November 30

Humanities 8

Today we started with silent reading.  While students were reading, maps and map tests were returned.  We went over some common errors from the map assignment such as city placement, title placement etc.  Then we reviewed some of the items on our research sheet and we reviewed the criteria for the restaurant project.  The remainder of the class was a work period.  Projects will be presented:  Monday, December 6th!

English 10

Today was the last in-class work period for the final project for our novel.  The project is due next class - Wednesday Dec2!!!

Students were reminded to:

• check their criteria
• include a concise conclusion/answer to their question
• proofread 

November 27

English 10

Today was the last in-class work period for the final project for our novel.  The project is due next class - Tuesday Dec1!!!

Students were reminded to:

• check their criteria
• include a concise conclusion/answer to their question
• proofread 

Humanities 8

Today we started off with silent reading.  The rest of the period was dedicated to researching the student's chosen religion and starting on their restaurant creation project. 

The due date for this project is Monday December 7!

November 25

Today Mr. Janz was in.

English 10

After a few reminders like documenting the process of their novel projects, students were given the remainder of the class to work on their projects. 

Humanities 8

Students started off with silent reading and then started researching their chosen religion for their restaurant project. 

November 24

English 10

Today we reviewed the finalized assessment strategy for term 2.  See below.  We also reviewed the criteria for the novel project.  Students spent the rest of the block working on their projects.  This was day 2 work period.  Friday is the last in-class time to work on this.  The project is due on Dec 1!!!

Assessment Strategy – English 10

For daily learning activities

• -          Students collect their daily learning activities in a portfolio
• -          Students use a chart to self- assess their learning in these pieces using the curricular competencies
• -          Student meets with the teacher at the end of the term to discuss and have their portfolios assessed
• -          Teacher monitors learning in an on-going manner providing formative feedback periodically during the term (both individually and collectively)

For tests

• -          If a student does not have an excused absence for a test, the student will be given an alternative test which will assess the same learning outcomes; the test format may be different which may or may not be more challenging

For large summative assignments

• -          Students that hand their work in on time will be given the privilege of resubmitting their work with improvements for re-assessment  (within a week of the return date)

If the assignment is late

• -          No chance to resubmit for a chance at an improved mark
• -          Late assignments will be marked by the end of the term
• -          Referral to room 100 (at lunch and/or after school Tuesday and Thursday as necessary)

Humanities 8

Today we finished off our notes on religion.  Religious tolerance was the focus as well as the terms agnostic and atheist.  

Students were also introduced to their religion project, formed partnerships and worked on completing their religion distribution map.  Research on the project starts tomorrow.  

Fast Food Restaurant Presentation

Congratulations!  You and a partner have an opportunity to propose a new fast food franchise in a foreign country.  You must create a presentation to convince investors that your restaurant will be a successful because it is sensitive to your chosen religion.

You must include the following for your presentation:

        A sample menu  which includes a brief description and a picture of the following:

o  
2 mains

o  
2 sides

o   2 beverages

o   2 desserts

        An advertisement that includes a slogan

        A picture of the uniforms (male and female)

        Building design

        A bonus item such as:  Kid’s Toys (for meal combos), Holiday specials, mascot etc.

Due date: _________________________________

November 23

Humanities 8

Today we started off with silent reading.  Next we reviewed our notes on religion and then we added to them.  We ended the class with a look at a map that shows the general distribution of the world religions.  

English 10

Today we discussed assessment and some of the issues in term 1. I presented some of the strategies that I am proposing to the class as a way to encourage submission of work on time.  Here is the proposal that I will meet with the administration today to discuss: 

Assessment Strategy – English 10

For daily learning activities

• -          Students collect their daily learning activities in a portfolio
• -          Students use a chart to self- assess their learning in these pieces using the curricular competencies
• -          Student meets with the teacher at the end of the term to discuss and have their portfolios assessed
• -          Teacher monitors learning in an on-going manner providing formative feedback periodically during the term (both individually and collectively)

For tests

• -          If a student does not have an excused absence for a test, the student will be given an alternative test which will assess the same learning outcomes; the test format may be different which may or may not be more challenging

 

For large summative assignments

• -          Students that hand their work in on time will be given the privilege of resubmitting their work with improvements for re-assessment  (within a week of the return date)

If the assignment is late

• -          No chance to resubmit for a chance at an improved mark
• -          Late assignments will be marked by the end of the term
• -          Referral to room 100 (at lunch and/or after school Tuesday and Thursday as necessary)

November 20

English 10

Today we looked at a strategy to prioritize the activities in our life, including homework.  

