Daybook 2019/2020
Semester One
Upcoming Dates:
March 11 - Staff Meeting
Thursday, March 12 - World Neighbours visit
April 27 - Assessment Session (all day)
May 21-22 - FP12 Trip to Kamloops
May 29-30 - FP10 Trip to Vancouver
March 11 - Staff Meeting
Thursday, March 12 - World Neighbours visit
April 27 - Assessment Session (all day)
May 21-22 - FP12 Trip to Kamloops
May 29-30 - FP10 Trip to Vancouver
Semester Two
PANDEMIC!
Week Eight
Block D
Friday March 13
See TOC instructions
Thursday, March 12
Block A
Block A
Block A
Block A
Friday, March 6
Block D
Block D
Block D
Block D
Block D
Fri, Feb 28
Block A
Block A
Block A
Block A
Block A
Thursday, Feb 20 - See TOC instructions
Wednesday, Feb 19
Block D
Block D
Block A
Friday, Feb 14
Block A
Block A
Block A
Block A
Block A
Friday, Feb 7th
Block D
Block A
Block D
Block A
Tuesday, Feb 4 - See TOC Instructions
Monday, Feb 3 - See TOC Instructions
Week One
Friday, January 31st
Block A
Block A
Block A
Block A
Block A - English 9
Week Nineteen
Tuesday, January 21st
Block A
Block A
Friday, January 17
Block D
Block D
Block D
Block D
Block D
Friday, January 10th
Block A
Block A
Block A
Block A
Block A
Schedule for Friday, December 20th
8:00am - 9:00am Pancake Breakfast
9:00am - 9:45am Block D
9:50am - 10:35am Block B
10:40am -11:20am Block C
11:20am- 11:30 load theatre
11:30am - 1:30pm Christmas Chaos followed by cookies and hot chocolate
1:30pm – 2:10pm lunch
2:10pm- 2:45pm Block A
Thursday, Dec 19
Block D
Block D
Block D
Block D
Friday, Dec 13th
Block A
Block A
Block A
Block A
Block A
Friday, Dec 6th
Block D
Block D
Block D
Block D
Block D
Friday, Nov. 29th
Block A
Block A
Block A
Block A
Friday, November 22nd
Block D
Block A
Thursday, November 21st
Block D
Block D
Block D
Block D
Friday, November 15th
Block A
Block A
Block A
Friday, November 8th
Block D
Block D
Block D
Block D
Block A
Block D
Friday, November 1st
Block A
Block A
Block A
Block A
Thursday, October 24th
Block D
Block D
Block D
Block D
Friday, October 18th
Block A
Block A -load gym at 8:50am
Block B after assembly
Block D
Block A
Block A
Friday, October11th
Block D
Block D
Block D
Continue working on Job Hunt Unit Assignments
Tuesday, October 8th
Block D
Block D
Week Five
Friday,Oct. 4th
Block A
Block A
Block A
Block A
Block A
Friday, Sept 27th
Block D
Block D
Block D
Block D
Block D
Friday, Sept 20
Block A
Block A
D Block – 8:30-9:20
Assembly – 35 minutes
Spirit Activities – 50 minutes
Run – 40 minutes
Lunch – 40 minutes
A Block – 1:50-2:45
Block A
Block A
Friday, Sept 13th
Block D
Block D
Block D
See TOC INstructions
Monday, Sept. 9th
Block D
Friday, Sept 6th
Block A
Block A
Block A
Block A
PANDEMIC!
Week Eight
Block D
- Portfolio check-ins: Oceana, Shelby (resume and cover letter)
- Tables: Chapter summaries
- Introduce socratic seminars
- Oral Tradition readings and summaries
- chapter 11/12
Friday March 13
See TOC instructions
Thursday, March 12
Block A
- Chapter 9
- Chapter 10 OR
- Smoke Signals
- Prep
- Portfolios
Block A
- Finish Arrow in apple discussion
- Chapter 8 tasks
- Chapter 9
- Write: Explain briefly how this novel functions as an allegory.
- Prep - Field Trip Forms
- Portfolios - Check in
Block A
- Chapter 7: What 5 things are most important here?
- Finish Chapter 8 Discussion
- Chapter 9 Questions
- Prep
- Portfolios
Block A
- Chapter 6 tasks
- Chapter 7/8
- Prep
- Portfolios
Friday, March 6
Block D
- Portfolios
- Chapter 5/6 tasks
- Smudge
- Sharing Circle: what are the big lessons from First Contact? What remains with us after three days? How can we disarm defensive people when creating a dialogue?
- Reflection Writing: what is my learning after watching First Contact?
