Period 1--ELA B 30
We finished reading all of Act I today. On Monday we will do a few activities with their reading and then move onto Act II.
Period 2--AP 30
The students continued to work on their April Raintree essays.
Period 3--AP 10
We finished watching and discussing the docuementary Reel Injun which looks at stereotypes of First Nations in Hollywood movies. The assignment to accompany this is a historical personal response that the students were introduced to before the bell. They will have time to work on this next week.
Period 4--History 1o
We finished watching the documentary on the French Revoltuion (up until the death of Robespiere). We took some notes and discussed what France gained and lost with the Revolution.
Friday, 31 May 2013
Thursday, 30 May 2013
May 30, 2013
Period 1--ELA B 30
We continued with our study of Hamlet and have completed Act I, scene ii and are into scene iii now. Will will carry on tomorrow.
Period 2--AP 30
The students have this time to work on their April Raintree essays. I have provided secondary source options for them and they are required to use some secondary sources in this essay.
Period 3--AP 10
We carried on with our documentary Reel Injun and beause we have stopped so many times to discuss, it has taken a bit longer to complete than I anticipated. We should finish the documentary tomorrow.
Period 4--History 10
We continued with the French Revoltuion documentary and the notes from the viewing to work as a study guide.
We continued with our study of Hamlet and have completed Act I, scene ii and are into scene iii now. Will will carry on tomorrow.
Period 2--AP 30
The students have this time to work on their April Raintree essays. I have provided secondary source options for them and they are required to use some secondary sources in this essay.
Period 3--AP 10
We carried on with our documentary Reel Injun and beause we have stopped so many times to discuss, it has taken a bit longer to complete than I anticipated. We should finish the documentary tomorrow.
Period 4--History 10
We continued with the French Revoltuion documentary and the notes from the viewing to work as a study guide.
Wednesday, 29 May 2013
May 29, 2013
Period 1--ELA B 30
We finished with the background information on Hamlet and then moved into reading the text. We finished Act I, scene i and will carry on with the reading tomorrow. The students were told, quite firmly that they are in grade 12, and if they continue to be late, my door will be locked, and there will be play books set outside for them to grab and try to read on their own.
Period 2--AP 30
The discussion on characterization was finished this morning and then we moved into discussing possible themes for the novel. The students were given a handout with the essay topics that will require them to use secondary sources to support their arguments. We will have more time to continue this tomorrow.
Period 3--AP 10
We continue with our viewing of the documentary Reel Injun that shows how the stereotype of First Nations people has been created and perpetuated by Hollywood. The students have a graphic organizer to complete as we periodically stop and discuss.
Period 4--History 10
The students continue with the documentary from the History Channel on the French Revoltuion. As a class, we determine what was important and take notes.
We finished with the background information on Hamlet and then moved into reading the text. We finished Act I, scene i and will carry on with the reading tomorrow. The students were told, quite firmly that they are in grade 12, and if they continue to be late, my door will be locked, and there will be play books set outside for them to grab and try to read on their own.
Period 2--AP 30
The discussion on characterization was finished this morning and then we moved into discussing possible themes for the novel. The students were given a handout with the essay topics that will require them to use secondary sources to support their arguments. We will have more time to continue this tomorrow.
Period 3--AP 10
We continue with our viewing of the documentary Reel Injun that shows how the stereotype of First Nations people has been created and perpetuated by Hollywood. The students have a graphic organizer to complete as we periodically stop and discuss.
Period 4--History 10
The students continue with the documentary from the History Channel on the French Revoltuion. As a class, we determine what was important and take notes.
Tuesday, 28 May 2013
May 28, 2013
Period 1--ELA B 30
We continued with our background information to Hamlet and have a bit more to do yet before we get into the heart of the play. Right now, we are examining the religious conflict that creates much of the procrastination the title character experiences in regards to his course of action.
Period 2--AP 30
The students were supposed to look at quotations to exemplify each of the main characters. We started sharing these and then took some notes to capture what each of the quotations told us about the characters in question. We didn't quite finish, so we'll do so tomorrow.
Period 3--AP 10
The students will be studying the documentary Reel Injun for the next several days. We started out examining stereotypes of First Nations people in Canada (and to a lesser extent, the United States). I then gave them a brief history lesson on the point of contact in North America and the implications the treatment of First Nations people by the Europeans had on the history of this indigenous culture. We just started viewing the documentary (with guided activities throughout) when the bell rang.
