October 30

October 30

Mr. Janz was in today.

ENGLISH 10

Today students practiced their creative writing skills. We spoke about how these skills will be important at the very least when writing final exams. Students wrote their first piece of creative writing to submit to their new writing portfolios. They also completed their list of types of writing from 'eh' to 'zed' (A to Z).

HUMANITIES 8

Class finished viewing "The Outsiders". With the time left over, we discussed the differences noticed between the novel and the film as well as which medium is best for telling story with depth and thoroughness.

October 29

October 29

Mr. Janz was in today.

ENGLISH 10

This class was the same lesson as the English 10 classes yesterday, October 28.

HUMANITIES 8

In class today we talked about the students' impression of The Outsiders and how it might still be relevant for today's youth. We revisited some of the themes which are important to understand and are still as applicable to life in our society today as when Hinton wrote this novel in 1967.
From there we started viewing the film "The Outsiders" which we will finished tomorrow.

October 28

October 28

Mr. Janz was in today. It was a PLC day with shortened classes.

HUMANITIES 8

Today was "Game Day". Student game design teams kept one member with their game to facilitate game play with other students and answer the teachers questions to assess the team's game. Throughout the class, teams switched out their representative so that everyone had the opportunity to play other teams games.

ENGLISH 10

Class started with chapter reviews for Grandmother Gives Me Some Advice, Tears of a Clown, and Halloween. We discussed whether grandmother was right about Roger and why Roger started treating Arnold with respect.

We then discussed 'what is trauma?', examples of how people deal with trauma, and examples of trauma that Junior has ended so far. Types of trauma brought up included emotional, physical, psychological, and spiritual. Ways people deal with trauma included substance abuse, ignoring it / depression, professional help or help from loved ones, personality changes (such as aggression), and risky lifestyle choices (like BASE jumping or multiple sex partners).

Students received a new worksheet: "Literary Log - Coping with Trauma". The worksheet asks to find examples of Junior's traumatic events, a quote (with page number) showing Junior's reaction to the event, and the student's analysis of why he reacted as he does.

Students were given time to read the two next chapters: Slouching Toward Thanksgiving and My Sister Sends Me an E-mail. Students were asked to complete the first side of the worksheet.

October 27

October 27

Mr. Janz was in today.

ENGLISH 10

This is the same as yesterday's classes: Class started with a review of chapters Rowdy Sings the Blues and How to Fight Monsters. We considered some questions while thinking about the chapters: Why is Rowdy do mad at Junior for going to Reardon? Why did Junior resort to violence when faced with the racist comments from Roger? Why does Roger not respond with violence?

Class then read the next three chapters: Grandmother Gives Me Some Advice, Tears of a Clown, and Halloween. After a brief discussion on what 'culture' is, students had to answer the fourth set of questions for ATDPTI:

1.     What expectations do:

A.     Your parents or guardians have for you?

B.     You have for yourself?

C.     We have as Canadians?

2.     What expectations does Junior have:

a.     From his family?

b.     From his tribe?

c.     About himself?

d.     About his peers at Rearden?

3.     How does culture impact what we expect of ourselves and of others?  Use your answers from above to support your answer.

4.     What is respect? 

5.     How do people earn your respect?

6.     Who do you think Arnold respects the most at this point in the novel?  Why?

HUMANITIES 8

Today was the last in-class day for student design teams to complete their The Outsiders game. TOMORROW IS 'GAME DAY'.

October 26

October 26

Mr. Janz was in today.

HUMANITIES 8

Today was another day for students to build their playable game based on The Outsiders. Tomorrow is the absolutely last in-class day to build the games. Wednesday is "Game Day".

ENGLISH 10

Class started with a review of chapters Rowdy Sings the Blues and How to Fight Monsters. We considered some questions while thinking about the chapters: Why is Rowdy do mad at Junior for going to Reardon? Why did Junior resort to violence when faced with the racist comments from Roger? Why does Roger not respond with violence?

Class then read the next three chapters: Grandmother Gives Me Some Advice, Tears of a Clown, and Halloween. After a brief discussion on what 'culture' is, students had to answer the fourth set of questions for ATDPTI:

1.     What expectations do:

A.     Your parents or guardians have for you?

B.     You have for yourself?

C.     We have as Canadians?

2.     What expectations does Junior have:

a.     From his family?

b.     From his tribe?

c.     About himself?

d.     About his peers at Rearden?

