Category Archives: Grade 7

HU 7 Ch 1-6 Timelines Checklist

Because only 2 students had their timelines ready for the fall term reporting period, Timeline points for ch. 1-6 will be added to the the winter term (fall term ch 1-3, winter 4-6). This is basically the same as  the rubric from the 10/24/14 email, but also includes ch 4-6.
/1 – 1st nations
/1 – Cartier’s dates, diary pg 35
/1 – Champlain’s letter pg 38
/1 – Courier du Bois short entry
/1 – Colonist Paragraphs
/1 – Seigneurial System Media
/1 BNA / Mercantilism era
/1 Ch 4 point (student choice)
/1 Ch 5/6  (choice from CPR/NEWS paragraphs, abridged)
/1 Ch 5/6 NEW topic
/1 Historical Artifact (abridged)
/1 – Senior Interview (abridged)
/12
/12 – Accurate Historical Dates
/12 – Correct Sequential Order
/12 – Each timeline point visually appealing / enhanced by photos, media, or stand-alone text presented well
/12 –  Media credits

/1  – Timeline Preview link shared

/1  – spreadsheet file shared with PAR

 

/50
/62

 

Copy of lit circle email

Phaidra Ruck <pruck@newhorizons.ab.ca>

28 Jan

to Grade, Grade
Have a look at the lit circle checklist and weights at the bottom and let me know what you think for this project. It will be weighted quite heavily in general for the LA component this term. I will put this up on the website afterwards with the relevant docs.
 

Required

 
 9s only – keep a list of everyone’s critical questions & contributions (discussion director and other members Qs)

Reading logs (discussion Qs)

For this please keep a record of your annotated remarks on the discussion qs in class and in the package, or extended personal reflections (paragraphs). You may choose to do this as a group but I will be looking for individual comprehension. You may choose to annotate the original critical questions your group came up with, and rate parts of the package for usefulness / recommended to discard.
Final Review / Reflection (in reading log)
Write a short informal opinion on what you thought about the book in general, dis/liked, who would you recommended it to, can give a rating if you like
 
Final Essay / Responses (anthology)
 
Essay draft must be submitted for peer review before your final. I recommend submitting it to me for formative feedback (comments & suggestions) as well. Include the peer review with your final.
When you hand in your essay, hand in your reading log at the same time for review.
Marked on LA rubric
I am thinking for weights
7s
Review – 10%
Log Qs – 40%
Essay  – 40%
Participation in discussion (peer-review) 10%
7s only – you will be reading 2 other texts after this, upto 4 if you read both Charlotte and Lyddie, so the weights will be spread out a little more in the grades in general – specific info as soon as I know
9s
Review – 10%
Role contributions & discussion – 20%
Log – 20%
Essay – 50%

Story Trio

INSTRUCTIONS

Take turns reading through the trio of stories in your lit group aloud.  Briefly discuss your reaction to the author’s work with your group, then write a response to each story using the Vignette Story Response Qs & LA outcomes.

You are free to explore the site and respond or recommend to another story of your choosing as well! (Be mindful of story ratings. Anything rated over PG needs to be approved by me first.)

Rubric & Grading – Response to Literary Journals

Due: End of Mon. Feb. 23

Seraphim

A nighttime chase through the streets of Prague has tragic consequences for fifteen year old Katrina.

The Cubelli Lagoon

In the southeast region of the plains of Buenos Aires, you might come across the Cubelli Lagoon, known as the “Lake of the Dancing Alligator.”

Professor Panini

Professor Panini is too clever for his own good.

 

Humanities Open Tournament Rules – Submissions

New Horizons Humanities Open –

Tournament Rules

To be voted on Tues., Feb. 17

Adapted from the game of GOLF.  Tournament Rules in effect Feb. 14th, 2015.

Points will be applied on the date of corrected submissions.

Dates are applied M-F unless otherwise specified by special circumstances, such as holidays or triathlon.

Original deadlines will be honoured for points. Class extensions of deadlines will void additional points being applied, unless otherwise agreed upon.

Back 9 penalties in effect Feb 17th: -0.5 FORMATTING SPLICE –  NO NAME, CLASS, TITLE, DATE on assignment & file name

 ACE

Hole-in-One [TBA]

OSTRICH

5 days early / under par + 5 pts

CONDOR

days early / under par +4 pts

ALBATROSS

days early / under par +3 pts

EAGLE

days early / under par +2 pts

BIRDIE

days early / under par +1 pt

“ON THE CHARGE”

String of Birdies +1 per consecutive charge

TURKEY

Three consecutive birdies during one round of golf.

