September 30

Orange Shirt Day!

Humanities 8

Today we started off class reading chapter 5 of The Outsiders.  Chapter 4 quiz results were shared at this time. Students who did not finish reading chapter 5 in the allotted time were asked to finishing reading it for tomorrow as there would be a little comprehension quiz.  Next we presented our posters from yesterday's group activity about Johnny's crime.  Finally, we went over the non-fiction worksheet about drive -ins. 

English 10

Today we started off class by making some predictions about the novel The Absolutely True Diary of a Part-time Indian by looking at the cover (title, pictures, text/font).  Students were asked to record their answers and date it as it will be part of a unit collection of work.   We discussed our answers as a class and there were some excellent predictions and comments made!  Next we looked at a powerpoint with some background information about the setting of the novel, which is a reservation in Washington State.  Finally, we listened to the author, Sherman Alexie, read the first chapter of the novel. 

*Identity projects were returned and students were reminded to hand in their Marcus the Great work. 

September 29

English 10

Today we started class discussing and learning about the story behind Orange shirt day, in terms of history and the personal story of Phyllis Webstad.  Next we continued to listen to the example of an aboriginal creation story and  we created a Venn diagram comparing the Judeo-Christian creation story with Aboriginal creation stories.  We also briefly discussed bias and viewed a video comparison of aboriginal vs western world views in terms of economics. 

Humanities 8

Today students wrote a quiz on chapter 4.  Then we learned about Orange shirt day and residential schools.  The majority of the class involved group work around Johnny from the novel The Outsiders .  Students were asked to create a poster with information on the following:

Johnny Cade

Charge: 
Why?

Verdict:
Why?

Accomplices:
Why?

What would you have done if they were Johnny?

Tomorrow students will report to the class on what their group came up with.

September 28

Humanities 8

Today we went over the current events quiz and discussed strategies for ensuring that we earn the mark which we deserve (proofreading, reading the question carefully etc).  We also went over a couple of common spelling errors (disease, drowning, their, they're, there).  Next we did a practice English quiz on our reading of The Outsiders.  Prior to this we reviewed the concepts of cause and effect.  We continued with our study of the novel by doing a worksheet on context clues and reading non-fiction pieces associated with topics in the novel.  Tomorrow students will write a short quiz on chapter 4. 

English 10

Today we started off the class by reviewing reading strategies and the comparison between aboriginal and biblical creation stories.  We followed this up with a discussion and some clips related to Orange Shirt Day.  Next we learned the word colloquialism and students were given an assignment on the short story Marcus the Great.  This assignment was handed in at the end of the class.

Here are the questions:

Before reading:  What are the similarities between you and your friends?  What are your differences? What similarities do you value the most?  What differences do you value the most?

During reading:  Pick out and record 2 examples of colloquialisms.

After reading: Write a response about the story.  What were your thoughts or comments about the story?  How does this relate to the concepts/themes of story and identity that we have been discussing?

September 25

Humanities 8

Today we started off with a brief review before we wrote our first current events quiz.  After finishing the quiz, students were asked to read a related article and underline what they thought was the most import 1-3 things written in the article.  This was handed in for assessment.  Following that, students were asked to  self assess their Outsider posters using the rubric, I created from their suggestions.  A few tweaks were needed to improve marks, so students were given about 15 minutes to make  these changes.  Next we reviewed the important strategies good readers use while reading and then I read the students about half of chapter 4.  Students were directed to read to the end of chapter 4 over the weekend.

English 10

A few more students presented their identity projects today (blk D) and then we continued with our discussion and Venn diagram comparing the Judeo-Christian creation story with Aboriginal creation stories.  We also discussed bias.  In C block, we viewed a video comparison of aboriginal vs western world views in terms of economics.  We discussed bias and the comparisons made.  Finally, in C block, students were asked to brainstorm some strategies that good readers do while they  are reading.    

