The students read for ten minutes. We then discussed previous knowledge about identity and Residential Schools. Next we read part of the story "The Moose" by Paul McLaughlin and discussed how it made us feel and what we thought was happening. Then after reading the rest of the story we discussed it further and what it's message. We then watched a video about Phyllis Webstad who is the reason we now commemorate Orange Shirt Day on September 30th or in our case today. If you missed this class please watch the video below and be prepared to hand in your answers on Monday.
FRENCH 7A
Today we discussed strategies to use when reading in French. Then we put them in to use by reading a PowerPoint about Phyllis Webstad who started Orange Shirt Day. We also watched a couple of videos about Orange Shirt Day before the students all wrote a message on a class poster.
COMPUTERS 8
The students had half the class to work on putting their Privacy Plan into a Word Document. This is a summative assignment, which is now due.Then we started to use Scratch and made a short first program using the Event (brown), Move (blue), and Pen (green) programming buttons.
*Have a great weekend! Good luck to all those playing football and volleyball!
*Tomorrow is ORANGE SHIRT DAY because EVERY CHILD MATTERS!
FRENCH 8B
Three students were in the Chaise Chaud. We then watched the AVOIR video and finished correcting our practice sheet from yesterday. The students then practiced some more by playing a Kahoot. We are having a quiz on AVOIR on Wednesday, October 4th. Don't forget and please study.
FRENCH 7A
The students reviewed numbers and then had a quiz to see what they knew. We then introduced weather terms and finished with a number kahoot.
ELA 9A
The students read for 10 minutes. Then they started to rotate through poetry stations for the following types of poems:
DIAMANTE - a poem contrasting two subjects, usually opposites
Line 1 - one noun (a person place or thing) subject # 1
Line 2 - two adjectives (words that describe nouns) describing subject #1
Line 3 - three participles (verbs ending in 'ing') telling about subject #1
Line 4 - four nouns - first 2 related to subject #1, second 2 related to subject #2)
Line 5 - three participles - telling about subject #2
Line 6 - two adjectives - describing subject #2
Line 7 - one noun - subject #2
ABC POEM - a short poem, using an alphabet sequence and expressing a strong emotion
Structure: First 4 lines are clauses (not complete sentences) and each express an emotion. The beginning of each line is written alphabetically. (The first line does not have to start with A, for example you could use M, N, O, P). Then line 5 is a sentence beginning with any letter.
PARTS OF SPEECH POEM - can be on any topic following the structure below:
Line 1 - one article (a, an, the) + one noun (person, place or thing)
Line 2 - one adjective (describing the noun) + one conjunction (joining word - and, but) + second
adjective
Line 3 - one verb (action word) + one conjunction + second verb
Line 4 - one adverb (word describing a verb)
Line 5 - one noun (relating to the noun in the first line), maybe a synonym
TERSE VERSE - a short poem with a very long introduction using large or impressive sounding words and the poem itself containing some rhyming words.
Examples: What Mary was given when her brother turned her around: a SISTER TWISTER
What Jeff did in preparation for reciting his poem: REHEARSE the VERSE
ADDITION POEM this is a poem based on an animal, place, person or event where you sum up all the best things about your choice and then write your poem as a mathematical equation.
ELA 9B
The students read for 10 minutes. Then they started to rotate through poetry stations for the following types of poems:
LIMERICK - has both a structure and a rhyme scheme
Line 1 - eight syllables A
Line 2 - eight syllables A
Line 3 - five syllables B
line 4 - five syllables B
Line 5 - eight syllables A
COUPLET - this simple rhyming pattern consists of two lines which rhyme and usually have a humourous twist. Lines can be any length but the rhythm and rhyme should match the thought or mood of the poem.
ALLITERATION - this type of poetry uses the repetition of a sound in two or more neighboring words. It is a bit like a tongue twister.
CONCRETE POETRY is written to show a visual as well as a written message. They may be one word, a sentence, or more. Think carefully about your word choices.
EPITAPHS - these short statements are often engraved onto tombstones in memory of someone who has died. Epitaphs may be humourous but are more often serious.
