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
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English 10 Spoken Language / Literary Studies Calendar
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Course Work & Learning Materials - Week by Week
Please note that any materials that can be posted online (based on copyright) will be posted/linked on this page.
This will include learning materials accessed digitally in the classroom, deadlines, assignments and supplementary / support materials.
If a student misses time, they are expected to access their work on this site. If there is limited access from home or the location in which a student will be spending time, students will need to use access when they are back at school in Lunch Labs, after school or on breaks, or access resources available through services like the Whitehorse Public Library, Skookum Jim Friendship Centre's After School Tutoring Program, the Kwanlin Dün Kenädän Ku House of Learning, and/or other available community resources.
This will include learning materials accessed digitally in the classroom, deadlines, assignments and supplementary / support materials.
If a student misses time, they are expected to access their work on this site. If there is limited access from home or the location in which a student will be spending time, students will need to use access when they are back at school in Lunch Labs, after school or on breaks, or access resources available through services like the Whitehorse Public Library, Skookum Jim Friendship Centre's After School Tutoring Program, the Kwanlin Dün Kenädän Ku House of Learning, and/or other available community resources.
Materials in the Week by Week section are always updated so that newer materials are at the top of the section. For older materials, you will need to scroll down.
Week 10 - Monday Oct 22nd - Friday Oct 26th, 2018
Please Note: When looking at the links on the FlipBoard, DIG DEEPER! These are just starting points.
Don't get caught up looking at videos. We'll be watching several in class. Focus on other documents.
Feel free to get creative - if you want to start writing, go for it!
You should not need to sign in or log in to anything to access the magazine / FlipBoard above.
Tuesday students will be in the lab beginning research on Canada's involvement in the wars of the last century with emphasis on World Wars I and II. Students should be looking for information they can use to help inspire, which could be read or presented in such a way that increases awareness of the service of our armed forces and honours their service. Students may use the links they find in the FlipBoard online magazine above to begin, but are expected to search beyond these sources.
Consider the following:
Monday we completed watching Jackie Chan's Shaghai Noon, did our daily reading (log = 3 examples of cause and effect and identify author's purpose / mode), and began discussing our participation in the PCSS Remembrance Day ceremony scheduled for Nov 9th.
This presentation will be developed by the class and all class members will be expected to participate as part of their oral / spoken language course work. We will be creating choral pieces to be read, with some opportunities for individuals to speak, and be creating a slide show to accompany our presentation.
Don't get caught up looking at videos. We'll be watching several in class. Focus on other documents.
Feel free to get creative - if you want to start writing, go for it!
You should not need to sign in or log in to anything to access the magazine / FlipBoard above.
Tuesday students will be in the lab beginning research on Canada's involvement in the wars of the last century with emphasis on World Wars I and II. Students should be looking for information they can use to help inspire, which could be read or presented in such a way that increases awareness of the service of our armed forces and honours their service. Students may use the links they find in the FlipBoard online magazine above to begin, but are expected to search beyond these sources.
Consider the following:
- Stories
- Poems
- Songs
- Biographical information
- Important statistics
- Quotes
- Service of particular groups of people (Indigenous service members, women etc)
- The impacts of war
- Images
- History
Monday we completed watching Jackie Chan's Shaghai Noon, did our daily reading (log = 3 examples of cause and effect and identify author's purpose / mode), and began discussing our participation in the PCSS Remembrance Day ceremony scheduled for Nov 9th.
This presentation will be developed by the class and all class members will be expected to participate as part of their oral / spoken language course work. We will be creating choral pieces to be read, with some opportunities for individuals to speak, and be creating a slide show to accompany our presentation.
Week 9 - Tuesday Oct 16th - Friday Oct 19th, 2018
Week 8 - Tuesday Oct 9th - Friday Oct 12th, 2018
Week 7 - Monday Oct 1st - Friday Oct 5th, 2018
Week 6 - Monday Sept 24th - Wednesday Sept 26th, 2018
This week we began examining the elements of voice, including the physical elements of sound production.
