April 29

Today Mr Allen taught for me.

First Nations 12

Students watched the movie "Box of Treasures"  and answered some questions  They also discussed the differences between Oral and Written Histories as it pertains to the potlatch.  

English 10

Students discussed the concept of the hero's journey and its manifestation in literature and movies.  They then viewed a  prezi (Prezi.com Jeffrey Vanderziel Copy of a copy) and the students filled in Arnold's own hero's journey, according to Joseph Campbell's steps of the Monomyth.  Sherman Alexie says he himself used this pattern in writing his novel.

Humanities 8

Students started with silent reading and then finished the video "The Dark Ages" and finished their worksheet.  

April 28

Humanities 8

Today the girls were at an empowerment rally, so we discussed the need for this, explored what empowerment wa and also watched a clip about how equality.  It was a great conversation!

English 10

Today I introduced the novel project assignment and students brainstormed themes they could explore.  See below.  Also students were asked to brainstorm all the people who support Arnold and describe how they support him.  This was recorded in their duo tangs.  Finally, we read And a Partridge in a a Pear Tree and Red Versus White. 

Absolutely True Diary of a Part-Time Indian

Task: Create a project that represents your reading of the novel.   Be sure to:

·         Use quotes from the novel with page numbers.

·         Explain what happens in the novel.

·         Demonstrate your analysis of the novel.

·         Apply the concepts we have discussed in class.

·         Identify literary devices.

Choose your format:  poster, powerpoint, performance, comic strip, etc

Criteria	Not Meeting Expectations	Minimally Meeting Expectations	Fully Meeting Expectations	Exceeding Expectations
Quality of product	Little care shown to produce product.	Minimal care shown to produce product	Care has been shown to make a quality product.	Very professional looking product.
Knowledge of novel X4	Not enough evidence of reading to meet expectations	A few details, examples, quotes and explanations used to show a minimal level of understanding/reading of the novel	Details, examples, quotes and explanations used to show a good level of understanding/reading of the novel	Details, examples, quotes and explanations demonstrate a high level of understanding/reading of the novel.
Creativity	Very little creativity shown	A little bit of creativity shown	Moderate level of creativity evident	High level of creativity evident
Communication	Most information is hard to follow/understand.	Information is hard to read or understand.	Communication of information is good.  A few spelling errors or grammatical errors which do not distract from meaning.	Communication of information is excellent; Very few errors.
Process	No rough draft	Brainstorming – final	rough draft and final; listened to advice	Brainstorming, rough draft, final, sought out help/input from others on how to improve

First Nations 12

Today we worked on completing the back of the sheet started on Monday.  We completed the comparison table in preparation for writing an essay on the Indian Act. 

How did the Indian Act of 1876 change the way aboriginal people lived in Canada?

Aspect of Change	Traditionally	After the Indian Act
Land
Livelihood
Governance
Education

April 27

English 10

Today students were asked to answer the following questions in their duotangs about the Dance, Dance, Dance chapter.  

1. Why is the novel called The Absolutely True Diary of a Part Time Indian?
2. Look at the cartoons on p 120 &121.  Why do you think Alexie presents the info this way?
3. How do Penelope and Roger react to Junior's admission that he is poor?
4. What does Junior learn by the end of the chapter?

Then we read and discussed the following chapters:

Don't Trust Your Computer

My Sister Sends Me a Letter

Reindeer Games. 

First Nations 12

Today we watched a clip of Question Period in the House of Commons and discussed and answered the following:

Indian Act

What is the purpose of government?

What should governments do to serve the people?  Give examples of how government serve people.

Compare aboriginal style government with European style government. 

Humanities 8

Today students prepared for and met for the first time in their literature circle groups.  

April 24

Today Mr Allen was in for me.

First Nations 12

Students worked on Chapter 6 questions and handed them in. 

English 10

Students went to the library to work on a web quest on Sherman Alexie.  Here is the template.  

Webquest – Sherman Alexie                                      Name: ____________________________________

Website	3 Things you learned about Sherman Alexie	How does this site help you understand ATDPI?	What comments, questions, connections do have from reviewing this site?

Sites for Webquest:

1.    “Superman and Me” by Sherman Alexie http://www.fallsapart.com/superman.html

Alexie’s essay “Superman and Me” talks about his life on the reservation and how he learned to read through comics. Students could tie this essay to the idea that Junior is a cartoonist, his emphasis on education as a way out, as well as his struggle with familial and tribal expectations.