September 24

English 10

Today we started off by self-assessing our identity projects before handing them in. One student presented her project and I presented some of my PowerPoint about my identity.  Next we discussed the concept of world-view and watched a video-clip about it.  We discussed the importance of values and beliefs in relationships.  Finally, we started to investigate creation stories.  We listened to the beginning of an aboriginal creation story and then discussed the basics of the Judeo-Christian creation story.  

Humanities 8

Today we started off with a quiz on the refugee crisis.  Students were also given an article to read and were directed to underline/highlight 2 or 3 of the most important sentences or points in the article.  After this, we looked at the picture of the Syrian boy that was mentioned in the article.  We discussed why this picture caused the general public to finally notice that there was a refugee crisis.  From this, we revisited our hamburger rubrics and worked on creating a Outsider poster rubric.  Students worked with partners on this.  

September 23

Humanities 8

Today we looked at a political cartoon that was critical of Stephen Harper.  We discussed the use of exaggeration, symbols and text to convey meaning.  Next students did a self test about what they know about the refugee crisis in preparation for a short quiz on the topic tomorrow.  Most students did very well and shared some excellent answers!!  Finally, students were asked to create a rubric about hamburgers using the following categories:

not meeting expectations, minimally meeting expectations, fully meeting expectations and exceeding expectations.

English 10

Today students handed in their identity projects after completing a self-assessment using the rubric discussed in previous classes.  Then a couple of students presented their projects.  Amazing work!!

Next we looked at a clip about a couple discovering they don't share the same worldview.  From the concept of worldview, we started a comparison of the Judeo-Christian creation story and an aboriginal creation story.  At times the topic generated some intense emotions and opinions.  The focus is on how stories can have a strong influence on your life or as Thomas King asserts in his lecture series "can control your life" and can be dangerous.  The discussion and comparison will continue next class.

Septemer 22

English 10

Today we reviewed the rubric for the Identity project (see previous entries) and students were asked to provide feedback.  Next students were asked to work in groups to work in pairs to brainstorm answers to the following:  Why are stories so important to human beings?  (Ie:  What purposes do they serve?)  We shared out and discussed.  The next item on the agenda was an aboriginal story of meeting Captain Vancouver.  We discussed the influence of the author/teller of the story using it as an example.  Finally, we listened to an audio clip of Thomas King's lecture series "The Truth About Stories."  One of the key points we discussed after was King's assertion that stories can control your life and can be dangerous.  Reminder that the Identitiy project is due Thursday!

Humanities 8

Today we started off a pair/share activity of what is similar about reading and viewing (a video clip, movie etc).  We discussed as a class.  Next we reviewed the things we learned about the refugee crisis and then we watched another video clip that utilized a lot of pictures, diagrams and charts to accompany the verbal presentation of information about the refugee crisis.  We discussed how for most students that the additional graphics assisted with comprehension.  The word xenophobia (fear of foreigners) was discussed before the end of class.   

September 21

Humanities 8

Today students were reminded that their Outsiders posters are past due and if there were any not handed in to make sure they get in ASAP.  Next we looked over the reading worksheet that students were given last Tuesday by Mr. Janz.  As there were a number of questions and some confusion, we went over the expectations and students made some amendments to their work.  Students were asked to hand this in.  Next, we brainstormed some current events that are happening in the world.  Students were asked to set up a KWL (What do I Know?  Want to Know?  Learned?).  Students filled in the first 2 questions and then we watched a video clip.  Before the end of class students filled in what they learned from the video and handed their work in. 

http://wn.com/refugee_crisis_%7C_today_perth_news 

English 10

Today we reviewed the rubric for the Identity project (see previous entries) and students were asked to provide feedback.  Next students were asked to work in groups to work in pairs to brainstorm answers to the following:  Why are stories so important to human beings?  (Ie:  What purposes do they serve?)  We shared out and discussed.  The next item on the agenda was an aboriginal story of meeting Captain Vancouver.  We discussed the influence of the author/teller of the story using it as an example.  Finally, we listened to an audio clip of Thomas King's lecture series "The Truth About Stories."  One of the key points we discussed after was King's assertion that stories can control your life and can be dangerous.  

