english 10 choose a novel

1 – BEAUTY AND THE BEAST/HOLD FAST TO
DREAMS

Baker, Nancy. A Terrible
Beauty. Gothic Vampire novels, about the “inner vampire”, set in Toronto.*

Bell, William. Crabbe. A
teenage boy struggles with alcoholism.*

Brooks, Martha. Bone Dance.
A teenage girl from Toronto travels west and meets a boy haunted by
nightmares.*

Burnard, Bonnie. A Good House.
Three generations in the life of an ordinary small town family from the 1950's
to the 1990's. 1999 Winner of the Giller Prize.*

Crutcher, Chris. Staying Fat
for Sarah Byrnes. Male/Female relationships.

Garland, Alex. The Beach.
A Lord of the Flies for Generation X. Richard and his friends find a
beach in Thailand where life seems ideal until conflicts with nature, armed
guards, and each other create a nightmare.

Hemingway, Ernest. The Old Man
and the Sea. An old man struggles to bring in a marlin.

Hospital, Janette Turner. Tiger
in the Tiger Pit. The family secret explodes at a birthday party.*

Hubert, Cam. Dreamspeaker.
An aboriginal boy seeks help from a wise elder.

Hughes, Monica. Hunter in the
Dark. A teenage boy pursues his dream, despite his illness.*

Laurence, Margaret. The Stone
Angel. An old woman examines her relationships in life.*

Lee, Harper. To Kill a
Mockingbird. Jem and Scout learn about prejudice from their townsfolk and
about ideals from their father.

Major, Kevin. Hold Fast. A
teenage boy and his cousin flee an oppressive father to search for freedom and
a sense of family.*

Melling, O.R. Druid’s Tune.
Fantasy. Teenagers travel to the time of the Celtic Druids.

Rawlings, K . Harry Potter.
A teenage boy goes to a school for magicians and finds adventure.

Salinger, J.D. Catcher in the
Rye. Holden Caulfield, isolated from his peers, seeks meaning in the adult
world and his family.

Shields, Carol. The Stone
Diaries.*

Steinbeck, John. Of Mice and
Men. Two friends seek their dream and find a nightmare.

Westall, Robert. The Promise. Romance.*

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english 10

Choose one chapter from lord of the flies n, present their understanding of topics and themes of their
chapter in an oral presentation to the class. They present and explain topic
webs, demonstrate the poetic aspects of the writer’s style by shaping a found
poem from the text. As well, write
poems connected to the themes of the chapters. Using computers, they prepare an
anthology your own poems and dialogues, with a title page and an
introduction. After the presentations, write a comparison essay.

Instructions

1. I will explain to the students that they have been using gerunds in their speech and writing but may not have known the term gerund.

2. I will write a definition on the board, which the students copy into their notes.

3. I will write a few short sentences which include gerunds on the board and asks students to identify the gerunds.

Journal topics choose from here

Journal 1

Journal 2

World History

1.	Galileo’s conclusions about the position of Earth in the solar system raised objections from the Church.
2.	Galileo lived at the beginning of a period in which scientific inquiry flourished.

Appreciate the heightened
emotions that scientists, on the one hand, and the Church, on the other
hand, felt when Galileo published his theory about Earth’s position.
That is, bring home the conflict between science and tradition today. Scientific breakthroughs that humans are
experiencing or may shortly be experiencing—breakthroughs that some
members of society think should not be carried out.

• cloning of animals
  
• cloning of humans
  
• genetic reengineering, genetic screening
  
• fertility treatments
  
• further research into space
  
• radiation of food
  
• greatly extending the average life span

research one of the preceding
issues or other similarly controversial ones. The research shouldshow both sides of the issue—arguments for proceeding
with scientific inquiry or breakthroughs as well as arguments for not
proceeding.

Once the research is
complete, half of members the role of scientists
working in the field, asking for support for their work to continue.
Assign the other half of the group to play the roles of skeptical
government officials, media, and concerned citizens, all of whom think
it is improper to continue this line of scientific research and
development.

Face each other in a news conference
called by the scientists, who have an announcement to make. The
government officials, media, and concerned citizens should ask
challenging questions of the scientists and make statements of their
own. Assign one student from outside the group to act as moderator for
the news conference, introducing the scientists and calling on the
government officials, media, and citizens who have questions or
comments.


1. Explain the significance of Galileo’s observations of Jupiter and its moons, and evaluate Galileo’s contributions to science and history.

2. Discuss how the Copernican system threatened Church doctrine, and why the Dialogue of Galileo—a devout Catholic—offended the Church.

3. Debate Galileo’s decision to recant his heliocentric views. Do you consider this cowardice, or did Galileo have no choice? What would you have done in his situation?

4. Discuss why students of world history need to study Galileo, the Catholic Church and its Inquisition in order to understand the Scientific Revolution, the Protestant Reformation, and the subsequent Enlightenment (Age of Reason).

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Friday

World History

Here is a good link for the renaissance.

And another good link


World issues

You have the research project on your chosen terrorist group and map project finished today.

