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  • #8346
    admin
    #8359
    Catherine Hardy

    Class Name: Art

    LESSON 5 FOCUS: VALUE

    (1) Watch the Lesson 5 Video on value: https://m.youtube.com/watch?feature=youtu.be&v=ubbCA6ZceFM

    (2) Print and complete the following warm-up exercise (not for submission):

    http://www.calgaryclassicalschole.ca/wp-content/uploads/gravity_forms/1-3e0c424b174623071e187e08ff5fe3d4/2020/11/Lesson-5-Warm-Up-Exercise-1.pdf

    (3) Choose one of the three project options described in this link:

    http://www.calgaryclassicalschole.ca/wp-content/uploads/gravity_forms/1-3e0c424b174623071e187e08ff5fe3d4/2020/11/Classical-Drawing-Lesson-5-Project.pdf

    (4) Kindly submit a photo or scan of the Lesson 5 Project upon completion (gchardy@telus.net)

    Please contact Ms. Catherine at gchardy@telus.net with any questions.

    #8365
    admin

    MUSIC: Grades 7-9

    Listen to Tchaikovsky’s Symphony No 4 Finale “Allegro con fuoco

    What do you think “allegro con fuoco” means?

    Listen for the recurring Russian folk melody.

    During Tuesday’s Zoom session, Cash, Callum, Anya, Hannah and Annika will present their PowerPoint musician projects.

    Homework: Submit your Come Thou Fount handout by Friday, Nov 20

    If you have any questions or concerns, please contact me at aperlau@mtroyal.ca.

    #8384
    Monica Hielema

    Class Name: History for Dialectic
    Tutor: Video Lectures (Monica Hielema is contact person)
    To be completed this week:
    • MOH text ~ Lessons 22, 23, 24
    • Video lectures
    ENRICHMENT CHOICES – Extra resources for children and families who desire more
    • Companion Guide
    • Robber of the Cruel Streets: The Prayerful Life of George Muller
    https://watch.redeemtv.com/robber-of-the-cruel-streets-the-prayerful-life-of-george-muller/videos/robber-of-the-cruel-streets-the-story-of-george-muller

    Please contact mhielema@redeemer.ab.ca with any questions.

    #8385
    Heather McCollister

    Class Name: Literature 2 – Grade 8 and 9

    This week’s focus: Plot

    To Be Completed this Week:
    As we consider plot, in reference to Huck Finn, record answers to the following questions in point form (with as much detail as possible) this week on a blank sheet of paper that you keep in a binder or notebook:
    – List the major events that take place in the story as a result of the conflict?
    – How do the interactions of the characters heighten the tension of the conflict that exists?
    – What external impulses heighten the tension of the conflict that exists – weather, war, events.
    – What is the main problem? How is it solved?
    – What events form the highest point or climax of the story’s tension?

    Contribute with quotes to the document supporting Huck’s Coming of Age. Make sure you follow the example I laid out. (Quote, then the place it is found, one sentence giving a brief background about what has happened and your name) https://docs.google.com/document/d/1Y18XTY4OXID-XCpfWvdCPcJDAn4qr5QLWgMvpdZcNM8/edit?usp=sharing.

    Finish working on Art of Poetry Chapter 4 – Words. In your commonplace book, record your favourite poem from this section. Begin working on Chapter 5. Sound and more Sound.

    NOVEMBER’S ASSIGNMENT FOR SUBMISSION

    As no homework can be posted next week, I want you to be aware of and begin working on your final writing assignment for Huck Finn. Click on this attached link. Later on this week more details regarding a grading rubric will be posted WITHIN THIS DOCUMENT to guide you both in your planning and final submission. Due date will be December 4, 2020.
    November’s Assignment for Submission
    If you have any questions or comments, please email heather@atrbenefits.com.

    #8395
    Karyn Booth

    Literature 1

    This week’s focus: begin reading THE YEARLING

    If you missed last class, it is recorded and found here

    Share recording with viewers:
    https://us02web.zoom.us/rec/share/BunFXYaXu682MD_woTKY0EmcVjXQ9Nlrdnf-S3GyZ9czlLv3HNVt0mKMZOBur0rd.TjXov8nQczXbikMQ Passcode: !zjCj1KU

    In preparation for Schole support class:

    Continue learning PSALM OF LIFE by HENRY WADSWORTH LONGFELLOW
    Have at least 15 chapters read in THE YEARLING
    In the Resource Library print the The YEARLING chapter response pages for completion for next class.

