Lesson 16

 

 We opened the class with a reminder about this week's timeline, and what belongs in the Bio Poem.

• Today - Chapters 4/5
• Wednesday - Chapter 6
• Thursday - packages for Chapters 1-6 are due!
• Friday - Bio Poems are due!

Students listened to Chapter 4, before recording their question at the bottom of page 15, and then completing the Words of Wisdom section for these chapters on page 18.

We debriefed the last two chapters before listening to Chapter 5

Students received the third booklet today, but do not need to do any work with them at this time.

PLEASE BEGIN WORK ON YOUR BIO POEM PROJECT ASAP!

Lesson 15

 Students reviewed their class member's multiple intelligences - and we acknowledged the diversity there.

Students received a new project - this bio poem project is to be handed in on Friday, October 3rd - the work on this piece will occur at home. The work acknowledges the unique aspects of what makes you, you - in a way that reaches beyond these walls.

The remainder of the block was spent on looking at Truth and Reconciliation - ending in a reflection of some form to be included in a school-wide acknowledgement of Truth and Reconcilliation Day.

This piece on Residential Schools, and another on Reconciliation were shown. 

Have a wonderful Grade 8 Retreat!

 

Lesson 14

 

While we didn't move as quickly today as I had hoped, we got a LOT of thinking in. 

Students discussed the common ground, or "sameness" that exists between societies.

We discussed ways in which we celebrate the differences between peoples.

We talked about the concept of multiple intelligences, before students set about charting their own strengths/aptitudes via a lengthy quiz.

HMWRK: Please ensure that you have completed the "Multiple Intelligences" section of your package, up to the middle of Page 15. 

 

Lesson 13

We started today's class with a check in - students shared how they're feeling today and something unique about themselves.

Groups got a look at their ideal community work - we talked about how well they did in sharing presentation time and working with unfamiliar folks. 

Students got a look at what developing/proficient/extending "Words of Wisdom" might look like, before we began a discussion regarding "sameness."

Students filled out the advantages/disadvantages chart in their Giver package for chapters 3&4 - we then had a class-wide discussion.

We listened to Chapter 3, and students briefly made notes for the question underneath the chart mentioned above. We will continue this work next class - if you missed class, you should come to tutorial tomorrow to get caught up. 

 

Lesson 12

 

We talked a bit about the value of free speech, and I mentioned that - no matter what a community looked like at any given time - it wouldn't be ideal to me without freedom of speech. 

Students got an overview of what the next few weeks will look like, and we discussed that after they finished  the first three sections of the novel work (up to, and including, Chapter Six) I will collect their work and give a preliminary mark - -  > Students will then have the opportunity to adjust their approach to work over the second half of the text. 

Students received their second work package, and did the write on the front page -Students should not do any work beyond the front page (and a brainstorm/pro-con list on the top of the second page).

Anyone with the desire to spend a little extra time on the writing sections should feel free to do so over this long weekend - so long as they do it on their own, without online writing help etc. - just as was the case during class time. 

Lesson 11

 We checked in at the start of the class - some folks still need those binders!

We talked about the Handsworth Writing Lab, and clarified any questions students had - many will be going there in the next couple of days to have a look, and get a bit of help with their writing. 

• If you received a message from me recommending you head to the HWL, regardless of outside tutoring help etc. please leverage this excellent opportunity to improve your work within the school environment. - There are times when students will be able to work on in-class writing there, which is not possible with tutors, or at extracurricular learning services.
   

Students had 10-15 minutes to continue their work on the first chapter of the text.

We listened to Chapter Two, and students spend the remainder of the class finishing the first package of work. Students worked incredibly well!

Those who missed today's class should pop into tutorial tomorrow to continue the work - the door is open at 8:30.

Lesson 10

Many students brought in their Humanities 8 specific binders - getting closer to everyone!

Those who missed the quick write yesterday should come in to tutorial as soon as they are back in the building.

Please note: The only tutorial I am not here for is the Friday of Week I - students are welcome any other day. 

We chatted about where we didn't think through addressing all of the issues in today's society - how many of the recent ideal communities still included structures that entrench current inequalities and prevent many from having their needs met. We also discussed some of the positives of the work (posters coming back this week).

Students received a  handout on the Handsworth Writing Lab. A number of students will also receive a personal invitation to the writing lab via Teams today, but all are welcome! 

We continued work with The Giver packages - Students have read the first chapter, and have taken notes. 

