WELCOME TO ENGLISH 11!
Monday, January 11 - Friday, January 15
Monday - in class Last day of classes
Tuesday - Final exams begin
Wednesday - Final exams
Thursday - Final exams end
Friday - PD Day - No school
Monday - in class Last day of classes
- Literary Analysis and Synthesis Essay is due today!
- Final Exam Review - Original composition and grammar review
Tuesday - Final exams begin
Wednesday - Final exams
Thursday - Final exams end
- English 11 final exam begins at 8:45 am
Friday - PD Day - No school
Monday, January 4 - Friday, January 8
Monday - at home
Tuesday - in class Welcome back!
Wednesday - at home
Thursday - in class
Friday - at home
Monday - at home
- Finish writing your Yukon story if you have not already done so.
Tuesday - in class Welcome back!
- Begin working on literary analysis and synthesis essay using two Yukon stories read and discussed by Pat Joe before Christmas.
Wednesday - at home
- Work on the outline for the literary analysis and synthesis essay.
Thursday - in class
- Finish essay outline and begin writing or typing up essay.
- Review common grammatical and sentence structure errors.
Friday - at home
- Finish writing or typing up your essay
- Essay is due on Monday, January 11!
Monday, December 14 - Friday, December 18
Monday - in class
Tuesday - at home
Wednesday - in class
1. Animals- predators and prey
2. Landscapes (what kind of plants/terrain/etc.)
3. Climate
4. Potential disasters (natural or human-caused)
5. City- what is it like?
6. First Nations words: what do you know, if any?
Thursday - at home
Friday - in class
Monday - in class
- Work independently or in a group of 2-3, complete the storytelling terms note.
- Choose a book from the class collection, and answer the questions (see handouts tab for assignment).
- This assignment is due by the end of Wednesday's class.
Tuesday - at home
- Work on your novel study assignments.
- Complete any missing assignments or revise any assignments from the last two weeks - refer to the marks print-out that was given to each student last week.
Wednesday - in class
- Complete the Storytelling questions from last class and hand in the assignment for assessment today. Due today!
- Group brainstorm: All about where we live -- Whitehorse, YUKON
1. Animals- predators and prey
2. Landscapes (what kind of plants/terrain/etc.)
3. Climate
4. Potential disasters (natural or human-caused)
5. City- what is it like?
6. First Nations words: what do you know, if any?
- Introduce creative writing assignment - Yukon Story Project.
- Begin crafting your story - write a list of characters and setting for your story.
- Write a rough draft of your story and be ready to share it with me for editing on Friday.
Thursday - at home
- Finish writing the rough draft of your story.
Friday - in class
- Share the rough draft of your story with Ms. Hamilton for editing.
- Create the story in the form that you will share it with other students. It could be a picture book, a comic book, done by hand or on the computer. It could in the form of a short story, but it must incorporate must at least one image.
- Your story is due on January 7, 2021.
Monday, December 7 - Friday, December 11
Monday - at home
Tuesday - in class
Wednesday - at home
Thursday - in class
Friday - at home
Monday - at home
- Work on the novel study assignments.
Tuesday - in class
- Storytelling unit with Pat Joe.
- Read The Boy Who Stayed with Fish told by Angela Sidney.
- Work on Novel Study assignments.
Wednesday - at home
- Work on the novel study assignments.
Thursday - in class
- Storytelling unit with Pat Joe.
- Read The Tale of two Winters told by Rachel Dawson and Making a Living in My Time told by Bessie Allen.
- Using the two stories above, discuss the importance of oral traditions in terms of historical information, information about survival on the land, wisdom, beliefs, values, customs, First Nations language, and technology. Complete the Importance of Oral Traditions chart making point-form notes and hand it in for assessment (see handouts tab for chart).
Friday - at home
- Work on the novel study assignments.
Monday, November 30 - Friday, December 4
Monday - in class
Tuesday - at home
Wednesday - in class
Thursday - at home
Friday - in class
Monday - in class
- Begin Yukon Storytelling Unit with Pat Joe.
- Read The Girl Who Married the Bear.
Tuesday - at home
- Work on the unit project from last week.
Wednesday - in class
- Work on unit project. It is due this Friday.
Thursday - at home
- Work on unit project.
Friday - in class
- Hand in unit project. It is due today.
- Yukon Storytelling Unit with Pat Joe.
- Read Animal Mother told by Kitty Smith.
- Use Google Earth to view the lakes around Carcross mentioned in the story.