English 10

Essay on Money

Science 10

Review chapter 1 for quiz on Monday and choose a pesticide or poison in our environment for research presentation and have your science news article.

world issues

Since we are examining maps this week take a look at these maps of the world.

World History Unit 1

Unit 1: Foundations and Institutions Challenged, 1500–1715

Time: 30 hours

Unit Description

This unit sets the foundations for the inquiries that are germane to the study of the West and the World over a period of almost five hundred years. Students examine several historical underpinnings of the modern world. The 16th
and 17th Centuries were times of social challenge including a huge increase in technological developments, which in turn connected with and diffused among world cultures, still affect the world to the present day.

Knowledge and values clashed and demanded redress in social, economic, intellectual, religious, and political ways.

· Who are some of the key individuals who created social change?

· How did the Western and the non-Western world interact?

· How did art challenge prevailing social and political values?

This unit begins with the transitions in society fashioned by the Renaissance, the Reformation, and Counter-Reformation. Students investigate the waning of the Medieval world and the rise of nation-states, the Age of Exploration and the consequences of opening trade routes from Europe to India, Africa, and the Americas, and the legacy of Columbus.

Students examine the role of religion as a force in the spiritual and intellectual development. Students study the effects of the scientific revolutions in Europe, the religious wars, and individuals such as Descartes, Copernicus, and especially Galileo.

Lastly, students study the French hegemony under Louis XIV as an example of the political and military development in Europe.

Science Grade 10 Outline

Description/Rationale

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; to develop further their skills in scientific inquiry; and to understand the interrelationships among science, technology, and the environment.

Students conduct investigations and understand scientific theories related to: ecology and the maintenance of ecosystems; chemical reactions, with particular attention to acid-base reactions; factors that influence weather systems; and motion.

Unit Titles (Time + Sequence)

Unit Name and Timing	Unit Title	Skill Emphasis	End-of-unit Task
Unit 1 (24 hours)	Chemical Processes	Lab procedures and safety	Consumer Product Analysis
Unit 2 (24 hours)	The Sustainability of Ecosystems	Communication skills	Environmental Issue Analysis
Unit 3 (24 hours)	Motion	Experimental design, data collection, and analysis	Analysis of Sporting Equipment
Unit 4 (24 hours)	Weather Dynamics	Research skills	Media Presentation
Unit 5 (14 hours)	Making Connections	Synthesis of concepts, application of skills	Aquatic Study

English, Grade 10 Outline

Description/Rationale

The Grade 10 English course builds on the Grade 9 English course; it extends the range of analytic, reading, writing, oral communication, and thinking skills that students need for success in secondary school programs.

In the Grade 10 Academic course students study and interpret challenging texts from contemporary and historical periods, including novels, poems, plays, and opinion pieces, and analyze and create effective media works. An important focus is the thoughtful use of spoken and written language.

Unit 1	Beauty and the Beast	23 hours
Unit 2	Voices	22 hours
Unit 3	Diversity	23 hours
Unit 4	Interactions	26 hours
Unit 5	Independence	13 hours

Canadian and World Issues (CGW4U) Outline

Course Description

This course draws on geographic concepts, skills, methods, and technologies to analyze significant issues facing Canadians as citizens of an interdependent world.

Students will examine the challenges of creating a sustainable and equitable future through the study of a range of topics, including economic interdependence, geopolitical conflict, regional disparities in the ability to meet basic human needs, and protection of the planet’s life support systems.

Units: Titles and Time

Unit 1	Introduction: Studying Issues	15 hours
* Unit 2	Interdependence	25 hours
Unit 3	Challenges of Diversity and Disparity	25 hours
Unit 4	Towards a Sustainable Global Community	25 hours
Unit 5	Culminating Activity: Current Events Seminar	20 hours (includes in-class research time)

World History Course Outline

Course Description

This course investigates the major trends in Western civilization and world history from the 16th Century to the present. Students learn about the interaction between the emerging West and other regions of the world and about the development of modern social, political, and economic systems.

The skills and knowledge developed in this course enable students to understand and appreciate both the character of historical change and the historical roots of contemporary issues.

Units: Titles and Time

Unit	Time Period	Title/Theme	Performance Tasks	Time
* Unit 1	1500–1715	Foundations and Institutions Challenged	** Unit Test and one of the Rotating Performance Tasks	30 hours
Unit 2	1715–1815	Revolution and change	Mid-year Unit Test and one of the Rotating Performance Tasks	25 hours
Unit 3	1815–1914	Century of Transitions	One of the Rotating Performance Tasks	25 hours
Unit 4	1914–1989	Century of Extremes	One of the Rotating Performance Tasks	25 hours
Unit 5	Culminating Activity	The West and the World Exposition	The West and the World Exposition presentations	5 hours

Week 1 September 2007

First week:

1st period world issues and world history

2nd period English 10 and science 10

For world history you will have your research of a city, for world issues your newspaper article.

English 10 - biography and poetry intro

Science 10 the Food pyramid. Pyramid of biomass and energy flow.
Definitions of carrying capacity and trophic levels should be understood.