English 12: 

Part 20-21 of MW reading quiz.

Read p. 214-222 together as a class; discuss.

Writing prompt (for portfolio) Part 22 analysis:

Journal Response: write a multi-paragraph journal response reflecting on this section of the text when Angie dies giving birth to Franklin.

Were you surprised that this is how their relationship played out? What emotions did you feel as you read through this section? What are your feelings towards Eldon at this stage? How do you think Franklin is going to process this knowledge about his mother?

Remaining time to work on Journal Reflection for Parts 18-19 (assigned last class).

English 8:

Assignments for “The Stolen Party” collected at the beginning of the class.

Hand out criteria for composition assignment. If you missed today’s class, please use the following link to access the criteria document for yourself so you can complete the first planning stage prior to next class: http://sd41blogs.ca/dubes/files/2024/02/Eng-8-Writing-a-Short-Story-Assignment.docx

Remaining class time to produce an outline for your composition (due by end of the period).

Students will have the entire class on Thursday (Feb 8) to work on the three required planning stages for this assignment; if you would like to bring a laptop or tablet, please do so. Completing this by hand is also totally fine.

Proof of outline/brainstorm due at the end of class and checked for completion.

COMPOSITION CHECK POINT DATES for Pd 6 Eng 8:

Mon, Feb 12 – students must have completed steps 1-3 of their planning. Students will have this period to work on their drafts and engage with peer editing.

Weds, Feb 14 – work block to finish drafts; by the end of the period on this day, students must have FINISHED their ROUGH draft.

Tues, Feb 20 – full writing package with planning, draft(s) and good copy due at the start of the class on this day; no class time will be provided to work on their writing this day as we will be moving into our next unit of study during this class.

English 11FP: 

Lesson on oral tradition with Gena Sanderson, Indigenous youth support worker at Burnaby South.

English 8:

Assignment for “Catch” due at the start of the class.

Copy spelling words: quiz at start of class Fri (Feb 9):

1. behaviour
2. alienated
3. buoyancy
4. business
5. capital
6. climate
7. condensation
8. culture
9. currency
10. denomination

Read “The Stolen Party” (p. 206); complete analysis sheet and hand in for grading. If you missed today’s class, please ensure you complete an analysis sheet to hand in along with the assignment below.

Point of view analysis assignment: p. 212 # 3 (150-250 words in length) – due Weds, Feb 7/24.

English 11FP:

Oral traditions unit writing prompt #1: (for portfolio)

What do you already know about First Peoples’ oral traditions? Include all information you can think of.

Did your ideas change or remain the same after discussing your ideas with the group and seeing the notes others made on the chart paper gallery walk? Explain.

Creative writing prompt #8 (for portfolio):

Write about a good-bye that you didn’t know was a last good-bye.

Organize portfolios and update table of contents for accuracy.

English 12:

Found poetry assignment (from Thurs) due at the start of class.

Read p. 169-199 in Medicine Walk.

Journal reflection assignment (using the same six questions as we’ve used for the other journals) for Parts 18 & 19 (for portfolio).

HOMEWORK: read p. 199-214 in Medicine Walk; reading QUIZ at the start of class Weds (Feb 7) on this section (PARTS 20 & 21) ONLY.

English 12:

Found poetry assignment (from Weds) due at the start of class.

Read p. 169-199 in Medicine Walk.

Journal reflection assignment (using the same six questions as we’ve used for the other journals) for Parts 18 & 19 (for portfolio).

HOMEWORK: read p. 199-214 in Medicine Walk; reading QUIZ at the start of class Tues (Feb 6) on this section (PARTS 20 & 21) ONLY.

English 8:

Assignment for “Catch” due at the start of the class.

Spelling quiz.

Read “The Stolen Party” (p. 206); complete analysis sheet and hand in for grading. If you missed today’s class, please ensure you complete an analysis sheet to hand in along with the assignment below.

Point of view analysis assignment: p. 212 # 2 (150-250 words in length) – due Tuesday, Feb 6th.

English 11FP:

Discuss answers from chart paper from class Weds re: oral traditions.

Oral traditions unit writing prompt #1: (for portfolio)

What do you already know about First Peoples’ oral traditions? Include all information you can think of.

Did your ideas change or remain the same after discussing your ideas with the group and seeing the notes others made on the chart paper gallery walk? Explain.

Creative writing prompt #8 (for portfolio):

Write about a good-bye that you didn’t know was a last good-bye.

Organize portfolios and update table of contents for accuracy.

English 8:

Silent reading.

Assignment for “Thank-you, Ma’am” due at the start of the class.

Read “Catch” (p. 51); analysis sheet.

Assignment: p. 61 #1 (due at the start of class Fri, Feb 2):

a) T-chart comparing Rita and Darlene (5 points for each character)

b) 6-8 sentence paragraph comparing the two characters to each other

English 11FP:

Overview: oral traditions unit.

