November 26

Psych 30 Unit 2 Review Resources

We’re trying to wrap up this unit to allow you time for Unit 3 and an Inquiry (Personal Interest) Project.

You decided on an exam Wednesday, Dec 2. 

To confirm, the sections you’re responsible for from this unit include:

  • 2.1 Heredity and Genetics
  • 2.2 New Reproductive Technologies
  • 2.2.1 Documentary – The Great Sperm Race
  • 2.2.2 Assignment – Pregnancy Interview Project
  • 2.3 Labour and Delivery
  • 2.4 Assignment – Documentary Response (Business of Being Born)
  • 2.5 Problems of Prenatal Development
  • 2.8 Emotional Development (what we get through of it)

Supports for Reviewing:

  • Review Handout: 2.11 Unit Two Review – 2020
    This was revised to exclude the material we didn’t study. We’ll exclude parts of the last section that we don’t get through.
  • Unit 2 Inkodo Waldner Notes (diagrams, notes, menstrual cycle)
    Psych 30 Unit 2 – Prenatal Development – notes 202
  • Remember you also have access to my Psych 30 Moodle course that includes images and videos in each section.
  • Socrative Practice Quizzes for Review
    Room Psych30 – question feedback given to explain correct answers
    Room Psych301 – same but questions randomly ordered w feedback for correct answers

Good luck reviewing! Ask for help if you have questions!
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Additional Visual Resources to Further Support your Review:

November 17

Sub Plans – Wed Nov 18

See if this goes as smoothly as last time!

Period 1: You’ll cover for someone.

Period 2: Psych 30

  • Students will finish a writing assignment they started yesterday. They can run it through Grammarly (log-in and password on the whiteboard in the room) before sharing/submitting for marking.
  • They can next look through their Interview Assignment – in their handouts. They’ll have to confirm who they are interviewing (a woman about her pregnancy experience or a local midwife) and individually read through the list of possible discussion topics in the handout.
    • Develop at least 25 questions you’ll send to your Interview Participant, so they can preview them and determine if some questions they’d rather pass on.
    • Share those questions with me via Google Docs – once I preview them, you can share them with your participant along with the Consent Form.
    • Decide on a time and method for the interview – via online meeting, during or outside of class time soon, audio recorded for note taking, etc.
    • Read through the assignment sheet to confirm what will be expected and evaluated.
    • This will count as class 1 0f 4. Use your time as best you can!

Period 3: ELA B30

    • These students have worked for two days planning formal debates from our Hamlet study.
    • The ones working together in the classroom know to wear their masks in closer proximity. Others working from home will join in online Breakout Rooms to work with partners present in the classroom. This is class 3 – they should be well on their way to preparing for their debate. They could try debating each other on their topics – try to counter a claim one partner may make.
    • They can also watch some YouTube videos on Debate Strategies. I’ll post some to the Teams Channel they can consider.
      • One really helpful tool I’ve shared with them is a Debate Structure Planning website. It includes an ongoing virtual debate on whether Hamlet is mad; it’s open to public viewing. Individuals have developed For and Against Claims, included the supports for the individual claims as well as rebuttals to refute each.

Is Hamlet Mad?

After Lunch – please remember to sanitize the desks/tables before the next cohort comes into the room for the afternoon.

Period 4: Social 10 

  • First half of class – New Block of Current Events/Mapping. 1st of 3 30 minutes periods for it.
  • That means they switch their current event focus – from Canada to global or vice versa.
  • Second half of class – continuing to review for Unit test Friday. I will share with them a review video of the terms list they have and a practice Socrative quiz to help them test whether they understand the content like they may think they do.
      • If you have any advice for them on how to answer multiple-choice questions, they may be new to this type of testing measure.
      • This video covers some good test-taking strategies. It’s slow to listen to, but they could listen at their own pace if they watch it alone. It’s been shared to them in Teams.

  • Socrative Quiz Room # is on the whiteboard in the classroom.
  • There is also a Terms Review Pt 1 Video I recorded – it covers terms 1-14 of their Terms List if they want to follow along/take notes for review. It’s posted to them in Teams.
  • They should continue reviewing till end of class.

Period 5: ELA 9

  • Students responded anonymously to some Big Idea Questions about family conflicts. They needed time to develop a personal summary response at the bottom of pg 1.
  • Then you can read through the During Viewing questions on pages 2-3 together. Make sure they understand the concepts of Dynamic Characters and Parallel storylines (explained in sub notes) before starting.
  • The film is purchased on YouTube. You’ll have to switch accounts to the Kenaston ELA google account – instructions and screenshots with steps included on sub notes handout.
  • It’s a wonderful film; hope you enjoy it! Can you write down what the time position is that you finish at. Buses will start being called at 3:20.

Cheers! I expect it should be a productive, but non-eventful, day!

