Period One -- History 30
1. Questions returned on English accomodation/assimilation attempts in regards to the French; collected questions from yesterday dealing with the War of 1812.
2. Watched Canada: A People's History ( A Question of Loyalties) which deals with The American Revolution and the influx of "Loyalists" into Canada.
Period Two -- ELA 9
1. We broke away from the CAT - 4 test which have been the majority of our focus the last few days.
2. Students were asked to read the short story "On the Sidewalk Bleeding" out of their Crossroads anthology. They are to read the story and answe questions 1a, b, c & d.
Period Three/Four -- ELA 20
1. Time was given to work on the activities and assignments related to Chapters 6, 7, & 8 of "To Kill a Mockingbird". The assignment involves questions and a newspaper article. The questions were to be done today, the newspaper article is not due tomorrow.
Period Five/Six -- ELA 6
1. After some silent reading, we introduced spelling list #4 -- suffix of 'ed.
2. Pages 12 & 13 of the Spelling book were assigned and due on Friday.
3. Looked at our assignment from last week involving the use of conjunctions.
Period Seven -- ELA 10
1. Students partnered up and worked towards completing an assignment on the poem entitled "The Lady of Shallot". They are not necessarily due for tomorrow but students are expected to have something done.
Have a good night....
Wednesday, September 30, 2009
Tuesday, September 22, 2009
Tuesday, September 22nd -- Day Four
Period One -- History 30
1. We looked at a number of key events in Canadian history, each of which has shaped the face and story of our nation. Starting with the expulsion of the Acadians through to the Seven Years' War, They Royal Proclamation and Quebec Act.
Period Two -- ELA 9
1. Groups got together to share their thoughts/ideas in relation to the assigned poem that they were to read for today.
2. From that point, we met as a large group to share these thoughts and ideas. Through this discussion, we are able to see the viewpoint and perspectives of others as well as attain a stronger understanding of the meaning of each poem. A lot of good ideas came up...well done.
Period Thee -- ELA 20
1. After completion of Chapter Four & Five of "To Kill a Mockingbird", students were assigned some questions based on their understanding of the events.
2. This activity is due tomorrow.
Period Four -- ELA 20
1. What was to be an ELA class got changed to History to enable us to get into the Computer Lab where students continued working on their timeline of events starting with the unification of the German states up to the declarations of war in the summer of 1914.
Period Five/Six -- LA 6
1. Spelling list # 3 was given (-less and -ful suffixes)
2. Pages 10 & 11 of the Spelling book were assigned. These are to be completed for Thursday.
3. We then took a look at conjunctions --what are they? why do we use them? how to use them? An assignment using conjunctions was assigned; this is also due for Thursday.
Period Seven -- ELA 10
1. Students were each given a copy of the poem "Legend of the Qu'Appelle Valley". For tomorrow they are to read the poem stanza by stanze coming up with thoughts and ideas on what they believe is being said in each of the eleven stanzas.
Have a good night.....
1. We looked at a number of key events in Canadian history, each of which has shaped the face and story of our nation. Starting with the expulsion of the Acadians through to the Seven Years' War, They Royal Proclamation and Quebec Act.
Period Two -- ELA 9
1. Groups got together to share their thoughts/ideas in relation to the assigned poem that they were to read for today.
2. From that point, we met as a large group to share these thoughts and ideas. Through this discussion, we are able to see the viewpoint and perspectives of others as well as attain a stronger understanding of the meaning of each poem. A lot of good ideas came up...well done.
Period Thee -- ELA 20
1. After completion of Chapter Four & Five of "To Kill a Mockingbird", students were assigned some questions based on their understanding of the events.
2. This activity is due tomorrow.
Period Four -- ELA 20
1. What was to be an ELA class got changed to History to enable us to get into the Computer Lab where students continued working on their timeline of events starting with the unification of the German states up to the declarations of war in the summer of 1914.
Period Five/Six -- LA 6
1. Spelling list # 3 was given (-less and -ful suffixes)
2. Pages 10 & 11 of the Spelling book were assigned. These are to be completed for Thursday.
3. We then took a look at conjunctions --what are they? why do we use them? how to use them? An assignment using conjunctions was assigned; this is also due for Thursday.
Period Seven -- ELA 10
1. Students were each given a copy of the poem "Legend of the Qu'Appelle Valley". For tomorrow they are to read the poem stanza by stanze coming up with thoughts and ideas on what they believe is being said in each of the eleven stanzas.
Have a good night.....
