ELA+A10+and+B10+2015+and+2016

__ **Wednesday, May 25th to Friday, May 27th, 2016** __ __ **What are we learning?** __
 * We can compose and create a story that tells the story/events of someone else’s life
 * We can write to entertain an audience
 * We can use the 6 trait of writing process to assist in telling our story which includes writing with personality, flow and rhythm, focus on the topic, grammar and spelling, sentence structure, and appealing presentation of final copy
 * We can share out stories with our classmates using tone, speed rate, clarity, and pronunciation

__ **How we will FINISH it:** __

Well we are finally drawing near to the end of the semester. Only a few weeks left until summer! There is one last thing that you will need to work on for class. Please remember:
 * ** Final project is worth 15% of final grade for the class. **
 * ** Final project is out of a possible 72 marks **
 * ** All elements for final project must be completed for final mark to be submitted for the class **

You will be given plenty of class time to work on your final project, but it will be up to you to complete it before the due date.


 * Due date for this final project will be Wednesday, June 15th and Thursday, June 16th. **

Here are copies of the final project that I will be using to evaluate you:




 * Here, as well, is the sample story we went through that I wrote a few years ago in university about how my great grandparents met. Hopefully this will give you help when creating your own story.**



Remember, it is up to you to ask the people you are close to. Talk to them! Find a story that you can use to turn into a narrative!

Have an awesome summer! Now go dance!

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__ **Monday, May 16th to Thursday, May 19th, 2016** __ __ **What are we learning?** __
 * We can view a story being retold through film (The Diary of Anne Frank)
 * We can discuss questions pertaining to the time period
 * We can reflect on past knowledge through our previous experiences in looking at the Holocaust
 * We can represent our learning of the life of Anne Frank through a visual using a list of words that you come up with as we view

__**How we will learn it**__ __**Monday, May 16th**:__ This will be your final work period to work on your book for "Night".

__**Tuesday, May 17th to Thursday, May 19th**__: During these classes we will be viewing the movie version of the novel "The Diary of Anne Frank". As we view, and discuss certain plot points, I want you to create a list of words that describe the following things:


 * Emotions you feel
 * Characters Actions
 * Highlights from the movie

Remember, these are just words. Once you have a good list of words it's going to be up to you to represent them in a way that highlights the overall theme of the movie or a specific scene or emotion you are feeling. This can be done in a variety of ways using writing or art. Please feel free to use the computer, if you wish or need to.

These will be due next week.

Have an awesome LONG LONG weekend! :)



__ **Monday, May 9th to Friday, May 13th, 2016** __ __**What are we learning?**__


 * We can read and interpret a contemporary text
 * We can discuss the theme of "humanity" through examining the story of "Night" by Elie Wiesel
 * We can represent our thoughts through a variety of texts
 * We can represent our understanding of certain topic through a variety of texts

__**How we will learn it**__ __**Monday, May 9th to Friday, May 13th**__: **Please refer to last week's entries for what we are working on. We will be doing the same thing, this week.**



__ **Monday, May 2nd to Friday, May 6th, 2016** __ __ **What are we learning?** __
 * We can read and interpret a contemporary text
 * We can discuss the theme of "humanity" through examining the story of "Night" by Elie Wiesel
 * We can represent our thoughts through a variety of texts
 * We can represent our understanding of certain topic through a variety of texts

__ **How we will learn it** __ __**Monday, May 2nd to Friday, May 6th**:__ Today, and for the next few week, we will be looking at the story of Elie Wiesel (Holocaust Survivor) in his accounts of being held in the concentration camp, Auschwitz. We will first watch the documentary of his story through the interview that he conducted with Oprah in the Auschwitz camp. This will, at least, give us a visual that will guide us when we get into his story.

Here is the video, if you were unable to join us for class:

media type="youtube" key="4IJ4mpCDVpE" width="420" height="315"

After we have watched the documentary, we will be going through the events of his life, together, by reading it as a class. As we come to the end of each chapter it is going to be up to you to use the duatang that has been provided to you to complete one task.

Your Task:

After each "Chapter" (the chapter numbers aren't listed but separated by half a blank page), it will be up to you to represent your understanding and highlight a point in the story that we read. This could look like anything of your choosing as long as it fits on that page. You could:


 * Discuss a quote from the chapter that stood out to you
 * Write a short poem on the chapter
 * Illustrate a point in the chapter that stood out to you (written or artistically)
 * Write a journal entry based on one of the people in the story
 * Create a spoken word entry
 * Find a picture on the computer that represents what's going on in the chapter, paste it onto the page, and write about what it represents
 * Your choice!

Remember, each page will represent the chapter so you want to make sure that it is full and complete.

We will continue to work on this as we go through the entire book.

Have an awesome weekend!



__ **Monday, April 26th to Thursday, April 29th, 2016** __ __**What are we learning?**__


 * Comprehend and respond to a text that addresses social responsibility and identity
 * Read, interpret, and summarize information and ideas presented in a literary text including group discussion, oral readings on topics being discussed
 * Use oral language to express a range of information and ideas included within the text
 * View an interpretation of the novel, through a movie, and investigate similarities and differences between the two texts
 * Use class discussion to look at similarities and differences between the two texts (movie vs. book) and why the movie changed what they did

__**How we will learn it**__ __**Monday, April 26th to Wednesday, April 27th**__: CONGRATULATIONS!! We completed the novel, last week! Please remember to continue to work on your study questions and your "Through Boo's Eyes" assignment. You will until Thursday to complete.