3.     How does culture impact what we expect of ourselves and of others?  Use your answers from above to support your answer.

4.     What is respect? 

5.     How do people earn your respect?

6.     Who do you think Arnold respects the most at this point in the novel?  Why?

October 22

October 22

Mr. Janz was in today.

ENGLISH 10

In today's class, students compared the opening line of Charles Dickens' The Tale of Two Cities to Alexie's allusion on page 50: "And let me tell you, we Indians were the worst of times and those Reardan kids were the best of times."

Following this, class discussed 'stereotypes'. Students discussed stereotyping in sports logos and popular culture while viewing a PowerPoint slide show presenting examples found in professional sports teams and cartoons.

The final part of class was used to continue with the 'Aspects of Identity Assignment'. THIS ASSIGNMENT IS DUE ON TUESDAY, OCTOBER 27.

HUMANITIES 8

Class design teams continued building their games based on The Outsiders.

October 21

October 21

Mr. Janz was in today.

HUMANITIES 8

Today students completed their final quiz on The Outsiders. Following this, we went over the details of their final project: small groups develop and create a board game based on The Outsiders using plot, theme(s), characters, and setting. This class was used to develop the details of how the groups games will play - rules, layout, etc. Each group needed to submit a proposal for the teacher to approve. All students present have had their proposals accepted.
Tomorrow groups will begin the construction of their games.

ENGLISH 10

Class started off by reflecting on Dickens' Tale of Two Cities literary allusion on page 50 of The Absolutely True Diary of a Part-Time Indian. We compared the opening lines of 'Two Cities' and ATDPTI in reference to the assignment started last class ('Aspects of Identity Assignment').
Then we discussed stereotypes. Class viewed a slide show on the use of stereotypes in logos especially those of professional sports teams.

Finally, students were given more time to work on their 'duality of identity' assignment started last class. THIS ASSIGNMENT IS NOW HOMEWORK AND DUE MONDAY.

October 20

October 20

Mr. Janz was in today.

ENGLISH 10

Today students started working on their research assignment on Sherman Alexie, the author of The Absolutely True Diary of a Part-Time Indian. They were provided with a handout to complete based on four websites (two of which the student needed to find and two were provided) with information on Alexie: 3 things learned about Sherman Alexie, How the website helps with understanding the novel, and the student's comments, questions, and/or connections after viewing the websites.

By the end of class, students were to hand in the previous three ATDPTI assignment and the Alexie research assignment stapled together in sequential order. If they were unable to hand in the work today, it is due at the start of next class.

HUMANITIES 8

Class started off with a quiz on chapters 9 & 10 of The Outsiders.

Students were then given time to read chapters 11 & 12 in class. THERE WILL BE A QUIZ ON THESE CHAPTERS TOMORROW.

As a class we talked about THEME in the novel. We talked about how the book shows these ideas and how the students' life experiences can connect to those themes. In small groups, students sought out examples of both theme and setting within the story and recorded the information to use later.

October 19

October 19

 

HUMANITIES 8

Mr. Janz was in today.
THERE IS A QUIZ TOMORROW.
Today students completed the 'Literary Conflicts' worksheet. As a class, we discussed examples from The Outsiders of each type of conflict: person vs person, person vs nature, person vs self, person vs supernatural, person vs society, and person vs technology. To end, students worked in small groups to discuss provided questions and then report out to everyone else:
1. Before leaving for the rumble, Ponyboy states that helping to beat the Socs is the most important thing in his life. Why do you think it is so important to Pony at this point? What does Pony hope to accomplish by beating the Socs? What does this say about Randy's influence on Ponyboy?
2. Immediately before the rumble begins, Pony says that he doesn't hate the Socs anymore. Why then, does he proceed to attack the Socs and not just defend himself?
3. Dally rages against the desire to help others, saying this desire caused Johnny to be injured. But how has Dally shown that he too has a strong desire to help others?
4. Contrast the greaser gang's mood before and after the rumble. What do you think accounts for this change?
5. Dally's move to bluff the police with the pistol is a suicidal act. Why do you think Dally chooses to die? Do you think suicide is always a cowardly act? Why or why not?

