What We Did Today
June 4
Students began to write a characterization paragraph for the short story "The Moose and the Sparrow."
June 1
Students continued working on their theme related to the short story "The Moose and the Sparrow."
May 31
We started writing theme paragraphs for the short story "The Moose and the Sparrow."
May 30
We read the short story "The Moose and the Sparrow."
May 29
We finished our exam on figurative language.
May 28
We began our exam on figurative language.
May 25
We went over how to find and explain the theme of stories to prepare for the exam.
May 24
We corrected the package to explain and interpret metaphors and similes.
May 23
We went over the metaphor and simile worksheet and started to a package to explain and interpret metaphors and similes.
May 22
We started a mock exam on Metaphors and Similes to prepare for the students exam next week.
Homework
Finish your Figurative Language practice test so we can go over it tomorrow.
May 17
We continued to review metaphor and simile to prepare for the students upcoming final exams.
May 16
We began to review metaphor and simile to prepare for the students upcoming final exams.
May 14- May 15
We continued the Legend Test.
May 10
We continued the Legend Test.
May 9
Students started their Legend Test.
May 8
We began looking themes and characters in Legend to prepare for tomorrow's test
May 7
We finished reading the novel Legend and began to discuss the book so that the students could prepare for their Legend Response To Literature Test on Wednesday
May 4
We then continued reading the novel
May 3
We then continued reading the novel
May 2
We then continued reading the novel
May 1
We then continued reading the novel then Students answered comprehension questions about Legend on Google Classroom. Incomplete work is for homework.
April 30
Students got their description of characters from Legend back.
April 27
Students wrote their own description of characters from Legend that will be returned on Monday.
April 26
We used this period to go over how to write a characterization paragraph for the students response to literature. We then continued Legend.
April 25
We finished Part I of Legend and then the students answered question sheet about characterization.
April 24
We went over the students' Legend Comprehension Questions and then continued reading Legend.
April 20
We went to the POP lab to answer a survey then we worked on completing our Legend Comprehension questions for Tuesday.
April 19
Students did their onomatopoeia, simile, personification, and hyperbole test. We then continued reading Legend.
April 18
We started with a onomatopoeia, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 17
We started with a metaphor, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 12
We started with our sixty seconds and then the we went over metaphor, simile, personification, and hyperbole to prepare for a test next week.
April 11
We started with our sixty seconds and then the we continued reading Legend Part I.
April 10
We started with our sixty seconds and then the we continued reading Legend. The students had a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due yesterday on Google Classroom
April 9
We started with our sixty seconds and then the we began reading Legend. The students have a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due tomorrow on Google Classroom
April 6
We started with our sixty seconds and then the we continued going over the essay that the students wrote last week. Finally we finished looking at characteristics of Dystopian Literature
April 5
We started with our sixty seconds and then the we went over the essay that the students wrote last week.
April 4
We started with our sixty seconds and then we then went over the pre-reading activity for the novel we will be starting soon, titled "Legend." Finally we looked at characteristics of Dystopian Literature
March 29
We started with our sixty seconds and then the students finished writing their English in class essay test. Students will have time Wednesday morning to complete the test at 8:15. There is no extra time beyond that.
Homework
Complete Legend Anticipation Guide
March 28
We started with our sixty seconds and then the students continued writing their English in class essay test.
March 27
We started with our sixty seconds and then the students came up with different themes that exist in the play that we read and started writing their English in class essay test.
March 26
We started with our sixty seconds and then the students continued reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 23
We started with our sixty seconds and then the students began reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 22
We started with our sixty seconds and then the students did their Gods of Olympus Quiz. After that they did an Eros and Psyche pre-reading activity.
March 21
Mini-Day
Homework
Gods of Olympus Quiz March 22
March 20
Students started with their sixty seconds and then did a practice test on the Gods of Olympus.
Homework
Gods of Olympus Quiz March 22
March 19
Students started with their sixty seconds and then we finished the last of the presentation on Hero's Journey.
Homework
Gods of Olympus Quiz March 22
March 16
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 15
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 14
Students watched a movie on the inventions of the Greek world and then answered questions to demonstrate their auditory processing skills.
