Period One: Creative Writing 20
The students continue to work on their short story trilogy's. These are due on Tuesday, October 11th.
Period Two: ELA 9
Students continued with the CAT - 4 test by starting the Reading section.
Period Three: History 30
A review of last class in terms of the importance of the Conquest, Treaty of Paris and Royal Proclamation. We then started to look at events taking place within the thirteen colonies (present day United States) which could have an impact on events with Quebec. Amongst these issues was a look at the Boston Tea Party and general dissention between the colonists and Britain.
Period Four: ELA B10
We read orally to the end of Part One in 'The Cage'. An exam on Part One of the novel, as well as other literature read to this point will be given next Friday, October. 14th.
Period Five: History 10
We reviewed last class, namely Machiavelli's idea as to why society struggled and the impact this had on the position of women and their role. We then moved on to discuss the way society reorganized, in particular Cardinal Richeliu and his restructuring and centralization of power within France. Thinking this was to eliminate any future problems, we looked at the tensions that took place between the Catholics and Protestants and the ensuin war between them. This was done as an example to show that the restructuring of society was ineffective as the ruling monarchy was unable to stop this from taking place.
Period Six: ELA B10
The studens were asked to write a sixth journal entry based on 'The Cage'. This one is to be done following the decision by Riva and her brothers to leave the ghetto and go to the labour camp on their own fruition. They were also assigned to read the short story "After You, My Dear Alphonse" by Shirley Jackson. While reading, they were to highlight, or identify passages which deal with racism, stereotyping, prejudice, etc.
Period Seven: ELA 9
Students were given this class to complete the reading section of the CAT - 4
Thursday, October 6, 2011
Tuesday, October 4, 2011
Tuesday, October 4th -- Day Five
Period One: ELA 9
After the collection of some assignments that were due, we worked our way through the practice exam of the CAT - 4 exam. This is a standardized test the Grade Nine's will be working on over the next few days.
Period Two: Creative Writing 20
Students continue to work on their short story trilogy. It is due on Tuesday, October 11th.
Period Three: History 20
We started by discussing what we thought the overwheming feeling/emotions were amongst society in the hours leading up to war. We then discussed and demonstrated (to the best of our abilities) the battle plans of both Germany and France in the early days of World War I.
Period Four: History 30
We reviewed "The Conquest" which was the British defeat of the French at the Battle of the Plains of Abraham in 1759. After talking about the differences between the terms assimilation and accomodation, we looked at Britain's policy in North America after they were granted control of present day Quebec in 1763. After pointing out some of the realities, students were asked to get into groups and discuss some of the key questions in relation to British/French relations during this time. These answers will be shared on Thursday.
Period Six: ELA B10
After students read to the end of Chapter 18 in "The Cage" they were assigned a small acitivity on the events of novel to this point. This assignment in due tomorrow.
Period Seven: ELA 9
Students completed the Computation and Estimation section of the CAT - 4.
After the collection of some assignments that were due, we worked our way through the practice exam of the CAT - 4 exam. This is a standardized test the Grade Nine's will be working on over the next few days.
Period Two: Creative Writing 20
Students continue to work on their short story trilogy. It is due on Tuesday, October 11th.
Period Three: History 20
We started by discussing what we thought the overwheming feeling/emotions were amongst society in the hours leading up to war. We then discussed and demonstrated (to the best of our abilities) the battle plans of both Germany and France in the early days of World War I.
Period Four: History 30
We reviewed "The Conquest" which was the British defeat of the French at the Battle of the Plains of Abraham in 1759. After talking about the differences between the terms assimilation and accomodation, we looked at Britain's policy in North America after they were granted control of present day Quebec in 1763. After pointing out some of the realities, students were asked to get into groups and discuss some of the key questions in relation to British/French relations during this time. These answers will be shared on Thursday.
Period Six: ELA B10
After students read to the end of Chapter 18 in "The Cage" they were assigned a small acitivity on the events of novel to this point. This assignment in due tomorrow.
Period Seven: ELA 9
Students completed the Computation and Estimation section of the CAT - 4.
Wednesday, September 21, 2011
Wednesday, September 21 -- Day Two
Period One: ELA B10
Students were asked to think about the terms race and racism; they were also asked if they think they have ever been guilty of racist thoughts, ideas, beliefs, etc. After a brief discussion, the students were asked to read the essay "I'm not racist but...". They are to read this essay and answer five questions for tomorrow.
Period Two: History 30
We reviewed the material of this course from the beginning to the present. The idea was I wanted to review the reasons why Europeans started to visit, eventually stay for a time, and then stay permanently. This led to a discussion on the decision making and governing process that was first instituted in the colonies of North America in the 1600's.
Period Three/Four: ELA 9
We corrected Language Power lesson's #6, 7, & 8 from yesterday. Students were then asked to complete the first step of the Writing Process. Once this was done, they were to start drafting the rough copy of their paragraphs.