*ELA 9 - for those students who are missing tomorrow and want to get their homework done tonight the video you need to watch is below:
Today the students read for 10 minutes. Then we continued working on writing a variety of poetry. Today we finished the last type of poem from yesterday and added the following types to our repertoire:
DIAMANTE - a poem contrasting two subjects, usually opposites
Line 1 - one noun (a person place or thing) subject # 1
Line 2 - two adjectives (words that describe nouns) describing subject #1
Line 3 - three participles (verbs ending in 'ing') telling about subject #1
Line 4 - four nouns - first 2 related to subject #1, second 2 related to subject #2)
Line 5 - three participles - telling about subject #2
Line 6 - two adjectives - describing subject #2
Line 7 - one noun - subject #2
ABC POEM - a short poem, using an alphabet sequence and expressing a strong emotion
Structure: First 4 lines are clauses (not complete sentences) and each express an emotion. The beginning of each line is written alphabetically. (The first line does not have to start with A, for example you could use M, N, O, P). Then line 5 is a sentence beginning with any letter.
PARTS OF SPEECH POEM - can be on any topic following the structure below:
Line 1 - one article (a, an, the) + one noun (person, place or thing)
Line 2 - one adjective (describing the noun) + one conjunction (joining word - and, but) + second
adjective
Line 3 - one verb (action word) + one conjunction + second verb
Line 4 - one adverb (word describing a verb)
Line 5 - one noun (relating to the noun in the first line), maybe a synonym
TERSE VERSE - a short poem with a very long introduction using large or impressive sounding words and the poem itself containing some rhyming words.
Examples: What Mary was given when her brother turned her around: a SISTER TWISTER
What Jeff did in preparation for reciting his poem: REHEARSE the VERSE
FRENCH 8B
The students looked over their Chaise Chaud questions and then 3 students were in the Hot Seat. The students reviewed pronouns and then reviewed the verb AVOIR (to have) with the following video.
J'ai (I have) Nous avons (We have)
Tu as (You (s) have) Vous avez (You (pl) have)
Il a (He has) Ils ont (They (m) have)
Elle a (She has) Elles ont (They (f) have)
On a (One has)
COMPUTERS 8
The students finished up their Orange Shirt Day, which UCHS will observe on Friday, September 29th, posters in Word and we printed them out. The students then had a chance to add to their Privacy Plans and transfer them to Word to show their skills using this program. We will finish up Privacy Plans during Friday's class.
ELA 9A
The students read for 10 minutes. Then we finished discussing "The Road Not Taken" by Robert Frost. We watched three videos versions and students picked their favourite and wrote a few sentences explaining why it was their favourite.
In our second class of the day students started writing some poetry of their own using the following formats. They were in groups and had ten minutes to try each type of poetry before rotating to a new type of poetry.
HAIKU - a Japanese poem that does not rhyme but follows the following format
Line 1 - 5 syllables
Line 2 - 7 syllables
Line 3 - 5 syllables
* If you want to read some Dad Joke Haikus go to: My Friend's Blog
TANKA - a Japanese poem that does not rhyme but follows the following format
Line 1 - five syllables
Line 2 - seven syllables
Line 3 - five syllables
Line 4 - seven syllables
Line 5 - seven syllables
CINQUAIN - a 5 line poem that follows the specific rules below:
Line 1 - one word of two syllables (may be the title)
Line 2 - four syllables (describing the subject or title)
Line 3 - six syllables (showing action)
Line 4 - eight syllables (expressing a feeling or observation about a subject)
Line 5 - two syllables (describing or renaming the subject)
LANTERN - a Japanese poem written in the shape of a lantern that follows these rules:
Line 1 - one syllable
Line 2 - two syllables
Line 3 - three syllables
Line 4 - four syllables
Line 5 - one syllable
LIMERICK - has both a structure and a rhyme scheme
The students practiced their Chaise Chaud questions and then three students were in the Hot Seat. The students then reviewed pronouns:
I - Je or J' We - Nous
You (s) - Tu You (pl) - Vous *formal
He - Il They (m) - Ils * boys or boys and girls
She - Elle They (f) - Elles *just girls
On - One
ELA 9B
The students read for 10 minutes. They then broke into groups and started to write a poem based on the cards their group received. They changed groups twice so should have at least three types of poems completed.
HAIKU - a Japanese poem that does not rhyme but follows the following format
Line 1 - 5 syllables
Line 2 - 7 syllables
Line 3 - 5 syllables
TANKA - a Japanese poem that does not rhyme but follows the following format
Line 1 - five syllables
Line 2 - seven syllables
Line 3 - five syllables
Line 4 - seven syllables
Line 5 - seven syllables
CINQUAIN - a 5 line poem that follows the specific rules below:
Line 1 - one word of two syllables (may be the title)
Line 2 - four syllables (describing the subject or title)
Line 3 - six syllables (showing action)
Line 4 - eight syllables (expressing a feeling or observation about a subject)
Line 5 - two syllables (describing or renaming the subject)
LANTERN - a Japanese poem written in the shape of a lantern that follows these rules:
Line 1 - one syllable
Line 2 - two syllables
Line 3 - three syllables
Line 4 - four syllables
Line 5 - one syllable
FRENCH 7B
The students reviewed the numbers 1-100 and we wrote out colours, days of the week and months of the year.
