It was another frigid day at OHS with wind chill warnings across the province and getting colder as the day went on. With this the case, the buses didn't run and very few students were in the building.
Period 1--ELA 20
Those that showed up continued to work on their TKAM reading logs. The logs for ch. 12, 13, 14 and 15 are due Monday.
Period 2--AP 30
The students used this time to work on their "Of _________" essays that mimic the style of Francis Bacon.
Period 3--ELA B 30
I actually had a good number of students here today so we carried on with some of the background information that I didn't finish the other day. We spoke about the importance of the religious confusion in England during Shakespeare's time and how that bleeds into Hamlet especially in regards to how the characters viewed ghosts. This was a class of discussion, so no formal work was done.
Period 4--AP 10
The students had this class to finish up assignments.
Period 5--Mentor period
This was a work period for the few grade 12s that actually showed up today!
Stay warm everyone. -62 degrees will be cold tonight!
Friday, 28 February 2014
Thursday, 27 February 2014
February 27, 2014
I was acting principal today, so Mrs. Adelman was in for me. This is what the day looked like for her and the kids:
Period 1:
ELA 20
We are into To Kill A Mockingbird and the students
are working on part II of the book. They
have to do reading logs for chapters 12, 13, 14, and 15 and I’d like them done
by the Monday.
Period 2—AP 30
I’ve already
apologized to them, but they are doing some work with Francis Bacon’s
essays. As a group, they are getting
together and looking at ONE of the four essays I provide. They are to find about 5 important points about their essay to
share with the class so they don’t all have to be responsible for all of the
essays. When they are done sharing the
information, they will start writing their own “Of _____________” essay,
although I told them I’d be happy with a focused, intensive paragraph of
length. I’m also going to allow them to
be somewhat satirical since we just finished a few pieces of literature using
satire. They have to use expanded
vocabulary, a didactic tone (underscored with satire if they choose), and
elevated language.
ELA A 30—They are getting started on
their Sgt. John assignment which is
the ABC booklet.
Period 3—ELA B 30
We didn’t
quite get through the intro info to Hamlet,
but they can start reading it and I will get them caught up on the background info on Friday. We read together as a class by having the students choose parts and discuss it orally.
Period 4 & 5—AP 10
Since it's one of Mrs. Adelman's favourite poems, I decided to have her teach “The Lady of Shalott.”
1. They started off with a K-W-L of the Legend of
Camelot (Arthur, Guenevere, Lancelot, Merlin, Knights of the Round Table,
etc.). Do this together as a class (the
K and W column).
2. For the L column, they were split them up into 4 groups of 5 or so and each given one of the handouts
to read through and jot down notes.
3. Each group can share their
info with the larger class It won't be a true "jigsaw" but an adapted version of it.
4. Discuss quality of life
vs. quantity of life (we read the poem “David” by Earle Birney last semester, so they can
refer to that if they think of it).
5. Read the poem—there are
reading guidelines for them to look at as well as post-reading questions to go
through.
6. Exit slip
Period 6—AP 20
There are
several poems from Gordie Carle who is a poet from LaRonge. The assignment focusses on imagery of the poetry and expression. The students read the poems with Mrs. Adelman and had a number of small tasks to do with the poem of their choosing.
Wednesday, 26 February 2014
February 26, 2014
Well, it warmed up...a bit...the cold snap isn't over, but at least the buses were able to run today. I'm not promising about tomorrow!
Period 1--AP 30
We finished with our handout on satire with Jonathan Swift's "My Lady's Dressing Room" and then Mary's response to the poem. This took up a good chunk of the class but once we finished, I introduced Francis Bacon who is quite a bit more dry than the satirical literature we were reading. I've split up the students into four groups and given each of them one of Bacon's essays. They have to come up with five points the author makes about each and then they will share it. At this point, they will then write their own "Of ______" essay. They should already be thinking about this.
The A 30s were in the library finishing their reading journal or starting on their major assignment for Secret Lives of Sgt. John Wilson which is the ABC book that their peers did last semester.
