Welcome to English 12
Assignments for the remainder of the course:
1) Two Poetry Assignments
2) Original Composition or Personal Essay
3) Satire Project or Write a Speech
4) Independent Novel Study - optional
I have decided to add more structure to the final two months of school, and I am hoping this will be helpful as you work from home. Here is a schedule with deadlines to help you stay on track. I know some of you are also working on the Independent Novel Study, so email me if you want to design your own schedule. You will find more details about each assignment below this schedule.
1) Two Poetry Assignments
2) Original Composition or Personal Essay
3) Satire Project or Write a Speech
4) Independent Novel Study - optional
I have decided to add more structure to the final two months of school, and I am hoping this will be helpful as you work from home. Here is a schedule with deadlines to help you stay on track. I know some of you are also working on the Independent Novel Study, so email me if you want to design your own schedule. You will find more details about each assignment below this schedule.
Schedule for April 15 - June 5
Wednesday April 15 – Friday 17
Monday, April 20 – Friday 24
Monday, April 27 – May 1
Monday, May 4 – Friday, May 8
Monday, May 11 – Friday, May 15
Happy May Long Weekend!
Tuesday, May 19 – Friday, May 22
Monday, May 25 – Friday, May 29
The last day to hand in assignments is Friday, May 29.
Wednesday April 15 – Friday 17
- Complete the Spoken-Word Poetry Assignment (see details below this schedule) and submit it by Monday, April 20
Monday, April 20 – Friday 24
- Write an original poem (see details below this schedule)
- Submit your poem by Friday
Monday, April 27 – May 1
- Begin working on the Original Composition or Personal Essay (see details below this schedule)
- Choose one of the topics and brainstorm ideas
- Complete the essay outline and submit it by Friday
Monday, May 4 – Friday, May 8
- Write your Original Composition or Personal Essay
- Submit it by Friday
Monday, May 11 – Friday, May 15
- Begin working on the Satire Project or Speech Writing assignment
- Watch the videos and read the notes for each assignment (I will post more details below this schedule)
- Choose a topic for the satire project or a topic for the speech you will write and email me this information by Friday
Happy May Long Weekend!
Tuesday, May 19 – Friday, May 22
- Complete the satire project outline or the speech outline and submit it by Friday
Monday, May 25 – Friday, May 29
- Finish the Satire Project or your Written Speech and submit it by Friday
The last day to hand in assignments is Friday, May 29.
1) Two Poetry Assignments:
Spoken-Word Poetry Assignment
Spoken-Word Poetry Assignment
Choose one of the Spoken-Word poems below and answer the analysis questions that can be found in the Handouts tab under Spoken-Word Poetry Assignment.
"Is justice worth it?"
OR
"Stand Down"
OR
"Why isn't there a caucasian or white club?"
OR
"Dear Future Generations: Sorry"
OR
"Knock-off Native"
OR
"Pause"
OR
"For Anyone Who's Been Told it's Just a Phase"
Write an Original Poem
Write a poem on a topic of your choice in the form of an elegy, sonnet, ballad, ode or rant poem. I will post notes on the different types of poems as well as examples shortly. For example, you could write a rant poem about something that frustrates you. I suspect COVID-19 will be a popular topic and writing about it could prove therapeutic. Last semester there were a lot of rant poems about bad drivers.
2) Original Composition or Personal Essay
Original Composition
Using standard English, write a coherent, unified, multi-paragraph (3 or more paragraphs) composition of approximately 300 words on the topic below. In your composition you may apply any effective and appropriate method of development which includes any combination of exposition, persuasion, description, and narration. You should choose to write either a narrative or expository essay. See the Handouts tab for notes and essay outlines which may be helpful for planning and organizing your ideas.
Write a multi-paragraph composition on one of the topics below. You may draw on the experiences of others or from any aspect of your life, your reading and your experiences.
Topics:
Personal Essay - See the example in Handouts tab
WHAT MAKES A PERSONAL ESSAY?