Monday, November 23 - Friday, November 27
Monday - at home
Monday - at home
- Finish your rant poem as it is due tomorrow.
- Work on Part 3 of the novel study assignments.
Tuesday - in class
Wednesday - at home
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Thursday - in class
- Introduce unit project.
- Students choose topics and begin research.
Friday - at home
- Work on unit project.
- Work on Part 3 or Part 4 of your novel study assignments.
Monday, November 16 - Friday, November 20
Monday - at home
Monday - at home
- Finish reading your novel if you have not already done so.
- Work on Journal #3.
- Finish the vocabulary assignment for the novel study.
Tuesday - in class
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Wednesday - at home
- Work on rant poem from yesterday's class.
Thursday - in class
- Work on the rant poem. Finish the outline and begin writing the poem.
- Rant poems are due next Tuesday.
Friday - PD Day
- No School
- Finish writing your rant poem as it is due on Tuesday.
- Finish writing novel study journal #3.
- Begin working on Part 3 of the novel study assignments.
Monday, November 9 - Friday, November 13
Monday - at home
Monday - at home
- Work on the essay analysis questions for "Chicken Hips" from last Friday.
- Read your novel.
- Finish any written assignments that are now past due including the film review, novel study journals #1 and #2.
- Revision work.
Tuesday - in class
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Friday - in class
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? 6. Watch Dove's Beauty ad. To whom is it targeted? Is it an effective campaign? Why/why not? 7. Beauty pressures are greater on women than men. Write 5 reasons why this is true and/or untrue.
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Monday, November 2 - Friday, November 6
Monday - in class
- Read your novel.
- Work on journal #2 for the novel study and the vocabulary assignment. Journal #2 is due on Wednesday.
Tuesday - at home
- Read your novel.
- Finish writing journal #2 as it is due on Wednesday.
- Do revision work on the film study or journal #1.
Wednesday - in class
- Do Art Ranking activity (click on file below) individually, in pairs compare your results, and then determine class consensus on most/least beautiful.
- 4 corners (agree/disagree):
2 . Beauty is very important.
3. Beautiful people have an advantage in the world.
art_ranking_activity__landscape_.doc | |
File Size: | 1157 kb |
File Type: | doc |
Thursday - at home
Friday - in class
- Read your novel and work on the vocabulary assignment.
Friday - in class
- View TED talk: "A Darwinian Theory of Beauty" (click on title to view) and note-taking (see handouts tab)
- Small group discussion questions (please have one person in your group record your answers in point-form):
- 1. Is beauty subjective? Why or why not?
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? - Hand in your answers at the end of class or on Tuesday if you need extra time.
- I read aloud the essay "Chicken Hips" (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 by the end of next Tuesday's class.
Monday, October 26 - Friday, October 30
Monday - at home
Tuesday - in class
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Your movie review for The Grizzlies is due Tuesday, October 27.
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Wednesday - at home
Thursday - in class
- Read your novel and work on the novel study assignments - journal entry and vocabulary assignment.
Thursday - in class
- For the first half of class today, read your novel and work on Journal #2 and the vocabulary assignment.
- Hallowe'en is this Saturday, and to mark this yearly tradition we will look at a macabre piece. I will give a brief overview of Edgar Allen Poe's short story, The Masque of the Red Death, and then students will view this year's MAD students' video performance and interpretation of Poe's story. Usually we would attend a live performance from these students, but this year they have adapted their production due to COVID-19 and the consequent health and safety measures currently in place. We have been asked to provide some positive feedback to the performers.
Friday - at home
- Read your novel - you should be three-quarters of the way through your novel by now.
- Work on Journal #2 and the vocabulary assignment. Journal #2 is due next Wednesday.
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Monday, October 19 - Friday, October 23
Monday - in class
Tuesday - at home
Wednesday - in class
Thursday - at home
Friday - in class
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Happy Thanksgiving! No school on Monday, October 12
Tuesday, October 13 - Friday, October 16
Tuesday - in class
Wednesday - at home
Thursday - in class
Friday - at home
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Monday, October 5 - Friday, October 9
Monday - at home
Tuesday - in class
Wednesday - at home
Thursday - in class
Friday - at home
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This Wednesday is Orange T-Shirt Day in recognition of survivors of Canadian residential schools and those children who who did not survive.