Period 2 & 3--ELA B 30
We finished with the Shakespeare background and were just getting into the antecedent action for the play Hamlet. We didn't quite get to where I wanted with this by the end of the double, but we can finish up another day.
Period 4--ELA 20
They are continuing with part II of To Kill A Mockingbird. Chapters 12, 13, 14 and 15 are due for Friday.
Period 5--AP 10
We did a listening activity today that focussed on the poem, "The Legend of the Qu'Appelle." The main idea we looked for was imagery in the poem.
Period 1--AP 30
We finished with our handout on satire with Jonathan Swift's "My Lady's Dressing Room" and then Mary's response to the poem. This took up a good chunk of the class but once we finished, I introduced Francis Bacon who is quite a bit more dry than the satirical literature we were reading. I've split up the students into four groups and given each of them one of Bacon's essays. They have to come up with five points the author makes about each and then they will share it. At this point, they will then write their own "Of ______" essay. They should already be thinking about this.
The A 30s were in the library finishing their reading journal or starting on their major assignment for Secret Lives of Sgt. John Wilson which is the ABC book that their peers did last semester.
Period 2 & 3--ELA B 30
We finished with the Shakespeare background and were just getting into the antecedent action for the play Hamlet. We didn't quite get to where I wanted with this by the end of the double, but we can finish up another day.
Period 4--ELA 20
They are continuing with part II of To Kill A Mockingbird. Chapters 12, 13, 14 and 15 are due for Friday.
Period 5--AP 10
We did a listening activity today that focussed on the poem, "The Legend of the Qu'Appelle." The main idea we looked for was imagery in the poem.
Tuesday, 25 February 2014
February 25, 2014
Well, it's another no bus day due to extreme cold...hopefully this cold spell snaps soon!
Period 1 & 2--ELA 20
The students continued with the reading of part II of To Kill a Mockingbird. Several students are able to download an audio version of the story from you tube, so that's a good resource for them. As they read through chapters 12, 13, 14, and 15 they are to do a reading log where they have to choose ONE quotation from each chapter and explain what that makes their chosen quotation significant.
Period 3--AP 30
Even though we were missing several class members, I elected to carry on. We read "The Rape of the Lock" by Alexander Pope as we continued on with our look at satire. We had great fun reading this and carrying the mockery of Pope a step or two further in the reading of it.
Period 4--ELA B 30
Again, despite many absences of students, we are continuing on. I introduced Shakespeare's life and times. We aren't quite finished as we spent a lot of time discussing the information but should be able to carry on tomorrow and finish it up.
Period 5--AP 10
There were significantly less than half the class in attendance as well as the remaining class members being pulled out for course selection surveys by the office so I elected to have this class work on various assignments they may have outstanding.
Period 6--AP 20
There were only a few in class, and those who were here needed some time to complete an assignment. Thus, I caved and let them have the time!
Period 1 & 2--ELA 20
The students continued with the reading of part II of To Kill a Mockingbird. Several students are able to download an audio version of the story from you tube, so that's a good resource for them. As they read through chapters 12, 13, 14, and 15 they are to do a reading log where they have to choose ONE quotation from each chapter and explain what that makes their chosen quotation significant.
Period 3--AP 30
Even though we were missing several class members, I elected to carry on. We read "The Rape of the Lock" by Alexander Pope as we continued on with our look at satire. We had great fun reading this and carrying the mockery of Pope a step or two further in the reading of it.
Period 4--ELA B 30
Again, despite many absences of students, we are continuing on. I introduced Shakespeare's life and times. We aren't quite finished as we spent a lot of time discussing the information but should be able to carry on tomorrow and finish it up.
Period 5--AP 10
There were significantly less than half the class in attendance as well as the remaining class members being pulled out for course selection surveys by the office so I elected to have this class work on various assignments they may have outstanding.
Period 6--AP 20
There were only a few in class, and those who were here needed some time to complete an assignment. Thus, I caved and let them have the time!