Period Five: Creative Writing 20
They were to be completed one of either the past or present stories for today. They are to complete the other for tomorrow.
Period Seven: Creative Writing/History 20
This was a split class. Students were to complete the second part of the Creative Writing Assignment from tomorrow. They were also given an outline for the History Quiz and also work on the history timeline of events leading up to World War I.
Students were asked to think about the terms race and racism; they were also asked if they think they have ever been guilty of racist thoughts, ideas, beliefs, etc. After a brief discussion, the students were asked to read the essay "I'm not racist but...". They are to read this essay and answer five questions for tomorrow.
Period Two: History 30
We reviewed the material of this course from the beginning to the present. The idea was I wanted to review the reasons why Europeans started to visit, eventually stay for a time, and then stay permanently. This led to a discussion on the decision making and governing process that was first instituted in the colonies of North America in the 1600's.
Period Three/Four: ELA 9
We corrected Language Power lesson's #6, 7, & 8 from yesterday. Students were then asked to complete the first step of the Writing Process. Once this was done, they were to start drafting the rough copy of their paragraphs.
Period Five: Creative Writing 20
They were to be completed one of either the past or present stories for today. They are to complete the other for tomorrow.
Period Seven: Creative Writing/History 20
This was a split class. Students were to complete the second part of the Creative Writing Assignment from tomorrow. They were also given an outline for the History Quiz and also work on the history timeline of events leading up to World War I.
Tuesday, September 20, 2011
Tuesday, September 20th -- Day One
Period One: Creative Writing 20
Students handed in their assignments based on their lives 25 years from today. The focus of today's class was proper use of past and present tenses. As such, students were asked to write a story (approximately 1/2 - 3/4 of page) in present tense. They were then asked to rewrite the same story, only in past tense. Some time, not the whole class, will be given to work on this tomorrow.
Period Two: ELA 9
Students continued with Step One of the Writing Process for their paragraph writing assignment. For tomorrow they need to have chosen a topic from the five possibilities they came up with, and also have a general idea about the direction for each of their narrative, informative, persuasive and descriptive paragraphs on the topic they chose.
Period Three: History 30
A brief review of how the fur trade exploited the land and some people(s) was discussed. We then talked more about the fur trade in Canada. Students were asked to reflect in writing on who they believe benefitted most from the fur trade, who benefitted the least, as well as comment on any issues they see possibly arising. This is due tomorrow. Students were also asked to read a handout on the economic issues that came with the fur trade as well.
Period Four: ELA B10
The questions and extension based on Chapters 4, 5, & 6 of 'The Cage' were collected and discussed. Students were given the remaining class time to work on the first two journal entries of their major assignment.
Period Five: History 10
We reviewed what we discussed yesterday about Aboriginal societies and the Iroquois Confederacy. We concluded our look at this system of decision making and w the students were asked to create a list of the pro's and con's of running a society in this manner. They were also asked to answer three questions in regards to how a society should be run in a time of crisis.
Period Six: ELA B10
Chapter's 7 & 8 of 'The Cage' were read orally. Students were asked ot read Chapter Nine for tomorrow.
Period Seven: ELA 9
Lesson's #6, 7, & 8 of Language Power were assigned. If they were done prior to the end of class, they were to complete the steps necessary for the Paragraph writing assignment which need to be done for tomorrow.
Reminder to History 20 students of the quiz tomorrow on all material taken to this point.
Students handed in their assignments based on their lives 25 years from today. The focus of today's class was proper use of past and present tenses. As such, students were asked to write a story (approximately 1/2 - 3/4 of page) in present tense. They were then asked to rewrite the same story, only in past tense. Some time, not the whole class, will be given to work on this tomorrow.
Period Two: ELA 9
Students continued with Step One of the Writing Process for their paragraph writing assignment. For tomorrow they need to have chosen a topic from the five possibilities they came up with, and also have a general idea about the direction for each of their narrative, informative, persuasive and descriptive paragraphs on the topic they chose.
Period Three: History 30
A brief review of how the fur trade exploited the land and some people(s) was discussed. We then talked more about the fur trade in Canada. Students were asked to reflect in writing on who they believe benefitted most from the fur trade, who benefitted the least, as well as comment on any issues they see possibly arising. This is due tomorrow. Students were also asked to read a handout on the economic issues that came with the fur trade as well.
Period Four: ELA B10
The questions and extension based on Chapters 4, 5, & 6 of 'The Cage' were collected and discussed. Students were given the remaining class time to work on the first two journal entries of their major assignment.
Period Five: History 10
We reviewed what we discussed yesterday about Aboriginal societies and the Iroquois Confederacy. We concluded our look at this system of decision making and w the students were asked to create a list of the pro's and con's of running a society in this manner. They were also asked to answer three questions in regards to how a society should be run in a time of crisis.
Period Six: ELA B10
Chapter's 7 & 8 of 'The Cage' were read orally. Students were asked ot read Chapter Nine for tomorrow.
