Welcome to English First Peoples 11!
Monday, January 6 - Friday, January 10
Monday
Tuesday
Wednesday
Thursday
Monday
- Go over final exam review format
- Reminder: Tomorrow you need to tell me if you plan to do the Presentation of Learning Project rather than the Final Exam.
- Argument and Persuasion Unit final assignment - debate or argumentative essay
- Students choose a topic and form groups if they are planning to do a debate rather than write the argumentative essay
- Review literary devices and grammar - play a couple Kahoots
Tuesday
- Begin research for argumentative essay or debate topic
- Introduce Noodletools - online notecards program
Wednesday
- Continue research for argumentative essay or debate topic
- Create notecards using Noodletools - at least three notecards, one for each reason
Thursday
- View video of student debate and discuss the Canadian Parliamentary style of debate
- Create notes for debate or finish research for argumentative essay and begin essay outline
Friday
- Prepare for debate by reading over notes aloud with your partner/group
- Let the debates begin! We will try to do all three debates today.
- Students who are writing the argumentative essay will work in the library
Click on the Button Texts for tips on writing business emails and examples
Monday, December 16 - Friday, December 20
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
- Novel Study - Write Journal #3
Tuesday
- Novel Study - Vocabulary Assignment is due today
- Review for Novel Study Test
- Revision Work
Wednesday
- Novel Study Open-Book Test
Thursday
- Argument and Persuasion Unit - in-class activity
- Write a persuasive email with a partner
Friday
- Revision work and catch-up
- Introduce final project alternative to writing the final exam
Monday, December 9 - Friday, December 13
Monday
Tuesday
Wednesday
Thursday
Friday
|
|
Monday, December 2 - Friday, December 6
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
- Novel study - reading time (remember to continue to annotate your novel as you read using sticky notes)
- Write Journal #1 if you have not already done so
Tuesday
- Pancake Breakfast for Share-the-Spirit Campaign
- Novel study - reading and annotating time
- Finish writing Journal #1 and hand in for assessment
Wednesday
- Novel study - reading and annotating time
Thursday
- Novel study - reading and annotating time
Friday
- Novel study - reading and annotating time
- Work on Journal #2
Monday, November 25 - Friday, November 27
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
- Novel study - reading time (students are reminded that they should be annotating their novel with sticky notes and referring to the bookmark if they forget what they should be annotating)
- Students should be at least a quarter of the way through their novel by this Friday.
- Hand back rant poems from last week and students can make revisions and re-submit for further assessment.
- Hand out a rant poem template for those students who have not yet completed the rant/spoken-word poem and are struggling with the assignment.
Tuesday
- Novel study - reading time (students are reminded that they should be annotating their novel with sticky notes and referring to the bookmark if they forget what they should be annotating)
- Introduce the novel study activities and assignments
- Work on vocabulary activity or journal #1 for novel study
Wednesday
- Novel study - reading time (students are reminded that they should be annotating their novel with sticky notes and referring to the bookmark if they forget what they should be annotating)
- Work on vocabulary activity or journal #1 for novel study
- Students should be at least a quarter of the way through their novel by this Friday.
Thursday
- Novel study - reading time (students are reminded that they should be annotating their novel with sticky notes and referring to the bookmark if they forget what they should be annotating)
- Meeting with group of students who are interested in fundraising for Share-the-Spirit Campaign
Friday
- Novel study - reading time and remember to annotate as you read!
- Work on vocabulary activity or journal #1 for novel study
- Students should be at least a quarter of the way through their novel.
- Journal #1 is due on Monday.
Monday, November 18 - Friday, November 22
Monday
Tuesday
Monday
- Go over answers to practice grammar quiz
- Introduce annotations - view video and and discuss key ideas (see Button Text below)
- Students to finish incomplete assignments from the last couple weeks, including: film review for Whale Rider, "Dulce et Decorum Est" poetry assignment from Remembrance Day, marking sample essays, and original composition from last Thursday.
