Weekly Assignments & Curriculum Progressions

Weekly Assignments & Curriculum Progressions



All assignments and curriculum progressions are subject to change based upon changing student need(s). Please check back on Fridays for weekly updates. (For more information: See Course Outlines and Curriculum Outcomes)

ELA 7/8 Silent Reading Schedule: 7-4 (Wednesday), 8-4 (Thursday) & 8-5 (Tuesday)


ELA 7-4:

Class Times: Tuesday (8 a.m. - 9 a.m), Wenesday (9 a.m. - 9:30 a.m.) & Thursday (8 a.m. - 9 a.m.)

Reader's Workshop - Dissecting the Essay: Identifying Examples of Good Technique

Writer's Workshop - Essay Writing: The Main Event (Upcoming: Publishing)

Book Report / Term Assignment # 3 (See outline below): A bibliography, a summary and an essay


ELA 8-4:

Class Times:  Tuesday (9 a.m - 10 a.m.), Wenesday (11:15 a.m. - 12:15 a.m.) & Thursday (9 a.m. - 9:30 a.m.)

Reader's Workshop - Dissecting the Essay: Identifying Examples of Good Technique

Writer's Workshop - Essay Writing: The Main Event (Upcoming: Publishing)

Book Report / Term Assignment # 3 (See outline below): A bibliography, a summary and an essay


ELA 8-5:

Class Times:  Tuesday (1 p.m. - 1:30 p.m.), Wenesday (10 a.m. - 10:30 a.m. & 1:00 p.m. - 1:30 p.m.), & Thursday (10 a.m. - 10:30 a.m. & 10:45 a.m. - 11:15 a.m.)

Reader's Workshop - Dissecting the Essay: Identifying Examples of Good Technique

Writer's Workshop - Essay Writing: The Main Event (Upcoming: Publishing)

Book Report / Term Assignment # 3 (See outline below): A bibliography, a summary and an essay


ELA Book Report # 3: Outline

Due to Mr Hughes: On or before Tuesday, June 26rd, 2012 (No exceptions!)

Of note: We will commit an hour-long class to working with essays that are ‘under-construction’. Please be prepared to ask clarifying questions mid-week!

Formatting Checklist:

-A cover page is required. In the top right hand corner of your cover, you must provide your name, the title of your novel, the author’s name, your class and the date of submission.

-Spacing: 1.5 (typed), double spaced (Hand written)

-Font: Standard Times New Roman (Style), 12 point (Size)

-Headers, subheaders and italics are used only where necessary and appropriate

-Underline and bold headers are always used to identify each individual section (i.e. Bibliography, Summary and Plotline, Essay.  )

-No point form responses unless requested in the outline! (As always, use only full sentences and complete thoughts. Please keep in mind that there is rarely a required length, as I’m only looking for complete answers, not a certain number of characters, lines or words).

-Each student must include both a rough copy and good copy of their work. The rough copy must be ‘marked-up’ or demonstrate signs of editing. (Essay only)

-Each student must also include a completed copy of the Editing Checklist for Self- and Peer Editing (Essay only)

Bibliography Format:

(Author’s ) Last name, (Author’s) first name. Title of book underlined. Place of publication:

Publishing Company, Date of publication.

Summary and Plotline:

  • 8 to 12 (no more than 12) sentences (determine importance!) which sum up the crucial (45-Second Bus Stop) parts of the story
  • No spoilers! Please do not reveal all of what the book was about or the ending.
  • Write a tag line for your story (Should serve to summarize and intrigue in only one line)

Essay Component:

Focusing on our lessons, the skills you’ve developed, your practice with your in-class essay and by making use of your notes and resources, choose one of the following essay questions, identify 3 subtopics (choose 3 reasons) and write a 5-paragraph essay on one of the following options:

Of note: The essay should be in standard 5-paragraph form/organization and approximately 1.5 to 2 pages in length.

Essay Questions:

1. How does the title of the novel that you've read relate to the novel itself? Is the title descriptive? In your essay, analyze the relationship between title and novel, paying attention to the reasons that the title highlights something that the author wants readers to know or come to understand about the novel. Explain.

2. What did you think the book was about? (Use the main topics you read about) Explain.

3. Did you feel that the book fulfilled your expectations? Were you disappointed? Explain.

4. How did the book compare to other books by the author (or other books in the same genre)? Explain.

5. Did the actions of the characters seem realistic? Why? Why not? Explain.

6. Would you recommend this book to other readers? To your close friend? Explain.

7. Who was your favorite character? What did you appreciate about him/her? What didn’t you enjoy as much about the character? Explain.

8. At the end of the book, do you feel hope for the characters? Explain.

9. What are the most important relationships in the book? Explain.

10. Are any of the events in the book connected to your own life? How?


Core French 8-1:

Class Times: Tuesday (11:45 a.m. - 12:15 a.m.) & Wednesday (9:30 a.m. - 10 a.m.)

Unit: The Quebecois and The Acadians

Project: Acadian Culture


Core French 8-2:

Class Times: Tuesday (10:45 a.m. - 11:45 a.m.), Wednesday (8 a.m. - 9 a.m.) & Thursday (9:30 a.m. - 10 a.m.)

Unit: The Quebecois and The Acadians

Project: Acadian Culture