September 18

Mr. Janz was in for me today.

English 10

Today was the last in-class work period for the identity project.  Students worked in the library with Mr. Janz.  This project is due on Thursday September 24th for H block.

Humanities 8

Character posters were due today!
The first learning activity today involved students decoding some slang terms used in the novel The Outsiders.  Next they worked on a writing and sharing assignment.  Next Mr. Janz taught students about the different types of conflict and students worked on a worksheet on this.  Finally, students started to read chapter 3 of their novels.

September 17

Ms. MacLeod was in for me today.

Humanities 8

Students finished off working on their posters and then Ms MacLeod read chapter 2 with the class. 

English 10

Today students worked on their identity projects.  Students were reminded to really focus on what makes them who they are and the different factors that contribute to identity.  Here is the assignment sheet with a rough draft of the rubric.

Story of Self Assignment

Task:  Create a representation of your identity.  Use the factors that contribute to identity to create your representation of self.  Select any mode of representation you feel comfortable.  Suggestions:  power point, story, poem, bumper sticker, scrapbook, mask, comic strip etc.

Applicable Outcomes

C4 create thoughtful representations that communicate ideas and information to

– explore and respond

– record and describe

– explain and persuade

– engage

C5 select, adapt, and apply a range of strategies to generate, develop, and organize ideas for writing and representing, including

– making connections

– setting a purpose and considering audience

 – gathering and summarizing ideas from personal interest, knowledge, and inquiry

– analysing writing samples or models

– setting class-generated criteria

C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing, including

 – using a variety of sources to collect ideas and information

– generating text

 – organizing and synthesizing ideas and information

– analysing writing samples or models

– creating and consulting criteria

C7 select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including

– checking work against established criteria

– enhancing supporting details and examples

– refining specific aspects and features of text

– proofreading

Criteria	Not meeting expectations	Minimally meeting expectations	Fully meeting expectations	Exceeding expectations
Communication of Information	        No organization         Hard to read         Left audience with too many unanswered questions	        Limited organization         Hard to read at times         Unclear at times	        Organized         Clear	        Creatively/effectively organized         Very clear
Evidence of thoughtfulness	        A few aspects of self are mentioned         Factors are unclear	        Superficial investigation of self         Some factors referred to	        Thorough investigation of self         Clear connection of factors to personal identity/development	        Detailed/deep investigation into self         Thoughtful connection of factors to personal identity/development
Presentation /Engagement	        Not proofread         Boring presentation of facts	        Some evidence of revision         Attempt made to be engaging	        Revision evident         Interesting presentation	        Very professional         Engaging presentation

 

September 16

Ms. MacLeod was in for me today!

Humanities 8

Today students finished off their reading worksheet from yesterday and then worked alone or in groups of 2 or 3 on posters of a character in the Outsiders.  Ms. MacLeod explained the difference between physical traits and personality traits prior to the work period of the class

The requirements were:

• 3 character traits
• 1 quotation that illustrates what the character is like
• Explanation of why the quote was chosen
• Neat, organized and added colour

English 10

Today students had their last day to work on their identity projects (Due: Wednesday September 23 for C&D blocks).  Students worked in the library.  Here is the assignment with the prescribed learning outcomes and the draft of the rubric.  Students will be asked for feedback when I return from my illness. 

Story of Self Assignment

Task:  Create a representation of your identity.  Use the factors that contribute to identity to create your representation of self.  Select any mode of representation you feel comfortable.  Suggestions:  power point, story, poem, bumper sticker, scrapbook, mask, comic strip etc.

