Socials 10-4

Thank you for all your hard work this past six weeks. Be sure to have your assignments in tonight.

Socials 8-3

Today we watched some short clips on the Vikings and we finished our sketchnotes. We ended with a good spirited quiz.

Make sure any overdue work gets in to me by Monday.

English 10 Friday

Thank you all for the wonderful send off!

Please get your finals into me tonight!

Socials 8-1 8-2

Today in Socials we copied a Vikings sketchnote from the board as I told you the story of the Vikings.  We were then assigned the  final project, a Vikings sketchnote.  It is due on Monday Please use the websites on the Vikings handout and my Sketchnote to help you with your subject. The assignment requires; 3 different texts, doodles and text-boxes.

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Thursday, November 13 Socials 10-2

  Today in Socials we had a chance at the end of the class to work on our final Journal Assignments.  We had a sketchnote on Durham and Elgin and a power point on the path to Confederation.

English 10 Thursday, November 13

Today was a work day on our final assignments. For many of you it was a focussed work time. Tomorrow we are having a guest speaker, Aunty Val, to talk with us about her experience at Residental school.

Socials 10-4 Wednesday Nov 12

  Today in Socials we had a chance at the end of the class to work on our final Journal Assignments.  We had a sketchnote on Durham and Elgin and a power point on the path to Confederation.

Socials 8-3 Wednesday, Nov 12

Today in Socials we received our grade out of 12 for the in class paragraphs. There are comments on the google documents, please read them and respond.

We copied a Vikings sketchnote from the board as I told you the story of the Vikings.  We were then assigned the  final project, a Vikings sketchnote.  It is due this Friday.  Please use the websites on the Vikings handout and my Sketchnote to help you with your subject. The assignment requires; 3 different texts, doodles and text-boxes.

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English 10 Wednesday, Nov 12

Today in English we listened to three of your classmate's Cautionary Tales. Each was very different from the other, but each with a great message: beware of over using technology!  We read further in our novel and spent some time discussing chapter 16 questions. I have assigned you your final assignment, see below:

English 10 Monday Nov 10

Today we started out with a discussion about nature versus nurture. I was surprised that most of you felt that an athlete ,who appears to have a sixth sense about their sport, was a combination of nature ( inherent skill) and hard training( nurture). I noted that for me, certain athletes seemed to be born with such skill, which is what drives them to train so hard. An interesting discussion. We discussed this in light  of Saul's character, who recognized that he had a special connection to the game of hockey.

After the discussion we reviewed the questions from Indian Horse chapters 10- 12. I was very much pleased with your insights into Saul's character and life.  I handed out a photo release form and asked that students return them  if their parents do not want them in my teaching video that will be filmed on Wednesday. 

Monday, Nov 10 8-1,8-2

Today we wrote an in-class paragraph on the Franks.  Students used their prepared topic sentences and 2nd sentences. Everyone worked quietly and respectfully. Thank you!

When you were finished, I asked you to do a viking's research sheet and gave you three websites to find the answers. (The links are here, here and here) Please finish the sheet over the weekend, so you are prepared for Wednesday's class.

Homework: finish vikings worksheet. 

Monday, November 10, Socials 10-2

Today we wrote an in-class paragraph. Our topic was to describe the factors leading up to the Rebellion  in Upper and/or Lower Canada.  For the most part, everyone worked quietly and respectfully on their paragraph. Thank you! 

After the test students received the outline of their final project. I suggested to begin research by watching, My Peoples History (link here)  checking in the Canadian encyclopedia (link here).

Your project is due Nov 17. There will only be some time in class allotted for this project. Please do it as homework and manage your time well. No late work can be accepted. 

Friday, Nov 7, Socials 10-4

Today we wrote an in-class paragraph. Our topic was to describe the factors leading up to the Rebellion  in Upper and/or Lower Canada.  Everyone worked quietly and respectfully on their paragraph. Thank you!

After the test students received the outline of their final project. I suggested to begin research by watching, My Peoples History (link here) and checking in the Canadian encyclopedia (link here).

Your project is due Nov 14. There will only be some time in class allotted to this project. Please do it as homework and manage your time well. No late work can be accepted. 

Thursday, Nov 6 Social Studies 10-4

Today we discussed the Need for Reform in  Upper and Lower Canada. We reviewed some of the issues settlers faced in the Canadas.  We discussed some of the people who spearheaded the rebels.

We then took notes on the tensions of Upper and Lower Canada and the Factors that caused the Rebellion to occur.  Here are the Power  Point frames:

Be sure to work on your paragraph so you are ready for Friday's class.

Friday, Nov 7 Social Studies 8 -3

Today we wrote an in-class paragraph on the Franks.  Students used their prepared topic sentences and 2nd sentences. Everyone worked quietly and respectfully. Thank you!

When you were finished, I asked you to do a viking's research sheet and gave you three websites to find the answers. (The links are here, here and here) Please finish the sheet over the weekend, so you are prepared for Wednesday's class.

Homework: finish vikings worksheet. 

Thursday, Nov 6 Social 8-3

Today we reviewed the Franks and discussed the paragraph assignment for Friday. We all worked on a topic sentence and 2nd sentence. I encourage all students to write out what they plan to say so they are ready for Monday. If any students wish to talk to me about their topic sentences, I am available in room 123 at lunch.

We then learned about another great Emperor, Charles the Great or Charlemagne. We watched a film (link is here) and discussed some of the " big ideas." For example, that he brought education back to Gaul. 

