Anything is Possible if You Prepare...

Check out this amazing video and catchy song...


Driver Training for Musicians...
Anything is possible if you prepare and plan... just like school... tests... homework...
Oh I am such a teacher!



That guy can certainly sing... and drive! 




Puppies and Ikea Furniture... Two Things that Make Me Happy...
This video just makes me happy.... maybe I should watch it everyday as I drink my morning coffee... What do you think grade seven/eight??? ;-)





The following video is dedicated to all my "Bandies"...


 I know you band kids love Full Band Wednesdays, you are all probably wondering, "Where did the morning go??" (listen to the lyrics of the song... Is the lead singer saying that??? Is it just my teacher ears/brain/comprehension???)... 


Anyways, I hope this video provides you with a little inspiration... apparantly once a "Bandie" always a "Bandie"....

Grade 8 Math Test

Grade 8's math test was delayed to Thursday, March 29th....

Remember you can expect to see your REPORTCARD on THURSDAY, MARCH 29TH....
YAHOO!

Easter... It's almost here...

Lenten Blog #1 - How's the Lenten journey? What are you doing for your Christian service? How are you giving of your time? Tell me what you are doing for Lent in a blog response on kidblog.org.

Remember you need to do 4 hours of service for Lent... due before Easter. If you lost your forms, you will have to scroll down on this home page to find the Lenten service forms which you can download and print off.

Lenten Blog #2 - How can you "warm" others through your actions and words? How can you build up the self esteem in others through your actions? What can you do to spread kindness? Why do we need to take a little time to think about this?

In addition to blogging to the questions above, find something "techy" that connects to this blog prompt in warming others... it can be a wordle, video, website link... voki.com avatar... whatever, try to surprise me with your "techy find". Briefly explain how this "techy find" connects to the theme of creating "warmth through words".


* Maybe check out sites like the one below... create your own animated video at animoto.
http://teachweb2.wikispaces.com/bubbl.us


ALMSGIVING...


Remember to make your almsgiving donation to Holychildhood Association... This week you were supposed to make a donation based on what you would spend on clothing.

FAST FROM SOMETHING THAT WILL HELP THE WORLD... 
You know my rant about fasting... choose to fast then give... Remember if you give up a certain food, give that money you would normally spend on the food and donate it to those in need...


OR... "FAST FROM NASTINESS..."
Do you have a problem with sarcasm? Are you quick to comment or pass judgment... (Hee, hee... I have noooo idea where these ideas are coming from.... er... ummm....) Well, why not try fasting from the "nasties"... concentrate on saying kind things... or learning how to apologize if you slip into old habits and say something unkind.... 


Help the world or at least those around you with your fasting efforts!







Stations of the Cross for Kids - View and Reflect... Head phones make this more relaxing...


http://www.loyolapress.com/assets/lp/stations-of-the-cross-powerpoint.swf


Lenten Videos

I LOVE FATHER JACK VIDEOS!

Operation Unfriendbullying

OPERATION UNFRIEND BULLYING...
A site made by a kid for kids... Remember Wednesday, April 4th WEAR PINK!
http://www.operationunfriendbullying.com/
Thanks Jason for the suggestion on the site link...

Disney's Hercules Assignment

What’s the Deal Disney? Why did You Change Hercules?

Evaluating Disney's Changes to the Hercules Myth


Ref: http://www.readwritethink.org/classroom-resources/lesson-plans/audience-purpose-evaluating-disney-30720.html
LESSON OBJECTIVES
In this lesson you will evaluate the changes Disney made to the myth of "Hercules." By creating a plot diagram of the “real” myth, you will hone in on critical differences. They then document these changes in a Venn diagram and discuss the role of audience and purpose in Disney’s decisions through the Think-Pair-Share strategy. Finally, you will evaluate the changes for yourself in a summary and critique writing activity.


Youwill also examine the fact that media producers, including trusted sources such as Disney, will make changes based on purpose and audience; you will learn to evaluate the media that surrounds you as opposed to accepting it as fact. As we use the Think-Pair-Share conversation strategy, we will argue and wrestle with the changes to the myth. Since there are no “right” or “wrong” answers, you will reflect on your conversations in the partner activity.


