Friday
We spent some time using Today's Meet to review short story terms and devices. Afterwards, we went to the library to work on the project for Socials that is due next Tuesday.
Thursday
After silent reading, I introduced the idea of creating a chart about a topic (individual choice) related to black bears. You can make a bar chart, pie chart, column chart or stacked graph to display your information. You are to go online and find information about the particular subject related to black bears and copy and paste the info into a document. Then you are to use that information to make a chart to transform it into a different type of text.
Wednesday
We checked out Today's Meet and did tried to do a rotating story that everyone contributed to. It sort of worked - I think with a bit more practice this can work! Next we did a Know Wonder Learn about black bears in preparation for reading the text Wolf and Bear. The KWL chart must be done on the computer or a phone and sent to your e-portfolio.
Tuesday
I handed out a WIKA(what I know already) sheet today before we looked at the video about the First Peoples in North America. During the rest of the video next week, continue to track the information you are picking up on the WIKA page. For the last 30 minutes, there was time to work on the project that is due in one week. Plan you time well, and don't wait until next Monday night to get started!
Monday
After gathering up the study guides, I went around and spoke to everyone individually about the topic for their project and their presentation strategy. By tomorrow, you should have broken down the project into manageable tasks so that you can be finished in time to present next Tuesday.
Monday, September 28, 2015
Tuesday, September 22, 2015
Monday, September 21 - Friday, September 25
Friday
When several of you arrived to class this morning the Counting On assignments you had done looked so good that we went down to the computer lab and created typed, full-colour, illustrated versions. The final copies are due on Wednesday.
Thursday
Today we explored an information text about Canada's national parks. After sharing which national park we would like to visit and why, we had a look at the Counting on: Canada's Parks in Numbers text. During reading, I asked you to come up with a question related to each of the 13 national park statistics presented in the text. After reading your task is to create your own Counting on... document about anything that you think relates strongly to Canadians and our sense of who we are as a nation.
Criteria:
Pick a topic that you strongly identify with Canada, for instance bacon!
You should have at least 10 statistics in your work.
Begin each statement with an icon (small picture).
After the icon provide the number for the statistic.
Use the text we read in class as an example for how to write the statistics information: 2-3 sentences for each information item.
All work on the Counting on... text is due tomorrow.
Wednesday
English class today! We completed the story There are No Coconut Trees in Toronto. Please make sure that the three activities we did to examine the story (before reading, during reading, after reading) are complete, photographed/scanned and placed in your e-portfolio on-line AND your paper (back-up!) portfolio in the classroom. We started reviewing the elements of plot just before the end of the class.
Tuesday
I was away today. I asked the TOC to let you work on your study guide questions that are due on Monday and work on your project which is due at the beginning of October.
Monday
I collected the study guides that were assigned last week. Unfortunately, despite a Remind text that was sent out, a number of students did not complete the work.
Please be aware that assessing your progress in Humanities 9 is very like doing research. Together we gather evidence of your learning. If you are not completing assignments, I cannot come to a conclusion about your learning. Yesterday quite a few students stayed in a lunch to complete the missing work. If these same students have incomplete assignments a second time, they will have to attend a 90 minute study session with the administration of the school, and the work will be completed there.
I also handed out our first project for Social Studies! You will find the document for the assignment in the links section of this blog.
When several of you arrived to class this morning the Counting On assignments you had done looked so good that we went down to the computer lab and created typed, full-colour, illustrated versions. The final copies are due on Wednesday.
Thursday
Today we explored an information text about Canada's national parks. After sharing which national park we would like to visit and why, we had a look at the Counting on: Canada's Parks in Numbers text. During reading, I asked you to come up with a question related to each of the 13 national park statistics presented in the text. After reading your task is to create your own Counting on... document about anything that you think relates strongly to Canadians and our sense of who we are as a nation.
Criteria:
Pick a topic that you strongly identify with Canada, for instance bacon!
You should have at least 10 statistics in your work.
Begin each statement with an icon (small picture).
After the icon provide the number for the statistic.
Use the text we read in class as an example for how to write the statistics information: 2-3 sentences for each information item.
All work on the Counting on... text is due tomorrow.
Wednesday
English class today! We completed the story There are No Coconut Trees in Toronto. Please make sure that the three activities we did to examine the story (before reading, during reading, after reading) are complete, photographed/scanned and placed in your e-portfolio on-line AND your paper (back-up!) portfolio in the classroom. We started reviewing the elements of plot just before the end of the class.
Tuesday
I was away today. I asked the TOC to let you work on your study guide questions that are due on Monday and work on your project which is due at the beginning of October.
Monday
I collected the study guides that were assigned last week. Unfortunately, despite a Remind text that was sent out, a number of students did not complete the work.