- Chapter 5 tasks
Block D
- Portfolios - Check-ins
- Chapter 5/6 Questions
- First Contact Part Three
- Chapter 4 tasks
Block D
- Portfolios
- Finish Chapter 4 discussion
- Build a character chart (brief descriptions and show relationships)
- Chapter 5/6
- First Contact
- Chapter 3 Tasks
Block D
- Portfolios
- Chapters 3/4
- First Contact
- HG: Chapter 2
- Summaraize 5 key moments
Block D
- Portfolios
- Chapters 1-3 Tasks
- Read 4-6
- View First Contact Episode 1
- Discussion
- Chapter 1 Tasks
- Read Chapter 2
Fri, Feb 28
Block A
- Sign out texts
- Read Chapter 1
- Prologue and introductory activities
- Prep
- Portfolios
Block A
- Self-Evaluations
- Post-Apocalyptic Literature as a genre, Dystopia
- Sign out texts
- final Assembly - All students in classroom - no exceptions!
- Visit Kindergarten Buddies
- Portfolios
Block A
- Theme Write
- Self-Evaluation
- Sign out novels
- Final Project Assembly
- Prep
- Portfolios
Block A
- final wrap-up discussion
- Theme write
- Course selection
- Work on class project
- Prep
- Work on Portfolios
Block A
- Finish with "The Veldt" -
- Write a theme paragraph: In what ways have the authors of our stories explored the theme of Power
- Continue Project: begin final recording and assembly - wrapped by Wednesday
- Prep
- Work on Portfolios
Thursday, Feb 20 - See TOC instructions
Wednesday, Feb 19
Block D
- Work on Portfolios
- Work on Video Project
- Prep: Mark Essays
- Work on Supertoys Questions
Block D
- Check in - what steps are we on with our portfolios?
- publish sites
- continue working on first unit
- Introduce structured final unit project
- Work on video
Block A
- Read "Supertoys"
- Tasks on whiteboard
Friday, Feb 14
Block A
- Last Day for Veldt Projects
- Scrabble?
- Boggle?
- Circle: What have you learned so far in this unit? How would you like to show your learning?
- design a class project
- Finish Smoke Signals
- Fun Friday
- Work on Portfolios
Block A
- Happy Life home Advertisements
- History Lesson: annotate in real time
- What is with the modern references?
- Disuss: How do worldviews (bias) and Form (perspective, structure and technique) interact to represent the moment of contact?
- Circle: What have we learned about Contact and Colonialism? Which form would you use to match your bias with this content?
- Watch Smoke Signals
- Work on Portfolios
Block A
- Work on Veldt Assignments
- Coyote Columbus Cafe - Allusion in poetry: a reverse brainstorm?
- Research Key ideas, section at a time
- Demonstrate annotation
- Make connections - what might this poem be trying to achieve?
- Watch part one of Smoke Signals
- Work on Protfolios
Block A
- Finish Veldt Questions
- Veldt Advertising Project
- Written Response:
- Explain the significance of symbolism in the story
- Discuss the use of humour in the story.
- Read Poems
- Time to work on Legends
- Work through course -
Block A
- Review answers to "Veldt"
- Irony
- Create an advertisement for the Nursery
- Perspective activity
- Talk about behaviour, seating plan
- Read "A Coyote Columbus Story"
- Explain the significance of symbolism in the story
- Discuss the use of humour in the story.
- Time to work on Legends
- Work on First Unit assignments
Friday, Feb 7th
Block D
- Success Video
- Reflections
- Game of life
- Read Invasion comic
- How does the format increase accessibility? What are the benefits and drawbacks to this format for communicating this purpose?
- How does the author's bias influence your understanding of this text?
- How does your bias infuence your understanding of this text?
Block A
- The Veldt Questions and tasks
Block D
- Happiness and Success Discussion recap -
- Complete Happiness and success reflections
- Watch Happiness and Success Videos
- Read Preface to 500 Years Resistance
- groups summarize key points - two column notes
- Read Comic "Invasion"
- Compare and contrast: Hegemony Columbus' history vs. Gord Hill's Comics
- How does format shape your understanding? Accesibility?
Block A
- Veldt Questions and tasks
- Nature of power in both texts: a re-cap
Tuesday, Feb 4 - See TOC Instructions
Monday, Feb 3 - See TOC Instructions
Week One
Friday, January 31st
Block A
- Story building activity
- Photo Essay Assignment
- Trip to OSOYOOS
- Go to Basketball Game OR Work in Library on CLE sites
Block A
- Finish discussion: What is a story? How do they work?
- "Every Story is the Same" video
- What is Colonialism?
- What are the features of a colonialist worldview?
- Read Columbus' Journals
- Select quotations that reflect the colonialist worldview
- In what ways does this set the stage for Indigenous relationships with settlers?
- How do you think Indigenous people would have imagined this interaction?