During these classes we will be viewing the 1968 version of To Kill a Mockingbird (you can also find a copy of this on Netlix). As we view we will be having class discussions, throughout, about the differences and similarities between the text and the movie. Some things will will question are:


 * Why did the director change a few things from the novel to the book?
 * What about the physical appearance, personalities, and actions of the characters? Do they resemble how you thought they would from the book?
 * Why was this movie quite controversial and at the same time celebrated by many?
 * What is your overall impression of the movie now that you have read the book?

__**Thursday, April 28th:**__ You will have this class to finish up your final "Through Boo's Eyes" assignment plus finish any study questions. Please turn into me (hand in or email) once completed.

Have an awesome long weekend!



__ **Monday, April 11th to Friday, April 22nd, 2016** __ __ **What are we learning?** __
 * Comprehend and respond to a text that addresses social responsibility and identity
 * Read, interpret, and summarize information and ideas presented in a literary text including group discussion, oral readings on topics being discussed
 * Use oral language to express a range of information and ideas included within the text

__**How we will learn it**__ __**Monday, April 11th to Friday, April 22nd**__: During these classes, we will continue to move ahead in the novel through class, independent, and group reading. We will also be having class discussions about the trial of Tom Robinson and the impact on society, during this time, and how it has impacted us in 2016.

Please make sure to complete the "Through Boo's Eyes" activity, once we have completed the novel.

Have an awesome weekend!



__ **Monday, April 4th to Friday, April 8th, 2015** __ __ **What are we learning?** __
 * Comprehend and respond to a text that addresses social responsibility and identity
 * Read, interpret, and summarize information and ideas presented in a literary text including group discussion, oral readings on topics being discussed
 * Use oral language to express a range of information and ideas included within the text

__**How we will learn it**__ __**Monday, April 4th to Wednesday, April 6th**:__ Hope you all had an awesome Easter break! Please remember that your **symbols assignments are due this Wednesday, April 6th**. Also, you will need to have up to chapter 16 in To Kill a Mockingbird completed, along with the study questions, for Wednesday. On Thursday, we will tackle chapter 17 together as the trial for Tom Robinson begins.

__**Thursday, April 7th**__: Today, we will work through chapter 17 together and start on the "Trial Evidence Chart" from the study package. You will be needing this up until the end of chapter 19.

Here is a copy if you need an extra:



Any time left, in class, you can work on the chart and start working into chapter 18, in the novel.

__**Friday, April 8th**__: Continue working into chapter 18!

Have an awesome weekend!



__ **Monday, March 21st to Thursday, March 24th:** __
 * __What are we learning?__**
 * Comprehend and respond to a text that addresses social responsibility and identity
 * Read, interpret, and summarize information and ideas presented in a literary text including group discussion, oral readings on topics being discussed
 * Use oral language to express a range of information and ideas included within the text

__**How we will learn it**__ __Monday, March 21st to Thursday, March 24th__: Here's what we will need to finish off, this week, and heading into Easter Break:


 * Read up to the end of Chapter 13
 * Study Questions to the end of Chapter 10 to be handed in
 * Completing "Analyzing Symbols in to Kill a Mockingbird" from the activity package
 * Completing "Creating Your Own Symbol" from the activity package

Hopefully you will have your finished symbol completed for Thursday's class.

I hope you have an awesome and safe Easter Break!



__ **Monday, March 14th to Thursday, March 17th, 2015** __ __ **What are we learning?** __


 * Comprehend and respond to a text that addresses social responsibility and identity
 * Read, interpret, and summarize information and ideas presented in a literary text including group discussion, oral readings on topics being discussed
 * Use oral language to express a range of information and ideas included within the text

__**How we will learn it**__

__**Monday, March 14th to Thursday, March 17th**:__ This week we are aiming to complete the following things in To Kill a Mockingbird,


 * Get to the end of Chapter 10
 * Complete study questions up to the end of chapter 10 (will be handed in next week, to Mr. Young)
 * Complete "Who's Who in To Kill a Mockingbird?" from the activity package
 * Complete "You Never Really Understand a Person Until..." from the activity package
 * Complete "Practice Explaining Symbols" from the activity Package

Please remember it is your responsibility to keep up with the activities, within the study package. If you have any questions, please ask! I'm available to you any time!


 * Also, I the audio guide is available to you, if needed! Please see me for the files so you can listen to it on your devices**.



__ **Monday, March 7th to Friday, March 11th, 2016** __ __ **What are we learning?** __
 * Comprehend and respond to a text that addresses social responsibility and identity
 * Read, interpret, and summarize information and ideas presented in a literary text including group discussion, oral readings on topics being discussed
 * Use oral language to express a range of information and ideas included within the text

__**How we will learn it**__ __**Monday, March 7th**:__ Begin our new novel study, To Kill a Mockingbird. We will go over time period, about the author, etc. and then begin in to chapter 1 and get introduced to the characters.

