EF34 11am June 29

 

 

Good morning, everybody.

We will get started at 11:00.

Cameras on. Mics muted.

 

Registration for September is now open!

https://moodle.vsb.bc.ca/fall.php

 

REMINDER: I will be teaching EF6 in P1 and EF34 in P2.

 

There are cooling stations around Vancouver:

https://vancouver.ca/people-programs/hot-weather.aspx

If you are struggling with the heat, you can go there to cool off.

 

 

 

Today’s agenda

 

·      This is our final class together.

·      Start reviewing grammar, sentences, paragraphs

 

Wednesday, June 30, FINAL DAY

·      no instruction day, marks day, no computer meeting

·      Email me during classtime, I will email your mark to you.

 

 

Summer term begins Monday, July 5. Final day if Friday, August 6.

 

 

REVIEW OF SENTENCE WRITING

This is really critical to be able to write good sentences.

*Check the blog to review our class notes.

 

**SIMPLE – one clause, one idea

-SV It is very hot today.

ERROR

Is hot today. XXX

 

-SSV Joan and Maria are going to the beach.

-SVV The beach is crowded and has lots of places to swim.

-Imperative – command sentence, tell someone to do something

Come in. Sit down. Be careful.  You Come in. implied subject

-Interrogative -question, flip the verb

It is hot today. Is it hot today?

Are you working today?

 

*NOTE: Sentence must begin with capital letters and end with periods or questions marks, etc.

 

**COMPOUND – two clauses put together, two ideas put together

SV + SV join them together

It is hot today. We are going to stay inside. 2 simple sentences

It is hot today. + We are going to stay inside.

, FANBOYS   for and nor but or yet so These are rarely used in compound sentences.

 

, SOBA , so   , or   , but   , and

It is hot today. + We are going to stay inside.

It is hot today, so we are going to stay inside.

 

NEXT STEP (EF56)

; semicolons

It is hot today, so we are going to stay inside.

It is hot today; we are going to stay inside.

It is hot today; therefore, we are going to stay inside.

 

 

**COMPLEX

-adverb clauses- because   if   when   since  

We will go to the beach today. It is hot.

We will go to the beach today because it is hot.

ERROR

We will go to the beach today, because it is hot. XXX

 

Because it is hot, we will go to the beach today.

 

NOTE: You should review comma usage. If you don’t know how and when to use commas, it will be diffucult to write well in other classes.

 

We will go for a walk later if it cools down.

If it cools down, we will go for a walk later.

 

-noun clauses

A. think feel know believe say

B. that how why

A+B

think + that

Marie thinks that Sarah should not marry Dave.

 

- adjective clause who that

OTHER WORDS (EF56): which  where  whose  whom(rare)

whose – example  The boy whose bike was stolen feels very sad.

 

who- people

Joan’s sister who is a nurse lives in France.

 

that- things, animals

Jun has a sunshade that he set up on the beach.

 

Review sentence types: simple, compound, complex

 

Try a few in Chat:

1.    SIMPLE The cat is asleep on the floor.

2.    COMPOUND The ice cream is melting, so let’s eat it quickly.

3.    COMPOUND -Because it is too hot, many people want to buying a fan. XXX

COMPLEX -Because it is too hot, many people want to buy a fan.

 

4.    Compound Because it is so hot and sunny, I can't running outside. XXX

COMPLEX Because it is so hot and sunny, I can't run outside.

 

5.    SIMPLE I'm going to work after class.

6.    COMPLEX  I was watching the TV while I was cooking. ADV CL

7.    COMPLEX  I like the people who are kindly and righteous. ADJ CL

8.    COMPOUND I drink cup of coffee this morning, and two piece of pizza. XXX

I drank a cup of coffee this morning, and I ate two pieces of pizza.

 

9.    COMPOUND We bought a car, and went on a summer trip. XXX

SIMPLE We bought a car and went on a summer trip. SVV

COMPOUND We bought a car, and we went on a summer trip.

 

10.                       COMPOUND John just started a new job, but he is not happy.

11.                       COMPLEX the sun is very hot, I can't go to outside. XXX

Fix this!

 

12.                       COMPLEX I don't like eating beef even though it has good protein.

Repeated example from a few weeks ago.

 

13.                       COMPLEX I went to English Bay yesterday, but it was so hot. XXX

COMPOUND I went to English Bay yesterday, but it was so hot.

 

14.                       COMPLEX  the people are very hot, so SV need to drink ice  water and electric fan so cold  ??. CAP

NOT ENGLISH. You have to learn basic sentence structure in English

 

15.                       COMPLEX  Tom says that the foods of this restaurant have high quality.

Tom says that the food in this restaurant is high quality.