Monday, 24 February 2014
February 24, 2014
Welcome Back from our week off! With the weather not cooperating today and it being -42 to start the day, the buses weren't running which meant that many of our students extended their February break. Fortunately, there was lots of work to be done to keep us all busy. Rather than break it down by class and what we did, here is a list of assignments that are currently "on the books" that students should be cleaning up ASAP. If there is no due date after the assignment, it was due already but still needs to be handed in.
AP 30:
AP 30:
- Thesis statement practice
- Modest proposal of a societal issue
- reading Great Gatsby to be ready for next Monday
ELA B 30:
- Introductory paragraph based on a response to one of the guiding questions on the syllabus. The students also had to self assess from the given rubric.
- Who are you? This is a power point the students had to create to indicate who they are. It was based on an essay we read.
- Precis on the essay "Who Are You?"
- Persuasive essay agreeing or disagreeing with the ideas in the essay "What's Your Right Name?" which looks at the importance of labelling. Due Wednesday.
ELA A 30:
- Reading logs for The Secret Lives of Sgt. John Wilson. This is due Wednesday.
AP 20:
- Medicine River double entry journals are due Tuesday.
- Life of Pi needs to be read for Monday.
ELA 20:
- Introductory paragraph based on a response to one of the guiding questions on the syllabus. The students also had to self assess from the given rubric.
- Part I assignment from To Kill a Mockingbird
- Reading Part II of To Kill a Mockingbird. They will need to read chapters 12, 13, 14, and 15 and choose one quotation from each chapter and write a paragraph of WHY that is such an important quotation. This will be due next Monday.
AP 10:
- Connections paragraph from "Tell-Tale Heart." They had to make connection from text to text, text to self, or text to the world and write a paragraph about it.
- Ghost story including the rough draft and peer editing assessment is due today.
- Police report from "Tell-Tale Heart" is due Tuesday.
- Reading Dracula by Monday.
Thursday, 13 February 2014
February 14, 2014
Happy Valentine's Day
I am not here today, so once again, Mrs. Phillips is filling in for me. This is how the day should go for her:
Period 1--ELA 20
The students can use this time to finish up their part one assignment. Once they have completed that, they should be moving on to read the novel silently (some may find it available on you tube as an oral reading and can listen to it that way).
Period 2--AP 30
They need another class to complete their "modest proposal." This should be ready to be presented to the class Monday when we return. If they finish, they should be reading The Great Gatsby which needs to be complete for the end of February.
Period 3--ELA B 30
The students will be given a handout on poetry (2 different poems). This will be read together as a class and then there are various questions about the poem that need to be answered. If they finish, they should use their time to finish up the four different assignments on the board.
Period 4--AP 10
They should be working on completing the police report that we started yesterday. This will be due Tuesday, February 25. A reminder to them to finish up their ghost stories that are due on Monday, February 24.
Period 5 & 6--Students and teachers will be heading down to the rink to take part in the Telemiracle Hockey Game. The Student vs. Student game will have happened from 12:30-1:30 and the winning team takes on the Staff Stars at 2:00. Students are expected to walk to the rink from the school and behave appropriately in the stands to cheer on the teams. All money raised goes to Telemiracle which supports people in the province with physical or mental challenges.
I am not here today, so once again, Mrs. Phillips is filling in for me. This is how the day should go for her:
Period 1--ELA 20
The students can use this time to finish up their part one assignment. Once they have completed that, they should be moving on to read the novel silently (some may find it available on you tube as an oral reading and can listen to it that way).
Period 2--AP 30
They need another class to complete their "modest proposal." This should be ready to be presented to the class Monday when we return. If they finish, they should be reading The Great Gatsby which needs to be complete for the end of February.
Period 3--ELA B 30
The students will be given a handout on poetry (2 different poems). This will be read together as a class and then there are various questions about the poem that need to be answered. If they finish, they should use their time to finish up the four different assignments on the board.
Period 4--AP 10
They should be working on completing the police report that we started yesterday. This will be due Tuesday, February 25. A reminder to them to finish up their ghost stories that are due on Monday, February 24.