Period Seven: ELA 9
Lesson's #6, 7, & 8 of Language Power were assigned. If they were done prior to the end of class, they were to complete the steps necessary for the Paragraph writing assignment which need to be done for tomorrow.
Reminder to History 20 students of the quiz tomorrow on all material taken to this point.
Monday, September 19, 2011
Monday, September 19th -- Day Six
Period One: Creative Writing 20
The assignments from Friday (Advertising) were collected. From there the students were asked to imagine their dream life twenty five years from today. They are to writie a story which describes their life in 2036 as well as discuss how they got to live the life they are at that time.
Period Two: History 10
We reviewed the basic ideas of a patriarchal society, a traditional Aboriginal society and a liberal democratic society. We determined that Canada would fall under the classification of being a liberal democratic society, and discussed the factors that made this reality. We then took a closer look at decision making and political decision making within traditional Aborignal societies with an emphasis on the Iroquain Confederacy.
Period Three: ELA B10
Students were asked to read to the end of Chapter Six in 'The Cage'. Once done they were given an assignment on the said chapters which is due tomorrow.
Period Four: Creative Writing 20
Students were given the period to work on the assignment given earlier today.
Period Six and Seven: ELA B10
Students were given time to complete the questions and extensio given earlier this morning. We also introduced a major assignment for 'The Cage'. Over the course of the novel, they are to take the position of Riva and write a series of journal entries that discuss her feelings/hopes/dreams/fears, etc. They were given two points in the novel from which they were to create an entry: one at the conclusion of Chapter Three when Mrs. Gruber allows all of their stuff to be taken, the tree cut down and basically turns her back on them. Secondly, they are to write one at the conclusion of Chapter Six when the Nazi's take Mama away while leavin Riva and her three younger brothers to fend for herself.
The assignments from Friday (Advertising) were collected. From there the students were asked to imagine their dream life twenty five years from today. They are to writie a story which describes their life in 2036 as well as discuss how they got to live the life they are at that time.
Period Two: History 10
We reviewed the basic ideas of a patriarchal society, a traditional Aboriginal society and a liberal democratic society. We determined that Canada would fall under the classification of being a liberal democratic society, and discussed the factors that made this reality. We then took a closer look at decision making and political decision making within traditional Aborignal societies with an emphasis on the Iroquain Confederacy.
Period Three: ELA B10
Students were asked to read to the end of Chapter Six in 'The Cage'. Once done they were given an assignment on the said chapters which is due tomorrow.
Period Four: Creative Writing 20
Students were given the period to work on the assignment given earlier today.
Period Six and Seven: ELA B10
Students were given time to complete the questions and extensio given earlier this morning. We also introduced a major assignment for 'The Cage'. Over the course of the novel, they are to take the position of Riva and write a series of journal entries that discuss her feelings/hopes/dreams/fears, etc. They were given two points in the novel from which they were to create an entry: one at the conclusion of Chapter Three when Mrs. Gruber allows all of their stuff to be taken, the tree cut down and basically turns her back on them. Secondly, they are to write one at the conclusion of Chapter Six when the Nazi's take Mama away while leavin Riva and her three younger brothers to fend for herself.
Friday, September 16, 2011
Friday, September 16th -- Day Five
Period One: ELA 9
Writing Quiz written yesterday was returned. Students were asked to complete Step #1 of the Writing Process (Pre - Writing) for tomorrow. They are to come up with no less than five potential topics for a paragraph writing assignment.
Period Two: Creative Writing 20
Character and conflict assignments from yesterday were collected. 'FUN FRIDAY' saw us practice our advertising skills as we attempted to make the best of what you might call a 'tough sell'. These are due tomorrow.
Period Three: History 20
We reviewed the material from yesterday, namely the end of British isolation and the formation of the Triple Entente. We then started to look at the causes of war; a handout was covered dealing with five of the causes. A handout was given on the situation in the Balkans leading up to the outbreak of war. There are six questions to be answered on this handout for Monday.
Period Four: History 30
We reviewed the main ideas of the film that we watched yesterday. We then looked at the fur trade in terms of the exploitation it had on the land and its people.
Period Six: ELA 10
The extension on true friendship as seen through Mrs. Gruber in 'The Cage' was discussed. We then read Chapter Four as a group. Chapter Five is to be read for Monday.
Writing Quiz written yesterday was returned. Students were asked to complete Step #1 of the Writing Process (Pre - Writing) for tomorrow. They are to come up with no less than five potential topics for a paragraph writing assignment.
Period Two: Creative Writing 20
Character and conflict assignments from yesterday were collected. 'FUN FRIDAY' saw us practice our advertising skills as we attempted to make the best of what you might call a 'tough sell'. These are due tomorrow.
Period Three: History 20
We reviewed the material from yesterday, namely the end of British isolation and the formation of the Triple Entente. We then started to look at the causes of war; a handout was covered dealing with five of the causes. A handout was given on the situation in the Balkans leading up to the outbreak of war. There are six questions to be answered on this handout for Monday.