Monday, September 21, 2009
Monday, Sept. 21st -- Day Three
Period One --ELA 9
1. Language Power lessons #6, 7 & 8 were corrected.
2. 'I Am...." poems were collected; while not marked yet they look to be very well done.
3. Activites based on the short story "The Jade Peony" were collected as well.
4. Students were numbered and assigned a poem based on their number. They are to read the poem to determine its theme and place in a unit based on the theme of "All That I Am: The Search for Self". This is to be done for tomorrow, at which time we will 'jig - saw' and share our ideas to help us all understand the important ideas behind these pieces of literature.
Period Three -- ELA 20
1. Assignments were collected on figurative language and the short story "The Metaphor".
2. Students were then asked to read Chapters Four & Five of To Kill a Mockingbird for tomorrow.
Period Four -- ELA 10
1. Assignments were collected on "Purposes for Reading".
2. An assignment was introduced whereby students chose a ghost story from the book "Ghost Stories of Saskatchewan". They are to read the story, re - write it from a first person point of view, and prepare to tell it to the class. They will be marked more so on their story - telling ability and speaking abilities than anything else.
Period Five -- History 20
1. Questions and activities were discussed on the preparations leading up to war, the causes of war (aside from the assassination of Franz Ferdinand) and the early days of battle in which the Germans put the Schlieffen Plan into action.
2. A discussion then took place that dealt with the failure of the German warplans and the ensuing stalemate that ensued and the trench warfare that was very characteristic of World War I.
Next time we will take a closer look at life in the trenches and its many adventures.
Period Six -- ELA 10
1. Students were given copies of their chosen ghost stories and given the period to prepare for their presentations.
Tomorrow students can expect to recieve a copy of the rubric by which they are to be marked so that they will know where to put the greatest amount of time and effort.
Period Seven -- History 30
1. Watched "Canada: A People's History" which dealt with the events leading up to the outbreak of the Seven Year's War.
1. Language Power lessons #6, 7 & 8 were corrected.
2. 'I Am...." poems were collected; while not marked yet they look to be very well done.
3. Activites based on the short story "The Jade Peony" were collected as well.
4. Students were numbered and assigned a poem based on their number. They are to read the poem to determine its theme and place in a unit based on the theme of "All That I Am: The Search for Self". This is to be done for tomorrow, at which time we will 'jig - saw' and share our ideas to help us all understand the important ideas behind these pieces of literature.
Period Three -- ELA 20
1. Assignments were collected on figurative language and the short story "The Metaphor".
2. Students were then asked to read Chapters Four & Five of To Kill a Mockingbird for tomorrow.
Period Four -- ELA 10
1. Assignments were collected on "Purposes for Reading".
2. An assignment was introduced whereby students chose a ghost story from the book "Ghost Stories of Saskatchewan". They are to read the story, re - write it from a first person point of view, and prepare to tell it to the class. They will be marked more so on their story - telling ability and speaking abilities than anything else.
Period Five -- History 20
1. Questions and activities were discussed on the preparations leading up to war, the causes of war (aside from the assassination of Franz Ferdinand) and the early days of battle in which the Germans put the Schlieffen Plan into action.
2. A discussion then took place that dealt with the failure of the German warplans and the ensuing stalemate that ensued and the trench warfare that was very characteristic of World War I.
Next time we will take a closer look at life in the trenches and its many adventures.
Period Six -- ELA 10
1. Students were given copies of their chosen ghost stories and given the period to prepare for their presentations.
Tomorrow students can expect to recieve a copy of the rubric by which they are to be marked so that they will know where to put the greatest amount of time and effort.
Period Seven -- History 30
1. Watched "Canada: A People's History" which dealt with the events leading up to the outbreak of the Seven Year's War.
Tuesday, September 15, 2009
Tuesday, September 15th -- Day Five
Period One -- ELA 9
1. Returned Writing Quizzes from yesterday. Well done for the most part...congratulations to Victoria and Trudy for scoring 100% with an honorable mention ot Rachel with a 97%.
2. We had a discussion as to what makes us...us, specifically things such as ethnicity, activities, interests, beliefs, etc came up. Students were then asked to make a list of at least 24 things that they think helps to make them them. This is due for tomorrow.
Period Two/Three -- ELA 20
1. Students were given an assignment based on Chapter's 2 & 3 of To Kill a Mockingbird. They were given period three to work on these things...not due for tomorrow.
2. Students were given a copy of "The Metaphor" by Budge Wilson and asked to have it read for tomorrow. It must be read as this story will be the basis for an assignment to be completed over the remainder of the week.
