live audience). I did my best to mimic the drama of the excerpt and we checked for comprehension as we went along. We finished just as the bell rang.
Period 2--AP 30
We finished the content of Rosencrantz and Guildenstern are Dead and are well into the analysis of the piece. It should be clear to the students that absurdist theatre is far more in-depth than originally thought!
Period 3--AP 10
We started our study of Dr. Jekyl and Mr. Hyde. We did a quick background look into the novella and the structure of it and then began to read. We will do some of the reading together and some of it on their own. Students will be required to do an annotation of a chapter of the novella after we complete the reading.
Period 4--History 10
The students had this class to study as I compiled their textbook for their open book exam. Again, with the number of absences and curve-balls Mother Nature has thrown our way recently, this exam will be pushed to Tuesday. I'd like Monday to go over the textbook that the students have created.
Thursday, 11 April 2013
April 11, 2013
Period 1--ELA B 30
We had a fair bit of graduation logistics to figure out this morning. Once that was taken care of, we moved on to the translated version of the poetic form of Beowulf. The students were to read the poem looking specifically for alliteration and kennings (they were asked to highlight what they found). We didn't get time to finish this, so we'll do so tomorrow.
Period 2--AP 30
We had a fair bit of graduation logistics to figure out this morning. Once that was taken care of, we continued with our study of Rosencrantz and Guildenstern are Dead. We will still have to finish the content of this play tomorrow before we move onto the analysis of it.
Period 3--AP 10
The students had a bit more time to finish preparing for their debate. Once they were prepped, we moved into this very informal debate with the two groups arging responsibility for the deaths of George and Lydia.
Period 4--History 10
We finished watching the BBC video of the Industrial Revoltuion and then spent some time looking at the idea of cause and effect in history and the evolution (as it were) of the Industrial Revolution. The students then created questions about their research that may work their way into our open book exam.
We had a fair bit of graduation logistics to figure out this morning. Once that was taken care of, we moved on to the translated version of the poetic form of Beowulf. The students were to read the poem looking specifically for alliteration and kennings (they were asked to highlight what they found). We didn't get time to finish this, so we'll do so tomorrow.
Period 2--AP 30
We had a fair bit of graduation logistics to figure out this morning. Once that was taken care of, we continued with our study of Rosencrantz and Guildenstern are Dead. We will still have to finish the content of this play tomorrow before we move onto the analysis of it.
Period 3--AP 10
The students had a bit more time to finish preparing for their debate. Once they were prepped, we moved into this very informal debate with the two groups arging responsibility for the deaths of George and Lydia.
Period 4--History 10
We finished watching the BBC video of the Industrial Revoltuion and then spent some time looking at the idea of cause and effect in history and the evolution (as it were) of the Industrial Revolution. The students then created questions about their research that may work their way into our open book exam.
Wednesday, 10 April 2013
April 10, 2013
Period 1--ELA B 30
I gave the students a bit more time to finish their reading of the graphic novel for Beowulf and to answer the questions. At that point, we corrected the questions together as a class and cleared up any misunderstandings about what they read.
Period 2--AP 30
We continued with our study of Rosencrantz and Guildenstern are Dead. Judging from the reactions of the students, most of them seem to be finiding it humourous! We should be able to finish up with the content tomorrow.
Period 3--AP 10
We finished reading the play version of "The Veldt" and had a bit of a discussion about responsibility. They were then split into four groups and assigned a group to argue responsibility...either the parents are responsible for their own death or the kids are. The students should bring in arguments about society bearing responsibility as well. We will be doing an informal debate tomorrow.
Period 4--History 10
We are watching a BBC documentary on Why the Industrial Revolution happened here (Britain) that serves as a supplement and review of information we took before the break. As we go, we are stopping periodically to make a fact file about what they've seen.
I gave the students a bit more time to finish their reading of the graphic novel for Beowulf and to answer the questions. At that point, we corrected the questions together as a class and cleared up any misunderstandings about what they read.
Period 2--AP 30
We continued with our study of Rosencrantz and Guildenstern are Dead. Judging from the reactions of the students, most of them seem to be finiding it humourous! We should be able to finish up with the content tomorrow.
Period 3--AP 10
We finished reading the play version of "The Veldt" and had a bit of a discussion about responsibility. They were then split into four groups and assigned a group to argue responsibility...either the parents are responsible for their own death or the kids are. The students should bring in arguments about society bearing responsibility as well. We will be doing an informal debate tomorrow.
Period 4--History 10
We are watching a BBC documentary on Why the Industrial Revolution happened here (Britain) that serves as a supplement and review of information we took before the break. As we go, we are stopping periodically to make a fact file about what they've seen.
Tuesday, 9 April 2013
April 9, 2013
Period 1--ELA B 30
During this class, the students were given more time to complete their reading of the graphic novel of Beowulf and answer the questions that accompany it. The students worked well and many finished during class and continued reading their novel Night that is due for study on Monday.