    Look up the author of THE YEARLING. What’s something unique about her as a person? Please bring this to our class discussion.

    Bring a blank story chart to the zoom, you may start completing it for THE YEARLING.

    Continue working through module 3 of Grammar of Poetry.

    To be completed this week:

    Finish your paragraphs for At The Back of the North Wind. This is a November assignment, thank you.
    You should have your contributions to the settings chart done by now, and complete the assigned paragraphs before November 20, rest week.

    ENRICHMENT – Extra resources for children and families who desire more

    Continue adding to your commonplace journal.
    You may add words, phrases, passages, poems that jump out to you.

    THIS MONTH’S ASSIGNMENT FOR SUBMISSION:

    There will be at least two response pages as found in the Resource Library. I will link them here.

    Please contact karynbooth.tutor@gmail.com with any questions and submissions.

    #8396
    Karyn Booth

    Literature 1

    This week’s focus: begin reading THE YEARLING

    If you missed last class, it is recorded and found here

    Share recording with viewers:
    https://us02web.zoom.us/rec/share/BunFXYaXu682MD_woTKY0EmcVjXQ9Nlrdnf-S3GyZ9czlLv3HNVt0mKMZOBur0rd.TjXov8nQczXbikMQ Passcode: !zjCj1KU

    In preparation for Schole support class:

    Continue learning PSALM OF LIFE by HENRY WADSWORTH LONGFELLOW
    Have at least 15 chapters read in THE YEARLING
    In the Resource Library print the The YEARLING chapter response pages for completion for next class.
    http://www.calgaryclassicalschole.ca/wp-content/uploads/gravity_forms/1-3e0c424b174623071e187e08ff5fe3d4/2020/11/The-Yearling-chapter-chunk-response.pdf

    Look up the author of THE YEARLING. What’s something unique about her as a person? Please bring this to our class discussion.

    Bring a blank story chart to the zoom, you may start completing it for THE YEARLING.

    Continue working through module 3 of Grammar of Poetry.

    To be completed this week:

    Finish your paragraphs for At The Back of the North Wind. This is a November assignment, thank you.
    You should have your contributions to the settings chart done by now, and complete the assigned paragraphs before November 20, rest week.

    ENRICHMENT – Extra resources for children and families who desire more

    Continue adding to your commonplace journal.
    You may add words, phrases, passages, poems that jump out to you.

    THIS MONTH’S ASSIGNMENT FOR SUBMISSION:

    There will be at least two response pages as found in the Resource Library. I will link them here.

    Please contact karynbooth.tutor@gmail.com with any questions and submissions.

    • This reply was modified 1 week, 4 days ago by Karyn BoothKaryn Booth.
    #8397
    Jasmine Chivers

    Class Name Well Ordered Language 3 A/B
    This week’s focus: WOL 3A Chapter 5 – Sensory Linking Verbs (SLV)
    In preparation for Schole support class:
    This lesson is about Sensory Linking Verbs (SLV). There are different kinds of linking verbs, but they have the same purpose of joining subjects to subject complements. You know how the Be Verbs function as linking verbs. Today you will learn different linking verbs:
    Sensory Linking Verbs:
    • Appear, become, feel, look, seem, smell, stay, sound, taste, grow, and remain
    • Sensory Linking Verbs are mostly related to the five senses
    • They function to join the subject and subject complement (Predicate nominative or adjective)
    • One important point to remember is that linking verbs (am, is, are, was, etc) make absolute statements like A=B, while SLVs show a perceived connection such as A appears B

    When you analyze and diagram sentences that include SLVs, treat them exactly as you would Be Verbs used to connect subjects to predicate nominatives or predicate adjectives. This means they appear on the top line of your diagraming.
    Zoom class is Nov 18 from 11:30-12
    To be completed this week: Complete the above reading and Lesson to Learn A on pages 114-115, B 116-117, C 118-119.
    ENRICHMENT: Extra resources for children and families who desire more
    Sentences to practice found on pages 120-121.
    THIS MONTH’S ASSIGNMENT FOR SUBMISSION:
    Chapter 3 or 4 or 5 quiz is due at the end of November – you choose.
    Please contact jaschivers@gmail.com with any questions and submissions.