Period Four -- History 30
1. Collected paragraphs that were assigned yesterday.
2. Students were given an assignment on the topic of the British approach to dealing with the French people in North America following the Seven Years' War and the ensuing Treaty of Paris which forced the French to give up all possessions in North America.
Reminder to the students attending the Student Leadership Conference in Tisdale....you need to bring something pink to wear on 'Anti - Bully' day on Friday as well as non - perishable food item to donate to the food bank.
Have a good night....
1. Returned Writing Quizzes from yesterday. Well done for the most part...congratulations to Victoria and Trudy for scoring 100% with an honorable mention ot Rachel with a 97%.
2. We had a discussion as to what makes us...us, specifically things such as ethnicity, activities, interests, beliefs, etc came up. Students were then asked to make a list of at least 24 things that they think helps to make them them. This is due for tomorrow.
Period Two/Three -- ELA 20
1. Students were given an assignment based on Chapter's 2 & 3 of To Kill a Mockingbird. They were given period three to work on these things...not due for tomorrow.
2. Students were given a copy of "The Metaphor" by Budge Wilson and asked to have it read for tomorrow. It must be read as this story will be the basis for an assignment to be completed over the remainder of the week.
Period Four -- History 30
1. Collected paragraphs that were assigned yesterday.
2. Students were given an assignment on the topic of the British approach to dealing with the French people in North America following the Seven Years' War and the ensuing Treaty of Paris which forced the French to give up all possessions in North America.
Reminder to the students attending the Student Leadership Conference in Tisdale....you need to bring something pink to wear on 'Anti - Bully' day on Friday as well as non - perishable food item to donate to the food bank.
Have a good night....
Monday, September 14, 2009
Monday, September 14th -- Day Four
Period One -- History 30
1. Finished up notes from last class dealing with the fur trade turning into an effort by Europeans to exploit the resources of the new lands. Why were these goods so valuable? What attributed to the European approach to the land.
2. Handout was given on decision making in colonial North America using New France as the example. From this handout, students were assigned to write two paragraphs; one from a French perspective and one from a First Nation perspective. Essentially they are diary entries on how each individual would feel about life in the colony using information discussed to this point. They are due tomorrow.
Period Two -- ELA 9
1. A quiz on everything we have discussed in relation to writing was given. Marked exams will be returned tomorrow.
2. With the remaining time left in class, students were asked to complete the good copy of their paragraphs which is due tomorrow.
Period Three & Four -- ELA 20
1. Students were given the first period to work on the first chapter of their autobiography assignment. For those still seeking background information on grand -parents and so on, this is a reminder to talk to your parents, grand - parents or anyone else who will have knowledge to share in this regard.
2. We read Chapter Two of "To Kill a Mockingbird" as a class. Chapter Three is to be read for tomorrow.
Period Five & Six -- LA 9
1. Spelling List # 2 (Silent Consonants) was given. Students were asked to choose ten words from the list and create an original sentence using one of those ten words.
2. An assignment from the spelling work book was given; #1, 2, 3, 4 and Strategy Spot on Pg. 8/9
3. Students were then asked to pick the favorite of their three List poems from last week. From there, they were to reproduce it as neatly as possible on a blank piece of paper and decorate it with illustrations of the words listed.
Period Seven -- ELA 10
1. Paragraphs were collected, along with illustrations from "The St. Louis Ghost Train".
2. Students were asked to ponder the end of the world, namely how they think the world will end, and what items they would choose to take with them if they knew they were going to survive the end of the world.
3. After the discussion, students were assigned to read "The Portable Phonograph" for Wednesday.
Reminder that tomorrow is the first early dismissal of the year. Unlike last year, students will be dismissed at lunch. This means the town kids can leave at 12:15. Buses will be here at 12:30 to take the rural kids home.
Have a good night....
1. Finished up notes from last class dealing with the fur trade turning into an effort by Europeans to exploit the resources of the new lands. Why were these goods so valuable? What attributed to the European approach to the land.
2. Handout was given on decision making in colonial North America using New France as the example. From this handout, students were assigned to write two paragraphs; one from a French perspective and one from a First Nation perspective. Essentially they are diary entries on how each individual would feel about life in the colony using information discussed to this point. They are due tomorrow.
Period Two -- ELA 9
1. A quiz on everything we have discussed in relation to writing was given. Marked exams will be returned tomorrow.
2. With the remaining time left in class, students were asked to complete the good copy of their paragraphs which is due tomorrow.
Period Three & Four -- ELA 20
1. Students were given the first period to work on the first chapter of their autobiography assignment. For those still seeking background information on grand -parents and so on, this is a reminder to talk to your parents, grand - parents or anyone else who will have knowledge to share in this regard.