ENGLISH 10

Class started with a review of the three chapters Because Geometry is Not a Country Somewhere Near France,  Hope Against Hope, and Go Means Go. Then students read Rowdy Sings the Blues and How to Fight Monsters. We discussed the literary allusion found in the chapter Rowdy Sings the Blues (The Tale of Two Cities, by Charles Dickens). We talked about how literary allusions bring all the 'baggage' of the original tale into the one being read.
Students were given the new 'Aspects of Identity Assignment'. They are to draw a self-portrait which shows two different sides of their identity; such as, who they may 'be' with their parents versus who they 'are' with their friends or what they hope to become versus what they are afraid they could be.

October 16

Humanities 8

Today students did a quiz on chapter 8 and then handed in their Outsider's Newspaper assignment. Students were given time to self-assess their work and were reminded to hand in any rough drafts or planning work.  Before we went on to examine the platforms of the major political parties.  We did an informal vote before the end of the class.

English 10

Today we worked on some research on Sherman Alexie in the library.  Students were given a chart to fill out and then were asked to hand in their ATDPI assignments 1-3 with the complete chart at the end of class.  

October 15

English 10

Today we started off with a check-in and review of the last couple of chapters.  Next we discussed the importance of hope for Junior.  Students were asked to read Rowdy Sings the Rules & How to Fight Monsters.

Finally, I introduced a drawing assignment.  See below and pg. 57 for an example.  

Aspects of Identity Assignment

Part 1:

On a piece of plain white paper, draw a portrait of yourself that shows two different sides of your identity.  The portrait doesn’t need to be perfect (you can use a stick figure if you want), but include details like different clothing, accessories, articles you are holding that symbolize the conflicting side of yourself or conflicting roles you play. Labels and other points of comparison should be used to mimic the picture Junior draws of himself.  Examples of conflicting identities:  jock/A student, parent friendly version/peer friendly version, city girl/farm girl, Canadian/American, dream/expectations, the “real” you/how others perceive you etc.

Part 2:

Add speech and thought bubbles to your drawing to show how you think and talk when you are playing both of the “roles” you’ve portrayed in your drawing. 

.

Criteria

        Clearly demonstrates duality of identity

        Demonstrates physical  differences

        Demonstrates at least one speech bubble

        Demonstrates at least one thought bubble

        Demonstrates at least one abstract concepts (A BRIGHT FUTURE VS A VANISHING PAST)

        Points of comparison are obvious

Humanities 8

Today we started off reading chapter 9.  We will have a quiz on chapter 8 and/or 9 tomorrow.  

Next we looked at the rubrics for the Outsiders project which is due tomorrow!  

Finally, students were asked to work on finishing the second side of their election sheet page.  

October 14

Humanities 8

Today we started off with a check-in and then students read chapter 8 of The Outsiders. 

Next we did a little brainstorming about the election and then students were asked to read an information sheet and answer some questions about the election process.

Reminder that the newspaper project is due FRIDAY.

English 10

Today we started off reviewing chapters 3 & 4.  What happened?  What stood out?  We reviewed verbally.  Next students looked at and discussed the following quote and students added allusion to their glossaries:

“Adam and Eve covered their privates with fig leaves; the first Indians covered their privates with their tiny hands.” 

Next students were instructed to do the following activities to go along with their reading of chapter 4, 5 & 6 (Because Geometry is not a Country in France, Hope against Hope and Go Means Go).

Before reading: 

     1.       What characteristics are important in a friend?

2.        Is Rowdy a good friend to Junior?  Support your answer with examples and explanation.

During reading:

1.       Pick out something that really stood out to you in the reading.  Record.

2.       Why did it stand out?  What do you think the author’s motivation was?

After reading:  Is Mr. P a good friend to Junior?  Explain.

October 13

Today Mr. Janz was in for me.

English 10

Today we started off reviewing chapters 3 & 4.  What happened?  What stood out?  We reviewed verbally.  Next students looked at and discussed the following quote and students added allusion to their glossaries:

“Adam and Eve covered their privates with fig leaves; the first Indians covered their privates with their tiny hands.” 