Week 5 - Monday Sept 17th - Friday Sept 21st, 2018
This week we
- continued our daily reading (15 mins) and logging of the reading,
- more review of the concepts and elements of literature and language found on the English Terminology Survival Kit,
- and delved further into the magic of sentences.
Sentences
Sentences make up a significant portion of our communication in the English language (at least, in a school, there is the hope that most communication in the classroom will happen in sentences!).
At their most basic, sentences need the following:
I = pronoun acting as a subject, a written with a majascule
am = simple present of the verb "to be", followed by a period because it's a declarative sentence.
The sentence, "I am", however, is not terribly interesting. We create more accurate and effective communicating by adding more details, descriptive words and complex structures without sacrificing clarity.
Like an architect and a contractor need to understand the available tools and materials to build safe, effective houses in which people will enjoy living, so too must a writer or editor understand the tools and materials they use to create/build a piece of text.
At their most basic, sentences need the following:
- a complete idea
- a noun that serves as the subject (who/what the sentence is about, the noun or pronoun performing the verb)
- a verb (action, thought, feeling),
- opens with a capital / majuscule letter
- closes with one of three punctuation marks.
I = pronoun acting as a subject, a written with a majascule
am = simple present of the verb "to be", followed by a period because it's a declarative sentence.
The sentence, "I am", however, is not terribly interesting. We create more accurate and effective communicating by adding more details, descriptive words and complex structures without sacrificing clarity.
Like an architect and a contractor need to understand the available tools and materials to build safe, effective houses in which people will enjoy living, so too must a writer or editor understand the tools and materials they use to create/build a piece of text.
Simple Sentences
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I grabbed these screen shots from a video by Mr.Miller from Warren T High School.
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Week 4 - Monday Sept 10th - Friday Sept 14th, 2018
The week continued with more review of the elements of literature as found on the English Terminology Survival Kit (below, in week two). We also did some more review of the elements of literature, writing and grammar.
As is so often the case, lots of help can be had from various sources on the internet.
As is so often the case, lots of help can be had from various sources on the internet.
It's particularly time - Grammar Time! - to begin breaking down the elements of sentences!
Two key points - ALL sentences must have certain characteristics.
Two of the most basic are:
Two key points - ALL sentences must have certain characteristics.
Two of the most basic are:
- A sentence MUST begin with a capital (majuscule) letter. This is true whether or not the first word of the sentence is a proper noun (proper nouns also always take majuscules).
- ALL sentences must end with one of three types of punctuation:
- Declamatory sentences (statements) end with a period. (.)
- Interrogative sentences (questions/queries) end with a question mark. (?)
- Includes direct questions, add-on questions, tag questions, but not indirect questions,
- Exclamatory sentences (exclamations of strong emotions) end with an exclamation mark. (!)
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At their simplest, sentences need to have a noun that acts as a subject, and a verb. This could be as simple as the sentence, "I am." "I" is a pronoun acting as a subject, and "am" is the present infinitive of the verb "to be".
Week 3 - Tuesday Sept 4th - Friday Sept 7th, 2018
The remainder of the week we split between reviewing more elements on the English Terminology Survival Kit using examples related to The Princess Bride, and reviewing elements of grammar and parts of speech, including a diagnostic assignment. This was not a test that students could "pass" or "fail" but rather a tool to help determine their level of confidence identifying and using the 8 main parts of speech found in the English language. The diagnostic was from No Glamour Grammar and cannot be posted online due to copyright restrictions.
I have evidently created a monster - students keep asking for more School House Rock and so I have obliged. (Amazingly, they sing along...)
I have evidently created a monster - students keep asking for more School House Rock and so I have obliged. (Amazingly, they sing along...)
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Monday we did our usual reading session and daily logging of reading, followed by a discussion about what is meant by an "editorial" or an "opinion" piece. Then we watched the remainder of The Princess Bride (from the scene where the Brute Squad clears out the Thieves Quarter to the end of the film).