A personal essay:
Writing your own personal essay:
CHOOSE A TOPIC FROM BELOW, BUT KEEP IN MIND THE CRITERIA ABOVE:
In planning, note
"Is justice worth it?"
OR
"Stand Down"
OR
"Why isn't there a caucasian or white club?"
OR
"Dear Future Generations: Sorry"
OR
"Knock-off Native"
OR
"Pause"
OR
"For Anyone Who's Been Told it's Just a Phase"
Write an Original Poem
Write a poem on a topic of your choice in the form of an elegy, sonnet, ballad, ode or rant poem. I will post notes on the different types of poems as well as examples shortly. For example, you could write a rant poem about something that frustrates you. I suspect COVID-19 will be a popular topic and writing about it could prove therapeutic. Last semester there were a lot of rant poems about bad drivers.
2) Original Composition or Personal Essay
Original Composition
Using standard English, write a coherent, unified, multi-paragraph (3 or more paragraphs) composition of approximately 300 words on the topic below. In your composition you may apply any effective and appropriate method of development which includes any combination of exposition, persuasion, description, and narration. You should choose to write either a narrative or expository essay. See the Handouts tab for notes and essay outlines which may be helpful for planning and organizing your ideas.
Write a multi-paragraph composition on one of the topics below. You may draw on the experiences of others or from any aspect of your life, your reading and your experiences.
Topics:
- Adapting to new situations in life is essential.
- Experiences shape relationships.
- A good life does not have to be complex.
Personal Essay - See the example in Handouts tab
WHAT MAKES A PERSONAL ESSAY?
A personal essay:
- Is written from the “I” perspective.
- Provides a sense of the character of the writer.
- May be narrative or provide a person’s outlook upon a particular subject. It may inspire or entertain.
- Has a thesis that is clear and developed.
- Contains specific examples and development.
- Uses language that creates the writer’s voice.
Writing your own personal essay:
CHOOSE A TOPIC FROM BELOW, BUT KEEP IN MIND THE CRITERIA ABOVE:
- The Bucket List - Discuss the 3 top items on your own bucket list. Make sure your essay is not a mere laundry list of destinations or goals. Choose three main ideas and develop them.
- My Passion
- My Philosophy of Life
In planning, note
- Your purpose: Entertain or motivate/inspire? Provide a sense of who you are?
- What is your thesis?
- What ideas will be discussed?
- What important details will you include?
- What language will you use? Formal? Informal? Why?
3) Satire Project or Write a Speech
Satire Project
a) If you choose to do the Satire Project, please first complete and submit the Parody and Satire Assignment (See Handouts tab for assignment sheet) which includes the following instructions:
a) If you choose to do the Satire Project, please first complete and submit the Parody and Satire Assignment (See Handouts tab for assignment sheet) which includes the following instructions:
- View the first video to learn the difference between parody and satire.
- View the next two videos ("Hello" and "Word Crimes") that are parodies. Choose one of the videos and identify the elements of parody in it -- explain what it imitates and how it is humorous (write your answers on the assignment sheet).
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Satire Project Continued
b) See Handouts tab for more information including notes, planning sheet and rubric.
b) See Handouts tab for more information including notes, planning sheet and rubric.
Write a Speech
a) If you choose to write a speech, please first complete and submit the Martin Luther King "I Have a Dream" speech assignment which includes the following instructions:
a) If you choose to write a speech, please first complete and submit the Martin Luther King "I Have a Dream" speech assignment which includes the following instructions:
- Watch MLK "I Have a Dream" speech.
- Read Rhetorical Devices handout (see handouts tab).
- Do MLK Dream speech and activity (see handouts tab) and submit for assessment.
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Write a Speech Continued
b) See Handouts tab for more information, outline and rubric.
You have the option of submitting a written speech or you can make a video of yourself presenting your speech and submit that instead. I will only use the criteria on the assessment rubric that apply to the format you choose.
b) See Handouts tab for more information, outline and rubric.
You have the option of submitting a written speech or you can make a video of yourself presenting your speech and submit that instead. I will only use the criteria on the assessment rubric that apply to the format you choose.
