Grade 8/9: Decoding the Holy Trinity of Graphic NovelsIn this split-level unit, we tackled one of the most popular emergent forms of literature, the graphic novel. We dove into the construction, art, and story of several popular graphic novels, including Neil Gaiman's epic seventeenth-century superhero mashup: Marvel 1602. As an experienced scholar of graphic novels, comics, and manga, students joined in as we traveled through the creation process of a graphic novel and built some great works along the way.
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Take a Look At What We Created
Social 10: Historical GlobalizationIn Social 10, we studied everything from the Vikings to Vietnam to uncover the global connections factors behind historical globalization. Beginning at the start of globalization, we took a walk through history, creating, writing, and debating as we went, to uncover the seedy underbelly of history that are still laying around today and what we can do to fix them. From presentations on the Democratic Republic of Congo to an enthralling debate about solutions to the problems faced by FNMI people in Canada, we went around the world from our classroom in Warner, AB.
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Social 20: Ultra-nationalism and Crimes Against HumanityThis 11th grade Social Studies unit took us into some of the deepest and darkest places in human history. Never one to shirk a tough topic, I decided we should took it head on. We discussed everything from the Holocaust to the Rwandan Genocide. We explored some of the worst events in human history and how ultra-nationalism can be linked to all of them. The unit even featured a screening of, fellow Canadian, Romeo Daillaire's biographical documentary film Shake Hands with the Devil (2007).
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English 30: Short Stories and How to Write for AcademiaIn English 30, we focused heavily on how to prepare for writing for, and after, high school. We analyzed short-stories, such as Tim O'Brien's "On the Rainy River" and "The Things They Carried", Raymond Carver's "Cathedral, and even a jump back to the great Sir Arthur Conan Doyle's Sherlock Holmes story "Five Orange Pips". The unit included fine discussion, writing, and even an impromptu, student requested, hour-long presentation on the use of semi-colons during their lunch period one day.
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Let's take a look at what other senior educators thought...
Mrs. McMurray's comments speak for themselves in terms of my performance. Naturally, it helped that I had the most knowledgeable and helpful teacher associate and university consultant a student teacher could ask for.
So what does a typical day look like?
My penchant for high-quality questioning and effective and engaging classroom discussion allows me to build adaptable lessons with a vast scope. I am always open for a new question or related example. Discussion is one of the most natural methods of learning, and I embraced it fully in Warner School.
Extra-Curricular
On top of teaching, I also worked alongside my teacher associate to bring the graduating class the grad of their dreams. From attending grad meetings to orchestrating a six-hour 1950's themed costume photo shoot, and countless hours of photo editing, I have worked closely within, and after school hours to help support and assist the school and community in all the ways that I am able.