Mr. Johnston Notes

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Notes

Posted: May 1, 2017

Per.1: Writing 110

  • Students are preparing movie reviews of their favourite movie.  The format is explained in the Wiki-How link that is found on my website. For tonight, students are to examine reviews of their favourite movies (just not the one they intend to review) as done by Roger Ebert on the website link found in the Weblinks section.

Per.2: Canadian Identity 9

  • Students took notes today for Chapter 6.
  • Questions to be completed (these were assigned Thursday) are: Review & Reflect p.90 #1,2; Apply & Extend p.91 #1,2; Review & Reflect p.92 #1; Apply & Extend p.93 #1; Review & Reflect p.94 #s1,3

Per.4: Social Studies 9

  • Students continued their work on Settlement of the Atlantic Provinces project as described on p.64 #1

Per.5: World Issues

  • Students continued working/researching their Genocide Powerpoint projects

Posted: April 11, 2017

Per.1: Writing 110

  • Our second day working in the lab on preparing some narrative assignments for publishing.  Students are working on publishing two of three pieces on which they have been working; "I Got Up...," "A Christmas Story Retelling," "Show, Don't Tell Narrative"

Per.2: Canadian Identity 9

  • TEST tomorrow.  Review is available here on website.

Per.4: Social Studies 8

  • Read pp.53-54 on "The Growth of Fredericton"
  • Answer question #1 p.54 in a three-columned chart.

Per. 5: World Issues 120

  • Students worked on deconstructing an article.  Expectation is for tomorrow they will each bring in their own article to deconstruct.

Per. 1: Writing 110

No homework

Per.2: Canadian Identity 9T

  • Comprehension Check assignment for Chapter 4 is due by end of class Friday.  Students will only have 1 more class day to work on it.
  • Test next Wednesday on Chapters 3&4
  • Students are to have read first chapter of "No Time to Say Goodbye" for tomorrow's class.

Social Studies 8

  • Reviewed constructing climographs and how to get data from them.
  • Looked at p.43 "Examining Weather" and talked about from where weather is observed.
  • Assigned all 5 questions on p.44 that relate to the two meteorological maps.  These were discussed for student's benefit and understanding in class.

Per.5: World Issues

  • No class today because of a UNB Presentation

Period 1: Writing 110

  • Finish Draft of letter started in class.  "Write a reflective letter outlining your writing goals for this sememster."  This should be directed towards two intended audiences; firstly, me your teacher, but secondly, and more importantly, the future you who will check to see how you have improved or met your goals at semester's end.  You may write about certain traits of writing upon which you wish to improve, you may wish to write about certain types of writing you would like to attempt/explore.  These are personal writing goals, make them suited to yourself.

Period 2: Canadian Identity 9T

  • "Writers Reflect Canadsian Identity."  Reread pp.12-16.
  • Answer Review & Reflect questions #1-3 (15 minutes in class were given for this and it was hinted they may be taken in for marks)

Period 4: Social Studies 8

 

Period 5: World Issues 120

Posted: February 6, 2017

Period 1: Writing 110

  • Be thinking of potential list of topics for a "Personal Writing Inventory"

Period 2: Canadian Identity 9T

  • Review & Reflect questions #s 1&2 on p.8.  Incorrectly identified in class as p.9

Period 4: Social Studies 8

  • Read pp.5-7
  • Answer questions #s 4 AND 6 on p.7.

Period 5: World Issues 120

  • Obtain a news clipping from a newspaper, journal, or magazine.  Try to have it be of a world event.  Suggested websites: 

www.cbc.ca/world

www.bbc.com

www.cnn.com

www.ctv.ca

www.aljazeera.com

www.nytimes.com

www.washingtonpost.com

www.globeandmail.com

www.nationalpost.com

Posted: February 5, 2017

Period 1: Writing 110

  • Students are completing a Preliminary Diagnostic piece of writing.  They chose 1 of 3 topics provided on Friday and are to complete 500wds for Monday (rough draft) to be handed in but NOT to be used for marking.  This is formative assessment.
  • NEED a composition notebook to be used for Quickwrites and Journal entries; of this sort is acceptable and commonly found in dollar stores or drug stores http://bit.ly/2kCSeP4

Period 2: Canadian Identity 9T

  • Read pp.2-3 and answer Review & Reflect questions 2,3 on p.3.

Period 4: Social Studies 8

  • Answer questions 1-3 on p.4 of the textbook.
  • Answer questions 1-3 on p.7 of the textbook.