I encouraged any students who did poorly on the Rome test to come for an in class tutorial at lunch and re-write the test. As no one did come I will reschedule for Wednesday, Nov 12. Parents can reach me at kwagner@sd46.bc.ca if they wish to know their child's mark.

English 10 Friday, Nov 7

Today we talked about when to be somber. We noted that when we hear of terrible events or when we are asked to behave seriously, that we often feel the urge to laugh or make jokes.  We then discussed why it is important to focus on respectful and honouring behaviour when confronted with suffering and tragedy.  In light of the chapters we just read, I asked that we be reflective of the lives that were lost or of those that endured unending pain in the residential schools.

We then did silent reading and worked on our chapter questions. In the novel we learn that  a degree of respite arrives for Saul in the form of Father Leboutilier. He introduces Saul to hockey. Saul develops a passion for the game and an uncanny, almost supernatural gift.

Please finish the chapter questions up to chapter 15 for Mondays class. 

English 10 - Thursday, Nov 6th

In English on Thursday, instead of working in our Lit circles, we did chapter questions on the novel, Indian Horse.  I read from chapter 11-14.  In these chapters, Saul ends up in St Jerome's Residential school where "education" describes a perpetual cycle of abuse.  The story bleakly corroborates the catalogue of horrors that occurred in residential schools across Canada: a nun viciously beats a boy: another routinely has his hands tied behind his back to prevent him from wiping his nose on his sleeve; a six year old child hangs from the rafters and another dies in the iron sister and the list goes on.

Chapter questions for 10 and 11 are homework.

Socials 10-2

Socials today we discussed the paragraph assignment. I encourage students to write a topic and second sentence in preparation for their paragraph assignment Monday. The topic is to describe the factors that caused tension and need for reform in Upper and/ or Lower Canada.

We the took notes on the tensions of Upper and Lower Canada and the Factors that caused the Rebellion to occur.  Here are the Power  Point frames:

Socials 8-1 and 8-2 Wednesday Nov 5

Today we reviewed the Franks and discussed the paragraph assignment for Monday. We all worked on a topic sentence and 2nd sentence. I encourage all students to write out what they plan to say so they are ready for Monday. If any students wish to talk to me about their topic sentences, I am available in room 123 at lunch.

We then learned about another great Emperor, Charles the Great or Charlemagne. We watched a film (link is here) and discussed some of the " big ideas." For example, that he brought education back to Gaul. Also, he divided his land among counts that answered only to him and so forth.

English 10, Nov 5

In English today we had a discussion around stereotypes. We discussed how teenagers are viewed by adults and also how teenagers stereotype each other. It was an enthusiastic discussion. We then looked at a short clip called, I'm not the Indian you had in mind (link is here), and discussed how First Nations have been stereotyped. This lead into a discussion on empathy and the importance of being empathetic as we listen to this novel and hear the atrocities that took place at residential school.

We then read chapters 8-10. Chapter 10 ended with the death of, Naomi, Saul's grandmother and the beginning of his residential school experience.

We ended with discussion questions on the chapters 7.

There is no homework.

Socials 10-4,Tuesday, Nov 4

Today in Socials, a handful of you handed in your sketchnote and were involved in assessing your own work and that of your peer. I very much appreciate those of you who adhered to the due date.

After that, we reviewed two previous lessons: Upper and Lower Canada and the Great Migration. Last class you watched 10 minutes of our peoples history (link is here) . We debriefed what we heard and took some notes. We then had a lesson on Paragraph writing, Here are the notes. I asked you to write a topic sentence and 2nd sentence  and finish of the summary sentences for homework, We are practicing our paragraph writing for an in class paragraph on Friday, Nov 7. 

Socials 8-3 Tuesday, Nov 4th

Today in Socials 8 we talked about two up coming assignments.  An in-class paragraph on the Franks on  Fri, Nov 7th  and a sketchnote on the Vikings. The sketchnote will be due the following week.

We then discussed the Franks and I demonstrated sketchnoting. We had watched a short clip on Clovis a Frankish warrior King (see link here)last class. We then got into groups and worked on a project to help us better experience Frankish Society. We  presented our finding in the last 20 minutes of class.

Students were given their Rome test scores today. For those Students wanting to do a re- write there will be an in class tutorial at lunch tomorrow. First 15minutes. 

English 10 Tuesday Nov 4

Today in English we began the class in our lit circles. First we shared some of our findings and then we discussed three quotes from the novel. I very much appreciated the in-depth thinking and responses to the questions.

We continued to read on. First together chapters 4 and 5 and then in our lit groups 6 and 7. We learned that Saul's ancestors collected wild rice. His family decided to harvest the traditional rice to survive the winter on and to trade for goods. If you are interested in what the rice farming may have looked like follow this link here. The chapter ended with the death of Benjamin, Saul's brother.  He died of an infectious disease called tuberculosis or TB. Follow the link here if you wish to learn more.

For homework I asked you to complete the lit sheet you are responsible for.

Socials 8-1 and 8-2: Monday, Nov 3

Today in Socials 8 we talked about two up coming assignments.  An in-class paragraph on the Franks on Monday, Nov 10th and a sketchnote on the Vikings. The sketchnote will be due the following week.

We then discussed the Franks and I demonstrated sketchnoting. We watched a short clip on Clovis a Frankish warrior King (see link here).We then got into groups and worked on a project to help us better experience Frankish Society. We will present our findings next class.

Socials 10-2: Monday, Nov 3

 Today in Socials, a handful of you handed in your sketchnote and were involved in assessing your own work and that of your peer. I very much appreciate those of you who adhered to the due date.