PAR

on time

BOGEY

late 1 day /over par -1 pt  (w/o notification & extension )

DOUBLE BOGEY

late 2 days / over par  -2 pts  (w/o notification & extension )

TRIPLE BOGEY

A hole played three strokes over par.

SNOWMAN

To score an eight on a hole is to score a snowman. So-named because an eight (8) looks similar to the body of a snowman. (TBA)

 

PLAYER TERMS

Air shot

A shot where the player addresses the balls, swings, and completely misses the golf-ball. An air shot is counted as a stroke. See also whiff.

Approach shot

A shot intended to land the ball on the green.

Away

Describing the golfer whose ball is farthest from the hole. The player who is away should always play first.

Back nine

The last nine holes of an 18 hole golf course. (or, the last 5 months of the school year, Feb – June)

Blind

A shot that does not allow the golfer to see where the ball will land, such as onto an elevated green from below.

Bunker

A depression in bare ground that is usually covered with sand.  Also called a “sand trap”. It is considered a hazard under the Rules of Golf.

Caddy or Caddie

A person who carries a player’s clubs and offers advice.

Calcutta

A wager, typically in support of one team to win a tournament.

Course

A designated area of land on which golf is played through a normal succession from hole #1 to the last hole.

Drive

The first shot of each hole, made from an area called the tee box.

Follow Through

The final part of a golf swing, after the ball has been hit.

Fore

A warning shout given when there is a chance that the ball may hit other players or spectators.

Front nine

Holes 1 through 9 on a golf course. (Sept-Jan in the school year)

Gimme

Refers to a putt that the other players agree can count automatically without actually being played (under the tacit assumption that the putt would not have been missed). “Gimmes” are not allowed by the rules in stroke play, but they are often practiced in casual matches.

Hacker

People who demonstrate very little or no golf-etiquette.

Handsy

A player with too much wrist movement in their golf swing or putting stroke, causing inconsistent shots or putts.

Handicap

A number assigned to each player based on his ability and used to adjust each player’s score to provide equality among the players. In simplified terms, a handicap number, based on the slope of a course, is subtracted from the player’s gross score and gives him a net score of par or better half the time.

Grand slam

Winning all the golf’s major championships in the same calendar year (ex: top student in all courses)

Mulligan

A do-over, or replay of the shot, without counting the shot as a stroke and without assessing any penalties that might apply. It is not allowed by the rules and not practiced in tournaments, but is common in casual rounds

Nine Iron

A club of the highest loft, in the “iron” family. Used for short distance shots.

Out-of-bounds

The area designated as being outside the boundaries of the course. When a shot lands “O.B.”, the player “loses stroke and distance”, meaning that he/she must hit another shot from the original spot and is assessed a one-stroke penalty. Out-of-bounds areas are usually indicated by white posts.

Scramble

Each player strikes a shot, the best shot is selected, then all players play from that selected position.

Shank

An erratic shot in which the golf ball is struck by the hosel of the club. On a shank, a player has struck the ball with a part of the club other than the club-face. A shanked shot will scoot a short distance, often out to the right, or might be severely sliced or hooked.

Shanks

A condition in which a golfer suddenly cannot stop shanking the ball; novice and experienced golfers can be affected.

Sweet-spot

The location on the club-face where the optimal ball-striking results are achieved. The closer the ball is struck to the sweet-spot, the higher the Power transfer ratio will be.

Tap-in

Often called a “gimme”, a tap-in is a ball that has come to rest very close to the hole, leaving only a very short putt to be played. Often, recreational golfers will “concede” tap-ins to each other to save time.

Waggle

A pre-shot routine where a player adjusts his body, the club, and/or practice swings at the ball.

Yips

A tendency to twitch during the putting stroke. Some top golfers have had their careers greatly affected or even destroyed by the yips.

Zinger

A ball hit high and hard.

 

Source: Wikipedia – Glossary of Golf

Essay exemplar

Essay exemplar

Jordan wants to have a nice, long summer at the end of seventh grade; her persuasive essay makes that quite evident with several points that support her opinion through the use of statistics, comparison, and expert testimony.

 

Summer: 15 Days or 2 1/2 Months?

The final bell rings. It’s the last day of school, and summer has finally come! Students don’t have to think about school for at least another 2 1/2 months. That is the way it should always be. Schools should continue using the traditional calendar and not a year-round schedule. There are numerous downsides to year-round schooling. It has no positive effects on education, it adds to costs, and it disrupts the long-awaited summer vacation.

