Bl. A - English 10: Students are working on the creative project for ATDPTI. We have discussed several different options. Some great ideas out there and some good brainstorming. For those who are doing nothing - you know who you are - Wednesday, May 13th is the deadline.
Bl. B - FN 12: We wrote the paper on The Indian Act of 1876 and its consequences. Some of you have mailed it to Ms. McCall. Others can be put on the desk. Many students, through lack of proper attendance have not done or even heard of this assignment which we spent the week working on. I have a poster on my wall by Nike that says: "You either ran today or you didn't" The same goes for coming to class. The consequence of not being here and not doing the work is.......!!
Bl. C - Humanities 8: We are moving on to the High Middle Ages. Students have picked up a package that we are working through. Today, to set the context, we watched "Worst jobs in the world - Medieval" So much for Knights in shining armour! We'll begin discussing the Feudal System on Monday.
Friday, 8 May 2015
Thursday, 7 May 2015
Thursday, May 7th and a fine day it is!!
Bl. C - Humanities: We are writing the Early Middle Ages quiz today. It is marked out of 48 with a two point bonus for marking as a class. The Early middle ages info sheet and the Mind Maps should be stapled together and handed in today - last day. We are moving on to the High Middle Ages. Students, please pick up the booklet. A very interesting part of history, so enjoy!!
Bl. B - FN 12: We will be in the library writing off the essay on "The effect on native peoples over time of the "The Indian Act" of 1876. We will move on to the residential school system and the "pushback" against Colonial power.
Bl A - English 10: Today, we will finish listening to Sherman alexie reading his novel. Students can plan out their project and sign up with the teacher, describing their choices for this project. Journals can be brought up to date with questions on the white board to the left, and handed in for completion mark. Remember, you have lots of options for your project. Make sure you have the criteria sheet and begin your planning. We have the library for the next three days. (Thurs/Fri/Mon)
Bl. B - FN 12: We will be in the library writing off the essay on "The effect on native peoples over time of the "The Indian Act" of 1876. We will move on to the residential school system and the "pushback" against Colonial power.
Bl A - English 10: Today, we will finish listening to Sherman alexie reading his novel. Students can plan out their project and sign up with the teacher, describing their choices for this project. Journals can be brought up to date with questions on the white board to the left, and handed in for completion mark. Remember, you have lots of options for your project. Make sure you have the criteria sheet and begin your planning. We have the library for the next three days. (Thurs/Fri/Mon)
Wednesday, 6 May 2015
Wed. May 6th
Bl. B - FN 12: In the library, preparing the outline for Thursday's in class (library - front) essay on The effects over time on first nations as a result of The Indian Act of 1876. Students will bring this outline with them tomorrow and produce a flowing essay based on ideas they have researched.
Bl A - English 10: We read through into the last chapter of ATDPTI in class today. We discussed a few ideas for the final project, and will continue that tomorrow.
Bl C - Humanities 8: The class finished off the mind map and early middle ages fact sheet. It is to be handed in tomorrow at the beginning of class. Students know that they will be writing the Early Middle Ages quiz /50 , and if they put effort into the mind map and research, they should be well prepared. :)
Bl A - English 10: We read through into the last chapter of ATDPTI in class today. We discussed a few ideas for the final project, and will continue that tomorrow.
Bl C - Humanities 8: The class finished off the mind map and early middle ages fact sheet. It is to be handed in tomorrow at the beginning of class. Students know that they will be writing the Early Middle Ages quiz /50 , and if they put effort into the mind map and research, they should be well prepared. :)
Tuesday, 5 May 2015
Tuesday, May 5th
Bl C - Humanities 8: We continuedbuilding the mind maps. Students will have this finished tomorrow and use it and their early middle ages sheet to study for the upcoming quiz /50 on Thursday.
Bl. A - English 10: Students did the questions and paragraph on Smoke Signals and comparing it with ATDPTI. Students were given a handout on the five stages of grief and asked to use it to analyze "The Valentine Heart" Students handed their green journals in for a quick check. Late hand-ins will receive a lesser mark for this. (unless the student was legitimately away).
Bl B - FN 12: We worked in the library, and students began generatin an outline for a Thursday in class essay on the question "How did the Indian Act of 1876 change the lives of First Nations people over time. Although this is expository in nature, the student is asked to take a position from which to write. To be continued tomorrow.
Bl. A - English 10: Students did the questions and paragraph on Smoke Signals and comparing it with ATDPTI. Students were given a handout on the five stages of grief and asked to use it to analyze "The Valentine Heart" Students handed their green journals in for a quick check. Late hand-ins will receive a lesser mark for this. (unless the student was legitimately away).