- Work on Legends
- Work on HomePage Assignments
Block A
- What is a story?
- Story Elements and Study Guides
- How is Aboriginal Lit Different?
- Check out CBC Indigenous - What is happening right now?
- What is Reconciliation?
- Work on Legends
- Continue with Home Page Projects/My BP
Block A
- Sentence combining
- Working in groups effectively
- What is a story?
- Circle: Why did I take EFP12 and What do I hope to get out of this course?
- What is a worldview?
- What contributes to a person's worldview
- How do Indigenous Worldviews differ from western worldviews?
- How is Indigenous Literature Different than Western lit?
- Connection to land
- Importance of Community
- History
- Culture
- Oral Traditions brief
- Brainstorming Legends:
- Lesson - how can we create a situation?
- Setting - How can we use the land to solve our problems?
- Characters - What characteristics do our animals have that match our characters?
- Get computers and begin to build websites
- Students without Google Permissions - get forms from Rachelle
- create sites or log in to MYBP
Block A - English 9
- Course Outline
- Name Games
- Discuss soft skills and Classroom techniques
- Course Outline
- First Peoples Principles - Mind mapping: what do these things mean?
- Discuss
- How is EFP different than English 12?
- What is a Legend?
- What are the conventions of a legend?
- Why do we share legends?
- How is the oral language different than the written word?
- Course Outline and background, structure
- Why CLE? What value does this course have anyways?
Week Nineteen
Tuesday, January 21st
Block A
- Finish Portfolios - Review with each student - Mark any missing work
- Film Study/Study period
- Minister's visit
- Start in 206 then head to Art Room with Lindsey
- Are we all going?
- Who shall escort him down?
- Film Study/Study Period
Block A
- Final Interviews
- Film Study/Prep Block
- Midterm Assessments
- Prepare for the minister's visit:
- A powerful or memorable educational experience
- What happened? How did it impact you?
- Be vivid - think about good storytelling
- arrange circle so main speakers go first
- A powerful or memorable educational experience
- Timed Exam Write
Friday, January 17
Block D
- Final Projects
- Final Projects
- Prep
- Budgets/Final Interviews
Block D
- Final Projects
- Final Projects
- Prep
- Budgets/Final Interviews
Block D
- Final Projects
- Final Projects
- Prep
- Budgets/Final Interviews
Block D
- Final Projects
- Final Projects
- Prep
- Budgets/Final Interviews
Block D
- Begin Final Projects
- Perform Shakespeare scenes
- Begin Final Project
- Prep
- Budgets/Final Interviews
Friday, January 10th
Block A
- Budgets
- Introduce Final Project
- Finish presentations
- Essays due
- Introduce Final project
- Time to discuss and plan photo essays
- What is a photo essay?
- How can you make an abstract concept concrete?
- Brainstorm and select ideas
Block A
- Budgets
- Sign up for Interviews
- Work on Creative Macbeth Projects
- Essays
- Perform Scenes
- Return Essays
- Introduce Final Project
Block A
- Budget Projects
- Work on Creative Macbeth projects
- Essays
- Continue Prepping Scenes
Block A
- Budgets
- 5 minute Macbeth OR Ballad of MacBeth
- Essays
- Work on Scene Translations
Block A
- Continue with Budget projects
- Translations and quotations assignment
- Drafting Essays
- Modern Translations and scene production
Schedule for Friday, December 20th
8:00am - 9:00am Pancake Breakfast
9:00am - 9:45am Block D
9:50am - 10:35am Block B
10:40am -11:20am Block C
11:20am- 11:30 load theatre
11:30am - 1:30pm Christmas Chaos followed by cookies and hot chocolate
1:30pm – 2:10pm lunch
2:10pm- 2:45pm Block A
Thursday, Dec 19
Block D
- Watch Film
- Play Games
- Watch Films
- EFP Party
- Budgets
Block D
- Read Act V
- WatchFilm
- Read Act V
- Prep
- Budgets
Block D
- Read Act V
- Finish Act IV
- Prep
- Budgets
Block D
- Read Act IV
- Finish III, Read Iv
- Essay Outlines
- Budget assignments
Friday, Dec 13th
Block A
- Comparison Shopping
- Budget project
- Summarize III.ii
- Read III-end
- Essay Question - Groups to brainstorm and research possible quotations
- generate and oragnize ideas - what structure to use?