Applicable Outcomes

C4 create thoughtful representations that communicate ideas and information to

– explore and respond

– record and describe

– explain and persuade

– engage

C5 select, adapt, and apply a range of strategies to generate, develop, and organize ideas for writing and representing, including

– making connections

– setting a purpose and considering audience

 – gathering and summarizing ideas from personal interest, knowledge, and inquiry

– analysing writing samples or models

– setting class-generated criteria

C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing, including

 – using a variety of sources to collect ideas and information

– generating text

 – organizing and synthesizing ideas and information

– analysing writing samples or models

– creating and consulting criteria

C7 select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including

– checking work against established criteria

– enhancing supporting details and examples

– refining specific aspects and features of text

– proofreading

Criteria	Not meeting expectations	Minimally meeting expectations	Fully meeting expectations	Exceeding expectations
Communication of Information	        No organization         Hard to read         Left audience with too many unanswered questions	        Limited organization         Hard to read at times         Unclear at times	        Organized         Clear	        Creatively/effectively organized         Very clear
Evidence of thoughtfulness	        A few aspects of self are mentioned         Factors are unclear	        Superficial investigation of self         Some factors referred to	        Thorough investigation of self         Clear connection of factors to personal identity/development	        Detailed/deep investigation into self         Thoughtful connection of factors to personal identity/development
Presentation /Engagement	        Not proofread         Boring presentation of facts	        Some evidence of revision         Attempt made to be engaging	        Revision evident         Interesting presentation	        Very professional         Engaging presentation

September 15

Agh!  I had to go home as I became very ill before classes started, so Mr. Janz came in as my TOC.

English 10

Today students brainstormed the factors influencing identity with Mr. Janz.  The brainstorm was recorded on the board and students were asked to record it for themselves, so they could refer to it as they worked on their own identity project. Students were given time in class to start thinking about how they would like to do their project and what information they would include.  Mr. Janz showed students a PowerPoint that I had created to tell my story.  Unfortunately, I was not there to present as my PowerPoint was just a background for the delivery of my verbal story.  When I return I will be sure to tell my story. 

Humanities 8

Today students did a "think, pair, share" on the question "What is an outsider?"  This led to a class discussion lead by Mr. Janz and then some predictions about what the novel The Outsiders would be about.  Next Mr Janz discussed the reading strategy of making personal connections to the novel and then started reading chapter 1.  Finally students were given a hand-out designed to have them reflect about their thinking while they are reading.

 

September 14, 2015

Humanities 8

Today we started off with a little check-in about the weekend and then we reviewed what we learned about the 60s on Friday - specifically the music groups that were popular.  Following that we looked at a power point of the 60s which also contained a little bit about the author and Oaklahoma.  This was done to help students understand the background of the author, the setting and to help them visualize the story when we begin to read the novel The Outsiders.  

After viewing the powerpoint students were asked to write some notes on some key categories of information.  These categories included:

clothing

hair-styles

cars

lifestyle

events 

presidents

Finally, we brainstormed some characteristics of a good reader.  Tomorrow we start reading the novel as a class. 

English 10

Today we started with a check-in about the weekend.  Then I showed students the prescribed learning outcomes for the Identity assignment and we clarified the assignment.  After this we brainstormed criteria for assessment of this project and then students were asked to begin the brainstorming and planning process.  Students were advised that I would give them the whole class on Wednesday to work on their project, so they should come prepared with materials as needed.  The project will be due the following Wednesday (September 23rd).  The 16th will be the last class time given for this project. 

 

September 11

Humanities 8

Today we signed out the novel The Outsiders.  We also completed a survey individually on issues brought up in the book.  Later we shared our opinions by standing on a continuum of strongly agree to strongly disagree in the classroom.  Visually everyone could see what other people's opinions were.  Finally, we selected a number of the controversial statements and students were asked to expand and explain their points of view in a respectful manner.  