After that, we reviewed two previous lessons: Upper and Lower Canada and the Great Migration. We watched a 10 minutes of our peoples history (link is here) . We debriefed what we heard and took some notes. We then had a lesson on Paragraph writing, Here are the notes. I asked you to write a topic sentence and 2nd sentence  and finish of the summary sentences for homework, We are practicing our paragraph writing for an in class paragraph on Monday, Nov 10.

English, Monday November 3.

In English today we were introduced to our novel - finally! We learned a little about the author, Richard Wagamese, who is from the Ojibway First Nation in Northern Ontario. He now lives in Kamloops, BC.  He was once a journalist for the Calgary Herald and is now a novelist and public speaker. He comes regularly to our local writer's festival.

We read the first three chapters of, Indian Horse. We were introduced to Saul Indian-Horse our protagonist. We then broke into our Lit. circles and had a chance to discuss the novel on our own. Tomorrow each group will share their findings.

Finish Cautionary Tales and your lit circle sheets.

Friday, October 31st English 10

Happy Halloween! We watched Smoke Signals  in English today. Please be sure to finish your cautionary tales for Monday.

Thursday, Oct 30 8-3

Today we wrote a Quiz in socials for the first 20 minutes.  Then, we worked on our Rome paragraphs.

I have asked the students to open a gmail account so that they can use Google Drive for assignments.  Google Drive is an online word program that allows students access to their work on multiple computers including their computer at home.  Furthermore, the document can be shared with a teacher and the teacher can comment.

In group 8-3, I issued a study guide for the next section of the chapter on the Franks. 

Thursday, October 30 English 10

Today in English I asked students to comment on the comments I have made on their essays. The reason for this is so students can internalize what they need to do to improve their writing. At the end of class students were able to see their grades for the last two assignments.

We continued our study of myths and tried to image who the Raven, of First Nations myths, would be in modern movies or novels. We created a large list. We then wondered how the trickster Raven would look as an internal conflict. We were left to ponder this.

I gave time for students to work on their cautionary tale.

Thursday, Socials 10-4

Today in Socials 10-4 we talked about Push and Pull factors.  To make it relative, we discussed the reasons why someone would choose to move to the Sunshine Coast.  We found there were several aspects that pulled people to move here as well as others that pushed them to leave.  The students felt that the Coast did not offer a lot of opportunity for youth which we decided was a push factor.

We then looked at push-pull factors for Vancouver and Canada.  Finally we discussed what were the attractions (pull factors) for those people living in the early 1800 to come to Canada and what may have been the push factors. We watched a power point on the first wave of Canadian immigration and took notes. We also did a short worksheet in groups in order to familiarize ourselves with Upper and Lower Canada during the early 19th century. We  had a chance to work on their sketchnotes.

Sketchnotes are due  Tuesday, Nov 4

Wednesday, Socials 10-2

Today in Socials 10-2 we talked about Push and Pull factors.  To make it relative, we discussed the reasons why someone would choose to move to the Sunshine Coast.  We found there were several aspects that pulled people to move here as well as others that pushed them to leave.  The students felt that the Coast did not offer a lot of opportunity for youth which we decided was a push factor.

We then looked at push-pull factors for Vancouver and Canada.  Finally we discussed what were the attractions (pull factors) for those people living in the early 1800 to come to Canada and what may have been the push factors. We watched a power point on the first wave of Canadian immigration and took notes.  The students then had a chance to work on their sketchnotes.

Sketchnotes are due Monday, Nov 3.

English 10

Today in English we defined allegory, parable, fable and myth.  We then focused on myths and their purpose in First Nation's Culture. We discovered that Myths are used to instruct. We then considered what this might look like today.  We watch a short clip called, live life the real way, (find the link here).

I then asked you to work on your  a cautionary poem or story, addressed to your generation (or younger generation). We will continue with this exploration tomorrow.

Wednesday, Socials 8-1 8-2

Today we wrote a Quiz in socials for the first 20 minutes.  Then, we worked on our Rome paragraphs.

I have asked the students to open a gmail account so that they can use Google Drive for assignments.  Google Drive is an online word program that allows students access to their work on multiple computers including their computer at home.  Furthermore, the document can be shared with a teacher and the teacher can comment.

In group 8-2 (c block) I issued a study guide for the next section of the chapter on the Franks.

Grade 8-3 Tuesday

Today we had a lesson on paragraph writing.  We reviewed the elements of a paragraph and then practiced writing topic sentences.  We ended by revisiting the seven reasons listed in the text on page 11, and used them to write our own paragraph.   If you did not get your paragraph done it is homework. Here are the board notes:

 

Socials 10 Tuesday

Today in Socials we discussed Upper and Lower Canada and the reasons why Canada was attractive to immigrants.We discussed how the early population mimicked Britain. We discovered that the government was top down rather than bottom up and was considered an oligarchy. We learned about the Family Compact and the Château Clique. We then spent a little time on sketchnoting. Project is due Tuesday, Nov 4.

English, Tuesday October 28

Today Tami visited our classroom and helped us to get focused around the values we constructed as a class.  She talked about the importance of understanding the reconciliation process. She explained that the First Nations feel that it is the eighth fire, the eighth generation, of First Nations peoples who will have recovered from the impact of colonization. It was a reminder to remain empathetic and refrain from judgement. Tomorrow we will look the role of Myths in First Nations literature.

Those of you who have not handed in your midterm- tomorrow!

Monday, Oct 27

Today in Socials we discussed Upper and Lower Canada and the reasons why Canada was attractive to immigrants.We discussed how the early population mimicked Britain. We discovered that the government was top down rather than bottom up and was considered an oligarchy. We learned about the Family Compact and the Château Clique. We then spent a little time on sketchnoting. Project is due Monday, Nov 3.