Period Four: History 30
We reviewed the main ideas of the film that we watched yesterday. We then looked at the fur trade in terms of the exploitation it had on the land and its people.
Period Six: ELA 10
The extension on true friendship as seen through Mrs. Gruber in 'The Cage' was discussed. We then read Chapter Four as a group. Chapter Five is to be read for Monday.
Wednesday, September 14, 2011
Wednesday, September 14th -- Day Five
Period Two: History 10
We looked at the difference between 'freedom' and 'order' in terms of both their definition and their involvment in day to day activities. We looked at a series of day to day realities, and discussed whether freedom or order should prevail.
We then started to look at decision making, and outlined the worldviews of two different societies in terms of their approach to decision making. Students are to consider these opposing views, and for tomorrow write a paragraph as to what society they would like to live in and why.
Period Three: Creative Writing 20
Dialogue assignments were collected. Students had this period to work on their point of view assignment which was given yesterday. The assignment is due tomorrow.
Period Four: History 20
We started by reviewing the dangers of a two - front war, and Germany's approach to avoiding such a battle. We then saw how things started to change once Otto von Bismarck was fired and William II started making the decisions. This led to a discussion of the Dual Entente which came about as a result of William II's actions. Students were then asked to concoct a plan that they would utilize to help Germany avoid having to fight a two - front war. They not only need to outline their plan, but also include an explanation as to why their plan will work. This is due tomorrow.
Period Five: ELA 9
We corrected the Language Power from yesterday (Lessons #4 and 5). We then had a review of the material that they will need to know for tomorrow's Writing Quiz. With the time left in class, students were allowed to study and prepare for the quiz.
Period Six: ELA B10
Having read Chapter`s One and Two of `The Cage` students were given an assignment on the material they have read. It is due tomorrow.
Period Seven: History 30
After a review of yesterday`s material, we briefly discussed some of the factors while led Europeans to begin to stay permanently in North America. We then began watching Episode #2 of Canada: A People's History which talks about the first settlers and colonies in Canada and why they arrived here in the first place and the establishment of the Fur Trade.
We looked at the difference between 'freedom' and 'order' in terms of both their definition and their involvment in day to day activities. We looked at a series of day to day realities, and discussed whether freedom or order should prevail.
We then started to look at decision making, and outlined the worldviews of two different societies in terms of their approach to decision making. Students are to consider these opposing views, and for tomorrow write a paragraph as to what society they would like to live in and why.
Period Three: Creative Writing 20
Dialogue assignments were collected. Students had this period to work on their point of view assignment which was given yesterday. The assignment is due tomorrow.
Period Four: History 20
We started by reviewing the dangers of a two - front war, and Germany's approach to avoiding such a battle. We then saw how things started to change once Otto von Bismarck was fired and William II started making the decisions. This led to a discussion of the Dual Entente which came about as a result of William II's actions. Students were then asked to concoct a plan that they would utilize to help Germany avoid having to fight a two - front war. They not only need to outline their plan, but also include an explanation as to why their plan will work. This is due tomorrow.
Period Five: ELA 9
We corrected the Language Power from yesterday (Lessons #4 and 5). We then had a review of the material that they will need to know for tomorrow's Writing Quiz. With the time left in class, students were allowed to study and prepare for the quiz.
Period Six: ELA B10
Having read Chapter`s One and Two of `The Cage` students were given an assignment on the material they have read. It is due tomorrow.
Period Seven: History 30
After a review of yesterday`s material, we briefly discussed some of the factors while led Europeans to begin to stay permanently in North America. We then began watching Episode #2 of Canada: A People's History which talks about the first settlers and colonies in Canada and why they arrived here in the first place and the establishment of the Fur Trade.
Tuesday, September 13, 2011
Tuesday, September 13th - Day Two
Period One: ELA 10
We discussed the questions and extension based on the short story "The Moose and the Sparrow". We then shared the ideas we had come up with in terms of what we know and what we want to know about the Holocaust. The novel "The Cage" was then started, Chapter's 1 & 2 need to be read for tomorrow.
Period Two: History 30
We started by talking about the differences between First Nations and European cultures. Eventually our discussion led to the idea of land, and the differing views held in regards to the importance of, and use of the land. A handout was reviewed which looked at how the land effects us as Canadians and also pointed out some of the big ideas First Nations hold in regards to the land. Students were then asked to point out the greatest differences between the cultures when discussing land.
Period Three and Four: ELA 9
We discussed the questions based on Duke Redbird's poem "I Am A Canadian". In the end we had a conversation which truly demonstrated why we are so fortunate to live in this great country.
Lesson's #4 & 5 of Language Power were assigned for tomorrow.
After a review of the steps in the Writing Process, we introduced RAFTS as a writing prompt and spent some time looking at it and the way it works.
NOTE: Writing Quiz on Thursday, September 15th
Period Five: Creative Writing 20
We looked over and reviewed the handout on all the requirements for a short story. Studnets were then given an assignment which requires them to write a dialogue between no less than two characters which either results in the sharing of a secret, or an argument.