2.    “I Hated Tonto (Still Do)” by Sherman Alexie http://www.fallsapart.com/tonto.html

Alexie’s essay on how Native Americans are represented in film and how perpetuates stereotypes and racism. Alexie also demonstrates how such stereotypes can become internalized.

3.    Sherman Alexie’s Biography http://www.fallsapart.com/biography.html

By reading this short piece on Alexie’s life, students will quickly see the connections between the novel and his life.

4.    Excerpt from Alexie’s book, The Lone Ranger and Tonto Fistfight in Heaven http://www.etsu.edu/writing/studentsamlit/alexie.htm#excerpt

5. Interview Transcript: Sherman Alexie: Up All Night

http://www.pbs.org/now/transcript/transcript_alexie.html

Humanities 8

Students watched the video called "The Dark Ages" and answered some questions.  

April 23

Humanities 8

Today students started off with silent reading and working on lit circles role.  Next we read about the Franks and worked on completing a fill in the blank worksheet on them.  See below.  We also started a comparison chart of all of the groups associated with the early Middle Ages. 

The Franks

1.  After the fall of the Roman Empire, the Franks conquered ___________, which is present day France.

2.  The Franks were farmers, but they also loved to make________.  The Frankish warriors used a special kind of throwing axe called a ___________.

3.  The word ‘Frank’ means _________ and the English word ___________ comes from this Frankish word.

4.  _________ founded the country of France and made Paris its capital.

5.  The ______________ were famous for their treachery and infighting.

6.  The Frankish laws were called the ________ code.  The Salic Code placed a _________ value to every person and piece of property.

7.  Wergild is a _________, which is levied when a person is injured/killed or when property is stolen. The wergild for a boy under 12 years old was ______ gold soldi.  The wergild for a girl under 12 years old was ______ gold soldi.

8.    The Franks had social classes, which means some people were very _______ and some people were very _______.  Sixty percent of the people were ________ or ___________.  Lords could ________ the crops of these people and merchants _________ from their misfortunes.

First Nations 12

Today students wrote their Chapter 4 & 5 test.  They were given Chapter 6 questions to work on when they were finished. 

English 10

Today students started off class with a review of what happened in the last chapter and discussed.  Next we read up to Dance, Dance, Dance. 

April 22

First Nations 12

Test tomorrow.  If you do not attend tomorrow, you will get a different version of the test!!

Today we worked on our review assignment in preparation for the test.  See yesterday's post for the details.

English 10

Today we reviewed the events from yesterdays reading and we made predictions on what is going to happen next.  Then we read/listened to Slouching Towards Thanksgiving.  After that students were asked to 

1. pick a passage from the reading that stood out to them for some reason.  Examples:  you could make a connection, it was humerous, unusual, used a literary device etc
2. Write it out in their journal including pg #
3. Draw or write a response. 
• explain the context
• explain why you picked it

Humanities 8

Today we read our new novels for 30 minutes.  After that, students will be asked to work on their role for Friday.  Finishing off last minute assignments are other things students will be working on as Friday is the last day of term 3.  Some of these assignments are: Shields, maps, study guides and graphs

April 21

Humanities 8

Today the Literature Circle Unit was introduced. We read the first couple of pages of the "Puppeteer's Apprentice" and I modeled the roles for students.  Next students signed out their novels and they had a group meeting to figure out how many pages to read per week and the roles for this Friday.

English 10

Students were asked to record the answers to the following questions:

Who do you respect?

How do people earn respect?

Next we read the chapters:   Grandmother Gives Me Some Advice, Tears of a Clown and Halloween.

After reading those chapter, students were asked to respond to the following question:

Who does Arnold respect the most right now?  Why?

First Nations 12

Students were given a handout about the goals of colonization and a list of terms to know for the exam.  The terms will be collected for marks and can be handed in as flashcards or recorded on a sheet.

Flashcard Creation Review Assignment

Chapter 4 & 5

Task:  Create flashcards or a review sheet with the following information in preparation for your test.