Socials 8-1 and 8-2 October 27

Today we had a lesson on paragraph writing.  We reviewed the elements of a paragraph and then practiced writing topic sentences.  We ended by revisiting the seven reasons listed in the text on page 11, and used them to write our own paragraph.  Group 8-1 only managed time for notes as we had a series of computer problems. Here are the board notes:

English Monday, October 27

Today we wrote our in class essay. Everyone worked hard for the whole hour. Those of you who finished early, I asked you to check out Project of Heart -step one (Find link here )and look a the research links at the bottom of the page. Good work today - Thank you!

Thursdays Socials 10-4

Today we looked at some photos from the Victorian Era and I explained how the Victorians were very sure of themselves and put high value on personal modesty and on gravity. I also discussed how the Queen was a model of her era and that the British saw themselves as the center of the known world. 

We then watched a  film called the Crystal palace (link here). The palace was built to contain an exhibition similar to a modern day EXPO. The exhibition demonstrated the ingenuity and achievement of the British Empire. The film also discussed how imperialism brought great riches to Britain, as well as, increased its power. We will watch the second half of the clip on Tuesday.

I gave you notes on the film so that you would have plenty of information for your sketchnote. You were then given some time to decide on your layout and topic focus. Due date and Rubric given next week.

Your first assignment :

Thursday Social 8-3

Today in Socials, after watching a short clip from Gladiators the movie  (link is here), we tried to image how it might have been for those soldiers defending the borders of the failing Empire. We imagined that they would need to get messages to Rome, but communication would have been difficult due to Barbarian attacks, spies, terrain, weather and lack of communication technology. We then worked in groups experiencing different scenarios which we shared with the class.  The class was a buzz of activity! Nice Work!

Essay Changes for Monday

Today, was a little unusual.  We began the lesson with a short story read by Mr. Davis called, Tony Toenails.  It is a quirky tale about a man with a very indigestible habit.

We were all rather distracted. Firstly, there was the impending eclipse of the moon at 2:25 and secondly, there will be a Pro-D day tomorrow. As we prepared to learn how to write an essay, the time was short and the attention scattered.

We worked on a thesis statement together which we came to realize did not work well for all three stories. Below you will find the revised prompt and the revised thesis statement that will be used for Monday's class.

The writing prompt can be used as your introductory statement if you write an essay.  If you write a creative or personal piece it will be used as a springboard from which your ideas will flow.

The writing prompt:

Symbolism is a powerful tool to convey abstract meaning.

The thesis statement you will use is as follows:

 In the three aboriginal stories, Green World, Scars, and Borders, symbolism is used effectively to convey theme.

It will be an open book essay, which means that you can use all your notes on symbolism.  You will need to find evidence of symbolism in the text and use it to support your statements. You will have the full class to write your essay, personal piece, or story if needed. Good luck!

Wednesday's Socials Class 10-2

Today we looked at some photos from the Victorian Era and I explained how the Victorians were very sure of themselves and put high value on personal modesty and on gravity. I also discussed how the Queen was a model of her era and that the British saw themselves as the center of the known world.

We then watched a  film called the Crystal palace (link here). The palace was built to contain an exhibition similar to a modern day EXPO. The exhibition demonstrated the ingenuity and achievement of the British Empire. The film also discussed how imperialism brought great riches to Britain, as well as, increased its power.

I gave you notes on the film so that you would have plenty of information for your sketchnote.

Your first assignment :

Wednesday Socials Class 8-1, 8-2

Today in Socials, after watching a short clip from Gladiators the movie  (link is here), we tried to image how it might have been for those soldiers defending the borders of the failing Empire. We imagined that they would need to get messages to Rome, but communication would have been difficult due to Barbarian attacks, spies, terrain, weather and lack of communication technology. We then worked in groups experiencing different scenarios which we shared with the class.  The class was a buzz of activity! Nice Work!

English

English students went to CAP today. Essay prep has been moved to tomorrow's class. The essay has been moved to Monday.

In English today we compared elements of the three short stories we have been reading.  We noted  that the "struggle for identity" was a shared theme.  I then asked you to write a comparison of the shared theme, giving evidence and examples from each story.

Finish your comparisons for next class.

Tuesdays Social 10-4 Class

Today, in socials we started by talking about the Victorian Era. We noted that Queen Victoria greatly influenced this period and that her influence extended outside of Britain to Canada and the United States.

We then switched gears and learned a skill called sketch-noting, which is a form of visual note taking. It can be used to think more deeply about what we have read and as a tool to remember significant details. Instead of basic note taking, sketch-noting requires us to use higher order thinking and analysis to synthesize  information into an image.

We looked at different narratives, text boxes, types of font and images to help emphasize our work. To try out our new skill, we started a quick sketchnote of " how we get to school ."

Home work:  read pages 59-63. Make notes under each heading.

Tuesday Socials 8-3

Today we reviewed what we know and what we learned about the Roman Empire.  We also came up with some wonders? For example, I wonder what motivated the Barbarians to conquer Rome?

We also looked at the nine different reasons of why Rome fell and we decided whether or  not the forces were External (coming outside the Empire) or Internal (coming from inside of the Empire). We then watched John Green's version of why Rome fell.  See link here. 

Please comment here what you wondered and what you learned watching the short clips.

Today in English we read Thomas King's short story, Borders. We analyzed the text for theme, symbolism and conflict. We were then asked to organize our notes, so we will be ready to write our comparisons next class.

No homework.

