Daybook 2020-21
Important Dates:
Monday February 1 - second semester begins
Friday February 12 - Pro-D
Monday February 15 - Family Day
March 9th - Parent-Teacher Conferences
Monday March 15 - Spring Break
Monday, March 29 - Back to School
Friday April 2nd - Good Friday
Monday April 5th - Easter Monday
April 21st - end quarter 3
Monday May 24th - Victoria Day
June 24-28 - Exam week
Tuesday, June 29 - Last day of classes
Monday February 1 - second semester begins
Friday February 12 - Pro-D
Monday February 15 - Family Day
March 9th - Parent-Teacher Conferences
Monday March 15 - Spring Break
Monday, March 29 - Back to School
Friday April 2nd - Good Friday
Monday April 5th - Easter Monday
April 21st - end quarter 3
Monday May 24th - Victoria Day
June 24-28 - Exam week
Tuesday, June 29 - Last day of classes
Semester 2
Feb 2
Block C
Block A
Feb 2
Block C
- Marrow Thieves tasks continued
- Course Outline
- What is a story?
- Plot lines: fit the parts of a story into a plot line - western linear model
- watch "Every Story is the Same"
- How does the story circle differ from the western linear plot line? What is emphasized?
- Sentence combining activity
- Team work and process
Block A
- Course outline
- Unit Design
- Website demo/Google permissions
- MYBP
- Name and team building
- sentence completion
- what matters in stories?
- Why We read.
Week Eight
Friday, Nov. 6
Block C
Block D
- Computers - Work period
Block A
- Read for thirty mins
- Thinking Classroom Tasks
- Discussion
- silent reading
- Read two Chapters
- Thinking classroom
- Discussion
- Meta Learning
Block C
- Reel Injun
- Art
- First Half - computers, independent work period
- Second half - time to work with partners
Block A
- Finish First Contact
- Write up: How does racism persist in Canada? What conditions allow racism to remain prevalent?
- Sign out novels
- Read Two Chapters
- Early chapter analysis
- Read two chapters
- Thinking classroom tasks
- Discussion
- Question formulation
Block C
- Reel Injun
- Art
- Portfolio work day
Friday, October 30th
Block A
- First Contact
- Novel, Halloween stuff!
Block C
- Reel Injun
- Art
- Portfolios
Block A
- Submit Essays
- Sharing Circle: Work Habits
- First Contact Watch Episode 1, Discuss
- Written Response to Episode 1
- Read three chapters
- Find Key Quotations from these chapters (2-3/chapter)
- include in-text citations
- Discuss the author's technique.
Block C
- Watch final episode of First Contact
- Sharing Circle
- Work on Job Hunt
Block A
- Check in - Essays (done? More time?)
- Proofread and edit. Due end of day Wednesday
- Sign out novels
- Check in - Summarize the story since last week. give feedback on text, where are we at?
- What is the theme of this novel? (what is its essential human question?)
- Read two chapters - What do you think would be the most useful task for understanding the text?
Thursday, October 22nd *short schedule
Wednesday, October 21st
Tuesday, October 20 - Parent teacher interviews
Block C
- Watch First Contact ep. 3
- Kids off to art
- Work on job Hunt assignments
Block A
- Plan and Draft essays
- read two chapters
- 5 points of interest to you/to the story
- Narrow points to 3
- write a one-sentence summary
Friday, October 16th
Block C
- First Contact - 2 episodes
- Introduce Job Hunt Unit
Block A
- Narrow and refine questions
- Essay Outlines
- Symbolism - what are our symbols and what do they mean?
- Brainstorm each symbol
- Read to 79
- 5 Important moments and one personal statement each.
- reduce to 5 important moments over three chapters
- Comparison - T-chart:
Block C
- Art whole block
- Split groups, share out presentations
- Feedback forms
- How to get a job
Block A
- Finish presentations
- QFT - Essays
- Complete Outlines
- Read 2 chapters
- Discuss one - embedded story
- 5 key moments, character notes
Friday, October 9
Block C
- Field trip to Art Gallery
- Work on Portfolios
Block A
- Work on and share out presentations
- Watch and discuss First Contact if time
- Chapter 1 discussion and activities - analysis of setting and character
- predictions
- read chapter 2
Block C
- Work on four paragraphs
- Watch and discuss First Contact
- Continue working on portfolios
Block A
- Timeline presentations
- Compare and contrast - polished paragraph:
- Discuss which paragraph uses symbolism most effectively
- What is dystopian literature?
- How do Indigenous stories differ from Western ones:
- Oral language
- Themes - circles, community, land and healing
- Sign out texts
- Marrow - what is it? What does the body use it for?
- Predictions...
- Read Chapter 1
Block C
- Work on Paragraphs
- First Contact EP1
- Review Career Path Project
- Time to work on Career Path
Friday, Oct 2
Block A
- Field Trip to Nk'Mip Desert Cultural Centre
Complete and Share short Story Presentations
Thursday, Oct 1
Block C
- Students in Art all day
- Continue working on Career Path Projects
*Shortened Blocks*
Block A
- Explain remaining symbols
- Choose a symbol and explain in a paragraph with evidence from the text
- What is a world view? what are the ingredients of a worldview?
- Work on Short Story Analysis project (share on either Thursday or Monday)
Block C
- Residential School Survivors
- Terry Fox run
- work on Career Path
Block A
- Quick Review: Circular Narrative
- Read Coyote Columbus Story
- Disuss first impressions
- Symbolism
- Break
- Analyse symbols
- Explain how symbols work and expand upon them - paragraph
- Book of sand - identify symbols
- Discuss how symbols use qualities of a concrete object to comment on the represented idea
- Story analysis presentations: Characters, Setting, plot summary, conflict, Perspective
- Break
- Work on Presentations
Friday, Sept 25
Block C
- Art
- Break
- River Walk, Sharing circle
- Introduce Career Path Project
- Work on Career Path Unit Assignments
Block A
- Circular narratives/oral tradition
- Trickster figures
- Read "Coyote Columbus Story"
- what elements likely have symbolic meaning?