__**Tuesday, March 8th to Friday, March 11th**__: During these classes we will be working our way up to the end of chapter 6 within the book. You were also provided a copy of the study questions and the activity guide. If you need copies of those you can download them here:



Over the course of the novel study you will be in charge of keeping up with your study questions and completing them in full and complete sentences. I can ask for those questions to come in at any time. You will also need to keep up with the activity booklet and hand those assignments in, as we are going along.

Your job is to make sure you are keeping up with the readings and our discussions in class.

By Friday, you should be close to completing chapter 6.

Have an awesome weekend!



__ **Monday, February 8th to Thursday, March 3rd, 2016** __ __ **What are we learning?** __ > __ **How we will learn it** __ Make sure to look at the dates above. Yes, that does seem like a long time for an assignment. However, with the time given and the February break thrown in there, it will not be a huge chunk of time.
 * Read and view to interpret, and summarize, a variety of classical and contemporary literacy
 * Compose and create to express thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
 * Use the speaking skills of pronunciation, speed rate, volume, fluency

During this time, you are going to be given the opportunity to work with your groups (you already know who you are working with) on recreating the scenes for Arsenic and Old Lace. The groups are:

Group 1 - The Boys - Act 1 (video project) Group 2 - Girl Group 1 - Act 2 (radio project) Group 3 - Girl Group 2 - Act 3 (Reader Theatre)

When you are recreating these scenes, please remember that you are being graded individually for your contribution, using this rubric:



All projects are due on Wednesday, March 2nd.

Let's get it done!



__ **Monday, February 1st to Friday, February 5th, 2016** __ __ **What are we learning?** __
 * Read and view to interpret, and summarize, a variety of classical and contemporary literacy
 * Compose and create to express thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences
 * Use the speaking skills of pronunciation, speed rate, volume, fluency

__**How we will learn it**__ __**Monday, February** **1st**:__ WELCOME TO SEMESTER 2! So, we are back together, again! This is the part where we start clean and work our way through ELA B10. First, a little game to get us thinking:


 * Take a European sight seeing tour OR a relaxing Caribbean vacation?
 * No Internet OR No Cell Phone?
 * Go back in time and meet your ancestors OR go forward in time to meet your great grandchildren?
 * Have a song written about you by Taylor Swift OR have your life story documented on film?
 * Cookie Dough OR Pizza?
 * Power of invisibility OR able to Fly?
 * Wear wet socks the rest of your life OR Be allowed to wash your hair once a year
 * Only be able to whisper everything OR only be able to shout everything
 * have one wish granted now OR 3 wishes granted in 10 years (you can't wish for more wishes)
 * Be given a skill for 6 months that would change your life but then you lose it over the course of a few months and you won't remember you had it OR Never have the skill in the first place

You will think on your own, then with a group, then as a class. Let's see what you come up with!

__**Tuesday, February 2nd and Wednesday, February 3rd**__: Today, we are going to be starting off looking at a short play, a VERY OLD, short play. The play is called Arsenic and Old Lace. The premise of the story? Two old ladies that kill men. Did that catch your attention? Your job today is to break off into groups and start working your way through the script. You're only going to get a taste of the story though. What I want you to notice, as you are reading, is the tone and the sound of your voice as you read. What do you notice? This is something that we are going to be looking at over the next number of classes.

__**Thursday, February 4th and Friday, February 5th**__: We are going to pause, for right now, and begin viewing the actual movie (based off the play) of Arsenic and Old Lace. As we are going through the movie I want you to notice how the actors are using their voices in order to convey meaning. Once we make it through the movie we will begin working on our project. This is definitely going to get you using your voice!

Have an awesome weekend!



__ **Monday, January 11th to Friday, January 22nd, 2016** __ __ **What are we learning?** __
 * We can comprehend and respond to the themes and topics brought forth in a piece of literature
 * We can summarize and interpret the plot and story being told
 * We can interpret, discuss, and respond (with example) others thoughts and ideas
 * We can read, interpret, and draw conclusions about the ideas being presented to us
 * We can compose and create a variety of written/visual literacy and informational texts attending to various elements found in the novel
 * We can compose and create multimedia, oral, artistic, or written texts
 * We can explain and present to our audience, the key ideas and events through an appropriate combination of charts, diagrams, sounds, models, drama, and print
 * We can read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in different varieties of literature.

__ **How we will learn it** __ __ **Monday, January 11th to Wednesday, January** __ __**13th**:__ Working on our "Wave/Hitler Youth" projects. We are aiming to have these projects done by the end of this week. Please turn in when you have completed them.

__**Wednesday, January 11th**__: Today, as well, I want to go over your final assignment for ELA A 10. I will be passing the handouts to you. If you lose them, you are more than welcome to download them here:



Your final projects will be do by **Friday, January 22nd** **. ** You are more than welcome to hand them in before that date, however Thursday will be the last day I will accept them. For those that don't complete the assignment you will be expected to show up on Wednesday, January 27th, during final exam week, to finish up your projects or any other assignments that you need to hand in.

Please let me know if there is anything I can do to help you on your journey with completing this assignment.

__ **Wednesday, January 21s** __ t: Radio assignments are due today! Please hand them in with your proofreading checklist.

__ **Thursday, January 22nd to Wednesday, January 28th** __ : You will be given these classes to work on your final assignment, for the class.