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November 17

Soc 10 03.1 Reviewing Unit – Concept Mapping

One of the ways to really test your understanding of terms and concepts you learned about in a unit of study  is to try to visually see how many of them are interconnected. It is about more than just understanding terms, but also understanding how those terms relate to each other. Concept mapping helps with this! You’ll be surprised by how much better you’ll see a bigger picture after trying this!

Here is the list of terms we’ve used and studied so far in Unit 1. These are the terms you’ll pull from in your practice concept map in reviewing for our upcoming exam.


November 10

Tuesday – Sub Post

Period 1: Support another classroom

Period 2: Psych 30

  • If a majority of the students are there for class, they can finish watching The Business of Being Born. DVD is in the pc and the time is marked on the whiteboard by the desk where we left off last class.
  • If there aren’t many present, many of these students have work to complete. That should be the priority.
  • If someone is caught up, they can look in their handouts at the Pregnancy Interview section. There are prompts listed on the pages for the many aspects of a pregnancy – they can highlight or look for the ones they’re interested in asking their Interview partner next week. The instructions for the interview are there – they’ll have to pick/develop at least 20 or so questions for their partner.

Period 3: ELA B30

    • First 30-40 minutes: There is a virtual Remembrance Day Ceremony in our Division. The video stream is posted here to join for the class to watch/attend. It includes a countdown of when the live event will begin.

  • After Ceremony: Ask them each to check Teams on their laptops for a message from me.
  • There are a handful who also have work to complete in ELA: Sections to hand in, share or email digital elements of that work, or work on finishing an essay.
  • If some are done with nothing new to do, they could first decide if they could use that time for other homework catch up. If not, they could start prepping for their Debate assignment next week.

Period 4: Social 10

  • This will be a Current Events/Mapping Day. Today, Tuesday, you’ll use instead of the planned Wednesday for Week 2 in Block 2. Today should finalize your Block 2 entries/review of current events. You can have the whole class for this, to review the work so it’s ready to be assessed. 
  • The first priority, though is this checklist:
    1. Check that your Google Map Project is properly labelled.
    2. Check that you’ve Shared your Project with me at my gmail account.
    3. Identifying entries for evaluation: In your Layer One, pick 1-2 articles you want used for evaluation. These are the one(s) you think are the best developed, the best representation of your thinking and analysis of the article, to be assessed.
      • To identify them for me, go back into each entry and add a * behind the location to identify it as:
        • * = best one
        • ** = next best one
    4. Follow up and do the same for your Layer 2: You should have at least 2 entries to be evaluated in this block.










Period 5: ELA 9

[10:16 AM] Marcy Waldner

Tuesday: Creative Writing Class!
Afternoon, Crew! Kenaston ELA 9
I hope you enjoyed today’s Remembrance Day Ceremony shared virtually through our Division. Tomorrow is the day of Remembrance in Canada to reflect on all the individuals who volunteered to go support the war in Europe. They were fighting to protect citizens in countries where dictators were trying to gain power. They were fighting to protect Democracy, freedom of citizens and their rights.
You’ve been learning more about Democracy and freedom in Canada through our Social Studies classes. I’d like to offer you this class to explore your thoughts and ideas related to tomorrow’s special day and challenge you to come up with a way to express your thoughts in a unique and creative way.
This activity is only for this class. Be cautious to develop ideas for something you can accomplish within the time limit of today’s period.
Your creative work might begin with one of these ideas:
  • Write a letter to a soldier/peace keeper in Canada’s current military
  • Write a letter from a soldier at war (in either WWI or WWII) to a loved one back home recounting some of what they had experienced
  • write a short story of a young Canadian being drafted to the war
  • write a journal entry of a young soldier or someone today in Canada contemplating joining the military
  • Write an editorial/persuasive Letter to the Editor on the topic of wearing poppies, whether all Canadians should be forced to wear them or arguing about the freedom in that choice to wear them or not
  • write a poem about Remembrance Day – today experiencing it in Canada in reflection … or from the perspective of some part in Europe – perspective from the ground the soldiers faught upon, the artillery or new types or war technology, the submarines, etc
  • write a poem from the perspective of a young child who recognizes Canadians in military uniform as peacekeepers and her perspective of them and what they’re doing in her country
  • write a short play between characters related to Remembrance Day
  • Narrate your own dramatic/careful reading of a poem related to Remembrance Day. Record it, media edit in to include somber music to match the tone, include sound effects or visuals, abstract or war imagery, to create a video for your poetry reading
  • create a children’s book/video of Remembrance Day. Use a media making program to include visuals selected, organized, and edited together to go along with a story line you develop. Record yourself reading the story and edit it together for a video you could share with young kids sharing what Remembrance Day is about.
  • create a collage of images, photo editing or cutting out images from pictures, editing together into a poster with text, phrases, other media background for a visual representation of R.D. for yourself.
  • Create a graphic cartoon of sorts – selecting images related to Remembrance Day and sorting them on pages in the cartoon strip method, adding text over them to develop a type of story line.
  • What else comes to mind? What other creative ideas do you have for this?
Rely on your existing skills.
Ask for help from others to use tools you haven’t tried before.
Reach outside your comfort zone to try something original to you.
Avoid sticking with something easy and simple, like drawing on a piece of paper. (No one should do this!)
Think briefly about it and then dive into it.
Don’t worry if you’ll finish it or not. Just build an idea of something and give it a try!