Tuesday
- Read the poem "for the Death of 100 Whales" by Michael McClure and annotate it.
- Underline and mark in the margins any figurative language (similes, metaphors, imagery, allusion, alliteration, etc.)
- Summarize each stanza - what is happening?
- Look up and define any words you do not know and write the definitions in the margins
- What is the theme or the author's message?
- Listen to Shane Koyczan's rant on Canada "We Are More" and answer the questions on the notes given to you.
- Brainstorm and then write your own rant using the example as a guideline. The rant should be at least 20 lines in length, focused on one thing that bothers you, and it should contain figurative language such as similes, metaphors, allusions, imagery, alliteration, etc.)
Annotating a Work of Fiction Video
|
Wednesday
Thursday
Friday
- Review how to annotate a text using "For the Death of 100 Whales" as practice. Hand in annotated poem for assessment today.
- Introduce novel study - Each student chooses a novel from the class collection of about a dozen novels based on interest and genre.
- Begin reading the novel to see if it is of interest and if not, choose a different novel from the collection.
Thursday
- Begin annotating your novel using multi-coloured sticky notes. Pink sticky notes for vocabulary words and questions you have as you are reading, blue for character traits and development, green for elements of a story such as plot, setting, and figurative language.
Friday
- Novel study - reading and annotating your novel in the library
- Dalhousie University presentation in library at 9:00 if interested
- 9:15 Tech Fair in cafeteria - learn about careers in technology, such as; the film industry, solar power industry, programming, satellite, computer, etc.
Tuesday, November 12 - Thursday, November 14
Monday Remembrance Day No School
Tuesday
Wednesday
Thursday
Monday Remembrance Day No School
Tuesday
- Vivid language - sentence and paragraph practice
- Discuss original compositions and go over note on narrative and expository essays.
- Students work with a partner or individually to mark sample essays using evaluation sheets and marking rubric provided.
Wednesday
- Finish marking sample essays
- Brainstorm topics for the original composition to be written by students tomorrow
- Preparation for writing original composition - students choose a topic and create one page of point-form notes
Thursday
- Students to write the original composition in the library. Laptop computers are available.
- This is an in-class assignment which must be completed and handed in by the end of the class.
Monday, November 4 -Thursday, November 7
Monday
Tuesday
Wednesday
Thursday
Friday No school for students PD Day
Monday
- Go over answers to Beauty Unit assignments and Language Reclamation questions.
- Complete research on the authenticity of the film Whale Rider.
- The research should be finished and the chart completed today in class or it is for homework and due tomorrow.
Tuesday
- How to write a film review note and examples for Dances with Wolves.
- Complete the outline for the film review for Whale Rider.
- The outline must be completed and checked by Ms. Hamilton before students begin writing the film review in paragraph form.
- The outline should be completed in class or it is for homework and due tomorrow.
Wednesday
- Write the film review for Whale Rider using your outline from yesterday.
- The film review should be completed by the end of the class or it is for homework and due tomorrow.
Thursday
- Hand out and go over poetic terminology chart- students check off the terms they know well enough to recognize and define.
- Read "Dulce et Decorm Est" and do rhetorical device chart. Hand the chart in for assessment by the end of the class.
Friday No school for students PD Day
Monday, October 28 - Friday, November 1
Monday
Tuesday
Wednesday
2. What was the last review you read or listened to?
3. Is there a particular reviewer you prefer or website you go to for reviews?
4. What was the purpose for seeking a review?
5. Was the review helpful? How so?
Silently think about these questions for a couple minutes and then turn to a classmate nearby to share your answers. Share ideas with the class.
Thursday
Friday
Monday
- I am still missing Learning Response Journals for the Beauty Unit!
- Last of the small group presentations
Tuesday
- Practice Grammar Quiz
Wednesday
- Think-Pair-Share:
2. What was the last review you read or listened to?
3. Is there a particular reviewer you prefer or website you go to for reviews?
4. What was the purpose for seeking a review?
5. Was the review helpful? How so?
Silently think about these questions for a couple minutes and then turn to a classmate nearby to share your answers. Share ideas with the class.