ELA 9A
The students viewed information on Symbolism in writing and took some notes. Then we read "The Road Not Taken" by Robert Frost and the students annotated it and we discussed it before they started on questions, which we will correct tomorrow.
*Remember on Friday we are observing Orange Shirt Day because "Every Child Matters!"
*NO SCHOOL Monday due to a PD Day. Drama and other clubs/teams are still practicing after school though.
ELA 9A
The students read for 10 minutes. They then signed up for the ELA 9A classroom on Google Classroom. The students then had time to finish their sonnet and type it out on Google Classroom. I will be marking these assignments so if a student does not have: 14 lines, with 10 syllables a line, following the rhyme scheme for their topic complete; they need to finish it this weekend. Google Classroom is available on any Internet connected device so there is no excuse to not get this finished.
COMPUTERS 8
The students worked on creating a poster about Orange Shirt Day using their Internet research and their Word skills. These posters are due at the end of Wednesday's class.
FRENCH 7A
The students reviewed the numbers 1-100. Then took notes on days of the week and months of the year. They all shared their birthdays in French. We also discussed seasons and the events that occur in each season before playing a number game.
LES JOURS DE LA SEMAINE
lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche (no capital letters at the start)
The students read for 10 minutes. We then discussed SYMBOLISM in literature. Fire, water, light/dark, and journeys are four main symbols that are often used in stories and poems. We then read "The Road Not Taken" by Robert Frost, annotated it and discussed its meaning. If you did not get your sonnet completed yesterday you have the weekend to finish it. Your sonnet (14 lines, 10 syllables per line, proper rhyme scheme on the topic assigned) should be posted to Google Classroom, which can be accessed from any Internet connected device, so no excuses.
*Good luck to the football and volleyball teams competing this weekend!
The students read for 10 minutes. We reviewed the outline of a sonnet (14 lines, 10 syllables a line, and the following rhyme scheme ABAB CDCD EFEF GG). Students had time to work on their sonnet and should have at least 8-10 lines finished for class tomorrow when they will have time to finish up and type it out on Google Classroom.
COMPUTERS 8
The students explored Microsoft Word's features and then we discussed them. Students had time to do some practice using word, which will be our focus for the next few classes.
FRENCH 7B / COMPUTERS
All the 7B students continued practicing on the UCHS Computers. Today we reviewed logging on, opening, creating, and saving documents, and using e-mail.
ELA 9B
The students read for 10 minutes and the signed into our Google Classroom for ELA 9B. The students finished their sonnets and posted them on Google Classroom. If a sonnet is not complete they can finish it up tonight and post from any computer. This is a summative assignment that I will be marking. Some students also had time to work on other homework or silent read.
* Another free, fun, family and community event taking place this Friday, Sept. 22nd at Warrior field. The event will once again have a booth opening at 6:30, with kick off at 7:30. Program prizes to be won as well as 3 chances at prizes with the 50/50 draw. The UCHS Warriors sporting a 2-0 record will square off against the JPII Crusaders with a 1-1 record; playing under the lights once again on Warrior field. Come and join the fun!
Both classes (during Careers and French respectively) were introduced to Computer use at UCHS. We reviewed carrying laptops, logging on, opening a document, saving a document, e-mail and logging off. The information shared can be found in the following slideshow:
*If you have not returned your pink/purple signed Computer Permission form do so ASAP and then we can set up your account.
ELA 9B
The students read for ten minutes and then had time to work on their sonnets. Yesterday I started a sonnet on the topic of Hooded Sweatshirts. This is my finished product:
Hooded Sweatshirt Sonnet
By Miss Riddell
When the weather starts
to get chillier
Sporting t-shirts is
inappropriate
Wearing a tank top even
sillier
But a cozy bunny hug
would be great
Maybe one in red or
yellow or blue
One with a crazy logo or
just plain
In purple and green or a
rainbow hue
Neon striped tartan, now
that is insane
I'm not creating a
fashion statement
I am just really trying
to stay warm
I don't want to spend
the dollars and cents
My bank account balance
can't stand the harm
I'll wear an old hoodie
with pouch and sleeves
To keep warm as I trudge through the fall leaves
The students need to have at least the first 8 lines done for tomorrow. They will have some class time to finish up their sonnet and post it on Google Classroom.