- Read ActIV
Block A
- Comparative Shopping Activity
- Finish Act II, read III
- Marrow Thieves Tasks
- Discuss Essay Questions
- Finish ActIII, read IV
Block A
- Tax software and write-offs
- Comparative Shopping assignment
- Act II - summarize and share out scenes by the end
- Marrow Thieves - continue with final tasks
- writing task
- Discuss the remainder of ActIII
Block A
- Tax Brackets - federal and provincial
- Progressive taxation system
- incentives/disincentives
- Tax forms
- Tax software
- Read Act II independently
- Translations
- Marrow Thieves Tasks
- Essay Questions
- Read ActIII.i-ii
Block A
- OC presentation
- Watch Act I
- Read Act II
- Prep
- Shakespeare assignments
- Finish watching Act II.ii
- Read Act III
Friday, Dec 6th
Block D
- Revisit the play production from YouTube, but stop and analyse speeches
- Watch Act II
- (basketball game? - If I have your essay; else, complete and submit before the game)
- Act I.vii - watch scene (film Monday?)
- Prep
- Tammy Semple Presentation
- Alternate: Tax Brackets, write-offs, tax forms, record-keeping, etc;
Block D
- Finish reading Act II.i
- Watch II.ii
- Read I.iv-v
- Watch I.vi -translate/Summarize on boards
- Read I.vii
- Watch Act I - Polanski
- Prep
- RBC
- (backup - Credit Score video, insurance explained)
Block D
- Translate last speech from yesterday
- Read Act II.i-ii
- Great Chain of Being/What Shakespeare sounded like
- Read Act I.ii-v
- Summarize each chunk
- Prep
- watch Two Cents videos
- Compound interest review
- How do credit card companies calculate interest?
- What is a credit score?
Block D
- Finish watching Act I
- Read Act II
- Sign out MacBeth
- Pre-reading debates - Choose from package
- connotation mind maps
- Read Act I.I-III
- Prep
- Calculating Simple Interest
- What is Compound Interest?
- Some practice calculating...
Block D
- Review Act I.i-ii
- Watch film Act I
- Read Act II
- Last Day to work on Essays
- Sign out MacBeth
- Prep!
- What do you know
- Lease agreement
- Simple and Compound Interest
- Savings Worksheet
Friday, Nov. 29th
- See TOC NOTES
Block A
- Wants vs. Needs
- Income sources
- Fixed and Variable Expenses
- What do you want your life to look like at 30? How much money will you need for that lifestyle?
- Back of envelope calculations and savings time line.
- What would you be willing to go into debt for?
- Drafting Essays
- Peer Edit if Finished
- Marrow Thieves tasks and discussion
- Summary so far
- Continue with Act I.i-ii,
- Audio versions
Block A
- Finish Projects
- Drafting Essays
- Marrow Thieves
- Act I.i-ii
Block A
- Checklists
- Work on projects
- Pre-Write: Collect evidence, organize ideas, generate thesis statements
- Marrow Thieves tasks
- Sign out Shakespeare texts
- basics on Shakespearean text
- Read act I
Block A
- Work on Future of Work Projects
- Brainstorm Essay Questions
- Organize Ideas
- Find evidence
- Demonstrate three-column notes
- Career fair, or Marrow Thieves
- Elizabethan history
- The Globe
- What Shakespeare sounded like
- Great Chain of Being
Friday, November 22nd
Block D
- Submit finished essays
- Return novels
- Sign out plays
- Lit Circles - Final
Block A
Thursday, November 21st
Block D
- Finish drafts,
- Print and Peer Edit
- Make changes if possible
- Finish essay structure activities
- Prep
- Work on Future World Projects
Block D
- Essay Drafts; Peer editing
- Lit Circles; Time to read
- Prep; Meeting with ZA
- Work on Future of Work projects
Block D
- Day Two: Essay Drafts
- Finish Essay Structure/Strategy
- NerdWriter analyses
- Prep
- Future World of Work Assignments
Block D
- Essay Draft Day
- Oral language presentations
- Time to read
- OR Essay Deconstruction
- Prep
- Share out PSAs
- Discussion: what will the world be like in the future - What are the biggest changes coming?
- introduce project
Friday, November 15th
Block A
- Remind CLE about U of C on Nov. 25th
- Work on DPSA
- Oral Presentations
- Essay Deconstruction
- Marrow Thieves tasks
- troubleshoot outlines
- essay hooks
- essay deconstruction
Block A
- Digital Footprint PSAs
- Essay Structure analysis
- Marrow Thieves analysis
- Time to work on Brainstorming and organizing
Block A
- Finish Film
- work on PSAs
- Oral Language Presentations
- Time to read
- Marrow Thieves
- Video Essay - structure
- brainstorm and planning - How to plan an essay
- See TOC Notes
Friday, November 8th
Block D
- Finish Film
- Review Essay Questions
- Write Report Cards if time
- Lit circles
- Prep
- Digital Footprints for portfolios
Block D
- Review ending of novel
- Watch Film
- Essay Deconstruction activities
- Prep
- Work on PSAs
Block D
- Final three chapters
- Oral language presentations
- Essay Deconstruction activity
- Read and deconstruct another essay
- prep
- Watch digital footprint videos
- social media sweep and reflection
Block D
- Chapters 23-24
- Lit Circles
Block A
- Digital Footprints: What is a citizen? What is digital citizenship?