Contrary to the well-accepted belief, year-round schooling has no constructive impact on education. Most year-round schedules use the 45-15 method: 45 days of school followed by 15 days off. Because of this, there are many first and last days of school. All those transitions disrupt the learning process. Also, there is no evidence of higher test scores. Due to that, many schools that change to year-round schedules end up switching back. For example, since 1980, 95 percent of schools that tried the year-round schedule changed back to a traditional calendar. It is obvious that changing to year-round schooling does not help students; therefore, why is the change necessary?

Like any other facility, keeping a school open requires a great deal of money. When a school changes to a year-round schedule, the costs skyrocket. Keeping school open in the middle of summer requires air conditioning, and that adds significantly to the school’s expenses. The usual utility bills grow because of the additional open-school time. Finally, teachers must be paid for all the weeks they are working. With all these factors, the cost of keeping schools open becomes immensely high. For example, a high school in Arizona had a cost increase of $157,000 when they switched to year-round schooling. Some schools may not be able to handle such increases, and other schools that can handle these expenses could be doing better things with the money. Is year-round school really where the money should go?

An important part of a child’s life is summertime. With year-round schedules, students would hardly have any time to relax. During the 15-day breaks, they would be thinking about their quick return to school. It would also be difficult to coordinate family vacations with parents’ work schedules. Similarly, children would not be able to go to most summer camps. One expert, Dr. Peter Scales, says, “The biggest plus of camp is that camps help young people discover and explore their talents, interests, and values. Most schools don’t satisfy all these needs. Kids who have these kinds of [camp] experiences end up being healthier and have fewer problems.” Obviously, the summer is crucial to a child’s learning and development. Why should this invaluable part of a young person’s life be taken away?

It is evident that year-round schooling is not the best option for the school calendar. There is absolutely nothing wrong with the traditional school year. Why change something that works so well? The final bell rings. Let’s make sure this bell means that the “real” summer vacation has come.

Today’s Missions

Day 4 – Thur. Feb .12

Time Subject Class Plan Notes
9:28-10:16 HUM 7-1 Gr 7 – 2 missions: decide on which blocks to use to1) Complete the Creative Essay Redux – we will show our work in class on Friday

2)Meet in CPR/ News groups for check-in.CPR – When is the railroad going up? What will it look like? Will it be within our classroom or outside in the halls of the school? If it will be a school exhibit. Please send me an update today.News – how many articles are ready for the first publication? Please send me an update today.

EXTENSION: Balderdashers – Brant / TeeganTomorrow: Ch 6 overview / Ch 7 Lower Canada Rebellions

NEW ASSIGNMENT – Ch 5 & 6 Timeline pointsChoose 2 timeline topics, one per chapter. One must be something you have NOT written on yet. Read your peers’ paragraph on the subject to refresh your memory, and gain insight to help your timeline point shine. You should be able to draft at least 1 timeline point today.

Due: next Thursday

OTHER ASSIGNMENTS

Essay drafts returned tomorrow (Friday). Corrections /REVISED ESSAY DUE: Wed. Feb. 18

Students with extensions must send an email with their expected draft/final due dates by Friday for approval.

10:16-10:31 Recess
10:31-11:18 HUM 8 PBS – Finish Memoirs of a Secret EmpireTech deputy- ISHAN to scene select 

REVIEW Assignment

Write a film review on Memoirs of a Secret Empire, which includes an answer to the following questions

:1) How did this video supplement your understanding and research on the Edo period to date?

2) Out of reading, viewing, and writing, which medium to find enhances memory and understanding of a history the most effectively for you?

EXTENSIONBalderdashers: Matthew and Mikaili

ASSIGNMENTS 5 Rings Final has been moved to Tuesday as your drafts will be returned Friday for corrections.Friday is tea ceremony during Math. (11:18-12:05) Math 9 students have already been excused to be able to attend.Scroll assembly is on Tuesday, so bring any and all of your materials to put it together. This may carry over until Wed if more assembly time is needed. On Wed I would like to have a gallery walk of our scrolls! 🙂
11:18-12:05 Math 8 Dialogue group should proceed with cupcake scenario and build in ratio/rate/percent concepts.

Storyboard group should create characters a bit more.First proposal needs to be simplified by the storyboard group and create the ideas for the concepts to come into the scenarios for the dialogue group to draft.

Next report to class: Tuesday 11:30am.

Design group should design 1 character draft each to report Tuesday. They do not have to be human.

