We gratefully acknowledge, respect, recognize and appreciate that we live, learn and work and teach on the traditional territories of the Kwanlin Dun First Nations and the Ta'an Kwächän Council.
Kwä̀nä̀schis
Course Outline EN 09
| en_09_course_outline_basic_.pdf |
Please note: Scribd is an online document management service. I largely use it on this page so that documents are visible (as they are not with the 'share-a-file' link. I will do my best to always include a direct file download under the Sribd document so that you can directly download the item from this page.
IF you choose to download from Sribd, the service will ask you to set up a free account. I cannot access that account. The first moment you try to set up an account and download a document at the same time, you may get a message saying that the document creator has not made the document downloadable. You just need to try again after you've signed up.
IF you choose to download from Sribd, the service will ask you to set up a free account. I cannot access that account. The first moment you try to set up an account and download a document at the same time, you may get a message saying that the document creator has not made the document downloadable. You just need to try again after you've signed up.
PLEASE NOTE:
- We begin most classes with time to read, at least 5 mins sometimes as much as 15 mins depending on the demands of the day's and week's work.
- Students should either make sure that they bring something with them to read or keep something in the classroom. Some items are made available to read in the room, but as they are shared among students, access cannot be guaranteed.
- Students may also use this time for creative writing if they prefer.
Week by Week
Please note that the most recent week's work and content will be posted at the top of this section. For older materials, please scroll down.
EXAM Prep
Please note that the final exam for this course (EN 09 Sem 2, Sec 05, R. Carrey) is on Thursday June 7th at 9 a.m. PST at Porter Creek Secondary School. For instructions, please see the Tockify calendar on the landing page for this site, under Ram Jams.
The elements of the study package are taken directly from the exam. The "sight" passage is also included below so that students can prepare.
NOTE: Students are permitted to create a one page (both sides) reference sheet, no larger than 8 1/2 by 11 inches, typed or hand written, to support their success during the final evaluation. They are not permitted any digital devices or other assistive devices (i.e. magnifying glasses etc.) in the examination.
The elements of the study package are taken directly from the exam. The "sight" passage is also included below so that students can prepare.
NOTE: Students are permitted to create a one page (both sides) reference sheet, no larger than 8 1/2 by 11 inches, typed or hand written, to support their success during the final evaluation. They are not permitted any digital devices or other assistive devices (i.e. magnifying glasses etc.) in the examination.
| english_9_final_exam_june_2018_study_package.pdf |
| thoughtco_a_guide_to_understanding_and_avoiding_cultural_appropriation_non_fiction_sight_passage_en_09_final_exam.pdf |
| huffingtonpost_the_fine_line_between_cultural_appropriation_and_appreciation_en_09_final_exam_sight_passage_v2.pdf |
| figurative_language_cheat_sheet_en_09_final_exam_june_2018.pdf |
Week #14 through Week #20
Monday, April 16th to Friday, June 1st
Novel Study - The Absolutely True Diary of a Part-Time Indian
by Sherman Alexie
We spent the last several weeks of the course term/semester reading Sherman Alexie's semi-autobiographical novel, The Absolutely True Diary of a Part-Time Indian.
The students read along as the instructor read out loud. We stopped for discussions of key points in the novel. Key points included but were not limited to:
Students had worksheets to complete on literary elements of the book chapters. These are copyrighted material and cannot be posted on the site. The worksheets included comprehension questions, analysis of how the author employed literary devices and opportunities for students to engage in reflection on the elements of the novel.
The students read along as the instructor read out loud. We stopped for discussions of key points in the novel. Key points included but were not limited to:
- The setting of the story and the ways in which is it similar to (compare) and different from (contrast) Canadian contexts.
- The small and large scale conflicts experienced by the characters through the development of the plot
- Characterization
- The use of caricatures in the context of the book
- The use of language and literary devices in the book
- Themes of the book -
- How privilege and racism are connected and how they are experienced.
- How language is connected to systemic racism and privilege.