4) Independent Novel Study - optional
See the Handouts tab for the information and assignments. I have already gone over all this information in class at the beginning of the course. Contact me if you have any questions.
Here is a link to free e-books from the school library and the public library: https://docs.google.com/document/d/1iUxNqdsreWSs10YkSWEl_Jz1bGmXTwIzkQMiqGOWGNw/edit?usp=sharing
See the Handouts tab for the information and assignments. I have already gone over all this information in class at the beginning of the course. Contact me if you have any questions.
Here is a link to free e-books from the school library and the public library: https://docs.google.com/document/d/1iUxNqdsreWSs10YkSWEl_Jz1bGmXTwIzkQMiqGOWGNw/edit?usp=sharing
Email sent home on April 15th
Dear Students and Parents regarding English 12,
I hope this finds you healthy and safe. I am sad and very disappointed that we will not be able to work together face-to-face/in person for the rest of the school year. I miss working with each of you, and I miss our class discussions and conversations…but the world has changed and we must adapt. Here is an update on how I plan to adapt the English 12 course.
Curricular Competencies or Skills
On a positive note, I designed the course in such a way that we have already studied most of the key curricular competencies a.k.a. skills and most students have practiced and demonstrated most of the required skills in the course. Put simply, the main objective of English 12 is to provide students the opportunity to develop more sophisticated reading, writing and speaking skills, and as such, all the important skills are introduced or reviewed and practiced at the beginning of the course and students are given multiple opportunities throughout the course to demonstrate those skills. It is expected that students demonstrate improved skills by the end of the course and, therefore, usually the assignments from the second half of the course are weighted more heavily than those from the first half. However, due to the current circumstances, I will not be placing more emphasis or weight on the assignments from the second half of the course.
So, what curricular competencies or skills have we studied and practiced so far?
Comprehend and Connect - reading, listening and viewing
Create and Communicate – writing, speaking and representing
What do we still need to do in order to fully cover all the key curricular competencies or skills in the course? I have narrowed it down to three items:
1) Independent Novel Study – Optional but required if you want to earn an A or Extending in the course. Your choice of novel. See my teacher page for more details. This assignment was given at the beginning of the course and a couple students have already completed it. If you were not passing the course as of the last report card, I suggest you complete at least parts of the novel study in order to earn some marks.
2) Two Poetry Assignments
Spoken-Word Poetry Assignment – choose one poem from a selection of poems and complete the poetry analysis questions. See my teacher page for details.
Write a poem - the topic and type of poem is up to you. You could write a rant poem about something that frustrates you. I suspect COVID-19 will be a popular topic and writing about it could prove therapeutic. Last semester there were a lot of rant poems about bad drivers. I will post an exemplar from a student who gave me permission to share their poem with you. Alternatively, you could write an elegy, ballad, sonnet, or ode (no Haiku or Limericks please). I will post notes, outlines and examples on my teacher page.
3) Your choice: Satire Project or Write a Speech (see my teacher page for more details)
4) Your choice: Original Composition or Personal Essay– Your choice of writing an expository, narrative (creative fiction or non-fiction) essay, or argumentative essay on one of three broad topics which I will provide. The original composition is one of the main components of the final exam for English 11 and English 12, so it should be familiar from last year. Alternatively, you could write a personal essay on one of the three topics I will provide. Again, notes, outlines and examples will be available on my teacher page. It is not official, but there will probably be no final exams.
Communication and Distance-Learning
In terms of communication and teaching platforms, I know many teachers are using Google Classroom and Zoom conferencing. I plan to use my teacher page instead as most students are already familiar with accessing and using it from the first couple months of the course. I will post everything there and it will be the go-to for information in the course.
The easiest way to access it is to do a Google search by entering ‘pcss teacher pages’ and then click on ‘Ms. Hamilton’ which is found on the far right of the screen or go to pcssrams.ca and click on the Teacher Pages tab at the top and then click on my name. Let me know if you cannot access it.