2. We read Chapter Two of "To Kill a Mockingbird" as a class. Chapter Three is to be read for tomorrow.
Period Five & Six -- LA 9
1. Spelling List # 2 (Silent Consonants) was given. Students were asked to choose ten words from the list and create an original sentence using one of those ten words.
2. An assignment from the spelling work book was given; #1, 2, 3, 4 and Strategy Spot on Pg. 8/9
3. Students were then asked to pick the favorite of their three List poems from last week. From there, they were to reproduce it as neatly as possible on a blank piece of paper and decorate it with illustrations of the words listed.
Period Seven -- ELA 10
1. Paragraphs were collected, along with illustrations from "The St. Louis Ghost Train".
2. Students were asked to ponder the end of the world, namely how they think the world will end, and what items they would choose to take with them if they knew they were going to survive the end of the world.
3. After the discussion, students were assigned to read "The Portable Phonograph" for Wednesday.
Reminder that tomorrow is the first early dismissal of the year. Unlike last year, students will be dismissed at lunch. This means the town kids can leave at 12:15. Buses will be here at 12:30 to take the rural kids home.
Have a good night....
Thursday, September 10, 2009
Thursday, September 10th -- Day Two
Period One -- ELA 10
1. Homework check to make sure that each student was done the drafted paragraphs that were due today.....not all were done which needs to change if you want to be successful.
2. From the we worked our way through Steps #3 and #4 of the Writing Process; Editing and Peer Sharing. They were to look at their own work for any errors made or steps they could make in regards to improving their writing. After that they are to share their work with a minimum of two other people who are also looking for errors and steps to improve their writing.
3. The good copies of these paragraphs are due Monday.
Period Two -- History 20
1. We took some notes off of the overhead on terms and ideologies that should help students understand the events leading up to war. They are nationalism, radicalism, and ethnicity along with Social Darwinism, Imperialism and Marxism.
2. A handout was given that needs to be read entitled "The Balkan Powder Keg". This reading underlines the first actual steps leading up to the outbreak of World War I.
3. This handout needs to be read by tomorrow.
Period Three/Four -- ELA 9
1. A homework check was done to make sure that the students were done the concept webs as assigned. Some uncompleted assignments.....must finish to be successful.
2. Students then chose a topic from the three ideas they had generated. They are to write four paragraphs on the topic; a persuasive, a narrative, an informative, a descriptive. Students were given the remainder of these classes to work on the drafts, or rough copies of these paragraphs.
Period Five -- ELA 20
1. We finished reading Chapter One of Harper Lee's "To Kill a Mockingbird". We had a discussion about what we learned from the first chapter, and what unanswered questions arose.
2. Using the description from the novel, as well as the image they developed in their mind during the reading, students were asked to produce a black and white sketch of what they believe the Radley home to look like.
Period Six -- LA 6
1. Spelling Test #1 (-er words) was given.
2. This took longer than anticipated so students were asked to read until 2:30 once the tests were collected.
Period Seven -- ELA 20
1. Students were given the period to complete their sketches of the Radley home. These are due on Monday but there is no guarantee of class time being given tomorrow.
Reminder to X-Country runners going to Cherrydale for the Run for Peace tomorrow that they need to be at the school by 8:00. Eligibility forms are also due. Good luck to all runners.
Have a good night.....
1. Homework check to make sure that each student was done the drafted paragraphs that were due today.....not all were done which needs to change if you want to be successful.
2. From the we worked our way through Steps #3 and #4 of the Writing Process; Editing and Peer Sharing. They were to look at their own work for any errors made or steps they could make in regards to improving their writing. After that they are to share their work with a minimum of two other people who are also looking for errors and steps to improve their writing.
3. The good copies of these paragraphs are due Monday.
Period Two -- History 20
1. We took some notes off of the overhead on terms and ideologies that should help students understand the events leading up to war. They are nationalism, radicalism, and ethnicity along with Social Darwinism, Imperialism and Marxism.
2. A handout was given that needs to be read entitled "The Balkan Powder Keg". This reading underlines the first actual steps leading up to the outbreak of World War I.
3. This handout needs to be read by tomorrow.
Period Three/Four -- ELA 9
1. A homework check was done to make sure that the students were done the concept webs as assigned. Some uncompleted assignments.....must finish to be successful.
2. Students then chose a topic from the three ideas they had generated. They are to write four paragraphs on the topic; a persuasive, a narrative, an informative, a descriptive. Students were given the remainder of these classes to work on the drafts, or rough copies of these paragraphs.
