English

Have a read and listen to Jordan Tootoo who has just released a new book that looks at racism in sport.

http://www.cbc.ca/news/canada/british-columbia/racism-in-the-national-hockey-league-it-s-ok-to-talk-about-it-says-jordin-tootoo-1.2849833

English

Good morning,

In an effort to get organized for our final project, students will be asked to complete the following:

1. Which theme/project have you decided on?

2. Describe in two to three sentences what your idea is.

3. Are you working with a partner? If so, have you decided how to divide the work load?

4. Describe how you will represent your work (powerpoint, essay, movie, etc.).

5. Spend 15 minutes brainstorming. Create either a mind map, freewrite or a list as a prewriting activity. This must be handed in by the end of the block. Place your name on the top right hand corner and hand it in. This is worth five marks.


On Monday, students will be going to the computer lab to begin their project. They will have three days for research, planning, and producing. Students will be given a daily effort mark worth five marks for their work in the library. Thursday will be spent in the classroom for editing, presenting their progress, and asking questions. Friday will be their final work day for this assignment and all work MUST be handed in at this time.  Good luck. I look forward to previewing their final products.

English-Indian Horse

Indian Horse -- Final Project

As a final project for this novel, you are asked to choose one of the following themes to research, explore and represent. For all projects, direct references to the text are essential. Specific examples MUST be used. Direct quotes from the novel will be required:

·         The hockey rink as a place of worship

·         Hockey or skating as a form of poetry

·         Explore the idea that hockey or skating can be freeing or seen as a way of escaping one’s present circumstances

·         Explore the idea of resilience and how it relates to the protagonist

·         Explore both racism and stereotypes. Identify the difference between the two and provide examples

·         Present First Nations hockey players in Canada

·         Other?????? Let’s talk

You may work with a partner if you choose. All students will be marked on their effort and time commitment. As can be seen by the examples below, there are many ways to present information. Here is a list of potential ideas:

·         Write a play

·         Write an essay

·         Make a movie

·         Make a commercial

·         Create a poster-board presentation

·         Do an oral presentation

·         Create a Powerpoint or Prezi

·         Create a comic book

·         Write a children’s story

·         Write or perform a series of poems or spoken-word pieces

·         Paint a picture and write a synopsis of the interpretation

·         Other??  See me

Grading

Projects will be graded on neatness, quality of written expression, meeting completion date, effort, and creativity. If you choose a project that requires written work, the written work must be typed. All work will require a reference page. Because of the variety of projects, grading can be difficult. Therefore, a generic rubric will be used to evaluate student projects.

Quality of written expression includes grammatical structure, spelling, writing conventions, etc.

Neatness includes typed work, overall aesthetics, and final presentation

Completion mark is obtained by finishing within a determined time frame

Effort mark will be established daily. Marks will be based on the students’ daily efforts and their use of classroom time

Creativity is a subjective mark. I will be looking for the students’ ability to think outside of the box

This project is worth a total of 50 marks.

English-Flash Cards

Terms for today:

Dramatic Irony: The words or acts of a character in a play may carry meaning unperceived by himself but understood by the audience. Usually a character's own interests are involved in a way that he/she cannot understand. The irony lies in contrast between meaning intended by the speaker and the added significance seen by others.

Verbal Irony: Occurs when the attitude of the writer or speaker is the opposite to that which is literally stated (often similar to sarcasm).

Situational Irony: Occurs when a set of circumstances turns out to be the reverse of those anticipated or considered appropriate.

English-Indian Horse

Currently, we have read up to chapter seven in class. We have discussed a number of topics including racism, stereotyping, traditions and rituals. Students have completed one written response so far. The format is the same as the first response. Answer two of the three initial questions with a point-form answer and then write a two- to three-paragraph written response for the final question.

Initial questions:

1. What is something that you learned?
2. What is something that you wanted to ask?
3. From the readings, and in your own words, write down an image that stood out to you. 

In complete sentences, respond the the following by writing two to three paragraphs:

Describe the last time you went on a long trip. Did something unexpected happen? 

English-Flashcards

Flashcards this week

Understatement: The device of presenting something as less significant than it really is.

Initial Incident:  Begins the rising action; establishes the conflicts

English

Good morning,

There has been a delay receiving our novels for the next Unit. As a result, I will continue to read to the class. We are beginning chapter six today and students will be writing their second written response.

As a reminder, we will be having our vocabulary test tomorrow.

English

Our class has started to read the novel Indian Horse by Richard Wagamese. The story follows Saul Indian Horse as he journeys back through his life as a northern Ojibway. Students have been introduced to the setting and characters of the novel. We have also read the first three chapters in class.

On page three Wagamese writes, "If we want to be at peace with ourselves, we need to tell our stories." I have asked students to write their stories in three paragraphs. Paragraph one is a summary of their life so far. Paragraph two is a prediction of what their life holds for them between now and the age of 50. Paragraph three is a look ahead at old age. This assignment is worth 10 marks for completion.

As we read ahead, I will ask students to complete a series of written responses. All written responses should be two to three paragraphs long. Each paragraph should include complete sentences with concise and thoughtful remarks. Responses will be marked out of 6.

Also, students will be asked to provide feedback during our reading. Two of the following three questions must be answered after each reading session. Each response will be marked out of two:

1. What is something you wanted to ask?
2. What is something you learned?
3. What passage or description stood out for you?

Written Response # 1

Does your family have any traditions or rituals? If no, what traditions or rituals would you start?