Students were reminded that it was the last day to hand in their 6-10 work.  Finally, students were reminded to document the process of creating their project and then we went to the library to work on our projects. 

Humanities 8

Today we started off with writing our Canada/BC map test.  When students finished their tests, they were asked to do some silent reading.  After silent reading, we reviewed our notes on religion and then added to them. 

November 19

English 10

Today we started off the class with a review of the Hero's journey.  Next we had a bit of a town hall discussion about assessment and the issues around late work and stress.  At the end of the discussion, both myself and the students had a better understanding of some of the problems in tem 1.  

For term 2, we tentatively decided that a combination of portfolios for daily work and alternative assignments/tests would help with the late/absentee problem.  

Students were given notice that tomorrow was the last day to hand in #6-10 before alternative assignments would be given.

Before the end of class, we also cleared up some confusion around the project and students were asked to write their question on a ticket out the door.  

Due date for project: December 1

Access the online novel here:  http://readwritework.weebly.com/uploads/1/1/4/2/11420311/the_absolutely_true_diary_of_a__-_sherman_alexie.pdf

Humanities 8

Again we started off class with a practice quiz in preparation for our quiz tomorrow.  Then we watched a few more video clips associated with the terrorist attack in Paris.  Next we did an introduction to religion in general and students wrote notes.

Tomorrow: Both the BC and Canada map are due and there will be a test on these maps.

November 18

English 10

Today students handed in ATDPI 1-6.  Then the remainder of the class was for working on projects. Students were reminded to record quotes etc from the novel while they are in class as we have to share novels across the 3 classes.  Students were also reminded that they need to show evidence of the process of developing their projects.  Finally at the end of class, students were asked to provide me with the question or at least the topic that they are going to focus their energies on for their project.  

Homework: Think and plan your project!!  Only 2 class periods left!

Humanities 8

Today we started off the class with a practice quiz on the BC map.  Next students were given 20-25 minutes to finish off their maps.  This was the last in class work period for these.  They are due on Friday.  Friday is also the day of the BC/Canada map  test.  

Homework:  Finish Canada and BC maps (due Friday) and study for test on Friday.

November 17

English 10

Today we went over expectations about the daily activities.  Next we watched a couple of videos about the hero's journey and then we discussed it.  Students were asked to finish reading their novel. The next 3 classes will be for project creation.  Students were asked to come up with a question for next class.  

*Daily activities 1-6 for ATDPTI are due Thursday!!   

** Final Project due November 27

Access the online version of the novel here: http://readwritework.weebly.com/uploads/1/1/4/2/11420311/the_absolutely_true_diary_of_a__-_sherman_alexie.pdf

Humanities 8

Today we did a self -test on the provinces and capital cities of Canada.  Then students continued to work on their Canada maps. 

BC and Canada map due Friday
Test on maps Friday

November 16

Humanities 8

Today we started off with silent reading.  Next students were asked to make a "My Editing List" after looking through their term 1 work.  Students were asked to identify areas that they need to work on.  For example, if their work had comments about run-on sentences, they should list that as something to check in their writing.  

I also checked that the BC maps were complete.  Finally, students were asked to work on a map of Canada.  It will be due (with the BC map) on Thursday November 19.

English 10

Today we went over expectations about the daily activities.  Next we watched a couple of videos about the hero's journey and then we discussed it.  Students were asked to finish reading their novel. The next 3 classes will be for project creation.  Students were asked to come up with a question for next class.  

*Daily activities 1-6 for ATDPTI are due Wednesday!!  
Final project due November 30th

November 13

Humanities 8

Today we went to the library to select a silent reading book.  Students were allowed to choose any type of reading material as long as it was an appropriate reading level for them.  They were encouraged to take their time and select something that they would enjoy reading.

For the remainder of the class, students worked on completing their BC maps.  I also distributed a lot of student work that had been assessed, but not returned while I was absent.  English marks were posted with the caveat that they will not appear on the formal report card as the marks are a bit skewed due to the fact that the courses meet every other day.  More general feedback will be provided on the report cards.