Period 5 & 6--Students and teachers will be heading down to the rink to take part in the Telemiracle Hockey Game. The Student vs. Student game will have happened from 12:30-1:30 and the winning team takes on the Staff Stars at 2:00. Students are expected to walk to the rink from the school and behave appropriately in the stands to cheer on the teams. All money raised goes to Telemiracle which supports people in the province with physical or mental challenges.
February 13, 2014
Period 1--ELA 20
The students had this class to work on their Part I assignment. No one was quite finished, so rather than start something new right before the February break, they can have some time to work on the assignment tomorrow.
Period 2--AP 30
After reading "The Modest Proposal" yesterday, the students had time today to work on their own modest proposal. They are working in pairs to "fix" a world problem.
Period 3--ELA B 30
The students had time to work on their persuasive essays.
Period 4--AP 10
We finished annotating the passage of "The Tell-Tale Heart" and then moved on to their assignment. This requires them to write a police report of the incident, so in essence, it is a point of view shift.
Period 5--AP 20 (replaced from Mentor Period)
We had time to work on our reading journals for Medicine River which will be due when we return from February break.
The students had this class to work on their Part I assignment. No one was quite finished, so rather than start something new right before the February break, they can have some time to work on the assignment tomorrow.
Period 2--AP 30
After reading "The Modest Proposal" yesterday, the students had time today to work on their own modest proposal. They are working in pairs to "fix" a world problem.
Period 3--ELA B 30
The students had time to work on their persuasive essays.
Period 4--AP 10
We finished annotating the passage of "The Tell-Tale Heart" and then moved on to their assignment. This requires them to write a police report of the incident, so in essence, it is a point of view shift.
Period 5--AP 20 (replaced from Mentor Period)
We had time to work on our reading journals for Medicine River which will be due when we return from February break.
February 12, 2014
My apologies for not posting yesterday after school; it was a bit of a nut house here in the afternoon. A winter storm system blew in so with no visibility on the roads, the buses were all cancelled and students were busy trying to contact parents and billets in the afternoon! All is well today, so it's business as usual. This is what yesterday looked like:
Period 1--ELA 20
We finished correcting the review assignment for Part I of To Kill a Mockingbird today. After this, I introduced the assignment for Part I and the students had enough time to create a plan of attack and get started. They will have Thursday to work on this as well.
Period 2--AP 30
We read Jonathan Swift's "A Modest Proposal" today and did much discussion of tone and satire as we read through his arguments. The students' job now, is to create their own modest proposal. We spent a bit of time brainstorming societal problems in need of a solution before the end of the class.
Period 3--ELA B 30
We reviewed how to write a persuasive essay and the students were provided with a thesis statement. They had some time to work on the essay but will get a bit more time on Thursday.
Period 4 & 5--AP 10
The students had this last double period to edit, revise, and create a final draft of their ghost story.
Period 6--AP 20
We fished going over Medicine River with discussion today. The students should now have a deeper understanding of associational literature.
Period 1--ELA 20
We finished correcting the review assignment for Part I of To Kill a Mockingbird today. After this, I introduced the assignment for Part I and the students had enough time to create a plan of attack and get started. They will have Thursday to work on this as well.
Period 2--AP 30
We read Jonathan Swift's "A Modest Proposal" today and did much discussion of tone and satire as we read through his arguments. The students' job now, is to create their own modest proposal. We spent a bit of time brainstorming societal problems in need of a solution before the end of the class.
Period 3--ELA B 30
We reviewed how to write a persuasive essay and the students were provided with a thesis statement. They had some time to work on the essay but will get a bit more time on Thursday.
Period 4 & 5--AP 10
The students had this last double period to edit, revise, and create a final draft of their ghost story.
Period 6--AP 20
We fished going over Medicine River with discussion today. The students should now have a deeper understanding of associational literature.
Tuesday, 11 February 2014
February 11, 2014
Period 1--AP 30
The students were given an old Free Response exam with the three essay questions. I asked them to annotate the literature and come up with thesis statements for each of the questions provided. They should have been able to do this in class. They need to be able to work on reading the literature and writing thesis statements quicker to get ready for time constraints in May.
