#ECON11 Intro to Positive & Normative Economic Analysis

Hey all,

Resources for today’s lesson on becoming familiar with positive and normative economic analysis include:

Textbook, p10-12 (Economics Now, Oxford Canada, ISBN 9780195414455)


This playlist of short but high value videos (there are four videos in total):


Make an appointment for extra help.


Find a news article in the business or economics section of a major world newspaper (The New York Times, The Wall Street Journal, The Globe & Mail, etc). See if you can locate statements in it that you can classify as positive (provable with data and fact) or normative (based on a belief, value position or perspective/opinion). Remember that economic policy is formed through considering BOTH types of analysis…

#ENG10 Motif Study: Supporting Resources

Hey all,

Today we begin the final phase of our independent reading portfolio process. Over the next month, we will read one novel together as a class as a way of helping us navigate the concept of motif, perhaps the most complex literary device we’ll address in grade 10.

You will be expected to keep a portfolio that reflects your ability to listen actively by making notes and annotating, to analyze and unpack complex literary features and use a range of strategies to write and display your learning (this will include visuals/art making).

To get us started, we will need the following resources:


Teen Talk: Consent and Sexual Assault

Grade 8 Students Advocate For Education Around Sexual Consent (Definitely Not The Opera, CBC.ca)

Official Website: Laurie Halse Anderson

Additional Resources:

Halse Anderson, Laurie – Speak (PDF – for those with e-readers)

Audiobook files (you will need to download these and unzip them. Use these as supports while you read- DO NOT STUDY BY LISTENING ALONE!)

Reading Schedule

You will read according to the following timetable. Each week, we will have a ten question multiple choice comprehension check quiz to follow up these requirements. We will complete them using Mimiovote (a digital wireless voting system) at the beginning of each IRP class. if you are not present on the day of the quiz, you must arrange to make it up via regularly scheduled extra help before the next quiz. If you don’t, zeroes stick.

First Marking Period (pages 1-46) – Quiz, Thursday, May 12

Second Marking Period (pages 47-92) – Quiz, Friday, May 20

Third Marking Period (pages 93-138) – Quiz, Friday, May 27

Fourth Marking Period (pages 139-198) – Quiz, Friday, June 3

Final Assessment: Reflective Essay (in class): Date TBA, early June


Extra help happens weekly on Tuesday and Thursday in room 223 at lunch hour. If you cannot make those times due to conflicts with other help times or assessment make up, you can contact me via email to arrange other times during the week.

It’s good form to communicate in advance of deadlines. If you wait until the day of a quiz/assessment (and that includes emailing your teacher outside of class time/the wee hours of the morning), I can’t help you. Fair warning!

#BT11 #artwithexcel @HRSB_Official @CPAHighSchool #seewhatiamlearning

Students in Business Tech 11 classes @CPAHighSchool are learning to have fun with Excel as a creative medium rather than just an analytical one.

Interested in having your students create #artwithexcel at your school? Check out these amazing resources and tutorials:


Tatsuo Horiuchi | the 73-year old Excel spreadsheet artist

Like the art from this ^ link? Download one of the artist’s actual art projects created in excel here (link is at the end of the article): http://readwrite.com/2013/06/11/excel-is-an-art-form-these-beautiful-images-are-proof/


#ENG10 Final Project: Original Poetry, Due Monday May 9

For your final project, you will submit a portfolio of work completed during the unit that provides a clear picture of your creative process.

You should have completed and be able to submit the following items:
– Where I am From graphic organizer
– Where I Am From – draft poem (20 lines, set title, 5 stanza/4 lines per, rhyme scheme, pattern of line beginnings)
– Ode – list of loves/hates
– Ode – ranking your starter ideas/loves/hates- identifies your “top three”
– Ode – an “exploded” list of traits or aspects of the “top three” topic you committed to writing about
– Ode – draft poem (16 lines, set title, stanzas/rhyme optional, personification a MUST!)
– Imagery – list of sensory rich experiences
– Imagery – ranking your starter ideas, identifies your “top three”
– Imagery – an “exploded” list of sensory details connected to your “top three” topic
– Imagery – a draft poem (16-18 lines, title that brings specific focus to topic, stanzas/rhyme optional, imagery a MUST in every line, avoiding sentency writing)
– 2 sets of STAR conference notes
– a revised draft
– a proofread draft (this means you printed a copy and checked it for errors using the proofreading checklist distributed earlier this semester with pencil/pen markings)
– a final draft formatted according to requirements with an MLA cover page AND an “about the author” component written in the third person


You have today and Friday to navigate printing issues. Your project is due at the beginning of class on Monday, May 9, no excuses.


#ENG10 Original Poetry – Revising for Ideas, Style, Conferencing

Hey English 10,

Yesterday, we worked on conferencing- meeting with partners to identify steps we could take to improve our ideas and enhance the poetic style. This is what a conference would look/sound like:

Please see the following for a sense of the process to developing your writer’s reflection for your original poetry project. We will be working on this today in class.