- Authenticity in film - View the first 24 minutes of the film review of Dances with Wolves (see video below)
- Complete note-taking chart on authenticity while viewing Dances with Wolves film (see handouts tab) and hand in for assessment
- Begin viewing the film Whale Rider
Thursday
- Go over authenticity chart for Dances with Wolves from yesterday
- Continue viewing the film Whale Rider
- Review elements of a story - setting, conflict, character development, stereotypes, tropes as well as elements of film-making (lighting, camera angles and shots, framing, sound and music)
- Fill in Elements of a Story chart and plot diagram while viewing the film
Friday
- Finish viewing film Whale Rider
- Begin doing research on the authenticity of the film. Use the authenticity chart similar to the one used for Dances with Wolves, and make point-form notes.
Film Review by Roger Ebert
|
Film Review from Reelreviews Movie Reviews
|
Film Review from Native Appropriations
|
Monday, October 21 - Friday, October 25
Monday
Tuesday
Wednesday
Thursday - Play in the afternoon! Reminder to meet at 12:16 in the main entrance. Bus departs school at 12:30 for Old Fire Hall and returns before 3:00.
Friday End of Term 1 - Last day to hand in all Beauty Unit assignments except for the summative assignments (synthesis essay, project, and learning response journal).
Monday
- Final class to work on the Literary Synthesis Essay and the Beauty Unit Research Project
Tuesday
- Essay and project are due at the beginning of class.
- Small group presentations
Wednesday
- Small group presentations
- Learning Response Journal for Beauty Unit
Thursday - Play in the afternoon! Reminder to meet at 12:16 in the main entrance. Bus departs school at 12:30 for Old Fire Hall and returns before 3:00.
- Learning Response Journal for Beauty Unit
- Share Utzsan play background information - playwright/actress, language reclamation, and theatre etiquette
Friday End of Term 1 - Last day to hand in all Beauty Unit assignments except for the summative assignments (synthesis essay, project, and learning response journal).
- I commend all students who went to the play. Students were respectful and attentive, and they represented PCSS very well.
- In pairs, complete Utzsan play discussion questions or, if you did not attend the play, read CBC article on language reclamation and answer the questions.
- Finish and hand in your Learning Response Journal for the Beauty Unit
CBC Language Reclamation Article for students who did not attend the play Utzsan.
|
Tuesday, October 15 - Friday, October 19
Tuesday
Wednesday
Thursday
Friday
Tuesday
- Assignments for the Identity and Beauty Units are now way past due.
- Work on the Literary Synthesis Essay and Beauty Unit Project. Students should have the essay completed or the research completed for the project at this point. Don't get behind in your work!
Wednesday
- Literary Synthesis Essay and Beauty Unit Project (see handouts tab for copies of these assignments and assessment rubrics)
Thursday
- Literary Synthesis Essay and Beauty Unit Project
Friday
- Literary Synthesis Essay and Beauty Project
Monday, October 7 - Thursday, October 10 PD Day Friday, October 11
Monday
Tuesday
Wednesday
Thursday
PD Day Friday, October 11 - No school for students
Monday
- Begin work on Summative Assessment Assignments: Literary Synthesis Essay and Beauty Unit Project (see handouts tab for copies of these assignments)
- Some students are missing assignments. Hand them in ASAP!
Tuesday
- Literary Synthesis Essay and Beauty Unit Project
Wednesday
- Literary Synthesis Essay and Beauty Unit Project
Thursday
- Literary Synthesis Essay and Beauty Unit Project
- Last day to hand in assignments from the Identity and Beauty Units
PD Day Friday, October 11 - No school for students
Monday, September 30 - Friday, October 4
Monday
2) Beauty is very important. 3) Beautiful people have an advantage in the world. 4) Beauty pressures are greater on women than men. 5) Society's gendered beauty norms have a negative effect on members of the LGBTQ+ community.