English 10

Today we reviewed the factors influencing identity and students were asked to record this brainstorm so that they could refer to it next week when they will be asked to create a representation of their own identity.  For the majority of the rest of the class, I modeled a power point representation of my self.  I believe it is only fair if I share some information about myself before asking students to do the same.  At the end of class students were asked to brainstorm and try and decide on what type of representation they would like to do.  Some suggestions were: power point, bumper sticker, story, comic strip, timeline, mask etc.  On Monday we will discuss criteria and students will begin brainstorming and deciding on what factors they would like to represent. 

September 10

English 10 

Today I introduced myself and included a timeline of all the schools I have taught at and how I am very happy to return to Isfeld after a 6 year hiatus.  Next we discussed the origins of Labour day and the important role that unions have played in bringing us things like the 8 hour work day. We also briefly looked over the course outline (see below). Key things like my email address and assessment were emphasized.

The main activity of the day involved a brainstorm about identity, a theme we are going to focus on this term.  Students were put into groups of 4 and asked to discuss the following questions:

What is identity?

What factors influence identity?

A speaker for each group reported out and we completed a web brainstorm on the board as a class.

ENGLISH 10

Instructor : Ms. McCall                                                                       Email: lee.mccall@sd71.bc.ca

Location: Portable 1                                                                                Blog: mccallworld.blogspot.ca

                                         

COURSE OBJECTIVES

·         To enjoy the benefits and pleasures of language in all its forms – reading, writing, theatre, public speaking, film and other media.

·         To communicate effectively in written, verbal and visual forms.

·         To make connections to other areas of study and to life outside the classroom.

·         To think critically, creatively and reflectively.

·         To work respectively and collaboratively with peers.

Units will include: Non-Fiction, Poetry, Novel studies, Short Stories, Shakespeare, media

ASSESSMENT

Each term is worth 40% and the Provincial exam is worth 20%.

Assessment activities will include:

·         Quizzes and Tests – 20% of term mark

·         Daily activities and participation – 20%  of term mark

·         Projects (group and individual) and assignments -60% of term mark

CLASSROOM EXPECTATIONS

 “The Ps and Qs”

·         Be Present (attend and turn off your iPods and cell phones)

·         Be Punctual

·         Be Prepared (pens, pencils, paper, binder, eraser, ruler)

·         Be Positive, Polite and Patient

·         Ask Questions

·         Produce Quality Work

·         Work Quietly

Humanities 8

Today we started off the class with a look at my blog and then we discussed good behaviour for classrooms.  We referred to the outline and went over the Ps and Qs.

Next we finished off playing the name game, so that we could all practice each other's names.

We then segued into a discussion about belonging.  Students were asked to create a list of different groups to which they belong.  For example - we all belong to the group of Ms McCall's Humanities 8, the Isfeld community, the Comox Valley community etc.  This was to be completed for tomorrow's class.

Finally, we looked at an article which described the Sentinelese.   They are a group that has totally isolated themselves from the rest of the world.  It is a stone-age culture that is very aggressive towards Outsiders.  

September 9

Welcome back to school everyone!

Humanities 8

Today I introduced myself and included a timeline of all the schools I have taught at and how I am very happy to return to Isfeld after a 6 year hiatus.  Next we discussed the origins of Labour day and the important role that unions have played in bringing us things like the 8 hour work day.   We also briefly looked over the course outline (see below). Key things like my email address and assessment were emphasized.  

A review of nouns and adjectives preceded an activity where students worked with their neighbour to figure out a suitable adjective which starts with the first letter of their first name that would describe them.  Then the neighbour was asked to introduce their partner with their adjective and name.  Students were then challenged to introduce a whole row of students to the rest of the class using their matching adjective.  This activity helps students and myself to remember the names of our class.

Humanities 8 - Course Outline 2015

INSTRUCTOR:               Ms. McCall                                          EMAIL: Lee.Mccall@sd71.bc.ca
Location:                     Portable 1                                            BLOG:mccallworld.blogspot.ca
 
Overview

This course combines the Learning Standards for English 8 and Social Studies 8.  The course focuses on the communication, thinking and personal & social core competencies. 