FEATURED ONLINE RESOURCES


Think Pair Share Activity:


http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html


Plot Diagram: Students use this interactive tool to document the elements of plot in the myth of Hercules.


http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html


Venn Diagram: Students use this interactive tool to compare the Disney animated film version of the Hercules myth with the real myth.


http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-30006.html



Compare and Contrast Map: Students use this interactive tool to compare the Disney animated film version of the myth to the real myth of Hercules.

http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html

Graphic Organizers Galore... On-line and Interactive - Check out this link to other on-line graphic organzers for Venn Diagram, Concept Maps...
http://www.vrml.k12.la.us/2nd/more/graphic_organizers.htm

Story Pyramid...
www.boobis.com/students/pyramid.html


PLOT THE FILM AND COMPARE IT TO THE “REAL” MYTH



You will need to find the following aspects of the Disney version of the film to complete a plot diagram for this myth…


a. Setting (where, when the myth takes place)






b. Exposition (initial or inciting incident)






c. Key Characters (Supporting or Secondary Characters) and their role in Hercules life…


d. Conflict – Internal and External (Internal conflict is the conflict a character feels inside emotionally; External conflict is the conflict that the main character or protagonist has with another character, usually the antagonist)


*Internal Conflict


*External Conflict






e. Rising Action (series of key events that lead to the climax)




f. Climax (turning point) – This is the main event or key event, because after this, everything changes. If things have been going badly, then at the climax, things will begin to go well for the protagonist.





g. Falling Action – Conflict “unravels” with the main character winning or losing. It may contain a moment of final suspense.






h. Denouement or Resolution – How the story ends for the main character. Is the main character in a better situation or worse?


VENN DIAGRAM THE DIFFERENCES BETWEEN THE MOVIE AND THE REAL MYTH…



http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-30006.html


COMPARE AND CONTRAST MAP
http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html

Comparison and contrast are ways of looking at objects and thinking about how they are alike and different.



For instance, all of these items are alike because they are kinds of food, but there are many ways that they are different. For instance, they belong to different food groups. Some must be cooked before eating, and some can be eaten raw. For instance, all of these items are alike because they are kinds of food, but there are many ways that they are different. For instance, they belong to different food groups. Some must be cooked before eating, and some can be eaten raw.


When you write comparison and contrast, you will pay attention to these kinds of details.

Be Better... Unite and stand up to bullying

On Wednesday, April 4th... students are asked to wear pink as a statement to stand up to bullying. The purpose is to create awareness regarding bullying and how students can stand up in solidarity to show that they actually care about this issue.

By the way if you don't ahvave a pink shirt, then wear red and white and be creative... show your support any way you can. Paint your face pink...

The story behind the event...

Visit msnbc.com for Breaking News, World News, and News about the Economy

http://www.cbc.ca/news/canada/story/2007/09/18/pink-tshirts-students.html


Pink Shirt Day / Anti- Bullying Awareness Questions (I posted this last year... teachers feel free to use any of these questions... Students in my class, we will be exploring these questions in discussion...
* Write in Sentence form being sure to use the question in your answer.
This will be evaluated in Religion...

Previewing questions...
1. Why do you need to take a stand against bullying?
2. Why is it worth it to take the risk and show you care?

Viewing Questions...
1. Where did the video take place?
2. Who were the two boys that started the movement, "Pink Shirt Day"?
3. a)What did they do to start the movement?
b)How did this gesture make a difference to the boy who was being bullied? To other victims? Bystanders? Bullies?
4. Why do you think that the movement has gained such popularity around the world?
5. Why is it important to note that an American News station reported on this event?
6. What would have been the consequences of doing nothing or being "apathetic"? How are bystanders almost as bad as the bullies? What do bystanders need to develop within themselves?

Post Viewing Questions...
Watch 2 other videos - you must watch the ANTI BULLYING AD (boy with red hair) plus one additional video...

1. a) What do you notice about the bullies? Are they ever alone?
b) Why do you think that the bullies targeted a person?
2. If you ever confront a bully one-on-one, they always back down, because they are __________. They lack the confidence to stand up to you because deep in their heart they know that their behaviour is wrong. Why do you think that some people bully? What do their actions say about them?

3. What did the people who stood up to bullying do to make a positive differernce? What strategies did they employ? What challenges did they confront? What did they accomplish?

4. What responsibility do you think teenagers have to address bullying problems in their schools and communities (this includes cyber community ie: Facebook)?

5. Do teens have more, less or equal responsibilities to address these problems as the adults in the community?



Remember that with every person, even a bully, we all have reasons why we behave the way we do. The bully acts out because he or she don't feel good about themselves (sometimes they might not be willing to admit this - even themselves) so they put others down. It is for this reason, that we need to do what Jesus taught us and forgive.

It may take time... but it's important to do. If you have ever been a bully, forgive yourself - then try to make a difference and change your behaviour (and attitude) for the better. It's never too late.







MORE ANTI- BULLYING VIDEOS

The Price of Silence - you can't stand by and be a bystander...