March 13
Students started with their sixty seconds and then we continued the students' presentations on their Hero's Journey
March 12
Students started with their sixty seconds and then we started the students' presentations on their Hero's Journey
February 26 to March 2
Students started with their sixty seconds and we use the whole week to work on completing the students' project on Hero's Journey, which is due on Friday
Homework
Finish Hero's Journey presentation. We start presenting on the day we come back from March break. No exceptions
February 22
Mini Day: No afternoon class
February 21
We started with our sixty seconds and then the students started working on their Hero's Journey assignment in the POP lab.
Homework
Finish filling out your Hero's Journey handout on the movie that you have chosen. This is due for Monday.
February 20
We started with our sixty seconds and then they began filling in a Hero's Journey Handout to understand how the story of Spider-Man fits this formula. The students were then given a handout and a series of books and movies to choose from. They are going to have to use this paper to create their outline for a presentation on hero's journey.
Homework
Email Mr. Elkin at [email protected] to let him know what movie/book you're thinking of using for The Hero's Journey Assignment
February 19
We started with our sixty seconds and then they began filling in a Hero's Journey Handout to understand how the story of Spider-Man fits this formula.
February 16
We started with our sixty seconds and then we did a Greek mythology activity where the students had to find the gods and goddesses of ancient Greece.
February 15
We started with our sixty seconds and then we went over the Hero's Journey with the students who were in Quebec. We then discussed the students upcoming mythology assignment.
February 14
We started by going over the rest of steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then finished watching Spider-man.
February 13
We started by going over the first steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then continued watching Spider-man.
February 12
We started by going over why the Ancient Greeks told myths. We then discussed how all myths follow the same format, the Hero's Journey. To gain a better understanding of the Mono-myth we began watching Spider-man.
February 8
The students should have finished rewriting their exam in class. They've been given adequate time to complete the work. Whatever they have completed will be what is marked. This practice at improving their work will be the students' first mark for term 3.
February 7
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 6
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 5
We started with our sixty seconds and then went over the students' exam. The students will re-write their exam in class. This practice at improving their work will be the students' first mark for term 3.
January 29-February 2
Exam Period
January 26
We continued the students' English exam.
January 25
We continued the students' English exam.
January 24
We began the students' English exam.
January 23
Snow Day
January 22
We continued looking at theme and how to support our arguments.
January 19
We looked at theme and how to write a proper introductory paragraph.
January 18
We had an assembly on how to prepare for final exams.
January 17
We started with our sixty seconds and then we continued the Maus letter writing assignment.
January 16
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment.
January 15
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 12
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 11
We started with our sixty seconds and then we finished reading Maus.
January 10
We started with our sixty seconds and then we continued reading Maus Chapter 5.
January 9
We started with our sixty seconds and then we continued reading Maus Chapter 4.
January 8
We started with our sixty seconds and then we continued reading Maus Chapter 4.
December 20
We finished reading the third chapter of Maus II.
December 19
Students started by writing in their journals about what he most valuable item to survive in concentration camp.We then continued reading Maus.
December 18
Students continued going over the handout where the students had to decide what would be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 15
Students were given a handout where they had to decide what would be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 14
We started with our journal and then we spent the remainder of the period reading Maus.
December 13
We discussed the way Art Spiegelman uses art in Maus. Then we spent the rest of the period reading the novel.
December 12
We went to the POP lab to answer comprehension questions on Maus. Students who did not complete the work are expected to have the assignment done for homework.
Homework
Finish Maus questions on Google Classroom for tomorrow.
December 11
We continued reading the second book of Maus and had a discussion in between our reading.
December 8
We began reading the second book of Maus.
December 7
Because of the students upcoming history test tomorrow, we used this period as a means to better prepare for that test through a jeopardy game.
December 6
Many students were absent today because of the drama field trip. The students came in and we discussed how the discussion would be handled. We then used the remainder of the period having a class discussion based on the questions that the students prepared.
December 5
The students came in and we discussed how the discussion would be handled. We then used the remainder of the period to discuss Maus to better prepare for reading the second part of the novel.
December 4
We started with out sixty seconds, and then we discussed our new behavioral system for class. Finally, we worked to come up with discussion questions on Maus for the rest of the period.
Homework
Come up with four discussion questions for tomorrow. Bring back the paper
November 30
The students started by going over their vocabulary list for their test on Friday. We then finished reading the first book of Maus and watched a video about how Maus was designed.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 29
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 28
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Tuesday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 27
The students started by working on their journals. We then did our sixty seconds of mindfulness. We then continued reading to finish the first book of Maus.
Homework
Study Maus Vocabulary for Tuesday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 22
Mini Day- No Class.