Period 2--AP 30
The students started their study of Rosencrantz and Guildenstern Are Dead. This play is classified as absurdist theatre which finds rather heavy themes interlaced with comic, often seemingly non-sensical, situations and dialogue. It is also an excellent study of point of view as it alters from Hamlet's POV in the traditional, to Rosencrantz and Guildenstern's in this adaptation.
Period 3--AP 10
We began reading the play, "The Veldt" by Ray Bradbury. The students are given parts and we're reading this play that examines the role of technology and its responsibility (or lack thereof) in societal and familial relationships. We will finish reading this play tomorrow.
Period 4--History 10
This is the students' last class in the computer room to work on their research assignment. This information will be used to write an open-book exam scheduled for Monday.
During this class, the students were given more time to complete their reading of the graphic novel of Beowulf and answer the questions that accompany it. The students worked well and many finished during class and continued reading their novel Night that is due for study on Monday.
Period 2--AP 30
The students started their study of Rosencrantz and Guildenstern Are Dead. This play is classified as absurdist theatre which finds rather heavy themes interlaced with comic, often seemingly non-sensical, situations and dialogue. It is also an excellent study of point of view as it alters from Hamlet's POV in the traditional, to Rosencrantz and Guildenstern's in this adaptation.
Period 3--AP 10
We began reading the play, "The Veldt" by Ray Bradbury. The students are given parts and we're reading this play that examines the role of technology and its responsibility (or lack thereof) in societal and familial relationships. We will finish reading this play tomorrow.
Period 4--History 10
This is the students' last class in the computer room to work on their research assignment. This information will be used to write an open-book exam scheduled for Monday.
Monday, 8 April 2013
April 8, 2013
I hope everyone had an excellent Easter Break! I spent 10 days in Italy and France, so while it wasn't exaclty restful, it was a lot of fun!
Period 1--ELA B 30
We are continuing with Beowulf but needed to backtrack a bit today to remind the students of what we had studied to get their heads in the right space to tackle this Old English, epic poem. We reread the handout from before the break that explains what epic poetry is, a bit of the history/culture of the temporal setting and then moved into an anticipation guide that we had started before the break. The questions were discussed orally and we had very little time for reading the graphic novel. We will continue with this tomorrow.
Period 2--AP 30
In an effort to continue our exam prep, we spent today looking at the prose excerpt from the 2012 exam. We read the prompt together and looked at the importance of coordinating conjunctions when making sure they've answered everything! The students had a few minutes to go through the prose passage, consider the prompt and then write a thesis statement for an essay they could write. For the last few minutes of class, we examined the free response question--again, the coordinating conjunctions are important to guide the essay responses.
Period 3--AP 10
We actually spent some time talking about the French Revolution because many of these kids already took it in history and I saw a lot of the things we learned about in History 1o while on my trip. After they asked as many questions as they could to waste as much class time as possible, we got down to work after a few good laughs! We are going to be taking the play version of Ray Bradbury's "The Veldt" so there were some pre-reading questions we discussed to get the students thinking about the issues surrounding parenting, responsibility, and technology that they will see in the literature. We will start reading tomorrow.
Period 4--History 10
Due to the fact that we couldn't get any computer time to work on our research assignment before the break, we used today and will have tomorrow for the kids to use it. I'd like this to be finished for Tuesday after their class so I can get the information together to create their open-book exam.
Period 1--ELA B 30
We are continuing with Beowulf but needed to backtrack a bit today to remind the students of what we had studied to get their heads in the right space to tackle this Old English, epic poem. We reread the handout from before the break that explains what epic poetry is, a bit of the history/culture of the temporal setting and then moved into an anticipation guide that we had started before the break. The questions were discussed orally and we had very little time for reading the graphic novel. We will continue with this tomorrow.
Period 2--AP 30
In an effort to continue our exam prep, we spent today looking at the prose excerpt from the 2012 exam. We read the prompt together and looked at the importance of coordinating conjunctions when making sure they've answered everything! The students had a few minutes to go through the prose passage, consider the prompt and then write a thesis statement for an essay they could write. For the last few minutes of class, we examined the free response question--again, the coordinating conjunctions are important to guide the essay responses.
Period 3--AP 10
We actually spent some time talking about the French Revolution because many of these kids already took it in history and I saw a lot of the things we learned about in History 1o while on my trip. After they asked as many questions as they could to waste as much class time as possible, we got down to work after a few good laughs! We are going to be taking the play version of Ray Bradbury's "The Veldt" so there were some pre-reading questions we discussed to get the students thinking about the issues surrounding parenting, responsibility, and technology that they will see in the literature. We will start reading tomorrow.
Period 4--History 10
Due to the fact that we couldn't get any computer time to work on our research assignment before the break, we used today and will have tomorrow for the kids to use it. I'd like this to be finished for Tuesday after their class so I can get the information together to create their open-book exam.
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