- How privilege is informed by associations we learn and make, and the fact that it is not static, and that people can occupy different levels of privilege at different times in their lives.
- How our identity if formed through our choices and how the circumstances and people around us influence our choices and experiences.
Students had worksheets to complete on literary elements of the book chapters. These are copyrighted material and cannot be posted on the site. The worksheets included comprehension questions, analysis of how the author employed literary devices and opportunities for students to engage in reflection on the elements of the novel.
Supplementary Material to the Novel Study of Absolutely True Diary of a Part Time Indian by Sherman Alexie
The images below from from the blogger RobotHugs. The original infographic can be found by clicking here. This infographic examines the dynamics that are covered in the term "privilege", and what is not meant by the word, and how we can all learn to understand other peoples' perspectives, privilege or lack of privilege and how it impacts their lives.
This material relates directly the Core Competencies - Personal and Social Responsibility.
This material relates directly the Core Competencies - Personal and Social Responsibility.
This semester my class didn't participate in a privilege walk but we watched the videos and discussed what we saw.
Students were not required to take a privilege test. Some said that they were going to. They were advised that this was their choice, but it was recommended that they have someone, preferably a trusted adult, with whom they could discuss the results. Some people find this process to be emotionally difficult, and it helps to be able to have conversations about what precisely is meant by privilege.
Most important: We talked about the fact that the entire basis of privilege is that is something you do not personally earn. It is neither something to be ashamed or nor to be proud of - it exists as a result of circumstances beyond the individual's control. Knowing the ways in which we experience privilege or a lack of privilege, how that impacts us - our choices, our challenges - are matters for self-reflection on our place and our responsibilities to our communities.
Students were not required to take a privilege test. Some said that they were going to. They were advised that this was their choice, but it was recommended that they have someone, preferably a trusted adult, with whom they could discuss the results. Some people find this process to be emotionally difficult, and it helps to be able to have conversations about what precisely is meant by privilege.
Most important: We talked about the fact that the entire basis of privilege is that is something you do not personally earn. It is neither something to be ashamed or nor to be proud of - it exists as a result of circumstances beyond the individual's control. Knowing the ways in which we experience privilege or a lack of privilege, how that impacts us - our choices, our challenges - are matters for self-reflection on our place and our responsibilities to our communities.
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Educator and racism activist Jane Elliott originally created and used a social experiment with her elementary (grade 3) students in Rice, Iowa after the assassination of Martin Luther King Jr. Again, we did not replicate this exercise in class. We watched the videos and considered/discussed the approach, the goal, and the results. Jane Elliott's work is powerful but these activities should only be undertaken under experienced guidance.
Ms. Elliott has done this exercise around the world. While she is most often sought after to run the exercise in the USA, and usually focuses on issues of racism as experienced by Black and Hispanic people (children, teens and adults), she has come to Canada and done this exercise on a First Nations reserve, and the exercise applies to racism as experience by all peoples of colour.
The first video is the original documentary produced based on the exercise as Ms. Elliott ran it in her elementary school classroom.
The second video is a modern version of the exercise used in an American college where students has signed up to participate for extra academic credit.
These videos can be difficult to watch. It is recommended that students watch these videos with a trusted adult and discuss what they think and feel about what they are viewing.
Ms. Elliott has done this exercise around the world. While she is most often sought after to run the exercise in the USA, and usually focuses on issues of racism as experienced by Black and Hispanic people (children, teens and adults), she has come to Canada and done this exercise on a First Nations reserve, and the exercise applies to racism as experience by all peoples of colour.
The first video is the original documentary produced based on the exercise as Ms. Elliott ran it in her elementary school classroom.
The second video is a modern version of the exercise used in an American college where students has signed up to participate for extra academic credit.
These videos can be difficult to watch. It is recommended that students watch these videos with a trusted adult and discuss what they think and feel about what they are viewing.
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To provide some context to the videos above we briefly discussed lynchings in the USA and some modern examples of racism and some honest misunderstandings around race.