Period 5: World Issues 120

  • Course outline was handed out and discussed as were the guidelines for the end-of-term Scrapbook Project.
  • Article of the Week: http://bit.ly/2kwaCXb  "Donald Trump Defends Tough Phone Calls."  This article was handed out but is also available here AND is link is provided on the course twitter account @BHSWorldIssues.  Rubric was also provided for how your articles of the week will be marked(I will attach to this site, in the documents tab, those rubric guidelines).  Expectation is that articles of the week will be a response of about 1-page in length and will go beyond summarizing the article; they will reflect upon the implications of the topic discussed on the local, regional and world stage.

Posted: February 2, 2017

Today in class, students were assigned a seating plan.  They were handed out textbooks.  They were given maps of the four Atlantic Provinces. They were taught about Longitude and Latitude.  They were also sent home with a worksheet assignment; the expectation being that they identify the latitude/longitude coordinates for the first three locations: Blackville, NB; O'Leary, PE, & Windsor, NS.  

IF a student was absent or forgot their sheet at school, that is not an excuse.  If you don't understand the work, ask a parent for help; call a friend (you'd do the same for gossip of what happened at school, make it the same for work).

I have, for your benefit included the worksheet and a picture of the map which all of the students are using.

 

Posted: November 29, 2016

Image result for homework clipart free

Per. 1: Canadian Literature 120

  • Make sure you have finished reading to the end of p.210 in "Book of Negroes"
  • Have all questions finished to the end of this section:  questions for this section (including those handed out today) can be found as an attachment to this note.

Per. 2: Canadian Identity 9

  • Wrote the Chapter 5: Response to Geographic Influences test today.  Anyone absent will need to arrange a lunchtime or after school time to write this test immediately upon their return.

Per.3: Law 120

  • Wrote the Chapter 7:Criminal Court Structure test today.  Anyone absent will need to arrange a lunchtime or after school time to write this test immediately upon their return.
  • From Monday, when we began Chapter 8: Investigations & Arrest, Sec.1: Levels of Police in Canada, students will need to ensure they have read pp.189-193.  ALSO, students are responsible for completing "Building Your Understanding p.193" #'s 1 & 2.

Per.4: Writing 110

  • Students today continued drafting their picture prompt narrative chosen from "The Mysteries of Harris Burdick."  The following is a link to those pictures AND the title/story line from each that must guide your stories. https://hrsbstaff.ednet.ns.ca/davidc/6c_files/documents/mysteries/divmys...
  • There is no expectation to have this finished for tomorrow; however, students should be thinking of the story they wish to tell which will capture audiences attention, entertain audiences, and keep them reading.

Posted: September 13, 2016

Assignment A

Write a letter (~one page) in which you answer the following questions:

  • What does the term “Canadian Literary texts” mean to you?

  • How is it different than, say, British and American literature?  What characteristics does it possess that make it distinctively unique?

Assignment B

Write a one page response to the videos which depict or show Canadian identity.  The videos were:

Your response could include such things as, “What does it mean to you to be Canadian?”; “why are we so obsessed with how the rest of the world sees us or thinks of us?”; “Why doesn’t the world know more about us?”; “Why do so many stereotypes exist of Canadians?”

Posted: March 24, 2016

Per.2: Canadian Identity 9T

  • Complete the Chapter 3 Comprehension Check to hand in for Tues. Mar. 29th

Per.3: Social Studies 8D

  • Complete Questions for "Our Fragile Wetland" #'s 1&2 on p.27 (time was given in class in groups to discuss so I expect lengthy, well-explained answers)
  • Reminder: Test on Wed. Mar.29th (review is found under the Calendar Item on this website)

Per.4: World Issues 120

Per.5: Canadian Geography 120

  • Reminder of Module 1 Test on Monday.  If students handed in their assignments from this unit they have been returned for study purposes.

Posted: March 22, 2016

Per.2: Canadian Identity 9T

  • No homework, they had a test.

Per.3: Social Studies 8D

  • No homework.

Per.4: World Issues 120

1.      Summarize what occurred on Jan.30th, 1972 in Derry.  Make reference to internment.

2.      How has your impression of the events of Bloody Friday changed in light of Bloody Sunday?  If your impression is unchanged, why?

3.      Chief Justice Lord Thomas was told by PM Edward Heath that this was not just an occupation but a war of propaganda.  What does that mean?  How are both documentaries you watched a perpetuation of that propaganda?