SOCIAL STUDIES 8 – THE BIG IDEAS

Ø  Contacts and conflicts between peoples stimulated significant cultural, social, political change.

Ø  Human and environmental factors shape changes in population and living standards.

Ø  Exploration, expansion, and colonization had varying consequences for different groups.

Ø  Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions.

ENGLISH 8 – THE BIG IDEAS

Ø  Language and text can be a source of creativity and joy.

Ø  Exploring text and story helps us understand ourselves and make connections to others and to the world

Ø  Developing our understanding of how language works allows us to use it purposefully.

Ø  Purpose, audience, and context guide the author’s choices in the construction of text.

Ø  Language can shape ideas and influence others.

Ø  People understand texts differently depending on their worldviews and perspectives.

Ø  Texts are socially, culturally, and historically constructed

ASSESSMENT (ENGLISH)

·         20% of your mark will be based on tests and quiz scores.

·         20% of you mark will be based on participation in daily activities, discussions and debates. 

·         60% of your mark will be based on projects and assignments.

ASSESSMENT (SOCIAL STUDIES)

·         20% of you mark will be based on participation in daily activities, discussions and debates. 

·         40% of your mark will be based on tests and quiz scores.

·         40% of your mark will be based on projects and assignments.

Note:

v  Students will be assigned an I (Incomplete) if the student is not meeting the minimal expectations for the course.

v  Students will use My Site to create E-portfolios where students will upload examples of their work for parents to view.

CLASSROOM EXPECTATIONS  - “The Ps and Qs”

·         Be Present (attend and use digital devices only with permission)

·         Be Punctual

·         Be Prepared (pens, pencils, paper, binder, eraser, ruler, pencil crayons, novels & textbooks)

·         Be Positive, Polite and Patient

·         Ask Questions

·         Produce Quality Work

·         Work Quietly

English 10 

Today I introduced myself and included a timeline of all the schools I have taught at and how I am very happy to return to Isfeld after a 6 year hiatus.  Next we discussed the origins of Labour day and the important role that unions have played in bringing us things like the 8 hour work day. We also briefly looked over the course outline (see below). Key things like my email address and assessment were emphasized.

The main activity of the day involved a brainstorm about identity, a theme we are going to focus on this term.  Students were put into groups of 4 and asked to discuss the following questions:

What is identity?

What factors influence identity?

A speaker for each group reported out and we completed a web brainstorm on the board as a class.

ENGLISH 10 - COURSE OUTLINE  2015-2016

Instructor : Ms. McCall                                                                          Email: lee.mccall@sd71.bc.ca

Location: Portable 1                                                                                    Blog: mccallworld.blogspot.ca

                                               

COURSE OBJECTIVES

·         To enjoy the benefits and pleasures of language in all its forms – reading, writing, theatre, public speaking, film and other media.

·         To communicate effectively in written, verbal and visual forms.

·         To make connections to other areas of study and to life outside the classroom.

·         To think critically, creatively and reflectively.

·         To work respectively and collaboratively with peers.

Units will include: Non-Fiction, Poetry, Novel studies, Short Stories, Shakespeare, media

ASSESSMENT

Each term is worth 40% and the Provincial exam is worth 20%.

Assessment activities will include:

·         Quizzes and Tests – 20% of term mark

·         Daily activities and participation – 20%  of term mark

·         Projects (group and individual) and assignments -60% of term mark

CLASSROOM EXPECTATIONS

 “The Ps and Qs”

·         Be Present (attend and turn off your iPods and cell phones)

·         Be Punctual

·         Be Prepared (pens, pencils, paper, binder, eraser, ruler)

·         Be Positive, Polite and Patient

·         Ask Questions

·         Produce Quality Work

·         Work Quietly