John Oliver Secondary School Ms Ink

Archive for February, 2018

Monday, February 26

2-3 ELL Reading: We started with 15 minutes of silent reading and then went on to discuss what we have learned from our elders. Afterwards, students continued their work on the current vocabulary assignment. 

2-4 ELL S.S: We went over the worksheet from last class. Then, students worked in groups to evaluate the three major rulers of the French Revolution. They evaluated them in many areas, and then had to rank them from best to worst. Next day, students will be writing an entrance slip using this work. 

2-1 S.S 8: Students worked on a handout that investigates what occurred after Charles I was executed. Students were encouraged to finish this handout in class as it would help them with their take home performance assessment. This unit, we have focused on learning two skills – how to form a logical argument, and how to read and understand primary sources. Students will have to demonstrate these skills on their take home performance assessment. The performance assessment is due February 28 at the beginning of class. 

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Friday, February 23

1-3 S.S 9: Today we are starting to watch 12 Years a Slave. We will finish the movie next class, and then write a reflection afterwards. 

1-1 S.S 8: We finished creating our case against Charles I and showed that evidence is necessary to prove someone in guilty today, but was not as necessary in the 1600’s. Then, students worked on a handout that reviewed what happened after Charles I was executed. Students will be able to use this handout, and all other work from the term, to help them write their Performance Assessment next day. Remember, you must know how to form a logical argument, and you must know how to read and understand primary sources. 

1-2 S.S 8:  We finished creating our case against Charles I and showed that evidence is necessary to prove someone in guilty today, but was not as necessary in the 1600’s. Then, students worked on a handout that reviewed what happened after Charles I was executed. Students will be able to use this handout, and all other work from the term, to help them write their Performance Assessment next day. Remember, you must know how to form a logical argument, and you must know how to read and understand primary sources. 

 

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Friday February 16

1-3 S.S: I gave a very brief lecture on the American Civil War and then let students work independently for the rest of the period. They were to read the notes I created for them, and fill in their Cause and Consequence graphic organizer. The graphic organizer will be due at the beginning of next class. Next day we will be talking about Reconstruction and the Jim Crow era. 

1-1 S.S 8: Students submitted their homework and then were given their new textbooks. Then, students had most of the period to read pg.31-35 of the textbook and answer 12 questions. They were able to work with a partner or two. For the last 15 minutes of class, students wrote an exit slip – they had to imagine they were living in the 17th century and explain if they would support the King’s rights or Parliament’s rights and provide three reasons why. No homework!

1-2 S.S 8: Students submitted their homework and then were given their new textbooks. Then, students had most of the period to read pg.31-35 of the textbook and answer 12 questions. They were able to work with a partner or two. For the last 15 minutes of class, students wrote an exit slip – they had to imagine they were living in the 17th century and explain if they would support the King’s rights or Parliament’s rights and provide three reasons why. No homework!

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Thursday, February 15

1-3 ELL Reading: Students started off with 15 minutes of silent reading. Then, we read two stories from our workbook. Students were to finish their vocabulary paragraphs, and then work on Activity A, B and C. 

1-4 ELL S.S: We started a new unit – the French Revolution! We watched a documentary to give students some background knowledge on the Revolution. Next day we will be finishing our testing. 

2-1 S.S 8: Students submitted their homework and then were given their new textbooks. Then, students had most of the period to read pg.31-35 of the textbook and answer 12 questions. They were able to work with a partner or two. For the last 15 minutes of class, students wrote an exit slip – they had to imagine they were living in the 17th century and explain if they would support the King’s rights or Parliament’s rights and provide three reasons why. No homework!  

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Wednesday February 14

1-3 S.S 9: We talked about the Slave trade in Canada as well as the Underground Railroad. We read a newspaper article that investigated a slave owners plantation in Canada and how exactly slavery ended up being abolished in Canada. Then, I gave a lecture on The Underground Railroad. Students were assigned a performance assessment, where they were to take on the identity of an escaped slave and they were to write a letter to a loved one describing their journey and experience. This letter is due next class, on Friday. 

1-1 S.S 8: We started a new unit – Democracy and the English Civil War! I gave a lecture on how democracy was created through the Magna Carta in England. Then, I talked about how the Tudors followed democracy, and the Stuarts did not. We discussed the Divine Right of Kings and how James I believed he was a descendant of God. Students then had to analyze a speech James I gave, and fill in the primary source analysis graphic organizer. Afterwards, they were to use their reading package to answer questions 1-3. Question 4 was a research question that they needed to use the internet for. This work is due next class, Friday the 16th. 

1-2 S.S 8: We started a new unit – Democracy and the English Civil War! I gave a lecture on how democracy was created through the Magna Carta in England. Then, I talked about how the Tudors followed democracy, and the Stuarts did not. We discussed the Divine Right of Kings and how James I believed he was a descendant of God. Students then had to analyze a speech James I gave, and fill in the primary source analysis graphic organizer. Afterwards, they were to use their reading package to answer questions 1-3. Question 4 was a research question that they needed to use the internet for. This work is due next class, Friday the 16th. 

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Tuesday February 13

2-3 ELL Reading: Today students started with silent reading. Then, they were given the rest of class to complete a reading comprehension test. 

2-4 ELL S.S: Today we started our first day of English testing. It will continue next class as well. 

2-1 S.S 8: Students completed peer and self evaluation for their project groups and then handed back their old textbooks. They will be given a new set of textbooks later this week or early next week. Students took notes as I gave them a lecture on James I and Charles I of England. Then, students analyzed a speech that James I gave and filled in a primary source analysis graphic organizer. Afterwards, they were to use the rest of the reading package to answer questions #1-3. They are to do some research to answer questions #4. This is due next class, Thursday February 15.

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Friday February 9

1-3 S.S 9: We continued to talk about the Atlantic Slave trade and its effects on the world. WE focused in on a narrative written by Equiano, a slave who managed to free himself. Students worked in groups to analyse an excerpt from his book, and fill in a primary source analysis graphic organizer. Both sides of this worksheet are due next day. 

1-1 S.S 8: Presentations day! No homework. 

1-2 S.S 8: Presentations day! No homework. 

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Thursday February

2-3 ELL Reading: Students continued to work on their vocabulary paragraphs. 

2-4 ELL S.S: American Revolution Unit Test!

2-1 S.S 8: Presentation day! No homework. 

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Wednesday February 7

1-3 S.S 9: Students wrote a quiz about the Reign of Terror and end of the French Revolution. Then, we moved on to the Atlantic Slave Trade. I gave a brief introduction to the start of the Atlantic slave trade. Next day we will continue with the introduction and move on to a slave’s experience. 

1-1 S.S 8: Extra work day for the project because Grade 8’s are taking part in the rest of their English Experience in the afternoon. Projects MUST be sent to me before class on Friday. All groups will be presenting, so please be prepared. 

1-2 S.S 8: Students are participating in their English Experience for the afternoon. Projects must be sent to me BEFORE class on Friday. All groups will be presenting, so please be prepared. 

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Tuesday February 6

2-3 ELL Reading: We worked on Vocabulary for our new story. Students were to first guess what the words meant, then find the actual definition for them, then copy the sentence out of the story, and then write their own sentence. Next day we will be using all of this work to write a paragraph that uses all 8 vocabulary words. 

2-4 ELL Social Studies: We did a test review today to prepare for our test next day. 

2-1 S.S 8: Students had an extra day to finish up their projects and and prepare their presentations. All groups will be presenting on Thursday. 

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