 

16.                       COMPLEX because it is hot out side, my children can't go to school. CAP  Fix that.

 

17.                       COMPLEX  John believes that his teacher can help him. NOUN CL

18.                       COMPOUND It was too hot last night,  so I just slept three hours.

19.                       SIMPLE My friend and I will going to Central Park. vf

You have to learn your verbs.

My friend and I will go to Central Park.

My friend and I will be going to Central Park.

My friend and I are going to Central Park.

 

20.                       COMPLEX  The BC hot wave which was started since last three days  was unpridicable.

The BC heat wave which started three days ago was unpredictable.

 

21.                       COMPLEX I believe that earth is more that round you think. ??

I believe that the Earth is round.

 

22.                       COMPLEX  My husband was opening the door when I studied was studying English. match verb tenses- sounds good

23.                       COMPLEX  Bryce was a great man who stood for children rights was a famouse doctor.

Bryce was a great man who stood for children’s rights and was a famous doctor.

24.                       COMPLEX When we buy a new car, because I want to need a practice driving. XXX

We need to buy a new car because I want to practice driving.

25.                       COMPLEX I think that Russian is a hard language. N CL

26.                       COMPLEX I believe that maybe humans are created by aliens.

27.                       SIMPLE We want to buy an ice cream.

I want to go to the party.

I want to buy an ice cream.

28.                       COMPLEX Our English class which is began three mounth ago will finish today.

Our English class which began three months ago will finish today.

29.                       SIMPLE My mother go to the grocery store to buy a food.

My mother goes to the grocery store to buy some food.

30.                       COMPLEX    I understand what you mean. N CL

31.                       COMPLEX Butter that was a cute dog was our special guest yesterday.

 

Lots of work to keep doing!

This was a good review of sentences.

 

PARAGRAPHS

Grabber

Topic sentences

Supporting sentences

Concluding sentence

 

Different types of paragraphs: narrative, descriptive, process, persuasive

 

 

This was a fun class. Thank you for making fun and interesting for me to teach. I hope you learned something about English, and I hope you had a good time.

Time flies. Time to say goodbye.

EF6 8:30am June 29

 

Good morning, everyone.

We will get started at 8:30.

Cameras on. Mics muted.

 

 

Registration for September is now open!

Check both:

https://moodle.vsb.bc.ca/fall.php

 

REMINDER: I will be teaching EF6 in P1 and EF34 in P2.

 

Choice for 11

Composition 11- focussed on writing skills

Literary Studies 11- focussed on short story, novel, poetry

*We are a small school, so we run these together as a split class.

 

First Peoples 11- focussed on First Nations curriculum

First Peoples 12

*We have to run these as a split. We are a very small school.

* We also often run Eng 11 and Eng 12 as a split class. It is a necessity for our small school due to class minimum numbers.

 

The class mimimum for VSB Adult Ed classes is 28. Sometimes we have to cancel classes with 25 students. It is not as bad in the past year or two.

When I first teaching in VSB Adult Education in 1993, the class mimimum for VSB Adult Ed classes was around 16. It went up bit by bit over the years.

The prioirty of VSB is K-12. Adult Ed is not a high priority. Over the past 30 years, we have had to fight to keep Adult Education alive.

Every year when VSB sets their budget for the following year, we have to fight to keep Adult Ed alive.

We used to have 7 schools. Now we have 1 ½.

There are cooling stations around Vancouver:

 https://vancouver.ca/people-programs/hot-weather.aspx

If you are struggling with the heat, you can go there to cool off.

 

 

Today’s agenda;

1.    Review of course work – sentences, paragraph, points of grammar

2.    Leftover grammar – parallelism, sent comb

 

Wednesday’s agenda:

We will not meet as a class tomorrow. I will put together your final marks. Please email me during class time, and I will email you back your final mark.

 

Summer term begins Monday, July 5. Summer terms end August 6.

 

REVIEW OF SENTENCES

The basic sentence styles that you have to be able to produce are simple, compound, and complex. You should be able to write these consistently without having to think about them too much. This is not easy, but practice will make it more automatic.

 

*All sentence need capital letters and punctuation at the end. If you write a sentence that does not begin with a capital letter or end with a period or a question mark, you have to change that.

 

 

SIMPLE- one independent clause

SV      It is very hot today.

SSV   Joan and Marie are going to the beach.

SVV   The beach is beautiful and has a lot of things to do.