Group discussion questions with chart paper responses.

English 12: 

Portfolio organization and update table of contents for accuracy.

Grammar worksheet (10 mins timed). If you missed today’s class, please ensure you attend a flex time to make this up ASAP.

Found poetry assignment (due Mon, Feb 5):

What is FOUND POETRY?

• Found poems take existing texts and refashion them, reorder them, and present them as poems. The literary equivalent of a collage, found poetry can be made from novels, plays, newspaper articles, street signs, graffiti, speeches, letters, or even other poems.
• A pure found poem consists exclusively of outside texts: the words of the poem remain as they were found, with few additions or omissions. Decisions of form, such as where to break a line, are left to the poet.

ASSIGNMENT:

• Using the text anywhere from Ch 1-17 in Medicine Walk, create your own FOUND POEMS on any TWO of the following themes:  hope; love; anger; and loss. You should reference 10-20 pages to provide your poems with variety.
• Each poem needs to be 12-15 lines in length
• It cannot include ANY words of your own – all of the words in your poem MUST come from Wagamese’s text
• You can change verb tense/conjugation if you feel it’s needed

English 12: 

Portfolio organization and update table of contents for accuracy.

Grammar worksheet (10 mins timed). If you missed today’s class, please ensure you attend a flex time to make this up ASAP.

Found poetry assignment (due Fri, Feb 2):

What is FOUND POETRY?

• Found poems take existing texts and refashion them, reorder them, and present them as poems. The literary equivalent of a collage, found poetry can be made from novels, plays, newspaper articles, street signs, graffiti, speeches, letters, or even other poems.
• A pure found poem consists exclusively of outside texts: the words of the poem remain as they were found, with few additions or omissions. Decisions of form, such as where to break a line, are left to the poet.

ASSIGNMENT:

• Using the text anywhere from Ch 1-17 in Medicine Walk, create your own FOUND POEMS on any TWO of the following themes:  hope; love; anger; and loss. You should reference 10-20 pages to provide your poems with variety.
• Each poem needs to be 12-15 lines in length
• It cannot include ANY words of your own – all of the words in your poem MUST come from Wagamese’s text
• You can change verb tense/conjugation if you feel it’s needed

English 8:

Silent reading.

Assignment for “Thank-you, Ma’am” due at the start of the class.

Read “Catch” (p. 51); analysis sheet.

Assignment: p. 61 #1 (due at the start of class Fri, Feb 2):

a) T-chart comparing Rita and Darlene (5 points for each character)

b) 6-8 sentence paragraph comparing the two characters to each other

Reminder: spelling quiz at the start of class Fri. Please review your words and do not be late to class!

English 11FP:

“Borders” analysis due at the start of class.

Overview: oral traditions unit.

Group discussion questions with chart paper responses.

English 8:

Review analysis sheet for “The Hockey Sweater” together as a class.

Read “Thank-You, Ma’am” (p. 14); complete analysis sheet.

Analysis assignment (due Thurs): p. 18 #4 (150-250 words).

English 11FP:

Collect poetry assignment for “Coyote Goes to Toronto.”

Read “Borders” by Thomas King (handout).

Analysis assignment (on handout) – #1, #7 and #9. If you missed today’s class, I only have this as a hard copy so you’ll need to get it from me when I see you next.

English 12: 

Ch 12-15 journal completion check at the beginning of class; add to portfolio.

Discussion review of text and where we’re at now in the story.

Class time provided to read p. 151-169 in MW. Possible reading quiz on this section (only) at the start of class Thurs so please ensure you’ve done the reading. Poetry assignment in class Thurs is based off this section of the text so it’s essential you’ve done the reading BEFORE next class.

Welcome back post-assessment week, everyone! 🙂

English 12: 

Ch 12-15 journal completion check at the beginning of class; add to portfolio.

Discussion review of text and where we’re at now in the story.

Class time provided to read p. 151-169 in MW. Possible reading quiz on this section (only) at the start of class Weds so please ensure you’ve done the reading. Poetry assignment in class Weds is based off this section of the text so it’s essential you’ve done the reading BEFORE next class.

English 8:

Copy spelling words (quiz at the start of class Fri):

1. typical
2. until
3. unusual
4. usually
5. valuable
6. vegetable
7. Wednesday
8. writing
9. honour
10. neighbourhood

Review analysis sheet for “The Hockey Sweater” together as a class.

Read “Thank-You, Ma’am” (p. 14); complete analysis sheet.

Analysis assignment (due Weds): p. 18 #3 (150-250 words).

English 11FP:

Collect poetry assignment for “Coyote Goes to Toronto.”

Read “Borders” by Thomas King (handout).

Analysis assignment (on handout) – #1, #4 (make a list) and #9.

Holy snow days, Batman! That was pretty wild missing both Jan 17 and 18 due to the snow! Welcome back.