We also watched videos that showed modern replications of a classic psychology experiment that examines how early unconscious bias is present in kids. It's important to remember when watching these videos that no one set of responses represents all human beings. It's a matter of statistically significant findings that are consistent over many repetitions. These experiments are designed to identify patterns of thought and behaviour. We can then, in turn, use education, community and discussion to help address what we have observed in the experiments.
Some of the videos offer real hope - that the difference between unthinking abuse of power and privilege imbalances can be countered by thoughtful discussion, by effective learning of compassion, and personal and social responsibilities to our local, national and global communities.
Some of the videos offer real hope - that the difference between unthinking abuse of power and privilege imbalances can be countered by thoughtful discussion, by effective learning of compassion, and personal and social responsibilities to our local, national and global communities.
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Week #13
Novel Study - The Absolutely True Diary of a Part-Time Indian
by Sherman Alexie
Monday, April 9th to Friday, April 13th
This week we began preparations to read our collective class novel study, The Absolutely True Diary of a Part-Time Indian by First Nations playwright, author, poet, screenwriter and comedian, Sherman Alexie.
We watched several videos in preparation for reading the novel, specifically to get an understanding of how the First Nations experience in the USA is both similar to and different from that of First Nations north of the 49th parallel. We discussed the content of the videos extensively as a group.
In looking at these videos we considered (among other things) -
In looking at these videos we considered (among other things) -
- land theft,
- the American Indian Wars of the 1850s,
- the difference between the perceptions of land between First Nations (stewardship) and European settlers (property, Manifest Destiny),
- stereotypes including what author Thomas King calls "the Dead Indian", the development of the word "savage" into a pejorative
- cultural appropriation and misrepresentation in modern media
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Some of the most fierce fighting between the American government and First Nations peoples occurred at Wounded Knee in Lakota territory. The Black Hills remain ground zero for much modern activism among American Native peoples. The history of the government and the Lakota informs its policies and approaches in other parts of what was referred to as "Indian Territory".
The novel is set in the town of Wellpinit, on the Spokane Indian reserve. The main character and his family are all Spokane, as is the author, Sherman Alexie.
On this map, the languages of the far north are referred to in their original academic term, Eskimo-Aleut. It is more accurate to refer to them as the Inuit/Inupiak (http://aboutworldlanguages.com/inuit) family of languages, rather than using the colonial term for this language family.
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Most North America-wide maps of First Nations cultural and linguistic groups tend to use the outdated term "Eskimo-Aleut". These maps are currently the most detailed readily available. The novel ATDPI takes place on the Spokane Reservation. They are of the Interior Salish language family. They lived near and surrounded by the Nez Perce (Pierced Noses as named by French explorers and settlers but who call themselves the Niimíipu) and the Coeurs d'Alenes (also so named by the French Explorers to their traditional lands).
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For a little support...
Academic support websites do NOT stand in for actually reading a piece of literature. They can, however, be useful tools in firming up your knowledge. If you are in a jam, and given that you cannot take home copies of the novel, I am including links to the novel / study support pages I find most accurate.
In order, I prefer:
In order, I prefer:
- Shmoop
- Spark Notes
- Grade Savers
Short Story Work cont'd...
Students have had a work period to work on their Poetry Collections and doing a Story Analysis on one of two short stories in the textbook Sightlines 9. (The titles serve as links to online copies of the stories.)
Their choices are:
Roald Dahl's Lamb to the Slaughter, pg. 10
Tim Wynne-Jones' Save The Moon for Kerdy Dickus, pg 44
Their choices are:
Roald Dahl's Lamb to the Slaughter, pg. 10
Tim Wynne-Jones' Save The Moon for Kerdy Dickus, pg 44
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Week #12
Tuesday, April 3rd to Friday, April 6th
Elements of Narrative
This week we began looking at the elements of texts that are common to most types of narrative.
It is important to recall that not all stories are narrative, and not all narratives are stories, especially not fictional stories.
So what is "narrative"?