 

Imperative- command, tell someone to do something

You be careful. implied subject

Be careful.

Come in.

Sit down.

*Note: We don’t normally use imperative in first person. We use it in third person: talking to somebody else.

 

Interrogative sentences: question, flip the verb

You have a new bicycle.

Do you have a new bicycle?

The bus is coming.

Is the bus coming?

 

COMPOUND – two independent clauses joined together

SV + SV

, FANBOYS   , SOBA - , so  , or  , but  , and   

HIGH FREQUENCY COORDINATING CONJUNCTIONS

 

It is very hot today. We will stay in the shade.

It is very hot today, so we will stay in the shade.

 

; semicolon

It is very hot today. We will stay in the shade.

It is very hot today; we will stay in the shade.

 

; TRANS,

It is very hot today. We will stay in the shade.

It is very hot today; therefore, we will stay in the shade.

It is very hot today; accordingly, we will stay in the shade.

It is very hot today; for that reason, we will stay in the shade.

 

* You should learn more transitional terms. Learn them and use them.

 

What is the difference?

It is very hot today; accordingly, we will stay in the shade.

It is very hot today. Accordingly, we will stay in the shade.

; glues the two sentences more than a perios. A simcolon tells the reader that the two sentences are tlaking about the same thing.

A semicolon is like glue.

 

; in the end,  ; finally,   ; in conclusion,  ; to sum up, 

 

 

There are lots of them to learn. You can choose a bunch of new ones that you like:

 

https://writing.wisc.edu/handbook/style/transitions/

 

https://owl.purdue.edu/engagement/ged_preparation/part_1_lessons_1_4/transitions.html

 

 

COMMON ERROR

It is very hot today, we will stay in the shade. COMMA SPLICE

It is very hot today, therefore, we will stay in the shade. XXX

 

 

Compound sentences with semicolons may require some more study and practice.

 

: colon

I have two kids: a boy and a girl.

Sarah has lived in three countries: Spain, China, and Canada.

Yas will take two classes in September: English 10 and Biology 11.

I have three things I want to do this summer: finish EF6, drive to Calgary, (and) learn to swim.

 

appositive

My dad, Carlos, is a manager in a company.

My dad: Carlos, is a manager in a company. XXX

 

Kathy, my sister, lives in Spain.

My class, EF6, finishes tomorrow.

 

REVIEWING PUNCTUATION AND PRACTICING PUNCTUATION WOULD BE A GOOD USE OF TIME FOR YOU. IT’S A WHOLE WORLD OF PUNCTUATION.

 

KEY ONES   ,   .   ;  

Others   :   -   ?   !

 

 

COMPLEX

-adverb clauses – time, situation, reason

because   if   when    while   since   although   unless   only if   as .. as

COOMON ERROR

Judy is staying home, because it is hot. XXX

Judy is staying home because it is hot.

Because it is hot, Judy is staying home.

 

noun clauses –

A.   feel think say believe know

B.    that how why

A+B

feel + that

Maria feels that Sarah should not marry John.

think + that

Sarah thinks that John would make a great partner.

knows+that

In fact, Maria knows that John is hiding a big secret from Sarah.

 know+how

The big secret is that John doesn’t know how to eat with a fork. We only can use his hands.

 

-adjective clauses - who that which

OTHERS whom where whose NOT USED AS MUCH

‘Whom’ is used hardly at all.

 

who -people

that – things, animals

which – special things, unique things NOT AS IMPORTANT

 

The woman who runs the store is very organized.

The cat that is sleeping on the bed is very cute.

The car that is parked in front of my house is old and rusty.

 

The woman who we bought the boat from was very friendly. object pronoun

CHOICE:

The woman we bought the boat from was very friendly. MOST NATURAL SOUNDING

 

The woman whom we bought the boat from was very friendly. UNUSUALLY FORMAL

 

That is a pretty full review of simple, compound and complex sentence.

 

It was a good class. You all made it fun!

EF34 7pm June28

 

Good evening, everybody.

We will get started at 7:00.

Cameras on. Mics muted.

 

Registration for September is now open!

https://moodle.vsb.bc.ca/fall.php

Classes in September are set to be in-person in-school.

 

REMINDER: I will be teaching EF6 in P1 and EF34 in P2.

 

CORE class (required)            EF3 EF4  EF5   EF6

COMPANION class (extra)    EF3/4Reading   EF567Writing

 

There are cooling stations around Vancouver:

https://vancouver.ca/people-programs/hot-weather.aspx

If you are struggling with the heat, you can go there to cool off.