I plan to use email to correspond and connect with students either as a group or individually to provide assistance and to give feedback, etc. I can make myself available for phone calls from students requiring assistance, and I will also be emailing or setting up times to call students in order to check in with them regarding their progress at least once every week. If it becomes apparent that there are a group of students experiencing similar difficulties, I may consider using Zoom, but I am aware that it uses a lot of data so it is not my first choice. I prefer to give assistance via email or phone as it best resembles the individual assistance I give in the classroom.
Materials
I will provide online via my teacher page all the required materials such as notes, outlines, rubrics, exemplars, etc. (except for the novel) as lockers are still inaccessible at this point in time. I will provide a link to access free e-books from our library and the public library for the independent novel study. I will also provide paper packages to those students who have limited or no access to the internet and/or a computer. Please let me know if you require a paper package. The Department of Education has not yet decided the safest way to transfer these paper packages to students, but that should be determined soon.
Timelines and Deadlines
Students can work through the assignments in any order they wish, but I would like to see them emailing me an assignment once a week. I will post more details regarding timelines and deadlines on my teacher page. For students who cannot email me assignments, I will make alternate arrangements for collecting the assignments at a particular date.
Students on IEPs and SLPs
I will be contacting students on Individual Education Plans and Student Learning Plans individually to discuss any adaptations that can be made in order to ensure success in the course.
Please do not hesitate to contact me if you have any questions or concerns.
Sincerely,
Linda Hamilton
Senior English Teacher and Languages Department Head
M.Ed. in Curriculum and Instruction
Porter Creek Secondary School
867-667-8044
I respectfully acknowledge that I work within the traditional territories of the Kwanlin Dun First Nation and the Ta’an Kwach’an Council.
Dear Students and Parents regarding English 12,
I hope this finds you healthy and safe. I am sad and very disappointed that we will not be able to work together face-to-face/in person for the rest of the school year. I miss working with each of you, and I miss our class discussions and conversations…but the world has changed and we must adapt. Here is an update on how I plan to adapt the English 12 course.
Curricular Competencies or Skills
On a positive note, I designed the course in such a way that we have already studied most of the key curricular competencies a.k.a. skills and most students have practiced and demonstrated most of the required skills in the course. Put simply, the main objective of English 12 is to provide students the opportunity to develop more sophisticated reading, writing and speaking skills, and as such, all the important skills are introduced or reviewed and practiced at the beginning of the course and students are given multiple opportunities throughout the course to demonstrate those skills. It is expected that students demonstrate improved skills by the end of the course and, therefore, usually the assignments from the second half of the course are weighted more heavily than those from the first half. However, due to the current circumstances, I will not be placing more emphasis or weight on the assignments from the second half of the course.
So, what curricular competencies or skills have we studied and practiced so far?
Comprehend and Connect - reading, listening and viewing
- Respond to a variety of texts in personal, creative, and critical ways
- Evaluate how literary elements, techniques and devices enhance and shape meaning and impact
- Non-fiction – expository essays and articles, narrative essay
- Creative non-fiction
- Videos and Ted Talks
- Evaluating web sites in terms of relevancy and reliability
- Of Mice and Men Novel Study
Create and Communicate – writing, speaking and representing
- Demonstrate appropriate speaking and listening skills both formally and informally for a range of purposes
- Transform ideas and information to create original texts, using various genres, forms, structures and styles
- Use Canadian spelling, grammar, and punctuation proficiently
- Use citations to recognize property rights
- Mini-grammar projects and small group presentations
- Small group discussion, collaboration and analysis
- Class discussions and talking circles
- Citing sources using MLA format
- Expository writing – writing to explain
- Literary analysis writing with smoothly embedded quotations, otherwise known as in-text citations
- Environment unit research project and small group presentation
What do we still need to do in order to fully cover all the key curricular competencies or skills in the course? I have narrowed it down to three items:
1) Independent Novel Study – Optional but required if you want to earn an A or Extending in the course. Your choice of novel. See my teacher page for more details. This assignment was given at the beginning of the course and a couple students have already completed it. If you were not passing the course as of the last report card, I suggest you complete at least parts of the novel study in order to earn some marks.
