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https://www.youtube.com/watch?v=4isSHf3SBuQ

https://www.teachingchannel.org/video/inquiry-based-teaching-with-literature

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Information Literacy
Critical  Literacy

http://ncte.org/library/NCTEFiles/Resources/Journals/VM/0254-may2018/VM0254Fighting.pdf?_ga=2.255800193.829228673.1536844553-948504532.1536844553

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https://tvo.org/video/programs/the-agenda-with-steve-paikin/learning-2030-without-teachers
Tech in learning
https://www.youtube.com/watch?v=6PGkaiAnz98

https://www.policyalternatives.ca/publications/monitor/putting-critical-back-makerspaces

http://www.edu.gov.on.ca/eng/policyfunding/memos/feb2014/QuickFactsWinter2014.pdf

http://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf

http://www.engagingalllearners.ca/ip/critical-thinking/#8

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https://www.youtube.com/watch?v=rDiEZd7whVM

https://www.youtube.com/watch?v=ecEbwYw2zGk

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http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_LiteracyConnected.pdf

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https://apcentral.collegeboard.org/courses/resources/soapstone-strategy-reading-and-writing

http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-and-Assessment-World-Class-Standards/Transition/EIA-CCSS/ScarpelliD-RAFT_toolbox.pdf

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https://www-jstor-org.proxy.queensu.ca/stable/41415476?Search=yes&resultItemClick=true&searchText=where&searchText=to&searchText=begin&searchText=using&searchText=placed&searchText=based&searchText=writing&searchText=to&searchText=connect&searchTex&seq=1#metadata_info_tab_contents
Place Portrait.

By Amber Nicholas

It was an amazing place to grow up. Woodbine, Illinois. Surrounded by corn, open fields, and farms. Located on Highway 20, between Stockton and Elizabeth, you’ll almost miss the town if you blink when passing through. There was a gas station, an antique shop, a wood-working shop, and a church when I lived there. There is now a golf course, but the gas station is no longer in service. It is technically a township-a community-in Jo Daviess County. As a child, countless hours passed as I raced through harvested cornfields, played hard in the open, country air, and climbed my special tree in our front yard. “Is that a squirrel up there in the tree?” my beloved elderly neighbour, Mr. Beyers, would tease as I climbed. We were filled with excitement as the Schwan’s frozen food truck drove up to deliver frozen meals and ice cream to our elderly neighbours. We knew that meant that they would be inviting us over for ice cream as usual. Of course, when they were out of ice cream, they had us over for cookies.

In my grown-up city life, my husband goes shopping for fruits and vegetables for our family. In Woodbine, springs and summers were a time to plant and harvest our giant garden. We ate tomatoes and green beans right off the vine. My mom canned food for the winter. Winters were wonderful-filled with clean snow that provided endless fun for children. When walking with my sister and our best friend to piano lessons from the pastor’s wife, we’d sometimes get distracted and end up playing along Woodbine road behind the highway that ran through the community. Our parents never worried about strangers. We knew everyone.

It was a wonderful place to live, to grow up. Though I reminisce about the “good ole’ days,” I also know that that when you live in a place that small, it is difficult to participate in the larger community. There is not any diversity. There are not any multicultural settings where children can interact and get to know people that are different from themselves. While I will always hold it close to my heart, I know that it is just there for my memories.

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https://www.ontario.ca/page/ministry-indigenous-affairs
https://files.ontario.ca/pictures/firstnations_map.jpg
https://www.youtube.com/watch?v=EhXziTN9fio
https://www.youtube.com/watch?v=VmH67ZLlFGw

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https://d2l.educ.queensu.ca/content/CTE188LSUM/CONT771/downloads/ChorusofDramaVoices.pdf

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http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Reading.pdf#page=96
http://www.ncte.org.proxy.queensu.ca/library/NCTEFiles/Resources/Journals/EJ/1054-mar2016/EJ1054Timely.pdf
http://www.ncte.org.proxy.queensu.ca/library/NCTEFiles/Resources/Journals/EJ/1054-mar2016/EJ1054Nonfiction.pdf

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Lightfoot
Margaret Atwood
Dennis Lee