 

Monday agenda

·      First Nations lecture

 

Tuesday agenda

·      We will not meet as a class.

·      Email me during class time and I will email you back your final mark.

 

Confusion in the original schedule.

Wednesday agenda- final class (optional)

·      Open class- I will log in at 7. I will be happy to answer any questions you have about grammar, English, whatever.

 

Lecture notes for First Nations

 

·      Starting in May 2021

·      Unmarked graves of First Nations have been found on the grounds of old Residential Schools, 750+, probably hundreds and hundreds, thousands more across Canada

·      Residential Schools all across Canada

https://www.thecanadianencyclopedia.ca/en/article/residential-schools-in-canada-interactive-map

·      Organized by the Canadian government, run by the churches, piad for the government

·      150 000 First Nations kids were forcibly taken away from their families to Residential Schools from 1860s to 1990s.

 

·      Focus of BC new curriculum- First Nations

First Nations ways of knowing, culture, history in Canada

e.g. First People’s English 12

 

·      My school experiences- none of the history, social studies,

The focus was on Europeans, settlers, White men in Canada

male-centred, Euro-centred

 

·      lots of First Nations kids in my school, segregated

seemed normal

 

·      racism towards First Nations people “Indians”

dismissive, belittling, negative stereotypes

 

 

** Maybe tell these stories

·      policy at my university – have to finish your degree in seven years

student/ professor –led initiative to change it to 10 yrs

 

·      racism against First Nations – BCTF AGM story

700 teachers

“equity-seeking groups” wanted representation

 

Overview - introduction

·      First Nations -Who they are?

·      Small groups

“What do you know about First Nations people in Canada?”

Generate ideas on LCD

 

·      First Nations, Inuit, and Métis peoples constitute Indigenous Peoples in Canada, also called First Peoples. First Nations came into common usage in the 1980s to replace the term ‘Indians’

·      Also called Aboriginal

·      First Nations- Indigenous people in the South (below Arctic Circle). Half of all First Nations bands are in Ontario and BC.

·      Inuit are the Indigenous people who live in the North. Used to be called ‘Eskimo’- disparaging term from French Esquimaux, from Montagnais ayas̆kimew ‘person who laces a snowshoe’. Montagnais, or Innu, are the Indigenous inhabitants of an area they refer to as Nitassinan, which comprises most of the northeastern portion of the present-day province of Quebec and some eastern portions of Labrador.

Discredited etymology ‘raw fish eater’

Website: https://www.itk.ca/about-canadian-inuit/#nunangat

Show map: “Inuit Map”

·      Metis a person of mixed Indigenous and European ancestry

1600s and 1700s - Fur trading European men came to hunt animals, like beavers

In particular one of a group of such people who in the 19th century constituted the so-called Metis nation in the areas around the Red and Saskatchewan rivers. Metis comes from the French word ‘métis’, which means ‘mixed’.

·      Talk about origin of the word ‘Indian’ due to geographical misunderstanding

 

 

·      Where did they come from?

·      First Nations creation myths/ stories

myth – legend, fiction, story

Every group has a creation story/myth

Bible- Garden of Eden, Adam and Eve

Koran-

Greek myths –

 

Different First Nations have different creation stories.

 

·      Read “The Beginning of the Haidi Gwaii World” on LCD

 

·      Talk about Raven

- prominent role in the mythologies of the Indigenous peoples of the Pacific Northwest Coast, including the Tsimishians, Haidas, Heiltsuks, Tlingits, Kwakwaka'wakw, Coast Salish, Koyukons, and Inuit. The raven in these indigenous peoples' mythology is the Creator of the world, but it is also considered a trickster god.

-two different raven characters:

-the creator raven, responsible for bringing the world into being and who is sometimes considered to be the individual who brought light to the darkness

-the childish raven, always selfish, sly, conniving, and hungry

 

·      Show pictures “Raven1” “Raven2” “Raven and the First Men”

“Spirit of Haida Gwaii”, other pictures

·      Different First nations have different stories-

e.g.Micmac, Mi'kmaq, Glooscap

 

Very interesting area of study – good choice First Peoples 10 and 12

We offer these classes at South Hill – some students do both i.e. English 10 and First Peoples 10, English 12 and First Peoples 12.