November 21
Mr. Grant and Ms. Sylvain cam to our class and discussed how the students can work to create a better learning environment in the class. We then wrote what we thought of their presentation in the students' journal. Finally we spent the rest of the class reading MAUS.
November 20
We wrote in our journals. We then did our sixty seconds. Finally we spent the rest of the class reading MAUS.
November 17
We wrote in our journals for our Free-Write Friday. We then did out sixty seconds. Finally we spent the rest of the class reading MAUS.
November 16
Mini Day-No class
November 15
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.www.vocabtest.com/definitions.php?tid=376425
November 14
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 13
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 10
We started by writing in our journals about what we liked/disliked about Maus so far. We then went over examples of student work to discuss how we can improve our writing. Finally, we continued reading the Graphic Memoir Maus. Students took turns reading as different characters.
November 9
We continued reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing if Maus works as a metaphor.
November 8
The students worked in the library on answering the Maus Comprehension questions in google classroom.
November 7
We began reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing what genre Maus falls into.
November 6
We finished learning the necessary background information for the Holocaust so that we could start reading Maus.
November 3
We started by handing out the book that we're starting to read. Each students was given a copy of MAUS, which will stay in class. The students will be using google classroom to answer questions about the novel. They will have several of these online questions to answer in term 2. They were also shown how to go to google classroom and how they can answer questions using the platform. We then spent the rest of the class going over some background information about the holocaust before reading MAUS.
November 2
We started with our sixty seconds and then we read "The Emperor's New Clothes" and we tried to come up with more than one theme about the story to prepare for the novel that we're going to read.
November 1
The students came in and read a handout about theme. We then did our sixty seconds. Finally we spent the rest of the class going over the meaning of theme and what makes something the theme of a story.
October 31
Today in class we had a Halloween Activity. Tomorrow we will be starting to look at Theme before starting our new novel.
October 27
The students were given the period to prepare their presentations for Geography in class.
October 26
The students worked on their journals and then their sixty seconds of mindfulness. Following their we went over another worksheet on metaphors, similes, and personification. The students still need more practice before they can be assessed.
Homework
Practice metaphors, similes, and personification on the link below.
https://www.proprofs.com/quiz-school/quizshow.php?title=NTI0MTEzLGJ3&q=1
October 25
The students worked on their journals and then their sixty seconds of mindfulness. Following their we went over what metaphors, similes, and personification are. The students did a practice sheet on this topic.
Homework
Practice metaphors, similes, and personification on the link below. Use that to prepare for your quiz tomorrow.
https://www.proprofs.com/quiz-school/quizshow.php?title=NTI0MTEzLGJ3&q=1
October 24
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal the students typed up their in class creature alliteration poem.
October 23
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal the students worked on an in class creature alliteration poem.
October 20
The students spent the period working on the good copy of their 5 paragraph essays on "The Stranger."
Homework
Finish "The Stranger Essay" for Monday
October 19
Mini Day - No class
October 18
The students worked did sixty seconds of mindfulness. We then began learning about alliteration and began to write a poem using these new literary device.
October 17
The students spent the period working on the good copy of their 5 paragraph essays on "The Stranger."
October 16
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished writing the conclusion for a five paragraph essay.
October 13
The students started working on their journals and then began their sixty second of mindfulness. Following their journal. We then continued working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
October 12
The students started working on their journals and then began their sixty second of mindfulness. Following their journal. We then continued working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
October 11
The students started class by working on their journals. We then did our sixty seconds of mindfulness. Following their journal entry, the students handed in their Stranger Comprehension questions and then we started working on how to write a 5 paragraph essay.
October 10
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we read the short story, "The Stranger." The students had to answer several comprehension questions for homework.
Homework
Finish answering The Stranger Comprehension Questions for tomorrow.
Students began to write a characterization paragraph for the short story "The Moose and the Sparrow."
June 1
Students continued working on their theme related to the short story "The Moose and the Sparrow."
May 31
We started writing theme paragraphs for the short story "The Moose and the Sparrow."
May 30
We read the short story "The Moose and the Sparrow."
May 29
We finished our exam on figurative language.
May 28
We began our exam on figurative language.
May 25
We went over how to find and explain the theme of stories to prepare for the exam.
May 24
We corrected the package to explain and interpret metaphors and similes.
May 23
We went over the metaphor and simile worksheet and started to a package to explain and interpret metaphors and similes.