Period 4--History 10
We began viewing the documentary on the French Revolution from the History Channel. It is an excellent documentary that outlines the events and people of this point in History much better than I can do or a text book can accomplish. I stop periodically and supplement the vieiwng and we also take notes after each section.
We continued with our background information to Hamlet and have a bit more to do yet before we get into the heart of the play. Right now, we are examining the religious conflict that creates much of the procrastination the title character experiences in regards to his course of action.
Period 2--AP 30
The students were supposed to look at quotations to exemplify each of the main characters. We started sharing these and then took some notes to capture what each of the quotations told us about the characters in question. We didn't quite finish, so we'll do so tomorrow.
Period 3--AP 10
The students will be studying the documentary Reel Injun for the next several days. We started out examining stereotypes of First Nations people in Canada (and to a lesser extent, the United States). I then gave them a brief history lesson on the point of contact in North America and the implications the treatment of First Nations people by the Europeans had on the history of this indigenous culture. We just started viewing the documentary (with guided activities throughout) when the bell rang.
Period 4--History 10
We began viewing the documentary on the French Revolution from the History Channel. It is an excellent documentary that outlines the events and people of this point in History much better than I can do or a text book can accomplish. I stop periodically and supplement the vieiwng and we also take notes after each section.
Monday, 27 May 2013
May 27, 2013
Period 1--ELA B 30
In preparation for our reading of Hamlet, we examined some questions about how the kids will respond to various themes in the play. We then spent the period doing some background work on the life and times of the Bard in order to put it all in context.
Period 2--AP 30
We finally finshed the poem by Al Purdy that we started studying last week and then moved into a quick study of the short story "A Cold Day" which looks at the concept of identity and assimilation faced by immigrants in Canada. Before the bell, the students were given teh task of finding a quotation that they feel encompasses the following characters in April Raintree: April, Cheryl, the Dions, the Derossiers, and Bob. This will be for discussion for tomorrow.
Period 3--AP 10
This is the last class day for Inquiry Project presentations.
Period 4--History 10
We had one current event presentation. After this, we moved back into the French Revolution and the "Prelude to Revolution" with the problems faced by Louis XVI. The students had notes with blanks that they needed to fill in as we went.
In preparation for our reading of Hamlet, we examined some questions about how the kids will respond to various themes in the play. We then spent the period doing some background work on the life and times of the Bard in order to put it all in context.
Period 2--AP 30
We finally finshed the poem by Al Purdy that we started studying last week and then moved into a quick study of the short story "A Cold Day" which looks at the concept of identity and assimilation faced by immigrants in Canada. Before the bell, the students were given teh task of finding a quotation that they feel encompasses the following characters in April Raintree: April, Cheryl, the Dions, the Derossiers, and Bob. This will be for discussion for tomorrow.
Period 3--AP 10
This is the last class day for Inquiry Project presentations.
Period 4--History 10
We had one current event presentation. After this, we moved back into the French Revolution and the "Prelude to Revolution" with the problems faced by Louis XVI. The students had notes with blanks that they needed to fill in as we went.
Friday, 24 May 2013
May 24, 2013
Period 1--ELA B 30
The students had this class to work on their Canterbury Tales assignment where they are required to be the judge of the four tales we studied. The four tales were "The Miller's Tale," "The Pardoner's Tale," "The Wife of Bath's Tale," and "The Knight's Tale." For those that had missed the last few days, I replayed the two tales and the rest were able to work on the persuasive paragraph and hand it in before class was over.
Period 2--AP 30
We did a few adminstrative things for our upcoming field trip, but then resumed our study of Canadian poetry. We started annotating Purdy's poem, "Homo Canadensis" but ran out of time.
Period 3--AP 10
Students continued to present their Inquiry Projects. We will have one more day for this and then will start scheduling them at noon.
Period 4--History 10
There were several students who had to present their current events, so we got that out of the way. Once finished, we did a quiz (not for marks) on the Three Estates and then read through a handout on the causes of the French Revolution.