It is important to recall that not all stories are narrative, and not all narratives are stories, especially not fictional stories.
So what is "narrative"?
We reviewed key elements of narrative that are commonly found in many forms of storytelling, non-fiction and fictional.
Please note that the source from which this document was adapted is included in the document.
Please note that the source from which this document was adapted is included in the document.
| en09_elements_of_narrative.pdf |
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A more accurate plot diagram than the usual, which places the climax directly in the middle of the story, and neglects the smaller conflicts of the rising action that raise the stakes for the characters/people involved.
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Week #11
Monday, March 16th to Friday, March 20th
Some of the poems...
Billy Collins was Poet Laureate of the United States is very much a modern American voice in poetry. His writing may seem understated or even casual at first glance, but he is often dealing with very personal experiences, unique perspectives on daily life and challenging readers to questions their assumptions. He has written poems in many different styles and formats.
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Shel Silverstein was the master of creating rhythm in his children's nonsense poems, which have continued to enchant and entertain children across decades. His poems are excellent examples of the fact that poems are, in many ways, intended to be heard, whether we hear them read or read them to ourselves. He also made skilled use of simile, metaphor and other poetic devices, and balanced humour with teaching about values.
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In order to get a real feel for the auditory nature of poetry, we listened to spoken word artists. Please note that "spoken word" is not the same as "slam poetry". Slam is a subset of spoken work performance.
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Canadian spoken word artist Shane Koyczan was born in Yellowknife and raised by his maternal grandparents in the Okanagan Valley of BC. He rose to international attention when he performed his piece, We Are More during the opening ceremonies at the 2010 Winter Olympics in Vancouver. He is a poet, a screenwriter and playwright, having penned an original with the Vancouver Opera. Some of our Porter Creek students have been fortunate enough to see him perform here in Whitehorse, and when he attended the 2018 Available Light Film Festival which showcased his film, Shut Up and Say Something (the title of which is taken from one of his poems).
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Poetry Collection Assignment - ABSOLUTE DEADLINE Monday April 30th
| en_09_poetry_assignment.pdf |
For choices in the Poetry Collection Assignment, use the following resources:
- For information on Limericks, Diamantes, Haiku, Senyru and Concrete and Free Verse poems, see the information in the Understanding Poetry slide show document under Week 10.
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The I AM poem template for the personification poem.
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Some other helpful files (as well as a downloadable I AM poem template.
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Week #10
Monday, March 9th to Friday, March 13th
This week students participated in the preparation for the mid term assessment. Students were provided with copies of the Learning Map for Term 1. Students were asked to honestly place themselves at one of the following levels for each curricular competency or content element:
- Not yet meeting expectations
- Approaching expectations
- Mostly meeting or Fully Meeting expectations
- Exceeding Expectations.
The Learning MapBelow is the Learning Map of Term 3 (the first half of Semester 2).
On the left are the key content elements addressed this term and curricular competencies we've worked on. These will continue to be reinforced and further practiced in Term 2 (the second half of Semester 2). Students self-assessed using this tool in order to examine where they feel they are at in confidently applying skills and using knowledge in context, and so that they are clear on the tool the instructor uses to assess the triangulated evidence of student learning gathered from conversations, observation of classroom participation / contributions and submitted work. |
The Assessment Scale Gr 8 and 9As of 2017/2018, grade 8 and 9 students in the Yukon do not receive the letter grades or percentage grades of years gone by. In the past, Yukon had also developed a set of performance guidelines that were aligned with the percentage / letter grade scores specific to Yukon.
With standards based learning, the aim is to set particular expectations and descriptions of those expectations and then assess and eventually evaluate student learning in relation to those specific expectations. For this purpose, we are using the BC Performance Standards (please see the table below, far right column). The chart below gives some indication of approximately how the previous breakdowns of letter/percentage grades align with the BC Performance Standards. |
Students had the first day of the week in computer lab to work on their Notecards in NoodleTools as part of their Essay Meta Project (please see earlier weeks and the tab "Research Skills" on the landing page of this site).