Monday's class

Today's class we tried our had at "expert groups." The class broke out into groups of four and each group looked at how a specific religion was crucial in the reshaping of Europe. We were then asked to make summaries and present them. The summaries were very succinct and clear. Only group 8-1 had time to present their work. We will use our summaries when we decide what topic we would like to write about next class.

There is no homework

Socials 8-1 and 8-2 Friday's class

In Socials today we looked at seven reasons why the Roman Empire fell. We then summarized the reasons and decided whether or not they were, external forces (coming from outside the Empire) or internal forces (coming from inside the Empire).  We discovered that some of the factors were both external and internal. We finished off the day with Tableaus. 

There is no homework!

Today, in Socials we began by talking about the Victorian Era. We noted that Queen Victoria greatly influenced this period and that her influence extended outside of Britain, to Canada and the United States.
We then switched gears and learned a skill called sketch-noting, which is a form of visual note taking. It can be used to help us to take information and think more deeply about what we have read. Instead of basic note taking, sketch-noting requires us to use higher order thinking and analysis to synthesize  information into an image.

We looked at different narratives, text boxes, types of text and images to help emphasize our work. To try out our new skill, we started a quick sketch-note of "how we get to school ."

Homework:  read pages 59-63. Make notes under each heading. 

Friday, October 17, 2014

Today I began the lesson by telling you what I would be marking you on in your reflections:

1.) I'm looking for "the what," the "so what," and the "now what."

- I warned that most of you needed to work on your "now what." A personal "I" statement on how learning about residential schools has affected you.

2) I am looking for flow in your writing.

3) I am looking that you have corrected (or do not have any) run-ons.

Good Luck!

We then reviewed Sherman Alexie's short story, Green World. We talked about conflicts, symbolism and then we discussed theme. The conversation was lively and engaged. It was great to hear your feedback. We then looked at Alexie's short story, Scars. You were then asked to look for the three elements on your own.

Reflections due at midnight tonight!

Socials 10-2

There was no class today. Students went to CAP instead.

For those of you who did not finish there presentations...Monday !

Socials 10-4

Today there was no class.  Students went to Planning 10 instead.

The Fall of Rome

Today in Socials we reviewed how to find the main idea in a paragraph and we went over some of the paragraphs. Afterward, we discussed the role of government and brainstormed what would happen if the government in Ottawa and the provinces ceased to be. This helped us to imagine what it would be like for the citizens of the Roman Empire when Rome fell. We realized some changes would be immediate and others would take longer. We will continue to discuss the Fall of Rome next class.

Today we looked at our first short story by acclaimed First Nations' author Sherman Alexie.  We First looked at his biography.  The we looked at the short story element: Theme. We read a helpful sheet on how to find the theme.  We learned that there are elements we can identify in the story that help us to find the theme more easily.   We then read the short story Green World.  You were asked to think what the short story theme might be in this story which we will discuss next class. I then gave you a little more time to work with my feedback for your reflections.



Reflections are due at midnight on Friday, October 17th. Assignments must be on time!

More time to Reflect.

Today we worked on our reflections a little more. First I asked you to comment on my comments by telling me how you will incorporate my suggestions or edits. We noted that I was not doing this for "busy work,"  but instead as a way for you to show your understanding and to fully acknowledge what you could do to improve your work. We then worked on our flow and at eliminating run- on sentences from our work.  It was a good work session for most of you.

Make sure you have shared your first draft with me.

Wednesday 8-1 and 8-2

Today in both socials classes we reviewed how to find the main idea in a paragraph and we went over some of the paragraphs. Afterward, we discussed the role of government and brainstormed what would happen if the government in Ottawa and the provinces ceased to be. This helped us to imagine what it would be like for the citizens of the Roman Empire when Rome fell. We realized some changes would be immediate and others would take longer. We looked at a presentation of Rome (the link is here). And then we shared with out partners things we knew about Rome, things we wanted to know and things we learned. We will continue to discuss the fall of Rome next class.

There is no homework.

Presentations 10-3

Today we almost finished off our mini-projects of photos that have changed the way we look at Canada. We were asked to present our findings. Most off the groups presented what they had learned about each of the photos, discussed the stories that may not have been told and explained in what way the photos represented Canada. The presentations gave us a a glimpse of the many stories of shame, triumph and tragedy that have made up our nation.  Good work!

There is no homework.

Tuesday's Class

Today we reviewed the story of Rome. We created a timeline and I tried to help students grasp what, for example, 500 years means.  For example, what is a generation, and how many of those fit into 500 years?  After that we read the "Story of Rome" together as a class. We then looked at a new skill that will help when we are writing our own paragraphs: identifying the main idea. We discussed that the main idea is the "point" in the paragraph and that it is usually found in the first sentence. We noted that it is the most important thought about the topic. We worked on finding the main ideas in the paragraphs of our "Story of Rome." I then gave you a chance to try it with a partner. We will continue this work next class. It was hard work for a block after lunch, so we ended the class with another History Makers song. The link is here.

There is no homework! 

Talking Circle

In English today we started with a little housekeeping.  I reminded students that I had assigned homework and was disappointed that only a handful of students had turned it in on time. The first draft of the reflections are due tonight and I will commenting on them to give student a chance to make corrections. The final drafts are due Friday. You will be receiving a mark for your work.

Today I invited a guest speaker, Tami, from the aboriginal education to demonstrate a talking circle. In her circle we made a list of values to which we will return to over the next six weeks. We also discussed the "so what" of what we have learned about residential schools.

It was great having Tami, who gave us a lot to think about. Thank you!

Homework: finish first draft of reflections and have them handed in by the beginning of Wednesday's class. Please share them with karawagner5@gmail.com.