    #8399
    Gordon Hawkes

    Class Name: Logic 2
    Tutor: Gordon Hawkes
    To be completed this week:
    Lesson 9
    Lesson 10
    Exercise 9
    Exercise 10
    Monday class: online (Zoom), 2:00-2:50

    #8400
    Gordon Hawkes

    Class Name: Logic 1
    Tutor: Gordon Hawkes
    To be completed this week:
    Lesson 9: Tu Quoque
    Lesson 10: Faulty Appeal to Authority
    Exercise 9
    Exercise 10
    Monday class: online (Zoom), 1:00-1:50

    #8405
    Jasmine Chivers

    Class Name Writing & Rhetoric 7/8
    This week’s focus: Writing & Rhetoric 7 Lesson 5 and part of lesson 6
    In preparation for Schole support class: Please have Lesson 5 read and notes / outline started for the upcoming essay! In class, we are going to go through The Whole Encomium! Finally! All the other lessons were driving us here!
    So let’s walk through what makes a great Encomium essay:
    1. Start with an introduction that includes hyperbole a thesis and a transition sentence.
    2. Detail your subject’s background. Consider his or her ancestors including parents, country, or education.
    3. Support your thesis by telling your reader about your subject’s fine qualities. Consider his or her personal character, abilities or virtues
    4. Support your thesis by telling about the persons career. Describe this person’s achievements or show how this person used his or her gifts for a good cause. Use a quote from the text to support your point of view.
    5. Contrast the person with a lesser person in order to heighten your praise.
    6. Write a conclusion.
    To be completed during the remainder of the week: Frederick Douglass: pages 63 to 76. (from last week) and start going through the details in Chapter 6.
    THIS MONTH’S ASSIGNMENT FOR SUBMISSION:
    November submission: Frederick Douglass essay OUTLINE. This means you will use what we learn about Frederick Douglass in chapter 5 and the whole encomium in chapter 6 and use that to write the OUTLINE (November submission) for the Frederick Douglass essay (December submission—please use Rubric on page 116 to see what is required in the essay).
    If you haven’t handed in your 5 Hyperboles, please do so this week. Thank you!
    Zoom Info:
    Wednesday class W&R 7/8: online Zoom 10 to 10:50 am.
    Link: Ms. Jasmine is inviting you to a scheduled Zoom meeting for W&R 7/8.

    Join Zoom Meeting
    https://us04web.zoom.us/j/74789293276?pwd=TnU2ZUFNZ0FrYWFKWWtNWWxCSE5jdz09

    Meeting ID: 747 8929 3276
    Passcode: 1F2jxf
    Please contact jaschivers@gmail.com with any questions and submissions.

    #8406
    Jasmine Chivers

    Class Name Writing & Rhetoric 9/10
    This week’s focus: Writing & Rhetoric 9 Lesson 5
    In preparation for Schole support class: We will talk about description of a process. A process is a series of orderly steps required to achieve a result.
    There are a couple types of processes: instructional—a list of steps in logical order—and informational or educational—meant to share information about or explain the stages of a process. It’s a series of steps but the difference is they are not intended to be followed.
    Please do the Talk About It #1 and #2 for class. I want to hear your process (1) and would love to see what questions you would have for (2). Under Writing Time, please complete #3 on page 103.
    ENRICHMENT – Those who desire more:
    Complete writing time starting on page 99.
    THIS MONTH’S ASSIGNMENT FOR SUBMISSION:
    From Lesson 4: submit a short story. Use the rubric found on page 89 and make sure to include all the parts it’s asking for in the Rubric.
    The story should have a beginning, middle and end. You will need to include the protagonist and antagonist. I highly recommend that you start with the end in mind. Eg. Family is camping, dad goes to catch fish for dinner, gets swept away in river, dies. You had the end in mind. Or end is he comes back with a net full of fish because when he got swept away by river (antagonist), he was eventually entangled in net and it turns into a happy ending. Also, make sure you use your thesaurus for interest. Do not use words like “very happy;” instead use “ecstatic,” etc.
    Please include your name on your writing.
    October submission is due mid-November: Description of Nature – rubric on page 64
    DUE by End of November: Short Story – rubric on page 89
    Zoom Info:
    Wednesday class W&R 9/10: online Zoom 1 to 1:50 pm.
    Link: Ms. Jasmine is inviting you to a scheduled Zoom meeting for W&R 9/10.

    Join Zoom Meeting
    https://us04web.zoom.us/j/78927457687?pwd=Ti9ONm1xRGxaaG0vajlidHA2YnpUQT09

    Meeting ID: 789 2745 7687
    Passcode: 0hMXXW
    Please contact jaschivers@gmail.com with any questions and submissions.

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