Monday, June 1st

Bl. A - English 10:  Students worked on their writing piece for V for Vendetta and handed it in by the end of class.  The choice was 1) Chart Evey's journey as a hero in this movie.  Use the Hero's journey cycle (Joseph Campbell) as a guide.  2) Take two quotes from Alan Moore's V for Vendetta page and elaborate on the meaning and context.  We will be back to reading tomorrow and will continue with poetry - metaphors. ("A Noiseless, Patient Spider" by Walt Whitman)

Bl. B - FN 12:  Students have filled out their Acts and court cases handout, and today we added a bit more information to them.  As well, we went over the terms that have been covered so far in the course, as a class Q&A.  The students that come on a regular basis are bringing up their marks nicely.

Bl. C - Humanities 8:  We finished Kingdom of Heaven today and students are handing in their focus sheets.  We will continue on the late medieval booklets Tues. and Wed. and will be starting the Renaissance Thursday.  We discussed doing this a student based inquiry project that will be taught to the rest of the class.  This will be done in groups (max. 3) and students have a wide variety of choices for presentation.  Each presentation should be at least 8-10 slides, and the groups will submit 3 good questions on their presentation, which I will coalate and give every student as a focus sheet (which will be marked as well) to be done while watching the presentations.  Students will be evaluated on both the quality of their presentation as well as how they present.  For example, body language, clarity of voice, pacing, and knowledge around their subject.  Should be fun!

**Block A and C students:  keep reading your novels, and be prepared to write the in-class paragraph on "setting" sometime this week.

Thursday, May 28th

Bl. C - Humanities 8:  We began Kingdom of Heaven.  Students have a focus sheet for this movie, and we are stopping frequently to discuss issues that come up, such as the code of chivalry and the medieval approach to religion - both Christianity and Islam. Students should be nearly finished their booklets, and they will be collected next week for evaluation. 

Bl. B - FN 12:  We did a chapter 6/7/8 review and students began researching the various landmark Acts and court cases that have affected First Nations people over the last 45 years (chapter 9).  The UBC site "Indigenous Foundations" is a great place to find a wealth of information on these events.  Students have a  handout to place the details of these cases

Bl. A - English 10:  We continued V for Vendetta after a discussion of the characters and how this movie fits strongly into the hero's journey pattern.  Begin thinking about how you will respond to this movie in your upcoming writing piece.

** All students should check their updated marks on a regular basis to find out what they may be missing.  Students should take ownership of their courses and monitor their progress regularly.

Wednesday, May 27th

Bl. B - FN 12:  Students have been getting a lot of work in, and are doing a chapter 6/7/8 quiz at present.  We will mark this as a class and then move on to Chapter 9  - Acts, Charters, Court cases, etc.  Attendance is somewhat improved, so let's keep that going.

Bl. A- English 10:  Students know that they will be writing a well developed paragraph on their novel, about the "setting", next week.  Today, we changed things up a bit, and students are going to use their hero's jouney template (from before with ATDPTI) to view V For Vendetta.  We will review what we saw today - the first 45 minutes - and discuss The call to adventure, refusal of the call, etc.  Because this is a complex film, much focus is needed.  Also, many great ideas are introduced which will be discussed further. For example, "Artists use lies to tell the truth" and "I've been wearing a mask so long, I have forgotten who I was beneath it".  There is a writing assignment for this on the board.  Be sure to copy it down or snap a pic.  We will return to our poetry after this.

Bl. C - Humanities 8:  After a nice reading period, students got to work on their booklets.  Clayton's mom brought in a medieval replica Broadsword and dagger.  Students got to hold them and feel the weight.  (all supervised of course  :) ) They were asked to imagine how strong and trained a Knight at Arms would have to be to wear 100 lbs of armour and wield a sword that weighed over two and a half kilograms. Thank you Mrs. Rogers.

Tuesday, May 26th

Bl C - Humanities 8:  After a good reading session, students finished their Black Death posters today.  We will be continuing with the high middle ages tomorrow, working through the booklet.

Bl. A - English 10:  After reading, we worked on two poems as a class - "Central Park Tourney" and "Constantly Risking Absurdity". These poems are based on similies.  Tomorrow we will work on metaphorical poems.  Be sure to hand in each poem as you finish it. Pick up the Setting handout. We will go over it tomorrow, and you will be writing an in class paragraph on the setting of your novel on Monday, May 1st.

Bl. B - FN 12:  Today, the students went over their marks printout and worked on all late material.  We will be continuing on to chapter nine tomorrow.  Remember, students must attend on a regular basis to be successful in this course.  Those who have not been can still make up ground, so come on down to 402!  :)


**All students - Check your term 4 marks on the wall.  All late work must be handed in as soon as possible.   

May 15

Humanities 8

Today we started off with silent reading and then Mr. Freeman came in to talk to the class about behaviour.