And now the unit you've all been waiting for...
Introduction to POETRY
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The comprehensive poetry presentation below was developed by Mrs. Paula McMullen, Teacher Librarian, Norwood Public Schools, Massachusetts, USA.
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This exceptionally complete poetry reference tool was developed by educator Robert Keim of Red Creek, New York, *USA.
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Week #9
Monday, March 12th to Friday, March 16th
This week we're moving into looking at elements of writing.
We've begun with looking at Literary Devices. literarydevices.net/
Literary Devices can be broken down into several subsets of devices and techniques used by authors to create an effect.
We've begun with looking at Literary Devices. literarydevices.net/
Literary Devices can be broken down into several subsets of devices and techniques used by authors to create an effect.
Poetic DevicesPoetic devices create an impression on the reader / audience that can be heard.
Poetic Devices include
(but are not limited to):
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Figurative LanguageFigurative language requires that the reader / audience 'figure something out'; the use of words and phrases are not literal.
Figurative language includes
(but is not limited to):
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Other Rhetorical DevicesFigurative language is one set of rhetorical devices, which are any literary techniques chosen to deliberately create an emotional impact and/or to convince an audience of a perspective.
Non-figurative rhetorical devices include
(but are not limited to):
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The power point below was developed by Donald Morton, and published on his site eReading Worksheets
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(also from Donald Morton's eReading Worksheets site)
How do you figure out what kind of figurative language is represented in a piece of writing?
How do you figure out what kind of figurative language is represented in a piece of writing?
Students have been given 5 Worksheets on Figurative Language. All of these worksheets, quizzes and tests are also from Donald Morton's website.
The Absolute Deadline for these to be completed is Thursday April 5th, 2018.
The deadlines and assignments in the next week or so are critical because of the deadlines for midterm assessments.
The Absolute Deadline for these to be completed is Thursday April 5th, 2018.
The deadlines and assignments in the next week or so are critical because of the deadlines for midterm assessments.
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Students have a quiz and a test to take on Figurative Language and Poetic Devices.
The Absolute Deadline for submitting these is Monday, April 9th. Due to deadlines for report cards there will be no extensions on this date. These tests are open book and may be compelted at home and with peer assistance and using online or hardcopy notes and resources.
The Absolute Deadline for submitting these is Monday, April 9th. Due to deadlines for report cards there will be no extensions on this date. These tests are open book and may be compelted at home and with peer assistance and using online or hardcopy notes and resources.
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Week #8
Monday, March 12th to Friday, March 16th
This week we did a mini unit on Shakespeare, learning context information about William Shakespeare of Avalon, why his plays are considered to be important to English language literature, his contributions to modern English, and the common elements of his writing. We watched a film called The Complete Works of Shakespeare Abridged, as performed by California acting troupe, The Reduced Shakespeare Co. We learned about iambic pentameter and how to read Shakespeare's plays on the page in a manner that flows more naturally for a modern reader.
Bits about The Bard
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Week #7
Monday, March 5th to Friday, March 9th
Students once again had work periods in the lab (two this week). During that time they could work on their No Grammar Glamour sheets (now they need to have the following completed: Nouns/Pronouns, Pronouns, and Verbs), on their Resources Lines grammar assignment and/or their Essay Writing Meta Project. It was up to students to manage their time during these blocks.
NOTE: All Grammar assignments - from Resources Lines text AND No Glamour Grammar Sheets must be submitted to be assessed no later than Friday, March 16th. This is an absolute deadline in order that I can meet my report card deadline when we return from the spring break.
Please be advised that I cannot post copies of the NGG worksheets as they are copyright protected. Students must get their hard copies of the grammar packages in class and submit the completed hard copies.
NOTE: All Grammar assignments - from Resources Lines text AND No Glamour Grammar Sheets must be submitted to be assessed no later than Friday, March 16th. This is an absolute deadline in order that I can meet my report card deadline when we return from the spring break.