__**Monday, January 4th to Friday, January 8th, 2016**__ __**What are we learning?**__
 * We can comprehend and respond to the themes and topics brought forth in a piece of literature
 * We can summarize and interpret the plot and story being told
 * We can interpret, discuss, and respond (with example) others thoughts and ideas
 * We can read, interpret, and draw conclusions about the ideas being presented to us
 * We can compose and create a variety of written/visual literacy and informational texts attending to various elements found in the novel

__**How we will learn it**__

__**Monday, January 4th to Wednesday, January 6th**__: Hope you all had an awesome Christmas break! Today, we are going to be working on continuing through the rest of the novel. Our hope is to complete the novel by the end of Wednesday's class.

__**Research and Creative Projects for The Wave**__ As we have been talking about, in class, our job for the novel is going to be to create something that highlights an aspect of the The Wave represented to our society or highlights our thoughts about went on during the Holocaust.

Our job is to research and create a piece that is either a research piece or a creative type of piece that reflects the research we been looking at, during the course of the novel. **You can either take a look at the area of the "Hitler Youth" or you can take a look at the connection between the Nazi army and the experiment of The Wave, in the novel.**

How you do complete this project is going to be left to you to figure out. What I am expecting is the following:


 * Show the research you have done (articles, websites, documentaries, etc.)
 * Figure out a way of how to present your information to the class

There are two paths you can follow for this assignment:


 * Types of Research Projects that could be completed:**


 * Research Paper (be sure to include all resources used)
 * **Documentary type of video**
 * Presentation highlighting your information to the class (Powerpoint/Prezi)


 * Types of Creative Projects that could be completed:**


 * Short Story (1st person/3rd person)
 * Journal Entry (highlighting your research from somebodies perspective)
 * Create a Poster for The Wave/Hitler Youth encouraging people to join (what would this look like? You would need to explain the way you designed the poster in a write up or orally)
 * Documentary (highlighting someone's life from the novel or Hitler Youth)
 * Poem
 * Song

The length of each piece is going to be up to you because you know what it will take in order to show what you have learned! This is where we learn to do something to completion.

These will be due next Wednesday, January 13th. We will also be going over your final project for the course next week, as well.

Have an awesome weekend!



__**Monday December 7 to Friday, December 18th, 2015**__ __**What are we learning?**__
 * We can comprehend and respond to the themes and topics brought forth in a piece of litreature
 * We can summarize and interpret the plot and story being told
 * We can interpret, discuss, and respond (with example) others thoughts and ideas
 * We can read, interpret, and draw conclusions about the ideas being presented to us
 * We can THINK :)

__**How we will learn it**__ __**Monday, Decembe****r**__ **__7th__:** We started with the "Go to the hall and figure it out" activity. Who were the leaders that stood out. We had a discussion about the quotes that you received, last week, then started into the book "The Wave".

__**Tuesday, December 8th to Friday, December 11th**:__ Continue reading through the novel and stopping for class discussions on the following:
 * What's going on within the novel?
 * Discuss theme
 * Discuss character's on personalities and motives
 * Discuss the way the characters interact with each other
 * What is Ben Ross trying to prove to the class through his project?
 * Make connections between the story and our own lives (giving examples when we can)

In partners, using whatever things you have at your disposal, research anything that you can find that explains what ** Hitler’s Youth **was.
 * __ We also will start working on the following project: __**


 * This is your beginning research. All you’re looking for is materials, videos, audio, etc.**


 * You are being given this time to collect so that you don’t have to do it outside of the classroom and complain that you are never given enough time. J **


 * We will be continuing this project throughout the rest of the time we are looking at the novel. You will have an assignment, based on this research after we complete the novel.**

Let's see how far we can get!

Have an awesome weekend! One week left until Christmas break!



__**Monday, November 23rd to Friday, December 4th, 2015**__ __**What are we learning?**__
 * Comprehend and respond to a variety of visual, oral, print, and multimedia texts.
 * Summarize and draw conclusions about the ideas and information presented in a song or music video
 * Listen to and interpret the ideas that is being presented in a multimedia text
 * Compose and create a range of visual, multimedia, oral, and written texts that explore social responsibility

__**How we will learn it**__ __**Monday, November 23rd to Friday, December 4th,**:__ This week we will be continuing to work on our lyric analysis/memory write- ups. Please refer to last week's entries for specifics and handouts. Please remember to ask if you need any help. Here are the things I'll be expecting:

1. Working on your song analysis write-up (one of the songs we took in class). This will be due on **Wednesday, November 25th**. 2. Once completed the one that we did in class you will need to work on your personal 2 write-ups. 3. I'll be looking for the following elements to be handed in, with your final copies of your write-ups:
 * Final Copy
 * Core 3 sheet (green sheet) signed by your three people
 * All drafts (1st, 2nd, 3rd, etc) included

4. The other two write-ups will be due on **Friday, December 4th.**

Have an awesome weekend!



