Updates
SEPTEMBER
Thursday, September 27, 2018
- students worked on expanding their paragraphs for "What Kind of World do we Live in?", working on their sentence structure, types of sentences, adding detail, and correct usage of words (amount vs number; we vs us; then vs than)
- they also worked on their short stories that they began after reading "Coffee, Snacks, Worms" by Karleen Bradford
- students participated in the Terry Fox Run today
- it was impressive to watch the enthusiasm during the run as well as the number of students to brought money to support Cancer research--a big thank you to those that were able to contribute through running and/or donation
- 103 finished their 3-D presentations as well as their Prime Minister speeches--any students that were not here and need to complete these, can do so a morning break and lunch time on Monday
- 103 also read more in Fahrenheit 451
Monday, October 1, 2018
- students finished taking the notes that they were asked to do last week from pp. 39-53 of the text book
- we reviewed the passing of a bill process and the students created a skit that demonstrated their understanding of this process
- after a late start today, all students made it to class this morning
- the field study to the Bird Sanctuary was cancelled for today and will be rescheduled at a later date
- students used computers to begin the process of taking notes on the Federal Accountability Act, using a web, or google docs, or paper for their note taking
- https://www.tbs-sct.gc.ca/faa-lfi/fs-fi/fs-fi-eng.asp
- the above link is for the website for the note taking, read, then scroll down to 'fact sheet', click their, read then scroll down
- there will be 13 bullet points with titles, these are the subtitles that you will be using for your note taking
- read each, then scroll to the 'action plan', here you will find bullet points to put into your own words
- students were also given a study sheet for the Chapter One test that will take place on Tuesday, October 9, 2018
- below is a copy of the study notes
chapter_one_study_notes.docx | |
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Wednesday, October 3, 2018
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Tuesday, October 16, 2018
- students began the process of writing for their thesis statement and identifying three supporting statements
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- students did some work around Quality of Life
- brainstorming and discussions around quality of life, what it is, how is it connected to standard of living and differences between developed and developing countries around quality of life and standard of living
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Wednesday, October 17, 2018
- students did some more work around quality of life, identifying factors that contribute and distract from quality of life for two people (from a text) and from their own lives
- students also continued to work on their FAA notes, after they have written their thesis and three supporting statements
- we went over a power point on root words and students did a very brief exercise
root_words.pptx | |
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Thursday, October 18, 2018
- students finished up their work around quality of life by writing a paragraph identifying what are the indicators in their life that show them the quality of life that they live
- we read more from F451
- we began work on the Youth Criminal Justice Act (YCJA) by putting words together with their definitions and having students identify the strategy that they used to pair the word with the definition
- students spent part of the morning organizing their binders, making sure the notes they have taken and the handouts they have been given are in the correct subject area--some were given dividers to help with this organization
- this is something that Ms. Roston and myself will continue to check
- some work was done on their "Caring for our Watershed" projects
- literacy, numeracy and logic games were played
- short stories that students wrote that included dialogue were collected
- students worked on answering four questions by reading through the chapter on the Youth Criminal Justice Act (chapter 2--pp. 60-87)
- 1. What type of Justice does the system determine will be best to meet the needs of the young offender, the victim, the community?
- 2. What are the advantages and disadvantages of the YCJA? What should be changed?
- 3. What steps are included when a young person enters the justice system?
- 4. What ways is the justice system fair and equitable when dealing with young offenders?