Make a statement...Stand up to bullies.


How verbal bullying hurts...


Cyberbullying video... THINK BEFORE YOU CLICK!





Don't Laugh at Me - Story and Song




You're not alone video... on cyber bullying...
http://www.youtube.com/watch?v=fNumIY9D7uY&feature=related


That's so gay video...
http://www.youtube.com/watch?v=FDgSsiGG5PY&feature=player_embedded

Stand up for what's right...






How did Jesus feel when he was beaten? Put down? Made fun of? When no one said anything to help? For those who helped, how did they make a difference for Jesus?


What Would You do? Episodes... Link to page...
http://abc.go.com/watch/what-would-you-do/SH5555951


Links...
http://www.niot.org/nios/nncw/stopbullying?gclid=CLGA6rTj8acCFcq8KgodH1SkbA

Here are some links regarding "Pink Shirt Day"
http://www.pinkshirtday.ca/


http://bullyinglte.wordpress.com/2011/02/22/pink-shirt-day-2011/

Math and Mythology

So do you like math puzzles? Want to try a team puzzle which combines Math and Mythology? Try the thinking puzzle game "Lure of the Labyrinth" - I'm still trying to get my head around these crazy puzzles... 






http://labyrinth.thinkport.org/www/


I've created an id for each one of you... it's pretty simple..


LOGIN: YourfirstnameDeshaye
PASSWORD: grade8


example... 
LOGIN: SallyDeshaye    (note where I put the capitals)
PASSWORD: grade 8


I have administrator status so I can change passwords later and monitor your account.


I put you on mixed teams of guys and girls... math geniuses with everyone else... so all the teams are even.... However honestly, it will take a creative, critical thinker to get some of these crazy puzzles!



QUICK PLAY OF LURE OF THE LABYRINTH... AT BRAINPOP
LURE OF THE LABYRINTH: EMPLOYEE CAFETERIA
Hungry monsters come to feed here. Your mission: Figure out what they want to eat using ratios, multiplication, division, and factoring!
http://www.brainpop.com/games/lureofthelabyrinthemployeecafeteria/


GETTING STARTED...
http://labyrinth.thinkport.org/www/educators/gamebasics/teachertips/firststeps.php


1. You'll navigate to Lure of the Labyrinth URL 

2. Enter your user name and password (which will have been assigned to you by Ms. SM)



3. Choose your game pet and confirm that you will adopt the animal.





4. Start the game story by reading Lure of the Labyrinth's first graphic-novel sequence, "Into the Pipe." Students can navigate through the graphic-novel sequences by using the arrows that appear halfway down the left and right sides of the screen while rolling over those areas with the mouse.



5. Customize your game avatar by giving it a name, mask, and color from a set of pre-selected options.





6. Read the next graphic-novel sequence, "Enter the Factory."



7. You'll arrive in the Tasti Pet Factory Waiting Room. As in the other areas of the game, students will be able to move their avatars here by clicking on the various parts of the screen. The avatars will follow the clicks.



8.You'll have to figure out how to get out of the Tasti Pet Waiting Room. Students will need to do some experimentation to make it happen, but the process will ultimately go like this - you'll click on the skeleton to get the correct badge number; they'll then click on Funzlebubb (the big guy blocking the door) and be headed out of the Waiting Room.



9. You'll arrive in the Foyer of the Tasti Pet Factory. You'll also receive their first message in their TPC (Tasti Pet Communicator) at this point. This message will include a map with clues on how to get to their first puzzle room (and the content of the clues will relate to the wing where the room is; i.e., if the room is in the Proportions wing, students will have to use their understanding of proportions to decipher the clues).



10. You'll have to figure out how to get out of the Foyer before they can use the map to find that first puzzle room. Again, this will be a case of trial and error, but the ultimate process will go like this - you'll move your avatars toward the top of the Foyer; you'll then move across one of the bridges and click on one of the three doors to enter a corresponding wing of the Tasti Pet Factory (at this point, they'll only be able to use the Proportions wing, the door for which is on the upper left part of the screen).





11. You'll now be in the corridors of the wing that they've entered. You can again access their first map via their TPC (always available in the top right-hand corner of the screen) and use the clues to find their first puzzle room. (You can also randomly click on all the puzzle rooms in the wing until you find the one to which they have access; we think, however, that most students would see that as a very tedious process and that they'll prefer to use the maps.)





12. You'll navigate the corridors and click on what they believe to be their first puzzle room (based on their map). The door for that room will appear along with a list including the name of that first puzzle room. Students will click on the name of the puzzle room. If you've chosen the right room, you'll be led to a graphic-novel sequence about that room and then to the room itself to play the puzzle. If you haven't chosen the right room, you'll have to return to the corridors until you do eventually find the right room.