__**Monday, November 16th to Thursday, November 19th, 2015**__ __**What are we learning?**__
 * Comprehend and respond to a variety of visual, oral, print, and multimedia texts.
 * Summarize and draw conclusions about the ideas and information presented in a song or music video
 * Listen to and interpret the ideas that is being presented in a multimedia text
 * Compose and create a range of visual, multimedia, oral, and written texts that explore social responsibility

__**How we will learn it**__ __**Monday, November** **16th**:__ Good Morning! Today we are going to be starting to write our rough copies for one of the three songs that we have taken in class. You were given a copy of these notes, but here they are again in case you lost them:

__**Formula for a lyrics analysis**__:
 * **Introduction**: Tell us a little bit about the song and your general impression about what the song is about.
 * **Overall Meaning**: Give your interpretation of the lyrics of the song, the message that the artist is trying to get across with their song
 * **How You Relate:** Be very clear in telling your reader what this songs means to you (your interpretation) and why you think it is a message that is important to your generation. This is on you! What do you think?
 * **Specific Lyric Analysis**: Choose at least 3 different lines from the song and explain why they are significant to the overall meaning (theme/message) of the song. This will come back to your thoughts about what the song is about
 * **Conclusion**: Summarize all of your above points in a fashion that leaves the reader with an understanding of the song and its importance

You were then set to the task of beginning your rough copies and try and get as much as you could completed, during the hour.

__**Tuesday, November 17th**__: Today, we will be getting into groups, depending on which song we have chosen, and hopefully sharing our writing with our peers. If you don't fee comfortable sharing with the group, it would be awesome if you could find a couple of people that you trust to share. Also we will be going over some examples for "When a Song Brings Back a Memory". These are just some examples that you can use as another form of narrative writing.

We also went over the proofreading checklist. We then talked about your "Core 3" people that you would get to evaluate your writing.



__**Wednesday, November 18th**__:Time to work in the computer lab on your drafts for your lyrics analysis.

__**Thursday, November 19th**__: Time to work on your drafts. We are going to aim to have your final piece, for this assignment, completed by **Wednesday, November 25th**.

Have an awesome weekend!



__**Monday, November 9th to Friday, November 13th, 2015**__ __**What are we learning?**__
 * Comprehend and respond to a variety of visual, oral, print, and multimedia texts.
 * Summarize and draw conclusions about the ideas and information presented in a song or music video
 * Listen to and interpret the ideas that is being presented in a multimedia text
 * Compose and create a range of visual, multimedia, oral, and written texts that explore social responsibility

__**How we will learn it**__ __**Monday, November, 9th**:__ Hope you all had a great weekend! Today, I want to go back to the song "Collide" that you looked at last week, while I was away, and look at it for just a few minutes. After a bit of discussing I left you with one question,

"Why would the song "Collide" be used at a funeral?" Let's discuss.

Next, I want to take a look at another song and have a discussion with you. Here are the lyrics:



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As we go through the song and discuss the lyrics, I want you think about what is used in a lyrics analysis. We won't start our full on write-ups, just yet, but I want you to make some notes on the paper that talks about the following:

__**Formula for a lyrics analysis**__:
 * **Introduction**: Tell us a little bit about the song and your general impression about what the song is about.
 * **Overall Meaning**: Give your interpretation of the lyrics of the song, the message that the artist is trying to get across with their song
 * **How You Relate:** Be very clear in telling your reader what this songs means to you (your interpretation) and why you think it is a message that is important to your generation. This is on you! What do you think?
 * **Specific Lyric Analysis**: Choose at least 3 different lines from the song and explain why they are significant to the overall meaning (theme/message) of the song. This will come back to your thoughts about what the song is about
 * **Conclusion**: Summarize all of your above points in a fashion that leaves the reader with an understanding of the song and its importance

__**Tuesday, November 10th**__: **QUIZ FOR VOCABULARY OF THE CHRYSALIDS**!

Once completed the quiz, you can go to the lab to continue to find songs for our "Lyrics Study" unity.

__**Wednesday, November 11th**__:



__**Thursday, November 12th**__:

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__**Monday, November 2nd to Friday, November 6th, 2015**__ __**What are we learning?**__
 * Comprehend and respond to a variety of visual, oral, print, and multimedia texts.
 * Summarize and draw conclusions about the ideas and information presented in a song or music video
 * Listen to and interpret the ideas that is being presented in a multimedia text
 * Compose and create a range of visual, multimedia, oral, and written texts that explore social responibility
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills and to share our comprehension about the novel
 * We can develop our vocabulary skills through the words we come across in the novel that we don't understand

__**How we will learn it**__ __**Monday, November** **2nd**:__ Another round of vocabulary! Let's see what time you get, this time! We will also continue to work through chapter for 14 of the novel.


 * __Tuesday, November 3rd__**: Hopefully get through the rest of the novel, today!

Well, I was hoping to finish up the novel today, HOWEVER, someone (Mr. Young) decided to get sick! BLAH!

So, we will finish up the novel when I get back.

Today, I want you to do a few things related to the music unit that we are going to be starting on in the next few days. Here is what I want you to accomplish this hour:

1. Break into groups and answer the question **"What does music do for you?" Someone will need to be recording answers and one person will be designated to share with the class.** 2. Come back and answer the question with the class 3. Pass out the lyrics for "Collide" by Howie Day. 4. Your job is to make notes for yourself on what the song is talking about. Make sure to look at the versus' and chorus. **"What is this song talking about?" What proof do you have from using lyrics from the song?** 5. As your making notes, play the song. If my replacement teacher needs help making it full screen, SOMEONE HELP OUT!!!

media type="youtube" key="U9h0LVG_2Ho" width="233" height="176" Here's a copy of the lyrics, if you are away or need them:



6. Break back into your groups again and go through the song, talking about the lyrics. Make some extra notes on your copy, if needed. 7, Come back as a class and discuss. 8. Now, answer this question that we will look at when I get back **"Why would they use this song at a funeral?"** Just think about it. No notes are needed. Have an answer for the next time we are together.