Next we learned about the Bubonic plague using a powerpoint and coping some notes.  

English 10

Today we talked about the purposes of poetry and watched the Vanier video for Shane Koyczan's "Instructions for a Bad Day."  Next we looked at glossing a poem using "Sadie and Maude" as an example.  Students then glossed the poem "Hockey" and handed it in.  

First Nations 12

Today we talked about early forms of resistance by the First Nations people of BC.  We also completed some questions as a group.  

Early Resistance (p 95- 98)                                                                 Name: _______________________

1. In general, how would you describe FN people’s resistance to the colonial powers?

2. Describe how FN organized protests.

3. How were missionaries involved in FN protests?

4. What happened in 1874 in New Westminster?  Why did it happen?

5. Why did the Federal government not act on what happened in quest 4?

6. What 2 nations were the most active in trying to achieve title to land?

7. How did they argue their point of views?  (What were their tactics, arguments etc.)

Treaty 8 ( p103 -105)

1.      What kind of things were happening in the Peace River region in the 1880s to 90s that caused unrest with FN people?

2.      What happened in May of 1898?

3.      Why did the government agree to a treaty in the Peace River region in 1899, when it refused to recognize aboriginal title to any land in BC?

1911 Victoria Conference ( p. 105-107)

1. What was the goal of the Committee of Friends of the Indians?

2. What was the intent of the Victoria Conference?

3. Why was Peter Kelly an important figure at this conference?

4. What was the outcome of the conference?’

                                                        

5. Why was the selling of reserve lands (Nass and Kitsilano)  in the early 1900s questionable?

May 14

Humanities 8

Today was my first day back.   We did a brief check -in and created a plan for continuing with the reading of our literature circle novels.

Students will now be asked to start class with silent reading and then respond in their journals when asked.  For example, today students wrote an assessment of their reading so far and discussed their likes and dislikes. In addition, they will be asked to create a novel project in their groups when they have finished their novels. A deadline is not decided upon yet, but a few students are behind their group members and will need to do some reading at home!!

Next we continued to work on the Middle Ages Booklet created by Mr.  Allen.  Specifically, students were directed to finish off their first study guide in the booklet and to work on the medieval weapon labelling.

First Nations 12

Today we started off the class with a story about forced sterilization that occurred in Alberta to some residential schools.  We also brainstormed some key points about residential schools and then we learned about the Sixties Scoop.  Here is the assignment with the web address for the video clip we watched.

   The Sixties Scoop

Resources: http://www.cbc.ca/8thfire/2012/01/hidden-colonial-legacy-the-60s-scoop.html

Learning Outcome(s):  Understand what the Sixties Scoop is, compare to the residential school situation and decide if this was an example of cultural genocide.

C4. Analyse post-Confederation government policies and jurisdictional arrangements that affected and continue to affect BC First Nations.

C5. Analyse the varied and evolving responses of First Nations peoples to contact and colonialism.

A1. Apply critical thinking including questioning, comparing, summarizing, drawing conclusions, hypothesizing and defending a position – to make reasoned judgments about a range of issues, situations and topics

Cultural genocide is the systematic destruction of traditions, values, language, and other elements which make one group of people distinct from other groups.

1.      What was the Sixties scoop?

2.      Why was it implemented?

3.      When was it banned? 

4.      How was the situation similar to residential schools?

5.      What are some of the impacts of this policy?

6.      What changes have been made to Child Welfare policies since this in regards to aboriginal children?

7.      Do you think that this is an example of cultural genocide?  Why or why not?

English 10

Today we did a check in with regards to the novel projects that were due yesterday!!!  Students need to finish off these projects ASAP!

Next we discussed what poetry was and we looked at some quotes related to poetry.  Students were asked to rewrite their quote in the duotangs and write about why they picked it, what it meant and why it was important?

We also looked at the following poem and discussed the literal meaning as well as the deeper symbolic meaning.  

This is Just to Say

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold

William Carlos Williams (1938)

Tues. May 12th

Bl. C - Humanities:  Today, students read their novels and then began working on their feudalism/high middle ages booklet.  We discussed the Battle of Hastings and how feudalism was imported to /England.  We watched A young person's guide to the Battle of Hastings, and discussed the Bayeux Tapestry as a Norman account of that battle.  Students worked on some questions on the feudal contract.

Bl. A - English 10:  Continued working on the ATDPTI project. A couple are completed and many more are coming nicely.  Remember to hand in your journals with the responses to Smoke Signals, if you have not already.

Bl. B - FN 12:  We finished We Were Children and discussed it a bit. Some strong responses to this movie. Students are in the process of watching Angela White and her less dramatic but powerful discussion of the residential school system.  There are some focus questions to respond to tomorrow.