The students had this class to work on their Canterbury Tales assignment where they are required to be the judge of the four tales we studied. The four tales were "The Miller's Tale," "The Pardoner's Tale," "The Wife of Bath's Tale," and "The Knight's Tale." For those that had missed the last few days, I replayed the two tales and the rest were able to work on the persuasive paragraph and hand it in before class was over.
Period 2--AP 30
We did a few adminstrative things for our upcoming field trip, but then resumed our study of Canadian poetry. We started annotating Purdy's poem, "Homo Canadensis" but ran out of time.
Period 3--AP 10
Students continued to present their Inquiry Projects. We will have one more day for this and then will start scheduling them at noon.
Period 4--History 10
There were several students who had to present their current events, so we got that out of the way. Once finished, we did a quiz (not for marks) on the Three Estates and then read through a handout on the causes of the French Revolution.
Thursday, 23 May 2013
May 23, 2013
Period 1--ELA B 30
The students were given their Security Clearance forms for our field trip to Duck Lake and Prince Albert (for History, but since I see all the grade 12s, we did it in ELA). These forms need to be in by next Wednesday.
We reviewed "The Knight's Tale" that they watched yesterday and then viewed "The Wife of Bath's Tale." We summarized and discussed the various themes of the tales. Tomorrow's goal will be for them to become the judge of the four tales we have studied.
Period 2--AP 30
The students were given their Security Clearance forms for our field trip to Duck Lake and Prince Albert (for History, but since I see all the grade 12s, we did it in ELA). These forms need to be in by next Wednesday.
The students were given their Fever Charts for Gatsby back and then we used the rest of the class to finish up the work that we started ("Homo Canadensis" and "On A Cold Day"). We will do some class discussion about this literature tomorrow.
Period 3--AP 10
We continued with our Inquiry Project presenations.
Period 4--History 10
We studied the three estates today in preparation for the Revolution. They had some notes that we discussed to ensure understanding.
The students were given their Security Clearance forms for our field trip to Duck Lake and Prince Albert (for History, but since I see all the grade 12s, we did it in ELA). These forms need to be in by next Wednesday.
We reviewed "The Knight's Tale" that they watched yesterday and then viewed "The Wife of Bath's Tale." We summarized and discussed the various themes of the tales. Tomorrow's goal will be for them to become the judge of the four tales we have studied.
Period 2--AP 30
The students were given their Security Clearance forms for our field trip to Duck Lake and Prince Albert (for History, but since I see all the grade 12s, we did it in ELA). These forms need to be in by next Wednesday.
The students were given their Fever Charts for Gatsby back and then we used the rest of the class to finish up the work that we started ("Homo Canadensis" and "On A Cold Day"). We will do some class discussion about this literature tomorrow.
Period 3--AP 10
We continued with our Inquiry Project presenations.
Period 4--History 10
We studied the three estates today in preparation for the Revolution. They had some notes that we discussed to ensure understanding.
May 22, 2013
There were a number of students missing for the Sectional track meet and I was at an AP Council meeting, but this is what the day looked like for Mrs. Manson who filled in for me:
Period 3—AP 10
Period 1—ELA B 30
We have
done the pre-viewing activities for “The Knight’s Tale." The first bit of the dvd is an
intro and you can allow it to play because it sets up the characters that
they’ve seen in the “Prologue” and leads right into the tale. There are questions that they have from their
handout yesterday that they can work on as they view this short tale that focusses on the viewing strand of the curriculum.
Period 2—AP 30
They can
have a bit of time to finish their poem work from yesterday. Once they are finished, they
can have a copy of the short story “On A Cold Day.” They have time to read this and do the
questions on the handout.
We are
supposed to be presenting their Inquiry projects, but it’s hard to do that when
I’m not there, so they can have this class to work on their Fahrenheit 451 essay.
Period 4—History 10
The students used power point that is titled France Decision
Making to fill in blanks about the life of the people in France at this time. They have the handout but we
didn’t get started on it—there will be blanks for them to fill in as you go
over the notes with them. They finished right before DEAR time.
Tuesday, 21 May 2013
May 21, 2013
Period 1--ELA B 30
Since we had so many students missing for various things last week, we did an oral review of "The Miller's Tale" and "The Pardoner's Tale" being sure to include the purposes of the two different tales as well as discussing the appropriateness of having "The Miller's Tale" in the classroom. We started in on some pre-viewing work for "The Knight's Tale" as we will view this tale tomorrow. The pre-viewing was requiring the students to view a picture of a "typical" knight, determine his personality, values, and then predict what the tale will be about. They will view the tale tomorrow in a 20 minute clip with a viewing activity.