 

PowerPoint Presentation On A Genocide Things that must be included/addressed: Where is the country that it took place?  Locate it geographically within the world and discuss its political boundaries.  Good opportunity to use visuals in your powerpoint.At whom was this genocide directed? The particular ethnic group that was the target and how they would differ from the mainstream or from the ‘party’/group committing the genocide.Address how each of the eight stages of genocide were met or accomplished. (use your notes to refresh your memory on what each stage is)A slide showing what was happening in Canada (or outside of Canada that we were involved in) at the time; what were the major events occupying the gov’t at this time?What was Canada’s response to this particular genocide?  What aid, if any, did we provide?  What role did we have?
The Red Maple by AY JacksonOn Monday, Feb. 2nd, students were given a reprint of a painting for which they are expected to write an interpretation.  They have been advised to use the guiding questions on p.4 of their textbook to create a 250-300wd analysis of the painting.  Ideally, I am not looking for them to answer each question independantly, but rather to use each question as a way to understand the painting.REVISED DUE DATE: Monday, February 9th, 2015HINT: Your analysis should focus on what the painting means, but a secondary purpose should be about why/how this painting represents some sense of Canadian identity.Below is a link to a website which gives a guidelines and a sample for writing an analysis/interpretation of a painting.  Just below this link, however, I have included the relevant sections which will explain how to set up your analysis.  Please pay attention to this.http://www.gallaudet.edu/tip/english_center/writing/essays/writing_criti... Begin The EssayIntroduction:Just like all other essays, your first paragraph serves as your introduction. This section should identify the title of the painting, the artist, what year the painting was created, and where the painting is located. You should also introduce your thesis in this paragraph. Your thesis could be about one specific aspect of the painting, or it could be a broad statement about the painting as a whole.Analysis:Your next several paragraphs should analyze the painting. For example, if your thesis is that the painting is a "startling piece of work," then the body of your paper should describe why you find it to be startling. Within your analysis you should include specific descriptions of the piece itself. However, do not focus only on describing the painting; presumably your audience is familiar with the work. You should describe aspects of the painting only as they relate to your thesis. For example, if your thesis is that the painting is "startling," perhaps it is the subject's body language that makes it startling. You may want to include a description of that figure's body language and explain the impact the body language has on the audience.In an informal essay about art it is acceptable to include your own feelings and behavior as you looked at the painting. You can include information like how long you studied the painting, whether you compared it to other paintings in the gallery, whether or not you made a sketch of the work, how the painting made you feel, etc. If the painting makes you feel sad, then explain what evokes that feeling. Is it the colors the artist used? Is it the figure's pose, or the facial expression, etc.?Drawing Conclusions:It is then important for you to make some conclusions about why you think the artist made the decisions that he/she did. If the painting looks startling or sad, why do you think the artist chose to paint it that way? Is part of the painting dark or dull simply to draw the audience's attention to another part of the canvas? You may also want to research what was happening during that time of the artist's life. Often there will be a correlation between the mood of the painting and the events in the artist's life during that time. Conclusion:The end of your essay should reiterate the important points that you made, yet leave the reader with something more to think about. 

Posted: January 26, 2015

Students were introduced to the concepts of latitude and longitude today.  Connections were made to their past learning and use of GPS and participation in geocaching.  Discussion was between absolute location (using lat. & long. coordinates) and relative location.Homework - Questions 1,2, & 3 on p.4 of text.  If students have any difficulty understanding the concepts, they can use the following website to learn more about the topics:http://www.socialstudiesforkids.com/articles/geography/latitudelongitude... they can view the following video to hear and see what latitude & longitude are:https://www.youtube.com/watch?v=JZ-X8UDz0EA 

Posted: November 21, 2014

NOTE: The Gr. 8 Atlantic Canada Chapter 5: What is Culture" test will be held Wed. Nov.26th. Chapter 5: What is Culture? Test Review ·         Be able to give a definition of culture and explain the different elements that make up culture. ·         What is the difference between a genetic trait and a cultural trait? ·         Know what an anthropologist is. ·         What are the common characteristics that are found in all cultures according to George P. Murdock? (p.68 in textbook) ·         Be able to list/describe what physical needs and emotional needs are.  Also, if given a scenario like on p.70, be ready to describe what needs are being met by that situation. ·         What is the difference between material and non-material culture?  What category do values fit in?  Be ready to divide a list AND explain why you did so of cultural characteristics into material and non-material. ·         What is traditional culture vs. popular culture?  Explain from where we get popular culture.  How can popular culture sometimes come into conflict or tension with our traditional culture? (eg: for First Nations, it would be popular culture to speak English but many homes still try to promote their First Nations language) ·         What is an agent of socialization?  It is an institution or organization which passes culture onto the next generation.  Be prepared to list a few agents of socialization and explain how they pass on culture. ·         What are three methods for resolving conflict?  Why do you think we studied those in a chapter called “What is Culture?”  

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