Below is a video explanation from Andrew Rosenthal (New York Times Editorial Page Editor) of what an editorial is, and how an editorial staff at a reputable and trustworthy publication manages the process of creating editorial opinion pieces for publication both in print and online.
Below is a video explanation from Andrew Rosenthal (New York Times Editorial Page Editor) of what an editorial is, and how an editorial staff at a reputable and trustworthy publication manages the process of creating editorial opinion pieces for publication both in print and online.
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How to write an Editorial
by Andrew Rosenthal, NYT Editor
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Week 2 - Monday Aug 27th - Friday Aug 31st, 2018
Friday we did our usual reading session, including reviewing and allowing time for the weekly summary. Students are permitted to either hand in the tracker in class today, Friday August 31st, OR Tuesday September 3rd.
After our reading session, we watched more of the film, The Princess Bride - from the Sword Fight scene through to the clear out of the Thieves Forrest. We will watch the remainder of the film on Tuesday.
We will then go through the terminology and literary elements (please see the Survival Kit below) using the film of The Princess Bride as the common reference for examples and analysis. Later, likely the week of Sept 10th, there will be an initial quiz/text on the basic terminology we will have covered, including material covered next week, on classroom expectations, and on the film The Princess Bride.
After our reading session, we watched more of the film, The Princess Bride - from the Sword Fight scene through to the clear out of the Thieves Forrest. We will watch the remainder of the film on Tuesday.
We will then go through the terminology and literary elements (please see the Survival Kit below) using the film of The Princess Bride as the common reference for examples and analysis. Later, likely the week of Sept 10th, there will be an initial quiz/text on the basic terminology we will have covered, including material covered next week, on classroom expectations, and on the film The Princess Bride.
Thursday we did our daily reading, and then watched a couple of School House Rock videos to get us in the English Language Arts mood. We watched the video on Nouns (see below, on Tuesday/Wednesday's post) and then we began watching the 1987 comedy adventure classic, William Goldman's (author and screenwriter) Rob Reiner's (director) The Princess Bride. We will be using the story of this video text as the basis for reviewing many of the elements of narrative/story and literature, particularly the ways in which it can both pull from cultural influences, and, in turn, influence cultural landscapes.
I will share a series of links below to supplementary information about the story and the film. As with most films based originally on novels, and as an English teacher, I heartily recommend that if you enjoy the film, you should read the original book. I have one of the original paperbacks, "borrowed" from an aunt (an English teacher) in 1987, the year the film was made. It is one of my most treasured books. The film is a classic film - comedy, action, romance, adventure, camp and wisdom. To miss it would be ... inconceivable.
I will share a series of links below to supplementary information about the story and the film. As with most films based originally on novels, and as an English teacher, I heartily recommend that if you enjoy the film, you should read the original book. I have one of the original paperbacks, "borrowed" from an aunt (an English teacher) in 1987, the year the film was made. It is one of my most treasured books. The film is a classic film - comedy, action, romance, adventure, camp and wisdom. To miss it would be ... inconceivable.
Tuesday and Wednesday we began reviewing the foundational knowledge in the English Survival Kit (please see below) and on grammar elements / parts of speech.
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On Tuesday we discussed the difference between the subject of a text and the theme. On Wednesday we began reviewing the parts of speech. For parents and guardians old enough to remember and laugh, students were introduced to those classic School House Rock grammar videos. While they are old school and unapologetically corny, they remain accurate. The educational ear worm is irresistible.
But why grammar and why read and write literature? Those are addressed in the initial videos.
(Students are reminded that not all materials will be covered in class. We have few text books. Supplemental materials are made available on this site. It is up to students to access materials they need to help them deepen their understanding of materials covered in class, particularly if they feel that they are not confident about something we've covered.)
But why grammar and why read and write literature? Those are addressed in the initial videos.
