WEEK OF FEB. 22

Just a reminder that we are working out of Google Classroom for Quad 3!  Everything will run out of there, which means no new material will be posted here on the blog.  You will find Google Classroom much more user-friendly and a better way in which we can all communicate with one another:)  I'm really looking forward to it!

If you don't have/can't find your email inviting you to our Google Classroom, please let me know and we will get you in there!

IMPORTANT UPDATE (Feb. 9)

901 & 902 Students:

Welcome to Quad 3!!  You are now back with me for English and we also have Ms. Morin working with us in English.  She is an intern from the U of S working with us until May:)  In Quad 3, you also have Science with Mr. Pelly.

We will be working in Google Classroom for English this Quad, so you will need to use your new Onion Lake Education email address to access Google Classroom.  Some of you already have this email address but some of you do not yet.  Please email me (erintosh2020@gmail.com   or   etosh@oledu.ca) and I can send you that information!

Week of Feb. 8

903 & 904: There is no English new work for next week.  Please take time this weekend and in the beginning of next week to finish up as much English as you can, before we switch up to Quad 3 on Wed.

Informational:

We will only have 2 days next week for English.  The current Quad (Quad 2) will wrap up on Tues. Feb. 9.  That means you will move into Quad 3 on Wed. Feb. 10.  In Quad 3 you will be taking Cree/Health with Mr. Dillon and Math with Mrs. Whitstone.  (Links to their blogs are listed below)

Blog links for Quad 3:

Mr. Dillon: https://eagleviewddillon.blogspot.com/

Mrs. Whitstone: https://eagleviewpwhitstone.blogspot.com/

*As always, please let me know if you ever have any questions or concerns about anything!  

erintosh2020@gmail.com or etosh@oledu.ca

Week of Feb. 1

903 & 904: This coming week, and until the end of this Quad (Feb. 9) you will be finishing up the remaining work for this Unit (lessons 8, 9 & 10).  As always, please reach out if you have any questions!  (erintosh2020@gmail.com)

Week of Jan. 25:

903 & 904: This week we will begin on Unit 2; Indigenous & Norse Narratives.  You will work through Lessons 1-7 this week.  For this unit, please click on "Unit 2: Indigenous & Norse Narratives at the top of our blog.  

Just a reminder that Quad 2 wraps up on Feb. 9.  Please do your very best to get all Unit 1 and Unit 2 assignments finished by this time.

As always, please let me know if you ever have any questions or concerns!

erintosh2020@gmail.com 

Week of Jan. 18:

903 & 904: This will be the last week for our current unit, Surviving and Conquering.  We will start Unit 2; Indigenous and Norse Narratives next week.  REMINDER: Assignments for Units 1 & 2 will be due at the end of this Quad (Feb. 9).  Please email me erintosh2020@gmail.com if you have any questions or require any assistance.  

Assignments for this week:

-The Main Idea Lesson

-The Main Idea: The Marrow Thieves Chapters

-Character Profile/Character Study

Week of Jan. 11, 2021: 

903 & 904: This week we will finish up The Marrow Thieves.  Read/listen to Ch. 22-26 and do the comprehension questions in the Google Forms.  

**NOTE: After you've finished up Ch. 21, you will have to click on "Older Posts" at the bottom of the website to allow the next assignments to show up.  

Please work at getting any previous work finished up as well as we will be moving on to Unit 2 on Jan. 25.

Please be sure to let me know if you have any questions or concerns along the way!  erintosh2020@gmail.com

Have a great week!

Week of January 4, 2021

Welcome back!  I hope you all had a restful break!  

903 & 904: This week you will be doing some work with Point of View, as well as Ch. 19-21 in The Marrow Thieves.  As always, please feel free to message me at erintosh2020@gmail.com!  Have a great week!  

Dec. 18, 2020

Merry Christmas to you all!  I hope you have a wonderful and safe holiday!

QUAD 2 (903 & 904)

Hello 903s & 904s!  I'm so excited to welcome you to Quad 2!  I am your English 9 teacher, and in this Quad, we will be covering our first two units "Surviving and Conquering" as well as "Indigenous & Norse Narratives"!

To access all of your coursework, please click on "Quad 2 (903 & 904)" at the top of the blog!  

If you have any questions along the way, please don't hesitate to reach out!  erintosh2020@gmail.com

Week of Nov. 30 Update:

 This week wraps up Quad 1!  As of Thurs. Dec. 3, you will be switching over to take Math with Mrs. Whitstone and PE/Arts Ed. with Mr. Mercredi.  We will pick English back up again at the beginning of February in Quad 3!