From this point forward, students will be able to use information from your TPCs, the graphic-novel sequences, and your own experimentation to move through the game, score points and succeed in Lure of the Labyrinth.

For more information on these beginning sections of Lure of the Labyrinth, check out our Quick Start Guide and Hints for Playing the Game. 


MORE HINTS FOR THE GAME... OR BASIC GAMER STUFF...
*Remember I'm not a "gamer" so you will need to also walk me through this!


http://labyrinth.thinkport.org/www/educators/gamebasics/hints.php


Avatar
Players' avatars are their representatives in the world of Lure of the Labyrinth. Players customize (and disguise) their avatars at the beginning of game play by choosing their masks, uniform colors and aliases. Avatars also have distinctive smells that are part of their disguises (these smells, unlike the other avatar characteristics, can change during the course of a game). Players move their avatars by clicking on the part of the screen where they'd like them to go; when players click, the avatar follows.



Foyer
Players enter the foyer of the Tasti Pet Factory after they've figured out how to get out of the waiting room. The foyer contains the doors that lead to the four wings of the factory. The foyer also includes the Tasti Pet Factory SHOP. 


Global User Interface
The global user interface helps players know where they are - in terms of location and progress - in the world of Lure of the Labyrinth. When players are in puzzle rooms, the global user interface includes the token counter, round counter, room name, replay button, done button and TPC button. When players are anywhere other than the puzzle rooms, the global user interface includes the token counter, pets-freed counter and TPC button.


Graphic-Novel Sequences
Lure of the Labyrinth's graphic-novel sequences are shown to players when they first enter and exit puzzle rooms and at other points during their game play. These sequences give players context and directions and tell the story of the Tasti Pet Factory and its denizens.


RESEARCH ON THE GAME... FOR PARENTS AND TEACHERS...
http://lynettebarr.wordpress.com/2011/08/30/lotlvittaconfpres/


http://danielmaak.edublogs.org/2011/12/11/lure-of-the-labyrinth/

http://gamingandlearning.wikispaces.com/Lure+of+the+Labyrinth


http://www.scoop.it/t/lure-of-the-labyrinth-challenge

Mosaickr - CSUSM Web 2.0 Tools for Educators

Mosaickr - CSUSM Web 2.0 Tools for Educators

Create a mosaic of your photos for a digital yearbook!

REPORT CARD GRADES

REPORT CARDS ARE ALMOST HERE...


The students are getting an opportunity to preview their grades for the Term 2 reportcards. In some cases, students have lost some marks due to NHI's (Not Handed In assignments). Students are given one VERY LAST CHANCE TO COMPLETE THESE NHI'S for Thursday (this gives 2 more days...). Yes I know that previous OVERDUE LISTS have been POSTED WEEKLY in the classroom. However, I noticed that students sometimes are more ready to realize how these NHI's can impact their grades. 


If you need more information, assignments have been collected by the grade 7/8's in their portfolio. And it has been up to them to update and add these assignments to their portfolio, as class time is given for this task. An "electronic portfolio" can also be examined via your child's blog. Please visit: www.kidblog.org/missiontomakeadifference/ to see your child's posts. Your child can login and "show you around" the site. Students post assignments for Religion, Social Studies and ELA in this area on a weekly basis.


Again, if you have any further questions about assignments, please refer to your child's binder for a printed copy, the kidblog posts (many grades are posted privately to the student in the comments area) or of course this blog for more information.


Report cards can be an "exciting time" and an opportunity for students to reflect on their learning progress and output over the last few months. Please encourage your child to check the posted grades and see if there are any assignments that they need to complete.


Ms. Stewart-Mitchell

No Skiing on Tuesday

WHAT? WE'RE NOT SKIING??

Alas, there will be no skiing at Mission Ridge on Tuesday, March 20th, due to the warm weather. Students will be refunded the appropriate amount for skiing or returned cheques etc...




We will look for other opportunities for Outdoor Ed. that will reflect warmer temperatures....

Social Studies

First Nations and Cultural Imprints lesson... Images and Links that connect to our lesson today...

Cool blog on West Coast First Nations Culture... includes video on an artist carving a totem pole... Super cool!
http://classpace.wordpress.com/student-space/grade-6/in-class-assignments/taught-by-ms-christopoulos/social-studies/

How we shape the land to meet the needs of our way of life...

How do the oil sands of Fort McMurray reflect our ecological footprint?