Period 2 & 3--ELA B 30
In continuation from yesterday where so many students were absent due to the buses not running (from the cold), we re-read the essay "What's Your Right Name" and had some candid conversation about the issues raised in it. This took us most of the double period and I just introduced their assignment at the end of the double.
Period 4--ELA 20
The students who weren't here yesterday need to use this time to finish reading part I of To Kill A Mockingbird. After this, they were to work in partners to complete an old exam from the first part of the novel which will serve as a review. We just started going over the answers to this when the bell rang.
Period 5--AP 10
The students were at the editing stage of their ghost stories so they were working with partners. They need a bit more time, so we'll finish this up tomorrow.
The students were given an old Free Response exam with the three essay questions. I asked them to annotate the literature and come up with thesis statements for each of the questions provided. They should have been able to do this in class. They need to be able to work on reading the literature and writing thesis statements quicker to get ready for time constraints in May.
Period 2 & 3--ELA B 30
In continuation from yesterday where so many students were absent due to the buses not running (from the cold), we re-read the essay "What's Your Right Name" and had some candid conversation about the issues raised in it. This took us most of the double period and I just introduced their assignment at the end of the double.
Period 4--ELA 20
The students who weren't here yesterday need to use this time to finish reading part I of To Kill A Mockingbird. After this, they were to work in partners to complete an old exam from the first part of the novel which will serve as a review. We just started going over the answers to this when the bell rang.
Period 5--AP 10
The students were at the editing stage of their ghost stories so they were working with partners. They need a bit more time, so we'll finish this up tomorrow.
February 5, 2014-February 10, 2014
My apologies for not posting...I was off marking departmental exams and forgot to pre-post and then I was hit with the flu. The past several days in class would have been...
ELA 20
Students continued to read To Kill A Mockingbird aloud...we have read up to the end of Part I. At this point, the students will be doing a review assignment as well as an assignment for part I. They will have some time to work on this for the remainder of this week.
AP 30
We had a look at some Shakespearean sonnets. Students were split into four groups and had to analyze a sonnet each. Then, they had to teach their findings to their classmates. At this point, the class discussed each poem. After this, students read The Great Gastby. This will have to be read for after the February break.
ELA A 30
The students continue to read The Secret Lives of Sgt. John Wilson and work on their reading log.
ELA B 30
We are continuing our look at "identity" though some essays dealing with the concept of who you are as well as the influence you name has on your identity. Students had to write a precis for the essay "Who Are You?" and will have to write a persuasive essay for "What's your Right Name?"
AP 10
The students used this time to write their ghost stories. They will have to do considerable revising and peer editing once they are finished their first draft.
AP 20
The students used this time to work on their double entry journal for Medicine River.
Tuesday, 4 February 2014
February 4, 2014
Period 1--ELA 20
To introduce them to the novel, I began reading To Kill a Mockingbird to the class and we spent considerable time discussing some of the underlying events that connect to the themes and action in the novel. I will continue reading tomorrow before "cutting them loose" to read on their own.
Period 2--AP 30/ELA A 30
ELA A 30--We finished with our "Canadianisms" handout and the students are reading the novel The Secret Lives of Sgt. John Wilson.
AP 30--The students worked in groups to annotate "A Valediction Forbidding Mourning" and worked to create a thesis to the question "Using the resources of language, identify the attitude of the speaker about the situation in which he finds himself." After they figured out the poem, or thought they did, we annotated it together as a class. We will conclude it tomorrow.
Period 3--ELA B 30
We had this last class to work in the computer lab to finish up their power point about their personal identity. Students are to email me the final product.
Period 4 & 5--AP 10
We spent the day with Edgar Allan Poe! I read "The Raven" to the students to give them an idea of Poe's content, then we spent time discussing insanity, things that annoy you, and to what extent you'd be willing to go to eliminate the thing that annoys you. After this discussion, I read "The Tell-Tale Heart" aloud to the students, complete with variance of tone, volume, and expression. After this, the students had to make a connection (either text to text, text to self, or text to the world), and write a paragraph explaining their connection. Once they were finished with that and handed it in, they had to annotate the third paragraph of the story. We went over all of the things you might find in an annotation, and they had time to work in partners to complete the task. We will go over this together as a class tomorrow.