Tuesday
Wednesday
Thursday
Friday
|
|
art_ranking_activity__landscape_.doc | |
File Size: | 1156 kb |
File Type: | doc |
Monday, September 23 - Friday, September 27
Monday
2 . Beauty is very important.
3. Beautiful people have an advantage in the world.
Tuesday
2. How does the TED talk relate to the painting ranking activity we did?
3. What things/qualities are considered beautiful in all human beings in Canadian culture?
4. Make a chart of how beauty standards appear in media (movie, magazine, social media, advertising) for men (one side) and women (other side).
5. Why is it problematic that:
a) beauty standards exist in society?
b) gender stereotypes are reinforced through beauty standards?
Wednesday
Thursday
2. What are some practices related to bodies?
3.Which practices would seem most weird if you were an alien coming to Canada?
Friday
2. Find five rhetorical devices from the list. Write the type of device and quote or explain its use in
"Pretty".
3. Choose the device you find most effective and explain why it is particularly powerful.
4. What cultural practice(s) of North America does Makkai seem to find offensive?
5. What is your group's response to the poem? You may consider questions such as what did you
like/dislike about it? Of what does it make you think? Can you relate to it?
Monday
- Do Art Ranking activity (click on file above) individually, then consensus on most/least beautiful in groups of 3.
- 4 corners (agree/disagree):
2 . Beauty is very important.
3. Beautiful people have an advantage in the world.
Tuesday
- Pairs compare Art Ranking from yesterday; share on board.
- Four Corners: Beauty is subjective.
- TED talk: "A Darwinian Theory of Beauty" and note-taking (see handouts tab)
- Small group discussion questions:
2. How does the TED talk relate to the painting ranking activity we did?
3. What things/qualities are considered beautiful in all human beings in Canadian culture?
4. Make a chart of how beauty standards appear in media (movie, magazine, social media, advertising) for men (one side) and women (other side).
5. Why is it problematic that:
a) beauty standards exist in society?
b) gender stereotypes are reinforced through beauty standards?
- Go over responses to discussion questions.
- Read "Chicken Hips" essay (See Handouts tab).
- Answer "Chicken Hips" essay analysis questions. Use the list of terms to help you if necessary (See Handouts tab). This assignment is due Friday.
Wednesday
- Read "Chicken Hips" essay (See Handouts tab).
- Answer "Chicken Hips" essay analysis questions. Use the list of terms to help you if necessary (See Handouts tab). This assignment is due Friday.
Thursday
- Read definition of cultural practices.
- Discuss:
2. What are some practices related to bodies?
3.Which practices would seem most weird if you were an alien coming to Canada?
- Watch "Am I Beautiful?" webisode #8 and discuss in relation to "Chicken Hips"
- Work on questions from yesterday.
Friday
- Go over list of rhetorical devices (see Handouts tab).
- Watch Katie Makkai's "Pretty"
- In small groups of 2-3:
2. Find five rhetorical devices from the list. Write the type of device and quote or explain its use in
"Pretty".
3. Choose the device you find most effective and explain why it is particularly powerful.
4. What cultural practice(s) of North America does Makkai seem to find offensive?
5. What is your group's response to the poem? You may consider questions such as what did you
like/dislike about it? Of what does it make you think? Can you relate to it?
- Watch Dove's Beauty ad. To whom is it targeted? Is it an effective campaign? Why/why not?
- Beauty pressures are greater on women than men. Write 5 reasons why this is true and/or untrue.
- "Chicken Hips" essay analysis questions are due.
Monday, September 16 - Friday, September 20
Monday
- Student think/pair/share activity to create a list of stereotypes that persist in popular culture and media.
- View documentary film, Reel Injun, which explains the stereotypes of First Nations that the Hollywood film industry has created and perpetuated since the era of silent films through to present-day. Answer the focus questions provided. We will stop the video at each section and discuss the answers.