Presentations in 10-4

Today we finished off our mini-projects of photos that have changed the way we look at Canada. We were then asked to present our findings. Each group presented what they had learned about each of the photos and they discussed the stories that may not have been told and then explained in what way the photos represented Canada. The presentations gave us a a glimpse of the many stories of shame, triumph and tragedy that have made up our nation.  Good work!

We were then asked to post a blog comment about one thing we learned from the other group. If you have not had a chance to this, please do it as homework.

If you have completed your blog comment there is no homework.

Socials 10-4

Socials 10-4 please put your comments here. I would like you to comment on your understanding of Canada as a nation captured in the photos you have seen.

Socials 10-3

Socials 10-3 please put your comments here. I would like you to comment on your understanding of Canada as a nation captured in the photos you have seen.

Friday's English Class

Today we looked into the history of residential schools in Canada. We noted the importance of understanding that history so we can better understand First Nations literature. We read the government and church policy of residential schools and tried to understand perspectives on both sides. We then watched two short videos. One was a propaganda video from 1955 and the second one was from a school survivor  B.c. Residential School Survivor Says He Was Starved - Video . We then discussed how this history has impacted First Nations communities across Canada. We noted that the impact will take several generations of reconciliation to change. I then read a story of a young Native woman living in the north of Canada and the impact of residential schools and reserves on her life. She said it made her community  feel worthless and hopeless and many of them, including herself, took drugs to escape these feelings. She now see that embracing her culture is a much better route to go and she has chosen to leave drugs behind her. It was a powerful and raw story and it was sad. I asked the students to write reflections which are due Tuesday. I will look them over and give feedback. You will be given time to use this feedback to correct any errors and resubmit it for a grade.

Homework: finish reflections- the what, the so what and the now what of your learning. 

Friday's grade 8 classes

Today we reviewed the story of Rome. We created a timeline and I tried to help students grasp what, for example, 500 years means.  For example, what is a generation, and how many of those fit into 500 years?  After that we read the "Story of Rome" together as a class. I then showed you a new skill that will help us when we are writing our own paragraphs and that was identifying the main idea. We discussed that the main idea is the "point" in the paragraph and that it is usually found in the first sentence. We noted that it is the most important thought about the topic. We worked on finding the main ideas in the paragraphs of our "Story of Rome." I then gave you a chance to try it with a partner. We will continue this work next class. Group 8-2 had a chance to watch another History Makers song. The link is here. Next class we will all have a chance to see this video. 

There is no homework. Enjoy your long weekend. 

Friday's Class

Today we discussed how events can  change a country. We looked at some of the most powerful images that captured  some of the most powerful moments in Canadian history and we discussed how many of theses pictures evoke different reactions from different viewers. We then worked on a group task. Each of the groups were given four photos to identify and explain there significance to Canadian history. You were then asked to think about what stories were not taken into account. Then you were asked how these photos represent our nation. And finally you will present the information next class. Looking forward to hearing your presentations.

There is no homework. 

Something new

Today in English we began our unit on First Nations literature. We discussed how some of the issue that come up in this unit will be hard and that some of what we will be reading will be very raw. I noted the importance of  learning the  First Nations's history first, so that we could get a deeper perspective of  what we are going to read. We then did mini Lit circles and read biographies in groups. We then shared our findings. I am very pleased how you well you all worked.

There is no homework.

Powerful moments in Canadian history

Today we discussed how events can  change a country. We looked at some of the most thought provoking images that have captured  some of the most powerful moments in Canadian history and we discussed how many of these images evoke different reactions from different viewers. We then worked on a group task. Each of the groups were given four photos to identify and explain their significance to Canadian history. You were then asked to speculate what stories were not taken into account and you were asked how these photos represent our nation. And finally you will present the information next class. Looking forward to hearing your presentations.

There is no homework. 

Civilizations continued

Today in Socials we reviewed the attributes of civilization we discussed last class.  We learned that having a food surplus allowed for people to specialize in different fields, such as: doctors, basket makers, carpenters and truck drivers. We watched a short clip with John Green that gave us another perspective about civilization. You can watch the link here.

We also learnt a new skill called sketch noting. Sketch notes allow us to make pictures to remember large amounts of information. We explored different fonts, icons and text-boxes. We will continue to learn more about this new skill in future classes.

Civilization review continued.....

Today in Socials we reviewed the attributes of civilization we discussed last class. We noted several of these in our notebooks. We learned that having a food surplus allowed for people to specialize in different fields, such as: doctors, basket makers, carpenters and truck drivers. We watched a short clip with John Green that gave us another perspective about civilization. You can watch the link here.

We also learnt a new skill called sketch noting. Sketch notes allow us to make pictures to remember large amounts of information. We explored different fonts, icons and text-boxes. We will continue to learn more about this new skill in future classes.

Civilization review

Today in Socials, we reviewed the last class. We discussed the attributes of civilization and filled out some questions in a worksheet. When we were finished students were asked to comment on one of three questions on the blogspot.  For the most part, answers gave me a sense of what Canada means to you. The class worked well, but needed to be reminded about noise levels far too often. Hopefully, this will not be necessary next class.

There is no homework. 

Urban legends continued......

Today in English we enjoyed a work day. Students worked in pairs to finish their " Urban Legends." When we were finished, several of you shared your creations.  They were very entertaining and I enjoyed hearing these legends very much. I hope to briefly review them at the weekend. Therefore, those of you still working to get them finished have until Friday.

There is no homework if you have finished your legend. 