2) Two Poetry Assignments
Spoken-Word Poetry Assignment – choose one poem from a selection of poems and complete the poetry analysis questions. See my teacher page for details.
Write a poem - the topic and type of poem is up to you. You could write a rant poem about something that frustrates you. I suspect COVID-19 will be a popular topic and writing about it could prove therapeutic. Last semester there were a lot of rant poems about bad drivers. I will post an exemplar from a student who gave me permission to share their poem with you. Alternatively, you could write an elegy, ballad, sonnet, or ode (no Haiku or Limericks please). I will post notes, outlines and examples on my teacher page.
3) Your choice: Satire Project or Write a Speech (see my teacher page for more details)
4) Your choice: Original Composition or Personal Essay– Your choice of writing an expository, narrative (creative fiction or non-fiction) essay, or argumentative essay on one of three broad topics which I will provide. The original composition is one of the main components of the final exam for English 11 and English 12, so it should be familiar from last year. Alternatively, you could write a personal essay on one of the three topics I will provide. Again, notes, outlines and examples will be available on my teacher page. It is not official, but there will probably be no final exams.
Communication and Distance-Learning
In terms of communication and teaching platforms, I know many teachers are using Google Classroom and Zoom conferencing. I plan to use my teacher page instead as most students are already familiar with accessing and using it from the first couple months of the course. I will post everything there and it will be the go-to for information in the course.
The easiest way to access it is to do a Google search by entering ‘pcss teacher pages’ and then click on ‘Ms. Hamilton’ which is found on the far right of the screen or go to pcssrams.ca and click on the Teacher Pages tab at the top and then click on my name. Let me know if you cannot access it.
I plan to use email to correspond and connect with students either as a group or individually to provide assistance and to give feedback, etc. I can make myself available for phone calls from students requiring assistance, and I will also be emailing or setting up times to call students in order to check in with them regarding their progress at least once every week. If it becomes apparent that there are a group of students experiencing similar difficulties, I may consider using Zoom, but I am aware that it uses a lot of data so it is not my first choice. I prefer to give assistance via email or phone as it best resembles the individual assistance I give in the classroom.
Materials
I will provide online via my teacher page all the required materials such as notes, outlines, rubrics, exemplars, etc. (except for the novel) as lockers are still inaccessible at this point in time. I will provide a link to access free e-books from our library and the public library for the independent novel study. I will also provide paper packages to those students who have limited or no access to the internet and/or a computer. Please let me know if you require a paper package. The Department of Education has not yet decided the safest way to transfer these paper packages to students, but that should be determined soon.
Timelines and Deadlines
Students can work through the assignments in any order they wish, but I would like to see them emailing me an assignment once a week. I will post more details regarding timelines and deadlines on my teacher page. For students who cannot email me assignments, I will make alternate arrangements for collecting the assignments at a particular date.
Students on IEPs and SLPs
I will be contacting students on Individual Education Plans and Student Learning Plans individually to discuss any adaptations that can be made in order to ensure success in the course.
Please do not hesitate to contact me if you have any questions or concerns.
Sincerely,
Linda Hamilton
Senior English Teacher and Languages Department Head
M.Ed. in Curriculum and Instruction
Porter Creek Secondary School
867-667-8044
I respectfully acknowledge that I work within the traditional territories of the Kwanlin Dun First Nation and the Ta’an Kwach’an Council.
Monday, March 30
I hope you are all well and staying safe and healthy during these challenging times. Currently I am adjusting my year plans to focus on the most important skills required in the course. Assignments will be adapted as necessary so that students can complete them at home and email them to me. Stay tuned.
I hope you are all well and staying safe and healthy during these challenging times. Currently I am adjusting my year plans to focus on the most important skills required in the course. Assignments will be adapted as necessary so that students can complete them at home and email them to me. Stay tuned.
Monday, March 9 - Friday, March 12
Monday
Tuesday
This Thursday is the cut-off for handing in novel study assignments.
Wednesday
Thursday
Monday
- Novel Study Theme Assignment which can be completed with a partner or a group of three.