Period Five -- ELA 20
1. We finished reading Chapter One of Harper Lee's "To Kill a Mockingbird". We had a discussion about what we learned from the first chapter, and what unanswered questions arose.
2. Using the description from the novel, as well as the image they developed in their mind during the reading, students were asked to produce a black and white sketch of what they believe the Radley home to look like.
Period Six -- LA 6
1. Spelling Test #1 (-er words) was given.
2. This took longer than anticipated so students were asked to read until 2:30 once the tests were collected.
Period Seven -- ELA 20
1. Students were given the period to complete their sketches of the Radley home. These are due on Monday but there is no guarantee of class time being given tomorrow.
Reminder to X-Country runners going to Cherrydale for the Run for Peace tomorrow that they need to be at the school by 8:00. Eligibility forms are also due. Good luck to all runners.
Have a good night.....
Wednesday, September 9, 2009
Wednesday, September 9th -- Day One
The day started with an assembly in the gymnaisum which recognized the recipients of Honor Roll pins and plaques to the highest average in each grade between 7 - 12 from last year. Congratulations to all winners and thanks to the Norquay Co - op for their support.
Period One -- History 20
1. We corrected the assignment from yesterday pertaining to the alliances and agreement reached amongst the European powers prior to World War I.
Period Two -- ELA 9
1. Language Power lessons #3, 4 & 5 were corrected from yesterday. It is imperative that students read instructions prior to completing assignments. Many easy marks were lost today because of this.
2. Paragraphs that were assigned last Friday were collected.
3. We went through the 'Writing Process' naming each step and what is done at each.
Period Three -- History 30
1. An exciting day of notes on Canada as a "Storehouse" of resources. Basically the notes and ensuing discussion revolved around what brought Europeans to North America originally and the business (trade) that evolved as a result.
Period Five -- ELA 20
1. Discussed handout on Introductory activities dealing with the novel "To Kill a Mockinbird". These questions brought up some great discussion...well done.
2. Students were given a copy of Harper Lee's novel and were asked to read Chapter One.
Period Six -- ELA 10
1. We discussed at length Edgar Allan Poe's short story "The Tell - Tale Heart". We discussed ideas such as what we imagine the setting to look like in our minds as we read the story, the source of the discontent within the narrator, and we also debated the mental well being of the narrator in the story.
2. Reminder: Drafts of paragraphs are due tomorrow.
Period Seven -- ELA 9
1. After looking at the Writing Process earlier, we dealt exclusively at the first step which is Pre - Writing. At this stage students think of a topic and come up with as many ideas/relevant facts that they know about that topic. Often times these are done through a concept web. We created a concept web on cheese as a class. A very detailed, elaborate concept web was created in a few short minutes...well done.
2. Using their understanding of concept webs, students were asked to create one for three entirely different, unrelated topics. These are due tomorrow.
Have a good night.....
Period One -- History 20
1. We corrected the assignment from yesterday pertaining to the alliances and agreement reached amongst the European powers prior to World War I.
Period Two -- ELA 9
1. Language Power lessons #3, 4 & 5 were corrected from yesterday. It is imperative that students read instructions prior to completing assignments. Many easy marks were lost today because of this.
2. Paragraphs that were assigned last Friday were collected.
3. We went through the 'Writing Process' naming each step and what is done at each.
Period Three -- History 30
1. An exciting day of notes on Canada as a "Storehouse" of resources. Basically the notes and ensuing discussion revolved around what brought Europeans to North America originally and the business (trade) that evolved as a result.
Period Five -- ELA 20
1. Discussed handout on Introductory activities dealing with the novel "To Kill a Mockinbird". These questions brought up some great discussion...well done.
2. Students were given a copy of Harper Lee's novel and were asked to read Chapter One.
Period Six -- ELA 10
1. We discussed at length Edgar Allan Poe's short story "The Tell - Tale Heart". We discussed ideas such as what we imagine the setting to look like in our minds as we read the story, the source of the discontent within the narrator, and we also debated the mental well being of the narrator in the story.
2. Reminder: Drafts of paragraphs are due tomorrow.
Period Seven -- ELA 9
1. After looking at the Writing Process earlier, we dealt exclusively at the first step which is Pre - Writing. At this stage students think of a topic and come up with as many ideas/relevant facts that they know about that topic. Often times these are done through a concept web. We created a concept web on cheese as a class. A very detailed, elaborate concept web was created in a few short minutes...well done.
2. Using their understanding of concept webs, students were asked to create one for three entirely different, unrelated topics. These are due tomorrow.