COMPUTERS 8
Today was the student's last day to work on their Privacy/Security Plan. They also had time to start showing what they know about Microsoft Word.
ELA 9A
The students read for ten minutes. We then watched a Prezi on writing sonnets. The students each received a topic and started to brainstorm what they will write in their sonnet. Sonnets are 14 line poems that have 10 syllables in each line and a specific rhyme scheme. My example topic was: homework.
*Tomorrow is Picture Day. Remember NO GREEN or you'll vanish into the green screen.
French 8B
The students finished reviewing months of the year, seasons, and weather terms. We went through our first set of Chaise Chaud commands and questions. Someone will be in the Chaise Chaud (Hot Seat) next class.
French 7A
The students finished notes on colours and their agreements.
Example:
masculine singular = le / un --> un t-shirt bleu
feminine singular = la / une --> une chemise bleue
masculine plural = les / des --> les souliers bleus
feminie plural = les / des --> les bottes bleues
Everyone also shared their favourite colour. We also played a Kahoot to practice our French numbers.
ELA 9A
The students read for 10 minutes and we finished discussing the annotation of the "Seven Ages of Man" poem and then discussed the questions and answers for this poem.
ELA 9B
The students read for 10 minutes and then watched a presentation on Sonnets. Students were all then given a topic upon which to write a sonnet. The students had time to brainstorm about their topic and think of some possible rhyming words. They should do some research tonight if they do not have enough information on their topic to write 14 ten syllable lines. Tomorrow will be a work class to draft their Sonnet.
*It was an alternate day today with Early Dismissal. Plus there were fun activities on the lawn at lunch.
ELA 9B
The students read for 10 minutes and did the first tally of the pages read (for a week.) Then they had time to complete working on the "Seven Ages of Man" questions before we corrected.
French 8B
We reviewed numbers 1-100 and then had a 10 question Spelling test. We finished our notes on colours and did Days of the Weeks and started Months of the Year.
Computers 8
The students started their Privacy/Security Plans. They will be organizing their own details about security and privacy as it relates to them. They will create a security plan outlining goals they have for maintaining their privacy and security.
To receive a 3 the students should:
Outline specific goals and strategies they will use. Give specific examples, including pictures of how they plan to do it (where are the Facebook privacy settings?, etc.). Think about passwords (changing, types, sharing), privacy settings. Include links and sources to the information. Explain goals about Social Media, mobile devices, computers, and other online accounts.
They should include information about the following topics:
Shaping your online rep
Making your online rep work for you
Privacy on the Internet
Know you real friends
Sexting
Understanding new features
Online impersonation
Passwords
Protect your friends’ privacy
What can you disclose about your real life online?
How can pieces of information fit together?
ELA 9A
The students read for 10 minutes and tallied their minutes for last week's reading. They had a few minutes to continue answering questions on "Breakeven" and "Sonnet 30" before we corrected. Students then listened to the Seven Ages of Man and annotated this poem by William Shakespeare.
* If you need to fill up with gas tomorrow 5 cents from every litre sold at the Coop goes towards the Unity Fire Department.
*Today was a sea of red, black and grey. Great to see so many students showing their Warrior Pride! We had an alternate bell schedule today with period 7 being our first Pep Rally of the year! Remember tonight is our first Friday Night Lights Football game starting at 7:30 with lots of extra activities and prizes to be won. See you there!
French 8B
The students reviewed the numbers 1-100 and then we did a mini quiz to see if they could spell and identify ten random numbers. We then started our notes on colours. In French coulours must agree with the noun they describe so are either:
masculine singular - for items starting with un or le such as un t-shirt bleu
feminine singluar - for items starting with une or la such as une chemise bleue
masculine plural - for items starting with des or les such as des souliers bleus
feminine plural - for items starting with des or les such as des bottes bleues
ELA 9B
The students read for ten minutes and then we listened to the poem "The Seven Ages of Man" by William Shakespeare. The students had time to annotate their poems before we discussed the likes, dislikes, confusion, connections, and important ideas. Next the students started to work on the questions. We will finish up next class.
French 7B
The students reviewed numbers to 100 and then we practiced writing and identifying them. The students also played the orange class game and beat the 7A's by about 30 seconds.