A reminder that we have an assessment week next week at South and regular classes will NOT be in session. Students are expected to be attending their grade level workshops and sessions. Regular classes resume on Monday, January 29/24 and it will be a DAY 2.

English 8:

“The Veldt” analysis assignment due at the start of class.

Spelling test.

Read “The Hockey Sweater” (p. 44); complete analysis sheet.

Watch the short film, “The Hockey Sweater” to compare with the literature: https://www.youtube.com/watch?v=EgydkfnUEi8

English 11FP: 

Read the poem, “Coyote Goes to Toronto” by Thomas King; annotation for literary devices and discussion for meaning.

Analysis assignment (due Jan 30th) on the poem handout: #1, 3A and 4.

** if you missed today’s class, I only have this as a hard copy so please get it from me when I see you next.

English 12: 

Part 9 & 10 journal assignment collected at the start of class.

Read Part 11 together as a class; focus on Wagamese’s use of flashback and the evolution of Eldon’s story.

Students need to read Parts 12-15 (p 99 – 151) on their own.

Reader’s response journal for p. 99-151 due at the start of class Jan 30th.

English 12: 

Part 9 & 10 journal assignment collected at the start of class.

Read Part 11 together as a class; focus on Wagamese’s use of flashback and the evolution of Eldon’s story.

Students need to read Parts 12-15 (p 99 – 151) on their own; you will have a work block on Thursday to a) complete the reading and b) to complete the journal assignment for this section of the text. ***

English 8:

“The Veldt” analysis assignment due at the start of class.

Library visit: Ms Yan’s presentation for this year’s Rebels Read contest.

Read “The Hockey Sweater” (p. 44); complete analysis sheet.

English 11FP: 

Read the poem, “Coyote Goes to Toronto” by Thomas King; annotation for literary devices.

Analysis assignment (due Thurs) on the poem handout: #1, 3B and 4.

English 8:

Copy spelling words – QUIZ at the start of class Fri:

1. typical
2. until
3. unusual
4. usually
5. valuable
6. vegetable
7. Wednesday
8. writing
9. honour
10. neighbourhood

LIBRARY visit for Ms Yan’s presentation on this year’s Rebel’s Reads titles.

Finish reading “The Veldt” (p. 248).

Complete analysis sheet and review together as a class.

Analysis assignment: p. 264 #2 (minimum of SIX points with examples from the text done in list format) DUE WEDS.

English 11FP: 

Creative writing prompt #7: (for portfolio) –

Tell a family story that you think will be passed down and told generations from now.

Grammar worksheet. If you missed today’s class, I have put the sheet into your portfolio for you to complete when you’re back.

English 12: 

Read p. 62-80 in the novel independently. Students must ensure they are keeping up with the readings. I will be starting a process of speaking with students individually to assess oral responses to what you’re reading and understanding about the novel as we proceed; you must be up to date with all readings to ensure this is a successful assessment for you.

Reader’s response journal assignment (due at the start of class Weds) for this section of the text. If you missed today’s class, please ensure you’ve done the reading and complete the journal:

Medicine Walk by Richard Wagamese

Reader’s Response Journal Prompts

For each journal reflection, respond to all of the following prompts. Each prompt should be answered using FULL sentences except for #4 which needs to be a narrative PARAGRAPH (10-15 sentences).

1) How has the plot advanced in this section?

2) Were there any new characters introduced in this section? Describe them in detail. Use your character classification terminology from the short story unit and apply it to the various characters in addition to describing them.

3) Richard Wagamese is an extremely descriptive writer. Looking back over this section of the novel, find at least TWO examples of his use of figurative language. Properly quote (Is it dialogue? Punctuate properly if so!) and cite the text and explain why each example stands out to you the most.

4) NARRATIVE PARAGRAPH (10-15 sentences): A core competency for English is to make connections between yourself and the texts we read. What personal connections can you make to this section of the text from experiences in your own life?

5) PREDICTING: What do you think will happen in the next section?

6) Considering the list of twenty-one Indigenous themes and topics for literature (copied on the back of this sheet for your convenient referencing), identify and explain at least TWO themes/topics you feel are explored in this section of the text. As we make our way through the novel, try to examine a wide variety of the themes/topics rather than just repeating a select few. For those who don’t have their list of themes and topic with them:

• Connection of people to the land and environment
• Interdependence and connectedness of everything
• Connection to spirit and spirituality
• Sustainability and continuity
• Responsibility to family and community
• Importance of identity
• The nature of learning and connection to story
• Transformation
• Diversity
• Tradition vs modernity
• Importance of oral tradition
• Relationship between individual, family and community
• Nature of knowledge
• Experience and impacts of colonization
• Decolonization
• Humour and its role in First Peoples’ cultures
• Intergenerational loss
• Loss
• Resilience and healing
• Connection to ancestors
• Importance of balance