Bl B - FN 12: We worked in the library, and students began generatin an outline for a Thursday in class essay on the question "How did the Indian Act of 1876 change the lives of First Nations people over time. Although this is expository in nature, the student is asked to take a position from which to write. To be continued tomorrow.
Monday, 4 May 2015
Monday, May 4th
Bl A - English 10: Today we finished of the movie Smoke signals and discussed in some depth. Students have a list of questions to respond to: We have a list in class - and are going to , in a well written paragraph, compare the movie (directed by Sherman alexie and based on his novel "The Lone Ranger and Tonto fistfight in heaven") and the novel ATDPTI. Students will compare how the book and the movie deal with issues like poverty and problems on the "rez", conflict with both self and the outside world, and comparisons between Junior/Rowdy and Thomas/Victor.
Bl B - FN 12: We watched a youtube clip called Nazis, Aparteid, and the Indian Act, to show some uncomfortably close comparisons. The Students then took some detailed notes from a powerpoint of The Indian Act. We will be developing an essay on this subject, and will be developing it in class tomorrow.
Bl C - Humanities 8: After discussing our Lit circles as a class, the students continued to work on their Fact sheets on the early middle ages, and began to develop a detailed and artistic minp map. This will serve as a good study guide for the upcoming test.
Bl B - FN 12: We watched a youtube clip called Nazis, Aparteid, and the Indian Act, to show some uncomfortably close comparisons. The Students then took some detailed notes from a powerpoint of The Indian Act. We will be developing an essay on this subject, and will be developing it in class tomorrow.
Bl C - Humanities 8: After discussing our Lit circles as a class, the students continued to work on their Fact sheets on the early middle ages, and began to develop a detailed and artistic minp map. This will serve as a good study guide for the upcoming test.
Saturday, 2 May 2015
May 1
Today Mr. Pearson was in for me.
Humanities 8
Students started off silent reading and then completed the PMI chart on Charlemagne. Then students worked on completing their table on the People of the Middle Ages.
First Nations 12
Today students watched the 8th Fire Video "Who's Land is it Anyway" and wrote a response on why land issues are so important to aboriginal people. Mr. Pearson also discussed and related domestic problems in the UK that are related to the situation here in Canada.
April 30
Humanities 8
Today we started off with silent reading and discussing when our literature circle meeting would be. The decision was for the meeting to be on Monday. Students were reminded to check on where they were reading to and what role they were responsible for. Next the mind-map assignment was introduced and students were shown an example. Finally, we started reading about Charlemagne and we started a Plus Minus Interesting (PMI) chart on him.
First Nations 12
Today we worked on some definitions related to the Indian Act from a powerpoint. Students were instructed to try and include these terms in their India Act essays. We also had some discussion around how to deal with the inequities created by the Indian Act. Is getting rid of status, reserves etc the answer? We also started to watch a video on status and talked about some of the rules like the A list and how inter-marriage affects status.English 10
Today we looked at a few examples of possible novel projects. We also did a worksheet identifying literary devices in the quotes presented. See below. We then reviewed yesterday's reading and then we read the chapter Wake. Ways of coping with grief and the character of Ted was discussed. The quote:"Oh God, he, was a collector. Those guys made Indians feel lie insects pinned to a display board,"( p163) was also discussed. We finished off the class by reading the chapter Valentine Heart.
Literary Devices
in The Absolutely True Diary of a
Part-Time Indian
Identify what figure of speech the following are. Explain what the purpose of the literary
device is.
1.
“And whenever I get lonely, I grow a big zit on
the end of my nose.” P 83
2.
“Indian families stick together like Gorilla
Glue, the strongest adhesive in the world.” P.89
3.
“I couldn’t ask Gordy because then he’d know I
was an illiterate Indian idiot.” P. 92
4.
ARGGHHHHHHHSSSSSPPPPP…… It sounds like somebody vomiting. “ P.105
5.
“God, this kid was an eighty-year-old literature
professor trapped in the body of a fifteen-year-old farm boy.” P. 93
6.
“If you’re good at it, and you love it, and it
helps you navigate the river of the world, then it can’t be wrong.” P.95
7.
“If you are romantic, you might think it was
destiny. So destiny and me lean against
the wall and wait.”P. 106
8.
“Yep, Earl was a real winner.” P. 110
9.
“I just wanted to watch the sweaty Penelope
sweat her perfect sweat on that perfectly sweaty day.” P 115
10.
“Of course, you can’t lie forever. Lies have
short shelf lives. Lies go bad. Lies rot and stink up the joint.” P119
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