March 20

We had some guests at school recently!

Charleston Hughes of the Saskatchewan Roughriders brought some athlete friends with him to compete against our Sr boys and girls basketball teams. It was a great afternoon of fun competition, but he also talked about bullying and he and many of the other players shared some personal stories of support and encouragement.

He’s a record of our afternoon of fun!

March 12

ELA 20 Script Writing – Interview with fairy tale character

You’ve recently studied and analyzed an old-time, original fairy tale, one that was likely quite a stark contrast to the type of enjoyable and reassuring fairy tales you’re used to in more modern times.

Examples of the extremes of older, original fairy tales includes:Casey Affleck — Armchair Expert


  • Fairy tales where a woman hated/wanted revenge on a young, beautiful woman so they arranged for her to be killed and her heart cut out and brought to them
  • a fairy tale where a young potential bride was lured into a house where killers and rapists cut up a woman while she hid

Newer fairy tales, the ones we read to kids today, don’t include such gruesome and horrible storylines. And for good reason!

Your task in this assignment is to write the dialogue exchange between an interviewer and the main character of the original fairy tale you read. In that conversation, the interviewer wants to challenge the character on the messages and potentially dangerous influence their “story” would be to today’s kids. 

  • The Interviewer could be:
    • You, yourself
    • Ellen Degeneres
    • Oprah
    • Joe Rogan etc
    • Dax Shepard (Armchair Expert)
  • The Interviewed Person is the main character of your original version of the fairy tale you choose
    • you’ll have to draw parts of that character’s back story (where they live, who they’re related to, what they feared, their goals or hopes, what dangers were there against them, enemies and influences, etc)
    • Elements from this character’s story that you may challenge them on or question them about may include:
      • the message their story would leave with young boys about the roles males play in society
      • the message their story in particular would leave with young girls, about how girls should interact in their society (wait for a rescuer, be valued for beauty and virtue, etc)
      • the potential message shared about what is good in the world – beauty over being a good person, bravery over relying on others for help, maintaining power and riches, etc
      • what possible ideas could the original story leave with today’s kids about their relationship with their parents – that they could be left somewhere if their parents cannot afford to care for them anymore, that they could be targets of violence, that old people will want to hurt young people, etc
      • what types of individuals can be seen as heroes, only men? only young people? only the ones who use force and violence?

Resources for Planning: 

Script Writing Resources:

The interview conversation will be written out in Script Form with the goal it is performed as a Stage Play.

Image result for stage directions diagram



To see samples of short stage scripts, try these:

Image result for script writing stage play examples

Category: ELA 20 | LEAVE A COMMENT
March 4

Hist 30 2.1.0 Road to Confederation – textbook & Qs

We’re about to transition into what happens for Canada after the separation of American States and the migration of British Loyalists to Canada. Some of the biggest issues that need to be resolved include:

  • the presence of two cultural groups, French-speaking and English speaking, governed by the English
  • the decision of how to settle these different groups – integrate them Catholic French with Protestant English, or segregate them to allow them to live with different sets of laws, culture, language, religion, etc.
  • a growth in population spread out over a great area, meaning people are governed quite remotely and resented it. They wanted more local governing, so issues specific to their areas and needs could be addressed.
  • a desire as well to have more of a local voice in decisions made, instead of governed only from the top down (by the British) so establishing locally elected assembly, similar to what the American patriots had before their separation

The decisions made by authorities in response to these issues has contributed (indirectly) to some of the tensions and issues Canadians are currently facing and struggling with today, including:

  • the tension over the Wet’suwet’en territory sovereignty and treaty negotiations with multiple unceded territories within Canada
  • the continued systematic inequality that resulted from the Indian Act or laws made to benefit some and not others
  • the relationships of colonies to each other – that they work only if they continue to be interdependent or beneficial both ways. Alberta is currently feeling a great deal of resentment, that they’re not receiving a fair reciprocal relationship with the Federal government despite the natural resources of Alberta territory benefiting other provinces through equalization payments.

To help you find ways to connect to and be able to focus on this new information, you have to try to connect it to existing knowledge you already have.

Or you won’t be able to understand and retain it. This initial discussion of the topics and developments that will occur of Canada’s history in this Unit are an attempt to help you recognize how these events and choices made regarding them lead us to where we are today, the good and the bad!

Overview of Unit Concepts (video/discussion)

Reading Textbook – lead up to split of Upper and Lower Canada (video)

Pdf of Text Pages 118-141 Shaping Canada Textbook





March 3

ELA 20 The Original Fairytales – Not What You’re Expecting

While you likely grew up thinking of fairytales as stories with a happy ending after heroes and heroines manage through a complicated problem, the original fairytales were stories intended to scare children into submission and doing what they were told. They were dark, included elements really not appropriate for children, by today’s standards, and are surprisingly different in their messages.