Period 2--AP 30
I provided some exemplars for their Canadian editorial and clarified the assignment they were given last week. Then, we moved on to a listening activity from CBC in 1967 with an interview of Canadian poet, Al Purdy. They listened for the tone of voice of both Al and the interviewer and then filled out various questions pertaining to the interview, focussing on what makes Al Purdy a quintessential Canadian poet. After this, they were given a copy of "Homo Canadensis" by Purdy and asked to respond to it. They will need a bit more time to finish this off.
Period 3--AP 10
We began our Inquiry project presentations. So far today, we had a look at ghosts, mermaids, and conspiracy therories. So, far, so good!
Period 4--History 10
We began our study of the French Revolution today. We looked at a power point of Louis XIV's Versailles as well as information about the Sun King. This sets up the life and times leading up to the revolution.
Since we had so many students missing for various things last week, we did an oral review of "The Miller's Tale" and "The Pardoner's Tale" being sure to include the purposes of the two different tales as well as discussing the appropriateness of having "The Miller's Tale" in the classroom. We started in on some pre-viewing work for "The Knight's Tale" as we will view this tale tomorrow. The pre-viewing was requiring the students to view a picture of a "typical" knight, determine his personality, values, and then predict what the tale will be about. They will view the tale tomorrow in a 20 minute clip with a viewing activity.
Period 2--AP 30
I provided some exemplars for their Canadian editorial and clarified the assignment they were given last week. Then, we moved on to a listening activity from CBC in 1967 with an interview of Canadian poet, Al Purdy. They listened for the tone of voice of both Al and the interviewer and then filled out various questions pertaining to the interview, focussing on what makes Al Purdy a quintessential Canadian poet. After this, they were given a copy of "Homo Canadensis" by Purdy and asked to respond to it. They will need a bit more time to finish this off.
Period 3--AP 10
We began our Inquiry project presentations. So far today, we had a look at ghosts, mermaids, and conspiracy therories. So, far, so good!
Period 4--History 10
We began our study of the French Revolution today. We looked at a power point of Louis XIV's Versailles as well as information about the Sun King. This sets up the life and times leading up to the revolution.
Friday, 17 May 2013
May 15 & 16, 2013
I apologize for not keeping up to date better...it's always crazy this time of year. On Wednesday, we had our school track meet, so many of our senior kids were missing, Thursday was school as usual, but I took the day off to try to get a handle on my marking, and Friday is a Teacher, Professional Development day, so no students.
With that explanation, this is what happened Wednesday and Thursday in class:
Period 1--ELA B 30
On Wednesday, Mrs. Theede covered while I was out at track. The students were able to finish reading the last little bit of the "Miller's Tale" and then they had some questions for discussion with the tale. If the students had time, they could work on their "Prologue" assignment that is due Thursday.
On Thursday, Mr. Spence took the kids through "The Pardoner's Tale." There was a handout giving background information on what a pardoner was and a reminder of what this pardoner is like. They did a little bit of discussion before the bell rang on them.
Period 2--AP 30
On both Wednesday and Thursday, the students were to read an essay called "The Canadian Personality" which is an editorial. After they finish, they were to create their own editorial of what it means to be a Canadian. This requires them to do some interviewing of others before they begin writing.
Period 3--AP 10
They are working on a formal essay for Fahrenheit 451.
Period 4--History 10
These two class periods were for the students to finish up their "What if..." assignments.
I hope everyone enjoys their long weekend!
With that explanation, this is what happened Wednesday and Thursday in class:
Period 1--ELA B 30
On Wednesday, Mrs. Theede covered while I was out at track. The students were able to finish reading the last little bit of the "Miller's Tale" and then they had some questions for discussion with the tale. If the students had time, they could work on their "Prologue" assignment that is due Thursday.
On Thursday, Mr. Spence took the kids through "The Pardoner's Tale." There was a handout giving background information on what a pardoner was and a reminder of what this pardoner is like. They did a little bit of discussion before the bell rang on them.