Have a good night.....
Thursday, September 3, 2009
Thursday, September 3rd -- Day Four
Period One -- History 30
1. We watched Episode One of the CBC documentary -- "Canada: A People's History". This episode essentially deals with the way of life in Canada and North America prior to the arrival of Europeans. It helps to demonstrate that First Nations were by no means the savage, lawless troublemakers many have been lead to believe. It also looks at important topics we have discussed thus far in class such as the Iroquois Confederacy, the relationship with the land, and the arrival of Europeans.
Period Two -- ELA 9
1. We looked at the acronym R.A.F.T.S. which is a prompt used for writing. The letters stand for Role, Audience, Format, Topic and Strong Verb.
2. Once the students got comfortable with this system, a prompt was given which asked them to complete a paragraph that is due for tomorrow.
Period Three/Four -- ELA 20
1. We started by moving onto step three of the writing process with our 'supper with ......' assignment. This step is revision so students looked over their writing seeking to find any errors they may have made or for ways in which they could improve their writing.
2. Once this step was done, we continued on to step four, or peer sharing. At this stage students were to share their work with no less than two classmates, who would read, making suggestions and corrections where they saw.
3. A discussion was then had regarding the short story "Penny in the Dust" which was to read for today.
Period Five/Six -- LA 6
1. We started with a spelling assignment related to the list of -er words that was given on Tuesday. Students completed pages 6 & 7 of their studybook.
2. We read the second chapter in the class novel. Students worked on literature responses in their journals both during and after the reading.
3. Introduced the concept behind 'List Poems'. As a class we completed a list poem using the topic of "Things that Ring". Students and parents are reminded that they will be quizzed on the list of -er words next Thursday.
Period Seven -- ELA 10
1. The paragraphs that were due for today were collected.
2. Students were introduced to the last two purposes for writing, those being informative and descriptive. They were then asked to write a paragraph for each purpose. These are to be done for tomorrow.
SRC Executive Elections were held today. After a tie in the Presidential Election this morning, a second round of voting took place this afternoon. The SRC Executive for the 2009/2010 school year is as follows:
President -- Alyssa Grywacheski (Gr. 12)
Vice President -- Allyson Grywacheski (Gr. 11)
Social Director -- Josh Gasdewich (Gr. 12)
Secretary -- Jamie Newberg (Gr. 11)
Member at Large -- Darcy Griffith (Gr. 12)
Congratulations and thank you to all those who ran for a position on this years executive.
Reminded to get any unreturned school forms in ASAP.
Have a good night...
1. We watched Episode One of the CBC documentary -- "Canada: A People's History". This episode essentially deals with the way of life in Canada and North America prior to the arrival of Europeans. It helps to demonstrate that First Nations were by no means the savage, lawless troublemakers many have been lead to believe. It also looks at important topics we have discussed thus far in class such as the Iroquois Confederacy, the relationship with the land, and the arrival of Europeans.
Period Two -- ELA 9
1. We looked at the acronym R.A.F.T.S. which is a prompt used for writing. The letters stand for Role, Audience, Format, Topic and Strong Verb.
2. Once the students got comfortable with this system, a prompt was given which asked them to complete a paragraph that is due for tomorrow.
Period Three/Four -- ELA 20
1. We started by moving onto step three of the writing process with our 'supper with ......' assignment. This step is revision so students looked over their writing seeking to find any errors they may have made or for ways in which they could improve their writing.
2. Once this step was done, we continued on to step four, or peer sharing. At this stage students were to share their work with no less than two classmates, who would read, making suggestions and corrections where they saw.
3. A discussion was then had regarding the short story "Penny in the Dust" which was to read for today.
Period Five/Six -- LA 6
1. We started with a spelling assignment related to the list of -er words that was given on Tuesday. Students completed pages 6 & 7 of their studybook.
2. We read the second chapter in the class novel. Students worked on literature responses in their journals both during and after the reading.
3. Introduced the concept behind 'List Poems'. As a class we completed a list poem using the topic of "Things that Ring". Students and parents are reminded that they will be quizzed on the list of -er words next Thursday.
Period Seven -- ELA 10
1. The paragraphs that were due for today were collected.
2. Students were introduced to the last two purposes for writing, those being informative and descriptive. They were then asked to write a paragraph for each purpose. These are to be done for tomorrow.