Period Seven: Creative Writing 20
After some time to work on the assignment given in Period Five, defintions were given of both first and third person point of view. Two forms of third person were shared, omniscient and objective. A scenario was then given to the students which they had to write from three different points of view. Time will be given tomorrow to work on this activity.
We discussed the questions and extension based on the short story "The Moose and the Sparrow". We then shared the ideas we had come up with in terms of what we know and what we want to know about the Holocaust. The novel "The Cage" was then started, Chapter's 1 & 2 need to be read for tomorrow.
Period Two: History 30
We started by talking about the differences between First Nations and European cultures. Eventually our discussion led to the idea of land, and the differing views held in regards to the importance of, and use of the land. A handout was reviewed which looked at how the land effects us as Canadians and also pointed out some of the big ideas First Nations hold in regards to the land. Students were then asked to point out the greatest differences between the cultures when discussing land.
Period Three and Four: ELA 9
We discussed the questions based on Duke Redbird's poem "I Am A Canadian". In the end we had a conversation which truly demonstrated why we are so fortunate to live in this great country.
Lesson's #4 & 5 of Language Power were assigned for tomorrow.
After a review of the steps in the Writing Process, we introduced RAFTS as a writing prompt and spent some time looking at it and the way it works.
NOTE: Writing Quiz on Thursday, September 15th
Period Five: Creative Writing 20
We looked over and reviewed the handout on all the requirements for a short story. Studnets were then given an assignment which requires them to write a dialogue between no less than two characters which either results in the sharing of a secret, or an argument.
Period Seven: Creative Writing 20
After some time to work on the assignment given in Period Five, defintions were given of both first and third person point of view. Two forms of third person were shared, omniscient and objective. A scenario was then given to the students which they had to write from three different points of view. Time will be given tomorrow to work on this activity.
Monday, September 12, 2011
Monday, September 12th -- Day One
Period One: Creative Writing 20
We introduced the first unit to be covered, 'Short Stories'. Students were given a handout which covers a lot of the elements required for a short story. They were to read the handout, and answer a series of comprehension questions on the material within the handout. This needs to be done for tomorrow.
Period Two: ELA 9
The paragraphs that were due today (informative and persuasive) were collected. We discussed what arrtibutes/characteristics we possessed which helped to describe and define us individually. We then read the poem "I Am A Canadian" by Duke Redbird. The poem needs to be read, and questions on it answered for tomorrow.
Period Three: History 30
We briefly reviewed the major ideas from last week. We then concluded watching the first episode of Canada: A People's History
Period Four: ELA B10
The 'Bucket List' assignments were collected. The word equity was put on the board, and a discussion ensured on what the word meant, as well as examples of what equity IS and IS NOT. This led to a reading of the story "The Moose and the Sparrow". Once students were done reading, they were to complete four questions and an extending activity on the story. This is due tomorrow.
Period Five: History 10
The period was given to work on their Social Organization assignment. It is due on Wednesday.
Period Six: ELA B10
Students were given time to work on the assignment given this morning. It is due tomorrow. If they finished before the end of class they were to make a list of things they KNOW about the Holocaust, as well as a list of things they WOULD LIKE to know about the Holocaust. These ideas will be shared tomorrow prior to beginning our novel study.
Period Seven: ELA 9
Time was given to complete the poetry assignment from this morning. The steps in the Writing Process were then introduced and described.
We introduced the first unit to be covered, 'Short Stories'. Students were given a handout which covers a lot of the elements required for a short story. They were to read the handout, and answer a series of comprehension questions on the material within the handout. This needs to be done for tomorrow.
Period Two: ELA 9
The paragraphs that were due today (informative and persuasive) were collected. We discussed what arrtibutes/characteristics we possessed which helped to describe and define us individually. We then read the poem "I Am A Canadian" by Duke Redbird. The poem needs to be read, and questions on it answered for tomorrow.
Period Three: History 30
We briefly reviewed the major ideas from last week. We then concluded watching the first episode of Canada: A People's History
Period Four: ELA B10
The 'Bucket List' assignments were collected. The word equity was put on the board, and a discussion ensured on what the word meant, as well as examples of what equity IS and IS NOT. This led to a reading of the story "The Moose and the Sparrow". Once students were done reading, they were to complete four questions and an extending activity on the story. This is due tomorrow.
Period Five: History 10
The period was given to work on their Social Organization assignment. It is due on Wednesday.
Period Six: ELA B10
Students were given time to work on the assignment given this morning. It is due tomorrow. If they finished before the end of class they were to make a list of things they KNOW about the Holocaust, as well as a list of things they WOULD LIKE to know about the Holocaust. These ideas will be shared tomorrow prior to beginning our novel study.
Period Seven: ELA 9
Time was given to complete the poetry assignment from this morning. The steps in the Writing Process were then introduced and described.