(Students are reminded that not all materials will be covered in class. We have few text books. Supplemental materials are made available on this site. It is up to students to access materials they need to help them deepen their understanding of materials covered in class, particularly if they feel that they are not confident about something we've covered.)
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Monday
This week we will begin doing our structured reading responses. Students will have in-class time to read on most days. Every day we read in class (and for homework if we don't have time in class) students will record basic observations about their reading materials.
There is a reading log (please see the document below). Each copy of the document/file allows for one week of structured reading response.
I am also providing an English Survival Kit. Students will need this information, as well as the Grammar packages and Banish Boring Words packages as an ongoing reference for the remainder of the semester. They should either keep these tidy and accessible in their binder or create a duotang/booklet that they keep accessible for daily reference as needed.
PLEASE NOTE: the documents featured in the Scribd windows are just for viewing on the website. If you try to download the document from within the Scribd window, you will be redirected to the Scribd website and prompted to sign up for an account. This is not necessary. Underneath the Scribd window where you can preview the document there will be a file download for the same document, with no need to go to a third party site or to sign up for a third party membership.
This week we will begin doing our structured reading responses. Students will have in-class time to read on most days. Every day we read in class (and for homework if we don't have time in class) students will record basic observations about their reading materials.
There is a reading log (please see the document below). Each copy of the document/file allows for one week of structured reading response.
I am also providing an English Survival Kit. Students will need this information, as well as the Grammar packages and Banish Boring Words packages as an ongoing reference for the remainder of the semester. They should either keep these tidy and accessible in their binder or create a duotang/booklet that they keep accessible for daily reference as needed.
PLEASE NOTE: the documents featured in the Scribd windows are just for viewing on the website. If you try to download the document from within the Scribd window, you will be redirected to the Scribd website and prompted to sign up for an account. This is not necessary. Underneath the Scribd window where you can preview the document there will be a file download for the same document, with no need to go to a third party site or to sign up for a third party membership.
| daily_reading_log_pdf.pdf |
| english_daily_survival_kit_pdf.pdf |
Week 1 - Wednesday Aug 22nd - Friday Aug 24th, 2018
Friday we went as a class for an orientation to the Learning Commons with teacher-librarian extraordinaire, Ms. Brenda Estabrook. Ms. Estabrook reviewed library etiquette with the students, gave them a reminder tour of the layout of the library and where to find different sorts of materials. Students were given the opportunity to seek out reading materials for the 10 mins of reading that will begin each English Language Arts class. Some students already had personal reading materials they will be using, or have chosen books from the teacher's collection in Room 101, but all students were encouraged to explore the Learning Commons.
Thursday we began reviewing expectations for behaviour in our classroom community. For more information, please see the "Classroom Expectations & Code of Conduct" tab on the main page of this teacher site. We discussed the 7 Grandfather Teachings framework used in this class to help us make effective, healthy and learning-supportive choices, and to self-assess our choices after the fact. We discussed the Annishnabe traditions behind these teachings, the fact that they are common to Yukon First Nations teachings and what these traditional values look like in a modern classroom.
I used the opportunity of sharing the connections between the 7 Grandfather Teachings and the images on the posters (a form of text) to offer an example of both oral storytelling and presentation.
Referring to these will be our touchstone for the semester.
We also began our daily routine of daily reading. Most days, students will read for 10 mins and will have another few minutes to fill in a reading log.
I used the opportunity of sharing the connections between the 7 Grandfather Teachings and the images on the posters (a form of text) to offer an example of both oral storytelling and presentation.
Referring to these will be our touchstone for the semester.
We also began our daily routine of daily reading. Most days, students will read for 10 mins and will have another few minutes to fill in a reading log.
Wednesday - Today we focused on the breakdown of the different EN 10 modules and what sorts of skills and activities that will mean students will be learning/exploring in this course. The two modules - Spoken Language and Literary Studies - will be integrated, rather than being taught separately by term.