Reminder:  BC maps are due Monday!!!

English 10

This was the last day I accepted work for term 1. Today rough numerical marks were posted so students get an idea of where they stand in the course.  Students were reminded that these marks will not appear on the report card as they are a bit skewed due to the fact that this is a linear class and not enough data has been collected yet to provide accurate numerical assessment. 

I introduced students to the final project for our novel study.  Please see November 12ths post for this assignment sheet.  We discussed the importance of the inquiry question and the challenge of approaching the project from your own unique perspective. 

The rest of the class students were directed to:

• submit any last minute Term 1 work
• finish reading the novel
• ensure all daily assignments 6-10 are complete (these will be collected next Wednesday!)
• brainstorm ideas for your project

November 12

English 10

Today we started off with a check in with regards to term 1 and report cards.  I also introduced the final assessment project for our reading of the Absolutely True Diary of a Part-time Indian. The remainder of the class was a work period.  Students were directed to: 

• ensure all their term 1 work was submitted
• continue reading the novel (to the end)
• ensure all the daily assignments 6-10 were completed
• brainstorm ideas for the final project

Here is your assignment.  Below are some examples of questions.

Absolutely True Diary of a Part-Time Indian

Task: Create a project that represents your reading of the novel.   Be sure to:

·         Start with a question to investigate.

·         Use quotes from the novel with page numbers.  Use proper punctuation and page numbers

·         Explain what happens in the novel.  Give me evidence of your reading.  Be specific!

·         Demonstrate your analysis of the novel.  Show that you have done some deeper thinking.

·         Apply the concepts we have discussed in class when appropriate. Example: the poverty cycle, figurative language, allusions, comparisons, identity, self-talk, Hero’s journey etc.

Choose your format:  poster, powerpoint, performance, comic strip, etc

 

Criteria	Not Meeting Expectations	Minimally Meeting Expectations	Fully Meeting Expectations	Exceeding Expectations
Question	No question evident	Basic question	Good quality question	Excellent question
Quality of product	Little care shown to produce product.	Minimal care shown to produce product	Care has been shown to make a quality product.	Very professional looking product.
Knowledge of novel	Not enough evidence of reading to meet expectations	A few details, examples, quotes and explanations used to show a minimal level of understanding/reading of the novel	Details, examples, quotes and explanations used to show a good level of understanding/reading of the novel	Details, examples, quotes and explanations demonstrate a high level of understanding/reading of the novel.
Analysis	Very little analysis evident.	A little bit of analysis shown.	Moderate level of analysis	Deep analysis demonstrated
Communication	Most information is hard to follow/understand.	Information is hard to read or understand.	Communication of information is good.  A few spelling errors or grammatical errors which do not distract from meaning.	Communication of information is excellent; Very few errors.
Process	No rough draft	Brainstorming – final; some evidence of process	rough draft and final; accepted suggestions	Brainstorming, rough draft, final, sought out help/input from others on how to improve

 

 Question Examples:

Minimal level:  What is the conflict between Junior and the reservation?

Fully Meeting expectations: Why is there a conflict between Junior and the reservation?

Exceeding expectations: What purpose does the conflict between Junior and his reservation serve in the novel?

Humanities 8

Today we looked at a political cartoon related to the grizzly bear hunt.  We decoded the cartoon and had a discussion about the issue. Next we reviewed  some map components and students were introduced to an assignment of mapping BC and the surrounding area.  Students were expected to finish the labelling part of the assignment in class today.  Tomorrow students will have time to finish coloring their maps.  Maps will be due Monday! 

 

November 10

English 10

Today we started off with a check-in with regards to term 1 work.  Students were notified if they were missing work and were given till Friday to get it into me. 

Next we discussed the prevalence of stress related to school (that I was made aware of with my assessment of student work) and students provided me with some feedback.

We also  learned that the aboriginal community were the most represented group of Canadians, proportionately, to serve in the World Wars.  Motivating factors included to see the world (leave the reserve), get treated with respect and to earn a steady pay cheque. 

Students then had the remainder of the class to read the next three (3) chapters (Reindeer Games, And a Partridge in a Pear Tree, and Red vs. White) as well as complete the following questions:

Reindeer Games

1.    Why does Junior try out for the basketball team?

2.    What happens at try-outs? Why does Junior get in?

3.    Why does Junior say ‘it was like something out of Shakespeare’ (p. 142) when he discovers their first game is against Wellinpit?