- Review for Of Mice and Men Novel Study Test which is this Wednesday.
Tuesday
- Analyze Robert Burns' poem "To A Mouse" and discuss how it relates to Of Mice and Men.
This Thursday is the cut-off for handing in novel study assignments.
Wednesday
- Students to write Of Mice and Men Novel Study Test (bring your novel as there are two parts to the test: a closed book part and an open-book part).
Thursday
- Revision work
- View Of Mice and Men film.
- Today is the cut-off for handing in novel study assignments.
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Monday, March 2 - Friday, March 6
Monday
Tuesday
Wednesday
Thursday
The cut-off for handing in the novel study assignments is next Tuesday!
Novel study test is next Wednesday.
Monday
- Finish writing literary paragraph on characters Lennie and George from Of Mice and Men and hand it in for assessment.
Tuesday
- Chapter 3 Close Reading OMAM
- Reading time
Wednesday
- Chapter 4 activity
- Reading time
Thursday
- Finish Chapter 4 Assignment: Crooks and Curley's Wife
- Novel Study - Metaphor Assignment (optional)
- Reading time
- Novel Study - Privilege Chart
- Finish reading novel (if not done by the end of class, finish for homework).
The cut-off for handing in the novel study assignments is next Tuesday!
Novel study test is next Wednesday.
Monday, February 24 - Thursday, February 27. Friday is a PD Day
Monday
Tuesday
Wednesday
Thursday
Monday
- Begin Of Mice and Men novel study
- Go over Of Mice and Men Powerpoint
- Read first chapter and do setting activity (map) - due this Wednesday
Tuesday
- Environment Unit Research Project Presentations
Wednesday
- Finish reading chapters 1 and 2 of Of Mice and Men (finish for homework if not done in class)
- Complete Character Chart for Lennie and George
- Map of setting is due today.
Thursday
- Review literary paragraph writing on the board.
- Write a literary paragraph that compares and contrasts Lennie and George from John Steinbeck's Of Mice and Men.
- Character Chart and Literary Paragraph are due on Monday.
Monday, February 17 - Thursday, February 20
Monday
Tuesday
Wednesday
Thursday
Friday is Heritage Day and there is no school. Have a great long weekend!
Monday
- Finish research for Environment Unit Research Project.
Tuesday
- Go over answers to Environment Unit assignments.
- Show students how to use Sway, an alternative to PowerPoint and Prezi.
- Begin creating visual for project.
Wednesday
- Work on visual for project.
Thursday
- Last class to work on Environment Unit Project.
- Begin presentations.
Friday is Heritage Day and there is no school. Have a great long weekend!
Monday, February 1 - Friday, February 14
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
- Review how to write a literary paragraph. See PowerPoint.
- Begin writing a literary paragraph on one of the topics given in class and based on the texts from this unit. Complete the outline before you being writing the paragraph.
- Monday is the cut-off for handing in the written artifact assignment and all assignments from the Environment Unit.
Tuesday
- Finish writing literary paragraph and hand it in for assessment.
Wednesday
- Introduce Environment Unit Research Project and demonstrate how to use NoodleTools.
- Students choose project topic and begin doing research and creating notecard using NoodleTools.
Thursday
- Do research for Environment Unit Project.
Friday
- Do research for Environment Unit Project.
- Monday is the cut-off for handing in the written artifact assignment and all assignments from the Environment Unit.
Monday, February 3 - Friday, February 7
Monday
Tuesday
think make people unhappy?
Wednesday
Monday
- Watch TED talk. https://www.ted.com/talks/johan_rockstrom_let_the_environment_guide_our_development?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare
- Fill in Note-taking form/questions (see handouts tab)
- Read "The Fundamental Failure of Environmentalism" (see handouts tab)
- Answer the discussion questions in a group of 2-3. Make sure you write down your answers, and then share your ideas with the class. Hand in your written answers. - Discussion questions:
1. What is the main argument Suzuki makes in this article?
2. What does this article have in common with the TED talk we watched yesterday?
3. Do you agree or disagree with the perspective presented in these works? Choose a couple of specific examples from either or both works on which to comment. - If time permits, complete the Poetic Terminology Awareness Chart and hand it in for me to take a look
Tuesday
- Watch TED Talk: Nic Marks: The Happy Planet Index
think make people unhappy?