PLEASE take this time to finish up all/any work that you do not have finished for me!!  Get it submitted to me asap, as once Quad 2 starts, you'll be expected to be keeping up with Math and PE/Arts. Ed.

PLEASE also make sure you email me (erintosh2020@gmail.com)/touch bases with me if you have any questions or concerns!!  We can even set up a Google Meet/Zoom meeting if you'd like!  Let me know:)

Happy Monday!

Week of Nov. 16 Update: We are now into our second week of Unit 2: Indigenous and Norse Narratives.  To access the work for Unit 2, please go to the top of this blog and click on "Unit 2: Indigenous and Norse Narratives".  That is where you will find all coursework for that unit.

Hello all!

Allow me to introduce myself.  My name is Mrs. Tosh.  This is my first year at Eagleview school and I am the new ELA 9 teacher.  This is my 16th year of teaching and the majority of my career has been spent with Middle Years students like yourselves.  I look forward to sharing many ELA experiences with you; my new students!

At the top of this blog, you will see a tab labelled "Assignments".  Course Work will always be posted there.  When you click on that tab, you will see all of our assignments, links etc.  On Fridays, I will post the upcoming week's information there. 

Please use the following to contact me if you have any questions along the way!

Email: erintosh2020@gmail.com

Phone: 306-344-2440

Text: 306-921-9544

Mrs. Heathen is also going to be working with us this year!  She is an additional contact person, and you can reach her at: bheathen@oleducation.ca 

I am really looking forward to meeting you all in the online world; and hopefully sooner than later, in person:)

See you soon!

Mrs. Erin Tosh

ELA 9 Teacher

Eagleview Comprehensive High School

UPDATE!

Please note: After you've finished Ch. 18 questions in the Google Form, you need to click on "Older Posts" at the very bottom of the blog page to get to the next set of assignments ;)  Please let me know if you have any questions!

Unit 1: Surviving & Conquering

We all have experiences and a past that we come into every situation with.  These play a part in who we are, and how we approach our everyday lives.  These also come into play when we’re forced into situations that we’d rather not be in.  How might the term “surviving”, mean different things to different people?  

Thriving is more than just simply, surviving.  How do we make the most of this world and thrive, instead of simply just being here and surviving?

 

 Unit 2: Indigenous and Norse Narratives

The Indigenous and Norse narratives contain the beliefs and values of many peoples and are important foundational stories for Canadians.  Identifying and understandings origins of our language(s) and culture(s) is an important part of our identities.  By comparing stories from Norse and Indigenous traditions, we have the opportunity to understand how different groups explain creation, laws of nature, and roles and responsibilities in the world.  The importance of oral tradition is highly emphasized in this unit.

Because the origins of the English language are rooted in Old English and are closely entwined with the Norse, Icelandic, Scandinavian, British Isles, and Germanic peoples, the Norse narratives provide an important understanding of our linguistic and cultural beginnings.

 Unit 3: Our Shared Linguistic and Cultural Roots

Language is one of the primary forms of communication and has been for many, many years.  Relatively speaking, English is a fairly new language, which is made up of many other languages and influences.   English of long ago, still impacts our English today.  The development of the English language is broken down into stages, according to the influences of the times.   English from long ago, still impacts our English today.  Many languages were utilized in the development of English, so it is a combination of many other languages and influences. Essential Questions for the Unit: -When, where, and how was English first used and by whom? -How does a linguist analyze and explain the English language? -How do we learn a language such as English? -How is English used by different people in different roles and occupations? -How is language affected by gender, age, ethnic heritage, and educational background?

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 Unit 4: Exploring Love, Loyalty and Relationships

As you mature, you will begin to reflect on yourself and your relationships with others, including your friends and parents. You know what it is to be loyal to a friend and have a family that supports you. You also know the challenges that friends, family, and other relationships can give. You know what it means to get into disagreements, be betrayed by a friend, hold a grudge, care for someone who does not return that affection, tease and to be teased about a special friendship, and have parents who forbid that you do certain things or spend time with certain people. This unit invites you to think more deeply about the relationships that affect your life and the role that loyalty and love play in those relationships.

 Unit 5: Conflicts, Challenges, Issues & Choices - Doing the Right Thing

Whether at home, in school, or in society, we all face conflicts, challenges, and issues. Although these conflicts, challenges, and issues develop for many different reasons, they force us to make choices if we are to do the right thing. Doing the right thing is always a challenge. Is it better to do the right thing and fail or do the wrong thing and succeed?  By considering how others have dealt with similar conflicts, challenges, and issues, we can learn how to do the right thing.  By reflecting on the conflicts, challenges, and issues and the choices that we have, we can face and address life and the world around us.  Life calls upon us to do the right thing when faced with a conflict, challenge, or an issue.