There are 3 groups:Storyboard / Organization teamDialogue / Equation groupDesign / Drawing group
12:05-12:50 Lunch  Garrett to put on the Princess Bride @ Machine scene  Magic Tourney starts next Thurs. We need a round robin/playoff map posted in class or outside to keep track. The winner will face Mr. Wilde.
12:50-1:33 Math 8A Students will work on Ch. 10 (algebra)Each student picks 1 question per section to show to each other. After a section is done, they go onto the next and repeat.Andrew can recommend questions to others.Andrew should report to the class his rough research proposal (what it’s about).Alternatively: indy work period:Braeden may study for the volume test tomorrow and work on timeline points with a minimum of 7 sentences.Brant may choose any written work (humanities, investigations, etc) – email point form outlines / big ideas/ subpoints/evidence for both proposals by end of school day (can overlay into DiDe if platforms are evaluated & anchor platform chosen/developed).

Jett can look on Hum 7 assignments for make-up assignments & work on DiDe platform comparison. Jett should email me if he wants a package of catch up assignments put together to work on over the weekend. Jett can also ask Nick what he is writing on for True Diary and preview the draft (due Tuesday).

Palak can complete timeline points and preview ch 7 article. Palak should read 1 article of news (per day, ideally) and comment on it in an email.

Andrew can create an outline for his research report, which should include at least 3 key ideas/ people/ events in the history of Math or resurrect Nighthawk Math with Palak.

 

 

1:33-2:16 HUM 7-1 CPR/ News or Art Essay, depends which order they voted for in the morning.
2:16-2:26 Recess
2:26-3:10 Digital Design Deputy: Evan VWebcraft cnt’dEveryone is comparing 3 platforms for their anchor/efolio website. Students should finish reviewing a rate all 3, have point form notes published by Thursday, preferably with screenshots, on a site of their choice which is to become an e-foilo, ‘anchor’ site.

The platforms are weebly, wordpress, and blogger.

At 2:55pm – students should have a discussion of what they dis/liked about each site.

Make a 3 column chart on the board so I can see what points were raised tomorrow (or email me a chart).

NEW: They MUST password protect their chosen site.

NEW: Next Thursday is show-and-tell of a digital piece. Prepare a new or old portfolio piece to share in a brief presentation, and explain a bit about the process in making your digital design.This can be linked into your efolio site for ease of access.

Thursday we will look at efolio requirements and construction.

Evan V should interview students individually on their knowledge of code to what they know so far and give me a report in an email. We’ll start with Scratch and I am looking for recommendations/projects for the next step.  Right now I am considering coding in WordPress and indy coding projects.

 

 

Creative Redux

1. Take your essay and turn it into a piece of art, using any digital tools / form you wish.

2. Create a piece on the process of writing this essay, using any digital tools/form you wish. What happens after you’re done?

3. Write an allegorical story about your process in writing this essay.

4. Re-create a scene from one of the novels.

Due: end of class / day Wednesday (may be incomplete). Include in your email a short explanatory blurb (couple lines).

Ideas – erasure poem, 3-D object, modified Wordle, BRAIN, code art, flashcards, stickers, info package, travel package, flyer, hyperlinks, mspaint, collage (must have a page of links at the end), flash, slam poetry, performance art, short video, letter, card, review, portrait

Critical Qs in the French Revolution

  1. What actually makes it worth it? Is it worth it if we learn from it?
  2. How did the deaths of the people benefit Napoleon’s campaign?
  3. Why did the people in power always end up getting killed ?
  4. Do the people always revolt when a royal person dies?
  5. After a Dictator dies, do the people always revolt, does it always end up into a bloodbath?
  6. How did the deaths of the people benefit Napoleon’s campaign?
  7. Why was Napoleon being a hypocrite and denouncing himself, then continuing to be the emperor?
  8. Why does Napoleon believe that the roman way’s are the way to go and not something else?
  9. Why did the French allow people to dictate them over and over? Why did they not revolt at the new kings and emperors?
  10. Why didn’t the French Revolution happen earlier in time?  Why this time?
  11. Why do you think Napoleon brought down the prices of food?
  12. In what other ways was British affected by the [French] revolution?      (Food, did their economy fail? Did people rise up to change but decided ‘mmmmmm better not’?)
  13. What was Napoleons lasting impact on slavery? 
  14. Why did people act like nothing ever happened after Napoleon was gone?
  15. Why did the French allow people to dictate them over and over? Why did they not revolt at the new kings and emperors?
  16. How was the deaths of thousands of innocents related to the rise of France as an empire, and major continental player in Europe?
  17. Did the fact that one person could start such a big revolution inspire other world leaders/terrors?
  18. Were there people happy with the revolution at the time? Who befitted from supporting the revolution?
  19. How have the calendars changed through the years?