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Origins of Orange T-Shirt Day Story of Chanie Wenjak
Monday, September 28 - Thursday, October 1
Reminder: Friday, October 2 is a PD Day - No School
Monday - at home
Tuesday - in class
Wednesday - at home
Thursday - in class
Friday
PD Day - No School
Reminder: Friday, October 2 is a PD Day - No School
Monday - at home
- Finish the exposition questions for your novel if you have not already done so (see handouts tab).
- Read at least 20 pages of your novel, work on novel study assignments - Vocabulary and Journal #1.
Tuesday - in class
- Read your novel and work on the novel study assignments.
- Finish viewing the documentary Reel Injun.
Wednesday - at home
- Orange T-Shirt Day in recognition of survivors of Canadian residential schools and those children who who did not survive.
- You should have read a quarter of your novel by now.
- Work on your novel study assignments: Vocabulary and Journal #1.
Thursday - in class
- Read your novel and work on the novel study assignments.
- Revision work and catch-up. I am still missing many Evaluating Websites and Evaluating Authenticity assignments!
Friday
PD Day - No School
- READ your novel and work on the novel study assignments.
- Spend some time outdoors enjoying the fall colours this weekend!
Monday, September 21- Friday, September 25
Monday - in class
Monday - in class
- Think-Pair-Share:
- 1. Have you ever read or listened to a film review, music review, book review, video game review or other product review?
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 your completed chart. If you feel you would benefit from viewing the video again at home in order to fully complete the chart, you may do so, but make sure you have completed the chart for Wednesday's class.
- View the first half of the documentary "Reel Injun" about the portrayal and representation of First Peoples historically in the film industry.
- Take notes using the questions provided as a guideline.
- Continue viewing the documentary "Reel Injun" and making notes.
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The Terry Fox Run is happening this Friday at PCSS during period 2 or B block!
Monday
Tuesday
Monday
- Complete the T-Chart from Friday's class comparing the actual events with the Disney version of Pocahontas, Smith, and the events depicted in the film (see handouts tab for a copy of this chart)
- Answer the following discussion questions and be ready to share your answers on Tuesday:
- 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).
Tuesday
- If you can, bring a Loonie or a Toonie in this week for the Terry Fox Foundation for Cancer Research. Our school goal is to raise $1000.
- Think-Pair-Share the answers to the discussion questions from last class: You have hopefully already done the thinking part of this activity as it was your homework, so now I ask you to share your ideas with a partner or in a small group, while physically distancing:)
- We will discuss the answers as a class.
- Practice activity to be done together in class: We will use the Evaluating Authenticity: First Peoples Texts sheet to evaluate the authenticity of Disney's Pocahontas.
- 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).
- For homework and assessment: Choose one of the websites below and evaluate their authenticity using the Evaluating Authenticity: First Peoples texts handout given in class.
Huffington Post article "A Tribe Called Red's Thanksgiving Track Is Tougher To Swallow Than Turkey and Stuffing"
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Paula Gunn Allen poem "Pocahontas to her English Husband, John Rolfe"
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Thursday - in class
- Due today: Evaluating Authenticity: First Peoples texts completed handout
- Practice activity to be done together in class: We will review how to evaluate websites by viewing the video below, Evaluating Websites, and then completing the Evaluating Websites sheets for the "The Pocahontas Myth" and "The Real Story of Pocahontas Is Much Darker Than the Disney Movie."
- For homework and assessment: Evaluate the two websites (see button texts below) using the Evaluating Websites sheets and the video below. Due Monday.
Friday
- For homework and assessment: Evaluate the one of the websites from Tuesday's class using the Evaluating Websites sheets and the video above.
Monday, September 20 - Friday, September 24
Monday
What additional information do you need to accurately tell another's story?
Monday
- 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 Evaluating Authenticity: First Peoples Texts.
- Students brainstorm what they know about Pocahontas.
- View and discuss each of the scenes 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? |
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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 |
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- Read and "The Pocahontas Myth" and "The Real Story of Pocahontas Is Much Darker Than the Disney Movie" See Button Texts below.
The Pocahontas Myth (due to copyright laws I could not give you a paper copy)
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The Real Story of Pocahontas is Much Darker Than the Disney Movie (paper copy given in class which can also be found in handouts tab)
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- Complete the T-Chart comparing the actual events with the Disney version of Pocahontas, Smith, and the events depicted in the film (see handouts tab for a copy of this chart)
- Answer the following 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).