Next students were instructed to do the following activities to go along with their reading of chapter 4, 5 & 6 (Because Geometry is not a Country in France, Hope against Hope and Go Means Go).

Before reading: 

     1.       What characteristics are important in a friend?

2.        Is Rowdy a good friend to Junior?  Support your answer with examples and explanation.

During reading:

1.       Pick out something that really stood out to you in the reading.  Record.

2.       Why did it stand out?  What do you think the author’s motivation was?

After reading:  Is Mr. P a good friend to Junior?  Explain.

Humanities 8

Today was the last day for students to work on their Outsiders newspaper article.  They worked in the library.  The project is due FRIDAY!!!

October 9

Humanities 8

Today we discussed criteria and students were reminded about the need to have a plan, a rough draft and a final draft to show evidence of the writing process for the project.  The remainder of the class was a work period.  Students were reminded that they have one more in class work period (in the library on Tuesday) to finish their project.  The project is due Thursday October 15.

English 10

Today we started off with a look at figurative language (language that is used to express deeper meaning beyond the literal meaning).    Some examples of figurative language are: simile, metaphor, personification and hyperbole. Students were asked to start making a glossary of these examinable terms for English 10.  We went over definitions and students were asked to include examples as well. 

Today we did some reading and below are the tasks assigned.  Make sure your work is dated and kept in your binder!

Before:  

1. What would your dream life look like if there were no restrictions?
2. What is a self- fufilling prophecy?

During:  

Find 3 examples of figurative language (different types if possible) and identify what type they are!

After:  

1. Do you think Junior's parents fate was a self - fulfilling prophecy?  Discuss.
2. Draw (literal meaning) or analyze one of your examples of figurative language.  

October 8

English 10

Today we started off with a look at figurative language (language that is used to express deeper meaning beyond the literal meaning).    Some examples of figurative language are: simile, metaphor, personification and hyperbole. Students were asked to start making a glossary of these examinable terms for English 10.  We went over definitions and students were asked to include examples as well. 

Today we did some reading and below are the tasks assigned.  Make sure your work is dated and kept in your binder!

Before:  

1. What would your dream life look like if there were no restrictions?
2. What is a self- fufilling prophecy?

During:  

Find 3 examples of figurative language (different types if possible) and identify what type they are!

After:  

1. Do you think Junior's parents fate was a self - fulfilling prophecy?  Discuss.
2. Draw (literal meaning) or analyze one of your examples of figurative language.  

Humanities 8

Today we are going to continue to work on our Outsider Newspaper articles.  Students should be starting on their rough draft today!  Here is a checklist to make sure your plan is complete before you start working on your draft.  Remember the whole process of creating this project will be assessed! You will be asked to include you plan, rough draft and final draft of your project!

Checklist – Outsider Newspaper Assignment Name: ______________________________________

PAGE 1

 Name of newspaper

 Date

 Price

 Headline

 Picture

 Caption for picture

 1-2 sentence summary with reference to page 2

PAGE 2

Juvenile Delinquents Turn Heroes 

 Who?

 What?

 Where?

 When?

 Why?

 How?

 Who did you interview?

 What did they say?  Use quote marks!

 Include a writer of the article – yourself, staff reporter or make up a name

Your choice article

 Who?

 What?

 Where?

 When?

 Why

 How?

 Who did you interview?

 What did they say?  Use quote marks!

 Picture?

 Caption?

 Include a writer of the article – yourself, staff reporter or make up a name

Editorial Section

 Editorial #1 –who?

 Editorial #2- Who?

 Editorial #3 –who?

Rough Drafts 

 Juvenile Delinquents Turn Heroes

 Your choice article

 Editorials

Editing

 Spell check? Proper sentences?

 Formating? Organizing?

 Editor ____________________________________________________   Initials ___________

Final Draft

 Self-assessment

October 7

Humanities 8

Today we briefly reviewed the tasks for today at the library.  The most important priority was to print off pictures to go along with the 2 newspaper articles the students are preparing.  After that students were directed to work on their plan for their paper.  A few people were ready to start drafting their articles. 