1.       Maritime Fur Trade – items of trade, how it was conducted

2.       Land- based Fur Trade –items of trade, how it was conducted, HBC, NWC

3.       HBC blankets

4.       Smallpox

5.       Intermediaries

6.       Medium of exchange

7.       Christopher Columbus

8.       Juan Perez

9.       James Cook

10.   Chief Maquinna

11.   Colony

12.   Colonialism – main goals

13.   paternalism

14.   Epidemics

15.   Gunboat Justice

16.   Precedent

17.   Pre-emption

18.   Aboriginal title

19.   Sovereignty

20.   Terra nullius

21.   James Douglas

22.   Joseph Trutch

23.   Lhatsas?in

24.   Fraser Canyon War

25.   Tsilhqot’in (Chilcotin) War

226.   Douglas Treaties

27   Country Wife

28.   Impact of the Fur Trade

29.   Royal Proclamation 1763

Suggestions:  Read the chapters for a full understanding.  Re-read the notes.  Revisit notes

Reminder:  Test Thursday!!!

April 20

English 10

Today we started off class by examining aboriginal themed mascots and discussing whether or not they are appropriate.  We also reviewed what we read about on Friday and focused on the picture on pg 57.  Then we discussed the assignment and students were directed to work on part 1.  Here are the instructions.

Aspects of Identity Assignment

Part 1:

On a piece of plain white paper, draw a portrait of yourself that shows two different sides of your identity.  The portrait doesn’t need to be perfect (you can use a stick figure if you want), but include details like different clothing, accessories, articles you are holding that symbolize the conflicting side of yourself or conflicting roles you play. Labels and other points of comparison should be used to mimic the picture Junior draws of himself.  Examples of conflicting identities:  jock/A student, parent friendly version/peer friendly version, city girl/farm girl, Canadian/American, dream/expectations, the “real” you/how others perceive you etc.

Part 2:

Add speech and thought bubbles to your drawing to show how you think and talk when you are playing both of the “roles” you’ve portrayed in your drawing. 

 First Nations 12

Today we discussed whether or not the Chicotin War was actually a war or if Bute Island Massacre is more of an appropriate description for the conflict in 1864.  

We completed notes on the following.  See pg. 84 in your text book. 

Who?

Where?

When?

What?

Why? (causes)

Outcomes

Students were also asked to write answers to the following on the topic:

1. What is the most appropriate description - war or massacre?  What is your reasoning?
2. Who won the war? What is your reasoning?

Humanities 8

Students finished up a number of assignments.  Including:

1. Shields
2. Map of Western Europe
3. Study Guide (Early Middle Ages)
4. Top 10 List for the Vikings

Some students who finished early also, completed a couple of graphs about the Franks.  

April 17

Humanities 8

Today students worked on finishing off their maps of Europe.  Many handed in their maps.  Otherwise, students were asked to finish them off for Monday.  

English 10

Students were asked to revisit their lists of coping strategies and to indicate whether those strategies were positive or negative.   Next we discussed expectations and recorded the brainstorm in our duo tangs.  

educational expectations:  attend school till age of 16 (government), attend college/university, behave appropriately etc.

family expectations:  follow in parent's footsteps, move out when finish high school etc. 

relationship expectations:  treat each other with respect,  eventually marriage, then babies etc.  

Next we looked at pg. 12 and the picture of what Junior's parents would have been (their dream).

Students were asked to write in the duo tangs about what their dream would be if there were no restrictions financially or any expectations.  

Next we listened to and discussed.  Rowdy Sings the Blues and How to Fight Monsters.  

First Nations 12

Today we went on a nature walk with Suzanne Camp.  Here is the  make-up assignment if you did not attend.

Make –up Assignment for Field Trip Absence

Research the answers to 5 of the following questions and submit. 

1.       Explain how dentalium was traditionally harvested.

2.       Why was cedar used over Douglas Fir for making baskets, clothing etc?

3.       Why were the shoots of the thimble berry and salmonberry so important for Coastal First Nations in early spring?

4.       Explain how fire was used to harvest bulbs.

5.       How was red alder used by Coastal First Nations?

6.       What tree do you often find licorice fern growing out of?

7.       Define invasive species.

8.       Gary Oak trees are often associated with which other harvestable plant?

9.       What trees were used by explorers to build/replace masts?

April 16

Humanities 8

Today we went to the library to hear a little bit about the selection of books available for the Medieval literature circle.  Students were asked to indicate their top 3 or 4 book choices.  Next we came back to the classroom and reviewed some of the key rules about mapping, such as important components like title, compass rose, legend, scale etc.  We also discussed how horizontal labeling of countries and cities are always preferable on maps whenever possible.  We also discussed the rule of using all capital letters for country names and oceans.  Ex.  CANADA, PACIFIC OCEAN.  Next students were given an assignment of labeling some countries, capitals and water bodies around Western Europe.  