 

·      Scientists- science-

Archeological theories about origins of First Nations

 

·      200 000 years ago, Homo Sapiens in Africa

·      60 000 years ago, humans leave Africa

50 000 years ago reach Australia

·      Second wave

35 000 years ago reach Middle East and Central Asia

·      40 000 years ago into Europe

·      25 000 years ago- Ice Age, ice bridge between Russia and Alaska

·      15 000 years ago humans cross The Bering Strait into North America

·      Show video “Map Shows How Humans Migrated Across the Globe” (2m30s)

https://www.youtube.com/watch?v=CJdT6QcSbQ0&list=RDCJdT6QcSbQ0&start_radio=1

 

·      Explore website, LCD http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html

·      land bridge from Asia to North America

 

MAYBE VIDEO https://www.youtube.com/watch?v=M43TYldfqzc (4m-13m)

 

·      Atlantic migration theory

 

·      First Nations reactions to these scientific theories

http://www.cbc.ca/news/canada/british-columbia/bc-indigenous-communities-react-to-the-resurfacing-of-two-migration-theories-1.4479632

Put like on Blog

Listen to audio (9m) EXCELLENT

Describe and summarize controversies, competing theories for students

 

·      Another article about Salutrian/Ice Bridge debate

http://www.cbc.ca/news/technology/ancient-toddler-s-remains-re-ignite-native-origins-debate-1.2534423

 

 

CONTACT

·      European people came to North American in 1500s

·      cooperation- settlers dying of scurvy, lack of Vitamin C

long-standing problem for sailors

limey, pine needle tea

 

·      Work through timeline

https://aboriginalconnections.wordpress.com/teacher-resources/bc-first-nations-historical-timeline/

 

·      European settlers wanted the land that First Nations lived on.

·      Put First Nations on Reservations all over Canada

·      Many First Nations used to be nomadic, travel, no set home

incompatible with Western life

·      Reservations often very poor land, poverty

 

·      European settlers to North America pushed First Nations osf their land and forced them to live on Reservations

·      Next step was Residential schools

a way to get rid of First Nations culture

·      Between the 1860s and 1990s more than 150,000 First Nations, Inuit, and Métis children were required to attend Indian Residential Schools, institutions operated by religious organizations funded by the Federal Government.

·      The Canadian government removed First Nation children from their families and communities and placed them in these institutions.

·      The families didn’t have a choice.

·      Many children were inadequately fed, clothed and housed, and many were abused, physically, emotionally and sexually. Their languages and cultural practices were prohibited.

 

·      This is where the unmarked graves come from. These are children who died while in the schools.

There are so many questions about how this happened.

How did this happen?

How did these children die?

Why?

How could this have happened in Canada?

 

** The intention of the Residential Schools was to break the link between the children and their culture and families. The children were being trained to be workers, i.e. maids, labourers, cleaners.

So mant children dies because they were not cared for properly and often abused.

 

·      https://www.thecanadianencyclopedia.ca/en/article/duncan-campbell-scott

 

 

OTHER RESOURCES

http://www.fnesc.ca/learningfirstpeoples/

 

https://www.ece.gov.nt.ca/files/Early-Childhood/ns_-_residential_schools_resource_-_second_edition.pdf

 

http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR-11-12-Pt1-2015-07-WEB.pdf

 

http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR11-12-DE-Pt2-2015-07-WEB.pdf

 

http://www.fnesc.ca/grade-11-12-indian-residential-schools-and-reconciliation/

 

 

 

·      VIDEO “Where Are the Children? Healing the Legacy of the Residential Schools”

https://vimeo.com/27172950 (25m)

 

 

GO OVER THIS WEBSITE ON LCD

·      http://www.anishinabek.ca/wp-content/uploads/2016/07/An-Overview-of-the-IRS-System-Booklet.pdf

 

·      Introduction to Truth and Reconciliation Commission, Residential Schools

 

·      National Centre for Truth and Reconciliation

Opening ceremony:

http://www.cbc.ca/news/canada/manitoba/national-centre-truth-reconciliation-winnipeg-1.3301305

 

·      EXPLORE Website:

http://umanitoba.ca/nctr/

 

GOOD PLACE TO START

·      http://wherearethechildren.ca/en

Explore together

Walk through Timeline

 

* Choose one of the stories. Listen or read the transcript.

 

 

Didn’t this happen long ago in the past?

The last Residential School closed in 1996.

 

intergenerational trauma – the suffering and pain is passed down to the next generation

 

 

NOTE: I am not an expert on this. I know what I know from listening to survivors of Residential Schools. I have been fortunate to listen to many survivors of Residential Schools. Also I read books about this.

Please take what I told you as a starting point. You can read and learn more on your own.

 

 

Great hope for the future. e.g. Mamilaaq Qaqqaq.