SRC Executive Elections were held today. After a tie in the Presidential Election this morning, a second round of voting took place this afternoon. The SRC Executive for the 2009/2010 school year is as follows:
President -- Alyssa Grywacheski (Gr. 12)
Vice President -- Allyson Grywacheski (Gr. 11)
Social Director -- Josh Gasdewich (Gr. 12)
Secretary -- Jamie Newberg (Gr. 11)
Member at Large -- Darcy Griffith (Gr. 12)
Congratulations and thank you to all those who ran for a position on this years executive.
Reminded to get any unreturned school forms in ASAP.
Have a good night...
Wednesday, September 2, 2009
Wednesday, September 2nd -- Day Three
Period One -- ELA 9
1. Language Power lessons #1, 2 were corrected from yesterday.
2. Topic sentence assignment was collected; will be returned tomorrow.
3. We looked at the four purposes for writing, those being a) informative or expository b) narrative c) descriptive and d) persuasive
Period Three -- ELA 20
1. We started the class by thinking back to our childhood and trying to come up with our fondest, or most vivid memory of our parents.
2. This lead us to the short story "Penny in the Dust" by Ernest Buckler.
3. This story was to be read as well as some reflection questions answered for tomorrow.
Period Four -- ELA 10
1. We reread the beginning of "The Restless Spirit of Bickleigh". Using the clues, and events of the story, we sought to reach a conclusion, or explanation as to the 'untold' story of this spirit. The students were very close in the explanation or theory they reached in comparison to the one given in the book....Well done!
Period Five -- History 20
1. We began to look at the events that lead up to the outbreak of World War I. This class was devoted to looking at the actions of Germany from just prior to their unification through to the Dual Alliance signed with Austria-Hungary in 1879. Next day will see us continue to look at the action of Germany leading up to 1900.
2. Students have been asked to make a continuing timeline of major events that are discussed in class which they believe will have an impact as time progresses. They have also been asked to keep a chart of all the alliances that are formed leading up to World War I, which nations were involved and when that agreement was signed.
Period Six -- ELA 10
1. We took a closer look at narrative and persuasive writing.
2. Students were then asked to put this knowledge to work and create two original paragraphs, one that serves each purpose.
Period Seven -- History 20
1. We reviewed and discussed the activities from last classes handout. This dealt with events which impact and alter the manner in which a society operates such as natural disasters, recessions, pandemics, etc. We also talked about how First Nations societies were forever altered with the arrival of Europeans, as well as what made North America so appealing to Europeans looking for new colonies around the globe.
2. We then looked at the differences that existed between First Nation and European societies in terms of decision making processes. The big difference was the hierarchical nature of European societies compared to the inclusive nature of the First Nations, in particular the Iroquois Confederacy who had their own constituion and right of all individuals laid out hundreds of years age.
3. Finally a look at our relationship with the land, and how these relationships are affected by realities such as geography and climate.
4. Some questions were assigned to get students thinking about the impact of geography and climate along with the ways in which our proximity to the United States has had a lasting impact.
Have a good night.
1. Language Power lessons #1, 2 were corrected from yesterday.
2. Topic sentence assignment was collected; will be returned tomorrow.
3. We looked at the four purposes for writing, those being a) informative or expository b) narrative c) descriptive and d) persuasive
Period Three -- ELA 20
1. We started the class by thinking back to our childhood and trying to come up with our fondest, or most vivid memory of our parents.
2. This lead us to the short story "Penny in the Dust" by Ernest Buckler.
3. This story was to be read as well as some reflection questions answered for tomorrow.
Period Four -- ELA 10
1. We reread the beginning of "The Restless Spirit of Bickleigh". Using the clues, and events of the story, we sought to reach a conclusion, or explanation as to the 'untold' story of this spirit. The students were very close in the explanation or theory they reached in comparison to the one given in the book....Well done!
Period Five -- History 20
1. We began to look at the events that lead up to the outbreak of World War I. This class was devoted to looking at the actions of Germany from just prior to their unification through to the Dual Alliance signed with Austria-Hungary in 1879. Next day will see us continue to look at the action of Germany leading up to 1900.
2. Students have been asked to make a continuing timeline of major events that are discussed in class which they believe will have an impact as time progresses. They have also been asked to keep a chart of all the alliances that are formed leading up to World War I, which nations were involved and when that agreement was signed.
Period Six -- ELA 10
1. We took a closer look at narrative and persuasive writing.
2. Students were then asked to put this knowledge to work and create two original paragraphs, one that serves each purpose.
Period Seven -- History 20
1. We reviewed and discussed the activities from last classes handout. This dealt with events which impact and alter the manner in which a society operates such as natural disasters, recessions, pandemics, etc. We also talked about how First Nations societies were forever altered with the arrival of Europeans, as well as what made North America so appealing to Europeans looking for new colonies around the globe.