- How does your footprint affect your world?
Block D
- Chapter 22 review
- Chapter 23/24 - only 5 points, both chapters
- Last day to work on Oral Language projects
- Prep: I reports
- review Digital Citizenship tasks and site videos
Friday, November 1st
Block A
- Work on sites/Worksafe projects
- Work on Oral language projects
- identify traits for the characters: Slopper, RiRi, Miig, Wab, Minerva, Chi-boy, the Twins (Tree and Zheegwon),
- What is the role of Story in Part One?
- What were the Water Wars? How does this echo the real world?
- Chapters 21/22
Block A
- Work on Worksafe Portfolios
- Work on Oral Language Project
- Chapter 1/2:
- Explain how setting and character interact
- Character traits - list traits and find evidence
- 5 point plot summary
- Chapter 20-22
- See TOC Notes
Block A
- Worksafe Projects
- Work on Oral Language projects
- Marrow Thieves Tasks
- What makes Indigenous lit different than Western lit?
- How does setting contribute to this novel being an Indigenous novel?
- Chapters 19-20
Block A
- Work on Worksafe Projects
- Work on Oral language projects
- Sign out Marrow Thieves
- Read Chapter 1
- Early analysis
- Chapters 17-18
Thursday, October 24th
Block D
- watch film
- Lit Circle Selections/Book Sign out
- plan out Oral Language Presentations
- join FP10 - bring sticky notes
- Unsafe Work Refusal
- Work on PSAs
Block D
- Chapters 15/16
- Complete writing assignment
- Discuss ending - is this anti-climactic? why do you think it is written this way?
- Explain the limitations of perspective in this novel - how is Christopher's worldview limited or restricted and what are the challenges for the reader as a result?
- Prep
- Rights and Responsiblities
Block D
- Chapter 14
- Election articles
- writing: Who is the better parent?
- prep
- Work on Portfolios
Block D
- Chapters 12-13
- Summarize events from 102 to end
- observations about character, setting, conflict, perspective
- Prep
- Rights and Responsiblities
- begin work on PSA assignments
Friday, October 18th
Block A
- Rights and Responsiblities
- Reminder: Complete reflections on Lost Youth
- workplace hazards pictures
- Share out Essay Questions - Critique - What does a good question need?
- Summarize the remainder of the text
- Pace increases - How does the author achieve this?
- Time to finish reading, have it read for Monday.
- Circle: Summarize Residential School texts
- Creative writing - poems or internal monologues for Medicine wheel textbook
- Watch Film to start of games
Block A -load gym at 8:50am
- Lost Youth Reflection
- Worker's rights and responsibilities
Block B after assembly
- Submit writing assignments
- Generating essay questions - small groups
- time to read
- Writing assignment
- Residential School readings
Block D
- Chapters 10-11 - Summary in 5 points per chapter
- Writing: What is going through Peeta's head the night before the games?
Block A
- Workplace accident stories
- Worker's rights and responsibilities
- Lost Youth video
- Reflections
- More stories if time
- Irony: sharper readers will have seen the hints about mother's death, but Christopher cannot - letters as a plot device
- Analogies: Christopher understands the world through analogies - symbols that are expanded and compared to humanity.
- Humanity is like___________________ in all of the following ways
- Write a personal paragraph: I was suprised to discover something unexpected
- Discuss "Ways of Seeing" - Vocabulary, interesting passages
- Read the other four texts - Write personal narratives:
- "What it Comes to Mean" - Discuss your own experiences with Racism or those of someone you know. If you have never experienced racism, discuss what that is like.
- Chapter 9-11
Block A
- You and the Working World Questionnaire
- What factors influence training?
- Who is most likely to be injured and why?
- Common injuries and causes
- Workplace accident stories
- Summary of text to 102
- Asking Questions: What is autism, anyways?
- ask questions and research
- Discuss research
- Time to read
- Read Wagamese pieces
- What is creative non-fiction? Therepeutic purpose
- How do these pieces resemble an essay?
- analysis of the text for its strategies
- Personal writing assignment
- review chapter 8 questions
- Chapter 9 tasks
- read if time
Friday, October11th
Block D
- What matters - symbolism, pig, apple, etc;
- Chapter 8 tasks
- Watch Atypical episode
- Discuss similarities and differences
- Research autism - common symptoms
- Time to read
- Prep
- Last day of Job Hunt Unit
Block D
- Chapter 7/8 tasks
- Time to read
- Finish discussion of symbol - School
- Tie the symbols to the themes: dog, math, school
- Struggle for independence (growing up)
- Perspective - subjectivity
- chaos versus order
- are our questions still valid? - Mataya's conversation from yesterday: how can we evolve our question to reach the deeper analysis?