History not a single story

After writing your geography test, we began our history unit. My name is Ms Wagner and I am a teacher upgrading my qualifications. I will be teaching history for the next six weeks in place of Mr. Marshall. Today we discussed some of the "big ideas" in Socials 10, namely That history  is multiple stories and multiple perspectives. We also noted the importance of thinking critically when we study history and view things from all sides. We read the " blind men And the elephant parable" and listened to a Ted talk called, "Africa, not a single story."

If you have missed today's class please be familiar with both the Ted Talk and the parable. 

Culture 8-2

Here  you can write your blog comments on one of three topics: 
1. Describe what Canadian culture is to you.
2. How does your heritage/ culture influence or define you?
3. What aspect of Canadian culture do most admire and why?
Remember: Do not forget your names. Anonymous comments will be deleted.

Civilization- culture

Here  you can write your blog comments on one of three topics:
1. Describe what Canadian culture is to you.
2. How does your heritage/ culture influence or define you?
3. What aspect of Canadian culture do most admire and why?
Remember: Do not forget your names. Anonymous comments will be deleted.

History 10

After writing your geography test with Mr. Marshall, we began our history unit. My name is Ms Wagner and I am a teacher upgrading my qualifications. I will be teaching history for the next six weeks in place of Mr. Marshall. Today we discussed some of the "big ideas" in Socials 10, namely that history is made up of multiple stories and multiple perspectives. We also noted the importance of thinking critically when we study history and view things from all sides. We read the " blind men And the elephant parable" and listened to a Ted talk called, "Africa, not a single story."

If you have missed today's class please be familiar with both the Ted Talk and the parable. 

First History Lesson

I am Mrs Wagner and I am a teacher upgrading my qualifications.  For the next six weeks I will be teaching history in Mr. Marshall's Social Studies classes.

Today we had a brief discussion about the attributes of civilization.  We looked back to grade seven and came up with a number of factors such as, food supply, population, water, a system of government and a highly developed culture.  We then did group work and generated as many ideas we could with three aspects of civilization namely, power, culture and religion.  Once we had done that, we tried out some Tableaus.  First, we created scenes from a wedding, to practice and once we go the idea, we created Tableaus to reflect culture, religion and power.  I was really please how engaged and willing each of the groups were.

Lastly we watched the "History Teachers" parody of Gwen Stefani's "Harajuku Girls" called "civilization."  To follow the link press here.  The music video review many of the aspects of civilization we had been talking about.

Urban Legends

Today, we continued story telling, however this time with a bit of  a twist. We shared stories called Urban Legends. Stories that seem true, but in fact are not. I was able to tell a few of my favourites like, the "bunny next door" and the "scuba diver caught in a tree."

We then did a "four corners" exercise to see what kind of writer you think you are. It was also a tool for me to see how writing is for you. I very much enjoyed your engaging slogans and metaphors.

 Finally, it was your chance to write. We used a blogspot as a source of examples and in pairs we sat down to write an urban legend. The guidelines you were given of how to write a short story based on a legend were:

1. You can rely on as little or as much material in the urban legend given to you as you like.
2. You can change any detail and add any detail to make it a better story.
3. You can choose to make the ending positive or funny but it must aim to make the readers scared.
4. You can make one up.

You will have time to work on these tomorrow. For those of you away, check out the link above to read a few urban legends.

First English Class with Ms Wagner

I am Ms. Wagner and am a teacher upgrading my qualifications. For the next six weeks I will be teaching in Mr. Davis' English class.

Today, we began by telling stories. We then discussed some of the elements of a good story, such as, relatable subject, humour, engaging story line and so forth. From there we discussed issues of stereotyping and misconceptions and how these can be shared in the form of stories. We discussed stereotypes both in the school and in society.

We the watched a 10 minute clip called, The Power of Outrospection. Philosopher and author Roman Krznaric explains how we can help drive social change by stepping outside ourselves. He noted the importance of "cognitive empathy," which he refers to as perspective taking; the ability to step into another persons shoes in order to understand their world view. To close I asked if you would write me some comments about what you learned from the video. I have received most of these comments and am pleased with your insights for the most part. Please take the opportunity to watch it again. 

The First History Lesson

I am Mrs Wagner and I am a teacher upgrading my qualifications.  For the next six weeks I will be teaching history in Mr. Marshall's Social Studies classes.

Today we had a brief discussion about the attributes of civilization.  We looked back to grade seven and came up with a number of factors such as, food supply, population, water, a system of government and a highly developed culture.  We then did group work and generated as many ideas we could with three aspects of civilization namely, power, culture and religion.  Once we had done that, we tried out some Tableaus.  First, we created scenes from a wedding, to practice and once we go the idea, we created Tableaus to reflect culture, religion and power.  I was really please how engaged and willing each of the groups were.

Lastly we watched the "History Teachers" parody of Gwen Stefani's "Harajuku Girls" called "civilization."  To follow the link press here.  The music video review many of the aspects of civilization we had been talking about.

The first history lesson

I am Ms. Wagner and I am a teacher upgrading my qualifications. For the next six weeks I will be teaching history in Mr. Marshall's Social Studies classes.

Today, after a series of interruptions ( at least two fire alarms), we managed to have a brief review of the attributes of civilization. We remembered back to grade seven and came up with a number of factors: stable food supply, water, a system of government,specialized labour and finally, a highly developed culture. We listened to the "history teachers" parody of Gwen Stefani's"Harajuku Girls" called "civilization." Link here: We noted that the song reinforced attributes of civilizations including: architecture, super cities,money, art and religions. We ended the class with Tableaus of a wedding. Although a wedding has little to do with civilization we are preparing ourselves for Wednesday's class.