2. We then looked at the differences that existed between First Nation and European societies in terms of decision making processes. The big difference was the hierarchical nature of European societies compared to the inclusive nature of the First Nations, in particular the Iroquois Confederacy who had their own constituion and right of all individuals laid out hundreds of years age.
3. Finally a look at our relationship with the land, and how these relationships are affected by realities such as geography and climate.
4. Some questions were assigned to get students thinking about the impact of geography and climate along with the ways in which our proximity to the United States has had a lasting impact.
Have a good night.
Tuesday, September 1, 2009
Monday, September 1st -- Day Two
Period One -- ELA 10
1. The paragraphs that were collected yesterday were returned. Each student had strengths in their writing which gives us a starting point to build off of.
2. Looked closer at the elements of an effective paragraph.
3. Students were asked to read the story "The Restless Spirit of Bickleigh". The ending of this story was deliberately deleted. Students are to come up with their own theory to explain the background story of the 'spirit'. These will be discussed tomorrow. Students DO NOT have to write out their theory.
Period Two -- History 20
1. The outline and syllabus was handed out.
2. A short quiz was given on World War's I and II and the events associated with it. There is plenty of knowledge to be gained between now and June.
Period Three/Four -- ELA 9
1. Language Power lessons 1 & 2 were assigned. They are to be done for tomorrow.
2. We looked at the three elements necessary for the creation of an effective paragraph.
3. Some strategies were looked at to help students with the creation of meaningful, beneficial topic sentences which is the first of three required elements.
4. Homework: Students were to determine a topic and using each strategy twice, are to create ten potential topic sentences for a paragraph on that topic.
Period Five -- ELA 20
1. A homework check was done to ensure that all students completed the webs, or prewriting for the writing activity assigned.
2. The remainder of the period was given for students to initiate the drafting process of these paragraphs. They are due to be handed in for Thursday.
Period Six -- LA 6
1. Students were given Spelling List #1. They will be tested on these words next Day Two which is Thursday of next week.
2. Once the words were copied down, they were asked to use any ten words from the list and create a meaningful sentence using that word.
Period Seven -- ELA 20
1. Students were asked to reflect and think back to everything they have learned in school, both curricularly and other.
2. This list was then condensed to point out key lessons attained during their time in Kindergarten.
3. A copy of Robert Fulghum's poem "Credo" was given out and read orally. Following this a discussion was had on the merits of Fulghum's Credo, which basically says that the world would be a much better place if each and everyone of us used only the lessons learned in Kindergarten.
Parents are reminded to sign forms and return with students ASAP.
Have a good night.
1. The paragraphs that were collected yesterday were returned. Each student had strengths in their writing which gives us a starting point to build off of.
2. Looked closer at the elements of an effective paragraph.
3. Students were asked to read the story "The Restless Spirit of Bickleigh". The ending of this story was deliberately deleted. Students are to come up with their own theory to explain the background story of the 'spirit'. These will be discussed tomorrow. Students DO NOT have to write out their theory.
Period Two -- History 20
1. The outline and syllabus was handed out.
2. A short quiz was given on World War's I and II and the events associated with it. There is plenty of knowledge to be gained between now and June.
Period Three/Four -- ELA 9
1. Language Power lessons 1 & 2 were assigned. They are to be done for tomorrow.
2. We looked at the three elements necessary for the creation of an effective paragraph.
3. Some strategies were looked at to help students with the creation of meaningful, beneficial topic sentences which is the first of three required elements.
4. Homework: Students were to determine a topic and using each strategy twice, are to create ten potential topic sentences for a paragraph on that topic.
Period Five -- ELA 20
1. A homework check was done to ensure that all students completed the webs, or prewriting for the writing activity assigned.
2. The remainder of the period was given for students to initiate the drafting process of these paragraphs. They are due to be handed in for Thursday.
Period Six -- LA 6
1. Students were given Spelling List #1. They will be tested on these words next Day Two which is Thursday of next week.
2. Once the words were copied down, they were asked to use any ten words from the list and create a meaningful sentence using that word.
Period Seven -- ELA 20
1. Students were asked to reflect and think back to everything they have learned in school, both curricularly and other.
2. This list was then condensed to point out key lessons attained during their time in Kindergarten.
3. A copy of Robert Fulghum's poem "Credo" was given out and read orally. Following this a discussion was had on the merits of Fulghum's Credo, which basically says that the world would be a much better place if each and everyone of us used only the lessons learned in Kindergarten.
Parents are reminded to sign forms and return with students ASAP.
Have a good night.
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