Period 2--AP 30
On both Wednesday and Thursday, the students were to read an essay called "The Canadian Personality" which is an editorial. After they finish, they were to create their own editorial of what it means to be a Canadian. This requires them to do some interviewing of others before they begin writing.
Period 3--AP 10
They are working on a formal essay for Fahrenheit 451.
Period 4--History 10
These two class periods were for the students to finish up their "What if..." assignments.
I hope everyone enjoys their long weekend!
Tuesday, 14 May 2013
May 14, 2013
Period 1--ELA B 30
We started in our reading of "The Miller's Tale." We didn't quite finish the reading of it so the kids will have to finish that up tomorrow and then there are a few questions that they can tackle with it in preparation for a comparison to other tales.
Period 2--AP 30
Once we finished our study of Canadian dialects and vocabulary, we read an essay about Canadian humour. We didn't quite finish this in class, so the students can complete the reading tomorrow.
Period 3--AP 10
We worked on breaking down the prompts for their formal essay on Fahrenheit 451. They have five options from which to choose. As a class, we read the original prompt (AP wording) and then we "translated" it. Finally, we broke it down into what, specific questions need to be addressed to fully answre the prompt.
Period 4--History 10
The students wrote their English Civil War and Glorious Revolution exam.
We started in our reading of "The Miller's Tale." We didn't quite finish the reading of it so the kids will have to finish that up tomorrow and then there are a few questions that they can tackle with it in preparation for a comparison to other tales.
Period 2--AP 30
Once we finished our study of Canadian dialects and vocabulary, we read an essay about Canadian humour. We didn't quite finish this in class, so the students can complete the reading tomorrow.
Period 3--AP 10
We worked on breaking down the prompts for their formal essay on Fahrenheit 451. They have five options from which to choose. As a class, we read the original prompt (AP wording) and then we "translated" it. Finally, we broke it down into what, specific questions need to be addressed to fully answre the prompt.
Period 4--History 10
The students wrote their English Civil War and Glorious Revolution exam.
Monday, 13 May 2013
May 13, 2013
Period 1--ELA B 30
We spent this class working on their Prologue assignment. This will be due on Thursday. Students who did not get their Night essays finished are expected to be in Homework Support Centre tomorrow.
Period 2--AP 30
We began our Canadian literature study. We examined stereotypes of Canadians and Canada and looked at a couple of viewing clips that highlight Canadian stereotypes. We read a humourous piece about "eh?" and then continued with "You know you're Canadian if..." Finally, we started looking at words that are specific to Canadians (mostly in punctuation, but also some regional words ... eg. bunnyhugs, sloughs, etc.)
Period 3--AP 10
We finished our power point presentation looking at themes and motifs in Fahrenheit 451.
Period 4--History 10
The students worked on the assignment part of their "What if..." assignment. They are reminded that they have an exam tomorrow.
We spent this class working on their Prologue assignment. This will be due on Thursday. Students who did not get their Night essays finished are expected to be in Homework Support Centre tomorrow.
Period 2--AP 30
We began our Canadian literature study. We examined stereotypes of Canadians and Canada and looked at a couple of viewing clips that highlight Canadian stereotypes. We read a humourous piece about "eh?" and then continued with "You know you're Canadian if..." Finally, we started looking at words that are specific to Canadians (mostly in punctuation, but also some regional words ... eg. bunnyhugs, sloughs, etc.)
Period 3--AP 10
We finished our power point presentation looking at themes and motifs in Fahrenheit 451.
Period 4--History 10
The students worked on the assignment part of their "What if..." assignment. They are reminded that they have an exam tomorrow.
Friday, 10 May 2013
May 10, 2013
Period 1--ELA B 30
We finished the last two characters from our excerpt of the "Prologue" and then the students were given an assignment based on the characters. There are four options from which they can choose and they will be given Monday's class to continue working on this.
Period 2--AP 30
We started in with our Canadian Literature unit by exploring our Canadian landscape outside today! Coincidentally, we happen to explore our way into the D & E for some soft ice cream or slushes and celebrated being finished the heavy AP portion of the course now that the exam is finished!
Period 3--AP 10
Through quotations from the novel, we had a replay of the novel. Again, each student chooses a significant quotation, we share it, and discuss various ideas that are brought up out of their choices. The ideas generated with this novel are so rich for the students. We had a bit more time to continue going over the power point about events and characters in the novel, but this will require more time.
