Fri. Sept. 30, 2016: Issues Essay Due

Today, the students were to complete and submit a hard copy of their issues essay. A number of students are on a football trip. I have given them information on how to email it to me. If you are one of these kids (or were absent), I will accept an email until the end of the day (11:59 pm).

My email address is the following:

dawn.benoit@nwsd.ca

Personally, this would be a last resort. technology can fail. Better to get it done in class as expected.

Tues/Fri. Sept. 27-30, 2016: Writing Class for Issues Essay

For the remainder of this week, the students will be working on writing and revising their issues essay. In an effort to simplify the process, I have allowed them to use the seven paragraph outline or to create a five paragraph using the writing exemplar as their guide. In all situations, this is due at the end of class on Friday.

Mon. Sept. 26, 2016: Major Essay Assignment

Today, I introduced you to your major writing assignment. This information is your portfolio. It is due on Friday.

Fri. Sept. 23, 2016: Gay Rights and The Rights of those with Disabilities

Today, we discussed (briefly) the importance of the Canadian Charter of Rights and Freedoms to protect our civil and political rights. We then discussed gender identity.
I then provided the students with two readings:
"Eugenics"
"Transgender Canadians Should Feel Free and Safe to be Themselves under New Liberal Bill"
They are to actively read and submit these by the end of class.

Thurs. Sept. 22, 2016: Aboriginal Experiences

Today, you were given three texts about Canadian Aboriginal Experiences to read:
U.N. Report Slams Canada's Human Rights Record
Saskatchewan's Indian People - Five Generations
Canada's "Genocide": Thousands Taken from Their Homes Need Helpt

These are to be actively read and submitted (they should take less that an hour to read).

Wed. Sept. 21, 2016: Black Canadian History

Today, you were given an introduction on blacks in Canada and then instructed to actively read three texts:
Black Canadian Timeline
Why Black Canadians are Facing U.S. Style Problems
Slavery in Canada

These are to be completed for tomorrow's class. If you were not here, they are in your portfolio.

Tues. Sept. 20, 2016: The Plight of the Jewish in WWII

Today, I defined the War Measures Act. I then presented the plight of the Jewish who wanted to immigrate to Canada before and during WWII.
Students were then given two short readings to actively read (due at the end of RTI).
The readings were "None is too Many" and "Refugees: The Human Aspect." If you were not here, they are in your portfolio. Come and get them in the morning and read before class.

Fri. Sept. 16, 2016: Discussion of final expectations

While it seems early, I thought it was important to give the students some understanding of what they are working toward, so we discussed the final.
The final will consist of a multiple choice section with three readings and 30 questions.
It will consist of a single source (major) essay.
It will consist of a multi-source (minor) essay.
 You will be allowed to have your Fit to Print text with you (which is why it is important to familiarize yourself with it now).

With this in mind, I returned the DRAFT reading from the October, 2013 prototype to you as well as the multiple choice questions.

We then went through the answers and determined what we were being tested on. I then instructed students to use stickies to mark the places in Fit to Print where they could look to find information to help them figure out how to solve these problems.

Thurs. Sept. 15, 2016: Active Reading M.C. Practice

Today, I handed back the active reading activity from yesterday. A number of you had problems with expectations, so we reviewed them. Keep in mind that you must always introduce the topic. In the case of a text summary of this length (three sentences), citing the text/author and that it is "about" is a good starting point. From here, you need to demonstrate knowledge of the text (beginning, middle and end).
I then discussed your self awareness activity. A number of you are not showing understanding in your responses. We talked about motivation (such as that many of you are taking English because you are motivated to graduate) and goals (most want more than a 50%). This means that, if you are competent, you need to do the work in a way that demonstrates this (do the readings) or, if you are not, it will have to be addressed in the self regulation stage of assess and reflect (which we will get to soon).
I then gave you a copy of the DRAFT reading from the ELA A30 prototype exam from October 2013. You are to read it actively and then answer the multiple choice questions. The goal is to demonstrate competency. If you were not here, the reading is in your portfolio; please do it when you get back (get it in the morning and do it outside of class).