 * Have a great rest of your day!**

__**Wednesday, November 4th**__: A few things for you today:

1. Mrs. Nyhoff will be in with you to go through the vocabulary game a couple of times. Remember, there will be a quiz coming up on it. We will schedule a date tomorrow, when I get back.

2. You brought your headphones. Your job today is listen and find music. Use the computers or your phones.

3. Think of some your favourite songs (does not need to be Christian, but can be if you wish). Find the lyrics for those songs. Copy and paste them into a word document. Save them to your network space for a folder called "Music Lyrics".


 * The more lyrics you get the easier it will be when it comes to your assignments when we get into it, next week. TRUST ME! :)**

Have an awesome rest of your day!

__**Thursday, November 5th**__: I AM BACK!!! DO NOT GET SICK!!!! IT'S NOT FUN!!! Today we are going to finish the book! FINISH IT!! After we are done we will have some class discussions and talk about what you thought about the novel. Please don't forget that your vocabulary quiz will be on Tuesday, November 10th. It will be a matching quiz so you will need to make sure that you know the definitions. If you need an extra copy of the definitions please check below under Wednesday, October 28th.

__**Friday, November 6th**__: Today, Mrs. Nyhoff came back to see us, WITH CANDY, as we played "Wheel of Definitions" with our vocabulary words. Thanks to Mrs. Nyhoff for bringing the candy! It was fun! Remember, your quiz is next week!

Have an awesome rest of your weekend!



__**Monday, October 26th to Friday, October 30th, 2015**__ __**What are we learning**__
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills and to share our comprehension about the novel
 * We can develop our vocabulary skills through the words we come across in the novel that we don't understand

__**Monday, October 26th and Tuesday, October**__ **__27th__:** Our jobs during these classes is to get to the end of Chapter 14 or 15 depending on where we are. Remember, our job is to make sure we keep track of 3-5 words in each chapter that we don't understand or know the definition of. Please keep a note or a sticky note to make your place so you will be able to get back to the word, when we need it.

__**Wednesday, October 28th:**__ Today we are going to spend some of the time reading and some of the time compiling a list of the words from each of the chapters, from the book. From there we are going to develop a way of figuring out how we will get to know those words a bit better and use them in our everyday vocabulary! Let's face it, the more words we know, the more words we have to choose from in our speaking and writing! :)


 * HERE IS THE LIST OF WORDS AND DEFINITIONS WE CAME UP WITH!!! Thank to all of you for contributing!**



__**Thursday, October 29th and Friday, October 30th:**__ We will use this time to continue working on our vocabulary skills and continuing on through the book. Let's see how far we can get before the end of the week!

Have an awesome weekend!



__**Tuesday, October 20th to Friday, October 23rd, 2015**__ __**What are we learning?**__
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills and to share our comprehension about the novel
 * We will be able to compose and create a visual or multimedia product that that explores the identity and social action of a group of people within our novel
 * We can present the key ideas of what Waknuk is like through posters and drama
 * We can use technology to create our representation of the society of Waknuk

__**Tuesday, October 20th**__: Finish up any last minute Waknuk projects that people need to complete.

__**Wednesday, October 21st to Friday, October 23rd**__: KEEP MOVING THROUGH THE BOOK!! :) We will stop along with the way for class discussions on comprehension. Hoping to get through a few more chapters before the weekend!

Have an awesome weekend!

__**Tuesday, Oc**____**ober 13th to Friday, October 16th, 2015**__
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills and to share our comprehension about the novel
 * We will be able to compose and create a visual or multimedia product that that explores the identity and social action of a group of people within our novel
 * We can present the key ideas of what Waknuk is like through posters and drama
 * We can use technology to create our representation of the society of Waknuk

__**How we will learn it**__ __**Tuesday, October 13th and Wednesday, October** **14th**:__ I am giving you two days to finish your projects as we have the computer lab available to us on Wednesday and some people said they would like the use of the computer to finish up their projects. We will present on Thursday, October 15.

__**Thursday, October 15th and Friday, October 16th**__: WAKNUK PRESENTATIONS DUE!

Have an awesome weekend!



__**Monday, October 5th to Wednesday, October 7th, 2015**__ __**What are we learning?**__
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills and to share our comprehension about the novel
 * We will be able to compose and create a visual or multimedia product that that explores the identity and social action of a group of people within our novel
 * We can present the key ideas of what Waknuk is like through posters and drama
 * We can use technology to create our representation of the society of Waknuk

__**How we will learn it**__ __**Monday, October 5th to Wednesday, October 7th**:__

Today we are going to work on getting through the rest of chapter 5 and start working on our next project. We are going to need to work on this part together because I have an idea, in my brain of what I want it to look like but I need you guys to help me flesh it out.

The idea is to have you gain a greater understand of what the world is like for David during this time, and what he has to live in. As we have seen he lives in a world that is quite simple yet expects absolute perfection otherwise there is consequences.