May 22
We started a mock exam on Metaphors and Similes to prepare for the students exam next week.
Homework
Finish your Figurative Language practice test so we can go over it tomorrow.
May 17
We continued to review metaphor and simile to prepare for the students upcoming final exams.
May 16
We began to review metaphor and simile to prepare for the students upcoming final exams.
May 14- May 15
We continued the Legend Test.
May 10
We continued the Legend Test.
May 9
Students started their Legend Test.
May 8
We began looking themes and characters in Legend to prepare for tomorrow's test
May 7
We finished reading the novel Legend and began to discuss the book so that the students could prepare for their Legend Response To Literature Test on Wednesday
May 4
We then continued reading the novel
May 3
We then continued reading the novel
May 2
We then continued reading the novel
May 1
We then continued reading the novel then Students answered comprehension questions about Legend on Google Classroom. Incomplete work is for homework.
April 30
Students got their description of characters from Legend back.
April 27
Students wrote their own description of characters from Legend that will be returned on Monday.
April 26
We used this period to go over how to write a characterization paragraph for the students response to literature. We then continued Legend.
April 25
We finished Part I of Legend and then the students answered question sheet about characterization.
April 24
We went over the students' Legend Comprehension Questions and then continued reading Legend.
April 20
We went to the POP lab to answer a survey then we worked on completing our Legend Comprehension questions for Tuesday.
April 19
Students did their onomatopoeia, simile, personification, and hyperbole test. We then continued reading Legend.
April 18
We started with a onomatopoeia, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 17
We started with a metaphor, simile, personification, and hyperbole check-in to prepare for Thursday's test. We then continued reading Legend.
April 12
We started with our sixty seconds and then the we went over metaphor, simile, personification, and hyperbole to prepare for a test next week.
April 11
We started with our sixty seconds and then the we continued reading Legend Part I.
April 10
We started with our sixty seconds and then the we continued reading Legend. The students had a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due yesterday on Google Classroom
April 9
We started with our sixty seconds and then the we began reading Legend. The students have a memory retention assignment for homework based on what they read on google classroom.
Homework
Legend Memory Questions due tomorrow on Google Classroom
April 6
We started with our sixty seconds and then the we continued going over the essay that the students wrote last week. Finally we finished looking at characteristics of Dystopian Literature
April 5
We started with our sixty seconds and then the we went over the essay that the students wrote last week.
April 4
We started with our sixty seconds and then we then went over the pre-reading activity for the novel we will be starting soon, titled "Legend." Finally we looked at characteristics of Dystopian Literature
March 29
We started with our sixty seconds and then the students finished writing their English in class essay test. Students will have time Wednesday morning to complete the test at 8:15. There is no extra time beyond that.
Homework
Complete Legend Anticipation Guide
March 28
We started with our sixty seconds and then the students continued writing their English in class essay test.
March 27
We started with our sixty seconds and then the students came up with different themes that exist in the play that we read and started writing their English in class essay test.
March 26
We started with our sixty seconds and then the students continued reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 23
We started with our sixty seconds and then the students began reading the myth of Eros and Psyche. Upon completion of the myth the students will be writing a response to literature in class as a test.
March 22
We started with our sixty seconds and then the students did their Gods of Olympus Quiz. After that they did an Eros and Psyche pre-reading activity.
March 21
Mini-Day
Homework
Gods of Olympus Quiz March 22
March 20
Students started with their sixty seconds and then did a practice test on the Gods of Olympus.
Homework
Gods of Olympus Quiz March 22
March 19
Students started with their sixty seconds and then we finished the last of the presentation on Hero's Journey.
Homework
Gods of Olympus Quiz March 22
March 16
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 15
Students started with their sixty seconds and then we continued the students presentations on their Hero's Journey
Homework
Go over your sheet on the gods of Olympus for a POP Quiz next week.
March 14
Students watched a movie on the inventions of the Greek world and then answered questions to demonstrate their auditory processing skills.
March 13
Students started with their sixty seconds and then we continued the students' presentations on their Hero's Journey
March 12
Students started with their sixty seconds and then we started the students' presentations on their Hero's Journey
February 26 to March 2
Students started with their sixty seconds and we use the whole week to work on completing the students' project on Hero's Journey, which is due on Friday
Homework
Finish Hero's Journey presentation. We start presenting on the day we come back from March break. No exceptions
February 22
Mini Day: No afternoon class
February 21
We started with our sixty seconds and then the students started working on their Hero's Journey assignment in the POP lab.