First Nations 12

Today we started a comparison chart on the Canyon War and then we finished writing the fill in the blank notes for chapter 5.   I also reminded students about the new policy of different make-up tests if you do not attend test day.  The next test is Thursday April 23.  

English 10

Today I did an example of an entry on the trauma worksheet.  Students were asked to fill in their sheet with some other examples.  

Next we brainstormed some examples of strategies for dealing with trauma.  Here are a few of our examples:

• substance abuse
• counselling
• lashing out
• escaping into different activities - TV, gaming, facebook etc.
• denial
• use of humor - Junior!!!
• re -framing thinking 

We also looked at a powerpoint of some of the social problems associated with the aboriginal population (in Canada).  Higher rates of unemployment, suicide, health problems, poverty incarceration etc.   

April 15

First Nations 12

Students watched the movie The Canyon War and answered some questions.  The assignment was handed in.

English 10

Students were asked to respond to the following quote:  "Mary was a bright and shining star, Mr. P said.  "And then she faded year by year until you could barely see her anymore."  Next students listened to "Hope Against Hope" and "Go Means Go."  Alexie's comic hyperbolic style was also discussed.

Humanities 8 

Students watched a couple videos on the Vikings.  Here are the links:

https://www.youtube.com/watch?v=Wc5zUK2MKNY

https://www.youtube.com/watch?v=DalQsFVK-fk

April 14

Humanities 8

Students read "The Viking Raid" during silent reading.  It starts on page 3 of the Pathways textbook. Next students answered questions 1, 2 and rewrote the story from Guthrum Bloodaxe's point of view in partners (or on their own if they prefer).

English 10

Students referred back to the first 2 chapters of the novel and summarized some of the difficulties Junior has in his life using the worksheet "Literary Log - Coping with Trauma," which should be kept in their duo tangs.  Next students were asked to define resilience and respond to the following statement in a dated entry in their duo tang:

Humans are resilient and figure our ways to cope with difficulty or trauma.

• Do you agree?  Why or why not?  
• Do you have a connection to this?
• How do people cope with trauma?

Next students will read/listen to "Revenge Is My Middle Name" and "Because Geometry Is Not a Country Somewhere Near France." 

Under the same duo-tang entry, students should write a description of Rowdy.  Use a quote in your description.

First Nations 12

Students will go to the library to work on a webquest about smallpox.  This was handed in when completed.   

April 13

Welcome Back!!

English 10

Today we signed out "The Absolutely True Diary of a Part Time Indian."  Students were asked to flip through the pages of the book and make predictions, comments, connections etc and write a few sentences in their duo tangs.  We discussed a few of these comments as a class and then we listened to the author read the first two chapters of the book.  In our duotang we also wrote a few notes about the protagonist's appearance.

Junior

• very skinny
• really large head, feet and hands
• 42 teeth when he was born (normally 32)
• eyes were lopsided 
• wore ugly, plastic glasses 

Next we discussed Junior' circumstances - living in poverty, has a sister, mother and father, is beat up and called names, has severe medical problems -lisp, stutter, seizures, water on the brain.

We also discussed why Junior likes to draw:

• to escape reality
• believe all famous "brown" people are artists
• to communicate effectively (even with people that speak another language)

We also talked about the words reserve and reservation.  

First Nations 12

After a check in.  We worked on some notes on Chapter 5 - The Colonial era.  

We had a discussion also about Christy Clark's idea to reform the treaty negotiation process and also about if banning the Indian Act would make everyone "equal."

Humanities 8 

Today we worked on our shields or read to begin class.  Then we wrote some notes.  See below.  Next we worked on the study guide for Chapter 1: Europe's early Middle Ages.  

The Middle Ages (410-1400 CE)

·       The period of time between Roman times and the Renaissance.

·       Also known as (aka) Medieval times or the Dark Ages.

o   Medieval is Latin for middle.

o   These times were “dark” because there was not any progress.   Civilization fell apart and instead life was chaotic.  There was war, lawlessness and persecution (punishing someone for their beliefs).

·       The Middle ages can be broken into 3 periods.

o   Early – just after the fall of Rome

o   High – feudalism is at its peak

o   Late – advancement towards the Renaissance