Please be advised that I cannot post copies of the NGG worksheets as they are copyright protected. Students must get their hard copies of the grammar packages in class and submit the completed hard copies.
This week we continued to learn about the origins and evolution of language, and about elements of grammar. Students took Cornell format notes on the videos below, and on the links about parts of speech.
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A blast from our grammatical past.... (everyone sing along now...).
For students who may have missed information for the notes on the videos from the previous weeks or the notes on the 8 Parts of Speech, please find that document below.
NOTE: Students should still use the Cornell note-taking format to put this information into their own words as much as possible. Research is quite clear that actually hearing AND reading AND writing down information is the best way to retain it. Simply printing off these notes will not mean that a student has learned the necessary information.
NOTE: Students should still use the Cornell note-taking format to put this information into their own words as much as possible. Research is quite clear that actually hearing AND reading AND writing down information is the best way to retain it. Simply printing off these notes will not mean that a student has learned the necessary information.
| en_09_05_notes_history_of_language_and_parts_of_speech.pdf |
Week #6
Tuesday, February 27th to Friday, March 2nd
This was a short week. We did another lab day during which students could continue to work on their Essay Writing Meta Project.
We took time in class to examine how to use the student databases - Gale and Ebsco - access to which are provided by Yukon Education. These can be accessed via the links on the PCSS Library webpage.
We finished up watching and taking notes on TED Ed video, The Origins of English (please see below).
We began to use the text book Resource Lines for supplemental grammar instruction. Please see the assignment sheet below.
ABSOLUTE DEADLINE: This work must be submitted for evaluation no later than Friday, March 16th.
We took time in class to examine how to use the student databases - Gale and Ebsco - access to which are provided by Yukon Education. These can be accessed via the links on the PCSS Library webpage.
We finished up watching and taking notes on TED Ed video, The Origins of English (please see below).
We began to use the text book Resource Lines for supplemental grammar instruction. Please see the assignment sheet below.
ABSOLUTE DEADLINE: This work must be submitted for evaluation no later than Friday, March 16th.
This assignment introduced 8 Key Parts of Speech commonly found in the English Language:
- Nouns
- Pronouns
- Verbs
- Adjectives
- Adverbs
- Conjunctions
- Prepositions
- Interjections
- Articles
| en09_05_grammar_practice_parts_of_speech.pdf |
Week #5
Monday, February 19th to Thursday, February 22nd
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In preparation for continued work on grammar, we began learning about (and making Cornell notes on) the history of language, in particular the English language.
Students were also assigned more Pronoun worksheets from the workbook No Glamour Grammar.
Students were provided lab time to work on setting up their Noodle Tool accounts and work on their Essay Writing Meta Project (see assignment below and information under Basics for All Students on the main landing page of this site).
Please note: in order for students to be accurately assessed on this project, students MUST add their writing meta project to the teacher inbox indicated on the assignment sheet.
Please note: in order for students to be accurately assessed on this project, students MUST add their writing meta project to the teacher inbox indicated on the assignment sheet.
Week #4
Monday, February 12th to Friday, February 16th
This week we dug further into the researching. This is a vital
- We worked on practicing the Question Formulation Technique (please see the tab QFT on the main landing page of this site).
- The heading is Basics For Everyone.
- Choose the tab "Research Skills".
- Under the Research Skills tab you will find headings for the
- CRAAP test,
- QFT
- NoodleTools
- Under the Research Skills tab you will find headings for the
- Choose the tab "Research Skills".
- The heading is Basics For Everyone.
- We began work on the Essay Writing Meta Project - this will be an ongoing project that will take a very long time, as we will be breaking the writing process down into very specific subtasks.
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Week #3
Monday, February 5th to Friday, February 9th
We continued with Cornell Note-taking on the working dog videos (see below, under Week #2).
Students also did initial work on basic grammar sheets, primarily as diagnostics.
The focus of the grammar sheets were to help students review Nouns and begin work on reviewing Pronouns.