- students competed their reading of chapter 2 on the Youth Criminal Just Act
- they were then to use sticky notes and to answer the four questions from yesterday
- once all table groups had completed this task, we went over the questions and what students' answers were
- we had a great discussion in each class about different aspects of Youth Criminal Justice
- 109 had time to read a bit more in F451
- students had access to computers to work on their introductory paragraph of their Federal Accountability Act
- an introductory paragraph includes a hook
- this can be a quote or an explanation of how something came about
- the purpose is to draw the reader in to wanting to read the essay
- next comes the explanation of the hook and its connection to the topic and potentially the thesis statement
- then students are to write their thesis statement followed by the three supporting statements
- this is to be done in proper paragraph format using full and complete sentences
- when writing the introductory paragraph do not put an identifier like: hook, thesis statement, supporting statement
- we continued to read F451
- students read F451
- the worked with sentence frames and created sentences to share with the class that compared and contrasted the YCJA and the Criminal Code of Canada
- students participated in a True/False game that revolved around the YCJA
- students participated in a YCJA game that involved answering questions around the YCJA and working through a large "board game" that took them through the avenues and pathways of the Youth Criminal Justice System
- in addition a Constable came out to answer questions and share information around the YCJA and what he sees
- 103 went to the Bird Sanctuary for "Bioblitz"
- 109 finished up the "big board game" of the YCJA process
- they also had time to work on their second paragraph of their Federal Accountability Act essay
- the second paragraph in the essay, is the first body paragraph
- there are three body paragraphs
- included in the body paragraph is the topic sentence--this is from one of the three supporting statements that students have made from the introductory paragraph
- the topic sentence is telling the read specifically what they will be talking about in this paragraph
- they then must explain the topic sentence (this is where information from their notes from the FAA fact sheet come into play
- following this explanation, they then give a real world example
- this could mean finding out about the senate scandal that involved senators during Steven Harpers tenure as PM
- they would read the information and connect what is said to what they were writing about in their paragraph
- the final sentence is their connect of what they discussed in this paragraph to their thesis statement from the first paragraph
- students read an article from 'Newsela' entitled "Casualties of hate: Pittsburgh synagogue mass shooting kills 11, wounds 6"
- a discussion around this was engaged in
- students were then asked "How did we get here?" When did this type of behaviour become the norm?
- reminder that we are going to the Zoo tomorrow afternoon
Thursday, November 1, 2018
- 109 worked on different scenarios around the YCJA and prepared skits to be presented on Monday afternoon around one of those scenarios
- in the afternoon, all grade 9's went to the zoo
- the assignment is below BUT class time will be given for completion of this work
dr._suess_poetry_at_the_zoo_2018.docx | |
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Friday, November 2, 2018
- 103 worked on their Caring for your Watershed project
- students spent part of the morning on literacy, numeracy and logic games
- students also listened to a speaker from Diefenbaker High School
- REMINDER OF FIELD STUDY MONDAY MORNING TO A NATIONAL GEOGRAPHIC LIVE PRESENTATION--this is a walking field study
- in the morning, students went to the Jack Singer Concert Hall for a National Geographic presentation on social behaviours of certain mammals
- although a bit chilly on the walk there and back, students seem to get a lot out of this presentation
- in the afternoon, 109 presented their skits from the YCJA scenarios that they were presented with
- in addition, they read three newspaper articles, summarized them and discussed the validity of the information contained in the articles
- 103 finished up examining various scenarios around YCJA
- they presented their skits this morning
- students began work on political cartoons, how to decode
- an assignment was presented where they have to decode on their own as well as create their own based on a Canadian Federal issue
- the following website can be accessed to get ideas for an issue to create a cartoon around https://canada.isidewith.com/polls
- there will be a test on the YCJA on Monday, November 19, 2018
political_cartoon_assignment_2018.docx | |
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File Type: | docx |
Wednesday, November 7, 2018
- study notes were handed out for the YCJA test which will be given on Monday, November 19, 2018
- students went over their chapter 1 social test
- 109 read from F 451
- 103 worked on their political cartoons
chapter_2_study_notes_2014.docx | |
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Thursday, November 8, 2018
- we finished going over the chapter one test for social
- students began work on Elements of a Novel, specifically about characters
elements_of_a_novel--character.docx | |
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- class pictures were done today, as well as individual retakes
- there was a little bit of class discussion around Remembrance Day for 109
- discussion was had with 103 around Remembrance Day, its significance
- class went to gym for the Remembrance Day Ceremony
- after break, they got out their work for their Caring for our Watersheds projects
- students presented their one idea and one solution and we discussed the feasibility of their proposal
- some time was given to work on their ideas and contact people to get necessary information
- forms were collected for the upcoming high school tour at Crescent Heights
- the political cartoon assignment was also collected
- students read F451
- both classes had access to computers to continue their work on their three body paragraphs for their Federal Accountability Act essay
- students were given their assignment for Take Your Kid to Work Day tomorrow
- they were then given a comprehension test
- when they finished this test they could read silently
- students also participated in a mock plebiscite vote around whether we should have the Olympics in Calgary in 2026
- students participated in Take Your Kids to Work Day
- they were expected to answer the following questions:
- What does the job entail (what are the work expectations, what does the person you are shadowing do)?