- Time to read
- prep
- Work on Job Hunt Unit
Block D
- Chapter 6
- Time to read
- Show Vote Compass
- Understanding Symbols
- Brainstorm meanings: Dog, math, the special school
- Themes: How are these themes unfolding in the text?
- Struggle for independence (growing up)
- Perspective - subjectivity
- chaos versus order
- Time to read
- prep
Continue working on Job Hunt Unit Assignments
Tuesday, October 8th
Block D
- Chapter 3, 4, 5 Questions/discussion
- Read for 20 Mins
- Discuss questions from last day
- organizing research - Maintaining quotations, works cited, etc;
- Prep (talk to Jade/Danielle)
- Job Interviews - how to, common Questions
- Fashion Show - Workplace attire
Block D
- Chapter 4/5 tasks
- time to read
- Work on answering questions from yesterday
- Discussion
- Time to read
- Theme, symbol, motif
- Prep
- Work on Interviews and Fashion Shows
Week Five
Friday,Oct. 4th
Block A
- Finish Resume, cover letter, transferable skills > moving on to interviews etc; on Monday
- Sign out texts
- What do you know about autism?
- Where does your information come from?
- How much influence does rumour, stereotype or media have over your understanding of what Autism is?
- Read the first ~30 pages
- Complete "Reel Injun" Paragraphs
- Explain Mask projects
- Brainstorm, plan and begin masks
- Chapter 3 tasks
Block A
- See TOC INstructions
- See TOC INstructions
- Plan, write, edit Reel Injun Paragraphs
- Read text
- chapter 2 summary/analysis
Block A
- Review Cover Letters
- Work on Portfolios
- Play "GetBadNews"
- Op Ed articles - Greta Thunberg/Autism piece
- Sign out Texts
- Finish Film
- Writing Assignment
- Chapter 1 tasks
- Read Chapter 2
Block A
- Review Resume/cover letter
- Work on sites
- rhetorical analysis of multiple news sources - connotation
- conclusions?
- Spotting Persuasive techniques -
- Is "Now This" a news source?
- What is reliability? What is credibility? How can we recognize a trustworthy, credible, reliable source?
- Get bad news if time
- Reel Injun - Finish
- Discuss genre conventions: What do we expect to see in post-apocalyptic/dystopian lit?
- How important is setting going to be?
- Read chapter one - close reading skills
Block A
- Continue working on Resume/Cover Letter, transferable skills
- Who are the political parties in Canada?
- What do they stand for?
- How do you know?
- Where do you source your information about political parties?
- Headlines - Explore articles and headlines from the past few days - CBC, National Post, Toronto Star, Globe and Mail, Vancouver Sun, Edmonton Journal - What political biases might exist in different cities? Is this reflected in the headlines? How does this differ from national news sources?
- Review: How do stereotypes work? Why do they exist? What is the dangerous impact they can have?
- Introduce film and viewing guide.
- Show Film part one
- Attend Orange Shirt Day Rally
Friday, Sept 27th
Block D
- Drafting and peer editing Comparison Paragraphs
- Sign out novels
- Finish drafts
- Peer Edit
- Prep
- Continue With Resumes
Block D
- Reminder: Orange Shirt Day Rally Monday
- Outlines for paragraphs - group outlining and brainstorming
- writing organizers
- Drafting Essays
- peer edits if done (finished and due tomorrow)
- Prep
- Resumes
Block D
- Theme: How does the theme of power run through any two stories?
- What aspect of power do the authors explore? (Narrow focus)
- What are the similarities and differences between the ways in which power is discussed in each story?
- Create a t-chart for comparison of the theme
- Paragraph Outline
- Drafting if finished
- Continue Outlines
- Begin Drafting
- Prep
- Transferable Skills activities and reflection
Block D
- All Summer in a Day - Theme: How does theme work? What is the theme of the story?
- Comparison - Choose a theme (love/power) and elaborate - What do we want to say about the theme?
- Create a T-Chart to compare how each story explores the theme differently
- Each student should have their own chart but may work together to create a master chart for their group
- We will draft tomorrow
- Sign up for PSI DAY
- Finish Discussion of Totem
- What is the common thread for all the stories so far?
- How can we craft a useful essay question? What makes for an effective question?
- Craft questions and choose stories to fit
- collective brainstorming
- Outline essays
- Prep - Meet with Nicky
- PSI DAY
Block D
- Literary Terms
- Compare and Contrast paragraph. (The Veldt/Supertoys; Barney/Supertoys; Veldt/All summer in a Day, etc;)
- Brainstorm topics
- group planning
- prepare to draft paragraphs
- Totem
- Would you recognize a totem pole if you saw one?