ELA 9A
The students read for 10 minutes. Next we discussed what makes up a poem: - writing, language - rhythm, meter, pattern - metaphors, similes - stanzas, verses - creatvity, imagination - sometimes rhyme - story, message
We then reviewed writing a paragraph, which is marked according to message, organization, and language. A paragraph is like a hamburger: - the top bun is the introduction (thesis) - the meat and cheese are the supporting ideas - the lettuce, mayo, ketchup, mustard, and pickles are the extra details - the bottom bun is the conclusion Students then had time to write a paragraph explaining what a poem is using examples from the four songs/poems we have read.
*Monday is also an alternate bell schedule day with early dismissal at 2:15 pm. Have a great weekend everyone!
*Today we had a successful outdoor Terry Fox Walk. Thank-you Mother Nature! The Chili teams also had some delicious chili's. Tomorrow is Warrior/School Colour/Red & Black Day. We will be on an alternate bell schedule and period 7 will be a Pep Rally in the gym. Then at 7:30 pm the Warriors Friday Night Lights game will be played against Meadow Lake. There is a contest for the Best Dressed Fan so wear your Warrior/Rider/or other Football gear for a try at great prizes. You can also get your picture with Activate's Annie, Al and Otto among other activities.
Computers 8
Today we discussed the various topics relevant to Privacy and Security on the Internet. The students will have the next class to formulate their own personal plan.
ELA 9A
The students read for 10 minutes and then we headed out for the Terry Fox Walk. Thanks to everyone who remembered their loonie.
French 7A
The students reviewed the numbers and practiced writing and spelling them. Then we played the orange card number game and set a time to beat of 10:15. We started notes on the colour wheel at the end.
ELA 9B
The students read for 10 minutes. Then they finished answering and we finished correcting the comparison between the song "Breakeven" and the poem "Sonnet 30."
Next we discussed what makes up a poem:
- writing, language
- rhythm, meter
- metaphors, similes
- stanzas, verses
- creatvity, imagination
- sometimes rhyme
- imagery
- story
We then reviewed writing a paragraph, which is marked according to message, organization, and language. A paragraph is like a hamburger:
- the top bun is the introduction (thesis)
- the meat and cheese are the supporting ideas
- the lettuce, mayo, ketchup, mustard, and pickles are the extra details
- the bottom bun is the conclusion
Students then had time to write a paragraph explaining what a poem is using examples from the four songs/poems we have already discussed.
*Tomorrow is the Jersey Day and the Terry Fox Walk so remember to bring a loonie. Thursday is also the Chili Cook off - $3 buys you a bowl and $5 buys you a cup (of each chili) and a vote.
ELA 9A & 9B
Today the students read and then we discussed the song "Breakeven" and the poem "Sonnet 30." The students started to work on questions about these poems. We'll discuss the answers tomorrow. Thanks to those who have returned their signed reading letter. If you have not done so please do.
Computers 8
Today the students read a cartoon and then made jot notes based on 11 areas to consider for privacy and security when using the Internet (on a computer or mobile device) and especially Social Media. We'll discuss next class so finish up if you are not done.
Always great to get through the timetable once. Tomorrow is Camouflage Day and activities on the lawn at lunch (weather permitting).
ELA 9B & 9A
The students read for 10 minutes. Next we corrected our questions on the song "Stereo Heart" and the poem "A Red, Red Rose." Question 6 was handed in. Please make sure to get it done if you did not yet hand it in.
We also started to think about the next song and poem combination as shown in the videos below:
Breakeven
Sonnet 30
French 7A
Today we reviewed the alphabet and then continued on with the numbers from 60-1000. Below are some videos to practice with:
Computers 8
We went through the steps for recording searching answers and verifying them and we corrected Mini Search #1. The students also discussed the importance of searching skills and finished their questions on this topic. Most also had time to get signed up for an account on Scratch at: https://scratch.mit.edu/
I saw some snazzy PJ's today. Tomorrow is Plaid Day and the grade 12's are holding a Burger Sale at lunch.
French 8B
Today we continued our review of numbers up to 1000. If students know 1-20, 30, 40, 50, 60, 100 and 1000 they can make pretty much any number.
French 7A
Today we started our review package by singing O'Canada. Then we practiced the French alphabet and started on reviewing our numbers.
ELA 9A & B
Both classes read for ten minutes. We started to record our page numbers to meet our goals. Please remember your book for every class.
Then we went over the annotations we made about the song "Stereo Heart" and the poem "A Red, Red Rose." Remember if you don't understand something you should make yourself a note. Also, include things you like, dislike, can make connections to, and that you think are confusing or important.