- Read Our Oceans are Turning to Plastic (adapted) Article.doc.
- Complete 'quiz' on article. It is due tomorrow.
Wednesday
- Do Escape and Interpretation/Character Note-taking (see Button Text for info)
- Finish 'quiz' from yesterday and hand the in for assessment.
- Read "This Teeming Ark" and discuss.
- Respond to "Teeming Ark" questions and hand them in for assessment.
Escape and Interpretation Note
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Thursday
Friday
- Read "The Anniversary Present" by Katherine Fawcett and answer the questions (see Handouts Tab) using the Rhetorical Devices sheet.
- Finish the questions for "This Teeming Ark" from yesterday and hand them in for assessment.
Friday
- Students finish working on the questions for "The Anniversary Present" and then hand them in for assessment.
- Go to gym to watch the senior boys' basketball game.
Monday, January 27 - January 31
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
- Give students a copy and go over the co-created classroom cell phone policy as well as the co-created guidelines for respectful communication and a healthy work environment
- I will model my expectations for the written and verbal Stories of Who I Am - Artifact Assignment
- Students should make sure to email me a copy of their one-page of grammar notes if they have not already done so
- Prepare for mini-grammar lesson presentations which start tomorrow
- Work on the artifact assignment
Tuesday
- Mini-grammar lesson presentations
- Work on the artifact assignment
Wednesday
- Mini-grammar lesson presentations
- Work on the artifact assignment
Thursday
- Work on the artifact assignment
- Share one artifact verbally with a classmate tomorrow
Friday
- Work on the artifact assignment
- Share one artifact verbally with a classmate
- Written artifact is due Monday
Monday, January 20 - Friday, January 24
Monday
Tuesday - Literacy 10 assessment (some grade 11 students may not have previously written it, so they will do so this morning.
Wednesday - Numeracy 10 assessment (some grade 11 students may not have previously written it, so they will do so today if their last name begins with A - L
Thursday - Numeracy 10 assessment (some grade 11 students may not have previously written it, so they will do so today if their last name begins with M - Z
Friday
Monday
- Introductions and go over course syllabus
- Game to highlight a few components of the course syllabus
- Talking Circle to co-create the guidelines for respectful communication and healthy work environment
- Talking Circle to co-create the classroom cell phone policy
Tuesday - Literacy 10 assessment (some grade 11 students may not have previously written it, so they will do so this morning.
- Introduce the mini-grammar lesson assignment - see note in Handouts Tab
- Students choose topics and decide if they are working individually or in a group of 2-3 people
- Do research and begin creating one page of point-form notes (see exemplar in Handouts Tab) on a topic as well as a visual for the presentation such as: a PowerPoint, Keynote or poster
Wednesday - Numeracy 10 assessment (some grade 11 students may not have previously written it, so they will do so today if their last name begins with A - L
- Continue working on mini-grammar lesson assignment
- I will model the presentation component of the assignment and we will discuss how students will be peer evaluated
- Make sure you create a brief game or worksheet for students to complete after your presentation in order for you to assess their understanding of your topic
Thursday - Numeracy 10 assessment (some grade 11 students may not have previously written it, so they will do so today if their last name begins with M - Z
- Continue working on mini-grammar lesson assignment
- I will review how to cite your web sources using a free online citation generator (use MLA format)
- Your sources should be cited at the bottom of your one-page note as well as on the last slide of your PowerPoint
- We also went over the expectations and components of the peer assessment and each student was provided with a copy to assist them in preparing for the presentation
Friday
- Play a Kahoot to review literary terms
- Last class to work on mini-grammar lesson assignment - presentations will begin next Tuesday
- Introduce Stories of Who I Am - Artifact Assignment and go over exemplar as well as the assessment rubric for the written component
- I will provide an exemplar of my own and model the process using a template to organize ideas on Monday