Period 4--History 10
Two students were able to present on their current events--it led to further conversation about the three young women abducted and held for 10 years down in the States. Then, the students continued with their "What if..." assignment that forces them to create point of divergence in history and anticipate what would be the outcomes from that divergence. They will finish this assignment up next week.
We finished the last two characters from our excerpt of the "Prologue" and then the students were given an assignment based on the characters. There are four options from which they can choose and they will be given Monday's class to continue working on this.
Period 2--AP 30
We started in with our Canadian Literature unit by exploring our Canadian landscape outside today! Coincidentally, we happen to explore our way into the D & E for some soft ice cream or slushes and celebrated being finished the heavy AP portion of the course now that the exam is finished!
Period 3--AP 10
Through quotations from the novel, we had a replay of the novel. Again, each student chooses a significant quotation, we share it, and discuss various ideas that are brought up out of their choices. The ideas generated with this novel are so rich for the students. We had a bit more time to continue going over the power point about events and characters in the novel, but this will require more time.
Period 4--History 10
Two students were able to present on their current events--it led to further conversation about the three young women abducted and held for 10 years down in the States. Then, the students continued with their "What if..." assignment that forces them to create point of divergence in history and anticipate what would be the outcomes from that divergence. They will finish this assignment up next week.
Thursday, 9 May 2013
May 9, 2013
Period 1--ELA B 30
We went through most of the characters in the "Prologue" that were assigned and will finish up with this tomorrow.
Period 2--AP 30
They were off writing their AP exam this morning, so hopefully, all went well!
Period 3--AP 10
We started our discussion of Fahrenheit 451 today. We started out by looking at all of the similarities between our world today (with modern ideals and technology) and Bradbury's world in this novel. It created a lot of interesting discussion about our society and some of the dangers we face based on the experiences of the characters in F451. Inevitably, the conversation turned to the concept of censorship--the purposes for it, the needs vs. desires for freedom, and various situations, both in viewing and reading, that we find ourselves dealing with censorship.
Period 4--History 10
We took the last few notes from the content in this unit. Then, I handed out their assignment that looks at "What if..." They had to brainstorm various ideas about this unit and think about if something different would have happened. For example, "What if Henry VIII did not have his marriage to Catherine annulled?" or "What if Elizabeth would have married?" or "What if Charles I didn't lose his head?" They will have to come up with an alternate timeline of history and project how it would impact our world today. This will be done in a concept map and then their assignment part will be to create a newspaper, fictional journal entry, treaty/bill, etc. that shows this new, alternate history. They will get more class time to work on this.
We went through most of the characters in the "Prologue" that were assigned and will finish up with this tomorrow.
Period 2--AP 30
They were off writing their AP exam this morning, so hopefully, all went well!
Period 3--AP 10
We started our discussion of Fahrenheit 451 today. We started out by looking at all of the similarities between our world today (with modern ideals and technology) and Bradbury's world in this novel. It created a lot of interesting discussion about our society and some of the dangers we face based on the experiences of the characters in F451. Inevitably, the conversation turned to the concept of censorship--the purposes for it, the needs vs. desires for freedom, and various situations, both in viewing and reading, that we find ourselves dealing with censorship.
Period 4--History 10
We took the last few notes from the content in this unit. Then, I handed out their assignment that looks at "What if..." They had to brainstorm various ideas about this unit and think about if something different would have happened. For example, "What if Henry VIII did not have his marriage to Catherine annulled?" or "What if Elizabeth would have married?" or "What if Charles I didn't lose his head?" They will have to come up with an alternate timeline of history and project how it would impact our world today. This will be done in a concept map and then their assignment part will be to create a newspaper, fictional journal entry, treaty/bill, etc. that shows this new, alternate history. They will get more class time to work on this.
Wednesday, 8 May 2013
May 8, 2013
Period 1--ELA B 30
As a class, we read through the beginning of the "Prologue" of the Canterbury Tales. We paraphrased as we went along to get the students used to looking at the Middle English writing and translating it to something more manageable for them to understand. The students were then put into partners and assigned one of the 10 characters from the "Prologue." Each partnership read, translated, and then shared their findings on the board. We didn't get a chance to go over that information before the bell rang, but we will continue to do so tomorrow.