One of your tasks in this section is to select one of the original fairytales. You’ll read it to understand what they used to be like and analyze them for patterns or common messages. Then you’ll consider the comparison – how are they a different type of story than fairytales of the present?

Don’t believe me? Check out the Dark Side of the Grimms Fairytales (article)

Sites to find your original fairytale from are provided below.
Note: Make sure you select one that’s long enough that you’ll be able to analyze it for meaning and content. Some of the shorter ones won’t include enough to really consider. Check with me on your story choice if you’re uncertain.

Page 3 Question 5 Support: Developing Your own Critical Thinking Questions
You are also asked to develop some thoughtful questions for discussion, after studying your original fairy tale text. You are well-practiced at answering questions posed to you, but not as practiced at developing thoughtful, higher-level thinking questions yourself. Here, you have an opportunity to practice that.

You want to try developing more-advanced types of questions that would require someone to understand the text and apply it to their experiences and knowledge, rather than asking them questions for answers that can be found directly in the text.

Lower level questions are easier to answer: for example, list the characters in your story. (Remembering)

Higher level questions require more thought to answer: for example, explain why a character acted the way they did. (Applying)

Pg 4 Group Comparative Discussion: What are the similarities, differences, and characteristics in general of fairytales?

Here is a discussion recording you could use: six students compared the original fairytales they studied. (2022)

Pg 6 Inquiry Searching: Articles that support/refute your initial personal conclusion. 

  • You’re asked to research a bit online to find articles that inform you better on whether fairytales are good or bad for kids today. To do that search, to find those types of articles, it’s just about how you word your Google Search Question. For example, see the search questions below.

Category: ELA 20 | LEAVE A COMMENT
March 2

ELA B10 A1.2 Visual Presentation to Accompany Oral Speech

Sometimes, when you’re speaking to the public, it can enhance their understanding and acceptance of your topic and message if you develop a visual presentation to accompany your live speech. It doesn’t have to include a lot of details, but just a few well-selected images or a brief video that supports your topic and message can help to enhance your presentation.

  • It helps your audience retain more of your message.
  • It helps you divert some of their attention from you to your presentation.

If you’re someone less comfortable, as well, with speaking in front of others, the visual you develop will draw much of your listener’s attention, taking the focus off of you.

There are examples in the handout below of poor and better choices in developing the visual presentation to accompany your speech.

There are also instructions included for how to embed/attach the media source you will pick to accentuate your presentation.

Feedback from previous student samples:

  • Be consistent when using capital letters in your title and headings. (If you use some capital letters in the phrase, be consistent.)
  • Missing an End slide will cost you marks.
  • Develop a Conclusion Slide before your End slide. (It will match your conclusion paragraph in your speech and round off your presentation, instead of ending abruptly.
  • Use the space of each slide. Avoid leaving lots of empty space.
  • Your speech focus is on explaining the WHY of your choice. Avoid waiting until the last or second-last slide of your visual presentation to explain the Why of your choice.
  • Avoid selecting vague image choices. These can be generic “Equality” or “Difference” images as opposed to images that directly relate to visual or non-visual minorities.
  • Avoid pasting your URL link into your slide as text. It should be able to Open when you click on it in the presentation.
  • Check your slide template for small things that can accidentally be left in your presentation. A text box you’ve overlooked. Extra lines, etc.
  • Make sure each slide has headings or phrases along with your images. These phrases help focus the viewer on what your message focus is in that part of the speech.
  • Create an interesting title to your presentation. Avoid using your assignment title as your presentation title.
  • Aim to make your text style, size, font choices consistent throughout your presentation.
  • Design your slides so that there is some consistency between design features between slides.
  • A title slide and an end slide aren’t really attached to your speech. They book-end it. Slides that support your paragraphs in your speech are the middle of your presentation. That means there should be more than 1-3 slides as middle.
  • Make sure you select your media sample for your presentation that is specific enough to your focus; some have used very generic media sources.
  • Avoid using paragraphs or whole sentences in your slides. Visual presentations are not for sentences.
  • If you create a pattern in your presentation, maintain that pattern. (Ex: Explanation slide of visual minority, samples page of visual minority, examples in media; Explanation slide of non-visual minority, samples page of non-vis, examples in media.)
  • Spell-check your work in your presentation.

Body Language During Speaking:
Also, if you haven’t stood up in front of a group to give a presentation before or for a while, you may forget some of the elements of that to consider like:

  • eye contact with your audience – what nature looks like
  • how to hold your body in a relaxed way, vs awkward tight way
  • gestures that are natural-looking vs tense
  • movement on your feet – not shifting weight back and forth a lot out of nervousness

To help you recognize uncomfortable body language vs comfortable, you’ll watch two speakers deliver their messages. They both talked about very personal topics, so should have both been as nervous as the other, but one displays that discomfort more than the other. You’ll maybe recognize these differences as you watch.