Your job is to create a "TRAVEL TO WAKNUK" type of travel project that shows what you believe the world is like for David, during this time. You must pretend that you are going on vacation to Waknuk and all of these things that you would see, hear, taste, and most of all experience as one of the "cleanest and pure" places to live.

How you will want it to look will be TOTALLY up to you! You could do as they examples below, or come up with a new way of taking your travels to Waknuk.

Here is your evaluation rubric for this project. As you are working in partners you will be marked on the project and on your self-evaluation of how the project went:



The due date for this assignment is Wednesday, October 14th.

You can use Video, pictures, art work, etc. to show us how Waknuk is "THE PLACE TO GO" when it comes to vacations.

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__**Monday, September 28th to Friday, October 2nd, 2015**__ __**What are we learning?**__
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills to share our comprehension about the novel
 * We can create a visual representation (picture) of our comprehension about a certain topic

__**How we will learn it**__ __**Monday, September 28th and Tuesday, September 29th:**__ ** MUTANT PROJECTS ARE DUE TODAY AND TOMORROW! How you will present is through the random number game! Remember I will be using the Oral Presentations rubric (see last week's entries) for evaluation. **



__**Wednesday, September 30th to Friday, October 2nd**__: We will be continuing through The Chrysalids, during these classes, and will start a brand new project based on what we have read during next week's classes.

Have an awesome weekend!



__**Monday, September 21st to Friday, September 25th, 2015**__ __**What are we learning?**__
 * We can comprehend what we are reading through listening and oral exercises
 * We can comprehend what we are reading through class discussion about content from within the novel
 * We can summarize and interpret meaning through the use of visuals such as video and pictures
 * We can use our writing skills to share our comprehension about the novel
 * We can create a visual representation (picture) of our comprehension about a certain topic

__**How we will learn it**__ __**Monday, September 21st**__: FREEDOM WRITERS PROJECTS DUE TODAY! PLEASE HAND INTO MR. YOUNG! :)

Today we are going to start looking at what the idea of the perfect world would look like to you. Each one of us would probably have a different view of what that would look like.

Today, I want you to get into groups of your choosing and design a top 5 list of what your perfect world would look like. Remember, the 5 things will be how your world is governed and everyone will have to follow it.........or else!

We will then discuss your list with the class and see what each of your came up with.

__**Tuesday, September 22nd and Wednesday, September 23rd**__: Today's Topic, "Mutants". After we analyze what a mutant is, it will be up to you to design and describe a mutant of your choosing. You could do this for yourself, a friend, a family member, a pet, etc. How you will design this will be totally up to you, just as long as you are able to show us and describe the abilities that they possess.

How you create this is totally up to you. You can use the computers, hand drawing, clay sculpture, the choice is completely up to you. You will be doing a short presentation (two minutes) that will answer the following:


 * 1. Name **
 * 2. Mutant Power or appearance **
 * 3. Back story of what happened to them and where they came from **

I will be using this rubric later on when we do some evaluating on your speaking




 * PRESENTATIONS WILL TAKE PLACE ON MONDAY, SEPTEMBER 28TH! **

__**Thursday, September 24th**__: Today we will be starting into our novel study called The Chrysalids.

__**Friday, September 25th**__: Continue with The Chrysalids! Please don't forget that MUTANT PRESENTATIONS will be on Monday!

Have an awesome weekend!



__**Monday, September 14th to Friday, September 18th, 2015**__ __**What are we learning?**__
 * We can view and interpret ideas displayed in a film
 * We can analyze the characters within the film and interpret their actions
 * We can discuss what the themes are for this particular story and how they might play a role in our personal lives
 * We can create a reflection piece that examines a theme or multiple themes within the film

__**How we will learn it**__ __**Monday, September 14th to Friday, September** **18th**:__ For these classes you will be given time to work on your projects that were introduced last week. Please remember to look at the evaluation that we went over, in class. There is a downloadable copy, for you, in last week's entries.

Please make sure to use your time wisely! These projects are due Monday, September 21st.

If you need any supplies, computers, iPods, etc. please let me know ASAP so that I can have everything ready for you when you get to class. If you need any extra time, I am available, at noon, in the computer lab.

Don't forget that this week is WELCOME WEEK at CCS! Get out there, have some fun, and get involved! The school is what you make of it and you have a ton of opportunities to get involved.

Have a great week and weekend!



__**Tuesday, September 1st to Friday, September 11th, 2015**__


 * Welcome to Grade 10 ELA! I hope you had an awesome summer and that you are ready to start into high school! **


 * Just a few things to start us off for the school year (as you know, we are together ALL year!) **




 * (please feel free to download the copy of the Outline above)**


 * Here is the code for Remind 101. Updates on the class will be sent to the students via text message. Students and parents are encouraged to access this.**



__ **What are we learning?** __
 * We can view and interpret ideas displayed in a film
 * We can analyze the characters within the film and interpret their actions
 * We can discuss what the themes are for this particular story and how they might play a role in our personal lives
 * We can create a reflection piece that examines a theme or multiple themes within the film

__ **How we will learn it** __
 * __ Tuesday, September 1st and Wednesday, September 9th __ : ** For the next couple of classes, we are going to be looking at the idea of theme (the messages found in different forms of literature that the author is trying to represent) and the idea of telling a personal story.