Please makes sure you have notes for both articles that look like this before starting the drafting stage:

Article Name

Who? 

What? 

Where?

When?

Why?

How?

Quote (from a pretend interview!) 

The remainder of the class was for students to work on their projects!

English 10

Today we started off the class with a look back at the story Marcus the Great after a last call for last weeks work on this story.  Students were asked to fill in a chart comparing Marcus and Kelly using exact words from the story whenever possible. 


                                          Marcus                                  Kelly

Appearance

Environment

Personality traits

Likes

Goals

Self -talk (story)


After completing this chart students were asked to answer the following:

How do the themes of identity and story relate the story Marcus the Great?    Students had been asked to do this a couple of classes ago.  After assessing student work it was apparent we had to revisit this topic.  Students were asked to hand this work in when they were finished or to finish it off for homework. 

Finally. students were asked to start making a glossary of English 10 terms.  Students were asked to define the terms and provide an example (if possible).  Here are the 5 terms:

bias
simile
metaphor
personification
hyperbole

October 6

English 10

Today we started off the class with a look back at the story Marcus the Great after a last call for last weeks work on this story.  Students were asked to fill in a chart comparing Marcus and Kelly using exact words from the story whenever possible. 


                                          Marcus                                  Kelly

Appearance

Environment

Personality traits

Likes

Goals

Self -talk (story)


After completing this chart students were asked to answer the following:

How do the themes of identity and story relate the story Marcus the Great?    Students had been asked to do this a couple of classes ago.  After assessing student work it was apparent we had to revisit this topic. 

Finally. students were asked to start making a glossary of English 10 terms.  Students were asked to define the terms and provide an example (if possible).  Here are the 5 terms:

bias
simile
metaphor
personification
hyperbole

Humanities 8

Today we started off with a quiz on chapter 7.  Next we went over the important components of the newspaper article assignment.  Students were given the entire class to plan their newspaper assignment.  Their plan should be complete for tomorrow, so that they can start work on the computers. 

October 5

Humanities 8

Today after our check-in and silent reading (chapter 7).   Students were asked to brainstorm answers to the following questions.

What are the features of newspapers?

What are the questions that a newspaper article answers?

After that students were introduced to an newspaper article assignment.  At this point students were directed to plan out their 2 page newspaper.  

A small quiz on chapter 7 will be given at the beginning of the class tomorrow.  

English 10

Today we started off with a brainstorm on the following question:

Why is creative writing an important skill to develop?

Next we discussed the narrative option writing piece of their final exam and we did a practice piece of writing.  The prompt was:

You'll never guess what happened.    

When students completed their writing, they were asked to write an A-Z list of types of writing.  For example:  

A - apology, adventure story 

B - biography

C- cartoon   

October 2

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.  

*Students were reminded to hand in their Marcus the Great work. 

Humanities 8

Today we started off with silent reading (chapter 6).  We followed this up by reviewing the significance of sunsets and sunrises in the novel.  Finally, we worked on similes and metaphors.  We identified them on a worksheet, picked our favourite one and recorded a reason why we liked it so much, and then wrote our own similes and metaphors (3 each).  The topics were:

friendship 

school

weekend

cellphones 

novel 

(your choice)

My example of a metaphor:  Friendship is an anchor in the wild and unforgiving sea. 

An example from pop culture:  Life is like a box of chocolates.  You never know what you are going to get.  (Forest Gump)

October 1 - Terry Fox Run

English 10

Today we did a quick review of bias with reference to the Indigenous vs Western Economic Worldview video clip and the comparison of the aboriginal and biblical creation stories.

Next we brainstormed a reading strategies prior to reading the story Marcus the Great.  Students were asked to do the following tasks and hand their work in at the end of the class.  

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?

Humanities 8

Today we started off with a quiz on chapter 5.  Then we completed a worksheet that helped analyze the Robert Frost poem in The Outsiders.  Finally, students were asked to write from a prompt related to chapter 5.   Students handed in their writing at the end of the class. 

Here are the choices:  

1.  The most beautiful view I had ever seen

2.  My over-active imagination was running away with me again

3.  A change of hairstyle/color

4.  Being homesick

5.  Words from a song/poem that are special to me

6.  Heroes and heroines