- What is the education that have to have to get a position like this?
- What are the safety regulations that must be adhered to?
- Is this a job that you could see yourself doing? Why or why not?
- What has this experience shown you about the direction your education is taking you?
- if they were unable to secure a work place with a parent, relative or family friend, they came to school where they were given an assignment to complete that involved researching three prospective jobs and answering the same questions as those students that were actually out in the field
- students read silently until they left for their tour at Crescent Heights
- upon their return and after they had a chance to eat their lunch, they read F451
- students spent time on their Caring for our Watersheds project
- after break, they participated in logic, math and English games
- students wrote their Chapter 2 test on the Youth Criminal Justice Act
- they also got back all assignments that have been handed in in the last month
- 109 did a bit more reading on F451
- students took out their journals and created a "presentation worthy" copy of the notes and information that they had gathered on their TKWD experience, this is due on Monday, November 26, 2018
- students were given a review of the assignment from out trip to the zoo and time to work on their animals and the animal's habitat
- students were given some silent reading time
- they then worked on their Elements of a Novel "Character" assignment around F451--looking at physical and personality characteristics of Guy Montag
- the students worked on their Elements of a Novel assignment (Character)
- F451 was also read
- students began "setting" for the Elements of a Novel
- they also had computer time for their FAA essays
- when there was time, they read from F451
- representatives from Junior Achievement were in for a presentation on "Economics for Success"
- these volunteers went through exercises with students around cost of food, housing; the types of jobs they could get and what they could afford; how to conduct oneself during an interview
- 109 began work on their concluding paragraph for their FAA essay
- they also read from F451
- students worked on their zoo assignments today
- students continued to work on their Elements of a Novel Assignment; this time with mood, conflict and initial incident
- students worked on their Caring for our Watershed projects
- literacy, mathematical and logic games followed
Monday, December 3, 2018
- students continued to work on their Elements of a Novel assignments from last week
- they also were given computer time to work on their FAA essays
- students in 103 finished reading Frt1
- both classes had computer time to work on their FAA essays
- 109 began work on Chapter 3 and 4 on the Canadian Charter of Rights and Freedoms
- students had more computer time for their FAA essays, which are due this Friday, December 7 @ 12.00pm (to be shared with me on google drive WITH YOUR NAME MARKED CLEARLY ON YOUR PAPER)
- time was given for their zoo assignments, which are due Tuesday, December 11
- students worked on their FAA essays
- they were also given time to work on their zoo assignments
- students in 103 began work on the Canadian Charter
- they did this through looking at photos and drawings and completing charts with I see, I think, There is/ I think, I predict/ I wonder why/how/where/who/what
- we also went over their YCJA test
- students' zoo assignment and journals were collected today
- students took notes and discussed said notes around Residential Schools in Canada
- students finished taking notes on Residential Schools
- they then looked at the Canadian Charter of Rights and Freedoms--specifically the two sections of individual and collective rights (they jotted down point form notes here too)
- we began to go over and discuss the meaning of each individual right (still on Fundamental Freedoms)
Monday, January 7, 2019-Tuesday, January 29, 2019
- students have been working on Individual and Collective Rights in Social
- In ELA they have worked on Elements of a Novel, finishing up work on F451
- students watched the movie The Day After Tomorrow to analyse the movie using the elements
- copies of the elements and the assignments are below
- copies of the Individual and Collective Rights assignments are below
- students were given time to work on their perspectives mind map, which is due tomorrow
- students handed in their perspectives mind map
- we went over more on collective rights
- we discussed racism, the kids defined it as:
- discrimination based on race
- a belief that certain races are less than
- because of skin colour you can be taken advantage of
- one race is considered superior to another based on race, one race is considered inferior based on race
- profiling based on skin colour
- believing all stereotypes about a race are accurate
- students were then given the following assignment
- To what extent was/is the Indian Act discriminatory?
