Period 3: Psych 20

Behavioural Studies documentary – it specifically focuses on issues of people being “obedient” to a perceived “authority figure”.
You should take notes on the aspects or examples of this issue that are included in the documentary.

 Trigger Warning: I discussed with you yesterday, too, that there are disturbing events described (with some blurred videos) in this documentary. I’ve edited this video myself for displaying in a classroom.

Period 4: ELA 9

Deciding: Is the Monster real or is it in Conor’s head?
Could the Monster be real and only seen by Conor or is it in his head?

1. I want you in groups of no-more-than-three to study the text, what you remember of certain events, and decide on this main question, first.
2. Then, you have to find your supports that prove your claim. There may be specific moments from the storyline you want to point to for support. I’ve shared the PDFs of the pages with you AND I am sharing a Sheet with you that should help you narrow down/find those moments on the pages so you can CHECK THE TEXT. Find the text evidence that supports your position as a group.
3. Develop a presentation that you’ll all deliver to the class live. It should include:
   1. A beginning, middle, and end.
   2. Be well organized – like a paragraph goes through steps, so should the presentation.
   3. Be written in a Convincing, Persuasive tone/manner.
   4. Include the Text References as support – along with analysis of your text examples.
   5. A conclusion – wrap it all up
   6. It should also be visually interesting, as a presentation.
   7. And each of the potential 3 team members have to have a role in delivery of the presentation.

Here is a link to the Sheet that lists page numbers with events from the plot.

The pdf files have been shared with you through your Sunwest Email. The files list each pdf by the pages it starts/ends with.

Watch the Terry Fox video below and create a list of his positive and (potentially) negative characteristics.

•  Ask them to try to create a list of their own personal positive characteristics, seeing if any overlap with some of Terry’s.
• They’re to write a formal letter to their parents explaining about:
  • our school’s upcoming Terry Fox Walk Event – what it’s for, it’s goal
  • what their thoughts are of Terry – admire him, curious about him, what they wonder of what his life could have been
  • write about their own personality characteristics they hope to develop as adults, once they get to be Terry’s age.
• Use the outline below to begin a Letter and end it properly.
  

Guide for Letter: Intro, Middle (Body), and Ending

Intro:

• introduce why you are writing to your parents
• thinking about the Terry Fox walk coming up next week
• considering the continued impact he’s made; what his legacy is (influence on others)

Main/Body:

1. Write what your personal thoughts are of Terry Fox. Can include details you know of his background. Consider including what you and others admire about him.
2. Describe what our walk day will be like: grade groups will be paired together, there will be a route laid out for us, the intent is to raise money for cancer research, there will be donations and a meal at the end.
3. Compare your personal admirable qualities you’ve identified with those of Terry. What qualities of his might you hope to continue developing as you get older? Consider ideas you might use to inspire others in your own life, like he did.
4. Connect your letter to our hero unit theme: decide if Terry was a hero and explain your answer to your reader. If yes, why?

Ending:

• Thank your reader for their time to consider your thoughts.

Here are some links/supports shared with students through Teams for their classes.

Period 1: ELA B10

Mrs. Herrem will support you again today. I’d like you to pause the Macbeth readings (we’ll continue reading/acting it out when I return) and I’d like to introduce you to your last Assignment – the obituary writing of Macbeth. (You could consider writing it about Lady Macbeth, but it’s much more challenging as you know so much less about her.)

