Tuesday, January 31, 2012
Who are the activists that you know in our community? Who are the people who faithfully volunteer their time to make a difference in our community? Are they coaches, church volunteers, leaders, builders, organizers? Do they roll up their sleeves and get involved? Are they people that are always willing to lend a hand to those in need? Who are these altruistic, giving people?
As we get ready to prepare for Lent and the Christian Community Service Hours Project *(more information to follow on this blog and to be sent home), you are going to search for those people who volunteer in our community. You are going to interview he or she and find out the answer to our big question, "Why do they volunteer?" In class we will brainstorm a list of questions that stem from this BIG QUESTION, that you will either use in research or in an interview of this person. After researching or interviewing we will present our findings... How we will present our findings will be based on our decision as a class. We can go "Techno-Digital" or more "Hands-on Visual"...
So, start thinking and talking to others about who those volunteers are in our midst! And start thinking about questions that stem from the Big Question, Why do people volunteer?
*About the Christian Community Service Project... During the 40 days of Lent, you will be expected to do a "mini" community service project where you will donate 4 hours of your time (in the minimum) to helping a cause. Your efforts do not have to be monumental or life changing, but little things to help others. After completing your community service (and applicable forms), you will compose a photo essay on "How Your Efforts Made a Difference in the Lives of Those You Helped". (More information to follow).
Monday, January 30, 2012
"The Girl Who Cried for Peace"
"I Need to Wake Up" - Question on handout, "Before, During, After..."
"Citizen of the Planet" song - Connections questions...
The Girl Who Cried for Peace... "A Global Village" - reading and viewing questions ...
Paperclips, butterflies and the Holocaust - Viewing Assignment
Igniting One Candle at a Time (Craig and Marc Kielburger) assignment (questions) -
Write a rough draft, keeping the following in mind,
Role – God or Goddess of Olympia
Audience – Zeus
Format – Persuasive Friendly letter
Topic – Persuade Zeus to overthrow the Titans (you may even be in Chronos’ stomach!)
Strong Verb – Persuade!
*** Rough drafts due: Friday!
To guide you in writing your letter see the "Letter Generator" site... http://www.readwritethink.org/files/resources/interactives/letter_generator/
SIGN YOUR LETTER (AS A GOD/GODDESS) IN GREEK - CHECK OUT LETTERS FOR THE GREEK ALPHABET... SOME OF THE LETTERS YOU NEED IN ENGLISH MIGHT NOT BE IN GREEK... JUST TRY ANOTHER LETTER... IT'S JUST FOR FUN!
Friday, January 27, 2012
Ms. Stewart- Mitchell's Connections Response Rubric
Sentences & Paragraphs
On-Time / On-Task
The response is insightful and well thought out showing superior understanding (many different types of connections)
Effectively uses both direct and indirect support to prove points made – excellent explanation with many examples
All writing is in complete sentences, with vivid vocabulary and a variety of sentence styles. No paragraphing/sentence structure errors.
Assignment is on- time; student used the class time well.
The response is well thought out and shows good understanding (uses a couple different types of connections)
Uses some direct and indirect support to prove points made - very good explanation with some examples
Most writing is in complete sentences, with colourful vocabulary and a variety of sentence styles. No paragraphing/sentence structure errors.
Assignment is on-time; student used most of class time well.
The response is at the surface level and shows average understanding (makes a couple connections)
Uses either limited direct or indirect support - little explanation or examples
Some writing is in complete sentences, with fair vocabulary and a variety of sentence styles. A few paragraphing/sentence structure errors.
Some errors (do not impede understanding)
Assignment is a little late; student used most of class time well.
The response is weak and shows poor understanding (no effort to make connections)
Almost no support made for points - almost no explanation or examples
Little of the writing is in complete sentences. Many paragraphing errors.
Many errors (impedes understanding)
Assignment is late and student did not use the class time well.
Ms. SM ELA Rubric Uninterrupted Sustained Silent Reading (D.E.A.R.)
Time on Task
Easily distracted by self and others; unfocussed; avoids reading; seldom on task during reading time.
Maintains own focus, but can be distracted by others' actions or words; returns to text consistently if distracted.
Able to keep self on task despite others' distractions. Attends to text for entire reading time.
Comes to reading time with no reading material selected, or selects inappropriate reading materials for the purpose of this reading time. Books chosen often do not reflect student's reading level.
Comes to reading time with appropriate DEAR/USSR reading material selected most of the time. Books chosen reflect student' reading level.
Always comes to reading time with a full-length non-fiction book or novel that sustains their interest throughout DEAR/USSR time. Books chosen reflect student' reading level and student selects a variety of genres.