Please be aware that assessing your progress in Humanities 9 is very like doing research. Together we gather evidence of your learning. If you are not completing assignments, I cannot come to a conclusion about your learning. Yesterday quite a few students stayed in a lunch to complete the missing work. If these same students have incomplete assignments a second time, they will have to attend a 90 minute study session with the administration of the school, and the work will be completed there.
I also handed out our first project for Social Studies! You will find the document for the assignment in the links section of this blog.
Sunday, September 13, 2015
Monday, September 14 - Friday, September 18
Friday
Today we met in the library in order to pick up a silent reading book. You did not have to select a book from those out on the tables; however you must have a book by Monday and it should be written by a Canadian author, or have a story that deals with Canada and/or Canadians. The book should be fiction.
Next, we reviewed the symbols everyone had come up with to represent the hopes and dreams vs reality and disappointment that an immigrant family might experience coming to Canada. For the remainder of the class, I read the story There are no Coconut Trees in Toronto. During reading you were to chart the hopes and dreams, and the reality and disappointments faced by the characters. Thursday
We spent time today dealing with the e-Portfolios and ensuring that everyone is up to speed on how to access their portfolio and how to put a document into it. We also spent time identifying the evidence of quality on the time lines and graphic story panels. They were then photographed and uploaded into the e-portfolios as well.
Wednesday
WOW. I was really impressed by the effort and the information that you gathered for your 4 minute comparison presentation on aspects of life in Sri Lanka and Canada. I learned so much from all of you! I have posted the photos I took of you and your group members into the Humanities class on the Learn 71 e-portfolio site. See if you can add your photo to your own portfolio and see if it is possible to add a caption. So impressed by all your work today. Keep it up!
Links for Canadian Young Adult Fiction
Canadian Library Association
Links for Canadian Fiction and Non-Fiction
100 Young Adult Books that Make You Proud to be Canadian
Remind
https://www.remind.com/join/hum9adams
Tuesday
We spent some time with the Crossroads book today. I gave out a set of study guide questions. Before you started the questions, we did a quick brainstorm on what kind of quality is needed when completing the study guide questions.
Monday
Today, after going to the library to pick up the Social Studies textbook Crossroads, we checked out the district's web site where you e-folios are located. Everyone was able to access their portfolio and I assigned a document that is to be placed in this electronic folder: a table/chart with definitions (in your own words!) of the terms nationalism, colonialism, and imperialism. This work is due tomorrow so I should be able to check your e-folio and find it there. Please ensure you talk to me if you are having any trouble gaining access to the site as we will try to put as much of your work as possible into your e-folder.
e-folio web site
www3.sd71.bc.ca
Click on Utility links and then click on Sign-in
Your user name and password are the same as when you are to log-in to the school computers
Now click on Portal at the top right. This will take you to your site.
Today we met in the library in order to pick up a silent reading book. You did not have to select a book from those out on the tables; however you must have a book by Monday and it should be written by a Canadian author, or have a story that deals with Canada and/or Canadians. The book should be fiction.
Next, we reviewed the symbols everyone had come up with to represent the hopes and dreams vs reality and disappointment that an immigrant family might experience coming to Canada. For the remainder of the class, I read the story There are no Coconut Trees in Toronto. During reading you were to chart the hopes and dreams, and the reality and disappointments faced by the characters. Thursday
We spent time today dealing with the e-Portfolios and ensuring that everyone is up to speed on how to access their portfolio and how to put a document into it. We also spent time identifying the evidence of quality on the time lines and graphic story panels. They were then photographed and uploaded into the e-portfolios as well.
Wednesday
WOW. I was really impressed by the effort and the information that you gathered for your 4 minute comparison presentation on aspects of life in Sri Lanka and Canada. I learned so much from all of you! I have posted the photos I took of you and your group members into the Humanities class on the Learn 71 e-portfolio site. See if you can add your photo to your own portfolio and see if it is possible to add a caption. So impressed by all your work today. Keep it up!
Links for Canadian Young Adult Fiction
Canadian Library Association
Links for Canadian Fiction and Non-Fiction
100 Young Adult Books that Make You Proud to be Canadian
Remind
https://www.remind.com/join/hum9adams
Tuesday
We spent some time with the Crossroads book today. I gave out a set of study guide questions. Before you started the questions, we did a quick brainstorm on what kind of quality is needed when completing the study guide questions.
Monday
Today, after going to the library to pick up the Social Studies textbook Crossroads, we checked out the district's web site where you e-folios are located. Everyone was able to access their portfolio and I assigned a document that is to be placed in this electronic folder: a table/chart with definitions (in your own words!) of the terms nationalism, colonialism, and imperialism. This work is due tomorrow so I should be able to check your e-folio and find it there. Please ensure you talk to me if you are having any trouble gaining access to the site as we will try to put as much of your work as possible into your e-folder.
e-folio web site
www3.sd71.bc.ca
Click on Utility links and then click on Sign-in
Your user name and password are the same as when you are to log-in to the school computers
Now click on Portal at the top right. This will take you to your site.