Monday, September 13 - Friday, September 17
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
- Grammar Lesson Presentations
Tuesday
- Grammar Lesson Presentations
Wednesday
- Finish Grammar Lesson Presentations
Thursday
- Short Story
- Literary devices and elements of a story review and practice
Friday
- Finish short story assignment
Tuesday, September 7 - Friday, September 10
Monday is Labour Day - No school
Tuesday
Wednesday
Thursday
Friday
Monday is Labour Day - No school
Tuesday
- Work on Mini-Grammar Lesson assignment.
Wednesday
- Work on Mini-Grammar Lesson assignment.
Thursday
- Finish Mini-Grammar Lesson assignment and practice for presentation.
Friday
- Begin Mini-Grammar Lesson small group presentations.
Monday, August 31 - Friday, September 4
Monday
Tuesday
Monday
- Personal Oasis Assignment is due. Please put it in the basket on my desk or email it to me at [email protected]
- What are First Peoples approaches to teaching and learning?
- Lesson, Activities & Discussion: English First Peoples Principles of Learning
- Introduce Unit 1: Who We Are summative assessment.
Tuesday
- Think-Pair-Share: What do you know about the relationship between First Peoples and Canada?
- 8th Fire is a four-part documentary series hosted by Wab Kinew. It explores the relationship between Canada and Indigenous peoples by looking at the past, present and future. This short clip summarizes 500 years of history in a two minute synopsis.
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Reflection Question: Do you believe that this 'short walk through history' was an effective way to summarize the history of First Peoples and their relationship with settlers? Why/why not? Does this synopsis align with your own knowledge of First Peoples history? |
Throughout our learning journey in English First Peoples 11, we will be applying a First Peoples 'lens' to our coursework and learning community. In this video, Chimamanda Adichie eloquently explains the importance of multiple stories and viewing the world from multiple perspectives.
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Reflection Question: “The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete.” What do you think Adichie means here? Do you agree with her? Why/why not? |
- Work on Unit 1: Who We Are summative assessment and begin working on it in class (see handouts tab for a copy of assignment and rubric or click on the link and files below)
module_1-_who_we_are_summative_assessment_options.pdf | |
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One-Pager note and exemplars
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Wednesday
Thursday
Friday
- Co-construct rubrics for final assignment.
- Work on unit 1 summative assessment - Choose to write a reflection essay or create a one-pager.
Thursday
- Work on unit 1 summative assessment - it is due this Friday
- Introduce independent novel study which is optional; however, it is compulsory if you want to achieve Extending in the course. It can also be used to improve your mark.
Friday
- Due today - Unit 1: Who We Are Summative Assessment is due today. Please email the assignment to me or hand a paper copy in the basket on my desk.
- Introduce the mini-grammar lesson assignment (see handouts tab for a copy of the assignment, rubrics, exemplar).
Monday, August 23 - Friday, August 27
Monday
Tuesday
Monday
- Welcome and go over COVID School Protocols
- Go over course syllabus
- Students to begin writing letter of introduction and complete survey
- Work on letter of introduction and complete survey - both are due by Friday, August 27
Tuesday
- Play Kahoot game to reinforce understanding of COVID School Protocols and course information
- Inferencing Mini Lesson - See PowerPoint below
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File Type: | pptx |
- Unit 1 - Who We Are
What do you know about the relationship between First Peoples and Canada?
What are First Peoples approaches to teaching and learning?
What does it mean to develop a sense of community in a class?
Why is it important to develop a classroom community?
- Co-construct cell phone policy
- Co-construct positive classroom environment (respectful communication and healthy work environment)
- Type up your letter of introduction and hand it in by this Friday
Wednesday
Inferencing with Pictures
Good readers inference. Inferencing is the ability to make an educated guess about something based on clues and what you already know. Here are some examples to practice with.
Look at the following pictures. Answer the questions in your binder.
The Drop Off
Image Credit: Pascal Campion
Dad |
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Image Credit: Aaron Becker
- Writing: Introduce and begin working on 'My Personal Oasis' Assignment
(See handouts tab for a copy of assignment, editing checklist, rubric)
Thursday
Friday
- Complete Poetry Terminology Awareness Chart
- Work on 'My Personal Oasis' Assignment - it is due on Monday.
Friday
- Due today: Letter of Introduction and Student Survey
- Think-Pair-Share: What do you know about the relationship between First Peoples and Canada?
- Lesson & Discussion: English First Peoples Principles of Learning
- Work on Personal Oasis assignment - it is due on Monday