Requires teacher prompting and intervention to start and maintain reading focus.
Usually begins reading independently, and requires minimal teacher prompting to maintain reading focus.
Begins reading immediately and becomes immersed in reading for entire DEAR time.
Does not have an acceptable number of tests/points completed for expected term.
Has completed a satisfactory number of tests/points within expected term.
Has completed at least 3 tests (or has a minimum of 20 pts for term. Has done very well on all tests.
Books/Reading Materials Chosen: Comments:
Ms. Stewart-Mitchell Blogging Rubric
Overall Use of Blogs
Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others.
Almost all required blog entries and comments have been completed.
Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution.
Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections.
Intellectual Engagement with Key Concepts
Blog entries make no reference to issues raised through readings and/or class activities
Blog entries make some reference to issues raised through readings and/or class activities
Blog entries demonstrate awareness of most of the key issues raised through readings and/or class activities
Blog entries demonstrate engagement with the important issues raised through readings and/or class activities
Personal Response to Key Concepts
Blog entries show no personal response is made to the issues/concepts raised in the readings/activities
Blog entries convey little evidence of a personal response to the issues/concepts raised in the readings/activities
Blog entries convey evidence of a personal response to the issues raised in the readings/ activities, and demonstrate that the author is capable of reflecting on learning, technology, and society.
Blog entries convey extensive evidence of a personal response to the issues raised in the readings/ activities, and demonstrate the author's growth through reflection on learning, technology and society.
Blog entries use incorrect grammar and syntax consistently, making it difficult for others to follow.
Blog entries demonstrate some evidence of correct spelling, grammar, punctuation, etc. Audience will have little trouble reading your blog.
Blog entries show proper sentence structure and very few mechanical errors. No problems for your audience in reading the blog.
Blog entries show excellent sentence structure and almost no mechanical errors. There is some flair and originality in ideas presented in the blog.
Wednesday, January 25, 2012
Strange thing... I woke up to a "grater like" sound the other night... I thought it was a snow plow... and now I think... it still was a snow plow ...
Listen to the video, the professor from the University of Saskatchewan explains it... complicated... I still don't think I understand.... Aurora Borealis... Electro-magnetic fields... I'm far from being a physicist. I need the more simple version!!!
What do you think? Post your thoughts on your kidblog account...
These video links will help give you some background for the Inferencing Questions in your assignment on Syria.
Zabadani: The town President Assad does not control
Monday, January 16, 2012
Note that the questions to each cartoon are located below each cartoon link… OR…
Even better… Find your own cartoon for an event of 2011, post it with your own questions, with of course, your own answers too!
A. Euro crisis
Check out the link to the editorial cartoon… What is the event related to it? What’s the author’s message? Post your reaction to this post.
Who is the person in the cartoon? What does the image mean? Why is he holding a turkey?? What’s the political signifance?
C. Election and the polls
Who are these men in the rain? Why is one singing and looking happy? Who is this person… (Hint takes place in Canada…)
D. Vancouver Riots
Who are the barbaric men on horses? How is the Canuck’s “fan” video a training video? For who?? Why is this funny? What happened in Vancouver when the Canucks went to the Stanley Cup playoffs?
Tuesday, January 10, 2012
Read the article, complete the "On the Lines" questions, and the "Between the Lines" question
Then in a BLOG POST or in a GLOG interactive poster, you are going to create an infograph to show the information contained in the news story. So what's a infograph? It is a diagram that uses pictures rather than words to convey information (although occasionally single words may be used to label elements of the sociogram) and symbols, such as arrows, to show the connections among the facts and details.
A good infograph includes all important points, clearly shows relationship among the different points, and is easy to understand.
In your Infograph, you must include responses to the following questions...
1.What are the causes of the Euro Crisis?
2. What is the Euro Crisis?
3. What are the effects of the Euro Crisis?
This will be due January 20th....
REMEMBER YOU WILL NEED YOUR ACCOUNT FOR EDUGLOGSTER.ORG.
You and your partner(s) will choose one of the glog accounts to use for your Infograph, then collaborate
after you GLOG, YOU CAN BOTH EMBED YOUR GLOG INTO YOUR BLOG... No really!!! Maybe even create a link from your glog to your blog... Imagine an endless look of your thoughts on the Euro crisis!
Samples and examples of sociograms...
So what's up with these infographs??
Infographs are a creative pictorial way to display information. You can create an infographic using glogster... check out the infographs below... now think about how you can create an Infograph using glogster... and honestly... glogster rocks for one more reason... imagine you can even create an interactive element to your infograph... video and music!!