4.    What happens when Junior enters the gym? How does he react? Why?

And a Partridge in a Pear Tree

1.    Describe Junior’s Christmas.

2.    At the beginning of the last chapter (p. 136), Junior references the name of this chapter.  Why do you think Alexie did this?  

Red Versus White

1.    What good things about his culture does Junior realise?

2.     Why does Junior describe his grandmother as tolerant?  Provide at least 3 examples.

 

 

 

 

Humanities 8

 

Today we started with a check in with regards to report cards and then

we segued into a discussion about the origins of Remembrance Day.  We viewed a powerpoint, shared stories and talked about trench warfare in WWI.  Finally, students were asked to cut  out a poppy, color it and write some words of gratitude or other appropriate sentiment on their poppy.  We displayed them in the class window. 

 

 

November 9

Mr. Janz was in today.

HUMANITIES 8

Today was the last day to complete the 'Lost Continent' mapping project. All students should have submitted your projects to Mr. Janz. If you were absent, please give the assignment to Ms. McCall and she will coordinate with Mr. Janz to have your work assessed.

ENGLISH 10

Today we learned that the aboriginal community were the most represented group of Canadians, proportionately, in the World Wars. We discussed how the desire to escape poverty and/or the hope to earn respect from the rest of Canadians and/or possibly to reconnect with a 'warrior' ancestry may have contributed to the higher ratio of First Nation men in the armed forces.
From there, we reviewed the previous three (3) chapters - Dance, Dance, Dance, Don't Trust Your Computer, and My Sister Sends Me a Letter. Students then had the remainder of the class to read the next three (3) chapters (Reindeer Games, And a Partridge in a Pear Tree, and Red vs. White) as well as complete the following questions:

Reindeer Games

1.    Why does Junior try out for the basketball team?

2.    What happens at try-outs? Why does Junior get in?

3.    Why does Junior say ‘it was like something out of Shakespeare’ (p. 142) when he discovers their first game is against Wellinpit?

4.    What happens when Junior enters the gym? How does he react? Why?

And a Partridge in a Pear Tree

1.    Describe Junior’s Christmas.

2.    At the beginning of the last chapter (p. 136), Junior references the name of this chapter.  Why do you think Alexie did this?  

Red Versus White

1.    What good things about his culture does Junior realise?

2.     Why does Junior describe his grandmother as tolerant?  Provide at least 3 examples.

November 6

Mr. Janz was in today.

HUMANITIES 8

Today was the second of three classes students have to create their own continent using the mapping skills and knowledge we learned about this week. Progress appears to be excellent but this assignment is due no later than Monday at the end of the school day. Sorry, no extensions will be possible as Tuesday Ms. McCall is back.

ENGLISH 10

Students had their third (extra) class of the week today and these classes are to focus on creative writing. Today, students were to rewrite the opening of their earlier prompted story ("You will never guess what happened...") in thee (3) different styles: start with dialogue, start with action, and start with internal thoughts. They were also to add three (3) different literary devices (simile, hyperbole, etc.) into their new story opening(s).

The final task for today was to write a backstory for one of the minor characters from The Absolutely True Diary of a Part-Time Indian. Consider characters like Mr. P or Eugene or Roger.

November 5

Mr. Janz was in today.

ENGLISH 10

Today's class started with a review of the three chapters read in the last lesson. We discussed a) Why doesn't Rowdy rip up the cartoon? b) Why does Penelope quasi date Junior? and c) What do you think of Rowdy's advice on love? And Gordy's advice?

Then students read three (3) more chapters: Dance, Dance, Dance, Don't Trust Your Computer, and My Sister Sends Me a Letter. Students were to write a brief summary of each chapter's events and then explain what they thought is the most important point that each chapter tries to communicate.

HUMANITIES 8

Today class started a three (3) lesson project: "Mapping the Lost Continent". In small groups, students are to collaborate on the specifics of a 'newly found continent'. They must each produce a map which shares certain characteristics: latitude & longitude lines, coordinates, a compass rose with declination, a map scale, very similar coastline & geological features, and a legend.