Friday, September 9, 2011
Friday, September 9th -- Day Six
Period One: CW 20
Only a partial period as the first twenty minutes was an assembly in the gym recognizing last year's honor students. Thanks to the Norquay Co - op for their continued support in the recognition of academic excellence.
Regardless, when we returned to class students were given what was left to complete their descriptive paragraphs.
Period Two: History 10
Students shared the lists they generated of social organizations in existence. They then chose one that they believe is of considerable importance. They are to do some minor research about their chosen organizaton. Time will be given Monday to complete this.
Period Three: ELA B10
Once students were done drafting the rough copy of their 'Bucket Lists' they were to revise them themselves looking for errors and possible ways to improve their work. Following this they were to share their work with a friend who was to look for the same criteria.
Period Four: CW20
The descriptive paragraphs were collected. For fun, they were read in class to determine if we could use the descriptions written to determine what object they were talking about. There were some great examples of descriptive writing that came forth. Well done!
Period Five: History 20
We reviewed yesterday in terms of the Dual Alliance and the actions of Russia regarding this alliance. We then looked at the Reinsurance Treaty between Germany and Russia, the Triple Alliance which involved the addition of Italy, as well as the problems with fighting a two - front war. Students were then asked to begin a timeline of the key steps taken by Otto von Bismarck as he worked to strengthen and protect his young country in the late 1800's.
Periods Six & Seven: ELA B10
Students were given time to publish the good copies of their 'Bucket Lists'. These are due on Monday.
Only a partial period as the first twenty minutes was an assembly in the gym recognizing last year's honor students. Thanks to the Norquay Co - op for their continued support in the recognition of academic excellence.
Regardless, when we returned to class students were given what was left to complete their descriptive paragraphs.
Period Two: History 10
Students shared the lists they generated of social organizations in existence. They then chose one that they believe is of considerable importance. They are to do some minor research about their chosen organizaton. Time will be given Monday to complete this.
Period Three: ELA B10
Once students were done drafting the rough copy of their 'Bucket Lists' they were to revise them themselves looking for errors and possible ways to improve their work. Following this they were to share their work with a friend who was to look for the same criteria.
Period Four: CW20
The descriptive paragraphs were collected. For fun, they were read in class to determine if we could use the descriptions written to determine what object they were talking about. There were some great examples of descriptive writing that came forth. Well done!
Period Five: History 20
We reviewed yesterday in terms of the Dual Alliance and the actions of Russia regarding this alliance. We then looked at the Reinsurance Treaty between Germany and Russia, the Triple Alliance which involved the addition of Italy, as well as the problems with fighting a two - front war. Students were then asked to begin a timeline of the key steps taken by Otto von Bismarck as he worked to strengthen and protect his young country in the late 1800's.
Periods Six & Seven: ELA B10
Students were given time to publish the good copies of their 'Bucket Lists'. These are due on Monday.
Wednesday, September 7, 2011
Wednesday, September 7th -- Day Four
Period One: History 30
We discussed the assignment from yesterday which put us in the shoes of First Nations people at the time of contact. We then looked how each of these two groups made decisions within society with emphasis given to the way things were done with the Iroquois Confederacy. Students were then asked to make a Venn diagram which outlines the similarities and differences between these two decision - making styles. It is due tomorrow.
Period Two: ELA 9
The topic sentences assignment was collected. We then started looking at the purposes for writing, choosing to deal with narrative and descriptive today. The students are to write a descriptive and narrative paragraph for tomorrow.
Period Three/Four: Creative Writing 20
The students were given Pd. 3 to complete their fairy tale from an opposing point of view. These assignments were collected at the end of Pd. 3. Pd. 4 started with the students being asked to write a story that teaches us a lesson in the end. Required elements for the story are that it must include a mouse, a rat, a chipmunk and a gerbil. This story is due tomorrow.
Period Five: History 10
Students shared their answer in terms of individuals/groups of individuals who help us along our journey in life. This led to some notes and discussion on what exactly a social organization is and the purpose they serve. We then identfied five areas under which every social organization can be classified, and they are to identify three that would fall into each group for Friday.
Period Six: History 20
We reviewed yesterday's class and discussed the extension activity they completed. We then looked at the moves taken in the early days of Germany's existence by then Chancellor Otto von Bismarck. This ended with the Congress of Berlin in 1878. Students are to answer four questions and complete an extension about the establishment of these alliances and the Congress of Berlin for tomorrow's class.
Period Seven: ELA B10
The students were to have two of their four paragraphs drafted into rough form for today. They were given this period to draft their final two. ALL four need to be drafted for tomorrow.
We discussed the assignment from yesterday which put us in the shoes of First Nations people at the time of contact. We then looked how each of these two groups made decisions within society with emphasis given to the way things were done with the Iroquois Confederacy. Students were then asked to make a Venn diagram which outlines the similarities and differences between these two decision - making styles. It is due tomorrow.