Unit 1: Surviving & Conquering: Checklist

 Good morning, Gr. 9!

I've created a Unit Checklist to help you stay organized with your work. It might be helpful to have a visual in front of you to help you stay organized.  

*If you'd like to print it off, send me an email and I will get you the link for the printable version:)

 Some links in assignments were not working correctly; sorry about that!  They have now been updated!

Lesson 1: Indigenous & Norse Narratives Introduction

 Welcome to Unit 2; Indigenous & Norse Narratives!

Lesson 1: Unit Introduction & Some Narratives That we Remember and their Roots (Mon. Jan. 25)

-Read over the Big Ideas and Essential Questions of the Unit:

   -Why do people tell stories and tales (narratives, folk tales, legends, fables, proverbs)?

   -How do these stories and tales help people understand their world?

   -What lessons do we learn about people through these stories and tales?

   -How are these stories and tales from around the world alike and different?

   -How are these stories relevant/meaningful to me, in my life?

   -Why is it important for each generation to hear and to retell these tales?

    -“Knowledge speaks.  Wisdom listens.”

“Old stories are forever new. The people who first heard the traditional stories “listened to those tales because they loved them and told them to their children without realizing they were participating in the perpetuation of folk tradition. Listening. That is where it begins. As a child, I sat next to the potbellied stove in my grandparents’ general store listening to Adirondack tall tales, songs, and stories about logging” (Bruchac, in Young, Bruchac, Livingston, & Kurkjian, 2004, p. 783).

“Storytelling is a way people pass knowledge from one generation to another. Usually the first stories that we learn are from the world’s folk tales. These stories usually entertain us but also “transmit the values and wisdom of the culture, imbue a strong sense of right and wrong, and provide a reservoir of vivid images that become part of the individual’s imagination and even everyday language” (Cole, 1983, p. xvi).

-After reading these Unit questions and the quotes above, give some thought to the following questions:

   -Do you agree or disagree?  Why/why not? 

   -Do you typically think of stories in this way? 

   -Do you connect specifically to any one of these questions?  Why or why not?

-The following is a list of two groups of narratives:

Group 1: “The White Cat” (France), “Thousand-Furs” (Germany), “The Thoughtless Abbot” (Italy), “I Ate the Loaf” (Spain), “The Seal’s Skin” (Iceland), “The Story of King Frost” (Russia), “Intelligence of Luck” (Czechoslovakia), “The Donkey Driver and the Thief” (Arabia), “The Three Hares” (Turkey), “How Spider Obtained the Sky-God’s Stories” (Ashanti, Africa), “The Magic Tree” (Haiti), “Three Magic Oranges” (Costa Rica), “The Lost Woman” (North America T’suu Tina)?

Group 2: “Snow-White”, “Sleeping Beauty”, “Rumpelstiltskin”, “Rapunzel”, “Little Red Riding Hood”, “Hansel and Gretel” (Germany), “Jack and the Beanstalk”, “The Pied Piper” (England), “The Three Billygoat’s Gruff” (Norway), “Wishketchahk”/“Wesakechak” (Canada), “Raven” (Canada)

Your Tasks:

1)   1) Click on the following link to take you to the Google Form

https://forms.gle/xcHF6GfVWq4L8Da27 

2)   2)Fill it in/answer the questions and click on the Submit button at the bottom of the form.  It will automatically be sent to me.

Update on Emailing Me

 *UPDATE: Our email servers are not functioning as they should right now.  Please use the following email address, until further notice!  Sorry about the confusion; thank you for your patience!

erintosh2020@gmail.com

You can also reach Mrs. Heathen at:

bheathen@oleducation.ca

All About YOU!

This is your opportunity to tell me about you!  Use the following link to fill in the Google Form about YOU!  When you've finished, please click on "Submit" at the bottom, and it will be automatically sent to me!
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 Lesson 2: The Source and Role of Stories (Outcome CR 9.6) "The Gift of Stories, The Gift of Breath" by Joseph Bruchac (Mon. Jan. 25)

*Today we will consider the following questions: 

"Where do stories come from?" 

"What would it be like if people had no stories to tell?"

Your Tasks:

1) Open the Google Form and answer questions #1-4

https://forms.gle/RPaGWoV6S36XUJf59

2) Read the first sentence of "The Gift of Stories, The Gift of Breath" by Joseph Bruchac.  

