April 15

Ap 15/16 Handout Resources for Writing Analytical Lit. Essay – both 10s & 20s

There are a lot of stages of writing a formal type of essay like this and not everyone is going to need help on the same elements. Rather than handout a whole wack of handouts to you, I’m making them all available to you digitally; you can use the ones if/when you need help with that part of the writing process.

To help you understand which ones will be useful to you, I’m providing an image of the handouts. Sometimes, you know what the handout you want looks like, but aren’t sure which to open in the Folder shared with you through OneDrive. The file titles won’t always be so clear to tell.

On your iPads, I realized you can open the ones in Word doc format in Safari and click on the Comments. It will then open on the right-hand side and you’ll be able to click each comment and see its correlating phrase highlighted on the page to understand what explanation is given for each.


You can open the handout from OneDrive by clicking on the hyperlink below each image. 

























February 4

ELA B10: Listening Activity and Instructions

You’re going to be listening to a podcast related to “Race”, whether it actually exists or not.

While you listen, you’re asked to sketch what you’re visualizing, take notes of relevant details, and submit your Representation of the Podcast. It doesn’t have to be a work of art, but it has to show some risk-taking on your part to do more than just jot notes while you listen. You can also stop occasionally during the listening to polish up or fill in some details of your drawing.

Things to consider when making Sketch Notes:

  • You will want to have some method of making it clear the path of your notes. This might be with arrows or a linear ongoing path of notes and images. Play with it.
  • Make sure your sketching doesn’t distract you away from really listening to the message in the podcast. Don’t get carried away with “doodling” and zone out.
  • Remember that you have control of the pace of the Podcast, so you can stop, rewind, and continue at your own pace.
  • You can develop a common pattern, like using Square Boxes to identify headings of new categories or topics within the listening, or speech bubbles for phrases that are quotes of a speaker.
  • Your handout has some SketchNote Tips – patterns of images you can use.
  • Play with it. Show your Creativity, or find it. Make it meaningful to you!

Examples of what Sketch Notes are like are provided below:

Before Listening / Sketchnoting, watch the following video.

 If you feel ready to give it a try, step outside of your comfort zone, start with the Podcast. 

The Podcast Link:

This is another podcast developed by Radiolab, which you may have listened to before.

January 7

ELA A10 Viewing Homework for Skiiers

Hey 10s,
Several of you are heading away and missing school on Friday and Monday for an awesome ski adventure in Fernie, BC. Unfortunately, it’s not without a little homework!

The easiest homework I can assign, though, is to watch an interesting film. The first option is called The Cove about the cruel treatment/slaughter of dolphins to feed the marine entertainment industry. The second documentary, Blackfish, is about exposing the habitat and dangers of marine life in entertaining aquariums like Sea World. If you have another documentary in mind ask me about it and you might be able to use it.
Note: I’ve added another alternative documentary, for more choice. It is called The Disappearing Male  and is about the falling testosterone levels around the world that are thought to be the harmful result of the chemicals in all the products around us. There are fewer males being  born in the world; what might this lead to? (See embedded video below)

Purpose to consider before viewing:

You will later be creating a multimedia personal response to the documentary of your choice. For now, your homework is to have watched a documentary that’s suitable for the assignment. You should also take note of some specific parts or points of the film that stand out and cause a reaction from you.

You could use an outline like the one below. Be sure to have copied out a minimum of 5 points and 5 reactions. 

Event / Comment from film:                                                           My initial reaction:
1.                                                                                                       1.
2.                                                                                                      2.
3.                                                                                                      3.
4.                                                                                                      4.
5.                                                                                                      5.

The Cove documentary

Blackfish – this documentary is available on Netflix if you have access to that.


January 4

ELA A10: The Four Feathers Quest

Welcome back from the Winter Break! I hope everyone had a great time away with their family and friends. It’s always a bit rough trying to jump back into school, so for today’s double class we have a movie to watch. It is part of the Quest category of stories, but before watching you need to clarify what that means.

Website to review: The Quest – one of 7 types of plot lines.   Quest qr

B10 The Four Feathers Quest word

B10 The Four Feathers Quest pdf

November 27

Nov 24 – 27 ELA A10 and Psych 20 missed

There are two of you who were away to Agribition in Regina all this week. Here’s what you missed and what you should have completed for this coming Tuesday when we’re back to school:

  1. We finished reading the novel. It was a tense ending and not everyone was satisfied with it.
  2. Reflect on what you thought of this novel, including the following prompts. When you’ve reflected, use your Fotobabble app to record your audio response now that you’ve finished it.
    1. What was your impression / response to this novel. If you did / didn’t like it, explain why.
    2. What about the novel (reading) will stand out to you? Any particular messages or elements of the writing?
    3. Adding comments to share your Active Thinking while reading didn’t really pan out with our class, but when I handed out the little slips of paper with an Active Reading Prompt on it everyone did great. How did these prompts affect the way you read the book?
  3. You’ve had experience with Venn Diagrams – they’re used to show how two things have similarities and differences. Make up a Venn Diagram and identify what of this novel and the movie we watched The Village are similar and different.

Psych 20

  1. Students were given a class to continue working on their plan for their visual representation of their podcast experiment. This is to be done in two parts: record the audio explanation of your experiment and then video tape your visual representation of it using tactile movement of objects.
  2. The other classes for this week were used by students planning for carrying out one of three experiments we learned about recently. They were sorted into groups, got to pick between the experiment options, and had to make a plan for how to carry out the experiment, including a list of steps, the differences between experimental groups, thwarting possible confounds etc. They got to do the experiments on Thursday in one of our three ELA / Psych classes that day. They then used Friday’s class to review the data they collected, make conclusions on their control vs experimental group(s) and then record a brief explanation of their experiment’s purpose for the staff who are still curious about what it all really meant.
  3. For you, it worked out to be a good time to be away, since there’ll be no homework for you on this.

Hope you enjoyed a great week!

November 4

ELA A10: Something to enhance our novel reading

We’re about to begin reading a novel for our A10 class and it’s a doozy – you’ll enjoy it, I promise! But it’s not just about the writing itself that can influence your experience of this novel. We can have a little fun with it while we read along. That’s what this video is for…

One thing that’s so great about this author’s writing is their development of chapter endings. They always leave you hanging! Wanting more! Unsatisfied! There’s tension! One of the other classes I read this novel with was getting really involved in this book, but when we got to the chapter end we collectively would quietly chant the little medley you’ll find in this video. It’s not mandatory, but I think a few of you will get into it and hum along a bit. We’ll see if you’re up for it. Anyway… watch the video and listen for the medley.