Tuesday
- Finish viewing and discussing the documentary film Reel Injun.
- Introduce Essay - Summative Assessment Assignment for the Representation and Authentic Voice Unit (see hand-outs tab).
Respond to the question "Why does representation matter?"
Compare and contrast the historical Pocahontas with the Disney version.
- Make sure you choose one of the essay outlines/templates provided in class to complete and hand in with your essay. I need to see some evidence of planning before you begin writing the essay.
Reminder: Tomorrow is the last day to present your mini-grammar lesson!
Wednesday
- Grammar presentations
- Complete essay outline.
- Begin writing essay.
Thursday
- Finish writing essay.
Friday - Terry Fox Run
- Essay is due.
- Catch-up. Check chart in classroom to see if you are missing any assignments so far.
Monday, September 9 - Friday, September 13
Monday - Substitute Teacher
Tuesday
Wednesday
Thursday
Friday
Monday - Substitute Teacher
- Journalling: 20 minutes to write about anything that is on your mind.
- Finish Friday's lesson and assignment on the "Real" Pocahontas and the Quest for Authenticity (see last Friday's post below for links to assignments.
- Prepare/practice for presentations starting tomorrow! List of students who are presenting tomorrow is on the front board.
Tuesday
- Mini-Grammar Lesson Presentations to 2 - 4 students at a time: Student viewers are to complete the peer-assessment forms right after each presentation, so the presenters have immediate feedback and can make any necessary adjustments/improvements for the next small group. Students will present 4 to 6 times and each time their presentations should get better and better!
- If there is time, complete the write-up for your other two artifacts: Stories of Who I Am assignment from the first week of class.
Wednesday
- Mini-Grammar Lesson Presentations to 2 - 4 students at a time: Student viewers are to complete the peer-assessment forms right after each presentation, so the presenters have immediate feedback and can make any necessary adjustments/improvements for the next small group. Students will present 4 to 6 times and each time their presentations should get better and better!
- If there is time, complete the write-up for your other two artifacts: Stories of Who I Am assignment from the first week of class.
Thursday
- Reminder about Hall Pass use: I am finding some students are leaving the room without my knowledge and without the Hall Pass. According to school policy, students are not to leave the classroom during the first and last 15 minutes of class. Otherwise, students need to seek their teacher's permission and take the Hall Pass. Failure to follow this policy will result in a lunch time detention.
- Complete self-evaluation for Mini-Grammar Lesson Presentation/Project and hand it into the basket on my desk (green sheet I gave you at the beginning of the assignment).
- There is some confusion regarding the assignment from last Friday and Monday, so I will clarify my expectations and give students time in class today to complete it using laptop computers.
Friday
- View parts of 8th Fire episode 1 (see Button Text below) and discuss as a class. Note: This episode is about stereotypes, but there is a short segment on residential schools which may trigger some students.
- Learning Journal Response to today's video and to the activities involving authentic texts.
Tuesday, September 3 - Friday, September 6
Tuesday
- Mini-Grammar Lesson Exemplar - I will model what I am expecting of you for this assignment.
- Go to the handouts tab for a copy of the sample note you are required to create for this assignment and that each student will receive for reference
- See PowerPoint presentation below
- Press the button text below to view the Kahoot
- Class discussion: 2 Stars and a Wish (review the difference between constructive criticism and rude comments wit regard to giving feedback to a presenter)
- Library to work on Mini-Grammar Lesson
|
Wednesday
- Challenges with Representation Lesson 1 - Introduction: Authentic texts, voice and representation
- Class activity: Working in pairs, tell one another a story about something that has actually happened to you. Each student then attempts to retell the story as accurately as possible back to the other student.
- Class discussion questions:
What additional information do you need to accurately tell another's story?
- As a class, discuss the ideas of authenticity, authentic voice, representation and authentic text using the 2 note handouts: Evaluating Websites and Evaluating Authenticity: First Peoples Texts.