Homework
Finish filling out your Hero's Journey handout on the movie that you have chosen. This is due for Monday.
February 20
We started with our sixty seconds and then they began filling in a Hero's Journey Handout to understand how the story of Spider-Man fits this formula. The students were then given a handout and a series of books and movies to choose from. They are going to have to use this paper to create their outline for a presentation on hero's journey.
Homework
Email Mr. Elkin at [email protected] to let him know what movie/book you're thinking of using for The Hero's Journey Assignment
February 19
We started with our sixty seconds and then they began filling in a Hero's Journey Handout to understand how the story of Spider-Man fits this formula.
February 16
We started with our sixty seconds and then we did a Greek mythology activity where the students had to find the gods and goddesses of ancient Greece.
February 15
We started with our sixty seconds and then we went over the Hero's Journey with the students who were in Quebec. We then discussed the students upcoming mythology assignment.
February 14
We started by going over the rest of steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then finished watching Spider-man.
February 13
We started by going over the first steps in a Mono Myth (The ordinary world and the call to adventure) and then linked these moments back to Spider-man we then continued watching Spider-man.
February 12
We started by going over why the Ancient Greeks told myths. We then discussed how all myths follow the same format, the Hero's Journey. To gain a better understanding of the Mono-myth we began watching Spider-man.
February 8
The students should have finished rewriting their exam in class. They've been given adequate time to complete the work. Whatever they have completed will be what is marked. This practice at improving their work will be the students' first mark for term 3.
February 7
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 6
The students continued rewriting their exam in class. This practice at improving their work will be the students' first mark for term 3.
February 5
We started with our sixty seconds and then went over the students' exam. The students will re-write their exam in class. This practice at improving their work will be the students' first mark for term 3.
January 29-February 2
Exam Period
January 26
We continued the students' English exam.
January 25
We continued the students' English exam.
January 24
We began the students' English exam.
January 23
Snow Day
January 22
We continued looking at theme and how to support our arguments.
January 19
We looked at theme and how to write a proper introductory paragraph.
January 18
We had an assembly on how to prepare for final exams.
January 17
We started with our sixty seconds and then we continued the Maus letter writing assignment.
January 16
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment.
January 15
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 12
We started with our sixty seconds and then we went over the Maus letter writing assignment and then we went to the library to work on the assignment. It is an in class assignment..
January 11
We started with our sixty seconds and then we finished reading Maus.
January 10
We started with our sixty seconds and then we continued reading Maus Chapter 5.
January 9
We started with our sixty seconds and then we continued reading Maus Chapter 4.
January 8
We started with our sixty seconds and then we continued reading Maus Chapter 4.
December 20
We finished reading the third chapter of Maus II.
December 19
Students started by writing in their journals about what he most valuable item to survive in concentration camp.We then continued reading Maus.
December 18
Students continued going over the handout where the students had to decide what would be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 15
Students were given a handout where they had to decide what would be the most valuable item to survive in concentration camp.We then discussed how they could survive.
December 14
We started with our journal and then we spent the remainder of the period reading Maus.
December 13
We discussed the way Art Spiegelman uses art in Maus. Then we spent the rest of the period reading the novel.
December 12
We went to the POP lab to answer comprehension questions on Maus. Students who did not complete the work are expected to have the assignment done for homework.
Homework
Finish Maus questions on Google Classroom for tomorrow.
December 11
We continued reading the second book of Maus and had a discussion in between our reading.
December 8
We began reading the second book of Maus.
December 7
Because of the students upcoming history test tomorrow, we used this period as a means to better prepare for that test through a jeopardy game.
December 6
Many students were absent today because of the drama field trip. The students came in and we discussed how the discussion would be handled. We then used the remainder of the period having a class discussion based on the questions that the students prepared.
December 5
The students came in and we discussed how the discussion would be handled. We then used the remainder of the period to discuss Maus to better prepare for reading the second part of the novel.
December 4
We started with out sixty seconds, and then we discussed our new behavioral system for class. Finally, we worked to come up with discussion questions on Maus for the rest of the period.
Homework
Come up with four discussion questions for tomorrow. Bring back the paper
November 30
The students started by going over their vocabulary list for their test on Friday. We then finished reading the first book of Maus and watched a video about how Maus was designed.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 29
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Friday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 28
The students started by going over their vocabulary list for their test on Friday. We then continued reading the first book of Maus.
Homework
Study Maus Vocabulary for Tuesday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 27
The students started by working on their journals. We then did our sixty seconds of mindfulness. We then continued reading to finish the first book of Maus.
Homework
Study Maus Vocabulary for Tuesday. Use this link to practice for your test https://www.vocabtest.com/definitions.php?tid=376425
November 22
Mini Day- No Class.
November 21
Mr. Grant and Ms. Sylvain cam to our class and discussed how the students can work to create a better learning environment in the class. We then wrote what we thought of their presentation in the students' journal. Finally we spent the rest of the class reading MAUS.
November 20
We wrote in our journals. We then did our sixty seconds. Finally we spent the rest of the class reading MAUS.
November 17
We wrote in our journals for our Free-Write Friday. We then did out sixty seconds. Finally we spent the rest of the class reading MAUS.
November 16
Mini Day-No class
November 15
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.www.vocabtest.com/definitions.php?tid=376425
November 14
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 13
We started with our journal entry for today. We then did our sixty second of mindfulness. Finally we spent the remainder of the period reading Maus.
November 10
We started by writing in our journals about what we liked/disliked about Maus so far. We then went over examples of student work to discuss how we can improve our writing. Finally, we continued reading the Graphic Memoir Maus. Students took turns reading as different characters.
November 9
We continued reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing if Maus works as a metaphor.
November 8
The students worked in the library on answering the Maus Comprehension questions in google classroom.
November 7
We began reading the Graphic Memoir Maus. Students took turns reading as different characters. We finished the period by discussing what genre Maus falls into.
November 6
We finished learning the necessary background information for the Holocaust so that we could start reading Maus.
November 3
We started by handing out the book that we're starting to read. Each students was given a copy of MAUS, which will stay in class. The students will be using google classroom to answer questions about the novel. They will have several of these online questions to answer in term 2. They were also shown how to go to google classroom and how they can answer questions using the platform. We then spent the rest of the class going over some background information about the holocaust before reading MAUS.
November 2
We started with our sixty seconds and then we read "The Emperor's New Clothes" and we tried to come up with more than one theme about the story to prepare for the novel that we're going to read.
November 1
The students came in and read a handout about theme. We then did our sixty seconds. Finally we spent the rest of the class going over the meaning of theme and what makes something the theme of a story.
October 31
Today in class we had a Halloween Activity. Tomorrow we will be starting to look at Theme before starting our new novel.
October 27
The students were given the period to prepare their presentations for Geography in class.
October 26
The students worked on their journals and then their sixty seconds of mindfulness. Following their we went over another worksheet on metaphors, similes, and personification. The students still need more practice before they can be assessed.
Homework
Practice metaphors, similes, and personification on the link below.
https://www.proprofs.com/quiz-school/quizshow.php?title=NTI0MTEzLGJ3&q=1
October 25
The students worked on their journals and then their sixty seconds of mindfulness. Following their we went over what metaphors, similes, and personification are. The students did a practice sheet on this topic.
Homework
Practice metaphors, similes, and personification on the link below. Use that to prepare for your quiz tomorrow.
https://www.proprofs.com/quiz-school/quizshow.php?title=NTI0MTEzLGJ3&q=1
October 24
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal the students typed up their in class creature alliteration poem.
October 23
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal the students worked on an in class creature alliteration poem.
October 20
The students spent the period working on the good copy of their 5 paragraph essays on "The Stranger."
Homework
Finish "The Stranger Essay" for Monday
October 19
Mini Day - No class
October 18
The students worked did sixty seconds of mindfulness. We then began learning about alliteration and began to write a poem using these new literary device.
October 17
The students spent the period working on the good copy of their 5 paragraph essays on "The Stranger."
October 16
The students worked on their journals and then their sixty seconds of mindfulness. Following their journal entry we finished writing the conclusion for a five paragraph essay.
October 13
The students started working on their journals and then began their sixty second of mindfulness. Following their journal. We then continued working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
October 12
The students started working on their journals and then began their sixty second of mindfulness. Following their journal. We then continued working on a 5 paragraph essay on "The Stranger" to help the students improve their writing.
October 11
The students started class by working on their journals. We then did our sixty seconds of mindfulness. Following their journal entry, the students handed in their Stranger Comprehension questions and then we started working on how to write a 5 paragraph essay.
October 10
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we read the short story, "The Stranger." The students had to answer several comprehension questions for homework.
Homework
Finish answering The Stranger Comprehension Questions for tomorrow.
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October 5
The students started with their journals today to give them something to focus on when they come in to class. The students then did their sixty seconds of mindfulness. Finally the students started writing a poem on the topic of their choosing using the grammar skills that they developed.
The students started with their journals today to give them something to focus on when they come in to class. The students then did their sixty seconds of mindfulness. Finally the students started writing a poem on the topic of their choosing using the grammar skills that they developed.
grammar_poetry_assignment_sec_1_.pdf | |
File Size: | 71 kb |
File Type: |
October 4
The students started with their sixty seconds of mindfulness. We then used today's English class to continue our review of the Neolithic period to help the students practice for their test tomorrow.
October 3
The students started with their journals today to give them something to focus on when they come in to class. The students then did their sixty seconds of mindfulness. Finally we finished our poem about dogs and then wrote another about basketball. Tomorrow the students will be expected to write their own poem using the format that they will be given.
October 2
The students started with their sixty seconds of mindfulness. The students then went outside because of a fire drill. Finally we started writing a grammar poem about dogs.
Homework
Finish the first seven lines of your grammar poem about dogs
September 29
Terry Fox Run. No class
September 28
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry corrected we started looking at prepositions.
The students started with their sixty seconds of mindfulness. We then used today's English class to continue our review of the Neolithic period to help the students practice for their test tomorrow.
October 3
The students started with their journals today to give them something to focus on when they come in to class. The students then did their sixty seconds of mindfulness. Finally we finished our poem about dogs and then wrote another about basketball. Tomorrow the students will be expected to write their own poem using the format that they will be given.
October 2
The students started with their sixty seconds of mindfulness. The students then went outside because of a fire drill. Finally we started writing a grammar poem about dogs.
Homework
Finish the first seven lines of your grammar poem about dogs
September 29
Terry Fox Run. No class
September 28
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry corrected we started looking at prepositions.
Prepositions Worksheet | |
File Size: | 490 kb |
File Type: |
September 27
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we corrected we started looking at prepositions.
September 26
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry corrected yesterday's conjunction homework. Finally we did one last class on conjunctions before moving on to prepositions tomorrow.
September 25
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we continued going over how to properly use conjunctions.
Homework
Finish conjunction practice
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we corrected we started looking at prepositions.
September 26
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry corrected yesterday's conjunction homework. Finally we did one last class on conjunctions before moving on to prepositions tomorrow.
September 25
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we continued going over how to properly use conjunctions.
Homework
Finish conjunction practice
Conjunction Practice 2 | |
File Size: | 251 kb |
File Type: |
September 21
Mini day no classes
September 20
The students started with their sixty seconds of mindfulness. The students then worked on their journals. We then continued to go over how to properly use conjunctions to join sentences so that the students can try to perform better on their next assessment. Practice makes perfect.
Mini day no classes
September 20
The students started with their sixty seconds of mindfulness. The students then worked on their journals. We then continued to go over how to properly use conjunctions to join sentences so that the students can try to perform better on their next assessment. Practice makes perfect.
September 19
The students started with their sixty seconds of mindfulness. The students then worked on their journals. We then went over how to properly use conjunctions to join sentences so that the students can try to perform better on their next assessment.
Homework
If it was not completed in class please finish these conjunction sheets for homework.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. We then went over how to properly use conjunctions to join sentences so that the students can try to perform better on their next assessment.
Homework
If it was not completed in class please finish these conjunction sheets for homework.
Conjunction Practice | |
File Size: | 380 kb |
File Type: |
September 18
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Behavior this class was quite poor and the students had to write on how they should behave in a class.
September 15
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students worked on their quiz on combining sentences. The students then continued the worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
September 14
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students continued to go over the worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Behavior this class was quite poor and the students had to write on how they should behave in a class.
September 15
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students worked on their quiz on combining sentences. The students then continued the worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
September 14
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students continued to go over the worksheet on independent and subordinate clauses.
Homework
Combining sentences quiz this Friday.
worksheet on independent and subordinate clauses | |
File Size: | 273 kb |
File Type: |
September 13
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over yesterday's compound sentences and worked on the sheet in class. We then went over a sheet about independent and subordinate clauses.
No Homework
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over yesterday's compound sentences and worked on the sheet in class. We then went over a sheet about independent and subordinate clauses.
No Homework
September 12
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over yesterday's compound sentences and worked on the sheet in class.
Homework
Finish compound sentences ex 1 1-20
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over yesterday's compound sentences and worked on the sheet in class.
Homework
Finish compound sentences ex 1 1-20
September 11
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Conjunctions handout from last week and then we looked at how to make compound sentences. The students then worked on their worksheet.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Conjunctions handout from last week and then we looked at how to make compound sentences. The students then worked on their worksheet.
compund_sentence_ex_1.pdf | |
File Size: | 137 kb |
File Type: |
September 8
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Sentence Fragment Practice Homework. We then went and looked at how conjunctions are used to make independent clauses
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students went over their Sentence Fragment Practice Homework. We then went and looked at how conjunctions are used to make independent clauses
conjunctions.pdf | |
File Size: | 462 kb |
File Type: |
September 7
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students explained what the different parts of a sentence were. We then worked on a handout on whether a sentence is an independent clause (complete sentence) or a fragment.
Homework
No Homework
September 6
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students reviewed the different parts of a sentence and then we worked on a practice sheet to see if the students understood the difference between a sentence fragment and an independent clause (complete sentence).
Homework
No Homework
September 5
The students started with their sixty seconds of mindfulness. The students then worked on their journals while Mr. Elkin checked the homework. Following their journal entry we worked on the different parts of a sentence.
A sentence need a subject, verb, and be a complete thought.
An independent clause is another word for a sentence.
Homework
No Homework
September 1
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we worked on why trusting spell check is a risky thing since spell check only catches words that are spelled incorrectly and not incorrect word choice.
Homework
Correct the spelling for this poem for Tuesday.
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students explained what the different parts of a sentence were. We then worked on a handout on whether a sentence is an independent clause (complete sentence) or a fragment.
Homework
No Homework
September 6
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry the students reviewed the different parts of a sentence and then we worked on a practice sheet to see if the students understood the difference between a sentence fragment and an independent clause (complete sentence).
Homework
No Homework
September 5
The students started with their sixty seconds of mindfulness. The students then worked on their journals while Mr. Elkin checked the homework. Following their journal entry we worked on the different parts of a sentence.
A sentence need a subject, verb, and be a complete thought.
An independent clause is another word for a sentence.
Homework
No Homework
September 1
The students started with their sixty seconds of mindfulness. The students then worked on their journals. Following their journal entry we worked on why trusting spell check is a risky thing since spell check only catches words that are spelled incorrectly and not incorrect word choice.
Homework
Correct the spelling for this poem for Tuesday.
Spell Checker | |
File Size: | 135 kb |
File Type: |
August 31
The students started with a sixty second mindfulness and then we went over the class rules. Following that we set up the students journal which will be worked on in class. The students are responsible for completing all journal entries between now and the end of the term. We then read two examples of what a proper and improper journal entry looked like.
Homework
Invent a handshake to teach Mr. Elkin
Make sure you get your classroom materials as soon as possible
The students started with a sixty second mindfulness and then we went over the class rules. Following that we set up the students journal which will be worked on in class. The students are responsible for completing all journal entries between now and the end of the term. We then read two examples of what a proper and improper journal entry looked like.
Homework
Invent a handshake to teach Mr. Elkin
Make sure you get your classroom materials as soon as possible
Improper journal entry | |
File Size: | 1119 kb |
File Type: | jpg |
Proper journal entry | |
File Size: | 1623 kb |
File Type: | jpg |
August 30
The students started with a sixty second mindfulness activity and were given this website where all of their class homework will be posted as well as what they did in class today. We then went over the rules of the class. The three rules we discussed were
Homework
Bring in the following materials for English by tomorrow, Thursday, August 31:
The students started with a sixty second mindfulness activity and were given this website where all of their class homework will be posted as well as what they did in class today. We then went over the rules of the class. The three rules we discussed were
- Respect yourself
- Respect others
- Respect your classroom
Homework
Bring in the following materials for English by tomorrow, Thursday, August 31:
- 3 ring binder
- Notebook for journal
- loose leaf paper
- dividers (5 tabs)
- 2 pens (blue or black)
- 2 pencils
- pencil sharpener
- An eraser
- white-out
- highlighter
Introduction Letter 2017 | |
File Size: | 93 kb |
File Type: |
Sec 1 English Outline 106-32 | |
File Size: | 95 kb |
File Type: |