Here is the outline of offerings available for this week's home learning in Lang. Arts:

1. I would like students to be reading 20 - 30 minutes a day from a grade appropriate novel (would love to hear what you're reading; let me know in an email if you like)

2. There are 2 new Common Lit readings available; 'Down the Rabbit Hole' and 'The Moustache.' For both of these there are instructions of what I would like you to focus on while reading them (for the first it is hyperbole, the second is character development). I ask that you make notes as you read them. You can do this right on the website. If you forget how, refresh your memory watching this video  https://www.youtube.com/watch?v=QrOYRzperKo

3. If you are looking for some Grammar practice, I have a 2-week trial of a great website https://ca.ixl.com/  Every Grade 8 student has a unique code that will put them in my class. All you need do is email me or call me and I can give you your unique username and password. Once you login, you can do any of the Language Arts activities but I would suggest:

-A6: Is it a complete sentence or a fragment? 

-A7: Is it a complete sentence or a run-on?

-A8: Is it a complete sentence, a fragment, or a run-on?

-B1: Form and use plurals: review

-B2: Form and use plurals of compound nouns

These are all suggestions; you can do as many of these activities as you like and you earn badges for the more you complete and do correctly. I will be able to see and track your progress.

To familiarize yourselves with CommonLit and its features, both classes should view the video in the link provided. It will help you to get the most out of your experience using this website.

Student Video - Getting Started
https://www.youtube.com/watch?v=QrOYRzperKo

**I also have heard that some of you are having difficulty getting started with Teams in Microsoft Office. I'm looking into this at my next meeting. Your first step should be to see if you can access your email through Office.com

Note the format for your username (I've coloured in red the part many are forgetting) eg: 

AarJohn12345@student.nbed.nb.ca

Hello folks...all eight of you who were enrolled in this class. I miss starting my mornings with you guys but we'll have to make do online. I'll be providing material for you to read/view over the week. It is borrowed from the New Brunswick Virtual Learning Centre.

The way things will work is I will post work for the week every Monday. I promise it really won't be much; less is more. The provincial guideline has suggested for high school courses about 3 hours of work per week per course.

I'm looking to pick up where we left off looking at the Division of Powers among Federal, Provincial, and Municipial governments. The PDF attached has a:

-reading,

-a Self-Assessment I'd like forwarded back to me via email;

-some webpages for further reading on the topic and,

-an assignment to cap off the topic

Take care out there and feel free to reach out via email anytime during the week. I'll be available 8:30am - 3:30pm everyday but I might even be able to respond to emails in the evenings on occassion. 

I was asked to provide the samples done in class as models to follow for completing the draft of your Visual Analysis. You are not allowed to copy these but may follow them as ideas for completing your own work.

“A Meeting of the School Trustees” – by Robert Harris (this models an introductory paragraph)

Robert Harris was a Welsh born Canadian painter who grew up in Prince Edward Island. His works focus on mainly portraits and documentary paintings of the late 1800’s. His most famous works are The Fathers of Confederation and A Meeting of the School Trustees. This last painting, the focus of this essay, is a great examination of Canadian identity as it reflects to the viewer a unique Canadian identity. This Canadian identity is shown through its examination of Canada’s history, of the challenges faced by rural Canadians, and the people and citizens of Canada.

“The Bay of Fundy” – by Glenn Hall (this models an example of one possible analysis paragraph)

In Glenn Hall’s The Bay of Fundy, one can see in the background vast blue waters of the Bay of Fundy from a high vantage point. In the foreground, the artist has painted a beach and the receding tide. This is important because those tides are some of the highest in the world and are a unique element of Atlantic Canada and Canada in general.

“Building the Dundas Street Bridge” – by Owen Staples (this models an example of one possible analysis paragraph)

This bridge is on the arterial route of Dundas street, the longest street in Canada and one that has much history for the events which have taken place over its course. This bridge is a standing monument to the workers, many immigrants, who constructed it and contributed to building the infrastructure of Canada.

“The Caribou Hunter” – by Arthur Heming (this models explaining an aspect of Canadian identity in the painting)

This picture, while it might be confused for any northern climate, is distinctly Canadian because of its landscape as well its flora and the people present. Snow is not unique to Canada but it is definitely something for which we are known. Furthermore, the darkness of the surrounding forest is of pine trees and fir trees that are all very Canadian. Lastly, in the background, a viewer can spy a fox like those seen in the Canadian wilderness. All of these elements add up to a unique Canadian landscape that anyone who has spent a winter in the outdoors will appreciate.

Food security in Canada’s Northern and Indigenous communities has become a problem of near crisis proportion. Estimates by Food Banks Canada suggest that 1 in 5 households in the North skip meals or do not meet adequate dietary needs on a regular basis. Decreased access to traditional foods and increased reliance on store-bought foods are central aspects of this transition. The cost of store-bought food can be astronomical. The high cost of food, a lack of job opportunities, high levels of poverty, and decreasing consumption of traditional foods have combined to create a serious and pressing public health emergency. 

***Students are to examine the causes of food insecurity in the North, the social and cultural consequences of food insecurity and propose possible solutions.*** Students should examine how the effects on Northern and Indigenous communities may differ between Indigenous and non-Indigenous communities. Students are encouraged to apply their understanding of the concepts of food sovereignty and the four dimensions of food security in their research and proposals. 

Causes of food insecurity in the North can include climate change (the melting of ice roads), the cost of freight (unstable oil prices) and a shift from traditional to non-traditional food sources. 

Consequences that may be explored include chronic health problems, lack of financial resources and cultural instability. The following table and diagram highlight consequences that may be explored further.

https://www.cbc.ca/news/canada/north/food-in-nunavut-costs-twice-as-much-as-canadian-average-1.3152896 

https://www.cbc.ca/radio/thecurrent/the-current-for-september-15-2016-1.3763076/we-need-a-solution-to-the-north-how-airships-could-make-life-more-affordable-in-northern-canada-1.3763097

https://www.cbc.ca/news/canada/north/nutrition-north-budget-not-enough-1.3705546

https://www.feedingnunavut.com/food-insecurity-canadas-north/

---we will discuss creating a class rubric and the method of assessment in class Wed.Nov.13th---