Period 6--AP 20
Finally, we began going over Medicine River with a power point. Our purpose is to examine associational literature and to see how atypical of traditional literature this novel is.
To introduce them to the novel, I began reading To Kill a Mockingbird to the class and we spent considerable time discussing some of the underlying events that connect to the themes and action in the novel. I will continue reading tomorrow before "cutting them loose" to read on their own.
Period 2--AP 30/ELA A 30
ELA A 30--We finished with our "Canadianisms" handout and the students are reading the novel The Secret Lives of Sgt. John Wilson.
AP 30--The students worked in groups to annotate "A Valediction Forbidding Mourning" and worked to create a thesis to the question "Using the resources of language, identify the attitude of the speaker about the situation in which he finds himself." After they figured out the poem, or thought they did, we annotated it together as a class. We will conclude it tomorrow.
Period 3--ELA B 30
We had this last class to work in the computer lab to finish up their power point about their personal identity. Students are to email me the final product.
Period 4 & 5--AP 10
We spent the day with Edgar Allan Poe! I read "The Raven" to the students to give them an idea of Poe's content, then we spent time discussing insanity, things that annoy you, and to what extent you'd be willing to go to eliminate the thing that annoys you. After this discussion, I read "The Tell-Tale Heart" aloud to the students, complete with variance of tone, volume, and expression. After this, the students had to make a connection (either text to text, text to self, or text to the world), and write a paragraph explaining their connection. Once they were finished with that and handed it in, they had to annotate the third paragraph of the story. We went over all of the things you might find in an annotation, and they had time to work in partners to complete the task. We will go over this together as a class tomorrow.
Period 6--AP 20
Finally, we began going over Medicine River with a power point. Our purpose is to examine associational literature and to see how atypical of traditional literature this novel is.
Monday, 3 February 2014
February 3, 2014
Period 1: ELA A 30/AP 30
The students taking ELA A 30 completed the handout on "Canadianisms" and we began discussing them. We didn't quite finish up but will do so tomorrow.
The students in AP 30 finished up with our discussion of "The Flea" and we began looking at "A Valediction Forbidding Mourning." We will finish with John Donne tomorrow.
Period 2 & 3: ELA B 30
We are continuing with our discussion of "Identity" so the students are creating a power point or other media about themselves. Since we couldn't be in the computer lab for both classes, we also finished reading an essay titled "Who Are You?" which discusses how we see ourselves and how we define ourselves. This essay deals a lot with perception.
Period 4: ELA 20
We finished reading the essay "Childhood throughout the ages" and then answered the questions to go with the reading. After this, I began reading To Kill A Mockingbird to get the students started with the novel as the beginning of it can be a bit hard to slug through.
Period 5: AP 10
The students did some oral fluency practice as we read a few more ghost stories. They did extremely well with it. I also went over the assignment for them to write their own ghost story. We will hold off on starting this until Thursday and Friday when I'm not at school.
The students taking ELA A 30 completed the handout on "Canadianisms" and we began discussing them. We didn't quite finish up but will do so tomorrow.
The students in AP 30 finished up with our discussion of "The Flea" and we began looking at "A Valediction Forbidding Mourning." We will finish with John Donne tomorrow.
Period 2 & 3: ELA B 30
We are continuing with our discussion of "Identity" so the students are creating a power point or other media about themselves. Since we couldn't be in the computer lab for both classes, we also finished reading an essay titled "Who Are You?" which discusses how we see ourselves and how we define ourselves. This essay deals a lot with perception.
Period 4: ELA 20
We finished reading the essay "Childhood throughout the ages" and then answered the questions to go with the reading. After this, I began reading To Kill A Mockingbird to get the students started with the novel as the beginning of it can be a bit hard to slug through.
Period 5: AP 10
The students did some oral fluency practice as we read a few more ghost stories. They did extremely well with it. I also went over the assignment for them to write their own ghost story. We will hold off on starting this until Thursday and Friday when I'm not at school.
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