To create images for your infograph, use sumo paint...
* Use Sumo paint to create an image on line and save as a jeg in your pictures, then embed in your glogster.
Other great sites on Infographics...
Check out, "Little Red Riding Hood" Infographic Movie
I like this one below... (of course!)
* Please note that the first team listed is the Home Team.
* We drivers who have CRIMINAL RECORDS CHECK completed to drive to the AWAY GAMES.
DESHAYE GAME SCHEDULE
Game 1 - Wednesday, January 18th
Deshaye vs. St. Matthew
Game 2 - Wednesday, January 25th CANCELLED
St. Catherine vs. Deshaye (AWAY)
Game 3 - Wednesday, February 1st
Deshaye vs. St. Marguerite
Game 4 - Wednesday, February 8th
St. Gabriel vs. Deshaye (AWAY)
Game 5 - Wednesday, February 15th
Deshaye vs. St. Dominic
Game 6 - Monday, February 27th
St. Dominic vs. Deshaye (AWAY)
FINAL TOURNAMENT TENTATIVE DATE AT MILLER HIGH SCHOOL THEATRE
Wednesday, March 7th (other teams to be announced)
To further assist you with information that you need in creating a Bibliography, go to...
Below are standard formats and examples for basic bibliographic information recommended by the Modern Language Association (MLA). For more information on the MLA format, see http://www.mla.org/style_faq.
Your list of works cited should begin at the end of the paper on a new page with the centered title, Works Cited. Alphabetize the entries in your list by the author's last name, using the letter-by-letter system (ignore spaces and other punctuation.) If the author's name is unknown, alphabetize by the title, ignoring any A, An, or The.
For dates, spell out the names of months in the text of your paper, but abbreviate them in the list of works cited, except for May, June, and July. Use either the day-month-year style (22 July 1999) or the month-day-year style (July 22, 1999) and be consistent. With the month-day-year style, be sure to add a comma after the year unless another punctuation mark goes there.
TO MAKE THINGS EASIER, ORGANIZE YOUR WORK USING THE FOLLOWING CATEGORIES...
BIBLIOGRAPHY (MLA Format)
Reddick, Lawrence D., Crusader without Violence: A Biography of Martin Luther King, Jr. New York, Harper, 1959.
"Martin Luther King - Biography". Nobelprize.org. 10 Jan 2012 http://www.nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html
"Battery." Encyclopedia Britannica. 1990.
"Best Batteries." Consumer Reports Magazine 32 Dec. 1994: 71-72.
Booth, Steven A. "High-Drain Alkaline AA-Batteries." Popular Electronics 62 Jan. 1999: 58.
Brain, Marshall. "How Batteries Work." howstuffworks. 1 Aug. 2006
"Cells and Batteries." The DK Science Encyclopedia. 1993.
Dell, R. M., and D. A. J. Rand. Understanding Batteries. Cambridge, UK: The Royal Society
of Chemistry, 2001.
"Learning Center." Energizer. Eveready Battery Company, Inc. 1 Aug. 2006
"Learning Centre." Duracell. The Gillette Company. 31 July 2006
Monday, January 9, 2012
Thursday, January 5, 2012
What were the key events of 2011? Which ones made the biggest impact? Was it a natural disaster? Economic disaster? Political revolution? Scientific mind blowing event? according to you, which one made the biggest impact on people?
Using the sites below to guide you, decide which event had the most impact? Research, why the event occurred. What were the causes? What happened exactly? What were the effects? Not just on people, but on other elements too.... Governments, science, countries, economies...
--- Be sure to use a Cause and Effect graphic organizer to guide you. An example will be provided on this blog and in class.
Finally, create an Infograph to help persuade your peers that the event you chose was the greatest, most influential event of 2011. To create your Infographto, go to Eduglogster.com... Remember, you will need to access your account information from Ms. SM.
Finally, link your glog to your kidblog account so that others can check it out. Be sure to do a trial run to ensure that it works.
United nations video
YouTube - United Nations year in review 2011
Maps of the world video of 2011 in 60 seconds
Map of 2011 Key Events...
You can vote for the top event from the site via Twitter!
Google's Top Searches Video
Google's Top Ten Lists - Global Searches...
What can we infer about what was important to people of different continents and nations?
Yahoo's year in review...
How did Canada impact the world in 2011? See CBC and learn how....
Rex Murphy 's Rant - The original man of The Rant... Oh I love this guy! He really makes you think... and laugh!
Bob Macdonald's look at Science and Technology
Discover top new stories