Click here to find this story:

https://cchssk.files.wordpress.com/2015/08/ela9-indigenous-the-gift-of-stories-the-gift-of-breath.pdf

3) Answer question #5 in the Google Form

4) Read the remainder of the short story

5) Answer question #6 in the Google Form and click on the Submit button at the bottom

Surviving and Conquering-Unit Brainstorm

Surviving and Conquering-Unit Brainstorm

Using the Google Form link below, you will determine the definition of the key words in this unit.  You will begin to explore what it means to "survive" and how people "conquer".  As you do, begin to think of people you know or people you've heard of, that would fall into these categories.

Click on the Google Form.  Fill it in and click "Submit" at the bottom.  It will automatically be sent to me.

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Lesson 3: Indigenous Narratives, Voices Through Time (Outcome CR9.2) (Tues. Jan. 26)

-Some of the greatest and most wonderful stories ever told are very old but were never written down. One storyteller learned the story from another and, in this way, it was kept alive for hundreds of years. These stories have been handed down orally from generation to generation and reflect the cultural heritage and the cultural way of life of the people.

Your Tasks:

1) Read the following quote:

 “Old tales last because they teach so much – without hitting you over the head that you’re learning something worthwhile. In American Indian cultures, traditional tales are used instead of physical punishment to correct the behaviour of children. Stories as lessons stay longer and sink deeper” (Bruchac in Young, Bruchac, Livingston, and Kurkjian, 2004, p. 783).

2) Answer questions regarding oral and traditional narratives in this Google Form: 

https://forms.gle/7fNrBaMDUoFu2Upb7

3) Click on "Submit" at the bottom of the Google Form and your answers will automatically be sent to me!

Survivors & Conquerors - Research

Survivors & Conquerors - Research 

In our everyday lives, we hear stories of individuals who ‘survive and conquer.’  It is important to recognize these accomplishments and learn from those who have gone before us.  In order to survive, one may face physical, emotional, and social difficulties that draw on their inner resources to overcome obstacles.  Research an individual that meets the criteria of ‘surviving and conquering’.

Follow the instructions and fill in the following Google Form to tell me about a survivor and conqueror you researched.

 Lesson 4: "Tlingit National Anthem" (Tues. Jan. 26)

(Outcomes CR9.2, CR9.6)

-This narrative tells of the migration of the Tlingit people from the interior of the Yukon and British Columbia to the Pacific Coast. It was usually presented at a potlatch, a traditional gift-giving ceremony, and contains important historical information for these people.

Your Tasks:

1) Read "Tlingit National Anthem" (below)

2.) Answer the questions in the Google Form: https://forms.gle/7CnDFUB5bMXRXyG47

Week of Dec. 7-11

Here are the items I'd like you to be working on this week.  Instructions for each will be on the blog posts themselves.

-Strategies of Effective Readers

-The Everest Disaster of 1996 & The Truth of Everest Tragedy Comprehension Questions

-"The Marrow Thieves" - Book Cover Anticipation Guide

-Dual Entry Journal (ongoing throughout the novel study)

-Vocabulary Log (ongoing as well)

-Quick Write: Global Warming

-"The Marrow Thieves" Chapters 1-3

Strategies of Effective Readers

 Review through these images to remind yourself what good readers do to help them prepare to read, what they do while they're reading, and the things that they do after they finish reading; in order to help them make sense of the text.

 Lesson 5: Tricksters (Wed. Jan. 27)

-In many societies, a common element is a character utilized as a vehicle to teach or illustrate values, beliefs, and ideas considered important to a culture. This character is used to show what happens when we are bad (e.g., greedy) and gives us a chance to see the consequences. In some societies, this character is referred to as the "trickster". Indigenous narratives share many of the characteristics of tricksters in other cultures (e.g., Loki in the Norse oral tradition).

-Tricksters frequently share the characteristics of both human and spirit entities and generally have a great curiosity that often leads to trouble. The character can be honest or deceptive, kind or cruel, charming or mischievous, all qualities possessed by human beings. In addition, tricksters may assume supernatural powers in order to teach a valuable lesson. The trickster is a clever and ideal mechanism within the oral tradition for illustrating a moral lesson and passing on important values.

Your Tasks:

1) Read "How Rocks Were Born" (below)

2) Write a pattern poem about Wolverine in this google form: https://forms.gle/cf1oEU5QE27PMWbM6

Organize your poem in five lines, like this:

Title: Wolverine

Line 1: 1 word (A key quality Wolverine posesses) (a noun)

Line 2: 2 words that describe him (adjectives)

Line 3: 3 action words (things he does) (verbs)

Line 4: 3 words that describe HOW he does the things you listed in line 3  (adjectives-These are usually words that end with "-ly")

Line 5: 4 word conclusion (a word that describes Wolverine, and then a statement such as "protector of lands" (just as an example)

*Refer to images here to help you with ideas for adjectives and adverbs: