May 18

Humanities 8.
                Students were given back their 'Middle Ages Test'.
                We continued from yesterday’s class by talking about some background information on post-WWI Germany and the rise of Hitler. We revisited some of yesterday’s conversation topics (How could someone murder people by the hundreds and then turn around and be loving and sensitive to their families?) to wonder if the person's dichotomy made their crimes even more horrible.
                With their neighbours, students discussed what ‘prejudice’ meant to them. As a class, we discussed some of their thoughts on this as well as what causes prejudice (fear, learned, ignorance) and how it might be prevented or overcome (talking about it = education/knowledge).
                We finished the class with the teacher reading the first chapter aloud as the students read along and then students silent reading the second chapter.


English 10.
                Class continued the viewing of “West Side Story” from ~41:00 (the kiss) and stopped again at 1:46:58 (another kiss).

May 17

English 10.

                We explored the idea of ‘love’ versus ‘in love’ as well as ‘infatuation’. Pairs discussed what they thought was the difference between the terms and we discussed their understanding. Then they reported out their concepts of the meaning of ‘love’ and ‘in love’. We also talked about ‘infatuation’ and how it could be related to falling in love. Before we moved on the class was asked what challenges may confront lovers from different backgrounds.
                Class was introduced to the film “West Side Story” and that this unit would be studying Romeo and Juliet. After vaguely describing the plot to "West Side Story" students were aware of the similarities between the two stories. Finally, we watched the first 40 minutes of "West Side Story".

Humanities 8.

                Class started off with 20 minutes of students` choice for silent activity (reading or writing).
                This was a class dedicated to discussion. As a class, we talked about the background knowledge the students have regarding the holocaust. It covered how the Nazis persecuted many different groups including the Jews, the Romani, homosexuals, the mentally and physically 'disabled', as well as those who opposed the regime. We also recorded questions students were curious to learn about: How did Hitler die? Why did Hitler hate the Jews? Did Hitler belong to a religion? What might the Nazis have done differently to win the war?
                We plotted Germany, Poland, Denmark, Switzerland, as well as the two cities of Berlin and Krakow on a map (each a place referred to in the story of The Boy in the Striped Pajamas) to understand where the story takes place.
                Students recounted books, films, TV shows, and video games which they have read or seen or played dealing with World War II and what they were about. Class also talked about how a person could treat another so awful and then go home and treat their family so lovingly.

May16

Humanities 8.

               We had a class discussion where students shares their thoughts and experiences based on my questions: “What have you ever lost?” “What have you ever had stolen?” Students were asked two rhetorical questions: Have you ever been bullied? Have you ever been a bully? Then we talked about what was the worst thing about being a victim of theft or bullying: POWERLESSNESS.
                Then students did a writing activity for the last 20 minutes of class about their experiences with bullying or imagining being bullied. They could write about any situation where they felt powerless or made another feel powerless. They were told that they didn't have to share the writing with anyone - not even the teacher - if they didn't want to. The class ended with two things to think about: Writing has power. Writing is therapeutic.

English 10.

                We explored the idea of ‘love’ versus ‘in love’ as well as ‘infatuation’. Pairs discussed what they thought was the difference between the terms and we discussed their understanding. Then they reported out their concepts of the meaning of ‘love’ and ‘in love’. We also talked about ‘infatuation’ and how it could be related to falling in love. Before we moved on, the class was asked what challenges may confront lovers from different backgrounds.
                Class was introduced to the film “West Side Story” and that this unit they would be studying Romeo and Juliet. After vaguely describing the plot to "West Side Story" students were aware of the similarities between the two stories. Finally, we watched the first 40 minutes of "West Side Story".

May 13 - My last day :(

English 10

Today was the English 10 provincial exam.  

Humanities 8

Today we finished watching "A Knight's Tale."

Thanks for a great year, everyone!  I will miss you!

May 12

English 10

Today we went over some grammatical errors and then students were given some last minute tips before their exam tomorrow.  See below.  Poetry terms are also below.  

English 10 Exam Tips

Bring to the exam

·         Writing utensil

Preparation:

·         Review poetry and prose term sheets

·         Review key points for writing tasks

·         Good night’s sleep

Multiple Choice Sections

·         Read the bold intro to the reading pieces.

·         Read the questions carefully.

·         Read all of the answer options and select the BEST answer.

·         Reread the section of the text that the question refers to AND/OR read the questions on the section before you read the text so you know what you are looking for.

·         Flag answers for you to revisit at the end of the test as needed.

Literary (Compare/Contrast) Essay

·         Read the essay question before you read the text so you can be thinking about the topic as you read the texts.

·         Use the highlight tool as you are reading if you notice any quotes that would be good to use in your essay.

·         Brainstorm your ideas before you start writing. This will help you figure out your thesis and will help you figure out how to organize your points. 

·         Introductory paragraph

o   Refer to the titles – use quotes

o   Create a concise thesis that refers to both texts (ANSWER THE QUESTION)

·         1^st paragraph

o   Use a topic sentence to introduce your 1^st point (usually the most important)

o   Provide evidence to support this point

o   Provide a clear explanation

o   Close with a reiteration of your point or transition to next paragraph

·         2^nd paragraph and subsequent body paragraphs as needed

o   Same as above

·         Concluding paragraph

o   Restate your main points strongly

o   Provide overall insight

·         Evidence

o   Specific reference to details in the story (Be sure they are correct!)

o   Quotations taken from the text that are integrated into a sentence

o   Use phrases like:  for example, the narrator states etc.

o   Explain the quotations and why you have included them

·         Use transition words: firstly, secondly, finally, furthermore, in addition, overall, whereas, in contrast etc.

·         Use literary terms whenever possible

Composition #2 – Writing from a prompt

·         Try to write a narrative – this type of writing is easier to write and usually scores higher marks

·         Start of your story with an interesting hook –  dialogue (internal or external) or action are recommended

·         Make sure your story refers to your theme (Use key words from the prompt to key in your reader.)

·         Utilize description, characterization, literary devices etc. to make your writing interesting and creative

·         Remember your audience – entertain them, but make sure it is appropriate material!

·         Remember to paragraph!

Overall

·         Arrive at school early.  (Don’t rush in at 9). 

·         Take your time and relax (You have 3 hours).

·         Keep an eye on the time.

·         Read all the instructions carefully.  If you are unsure about something ask an invigilator.

·         Re-read your work looking for missing words, run-on sentences, capitals etc.

·         Do not use expletives or pick questionable topics to write about.

Good luck and enjoy the rest of the year! 

It has been pleasure getting to know you all!

Exam is May 13^th (Friday) at 9!!

Figurative language	-using language to express something beyond the literal meaning; Includes: metaphor, simile, personification, allusion, hyperbole, oxymoron, imagery
Imagery	-poet uses words which appeal to our senses (taste, touch, smell, sound and sight)  to create pictures in our minds
Image	-a visual representation; a picture in the mind
alliteration	-repetition of initial consonant sounds Ex. Slowly, silently, the moon walks the night in her silver saloon
personification	-gives the characteristics of a human to an inanimate object Ex.  The grass danced in the wind
Hyperbole	-extreme exaggeration
simile	-comparison using like or as Ex. “She walks in beauty like the night” -Byron
Metaphor	-direct comparison of two things in which one is said to be the other Ex. The cliffs were the guards of the beach
allusion	-references to famous historical or literary characters/events etc or  to popular culture
oxymoron	-using contradictory ideas/words to express meaning Ex. Terribly happy, jumbo shrimp
onomatopoeia	-use of words to suggest their sound Ex. Buzz, hiss, kaboom
Symbol/symbolism	-an object (or sign)  that stands for something else  Ex. Dove carrying an olive branch = peace Black = death
paradox	-a statement that seems self-contradictory, but upon further reflection contains some truth
understatement	-deliberately making a situation seem less important or serious than it actually is
Irony	-an unusual twist or the opposite of what reader is led to believe Types: verbal –ex. Sarcasm Dramatic –words or acts of a character may carry a meaning unperceived by him/herself, but understood by the audience Situational – the circumstance turns out to be the reverse of those anticipated or considered appropriate
rhyme	-words that sound the same or similar are used to create a rhythmic pattern
Rhyme scheme	-the arrangement of rhymes in a unit of verse; labeled with consecutive letters of  the alphabet
rhythm	-sense of movement created with the pattern of stressed and unstressed syllables in a line of poetry (beat)
verse	-a line of poetry
stanza	-a paragraph of poetry
refrain	-a regular recurring phrase or verse especially at the end of a stanza or division of a poem or song
Speaker	-the narrator or the persona a poet uses to speak his or her words
audience	-the intended reader or viewer
connotation	-the  feeling suggested by a word Ex. Nag, steed, stallion, pony
denotation	-the literal meaning of a word; dictionary meaning
blank verse	-written without rhyme but has a regular meter of iambic pentameter
free verse	-follows no rules of rhyme scheme, meter, number of lines etc.
sonnet	-strict form of poetry which has 14 lines and is usually written in iambic pentameter 2 types: Shakespearean(English) and Petrarchan (Italian)
ballad	-a simple narrative poem; originally designed to be sung so they may have a chorus or repeated stanza
lyric	-poems with the purpose of expressing emotion
narrative	-poems that tell a story

Humanities 8

Today we started watching "A Knight's Tale."

May 11

Humanities 8

Today students wrote their Middle Ages test.  This took the majority of the block.  The remainder of the block was spent reading or finishing off castle projects if they were still outstanding!

English 10

Today we went over a bit more preparation for the provincial exam, which is Friday, May 13 at 9 am!!!

May 10

English 10 (C & D)

Today students wrote their prose term test.  Afterwards, they worked on some grammar and did some peer editing of their short stories.  Short stories were due today!!!  There was some time allowed for catch up as well. 

Humanities 8

Today students handed in their castle assignments.  We also did review in anticipation for the test tomorrow.