If you missed today's class, you need to attend tutorial at 8:30 tomorrow to get on track before class.

 

Lesson 9

We had a final group presentation this block, and then moved into talking about personal values.

Students did a brief brainstorm about values, before we had a wider class conversation.

Students  then received the first of several booklets for this unit, and did a quick write on the following: What are the values in the set of rules that guide your behaviour? Who or what do you think had the most influence on teaching you these rules? What pressures or influences may cause you to break these rules?

HMWRK: 

• If you missed all or part of today's class, you need to attend tutorial at 8:30am tomorrow, or as soon as you are back in the building.
  
• If you don't have a HUMANTIES ONLY binder yet, please get one as soon as possible. 

Lesson 8

 

Most students presented their projects today! The work was good - we could stretch our imaginations much farther to think of what an ideal community might look like - one without the challenges and unmet needs of our own.

On Monday we will see a final presentation, and then shift modes to thinking about personal values, before beginning novel work. 

Anyone not present today should ensure they have connected with group members on Teams, and are in tutorial on Monday morning. 

Have a great weekend!

Lesson 7

 It was wonderful to see so many folks in tutorial this morning - getting ahead - making sure their work represented the ideas they are passionate about!

Students worked on polishing the visual representations of their communities, and followed that by ensuring that they had a basic script prepared so as not to miss any of their points during tomorrow's presentations.

Students were reminded that ideal doesn't need to mean presently possible, and that they should be pushing their minds beyond conventional community structures.

Groups are welcome to tomorrow's tutorial - they will present during Friday's class.

Lesson 6

Students started the block with a reminder of the various elements they need to include in their presentations.

They are specifically reminded to consider the core values of their communities, and then to think outside the box as to how they can put those values into action.

***There were a couple of groups today, for different reasons, which found themselves behind. Those groups are encouraged to come to school for 8:30 tutorial to get back on track. 

HMWRK - Bring any and all materials needed for your project! Presentations Friday. 

Lesson 5

 To open today's class, we  listened to "Imagine" by John Lennon, and considered the lyrics - we thought about ways in which the world he imagines differs from our own community, and whether or not the ideas in the song are radical in any way - then we connected the text to our current project.

We worked through a power point designed to guide students in the designing of their ideal communities - it included a look at Maslow's Hierarchy of Needs, as well as a series of questions they should answer in their work.

Besides yesterday's yellow sheet, students received a green sheet (to help plan/structure their upcoming presentations) and a rubric printed on white. 

Students will have tomorrow's class to work on their projects, Thursday's block to polish the work, and will present their communities on Friday.

Homework:

• Your yellow sheet signed (if not complete already)
• A Binder just for Humanities 8
• COLOURS FOR YOUR PROJECT
• Ideas to add to your group work tomorrow

Lesson 4

•  Remaining yellow sheets were handed in!
• Students who won prizes last week received them.
• We did ONE FINAL class scavenger hunt.
• Students got a new seating plan.
• On their own, students brainstormed what things might exist/be possible in their ideal/perfect community.
• Students moved into groups and started working on a collective vision of the ideal/perfect community

We will continue work with this over the next several classes - Students will receive more detailed project instructions tomorrow. In the meantime, they should find colours/fineliners and bring them to class!

 

Lesson 3

 

Today, more students had me check their yellow sheets.

We saved the blog address in student phones, if they had them, then put the phones away.

Students worked away individually, then in pairs, on a question set aimed at having them consider life's challenges --> They then wrote as much of a paragraph on one of their challenges as they were able within a 20 minute window. 

Please note: These paragraphs are being used to help pinpoint areas for improvement in student writing, and are not part of mark calculations.

No additional homework!

Lesson 2

 Many students came in with their yellow sheets signed, and their binders ready! 

We checked in, did a name scavenger hunt, and worked toward knowing the names of all members of the class. 

Students began to answer a few questions around challenges they have faced - this sheet was handed in at the end of the class, and we will continue working with it tomorrow. 

Homework:

• Reset your Teams password
• Get your yellow sheet signed
• Get that Humanities binder and materials ready!

Please note: Many student will already have done the above homework, so they can simply come to class ready to work :) 

 

Lesson 1

 Welcome!

You have found your class Blog :) 

On our first day, we looked asked all the questions, talked through the course outline, and took home the Yellow Sheet to be signed.

Homework: 

• Reset your Teams password
• Get your yellow sheet signed
• Make sure you have the things on the yellow sheet, including a binder just for Humanities