Period 2--AP 30
With their exam looming tomorrow, I handed back their folders with their timed writes in them from the past two years. Aside from being a fun trip down memory lane, I wanted the students to look at common mistakes they have in their writing and thinking about how to improve that for tomorrow. Then, we went through the "Exam preparation" section of the AP Resource Booklet about various strategies they can use for both the multiple choice section and the essay section.
Good luck to all our kids writing tomorrow!!!!
Period 3--AP 10
They talked me into another class. The projects look so good that it is time well spent in the comptuer lab. I look forward to their multi-media presentations on their research of "Mysteries of Life."
Period 4--History 10
We finished going through the textbook reading of the information about Charles II and the Restoration as well as the impending rule of another Catholic king in his brother, James II. We will take notes on this tomorrow, and then we are finished the unit. We have set an exam for next Tuesday, May 14th.
As a class, we read through the beginning of the "Prologue" of the Canterbury Tales. We paraphrased as we went along to get the students used to looking at the Middle English writing and translating it to something more manageable for them to understand. The students were then put into partners and assigned one of the 10 characters from the "Prologue." Each partnership read, translated, and then shared their findings on the board. We didn't get a chance to go over that information before the bell rang, but we will continue to do so tomorrow.
Period 2--AP 30
With their exam looming tomorrow, I handed back their folders with their timed writes in them from the past two years. Aside from being a fun trip down memory lane, I wanted the students to look at common mistakes they have in their writing and thinking about how to improve that for tomorrow. Then, we went through the "Exam preparation" section of the AP Resource Booklet about various strategies they can use for both the multiple choice section and the essay section.
Good luck to all our kids writing tomorrow!!!!
Period 3--AP 10
They talked me into another class. The projects look so good that it is time well spent in the comptuer lab. I look forward to their multi-media presentations on their research of "Mysteries of Life."
Period 4--History 10
We finished going through the textbook reading of the information about Charles II and the Restoration as well as the impending rule of another Catholic king in his brother, James II. We will take notes on this tomorrow, and then we are finished the unit. We have set an exam for next Tuesday, May 14th.
Tuesday, 7 May 2013
May 7, 2013
Period 1--ELA B 30
We continued with the background information from Chaucer's Canterbury Tales. We just started reading "The Prologue" when the bell rang, so we'll continue tomorrow.
Period 2--AP 30
We did our pre-registration information today. This took the entire class.
Period 3--AP 10
The students are working so well, and they would like one more class to polish up their presentations, so I was able to book ONE MORE class in the computer lab for them.
Period 4--History 10
We had one current event presentation and then finished the video on the "Rise and Fall of Oliver Cromwell" by David Starkey. We took a few notes down and then finished with the cloze notes handout from last week. Tomorrow, we'll tackle the Restoration.
We continued with the background information from Chaucer's Canterbury Tales. We just started reading "The Prologue" when the bell rang, so we'll continue tomorrow.
Period 2--AP 30
We did our pre-registration information today. This took the entire class.
Period 3--AP 10
The students are working so well, and they would like one more class to polish up their presentations, so I was able to book ONE MORE class in the computer lab for them.
Period 4--History 10
We had one current event presentation and then finished the video on the "Rise and Fall of Oliver Cromwell" by David Starkey. We took a few notes down and then finished with the cloze notes handout from last week. Tomorrow, we'll tackle the Restoration.
Monday, 6 May 2013
May 6, 2013
What a glorious day! It seems that spring has finally arrived (although much later than usual)!
This is what today looked like:
Period 1--ELA B 30
Mrs. Adelman had shown them Elie Wiesel's trip through Auschwitz with Oprah last Friday, so we finished that up. This documentary contains a number of important ideas that can help them with their formal essay. Their essay is due on Monday, May 13th. We moved on after that by getting into Chaucer--we started with the background of the tales which takes us through a bit of Medeival Catholicism and life and times. We will continue with this introduction tomorrow before we begin our reading of the tales.
Period 2--AP 30
We reviewed the larger pieces of literature together as a class and looking at them as options for some of the questions asked on past exams. This took us through much of the class and allowed us to review as well. We are gearing up for Thursday!
Period 3--AP 10
They worked on their Inquiry projects in the comptuer lab today. I relented and signed them in for one more day to work on it tomorrow.