•Make sure you consider and include the following ideas:
•Keep in mind what racism actually is.
•What discrimination looks like from the perspective of the First Nations people?
•How do you think the Indian Act impacts the identity and Canadian citizenship of the First Nations peoples?
- To what extent was/is the Indian Act discriminatory?
- students worked with a partner or on their own and handed their thoughts in before they left class
- the Band concert was attended by all in the morning
- at the end of the day, before dismissal, students received their report cards
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students got as far as the outline of the story, identifying the elements of a story
we will work on the storyboard next week
Wednesday, January 30, 2019
- students were given time to work on their perspectives mind map, which is due tomorrow
- students handed in their perspectives mind map
- we went over more on collective rights
- we discussed racism, the kids defined it as:
- discrimination based on race
- a belief that certain races are less than
- because of skin colour you can be taken advantage of
- one race is considered superior to another based on race, one race is considered inferior based on race
- profiling based on skin colour
- believing all stereotypes about a race are accurate
- students were then given the following assignment
- To what extent was/is the Indian Act discriminatory?
•Make sure you consider and include the following ideas:
•Keep in mind what racism actually is.
•What discrimination looks like from the perspective of the First Nations people?
•How do you think the Indian Act impacts the identity and Canadian citizenship of the First Nations peoples?
- To what extent was/is the Indian Act discriminatory?
- students worked with a partner or on their own and handed their thoughts in before they left class
- the Band concert was attended by all in the morning
- at the end of the day, before dismissal, students received their report cards
- notes went home to some parents about overdue assignments, if you have any questions please contact me through email
Wednesday, February 13, 2019
- Students wrote their Charter test last week, we will be going over the test next week
- Students have also been working on their Caring for Our Watershed proposal
- 1. Introduction one (1) paragraph
- 2. Define your watershed one (1) paragraph
- 3. Identify your concern one (1) paragraph
- 4. Explain your solution three to four (3-4) paragraphs
- 5. Scope three to seven (3-7) paragraphs
- Benefit two (2) paragraphs
- Resources needed two (2) paragraphs
- Conclusion one (1) paragraph
- Students will work next week on citing resources
- Little Lost Robot...a story by Isaac Asimov, was read and discussed, next week students will analyze the short story using "elements of a novel"
- last Friday, students in 103 began to work on their science Olympics opening ceremony creations
- they did an amazing job with the building of a car with lights, wheels that moved and a student "driving" it around the gym
- Thor made his grand entrance with a hammer that displayed "lightening" throughout
- we also had ribbon dancers
- the Energizer Bunny flag was a hit too!
- a big thank you to the students who all put in a lot of effort with music, lights, design and execution of the plan
- students had time to work on their Caring for our Watershed report
- 1. Introduction --one paragraph
- 2. Define your watershed--one paragraph
- 3. Identify your concern--one paragraph
- 4. Explain your solution--three to four paragraphs
- 5. Scope--three to seven paragraphs
- 6. Benefit--two paragraphs
- 7. Resources needed--two paragraphs
- 8. Conclusion--one paragraph
- these paragraph lengths are approximate, how long your presentation is, is dependent on the scope of your idea
- students worked on their elements of a novel analysis for "Little Lost Robot"--this will be do at the end of the week
- students were given more time for their "Little Lost Robot" analysis
- for their Watershed project, we went over using APA style to identify and credit where they got their information from
- if there is more help needed, come and see me in class
- with 109, we went over the Canadian Charter test that students wrote
- 103 had their field study to "Trapped"
- students were introduced to the expectations around how they are to create their own "Locked Room"
- we began with brainstorming ideas for the story in general
- students worked on their storyboard
- (groups have been picked and there will be three groups of approx. nine students each to create three different escape rooms per classroom)
- students got as far as outlining the story making sure that they adhered to the elements of a story
- we will work on the storyboard next week
- students completed a short comprehension test
- they were then given a practice PAT written essay topic, which was handed in at the end of class
- the plan is to do more work around essay writing
- students also worked on "The Arrival
- they are divided into six groups
- each group gets a chapter of the picture book
- they are to create a story based on their chapter
- they are not to talk with any other group about what is happening in any other chapter
- they are not to use proper names, but can refer to a character as "the mom", "the dad"
- this work is expected to take a few days
- students had a chunk of assessed work returned to them
- we went over the Charter test (103)
- 103 began work on "The Arrival", 109 continued it
- work continued on "The Arrival"
- we worked on their essays
- picking a noun, talk about that noun (lead), connect that lead to the topic sentence (bridge), then add your thesis statement
- we began with one and did as a whole class, then we practiced in groups and groups presented, then students did one individually
- common noun FIREPLACE--Fireplaces, when in use, create a warmth that draws people in. In order to do that, all the parts of the fireplace have to be in working order (LEAD). Just like the fireplace, a sports team functions best when all players work together (BRIDGE). This gathering of people that works toward a common goal is a great way for young people to learn about and practice the art of teamwork. For this reason, young people should participate in sports.
- students can use the same common noun regardless of the topic of the essay by tweaking what they say about that noun and the bridge that they use to connect it to the essay topic
- this noun (lead) serves as a "hook" to draw the reader into their writing
- this does not have to be used as the only hook, it is one tool
- students worked on "The Arrival"
- they watched Screen Agers and had time to discuss what they observed
- in the afternoon, we had a guest speak that discussed renewable energy projects and the feasibilities of the different types
Monday, March 4, 2019
- students took out their essay on obstacles
- they were introduced to creating a "lead" and a "bridge" to their essay to draw their reader in
- we did one on the board, then students within small groups were given a noun and a topic and had to create the lead and the bridge to share with the class
- then they had to chose one noun with an attached topic and create their own lead and bridge individually, they shared these with the class
- then, they turned to their essays and created a lead and a bridge for their essays on obstacles
- students have been divided into six groups to write a story based on one chapter of the book "The Arrival"--time was given today for students to work on this
- we worked on thesis statements and the three supporting statements for the obstacles essay
- a couple of students shared their work on the board, the rest of the class had a chance to peer edit
- some students brought their work to me for assistance
- students also went over the topic sentence, how to explain that sentence, how to bring in an example and detail based on that topic sentence, and how to bring that work back to the thesis statement
- students also worked on "The Arrival"
- students presented in their stories and the tableau of their story in order of the chapters in the book
- we then discussed what they presented and how it related to immigration
- students are to answer the Chapter 5 immigration questions--these can be done in point form
- Students continued to learn about Immigration
- they looked at advertising posters from the late 1800's, took a look at marketing "effects" that advertisers use
- they are in groups of two's or three's to create an advertisement in print that is specifically designed to attract people to immigrate to Canada in 2019
- more time will be given on Monday to complete this assignment
- students then were asked to take out their "obstacles" essay
- we revisited the concluding paragraph and reviewed what should be included
- summarize the information that has been presented in the essay
- this can be done by reiterating the thesis statement with the three supporting statements (DO NOT CUT AND PASTE) reword, make it interesting
- you can ask a provocative question that is directly related to what the topic of your essay is about, but make sure you have address all that you want to and can address with the previous paragraphs...this questions is just mean to wet the appetite of the reader
- you can also include a quote--but make sure to explain it and its connection to your thesis statement
- you could also end with a consequence or warning, but again it must be connected to something that you have discussed in your previous paragraphs
- remember, DO NOT INTRODUCE NEW INFORMATION
- summarize the information that has been presented in the essay
- students worked on their Escape Room story, finishing their story line and beginning to put the story into picture form through a storyboard
- story board is a graphic representation of what is happening in the story
- it is a step by step visual, a brief summary of what is happening in each picture, notes on what is happening (brief but to the point)
- story board is a graphic representation of what is happening in the story
chapter_5_social_studies_2019.docx | |
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immigration_notes_from_the_arrival.jpg | |
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Monday, April
Monday, March 11, 2019
- we did some work around subject and predicate and object within a sentence
- students worked on being able to identify these within a sentence
- students also worked on and presented their print ad using two marketing effects (topic immigration)
- students worked on a presented their print ad using two marketing effects (topic immigration)
- we continued going through the text on Chapter 5 immigration
- students continued to work on immigration, Chapter 5--looking at the push and pull factors of immigration, the factors and the categories for immigration to Canada
- students also examined the impacts that immigration has on Canadians
- 109 had to write a paragraph on which factor of immigration they think is the most important--economic, health, security, political
- 103 will get this assignment tomorrow
- 109 presented their paragraphs
- the class was divided into the four categories for a debate as to why their factor choice was the more important
- 103 was given this assignment and will do the presentations tomorrow
- students worked on their Escape Room project, completing their story boards
- if time, they will present their story boards to their peers
- students in 103 presented their most important factor
- both classes began work on learning how to write a business letter
Monday, April 1, 2019
- students reviewed the work that was done on the writing of business letters before spring break
- we continued with the formatting expectations for the actual letter
- students were then given time to actually write the business letter
- it was handed in and will be reviewed tonight and returned to the students tomorrow
- students wrote a short story on the importance of seeking adventure in life
- we went over their business letters
- students assessed their own letters, then met with the teacher to compare their assessments with hers, discussion ensued
- students then did a compare and contrast of their letter to an exemplar that was assessed as being "excellent"
- students will write their Immigration test tomorrow
- students wrote another business letter, which we will be going over in the next few days
- some students presented their short story orally and received feedback
- overall, students were given their short stories back to work on the following: to edit and check for spelling errors; making sure there is a variety of simple, complex and compound sentences; to include things like dialogue or character thoughts to break up what may sound like just "listing" what is happening; to use descriptive language--"The sun is setting." can become "The sun slowly drifted behind the hills, casting dim light across the fields."
- they are to look at, at least, two sections within their story TONIGHT and be prepared to work with the teacher tomorrow on the changes/improvements
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Field Studies and Upcoming Events
September
Friday, September 28, 2018
- Terry Fox run tomorrow--please dress for the weather, bring a snack and plenty of water for during and after the run
- Picture Day--students must wear their uniform
Tuesday, October 2, 2018
- 103 will be going to the Bird Sanctuary for "Bioblitz"
- dress for the weather
- bring a bagged lunch with water
- 109 will be going to the Bird Sanctuary for "Bioblitz"
- dress for the weather
- bring a bagged lunch with water
- a police officer will be coming to the school at 12:00 to speak with all three grade nine classes about the Youth Criminal Justice Act
- 103 will be going to the Bird Sanctuary for "Bioblitz" as their original trip had to be rescheduled
- picture retakes
Thursday, November 1, 2018
- Zoo, 1/2 day--12:00 to 2:50pm
- a representative from Diefenbaker school will be in to talk to the grade 9's about IB (11:15)
- National Geographic Live at Jack Singer "Social by Nature"
- students will be walking, dress for the weather
- will be back to eat lunch at the school
- TKWD--Take your kid to work day is here
- students are encouraged to go to the workplace of a parent
- all grade 9 students will be going to Crescent Heights School for a school tour in the morning
- early dismissal 12:25pm for Parent/Teacher conferences
- parent teacher conferences
- Economics for Success
- in-school presentation in the morning
Friday, December 14, 2018
- Curling
- students will be walking, dress for the weather
- bring a snack
- Winter Solstice celebration
- bring a food dish to share with classmates
Thursday, January 10, 2019
- SAIT for first half of 109
- Kid Inventor Day in am
- Open House 6:30 pm to 8:00 pm
- National Geographic Live am
- Band concert
- report cards home
Wednesday February 6, 2019
- all of 103 and the second half of 109
- Science Olympics
- Escape room in the afternoon
- Telus Spark 109 only, am only
- Telus Spark 103 only, am only
Wednesday, March 6, 2019
- Bamfield Mandatory Meeting 6:30 pm
- PI day
- Bamfield
- parent/teacher interviews pm
- parent/teacher interviews
- Spring Break
Monday, April 8 and Tuesday, April 9
- Investment Strategies (103 only)
- Investment Strategies (109 only)
Tuesday, May 14, 2019
- 103 Drop-In Center
Due Dates Assignments and Tests
- Monday, October 9, 2018--Chapter One Test
- Tuesday, October 16, 2018--"The Birth of Western Philosophy" writing assignment
- Friday, October 19, 2018--short story (double spaced, typed or written in blue or black ink)
- Friday, November 9, 2018--political cartoons
- Monday, November 19, 2018--YCJA test (Chapter Two)
- Monday, November 26, 2018--questions answered from what was given for TKWD--to be completed in your journal
- Friday, December 7, 2018--FAA essay to be shared on google docs by 12:00 pm
- Tuesday, December 11, 2018--zoo assignment, handing in journals and good copy of animal and poem
- Monday, January 28, 2019--Collective Rights Past and Present
- Thursday, January 31, 2019--Perspectives Mind Map
- Thursday, February 8, 2019--Canadian Charter of Rights and Freedoms TEST (Chpt. 3-4)
- Friday, February 9, 2019--Identity Collage
- Tuesday, February 18, 2019--"Four Noble Truths" writing assignment
- Monday, February 20, 2019--Watershed proposal shared on google docs DATE CHANGE--NOW DUE MONDAY, FEBRUARY 25
- Wednesday, February 22, 2019--Little Lost Robot/Elements of a Story
- Tuesday, March 6, 2019--"The Arrival" short story (chapter) to be presented to class
- Monday, March 18, 2019--Caring for our Watershed to be submitted to teacher for final review of format
- Thursday, April 4, 2019--test on "Immigration"
- Monday, April 29, 2019--Practice written PAT
- Thursday, May 9, 2019--written PAT (Part A)
Bamfield
Thursday, October 4, 2018
- Mandatory meeting for parents and students interested in going to Bamfield
- first deposit of $350.00 due tonight
- meeting starts at 6:30 in the gym
- parent that is signing the paperwork needs to be at the meeting
- you will be asked to sign into the meeting as well
- if you missed the Bamfield meeting on Thursday, you have one last opportunity to attend the mandatory meeting
- this is taking place on Tuesday, October 9, 2018 at 3:30 in Dr. Beaton's room--103
- a messenger was sent home today asking parents of students going to Bamfield about their medication, please refer to that message
- a messenger was sent home today letting parents know that a letter is coming home with their child around the Bamfield payment schedule
- second payment for Bamfield due $350.00
- third payment due $350.00
- fourth payment due $350.00
- final payment due $200.00
- final mandatory parent/student meeting
- please meet at the Calgary International Airport at 7:30 am at the West Jet departure area
- Flight WS 3109
- I am aware that this is early, however, we have to get baggage tags and 65 students through security
- please do not be late
- please be at the airport to pick up your child at 9:45pm at the West Jet arrival area
- it would be appreciated if you are at the airport at this designated time as teachers need to be at school the next day for parent/teacher interviews bright and early
- Flight WS 3154