- What is emphasized through the use of Repetition (of structures, of sounds)?
- What is the irony of the setting?
- What purpose do totem poles serve? Whose culture are they from?
- In what ways is the treatment of the totem pole symbolic?
- Totem poles - Research their purpose. Does this add to your understanding?
- What advice would you give to the museum curators in figuring out the mystery of the origin of the Totem Pole and its significance?
- language: Aboriginal? Indian? Indigenous? What is the power of words? How do words shape our views of reality?
- Language reveals the way we think about the world around us
- Mystery people activity - stereotypes and preconceived judgements; Do these images fit any of your stereotypes? what triggers the assumptions we make when we look at someone?
- Stereotypes video and discussion
- Where do our ideas about culture come ffrom... when they are our own culture? ...When they are another person's culture?
- What is a representation? Can we think of any stereotypical representations?
- Indian mascots
- All Summer in a Day Tasks
- Perspective, Theme
- Submit creative writing at the end of the day.
Friday, Sept 20
Block A
- Last day to work on Career Path
- Totem
- Would you recognize a totem pole if you saw one?
- What is emphasized through the use of Repetition (of structures, of sounds)?
- What is the irony of the setting?
- What purpose do totem poles serve? Whose culture are they from?
- In what ways is the treatment of the totem pole symbolic?
- Totem poles - Research their purpose. Does this add to your understanding?
- What advice would you give to the museum curators in figuring out the mystery of the origin of the Totem Pole and its significance?
- Prep
- Final Discussion of Supertoys
- Characters/Conflict
- Learning Journal: What I learned about how to improve in English class
- Read "All Summer in a Day"
Block A
- ***Sign up for PSI Day***
- Collect plan A careers and create groups for Friday
- Work on projects
- ***Sign up for PSI Day***
- Finish comparison t-chart
- Collaborative paragraphing and editing
- Read "Totem"
- Time to complete both writing assignments
- If Finished, research UNDRIP, FP P.o.L., T&R Calls to action
- Finish Supertotys Questiions and discussion
D Block – 8:30-9:20
- Work on Portfolios
- Javon Johnson/Alex Dang videos - connections between stories and poems (e.g. Immigrant Experiences, Being a minority, police violence)
- Comparison brainstorming and organizing exercises - Write a plausible connection between any three pieces of lit we have studied so far
- Create a group t-chart with important points and collective paragraph response
- I am From -
- Read poem to group
- Read My poem
- Instructions: Created an "I am From Poem" Be sure to link it to where you come from, but also to the Okanagan. Lots of sensual details that tell a story. - Elder Boxes!!!
Assembly – 35 minutes
Spirit Activities – 50 minutes
Run – 40 minutes
Lunch – 40 minutes
A Block – 1:50-2:45
- Finish Working on SuperToys Questions - can we explain this story yet? How's the comfort level/confusion?
- Journal: reflect on the personal/skillset growth through studying this story
- Written component of the “My Place in the Circle” artworks
Block A
- Work on Portfolios
- Finish Discussion of Jade Peony Questions
- Javon Johnson/Alex Dang videos - connections between stories and poems - Comparison brainstorming and organizing exercises
- Create a group t-chart with important points and collective paragraph response
- Head Outside! Read "I am From"
- Start and finish (hopefully not wishful thinking) their I Am From… poems
- “I am From” poems need to connect to the land we are currently living on in some way. Natural artifacts for their Elder Boxes should be things they can collect locally. Items can also be small things that connect to childhood memorie
- Questions on boards
- Discuss answers
- Types of conflict - Motivation as driver of plot
Block A
- Career Path Project Overview and Student Sample
- Time to Work on the Career Path Project
- Randomize groups
- The Jade Peony - Did we all read it?
- Questions for the class - Groups on Whiteboard
- How do we prefer working? Questions or analysis?
- Perspective: how does race/gender/ etc; shape our view of the world differently?
- Start with a circle share where students recall one prominent memory from their childhood. What are the events/ things that have helped shape us into the people we are today?
- Honouring Our Place in the Circle - Written piece used to justify their choices. Paragraph structure, personal voice
- Irony, Satire and Parody - Discuss End of "Sentry"
- Conflict - Types, as driven by motivation
- Read "Supertoys"
- Questions on boards
- Discuss answers
Friday, Sept 13th
Block D
- Read "Sentry"
- Story Parts: Plot, Setting, Character, Conflict
- How can we be more detailed and accurate? Deeper analysis!