- Library to work on Mini-Grammar Lesson - last day of class time to work on this assignment
Thursday
- Students brainstorm what they know about Pocahontas.
- View and discuss each scene below from the Disney film, Pocahontas.
|
Scene 4: Pocahontas is introduced. Consider the portrayal of First Nations people and potential stereotypes in this scene. Scene 11: "Gold" How are Europeans portrayed? Scene 12: "Smith and Pocahontas" Consider the point of view of this scene; sources of bias? Stereotypes? Scene 22: "Pocahontas and the Prisoner" Scene 23: "Savages" Scene 24: Finale |
- Film Analysis: Use the Evaluating Authenticity handout to frame analysis.
|
Friday
- In small groups create a T-Chart comparing the actual events with the Disney version of Pocahontas, Smith, and the events depicted in the film.
- Discussion questions: Why has the real story been altered? Why does it matter that a story aimed at children deviates from its historical basis? After all, most Disney films take liberties with the original stories from which they are drawn(eg. Jungle Book, Pinocchio, The Little Mermaid).
- Read and examine in terms of authentic voice "A Tribe Called Red's Thanksgiving Track Is Tougher To Swallow Than Turkey and Stuffing" and the Paula Gunn Allen poem "Pocahontas to her English Husband, John Rolfe" (see the button texts below). Use the Evaluating Websites and Evaluating Authenticity: First Peoples texts handouts.
- For review of how to evaluate web resources, see video below:
Huffington Post article "A Tribe Called Red's Thanksgiving Track Is Tougher To Swallow Than Turkey and Stuffing"
|
Paula Gunn Allen poem "Pocahontas to her English Husband, John Rolfe"
|
Why are the poem and the song by A Tribe Called Red authentic First Peoples' voices (as opposed to the Disney film)?
Monday, August 26 - Friday, August 31
Monday
Tuesday
Wednesday
Thursday
Friday
- Cell phone policy - students to sign 'contract' that we co-created in class last week
- Work on Stories of Who I Am writing assignment using the planning template and begin typing up first artifact on laptops
- Write-up for Artifact #1 is due this Friday
Tuesday
- Community building in the class - Outdoors for some food and discussion on learning styles
- Respectful Communication Policy - Students to sign 'contract' we co-created in class last week
- Introduce Mini-Grammar Lesson Project - decide to work individually or with a partner and choose topics
- Library to work on write-up for Artifact #1 of the Stories of Who I Am assignment
Wednesday
- Assembly - The 3% Project is travelling across Canada, and meeting with students to discuss Climate Change and other changes of our time and to discuss ways that students can make changes in their everyday lives to reduce their footprint and improve their efficiency. More info: 7 minute video for those who missed the assembly https://3percentproject.com/about/
Thursday
- Class discussion questions:
- What do you THINK the world will be like in the future?
- What do you HOPE the world will be like in the future?
- What are the most important issues facing the world today? (Might be the difference between what you HOPE and THINK)
- Library to finish write-up for Artifact #1 of the Stories of Who I Am assignment and finish journal response
- Write-up for Artifact #1 is due tomorrow.
- Journal response is due tomorrow.
Friday
- Group activity: First Peoples Principles of Learning
- Work on Mini-Grammar Lesson Project
- Write-up for Artifact #1 is due at the beginning of class!
- Journal response is due today.
Wednesday, August 21 - Friday, August 23
Wednesday
Thursday
Friday
- Introductions
- Discuss course syllabus (see handouts tab)
- Trashketball game to review key ideas from course syllabus
Thursday
- Outdoors for icebreaker activity #1
- Identity Unit - Lesson 1: Respectful Communication - small group activity
- Talking Circle - Discussion topic: Cell phone policy in class
Friday
- Icebreaker activity #2
- Assignment #1 - Stories of Who I Am (see handouts tab)
- Self-assessment for participation in group activities and class discussions using assessment rubric
- Write-up for Artifact #1 is due next Friday