Period 4--History 10
We listened to some current events from the kids and then reviewed what we have taken so far. The students seem to have a solid grasp on the English Civil War so far. We decided to watch the rest of the documentary on Oliver Cromwell and will finish that up tomorrow. We continue to take notes from it to supplement the basic knowledge from the textbook reading.
This is what today looked like:
Period 1--ELA B 30
Mrs. Adelman had shown them Elie Wiesel's trip through Auschwitz with Oprah last Friday, so we finished that up. This documentary contains a number of important ideas that can help them with their formal essay. Their essay is due on Monday, May 13th. We moved on after that by getting into Chaucer--we started with the background of the tales which takes us through a bit of Medeival Catholicism and life and times. We will continue with this introduction tomorrow before we begin our reading of the tales.
Period 2--AP 30
We reviewed the larger pieces of literature together as a class and looking at them as options for some of the questions asked on past exams. This took us through much of the class and allowed us to review as well. We are gearing up for Thursday!
Period 3--AP 10
They worked on their Inquiry projects in the comptuer lab today. I relented and signed them in for one more day to work on it tomorrow.
Period 4--History 10
We listened to some current events from the kids and then reviewed what we have taken so far. The students seem to have a solid grasp on the English Civil War so far. We decided to watch the rest of the documentary on Oliver Cromwell and will finish that up tomorrow. We continue to take notes from it to supplement the basic knowledge from the textbook reading.
Wednesday, 1 May 2013
May 2 & 3, 2013
I have to be away for two days to mark Grade 10 reading assessments. This certainly isn't the best timing with the AP exam coming up, but we will make the most of it. This is what the next two days should look like for my classes.
Period 1--ELA B 30
These kids have been working on their essays very well, so I agreed to give them time to continue. If they decide not to use this time wisely, they can begin our study of Chaucer.
Period 2--AP 30
The students should be revisiting their major works from the past few years that are eligible for the third free response essay. They should examine: the basic plotline, the setting, important characters (including foils) and their flaws, important themes, anything unique about the structure and characterization, etc. Students can split up the works and then share their answers. If they finish, they can look at one of the old exams and formulate responses for them.
Period 3--AP 10
These two classes will be spent in the computer lab working on their Inquiry report.
Period 4--History 10
The students have requested "What in the World" assignments as they take a break from the English Civil War and the Glorious Revolution.
Period 1--ELA B 30
These kids have been working on their essays very well, so I agreed to give them time to continue. If they decide not to use this time wisely, they can begin our study of Chaucer.
Period 2--AP 30
The students should be revisiting their major works from the past few years that are eligible for the third free response essay. They should examine: the basic plotline, the setting, important characters (including foils) and their flaws, important themes, anything unique about the structure and characterization, etc. Students can split up the works and then share their answers. If they finish, they can look at one of the old exams and formulate responses for them.
Period 3--AP 10
These two classes will be spent in the computer lab working on their Inquiry report.
Period 4--History 10
The students have requested "What in the World" assignments as they take a break from the English Civil War and the Glorious Revolution.
May 1, 2013
Period 1--ELA B 30
The students had a very productive day working on their essay. Most are well into their outline and are gathering evidence.
Period 2--AP 30
We went over the answers for the 1994 mulitple choice exam. We examined how the process of elimination can work as an effective strategy and discussed when to leave a question and when to move on.
Period 3--AP 10
The students had their first of 4 classes in the computer lab to begin work on their Inquiry Project.
Period 4--History 10
We began watching a series of videos about Oliver Cromwell and jotting down important ideas about the military dictator. The students need to consider whether Cromwell is a villian or hero. They should also consider how that persepctive could change based on where people of the time lived.
The students had a very productive day working on their essay. Most are well into their outline and are gathering evidence.
Period 2--AP 30
We went over the answers for the 1994 mulitple choice exam. We examined how the process of elimination can work as an effective strategy and discussed when to leave a question and when to move on.
Period 3--AP 10
The students had their first of 4 classes in the computer lab to begin work on their Inquiry Project.
Period 4--History 10
We began watching a series of videos about Oliver Cromwell and jotting down important ideas about the military dictator. The students need to consider whether Cromwell is a villian or hero. They should also consider how that persepctive could change based on where people of the time lived.
Subscribe to:
Comments (Atom)