Students also did initial work on basic grammar sheets, primarily as diagnostics.
The focus of the grammar sheets were to help students review Nouns and begin work on reviewing Pronouns.
Week #2
Monday, January 29th to Friday, February 2nd
This week we began work on two sets of basic skills all students should have in early secondary: assessing sources and effective note taking.
We will be using two specific tools in this classroom for those skills.
We will be using two specific tools in this classroom for those skills.
Assessing Sources using the CRAAP test
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The CRAAP test for resource assessment was developed at California State University at Chico, but is now used widely at schools across North America.
The acronym reminds students to check the resources that they use for research on the basis of five elements: C = Currency R = Relevance A = Authority A = Accuracy P = Purpose |
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The Cornell Note-taking System was developed at Cornell University, developed in the 1940s by Cornell education professor Walter Pauk. There are many variations of the Cornell system available on line and in studying manuals. The key components of the system are:
- Breaking down the process of distilling information from a source into manageable sets -
- top-down, during-process recording of information,
- a "cue column" for key terms, important groups/individuals/contributors, dates main ideas,
- and a summary section to get the information into it's more condensed but clear form.
- A physical layout that is consistent and easy to navigate.
- A set process of repeated actions:
- putting information in the students own words while reading, viewing or listening;
- reviewing information to determine which terms, names, dates or concepts need to go in the cue column;
- reviewing and synthesizing information into a concise summary;
- and reviewing cue columns and summaries to prompt recall.
Here's a visual template of what a page set up for Cornell Notes-taking system would look like.
- This can be on a sheet of ruled, hole-punched paper.
- This can be on a notepad or in a notebook.
- This can be on a blank sheet of letter sized, legal sized or even tabloid sized paper.
- This can be single of double sided.
- Students are free to, even encouraged to, include icons, sketches, images, mind-maps, diagrams, colour-coding, and use note-taking abbreviations (please see below) to integrate visual learning with text based learning.
This is the physical layout of a Cornell Notes-taking page.
Here are some videos on how to actually make use of the Cornell Note-taking system, including a video on incorporating sketching into Cornell Notes and another on some basic icons that are easy to draw and use, IF you like. I've also included a handy image of some general abbreviations useful in making notes. NOTE: Abbreviations are perfectly fine in note taking, but are not acceptable in formal writing submissions like essays, research papers, stories etc.
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Time to put the skills into practice:
We then watched a series of videos about working dogs. Students have been taking down information on these videos, using the Cornell Note-taking system. We always watch videos in a stop-and-start form in class. The instructor plays the videos, pauses for commentary, questions, clarification and to prompt students to take down information on their note sheets.
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Week #1
Monday, January 22nd to Friday, January 26th
For the first week, we reviewed classroom expectations, found on the landing page for this site, under the tab Classroom Expectations and Code of Conduct.
It is particularly important to realize that procedures and expectations around personal devices and technology in the classroom have changed, as per directives from the school administration. Students who were in my class last semester should familiarize themselves with the changes.
Our classroom expectations are based on a specific set of First Nations teachings. While they are not local to Yukon First Nations, I have discussed them with elders, who tell me that these are values common not only to all First Peoples, but agree with me that these values are common to all cultures. These are posted at the front of the classroom as a reminder to everyone in the room of the guiding values that are the framework for the expectations of people in the room.
It is particularly important to realize that procedures and expectations around personal devices and technology in the classroom have changed, as per directives from the school administration. Students who were in my class last semester should familiarize themselves with the changes.
Our classroom expectations are based on a specific set of First Nations teachings. While they are not local to Yukon First Nations, I have discussed them with elders, who tell me that these are values common not only to all First Peoples, but agree with me that these values are common to all cultures. These are posted at the front of the classroom as a reminder to everyone in the room of the guiding values that are the framework for the expectations of people in the room.
We also reviewed the curriculum document for the course and went over what each item meant in terms that made sense to the students. Students self-assessed their level of confidence or strength at this point with each curricular competence, and then set a goal for that skill.