- How do the qualities of narrative/oral language shape the reader's understanding?
- Compare with Columbus Journals
- Discuss findings
- Revisit Questions from Museum of Vain Endeavours. Create answers in groups.
- Share out answers to class
- Read "Book of Sand"
- Break
- Generate questions/discussion - what is this text about?
- How does symbolism function in the text?
- Compare/contrast: Which text used symbolism more effectively? What makes you think so?
Block C
- Read "One Native Life" excerpts and write paragraph responses
- Off to art
- Send links to me
- Try to wrap up homepages if you haven't done so
- use reports from MyBP to write reflections
- post and publish
Block A
- Colonialism as a world view: what is a worldview? how do our values shape the reality we live in?
- Read "Resistance" Comics - What role does bias play when presenting History? What responsibilities do we have when discussing history? how can genre/form affect our perception of fact?
- Comparison table: How does "Resistance" compare to the journals of Columbus? How has this new perspective shaped your overall worldview?
- Circular story structures.
- Coyote.
- Study Guides
- Symbolism - What it is and how it functions
- What is a Vain Endeavour?
- Museum of Vain Endeavours - Read, generate questions as you go
- O/C, Prioritize questions -
- Choose a question. Re-read the text write a paragraph response to answer your paragraph question.
- Does this story work for you? Why or Why not?How does the author achieve the effects they are going for?
Block C
8:30-9:45 - in English - submit and share(?) poems
- Read "One Native Voice" readings
Block D
- How can we measure success?
- How can we measure happiness?
- vision: what will my life be like at 30?
- Happiness and Success videos
- Computers: Work on First Unit Assignments
Friday, September 18th
Block A
- Continue with Columbus Journals
- Padlet - What evidence do we have of colonial attitude in the text?
- Generate questions- QFT
- paragraph response
- Break
- EITHER - 500 Years of Resistance comic, OR coyote columbus story
- what is a worldview?
- What makes up a worldview?
- Write a stream of consciousness journal about life in a hallway in SOSS
- Discuss craft - use of details, effects of stream of consciousness
- personal response: what do we like/dislike about the story? why do we think the author wrote it?
- Symbolism - What it is and how it functions
- Museum of Vain Endeavours - Read, generate questions as you go
- O/C, Prioritize questions -
- Choose a question. Re-read the text write a paragraph response to answer your paragraph question.
Block C
- Writing: journal: trust, community, what qualities can we bring to build community
- I am From poem:
- Medicine Bags:
- My place in the circle: art and intention – we are developing, we can choose where we want to go, sharing circle at the end
- work on Career Path "stuff"
Block A
- Brainstorm: What is Colonialism? What is its purpose? What are its traits?
- How can we recognize colonizer attitudes in text? What evidence might we look for?
- Read Christopher Columbus Journals through once. Re-read and identify evidence that this is a colonialist text.
- Read again, but ask meaningful questions about the text and its terms.
- prioritize questions and share out
- choose a question to answer. research if necessary. Write a properly developed paragraph answer.
- share out summary of response to question
- Question focus - Title of story: Internal Monologue on a corner in Havana
- Generate, O/C, prioritize - Pick a question
- Read story.
- Identify the important pieces (study guides)
- ask any further questions
- choose questions from the list (re-prioritize)
- Read again. Look for evidence that can lead to a conclusion. Underline it to support your answer
- Write your response using evidence
- Discussion - The story, the process, writing responses - reflection
Block C
- First Circle: Acknowledgements, whose land this is, circles – how they work, A place we feel connected to, natural cycles, flow, (Shan?)
- Ice Breakers: at park, eagle, wolf, si esquiis
- Break
- Taylor’s activity: sticky notes
- Sharing circle: Reflection on Taylor’s
- Check in:
- Pair and share: New school year: What are we excited about? What are we nervous about?
- discuss: How will this impact your careers and post-secondary plans? what considerations should we consider as we are planning for our futures?
- What do you want to be when you grow up? What advice have people given us?
- Demo website
- Break
- Sign out computers:
- Log in and create sites/get permission forms.
- if unable, compile work in Word and transfer it later.
Block A
- Acknowledgements
- COVID check in - What are we feeling? What do we need to focus on with English?
- QFT Dry run: Colonialism made Canada Great.
- Break
- Reflection: What did you learn? How might this be useful in school? How might this be useful in life?
- handout Columbus Journal
- Sense walk (postponed until smoke clears)
- Journal: what did you notice about your mind and body after walking with intent through the space?
- Acknowledgement
- Pair and share: Coming back to school - what are we excited about? What are we nervous about?
- Share out to group and discuss
- What is the importance of Story?
- Discuss in small groups, share out
- Perspective and worldviews
- QFT Dry run
Block B
- Course Outline
- Outside circle... Partner Share: What are you excited about? What are you worried about?
- Share Out: What are the trends about how we are feeling? What strategies can we use to address our concerns and ensure we have a great year?
- community building games
- diagnostic
- First Circle: Acknowledgements, whose land this is, circles – how they work, A place we feel connected to, natural cycles, flow, (Shan?)
- Ice Breakers: at park, eagle, wolf, si esquiis
- Course Outline
- Site Demo
- Build Sites
Block A -
- Course Outline
- Why did you take this course? What do you hope to get out of it?
- Course Outline
- Site Demo