Set a time – at 3:15 everyone share your project with me as a reply to this post (below) at the end of the class, even if it’s a photo of what you were working on.
Lest We Forget, We Remember Remembrance Day Poster | Remembrance day  posters, Remembrance day, Artwork
After that, have a wonderful 5 day weekend! Rest and recharge, please! Take care!


November 3

Sub Post for Tues, Nov 3

To support today’s classes while I’m home.

Psych 30:  We got to 15:16 into this video together.


ELA B30: Hamlet Review

Shared through Teams with the students are the following resources:

Below, I’ll share with you some resources you may use in your review process:
  1.    This video is very clear on the steps through the play.
  2. This video also walks you through many important parts of the play – who the character Hamlet was, why he struggled so much to decide things, how he spent so much time thinking that he didn’t notice the chaos he was causing to others, etc.
  3. Whole play multiple choice quiz – try if you want. It tells you if you’re right or not.
  4. Play Plot Analysis – this could help you understand the steps throughout the play increasing the tension towards all the tragedy
  5. Hamlet Study Guide – there are all sorts of links/pages on this website that break down and analyze parts of the play – the use of the Mousetrap play insert, the meanings behind the soliloquys, reasons why Hamlet delayed, etc. It’s full of stuff – browse as you like.
  6. Crash Course Literature videos: There are also many videos within this series on Hamlet you can skim through.

Remember, you’ll also be developing an assignment, a debate on a Hamlet topic, that you’ll need to rely on the text and plot for support. Consider using any of these resources for that as well.

There are many options for supports in understanding the play fully – use what you feel best supports your personal needs.
I’m online/available for questions through Teams today, if you need anything. Cheers!

Period 4: Social 10

Hi gang Kenaston Social 10 2020
Today is the start of the next 2-week block of time for your current events project work. Today you switch, so if last week you were studying events from world news, that means this block you switch to studying Canadian news.
  • Set a timer for the first 30 minutes of class to do current events. Share some of your work with me via Google Docs or your Google Map, so I can see how it’s going and give feedback on the development of it.
  • If you’re adding your events to your Google Map, remember this new 2-week block gets it’s own, new Layer in your map. The handout you were given shows you how to Add a Layer and continue adding locations/summaries of events. (See below.)
Then, you’ll transition back to our last work –
  • the Charter video summaries/questions assignment. Finish it up and submit.
  • Once done, do a brief search of the Charter portion you were assigned and be ready to explain what that section says/how it protects Canadian rights.
  • Once you’ve gotten those steps done, you can start reviewing your Unit 1 content for an exam coming shortly next week. (Likely late next week.)
I’m available on Teams if you need help with anything. Send me a note!
Hope you’re having a great Tuesday! It’s Election Day for our southern neighbours, though there may be no clear winner yet tonight. Something to watch for… Speechless​​

Period 5: ELA 9
Hi peeps Kenaston ELA 9

Today’s class activities continue to be quite independent work. Your goal should be to complete the following, in this order:
  1. Finish your responses for Section A3 and be prepared to hand it in. Do your best to fully support your answers.
  2. Continue developing your Creative Writing Poem – some of you are writing Found Poems and others writing more free style. You can share your writing with me through a Google Doc and I’ll give feedback on what you’re developing.
  3. I’ll ask you to audio record yourself Performing your poem. You should watch this short video to be reminded/see it modeled for you how to read poetry dramatically.
    1. If you’re ready for this step, ask to find a quiet place to record your writing.
    2. Be careful that you’re using a clear microphone with little background noise. Headphone mics work well for this.
    3. You might record it a few times, doing your best to get the clearest, most error-free pass in your oral performance.
    4. Once you’ve got your best version, you can submit it to me along with your poem.

  4. Optional Extension: if you are ahead in this work and have the time/interest, you can also use a media making program to edit your audio, add in sound effects or music in the background to enhance your performance audio.
    1. This link here opens a Blog Post that will help support you in this creative work. You can use websites from here (some with class usernames and passwords) to get audio sound clips or music to add to your poem.
    2. There is also information on this page about properly formatting media – to always include a type of introduction and conclusion, so a media text never abruptly begins or ends. You can try developing something yourself without too much guidance and we’ll see how you do with it!
      I’m available online through Teams if you have questions or are stuck on something!
      Hope you can have fun with this creative project! Smiley​​​​​​​