Friendly reminder that extra help is available tomorrow at lunch in room 125 for the final steps of your original poem!

Writer’s reflection- sample package, P. Wozney (PDF)

#ENG10 Critical Response: Images- Recipe, Sample, Rubric

Hey English 10,

Today we revisited our first experiences in interpreting images as a first step towards working with poetry. We talked about how we use tools we use as readers in general (making connections, asking questions, inferring, wordsolving) AS WELL AS using our knowledge of genre (the rules, expectations and “normals” of a type of writing) to make sense of complex texts and images.

Next, I provided you with this image:

NEW YORK, NY - SEPTEMBER 05:  Emma Sulkowicz, a senior visual arts student at Columbia University, carries a mattress in protest of the university's lack of action after she reported being raped during her sophomore year on September 5, 2014 in New York City. Sulkowicz has said she is committed to carrying the mattress everywhere she goes until the university expels the rapist or he leaves. The protest is also doubling as her senior thesis project.  (Photo by Andrew Burton/Getty Images)

And we followed our steps for analyzing images:

2016 03 10 - Interpreting Images_9

Then, your homework: find an image you feel is intriguing, evocative or compelling. Tweet it to me @mrwozney #ENG10. Print three copies: one is for you, two will be for classmates. Remember, you have print credits here at CPA you can print with if you can’t print at home, and you can show the full colour version on your phone/superpowers in your pocket.

NEXT, we practiced writing a critical response to an image as a precursor to writing analytically about poetry. Here’s the recipe we used, and the rubric we’ll use to evaluate this type of writing:

Finally, we co-wrote a critical response to the photograph I shared above/in-class:

2016 03 21 - Interpreting Images - shared critical response

Tomorrow, you should arrive in class having responded critically to THIS photograph following the recipe set out above;


Good luck, and happy writing. See you in class ready for our next step, with your printed copies in hand, tomorrow!

#ENG10 Proofreading/Editing and Publishing Your Memoir

Hey all,

I have posted resources for completing the proofreading and editing phase in Google Classroom. They include:

You must document your completion of this process with photographs of a printed copy of your draft memoir complete with all stated editing marks/annotations in the proofreading checklist (gave you a paper copy in class).

FINALLY, your memoir should be polished and published. Our published draft MUST meet the following criteria:

  1. Must have a unique/original title. (Note: “My Turning Point” will mean disqualification from Turning Points Contest if you submit. Think about polishing your 6 Word Memoir version for this!)
  2. Must be written in Arial 12 pt ONLY
  3. Must be 1.5 line spacing
  4. Essays can be no longer than 700 words if you intend to submit to the contest. You may be slightly (that means no more than 70 words) over if you do not want to submit.
  5. YOU MUST NOT PUT YOUR NAME ON THE PAGE ANYWHERE. For contest applicants, this is a requirement. You will provide this information on the contest submission page. For students submitting for evaluation as part of English 10, when you turn in your copy in Google Classroom, it will be associated with your ID.

ANYONE WHO WANTS TO SUBMIT TO THE CONTEST AND WANTS A SECOND SET OF EYES should see me during extra help today and/or Thursday in lab 223.

Thanks everyone! Looking forward to the hard work you’ve put into this process. 🙂

#ENG10 Conferencing about memoir drafts- how to TAG

Hey English 10,

Today we talked about the value of talking to others about our writing once we have come up with a rough version. The real merit of this is that sometimes we can be blind to positives/drawbacks because we are so close to what we are writing. Sometimes we don’t realize that there are holes in our writing because we know, in our heads, so much about what we’re writing about that other people don’t know. It’s easy to assume that others will know simply because we do. That doesn’t usually work. 🙂

Additionally, we’re taking this opportunity to check whether some major building blocks are working for readers- like whether people recognize/identify the emotional journey we go through in our memoir, and whether the change or transition that occurs in our lives is clear and makes sense. TAG conferences are a way to check/monitor that we’re on track with those big pieces.

Finally, TAG conferences provide us with opportunity to know whether there are things that are good, but leave readers wanting more. They help us know where there might be a great opportunity to use the power of metaphor to develop our “so what?” OR where a metaphor needs some work/connection to our big ideas. They help us identify places where maybe we’re trying to do too much as we write, and find suggestions and help about how to solve clutter/overcrowding of ideas.

Share your draft with two partners. You’ll need your draft, your TAG conference guide and some blank paper.

When you’re done, YOU should have noted on your draft places where good things are happening and where changes might be important.

When you’re done, YOU should have documented your suggestions about your partner’s memoir on a piece of paper you can leave with them as food for thought moving forward. NEVER LEAVE A CONFERENCE WITHOUT GIVING YOUR PARTNER YOUR FEEDBACK ON PAPER. People are trusting you with something they’ve created, and they’re asking you to help them know how to make it better. Be thorough, thoughtful and specific for others if you hope that people will be that way for/towards you.

Happy conferencing, and I hope these moments are “lightbulbs” about the power of collaboration in creating our best thinking and writing. 🙂

2016 02 24 – TAG conferencing, sample (PDF)