Then each member must choose a different type of map to produce individually: resource map, climate map, or a topographical map. These map types must include the correct elements to present the relevant information clearly.

This project WILL END Monday and, sorry, no extensions are possible.

November 4

Mr. Janz was in today.

HUMANITIES 8

Today was the last class looking at different styles of maps as well as the different types of information which can be presented using maps. We started the class by talking about the students' past work on the refugee crisis as this tied into one of the maps we looked at.

We also looked at a map indicating time zones and they learned about how the first sailors to circumnavigate the globe arrived home on a different day than it actually was. We looked at two different maps displaying the garbage and plastics in our oceans; a map showing what each country leads the world in (Canada was maple syrup and asteroid impacts); a map measuring the population of USA in 'units of Canada'; a map which displayed the most visited web sites per country; a map for oil consumption per day per country; a map showing the percentage of energy from renewable resources.

ENGLISH 10

Today's class started with a review of the three chapters read in the last lesson. We discussed a) Why doesn't Rowdy rip up the cartoon? b) Why does Penelope quasi date Junior? and c) What do you think of Rowdy's advice on love? And Gordy's advice?

Then students read three (3) more chapters: Dance, Dance, Dance, Don't Trust Your Computer, and My Sister Sends Me a Letter. Students were to write a brief summary of each chapter's events and then explain what they thought is the most important point that each chapter tries to communicate.

November 3

Mr. Janz was in today.

ENGLISH 10

ATDPTI assignments 1 - 4 were due today.
Today we added four (4) literary terms to the students' list of terms. These were Onomatopoeia, Alliteration, Sarcasm, and Repetition. Students were asked to define each and provide an example either from the ATDPTI novel or from their imagination.
Next we reviewed chapters Slouching Toward Thanksgiving and My Sister Sends Me an E-Mail. Students then has in-class time for silent reading the next three (3) chapters:Thanksgiving, Hunger Pains, and Rowdy Gives Me Advice About Love.
Finally, students were given a worksheet deciding which literary term ten different quotes suited best. They also have a personal response due:
Write a response on one of the following numbered topics below. Questions to think about before writing the response:·               What is your personal response?
·               What do you think the purpose was?
·               How does it connect to the greater themes of the novel?
·               Connections to the world, society, self, etc?


1. Alexie’s use of eating disorder in the novel.2. Alexie’s use of homophobia in the novel.3. Alexie’s reference to the missing Mexican girls. (p116)

HUMANITIES 8

Class continued exploring different ways people use mapping to present and understand information. Students viewed a PowerPoint slide show discussing what was presented. We discussed 'declination' (true north vs. magnetic north); we also explored finding volcanoes around the world using latitude and longitude; we talked about how maps can be used to manipulate and misrepresent information to bias the people viewing the maps.

November 2

November 2

Mr. Janz was in today.

HUMANITIES 8

We had a great lesson where students, in groups of two, visited 16 different stations investigating various types of maps as well as aspects of mapping which help decipher the information provided. All but four stations presented information without the legends and titles which would have explained clearly what was being presented.

Students were asked to record three (3) observations (things they thought they knew or guesses) and two (2) questions they had on the information being investigating at the station. There only had three minutes at each station before they were to move on.

Students were asked: What do people use maps for? We also spoke briefly about how different maps can show the same information differently - think of the size of Greenland on a globe versus a flat map.

ENGLISH 10

Today we added four (4) literary terms to the students' list of terms. These were Onomatopoeia, Alliteration, Sarcasm, and Repetition. Students were asked to define each and provide an example either from the ATDPTI novel or from their imagination.
Next we reviewed chapters Slouching Toward Thanksgiving and My Sister Sends Me an E-Mail. Students then has in-class time for silent reading the next three (3) chapters: Thanksgiving, Hunger Pains, and Rowdy Gives Me Advice About Love.

Finally, students were given a worksheet deciding which literary term ten different quotes suited best. They also have a personal response due:

Write a response on one of the following numbered topics below. Questions to think about before writing the response:

·               What is your personal response?

·               What do you think the purpose was? 

·               How does it connect to the greater themes of the novel? 

·               Connections to the world, society, self, etc?

1. Alexie’s use of eating disorder in the novel.

2. Alexie’s use of homophobia in the novel.

3. Alexie’s reference to the missing Mexican girls. (p116)