- Irony as satire
- Finish Mary Character Sketch
- Debate: Using evidence from the story, choose a side and justify your choice. Groups of four
- Read "The Jade Peony"
- Quick Analysis if time
- Prep
- Work on Portfolios
Block D
- Write Technology Paragraphs
- Read "Sentry"
- Story Parts: Plot, Setting, Character, Conflict
- How can we be more detailed and accurate? Deeper analysis!
- Irony as satire
- Write Mary Character Sketch
- Debate: Using evidence from the story, choose a side and justify your choice. Groups of four
- Read "The Jade Peony"
- Quick Analysis if time
- Prep
- Work on Portfolios
Block D
- Continue research topics
- Groups host discussion of their findings
- Plan in groups, write as individuals - Written response paragraph: Should people be afraid of the harmful impacts of technology? Provide evidence from the story
- Discuss Short Story Terms: Social Color/Regionalism, Motif, Diction - students should identify these elements through reference to the text. Also, does this story fit with the definition of realism
- Debrief the writing processes used in the creation of their character sketches. Negotiate the expectations around length and quality
- Four areas of writing assessment
- Peer edit, proofread, final copy due tomorrow morning with draft attached
- Prep
- Discuss food/beverage policy alongside technology
- work on reflections and career path unit assignments
See TOC INstructions
Monday, Sept. 9th
Block D
- Shuffle Groups
- Collect Barney Journals
- Read "The Veldt"
- Questions in Groups
- Written Response
- Randomize groups
- Choose a short story analysis question to examine the next story through
- Read "The Shining Houses"
- Do a base-level analysis of the parts of this story
- As a group, discuss each person's deeper analysis question. After the discussion, each group member will write up their own response to the question in a well-crafted essay. Feedback will focus on structure.
- Prep
- What will make you successful?
- What factors will make you happy?
- Success/Happiness videos
- Time For reflection
Friday, Sept 6th
Block A
- Work on Homepages - If finished, MyBP Questionnairres
- Discuss Identities
- Written assignment:
- Read "The Shining Houses"
- Smudging (led by Taylor)
- Set an intention – one thing you are going to challenge yourself with in regard to the course over the first semester. Write it down and share with the group. These will be revisited at mid-term.
- More games
- Analysis: Plot summary on boards
- Character traits - What is the narrator's main flaw?
- What impact does the perspective have on your understanding?
- Re-write one of the journal entries using the voice of Barney. Demonstrate differing perspectives/irony
Block A
- Complete website layout
- Work on homepages
- if done early, log in to MYBP and do questionnairres
- Sketch an object without leaving your seat. What factors affected your result? How might this translate to real world circumstances?
- Read "Identities"
- Story Analysis: Whiteboard discussions in table groups
- Gallery visit
- Take a picture of one or two artworks that interested you. Try to find out as much as you can about the artwork and the artist who made it.
- Share with the class
- Review grammar activity
- Review of theme: Why are we obsessed with dystopian/apocalyptic lit? How do the themes of power and love play out in lit?
- Read "Barney"
- Answer questions on boards
- Discuss Group work successes/Areas to improve
Block A
- Website orientation and creation
- Demonstrate features and troubleshoot
- explain about deadlines - email parents!
- Begin homepage activities
- Discussion: what is reality - present group's definition from last day
- How do you know what is real?
- How can you trust the information you've received?
- Difference between objective and subjective explained. Discuss in groups: is there any such thing as an objective reality?
- journal entry: reflect upon the discussions today. What ideas are you pondering? What questions do you still have? What is something another student said that has stuck with you or that you have disagreed with?
- Why do we read and write literature? What value does it provide this world? Do we see the value in literature?
- Short fiction review - parts of Short fiction (character, setting, plot, conflict) and technique
- Explain focus on perspective and its relationship to perception
- Walk to the river and do a tobacco offering (led by Taylor, speak to the significance and meaning behind tobacco offerings)
- The important themes of mindfulness and our connections to nature will be revisited many times throughout the course
- Group games – toilet paper game
- Sentence combining practice - parts of speech, SVO - control of grammar is control of language
- Why do we work in groups? How can we ensure our success in group settings?
- Why do we read and write fiction? How will this knowledge and skill set serve you in your adult life?
- Short Story Study Guides
Block A
- Course Overview and outline
- Rotation on boards:
- What do you want to be when you grow up?
- Where would you like to travel before you die?
- What is one significant activity on your bucket list?
- What advice have people given you to find a career?
- How will you know if you're successful career?
- How will you know if you're happy in your career?
- Course Outline
- Introduction Questionnairre
- What is reality?
- Hand out course outlines, but don’t go over them in detail.
- Start with a sharing circle (let students know the ground rules for participating in a sharing circle)
- What have you heard about this class?
- What do you expect/ what are you looking forward to?
- What do you expect from each other/ us?
- Ice Breakers
- Introduction Questionnairre
- Course Outline