Calling all books

All books need to be returned by next Monday.

G9 & G10 - MacReminder

Learn your lines.

G6 Speech

Have it finished by tomorrow.

G9 - Learn your lines

Here's a sample video. Let's aim to beat it!

G6 - Speech Rubric

Let this be your guide. We will work on the descriptors next week.

G7 - Challenged Books

Click here.

G9 - Comparison of Texts

Finish to the end of Body Paragraph 2 before class on Wednesday

EWL - Argumentative Essay

Ironically, the deadline (of the beginning of class on Friday) is not open to discussion.

G6 - Ice cream!

Now that I have your attention, we are going to do a test on the last two texts in the Grade 6: Reading Comprehension Pack. As long as you do the first ten questions that follow each text, then you'll be fine. Remember, the key aspect of this whole focus is to get more skilled with identifying, and using, evidence in texts. So remember, evidence, evidence, evidence!

Chinese Science

Some really cool pictures and text here, but watch out for the eyes!

Congratulations on Sports Day!

Well done to all athletes!

G10 - Coriolanus

In case it motivates you to finish the story on your own time, here's a reminder: finish it!

EWL - Honour

Finish all 5 sources by Monday.

G6 - Maple & Rhubarb

Review the Quebec story, and read the Rhubarb story. Then, do the Qs up to the pictured part. 

The Muses

Click here to follow your muse.

By the way, it's Minerva who's the tenth in the helmet.

EWL - Argumentative Essay

Buoyancy & Ballast

For the student who asked, click here for buoyancy, and here for ballast.

G6 - Tea Party

Read & Qs

Service Learning - Data Mines

Be familiar with this data by tomorrow.

UNICEF on Madagascar - Here
Rescue Teams data - Here
Age & Adoption - Here

G7 - The Cay

Finish the book by Tuesday, and have 1-5 of the journal done too.

G7 - Plants

Here's what we talked about in class.

The Ganges

Click here.

G10 - Short Story

A story. What is a story? Does a story need to have a clearly defined plot, à la the kind of plot diagram you studied in earlier grades? Does the conflict, whether internal or external, need to be resolved?

Rather than see the the story as a short movie of someone's life, consider it as a snapshot, a brief moment in time captured and put on paper. A moment that is not just the external circumstances of the character's life, but also the internal conflict.

Your assignment is to write a short story, only as long as you feel is necessary to create this snapshot, that gives me, the reader, a connection to your protagonist. Remember, the conflict does not need to be resolved, it just needs to be.

If you have any further questions, email me (I will try to be more punctual in responses this week).

EWL SAYT Vocab Test Reminder

L34 on Wed, and L35 on Friday

G10 - US Lit Test

We will do the test on Tuesday, May 17th.

Unit V - 650 -657

Unit VI - 856 - 863

Unit VII - 1142 - 1149

G7 - Lifeboat

Finish the first entry, and complete the landing on the island, describing what you see, hear, and of course feel.

A prose for you

As promised, here it is.

G6 HW - Japanese Internment

Click here to watch a video on the issue. Here is a link to Google Images that deal with the Japanese Internment.

Your objective is to write two pieces that give your perspective on this event we read about.

The first piece you are to write is from the perspective of a student in Grade 6, a student whose friend (a Japanese-American) was forced to leave your neighbourhood and sent to a camp.

The second piece is be written from the standpoint of an upstanding member of the community (a teacher, doctor, police officer etc.) who is outraged by this discriminatory policy.

Your focus here should be on the differing styles of each writer. 

Think back to what we talked about in class about how, and why, people write differently.

Your two pieces can be letters to senators (a kind of politician), an article in a newspaper (including a school newsletter), or even a poster denouncing the policy.

Your only guide to how long each piece will be two questions:

1. Does you piece accurately capture the style of your writer?
2. Does your piece adequately explain the perspective of your writer?

EWL - SAT Words 1-20

It's a go for the inter-class test. I will start working on the test.

Wow!

For hours of fun, click here.

Word Counter

If you want to see the site discussed by Sarah today, click here.

G9 - Myths & Legends

Presentations on Thursday.

All the great legends are Templates for human behaviour. I would define a myth as a story that has survived. John Boorman

Penmanship & History

Click here.