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The Crucible by Arthur Miller
https://www.history.com/topics/salem-witch-trials
https://www.youtube.com/watch?v=N35IugBYH04
https://www.vox.com/policy-and-politics/2018/4/17/17235546/witch-hunt-mueller-donald-trump-tweet-eric-greitens

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https://www.ccri.edu/writingcenter/pdfs/litanalysis.pdf

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https://docs.google.com/presentation/d/1buERRGVtfhzuPccKPUIC5Hf6gT1iP5N-A6XvlhyWkz0/edit#slide=id.g407fc69696_1_12

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Articles for how to teach grammar (sprinkled into the writing process)

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Articles for how to teach grammar (sprinkled into the writing process)

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https://www.edcan.ca/articles/the-case-for-teaching-grammar/

https://www.theatlantic.com/education/archive/2014/02/the-wrong-way-to-teach-grammar/284014/

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Dialect
Idiom
Syntax
Semantics
Proverb
Malapropism

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Indigenous Peoples Information Resources 

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Indigenous Peoples Information Resources 

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https://www.youtube.com/watch?v=XEzjA5RoLv0
https://www.youtube.com/watch?v=DLtimjdkenc
http://www.un.org/esa/socdev/unpfii/documents/5session_factsheet1.pdf
https://intercontinentalcry.org/indigenous-peoples/#
https://www.cbc.ca/news/indigenous/indigenous-aboriginal-which-is-correct-1.3771433

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Grade 12 Indigenous Peoples Around the World lesson plan 

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Grade 12 Indigenous Peoples Around the World lesson plan 

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Grade 12 Indignous Peoples Around the World Lesson

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https://www.oise.utoronto.ca/BEdConcurrent/Lesson_Plan_Templates.html

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https://www.thirteen.org/edonline/concept2class/mi/index.html
https://www.youtube.com/watch?v=sIv9rz2NTUk

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Bridging English resource-How to teach English

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Bridging English resource-How to teach English

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https://d2l.educ.queensu.ca/content/CTE188LSUM/CONT771/downloads/BridgingEnglish.CONT771.pg66-80.pdf
https://d2l.educ.queensu.ca/content/CTE188LSUM/CONT771/downloads/BridgingEnglish.CONT771.pg57-64.pdf
https://d2l.educ.queensu.ca/content/CTE188LSUM/CONT771/downloads/BridgingEnglish.CONT771.pp117-125.pdf
https://d2l.educ.queensu.ca/content/CTE188LSUM/CONT771/downloads/BridgingEnglish.CONT771.pg156.pdf
https://d2l.educ.queensu.ca/content/CTE188LSUM/CONT771/downloads/BridgingEnglish.CONT771.pg214-216.pdf

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http://www.edu.gov.on.ca/eng/about/excellent.html#display

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Achieving Excellence-My role as an English Teacher Thoughts

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Achieving Excellence-My role as an English Teacher Thoughts

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I believe my primary role as an English teacher should be to ensure that students feel safe, welcome, and free to express who they are in my classroom; this is most important role no matter what grade or discipline I am teaching. In English class, I think having students focus on communication-expressing themselves through multiple media platforms is a priority. In the modern age, students need to be able to communicate efficiently through an array of media outlets. I also would focus on developing sound reading skills. My vision aligns with the Ministry’s four renewed goals in Achieving Excellence in the following ways:

1.    Achieving Excellence: When students are held to high standards, they are high achievers. High standards not only include academics, but high standards of behaviour and interaction with fellow students and teachers as well.

2.    Ensuring Equity: In my classroom, every student has the opportunity to reach his/her/xe/ze full potential. As a teacher, I strive to provide differentiated instruction and activities/tasks that target multiple learning styles, so that all students have a chance to show what they know and learn in the way that the prefer.

3.    Promoting Well-Being: By creating an environment where all students are welcome and feel safe expressing themselves, I am promoting wellbeing.

4.    Enhancing Public Confidence: When students are held to high expectations, have equal opportunity for success, and have a sense of overall wellbeing, public confidence in our school system, teachers, and students grows.

By following the guiding principles of caring for our students’ overall wellbeing and creating opportunities for students to learn what they are interested in and in the way that suits their learning preferences supports a high quality Senior English program.