Wed. Sept. 14, 2016: We are Canada Discussion and reading

Today, we discussed the reading you received yesterday about the Irish in Toronto. I explained how stereotypes, such as "the Irish are lazy," actually come from the way people are often treated (no one gave them jobs, based on their accent, because they assumed these Irish were Catholic and they were still grouchy with the French). I also brought up on about the Chinese from Chong's speech (people thought they were odd because they were not family oriented... somehow forgetting that the government made it almost impossible for the Chinese to get their families over due to high head taxes and then bans of immigration).
We then talked about Japanese internment in WWII and Ukrainian internment in WWI.I then gave you the article "Internment of Ukrainians in Canada 1914-1920." If you were not here, you can google this reading by title (on InfoUkes). You are to have this read actively, including a three sentence summary, and submitted for tomorrow's class.

Tues. Sept. 13, 2016: Discussion about self-awareness and reading

Today, students completed a self-reflection exercise tied to the reading they were to complete for today's class. We then discussed the reading and I defined Mood and Tone. After this, we went back to discussing those who joined us from the Powerpoint. Today, we talked about the Irish in Canada. I then presented students with the newspaper editorial "19th-century Irish immigrants a less on in upward mobility." It is to be actively read for tomorrow's class. All should be able to have it rad by the end of RTI. If you were not here, it is in your portfolio. Come and get it in the morning so you can be prepared for class.

Mon. Sept. 12, 2016: We are Canada Powerpoint

Today, we discussed the reading We are Canada by Rikia Saddy that was supposed to be activley read for today's class. I then showed part of a powerpoint by the same name explaining the allusions Saddy refers to. Students were introduced to early immigration (Aboriginal), the first colonists, the later immigration (up to the Ismailis). If you were not here, you will need to review the Powerpoint or highlight the allusions in the reading and do a Web search to find out the histories. We will continue this tomorrow (a classmate might also be able to supply you with notes, but you won't have the context. It would still be beneficial to search the material out).

Fri. Sept. 9, 2016: Paragraph Writing & Reading

Today, you were to complete your paragraph and submit it. I then provided you with the reading We are Canada by Rikia Saddy to actively read and summarize for Monday's class. If you were not here, the assignment is in your portfolio. If you get it in the morning, you will have time to read it over lunch hour. You can certainly come into my room to read it then or you can just get it in the morning. Do not wait until class to get it as it will be too late.

Thurs. Sept. 8, 2016: Paragraph Assignment

Today, I checked in on your active reading assignment from yesterday. Keep in mind that this reading is also a good example of an essay.
I then introduced your first writing assignment;

USING YOUR OWN EXPERIENCES/OBSERVATIONS, WRITE A ONE PARAGRAPH PERSONAL RESPONSE IN WHICH YOU ADDRESS THIS QUESTION:

WHAT IS THE ONE THING IN LIFE THAT ACTUALLY MOTIVATES YOU INTO ACTION?

The particulars about the assignment are in your portfolio if you were absent. The assignment is due by the end of the day tomorrow.

In addition, I also presented you with computer usage steps that also must be followed (the assignment must be typed in the system). These steps are also in your portfolio.

Wed. Sept. 7, 2016: Novel Study Assignment Discussion & Active Reading Assignment

Today, I gave the students a copy of the options they have for the independent novel study assignment. We went through these and set a deadline for it (Friday, January 6).
I then explained active reading and gave them the reading "What Does it Mean to be Canadian" which is to be read for tomorrow.

Tues. Sept. 6, 2016: Course outline review with a focus on Assess and Reflect

Today, we went over the course outline. I also gave a mini lecture on understanding the "reflect and Assess" category, which has to do with emotional intelligence offering a great deal when it comes to success. We talked about the categories: self-awareness, self regulation, motivation, empathy, and social skills.
I also gave out the text Fit to Print. Bring this to class tomorrow so we can do an activity in relation to it.

Fri. Sept. 2, 2016: Reading Time

Students have signed out a novel for independent reading which will be used in an assignment that I will present them with next week. This time was used to get a head-start on reading it.

Thursday, September 1, 2016: Introduction

Today, I handed out the course outline which we will read in detail next week. I addressed this blog and the need to use it when absent, or at any time, really, the cell phone policy, and the supplies needed for Tuesday.
I then took students down to the library to find novels for the independent novel study (a list of approved novels was presented.
Please bring your novels with you tomorrow.