Period Two: ELA 9
The topic sentences assignment was collected. We then started looking at the purposes for writing, choosing to deal with narrative and descriptive today. The students are to write a descriptive and narrative paragraph for tomorrow.
Period Three/Four: Creative Writing 20
The students were given Pd. 3 to complete their fairy tale from an opposing point of view. These assignments were collected at the end of Pd. 3. Pd. 4 started with the students being asked to write a story that teaches us a lesson in the end. Required elements for the story are that it must include a mouse, a rat, a chipmunk and a gerbil. This story is due tomorrow.
Period Five: History 10
Students shared their answer in terms of individuals/groups of individuals who help us along our journey in life. This led to some notes and discussion on what exactly a social organization is and the purpose they serve. We then identfied five areas under which every social organization can be classified, and they are to identify three that would fall into each group for Friday.
Period Six: History 20
We reviewed yesterday's class and discussed the extension activity they completed. We then looked at the moves taken in the early days of Germany's existence by then Chancellor Otto von Bismarck. This ended with the Congress of Berlin in 1878. Students are to answer four questions and complete an extension about the establishment of these alliances and the Congress of Berlin for tomorrow's class.
Period Seven: ELA B10
The students were to have two of their four paragraphs drafted into rough form for today. They were given this period to draft their final two. ALL four need to be drafted for tomorrow.
Tuesday, September 6, 2011
Tuesday, Sept. 6th -- Day Three
Period Two: History 10
We identified the four stages of life (technically there are seven but we broke them into four). We then completd a chart that looks at milestones/accomplishments that occur in each, as well as what needs we have which must be met in each stage. Once this was completed, students were asked to list individuals/groups who help us to meet this needs and reach these milestones/achievements.
Period Three: Creative Writing 20
Students handed in their 'Jumble Stories' from last week. They were then asked to choose a fairy tale or well known children's story or nursery rhyme and re - write from a different point of view. An example would be re - writing Goldilocks and the Three Bears from the point of view of one of the bears. They will recieve another period tomorrow to work on this.
Period Four: History 20
We went over the outline and expectations for the course. We then took a Pre - Course quiz to assess where the students were at in terms of the content to be taken in the course. From there we started our investigation of the events leading up to World War I by looking at the unification of Germany and the actions of Prussian Chancellor Otto von Bismarck. For tomorrow, students were to take on the persona of the leader of France following the Franco - Prussian War; they are to discuss their reaction to what has taken place as well as what, if anything they would do in the months and years following.
Period Five: ELA 9
The paragraphs that were written over the weekene were collected. We looked closely at topic sentences and discussed strategies that could be used to create effective topic sentences (seven in total). After some group work in this area, students were to choose a topic and create a topic sentence using each strategy. This is due tomorrow.
Period Six: ELA B10
Student work was checked to see if what needed to be done was completed. Students were then asked to move onto step 2 of the Writing Process and draft their paragraphs for the 'Bucket List' assignment. Two of the four needed to be drafted by tomorrow.
Period Seven: History 30
We reviewed the relationships that are key to any society, and discussed our worldviews/ideas in regards to these relationships. We then investigated and discussed a couple of the reasons why Europeans began arriving in North America in the 1600's, mainly based on economic and religious reasons. Students were asked to extend their thinking about this first contact by writing three brief paragraphs from the perspectives of differing groups in this contact period. They are due tomorrow.
We identified the four stages of life (technically there are seven but we broke them into four). We then completd a chart that looks at milestones/accomplishments that occur in each, as well as what needs we have which must be met in each stage. Once this was completed, students were asked to list individuals/groups who help us to meet this needs and reach these milestones/achievements.
Period Three: Creative Writing 20
Students handed in their 'Jumble Stories' from last week. They were then asked to choose a fairy tale or well known children's story or nursery rhyme and re - write from a different point of view. An example would be re - writing Goldilocks and the Three Bears from the point of view of one of the bears. They will recieve another period tomorrow to work on this.
Period Four: History 20
We went over the outline and expectations for the course. We then took a Pre - Course quiz to assess where the students were at in terms of the content to be taken in the course. From there we started our investigation of the events leading up to World War I by looking at the unification of Germany and the actions of Prussian Chancellor Otto von Bismarck. For tomorrow, students were to take on the persona of the leader of France following the Franco - Prussian War; they are to discuss their reaction to what has taken place as well as what, if anything they would do in the months and years following.
Period Five: ELA 9
The paragraphs that were written over the weekene were collected. We looked closely at topic sentences and discussed strategies that could be used to create effective topic sentences (seven in total). After some group work in this area, students were to choose a topic and create a topic sentence using each strategy. This is due tomorrow.
Period Six: ELA B10
Student work was checked to see if what needed to be done was completed. Students were then asked to move onto step 2 of the Writing Process and draft their paragraphs for the 'Bucket List' assignment. Two of the four needed to be drafted by tomorrow.