Test 2014

Test

Last Day of the Japan Unit

Groups 8-1 and 8-3
Today we had a look at the Tokugawa Shogunate and learned how Tokugawa united the warring daimyo's. We also found out that it was Tokugawa Ieyasu who moved the capital to Edo, known in modern day as Tokyo. The link is here: Tokugawa Shogunate  We made a quick review and wrote a test.  The test showed some larger connections, that is, how the geography, the religion, early history and Feudalism have influenced the Japanese society today.  We closed with a short film about the modern Pop Culture in Japan Link is here
J Pop: Japanese popular culture.

I wish you all a wonderful spring break and thank you for contributing to my teaching practicum. It was a wonderful experience.

Mr. Marshall will be collecting the Japan tests from me and you will be getting the assessment results after the break!

Today we have a chance to comment on the Summaries from the History Lesson on Tuesday, March 11, 2014. We read over Japan - A Brief History- and talked about some aspects of it.  You were asked to fill out a blank Pyramid sheet and make a compare and contrast between Feudalism in Europe and Feudalism in Japan.  Tomorrow we will have a short open book assignment that will be used as an assessment piece for the course.  Each student can prepare by reading Japan- A Brief History as homework.

Today we learned about the Feudal System in Japan.  We looked at a short Power point: Japan.
We did some reading on our own and were asked to answer: 2 of 6 Definition questions and 2 short answers a) and b) [We did not have time to do any further].  Many students finished in the tight time frame, however, some did not.  Students requested to take it home for homework.

The sheets are due: Thursday, March 13. 
*** This sheet counts as an assessment for your report cards.

Today we caught a little glimpse of the Feudal period and the life of Samurai by watching the trailer from a famous movie, Yojimba (1961) The link is here Yojimba Trailer (1961).  We noted that Japanese Samurai are depicted heroically in Japanese culture much like the cowboys of the West in the United States.

The groups finished up their summaries and posted them to the blog.  You were then asked to give your information into four succinct sentences 1. Who 2. When 3. What happened and 4. So What?  Many of you found the so what to be the most difficult, but you got it! Good Work!

We got to enjoy some brief summary presentations.  It was great to see the collaborative group work. Working in groups is hard work especially keeping everyone focused on the job that has to get done.

I have asked you to read the handout a brief history of Japan and highlight as you read the comparisons between feudal Europe and feudal Japan.

Japan's History Group 8-1

Today we are reviewing a large amount of history with "expert groups."  Each group has been asked to summarizes what they have read in two ways.  Make point notes,  and summary to the blog.
The blog summaries are posted here in comments.  Each student must comment on at least two of the "other summaries" The comments will be done at the end of class or as homework.

Today we caught a little glimpse of the Feudal period and the life of Samurai by watching the trailer from a famous movie, Yojimba (1961).  We noted that Japanese Samurai are depicted heroically in Japanese culture much like the cowboys of the West in the United States.

The groups from Friday finished up their summaries and posted to the blog.  There is still one group that needs to do this.  You were then asked to read the summaries and leave comments with your names attached.  There were many comments without names and these will be deleted.  Make sure you get credit for your effort and use your name!  Many of you have not had a chance to comment yet, so make sure that you do next class.

We got to enjoy some brief summary presentations and we will finish watching them at the end of next class.  Thank you to those who worked collaboratively to get their group work done.

Today we are reviewing a large amount of history with "expert groups."  Each group has been asked to summaries what they have read in three ways.  Make point notes, a sketch note and summary to the blog.
The blog summaries are posted here in comments.  Each student must comment on at least two of the "other summaries" The comments will be done in class or as homework.

Japan's Georgaphy

Today, we looked at the Geography of Japan.  We looked at where Japan is in the world in relation to Canada.  We looked at several different maps that depicted the following: the Pacific Ring of Fire, the population, topography,climate and currents. The maps can be accessed here: Japan: Maps  In groups, we shared photos of Japan and made hypotheses of where the photos could have been taken by using our new understanding. Your hypothesis were right on the mark! We discussed how Japan is isolated and protected due to its geography.We also noted the lack of arable land and high population density in low lying regions. Lastly, we considered how Japan's beauty and cataclysmic natural history has created a culture that reveres (deeply respects) nature.

The class worked on a worksheet and answered the questions using both the text, pages 175-177 and google.  A copy of the worksheet can be found here Japan: Geography Worksheet.

The History of Japan from Ainu Culture to the Minamoto.

Today we are reviewing a large amount of history with "expert groups."  Each group has been asked to summaries what they have read in three ways.  Make point notes, a sketch note and summary to the blog.
The blog summaries are posted here in comments.  Each student must comment on at least two of the "other summaries" The comments will be done in class or as homework.

Geography of Japan

Today, we looked at the Geography of Japan.  We looked at where Japan is in the world in relation to Canada.  We looked at several different maps that depicted the following: the Pacific Ring of Fire, the population, topography,climate and currents. The maps can be accessed here: Japan: Maps  In groups, we shared photos of Japan and made hypotheses of where the photos could have been taken by using our new understanding. Your hypothesis were right on the mark! We discussed how Japan is isolated and protected due to its geography.We also noted the lack of arable land and high population density in low lying regions. Lastly, we considered how Japan's beauty and cataclysmic natural history has created a culture that reveres (deeply respects) nature.

The class worked on a worksheet and answered the questions using both the text, pages 175-177 and google.  A copy of the worksheet can be found here Japan: Geography Worksheet.

Homework: You are expected to have a finished map and this geography worksheet completed for next class on Friday, March 7, 2014