A few questions before we dive into today. I will give you time to talk about these questions and then we will discuss, as a class:

1. What does is mean to "find your voice"? 2. What is the definition of a Hero? 3. What does it mean to "tell your story"? 4. Why are people so scared to share their personal stories, with others? 5. What's the difference between ** bullying ** and ** teasing ** ? 6. Do we really need to know stuff about history? Why is it important/not important?

Today, we are going to start a movie called "Freedom Writers". The synopsis for the story is as follows:

"Hilary Swank stars in this gripping story of inner-city kids raised on drive-by shootings and hard-core attitude - and the teacher who gives them the one thing they need most: a voice of their own. Dropped into the free-fire zone of a school torn by violence and racial tension, teacher Erin Gruwell battles an uncaring system in a fight to make the classroom matter in her students' lives. Now, telling their own stories, and hearing the stories of others, a group of supposedly "unteachable" teens will discover the power of tolerance, reclaim their shattered lives and change their world."

During the course of the movie, you will have one responsibility and that will be to make brief notes on the following themes that come up. There are 4 themes that will be looked at. Your notes can be in point form and show, within the film how these themes are brought up and expressed (using example from the film):

1. ** Moral Responsibility ** (responsibility to do the right thing) 2. ** Bullying ** (within the classroom/outside of the classroom) 3. ** Diversity ** (different races, different backgrounds) 4. ** History ** (whether it be through student stories or during the lesson on the Holocaust)

Make sure to make some good notes, as you will be using these themes in a later project! We will be pausing the movie every so often to discuss these themes. We will be pausing, every so often, to make sure that your notes are caught up and to have some classroom discussion.

__**Thursday, September 10th and Friday, September 11th**__: Once we have completed the movie, it will be up to you to choose one of the themes to explore. Once you have chosen the theme you want to look at, it will be up to you to complete that activity.

__ **PICK A THEME!!** __

1. **Moral Responsibility** ** : ** Freedom Writers explores what might be called the issue of "moral responsibility". This could be described as the responsibility of every person to 'do the right thing'.

Questions for you to consider:
 * What practical responsibilities do you have, in your life?
 * What moral responsibilities do you think you have?

You will need to take a look at the difference between the two questions by defining what "practical" and "moral" are.


 * Activity: ** Many of the characters in the film show "moral courage" and do the right thing even when it will cost them something, such as Eva when she tells the court the truth, and Miep, who protected Anne Frank at risk to herself. What other situations can you tink of where someone can show moral courage? Express your idea in a way that gets your point across to all of us. How will you do that? Use your brain! :)

2. ** Bullying ** : What causes bullying?

The film shows many different kinds of bullying. The students in the class bully each other, their friends out of school pressure them to be a certain way, the police sometimes bully the students' parents and you could say that Erin's father and husband bully her to give up teacher.

In the film, Erin also makes the connection between the apparently small-scale bullying and gang culture within the classroom and the Nazis trying to control and then exterminate the Jews and other groups in Europe.


 * Activity ** : Express your thoughts on this theme by creating a story (you choose how) that shows a situation where someone is being bullied, and someone has the 'moral courage' to stand up to the bully. Is it the person being bullied who stands up to the bully, or is it someone else? When creating your story, think about how your get across the feeling of each of the characters.

3. ** Diversity ** : At the beginning of the film, most of the students hate any of their classmates who are of a different race. However, they are quite ignorant about their backgrounds. For example, one of the Cambodian girls was once in a refugee camp. It may be that other students in her group didn't know where she was from or the kind of journey that she and her family would have made to come to the U.S.A., or the reasons behind this kind of decision to leave Cambodia in the first place.

There are many different racial groups in Canadian society, and each of them has a history of where they came from and why each of the families decided to come to this country.


 * Activity ** :
 * What are the different ethnic groups in your area?
 * From which country did they come from originally?

Your task is to choose an ethnic or religious group within our area and research their background. Questions you will want to research should include:

1. Why might people from that group have come to Canada? 2. What is their culture, beliefs, and traditions?

Once you have researched, you will then create a piece the highlights the culture you have been researching. How will you highlight your research? That choice is up to you. Just remember that I will be looking for details, history, culture and beliefs. The more visual you can be, the better!

4. ** History ** : The students in Freedom Writers learn about the Holocaust in an experiential way through Gruwell's teaching. Some questions for you to consider and think about would be:


 * Does it make history more accessible/relevant when you can actually see it?
 * Did you want to find our more, how important is this stand of history (Anne Frank's story) to the narrative of the movie?
 * Think about Erin's reason for introducing the Diary of Anne Frank to her students

Anne Frank's Diary is an important historical document. Your task is to research into why Anne and her family were forced to hid in the "secret annex".

Within your research, your job is to create a piece (written or other) that looks at a number of the following questions:

1. What was the "secret annex"? 2. How old was Anne when the "secret annex" was discovered by the Nazis? 3. Choose 2 of the following people to do some research on and discover who they were and how they played a role in the life of Anne Frank:
 * Peter van Pels
 * Miep Gies
 * Margot Frank
 * Fritz Pfeffer
 * Victor Kugler
 * Hermann van Pels

4. After you have researched, think back to the connection between the story of Anne Frank and the story of the movie. What is the connection that they share?

The following rubric will be used to evaluate your projects: