John Oliver Secondary School Ms Ink

Monday, April 30

2-4 ELL SS: This was our last day to prepare for Mock Confederation. Each student has been given a role – they are representing a province before the confederation of Canada. They had to research their role and either argue for or against confederation. We will be conducting Mock Confederation next class!

2-3 ELL Reading: Students first wrote in their anticipation guide about what they thought would happen in Chapter 4. Then, they had time to finish up the reading questions from Chapter 3. If students finished that, they were to look for examples of imagery in Chapter 3. 

2-1 S.S 8: Today we learned about the 7 Years War by creating a Battle Strategy that was better than Montcalm’s battle strategy in order to protect and defend the Fortress of Quebec. Students then presented their strategies to the class. 

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Wednesday, April 25

1-3 S.S 9: We started our Mock Re-Trial of Louis Riel today. All students have been assigned a role for the trial – students will have 4 more classes to prepare. The trial dates are May 11 and May 15. First editions of Newspapers are due May 9 by the end of class, second editions of newspapers are due May 23 at the beginning of class. 

1-2 SS 8: This is our last day to work on our mini inquiry project on New France. Presentations will take place on Tuesday, May 1. 

1-1 S.S 8: This is our last day to work on our mini inquiry project on New France. Presentations will take place on Tuesday, May 1. 

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Monday, April 16th

ELL Reading: We started with learning about Imagery – imagining a picture in your head when you read. We found three sentences from our book where imagery is used. Then, students drew what they saw when they read those parts. After, we started reading Chapter Two of our book – we didn’t quite get to finish so we will read the rest on Wednesday. 

ELL S.S: We started by going over the homework that was assigned last class – The Rebellions Worksheet. Then, we went over The French Revolution Test. No homework. 

2-1 S.S 8: We met in the library to work on the Arrival in Canada inquiry project. Each group had to have their action plan completed in order to access laptops and begin researching. Remember, this project is not going to be as large as others – keep focused on your research and be concise with your findings. Project is due April 24th. 

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Friday, April 13th

1-3 S.S 9: We went over the previous days notes to make some clarifications, and discussed our view of Louis Riel. Then, I gave a short lecture on the treaty process in the prairies. For homework students were given 3 questions to answer that ask them to make ethical judgements about the treaty process. These questions are due next class, Tuesday, April 17th.

1-1 S.S 8: Indoor Track Meet took place in the afternoon!

1-2 S.S 8: Indoor Track Meet took place in the afternoon!

 

 

 

 

 

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Thursday, April 12

#JerseysforHumboldt

 

ELL Reading: We started with creating our Anticipation Guide. This is where students try to make a guess at what will happen in the next chapter of the book. Then, students worked on the last half of the chapter questions. At the end of class we went over the chapter questions together to make sure they had a full understanding. 

ELL S.S: We started a new Unit today – Government Reform and Canadian Confederation. Students were assigned a worksheet to fill in that investigated the problems that were occuring in both Upper and Lower Canada. This assignment is due next class, Monday April 16th. 

2-1 S.S 8: We started our introductory inquiry project today. Students picked groups, chose a topic, and then worked together to create their inquiry questions. Once they had a good inquiry question created, they worked on a brainstorming web that will help guide them with their research for the project. Then, they came up with an action plan for how they would tackle the work for the project. The project is due April 24th – they will be presenting their findings. 

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Wednesday, April 11

1-3 S.S 9: Students were to fill in notes that were provided to them about the rest of the Red River Rebellion. Pg. 159-162 from the textbook has all the information needed to fill in the blanks. I will attach a copy of the blank notes if you misplaced them. Then, students were to work on an assignment called “A Portrait of Louis Riel”, where they had to make a fair judgement of Riel and make their own poster depicting this. After consulting with students today, I have decided to postpone this assignment so I can give further instruction on it. So, it will NOT be due on Friday.

Note taking: Copy of The Red River Rebellion Continues

1-1 S.S 8: Students practiced brainstorming inquiry questions that had something to do with what we have learned in the past two classes – the colonization of Canada, French explorers, search for the NW passage, the fur trade, the Jesuits, the Coureur De Bois, etc. Then, students created an Inquiry question brainstorming web to flesh out their question further. Students were given the rest of class time to start on their new set of notes: Pg. 236-244. I did not give out a template this time, so please ensure you follow the template we have been using to stay organized. This set of notes is due at the beginning of next class, Tuesday, April 17th. 

1-2 S.S 8: Students practiced brainstorming inquiry questions that had something to do with what we have learned in the past two classes – the colonization of Canada, French explorers, search for the NW passage, the fur trade, the Jesuits, the Coureur De Bois, etc. Then, students created an Inquiry question brainstorming web to flesh out their question further. Students were given the rest of class time to start on their new set of notes: Pg. 236-244. I did not give out a template this time, so please ensure you follow the template we have been using to stay organized. This set of notes is due at the beginning of next class, Tuesday, April 17th. 

 

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Tuesday, April 10

ELL Reading: We read Chapter 1 of Fatty Legs today, and then worked through the first 10 reading comprehension questions of the chapter. Next class we will finish the questions and learn about imagery. 

ELL Social Studies: Today was the French Revolution Unit test. 

2-1 S.S 8: I did a homework check, and then went over the notes assigned for homework with students. Then, students practiced brainstorming inquiry questions that had something to do with what we have learned in the past two classes – the colonization of Canada, French explorers, search for the NW passage, the fur trade, the Jesuits, the Coureur De Bois, etc. Then, students created an Inquiry question brainstorming web to flesh out their question further. Students were given the rest of class time to start on their new set of notes: Pg. 236-244. I did not give out a template this time, so please ensure you follow the template we have been using to stay organized. This set of notes is due at the beginning of next class, Thursday April 12th. 

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Monday, April 9

1-3 S.S 9: We had a town hall style meeting where some groups took on the role of the Metis and some took on the role of the settlers and HBC. They all created a proposal that made suggestions on how to end the conflict between the Metis and the HBC. Then, I gave a lecture about conflict in the Red River Settlement, including Louis Riel. Students were assigned a sheet with 3 questions on it where they had to compare the similarities and differences of The Metis List of Rights and the Canadian Charter of Rights and Freedoms. Were the Metis’s demands fair? Were they realistic? This sheet is due Wednesday, April 11th. 

Conflict at the Red River PowerPoint: Conflict at the red river settlement Full PPT

1-1 S.S 8: I did a homework check, and then went over the notes with students to ensure they understood what they were doing. Then, I gave students some information about Inquiry questions and how to form good ones. I already heard a few great ideas floating around the room, which gets me very excited for our final inquiry project in June! Students then had the rest of the class to work on their new set of note-taking: Pg.226-231. This set of notes is due at the beginning of class on Wednesday, April 11. 

1-2 S.S 8: I did a homework check, and then went over the notes with students to ensure they understood what they were doing. Then, I gave students some information about Inquiry questions and how to form good ones. I already heard a few great ideas floating around the room, which gets me very excited for our final inquiry project in June! Students then had the rest of the class to work on their new set of note-taking: Pg.226-231. This set of notes is due at the beginning of class on Wednesday, April 11. 

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Friday, April 6th

ELL Reading: Today we did an introduction to our new novel, Fatty Legs. We looked at the cover and tried to predict what the book was about, and then students answered pre-reading questions. 

ELL S.S: Students have a test on the French Revolution next class – Tuesday April 10th. So, I gave them some study tips and tricks. Then, students worked on creating a study/”cheat” sheet, where they can write down any information and use it for the test on Tuesday.

2-1 S.S 8: I did a homework check, and then went over the notes with students to ensure they understood what they were doing. Then, I gave students some information about Inquiry questions and how to form good ones. I already heard a few great ideas floating around the room, which gets me very excited for our final inquiry project in June! Students then had the rest of the class to work on their new set of note-taking: Pg.226-231. This set of notes is due at the beginning of class on Tuesday, April 10th. 

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Thursday, April 5

1-3 S.S 9: Today we did a jigsaw activity that focused on communication, collaboration, and note taking skills. If students did not compete their full set of notes, or feel like they need to add more, then this is their homework. On Monday, we will start the class with a Town Hall Meeting, where students will have to take a side and use their notes to create proposals for how to fix the problems between the Metis and Settlers. 

1-1 S.S 8: We worked on writing a full set of notes based off of the textbook. Students learned how to properly format notes in order to keep organized, how to find the main idea(s) in a piece of writing, as well as how to find supporting details in order to prove that the main idea is true. This style of note taking is a great skill to have as a young person as it keeps students much more organized, makes it much easier to study for tests, and is a good method to use when they someday may attend post-secondary school. The set of notes that we worked on today, Pg.221-223, are due next class, Monday the 9th. 

1-2 S.S 8: We worked on writing a full set of notes based off of the textbook. Students learned how to properly format notes in order to keep organized, how to find the main idea(s) in a piece of writing, as well as how to find supporting details in order to prove that the main idea is true. This style of note taking is a great skill to have as a young person as it keeps students much more organized, makes it much easier to study for tests, and is a good method to use when they someday may attend post-secondary school. The set of notes that we worked on today, Pg.221-223, are due next class, Monday the 9th. 

Here are the notes we filled in together during class: Blank Note Taking – Vikings, Cabot, Cartier

 

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