LA 9

We are in Part 8 of 10 in The Book Thief.  This book, set in World War II Germany, explores the power of words, the power of story, and the power of small acts of justice. Just as words are used to tear down, to manipulate, and to shroud understanding, words are also powerfully equipped to reveal Truth and restore brokenness. In this book, repurposing is a significant theme-- Just as the pages of Liesel’s copy of Mein Kampf are painted over and a new story emerges, so God writes His Story over the marred and arrogant pages of our own attempts to serve ourselves. 

Our essential questions: As Image-Reflectors, how can we take action, big or small, to right the injustices we encounter in our circles of influence? How can our work as Beauty-Creators speak Truth in our broken world?

Most reading will be completed in class; however, there will be times students must shorter read portions at home as we build stamina for independent reading.  All assignments/reading targets and materials are posted in Google Classroom (snapshot of the week is on our Week at a Glance on the Stream).

Bible 9

We're in the midst of a unit on "Meaning Making", examining how we play our part in the biblical narrative as Justice-Seekers, Creation-Enjoyers, Beauty-Creators, Community-Builders, Earth-Keepers, Idol-Discerners, Image-Reflectors, God-Worshippers, Servant-Workers, & Order-Discoverers.

His Story. . .My Part

Students have selected their topics and should have arrangements made to complete their service learning by February 17. It has been so interesting to hear the students' interests and passions as they formulated their topics. 

I have two sons who have walked through the His Story . . . My Part project. And it's big. My goal as their teacher is to ensure that you, as a parent, feel equipped to walk alongside your learner. It is my prayer that you will have the opportunity to marvel at just how they grow and develop in their understanding of themselves as contributors to the Kingdom work God calls them to over the course of this project.

Social 9 

We are halfway through our unit on the evolution of individual and collective rights in Canada. Students have been looking at and assessing the impact of the Canadian Charter of Rights and Freedoms on issues facing Canadians. We have had the opportunity to discuss, investigate, and consider how individual rights developed and how they are protected today. I hope that students have considered how our Rights and Freedoms support a broader appreciation for diversity and respect within our communities. During the second part of this unit, we will turn our attention towards Collective identity and Rights as we consider the balance that we should strike between them and our individual rights. 

LA 9

We are halfway through our unit, The Book Thief.  This book, set in World War II Germany, explores the power of words, the power of story, and the power of small acts of justice. Just as words are used to tear down, to manipulate, and to shroud understanding, words are also powerfully equipped to reveal Truth and restore brokenness. In this book, repurposing is a significant theme-- Just as the pages of Liesel’s copy of Mein Kampf are painted over and a new story emerges, so God writes His Story over the marred and arrogant pages of our own attempts to serve ourselves. 

Our essential questions: As Image-Reflectors, how can we take action, big or small, to right the injustices we encounter in our circles of influence? How can our work as Beauty-Creators speak Truth in our broken world?

Most reading will be completed in class; however, there will be times students must shorter read portions at home as we build stamina for independent reading.  All assignments/reading targets and materials are posted in Google Classroom (snapshot of the week is on our Week at a Glance on the Stream).

His Story. . .My Part

Students have begun taking a personal inventory as a first step in their His Story. . .My Part project. They are answering a series of questions designed to help them take stock of the passions and skills God has created in them. These passions and skills can be keys to revealing how we play our part in contributing to His Kingdom here on earth. 

YOUR PART: Once the students have completed their inventories, they'll be inviting a couple of trusted adults to reflect on what they've written as well as our Throughlines and provide valuable feedback. This feedback will be sealed in an envelope for the students to open at school. According to past teachers, this is one of the early impactful experiences of this project as students get an outsider's perspective into their gifts, talents, and passions.

I have two sons who have walked through the His Story . . . My Part project. And it's big. My goal as their teacher is to ensure that you, as a parent, feel equipped to walk alongside your learner. It is my prayer that you will have the opportunity to marvel at just how they grow and develop in their understanding of themselves as contributors to the Kingdom work God calls them to over the course of this project.

Social 9 

We are halfway through our unit on the evolution of individual and collective rights in Canada. Students have been looking at and assessing the impact of the Canadian Charter of Rights and Freedoms on issues facing Canadians. We have had the opportunity to discuss, investigate, and consider how individual rights developed and how they are protected today. I hope that students have considered how our Rights and Freedoms support a broader appreciation for diversity and respect within our communities. During the second part of this unit, we will turn our attention towards Collective identity and Rights as we consider the balance that we should strike between them and our individual rights. 

LA 9

We are currently in our unit The Book Thief.  This book, set in World War II Germany, explores the power of words, the power of story, and the power of small acts of justice. Just as words are used to tear down, to manipulate, and to shroud understanding, words are also powerfully equipped to reveal Truth and restore brokenness. In this book, repurposing is a significant theme-- Just as the pages of Liesel’s copy of Mein Kampf are painted over and a new story emerges, so God writes His Story over the marred and arrogant pages of our own attempts to serve ourselves. 

Our essential questions: As Image-Reflectors, how can we take action, big or small, to right the injustices we encounter in our circles of influence? How can our work as Beauty-Creators speak Truth in our broken world?

Most reading will be completed in class; however, there will be times students must shorter read portions at home as we build stamina for independent reading.  All assignments/reading targets and materials are posted in Google Classroom (snapshot of the week is on our Week at a Glance on the Stream).

Before Christmas break, we'll start discussing the His Story. . .My Part cornerstone project so students can begin planning for the service learning portion in their time off.

Bible 9

We're in the midst of a unit on "Meaning Making", examining how we play our part in the biblical narrative as Justice-Seekers, Creation-Enjoyers, Beauty-Creators, Community-Builders, Earth-Keepers, Idol-Discerners, Image-Reflectors, God-Worshippers, Servant-Workers, & Order-Discoverers.

We've interrupted this unit, however, to take a close look at Advent as a liturgical season (in reality, Advent is just a specific focus that very much fits within the Meaning Making unit . . . don't tell the students. . .). We'll examine the symbolism as well as historic and contemporary understandings of Advent. Students are challenged to think of Advent not as preparation for Christmas, but as a time of anticipation for the fulfillment of the promise of the incarnate Christ's return and the Kingdom made new!

His Story. . .My Part

It's coming. . . !

Thank you for coordinating schedules and contributing food so your child could help our with our first grad fundraiser! We raised approximately $400 for grad!

Social

Social 9 -  We have just completed our unit on the  Youth Criminal Justice Act. We examined the roots of justice in Canada; asking the question, "Is the justice system fair and equitable to youth who offend? We are now looking at issues affecting our 'Rights and Responsibilities, and how that impacts the way we see others as image-bearer of God. Our students will examine the evolution of individual and collective rights in Canada. Students will assess the impact of the Canadian Charter of Rights and Freedoms and discuss the various issues and implications of living in a society that maintains freedoms and rights for all, fostering a more profound and considered appreciation for diversity and respect.

Math :

The first item on the 'to do' list for grade nine math is to have each student compete a MIPI (Mathematical Intervention/ Programing Instrument). This is a short test on previously taught information (around grade 6-8 competency level).  The goal of this test is to provide teachers and students with information about where a student's strengths and gaps are when it comes to mathematics. The test will not count for marks, but students are encouraged to do their best as the results can only be helpful if they are accurate. 

Science :

After completing a short lab safety section, we will begin our first unit - Biological Diversity. During this unit, we will be examining the importance of difference in and among organisms. We will also be learning how DNA contributes to genetic diversity.