Next we worked in pairs to answer the 8 questions comparing the song lyrics and poem. We will discuss the answers tomorrow and I am going to take in the paragraph for question 6. This is homework if you did not get done in class.
The students read for 10 minutes and we recorded the number or pages read during that time to determine their first reading goal. A letter (on yellow) was sent home about our reading program. Please read, sign and return or contact me if you have any questions.
We corrected the poetry lingo we'll be using during this unit. Then we started our first poetry analysis by listening to the following song.
Students then read over the song lyrics and a poem by Robert Burns and annotated items they liked, disliked, made connections to, found confusing or thought were important. We will finish comparing and contrasting these poems on Monday.
French 8B
The students finished introducing themselves and then we began a review. We discussed O Canada and sang our anthem in French. Then we reviewed the alphabet letters pronunciation in French and worked on reviewing the numbers from 1-50.
Computers 8
The students reviewed searching techniques. We watched a video on searching and then they put their learning into action and completed a mini-search.
ELA 9A
The students read for 10 minutes (twice today as we had a double class) and we recorded the number or pages read during that time to determine their first reading goal. A letter (on yellow) was sent home about our reading program. Please read, sign and return or contact me if you have any questions.
The students started by discovering the steps for how to read a poem and then tried matching up some poetry lingo.
Second class we corrected the poetry lingo we'll be using during this unit. Then we started our first poetry analysis by listening to the following song lyrics.
Students then read over the song lyrics and a poem by Robert Burns and annotated items they liked, disliked, made connections to, found confusing or thought were important. We will finish comparing and contrasting these poems on Monday.
NEXT WEEK IS WELCOME WEEK!
* Monday is PJ Day and the Co-op is providing breakfast in the gym. :)
Today we started off with an assembly in the gym. New students were introduced and next week's Welcome Week activities were explained. In French we went through the expectations and course outline.
ELA 9B
The students read for 10 minutes and we recorded how many pages they read. This gives the students a goal to work towards. The students need to have a reading book in class from now on. We also had an introduction of the steps for reading a poem. Tomorrow we will go through the vocabulary associated with poetry.
French 7B
The students finished introducing themselves and then we started a review of basics. We discussed the different versions of O Canada and then sang it in French. Everyone sounded awesome! Then we learned the alphabet in French and practiced spelling, our names and the first 20 numbers, in French.
ELA 9A
I presented four book talks to the class and then we visited the library for students to sign out a reading book. Some students signed out books from my library, which means they need to e-mail me a shelfie (a picture of them and the cover of the book). Students will need to have a book in class from now on.
Students are now signed into Google Classroom. Today we reviewed some basic computer use rules and the students worked on a KWL chart about what they KNOW and what they WANT to learn in computers. All assignments will be available through Google Classroom, which can be accessed on any computer/iPad/phone with Internet connection.
ELA 9A
The students had a reminder about being Respectful, Responsible, and Choosing to Learn as yesterday several very immature behaviours occurred during our class. Hopefully the students involved make better choices in the future. On a positive note the students finished a discovery activity and came away with the following:
The most important thing to remember about today's discussion is:
the best writing comes when you mix things up. Be respectful.
try your best in school because it will effect your future.
have a good environment so we can work hard and learn lots and reach goals.
be respectful of classmates and have goals.
how to be successful in life (and some people really need music to work).
everyone is different.
music is an essential tool to our work.
that we are respectful to everyone, have fun, set goals, pay attention this year and learn lots.
Tomorrow we will be getting books from the library.
French 7A
We went through the expectations and course outline for French. It was great to meet up with some of my "old" students from UPS and meet new students from St. Peter's and elsewhere. It will take me awhile to learn all the new names. We sure have a lot of K's in this group - Karson, Kierra, Kaden, Kristina, Kelsey, Kaybree and then Carter too. Tongue twister time. Can you say all those names quickly five times? Welcome to UCHS!
ELA 9B
We had our first double English today. First we finished up our discussion activity and came away with the following:
The most important thing to remember about today's discussion is:
do the best you can.
everyone has a weakness to improve on and you can't have a good nap with keys in your pocket.
don't give up, set goals, and turn the weaknesses into strengths.
help other classmates out, set good goals for yourself, and do your best to get good grades.
be a good listener and be quiet around others (who are working).
everyone is different.
set good goals in life and try your best!
having effective teachers helps, and setting realistic and achievable goals for the end of the school year.
I also shared four books talks and then we headed to the library where everyone had a chance to sign out a book for our in-class reading program. Watch for a note coming home about this program tomorrow.