Today, start in this order with:

1. A Socrative Comprehension Check from yesterday’s play reading/viewing. Room 252858. A check in of your understanding.
2. Watch a 15 minute Instructional Video  introducing you to the Obituary writing assignment. You could have someone log-in to the teacher computer and watch it as a group on the Smartboard. The assignment pages are in the back of your Macbeth section.
3. Then, I’d like you to read 2 obituary samples:
   1. One is a comical one of a guy who lived an “interesting” life. If you read this together as a class, it could be comical.
   2. The second is a more serious, and more similar to the tone/difficulty of the obituary you’ll write – written about someone who died of drug use. Hard to write a celebration of someone’s life when they struggled so much, or like in Macbeth’s case when they hurt so many other people.
4. After the instruction and two sample obituaries read, you can begin DRAFTING your ideas in the handout guide. Remember, an obituary is written by a loved one. A family member. You’ll want others to remember the better parts of that person’s life, maybe understand the unique struggles they faced, and their outlook on life.
5. You’ll have more writing time coming, but this gives you an idea of what the last assignment involves and some time to start generating ideas. Spoiler – Macbeth is going to die soon!
6. Reminder: Some of you need to complete another AR or 2 (or 3). I’ve given you 2 options in the post just before this. There are copies you can grab on the back Bulletin board or ask me for a copy printed for you. These are all due this Friday!

Seating Plan Today

Hope it’s a great day!

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ELA A30: 

They’ve got their new/last section of the course to work on. It includes 2 listening activities.
All work is due (except the current section) by this Friday.

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Psych 30: 

Students are working on their Inquiry Project and their method of Presenting/delivering it. PPT or video format,e tc.

All their assignments are due this Friday, except the Inquiry Project.

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ELA 7-8:

Today we start with another Beginnings Writing Workshop video. This time, there will be 4 writing prompts, so don’t pack your things in after the 3 section.

They tried a Plot Line Game yesterday in Groups of 3-4. I’d like them to try the game again in reshuffled groups.

Play the game as many as 2 times and then, either as a group of 3-4 OR divided into groups of 2, write out that narrative storyline plot, including characters, dialogue, point of view, conflict, tone, etc. See what they can complete with the rest of the class period.

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Hi there,
The links and notes below are the same as what’s been shared with students.

Hi everyone Kenaston ELA B10

Hope you had a great last long weekend of the school year! You’ll have to be meaningful with your time and finish work you haven’t submitted yet. All assignments due this Friday (in 3 days) except the last one, the obituary.

Today, here’s where you’ll begin:

• Read the Scene Summary for the last 2 scenes we read on Friday. Important events happened that I want you to be sure to catch, specifically:
  • Act 3 Scene 4 (after the banquet) ends with the Macbeths noticing Macduff refuses to come greet Macbeth as his new King, even though Macbeth has called for Macduff to do so. (It makes them wonder about his loyalty.)
  • Act 3 Scene 5:What Hecate says to the witches about how she’ll clean up their mess in meddling with Macbeth
  • Act 3 Scene 6: Macduff is in England with Malcolm, the fled son of murdered Duncan. They talk about how Macbeth has benefitted most from the deaths of the King and Banquo and they suspect he is behind both murders.
• Back in your handout, answer the two questions there for Act 2 and Act 3.
• Act 4 is the beginning of the undoing of the anti-hero character, Macbeth. Since I’m not there to help you read out/understand this scene, I have a video version of it for you to watch. You could use your playbook to read along while you view or pause and read the modern version of the script as well. Or you could watch it with subtitles on and then read the Scene Summary here.

I’ll be sending you all a Chat Message with the number of AR Tasks you’ve completed so far. Some of you have done enough already and others need to pick alternatives. Check for those messages.

I’m around online if you have questions. Send me a message. Have a great day!

Seating Plan for the day:

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ELA A30:

You have a new section of work to start today, the last of the course. We’ve considered the historical experience of different new Canadians; this section will look at the experience of new Canadians today.

• There’s a podcast to listen to in the section along with a QR Code to it. Here’s the link to the audio as well. It’s called In Their Shoes – recent immigrants to Canada share the types of shoes they were wearing when they arrived in Canada and what it said either about the life they left behind or the life they were seeking in Canada. Listen to 27 minutes worth of this audio.
• There’s also another short audio listening piece – the Day-in-the-Life of a Canadian Immigrant who is studying in school but also working a few jobs to help her family and her make ends meet. It’s 10 minutes long.

All assignments except this section are due by this Friday, 3 days away.