Wednesday, September 9, 2015
Wednesday, September 9 - Friday, September 11
Friday
Thursday
Day 2! We read the graphic text "The History of the Grey Cup." During reading I asked everyone to create a simple timeline documenting the history told in the story in order to show you have read and understood the text. The criteria for the timeline that we came up with are as follows:
After reading, I would like you to research an event related to the Grey Cup that has occurred since 2009, and create one panel (drawing and caption) to continue the graphic story. We will discuss the criteria for a quality graphic novel panel in class tomorrow and details will appear on this blog. Remember, these items (the timeline and the panel) go into your portfolio and will be part of the evidence you may use at a later date to represent your learning related to the BIG IDEAS for English 9.
Wednesday
Welcome! Today we took a look at the course outline together in class. Next we talked about what types of things we consider to be symbolic of Canada. There were some wonderful responses: snow, moose, beavers, bacon!, hockey, Tim Hortons, maple syrup, cold weather, just to name a few. We also discussed why we think those things have come to represent Canada. We were just about to begin reading a text about the Grey Cup, but class ended so we will continue with that tomorrow.
I am looking forward to a great year!
Yesterday's Hink Pink solution: 24 hours with games = play day
By today it is assumed that your Grey Cup timeline is complete and has been placed in your portfolio. We reviewed the criteria for a quality graphic story panel and then everyone got to work adding their historical moment to the Grey Cup story. The reading activities for The History of the Grey Cup should be in your portfolio by Monday. See below for the panel criteria.
Today was Name the Inspirational Salmon day. I was amused by the entries I received. The winning name will be announced on Monday.
I was happy that I was able to learn everyone's names before the end of the class. Please test my memory on Monday!
Thursday
Day 2! We read the graphic text "The History of the Grey Cup." During reading I asked everyone to create a simple timeline documenting the history told in the story in order to show you have read and understood the text. The criteria for the timeline that we came up with are as follows:
After reading, I would like you to research an event related to the Grey Cup that has occurred since 2009, and create one panel (drawing and caption) to continue the graphic story. We will discuss the criteria for a quality graphic novel panel in class tomorrow and details will appear on this blog. Remember, these items (the timeline and the panel) go into your portfolio and will be part of the evidence you may use at a later date to represent your learning related to the BIG IDEAS for English 9.
Wednesday
Welcome! Today we took a look at the course outline together in class. Next we talked about what types of things we consider to be symbolic of Canada. There were some wonderful responses: snow, moose, beavers, bacon!, hockey, Tim Hortons, maple syrup, cold weather, just to name a few. We also discussed why we think those things have come to represent Canada. We were just about to begin reading a text about the Grey Cup, but class ended so we will continue with that tomorrow.
I am looking forward to a great year!
Tuesday, September 8, 2015
Welcome
Welcome to Ms. Adams’ Humanities
9 Class
THE BIG IDEAS for Humanities 9
English 9
• Language and texts* can be a
source of joy.
• Exploring texts helps us
understand ourselves and helps us make connections to other people(s).
• Developing our understanding of
how language works allows us to get our ideas out there.
• Texts are constructed for
specific purposes and audiences.
• Texts are shaped by the
society, the culture, the geography and historical period in which they are
created.
• People understand text
differently depending on their worldviews and perspectives.
• Language shapes ideas and
influences others.
* texts refers to novels, stories, poems,
articles, films, documentaries, comics, graphs
etc. – not just printed materials
Socials 9
•
New ideas and
beliefs can strongly influence societies and events.
• The physical environment
influences the nature of political, social and economic change.
• Differences in power alter the relationships
between individuals and between societies.
• Group identity is constructed
and can change over time.
What counts in this class?
Observations, conversations,
products:
Potentially
everything you do, say, or create counts. You will generate potential evidence
of learning every day in class. It will be up to you to show your learning and
provide evidence that you understand the BIG ideas listed above. This will
include, but not be limited to, paragraphs, essays, oral presentations, and
tests. You will use a folder and an e-folio to collect your evidence. At
various points during the semester we will review the evidence you have
collected and discuss whether you are hitting the main learning targets. If you
are producing enough quality products all semester, if you are
interacting with others in ways that show your learning, if you can talk about
your learning in an informed way, then you will do well. REMEMBER, that
everything – all evidence of learning – is of value because, potentially,
everything is considered part of your evaluation.
How will I know what is expected of me on
assignments?
The
expectations for content and quality for major, end of unit evaluations will be
explained to you by showing you quality examples from students and through the
use of rubrics which explain in detail the evaluation requirements.
Silent Reading
We will be reading daily, so
please be prepared.
Contact
If
you need to reach me, email is best dadams@sd71.bc.ca. Of course I can often be found in Portable 3
and I am happy to help you at lunch, or after school. Assignments, rubrics and
other useful pieces of information will be posted on my website: http://humanities9adams.blogspot.ca
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