What's the whole ecological footprint about anyways? Wondering take the test... When we did the activity as a class (averaging our responses) we discovered that we would need 4.5 earths to live the way we do. When Emilio took the test based on the way an average South American lives, we learned that they live on 0.5 of an earth, which means the people require less resources to live and are definitely living sustainably.

How does traditional First Nations architecture influence us?

Ways in which the buffalo was used traditionally by First Nations people



How resources were used traditionall by First Nations peoples... and looking at resources and their use in Canadian History
http://www.canadiangeographic.ca/blog/posting.asp?ID=419

Heracles

You will receive a paper version of the myth, "Heracles"  in class... Here's an on-line version of the myth that you read, and it's even animated!
http://www.mythweb.com/hercules/index.html


Figures of Speech and Mythology... Lesson in class with questions... Here's the link...
http://www.mythweb.com/today/today01.html



Heracles and the Twelve Labours Questions



Pre - reading Questions


Can a person who has killed someone become a hero? Why? Why not?


Is killing someone who is bad heroic or a sin?


Do heroes have to be moral role models?

Do heroes have to live virtuously in all areas of life?






During Reading Questions


1. Why was Heracles punished and made to do his twelve labours?



2. List these twelve labours, and summarize what they were briefly in one sentence.



3. What heroic traits did Heracles need to complete the labours?


4. What are the vales learned in reading about Heracles?




5. In spite of all the good deeds or labours Heracles completed, did these actions atone for his sins? (Remember why he was forced to do the good deeds).










After Reading Questions


6. “Plotting the Myth” - Using the story pyramid handout, analyze this myth according to the following plot elements.


a. Setting (where, when the myth takes place)






b. Exposition (initial or inciting incident)






c. Conflict – Internal and External (Internal conflict is the conflict a character feels inside emotionally; External conflict is the conflict that the main character or protagonist has with another character, usually the antagonist)


*Internal Conflict


*External Conflict


d. Rising Action (series of key events that lead to the climax)










e. Climax (turning point) – This is the main event or key event, because after this, everything changes. If things have been going badly, then at the climax, things will begin to go well for the protagonist.





f. Falling Action – Conflict “unravels” with the main character winning or losing. It may contain a moment of final suspense.




g. Denouement or Resolution – How the story ends for the main character. Is the main character in a better situation or worse?




7. Figures of Speech from Greek Mythology






a. Are the Greek myths relevant today? Consider the extent to which characters from Greek mythology appear in everyday speech. For instance, a huge or heroic task is said to Herculean. Why is this?






b. In another figure of speech from Greek mythology, a Sisyphean task is one that requires continual effort that never quite pays off. This is named for Sisyphus, who paid eternally for his crimes by rolling a boulder uphill. Every time it reached the top, it rolled back down again and Sisyphus was compelled to start anew.






c. Like Sisyphus, Tantalus was sent to the Underworld's region of eternal punishment, where he stood in a pool of water under boughs laden with fruit yet could satisfy neither hunger nor thirst. How does the word “tantalize” connect to the myth?










d. “Trust the Midas touch” you’ve heard the commercial jingle… The Midas Touch means the gift of profiting from whatever one undertakes, is named for a legendary king of Phrygia. Why would Midas Brakes use this character in naming their company or creating the commercial slogan?






e. What about Atlas? The Titan who supported the heavens on his shoulders. How does that connect to YOU or learning?










f. Something colossal in size or power (such as a supposedly unsinkable ocean liner) is said to be titanic. This adjective comes from the Titans, the gargantuan firstborn sons of the goddess Earth. What connection does the Titanic have with the fate of the Titans?










g. Stygian can mean infernal, gloomy or characteristic of death, what Underworld river does this word come from?










h. The word Promethean describes a daringly creative or defiantly original act, how does this connect to the Titan Prometheus, who defied the wrath of the gods in order to benefit humankind?










i. Research this one… A point of vulnerability is an Achilles' heel, because the mythological warrior Achilles had been magically protected in all but ________ (Where? Why was this?)










j. And finally here's a word you may have used before without realizing your debt to Greek mythology. The word panic comes from the goat-god _______. How does the meaning connect to the god?







8. Mythology in the Modern World… Find 5 other examples of mythology in the modern world. For example a football team might be called the Titans. Chosen mainly because they were gods (defeated, but nevertheless, gods).

Greek Gods Review

Check out these slide shows for a review of the Greek Gods and Goddesses...

http://www.slideshare.net/sunnycuts/family-tree-of-greek-gods

http://www.slideshare.net/sleblanc/mythology-ppt

websites...
http://www.mythweb.com/gods/index.html


Then check out the handouts given in class... or other websites you've been given... So many options and opportunities....