Period Seven: History 30
We reviewed the relationships that are key to any society, and discussed our worldviews/ideas in regards to these relationships. We then investigated and discussed a couple of the reasons why Europeans began arriving in North America in the 1600's, mainly based on economic and religious reasons. Students were asked to extend their thinking about this first contact by writing three brief paragraphs from the perspectives of differing groups in this contact period. They are due tomorrow.
Friday, September 2, 2011
Friday, September 2nd -- Day Two
Period One: ELA B10
Students were given a little more time to create the 'pre - writing' for their 'Bucket List' assignment. They were asked to then take their list, choose their four favorites and identify reason(s) as to why they would place an event like that on their list.
Period Two: History 30
We continued going over the Pre - Coure Quiz. We looked at the types of relationships with are important for the unity or success for a society. From that point, students were asked to provide their rationales, beliefs and worldviews in regards to these four relationships (people and decision making process, people and the land, people and people, people and other societies). These ideas are to be into paragraph format for Tuesday.
Period Three/Four: ELA 9
We marked the Language Power lessons #1, 2, & 3 which were assigned yesterday. Following that we started to take a closer look at paragraphs, in particular what a paragraph is, and the required elements. Students were asked to write a paragraph using these elements for Tuesday.
Period Five/Seven: CW 20
Students chose three elements at random which could have included character, setting, time and conflict or situation. They were to use these elements in writing a short story which is due for Tuesday.
Continue to watch the white board outside of the office for upcoming events and meetings.
Students were given a little more time to create the 'pre - writing' for their 'Bucket List' assignment. They were asked to then take their list, choose their four favorites and identify reason(s) as to why they would place an event like that on their list.
Period Two: History 30
We continued going over the Pre - Coure Quiz. We looked at the types of relationships with are important for the unity or success for a society. From that point, students were asked to provide their rationales, beliefs and worldviews in regards to these four relationships (people and decision making process, people and the land, people and people, people and other societies). These ideas are to be into paragraph format for Tuesday.
Period Three/Four: ELA 9
We marked the Language Power lessons #1, 2, & 3 which were assigned yesterday. Following that we started to take a closer look at paragraphs, in particular what a paragraph is, and the required elements. Students were asked to write a paragraph using these elements for Tuesday.
Period Five/Seven: CW 20
Students chose three elements at random which could have included character, setting, time and conflict or situation. They were to use these elements in writing a short story which is due for Tuesday.
Continue to watch the white board outside of the office for upcoming events and meetings.
Thursday, September 1, 2011
Thursday, September 1st - Day One
Welcome back for the start of another exciting school year. Here is to 2011/2012 being a fantastic year at Norquay School for all students, staff and parents.
As to be expected, a lot of today was to go over expectations, outlines, etc.
All students will be coming home with forms in the next day or so. These forms which include school fees, registration, field trip consent and so on need to be signed and returned ASAP! We would like to see these no later than the end of next week if at all possible.
In terms of my classes today:
Period Three: History 30
A Pre - Course quiz was given to the students. Essentially, this material may be unknown to them today but should be second nature to them by the end of June,2012.
Period Four: ELA B10
Outlines and expectations were discussed.
Period Five: History 10
Rather than dive right into the material for the course, we tested our critical thinking skills with some brain teasers. For next class (Tuesday) students are to identify what they believe to be the four stages of life.
Period Six: ELA 10
We reviewed the pertinent information regarding paragraph writing from last year. Students were asked to brainstorm a minimum of eight activities that they would put on their 'Bucket List'. This will lead into a writing assignment which students will learn more of in the future.
Period Seven: ELA 9
Outlines and expectations were discussed. We then dove headfirst into Language Power. Lesson's #1, 2, and 3 are due for tomorrow.
Be sure to check the white board outside the office for important meetings and happenings in an around the school. A lot of school activities will be starting in the first week including golf, volleyball, cross country, SRC and more.
As to be expected, a lot of today was to go over expectations, outlines, etc.
All students will be coming home with forms in the next day or so. These forms which include school fees, registration, field trip consent and so on need to be signed and returned ASAP! We would like to see these no later than the end of next week if at all possible.
In terms of my classes today:
Period Three: History 30
A Pre - Course quiz was given to the students. Essentially, this material may be unknown to them today but should be second nature to them by the end of June,2012.
Period Four: ELA B10
Outlines and expectations were discussed.
Period Five: History 10
Rather than dive right into the material for the course, we tested our critical thinking skills with some brain teasers. For next class (Tuesday) students are to identify what they believe to be the four stages of life.
Period Six: ELA 10
We reviewed the pertinent information regarding paragraph writing from last year. Students were asked to brainstorm a minimum of eight activities that they would put on their 'Bucket List'. This will lead into a writing assignment which students will learn more of in the future.
Period Seven: ELA 9
Outlines and expectations were discussed. We then dove headfirst into Language Power. Lesson's #1, 2, and 3 are due for tomorrow.
Be sure to check the white board outside the office for important meetings and happenings in an around the school. A lot of school activities will be starting in the first week including golf, volleyball, cross country, SRC and more.
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