Professional Semester III Highschool Artifacts

1) Classroom Culture English 9:

To align with Teaching Quality Standard #1: Fostering Effective Relationships, I guided my English Grade 9 class in creating a Classroom Culture Poster on the second day of school. I began by placing large sheets of poster paper around the room, each with a reflective question (as shown in the photos to the right). Students silently circulated and responded to prompts about respect, classroom environment, what they need from me as a teacher, and how they learn best. Afterwards, I gathered key ideas from their responses, and together we collaborated to design our final classroom culture poster. This poster remains a living reminder of the shared values and learning environment we strive to maintain throughout the year.

In addition, I put a silly slogan at the bottom of the poster because the students were joking around about how much they enjoy banana bread and how hot the classroom was.

2) Macbeth Character Analysis Poster English 20-1

After completing Act II of Macbeth, my English 20-1 students participated in a collaborative character-analysis poster activity. Each group was assigned a character—Macbeth, Lady Macbeth, Banquo, Macduff, King Duncan, the Three Witches, or Malcolm—and was responsible for selecting one motif, one theme, one key quotation, and one visual symbol that represented their character’s development so far in the play. Groups then presented their posters to the class, using textual evidence to support their interpretations. This activity supported TQS 3: Demonstrating a Professional Body of Knowledge by engaging students in higher-level literary analysis aligned with curricular outcomes, and it fostered positive peer collaboration and respectful discussion, reflecting TQS 1: Fostering Effective Relationships.

3) Character Trait Scavenger Hunt English 9:

To support TQS #1: Fostering Effective Relationships and TQS #4: Establishing Inclusive Learning Environments, I incorporated a film study into our short story unit to help students analyze character types and traits. We watched Brave as a visual complement to written texts, providing an accessible option for students who struggle with reading or literary analysis. This approach ensures that all students, including those who learn best visually, have meaningful opportunities to engage with the curriculum and demonstrate their understanding.

Students participated in a Character Type Scavenger Hunt, where they used a worksheet listing character types (protagonist, antagonist, flat, round, static, dynamic, foil, and stock). Around the room, I displayed visuals of the characters along with their names and descriptions. Students moved through the classroom to match each character to the appropriate type, applying their understanding in an interactive and collaborative way. This activity allowed students to engage with the content meaningfully, reinforced key literary concepts, and supported an inclusive, student-centered learning environment.

4) English 9 Marrow Thieves Novel Study Unit

To align with Teaching Quality Standard #5: Applying Foundational Knowledge about First Nations, Métis, and Inuit, my Grade 9 English class engaged in a novel study of The Marrow Thieves by Métis author Cherie Dimaline. Throughout the unit introduction and our reading, we examined the historical and ongoing impacts of residential schools, particularly the loss of language, culture, and identity. We also reflected on the significance of studying a contemporary Métis author and how this connects to the broader process of reconciliation in Canada.

Attached to the right is the novel study booklet students worked through during the unit. In addition to the booklet, students completed a variety of reflective activities such as journal responses, discussions, and creative projects (including posters and thematic activities) that deepened their understanding of the novel’s themes. The booklet served as a summative assessment under the minor coursework category, providing an opportunity for students to demonstrate comprehension, critical thinking, and empathy through multiple forms of expression.

Moreover, attached to the right is a character analysis activity in which student groups were each assigned a character from the novel. Working collaboratively, they created a visual representation of their character, selected a meaningful quote with accompanying analysis, identified a thematic connection, and explained the character’s overall significance to the story. Each group then delivered a brief presentation to the class, fostering discussion, critical thinking, and deeper comprehension of the novel’s themes and characters.

5) English 20-1 Introduction to Film Study Interstellar

This lesson introduces students to the key themes of Interstellar before viewing the film, encouraging them to reflect on essential questions such as “What makes us human?” and “What would you sacrifice for others?” Through activities like Think-Pair-Share, trailer analysis, and group discussion, students engage collaboratively while developing interpretive and critical thinking skills. The lesson emphasizes building relationships and creating a supportive environment where all voices are valued, aligning with TQS #1: Fostering Effective Relationships. By integrating visual and textual analysis, students explore universal human themes and practice higher-order thinking, reflecting TQS #3: Demonstrating a Professional Body of Knowledge. This pre-viewing activity helps students connect personally and intellectually to the film’s concepts, laying a strong foundation for deeper study.

Attached to the right is the lesson plan and the slides.

6) Remembrance Day Ceremony Organization

As part of my internship at Winston Churchill High School, I collaborated with fellow interns to organize and lead the school’s Remembrance Day ceremony. Our responsibilities included coordinating the event schedule, writing and delivering speeches, managing transitions, and ensuring that all ceremonial protocols were followed respectfully.

This experience aligns with TQS #5: Applying Foundational Knowledge about First Nations, Métis, and Inuit, as we incorporated Indigenous Veterans Day, delivered a land acknowledgment, and shared a short video on Tommy Prince, recognizing the significant contributions of Indigenous veterans. It also reflects TQS #6: Adhering to Legal Frameworks and Policies, through our careful attention to school and division guidelines and ceremonial protocol. Finally, it demonstrates TQS #2: Engaging in Career-Long Learning, as the planning process required ongoing collaboration, reflection, and professional growth in creating a respectful and inclusive commemoration.

To the right is a script that I wrote for the ceremony and a pamphlet I made for our guests, including elders from Good Samaritan Society. I also put on a Remembrance Day poetry competition, with the winning poem in the pamphlet and script. Moreover, I took on the role of leadership with this ceremony, which provided me with TQS # 1 Fostering Effective Relationships with my colleagues.