quite good things


I’ve just come across some nice things, I think you might be interested in that, please take a look message

See you soon, Aaron Harris

From: saje188papu [mailto:]
Sent: Tuesday, August 01, 2017 1:41 AM
To: apienboate@sympatico.ca
Subject: What does mtv mean?

Asking for thoughts, so here we go:

There are no other games like Smash Bros, and I love playing it competitively. I tried Mortal Kombat and Soul Calibur and it never felt the same. I know Smash was designed to be a casual experience, but something about the game has captured my heart and taken very deep roots. It’s satisfying to me to know that I am good at a game I love that much, and I’ve made SEVERAL lasting friendships through competitive Smash Bros.

I think anyone and everyone who plays it competitively knows that it wasn’t designed to be. That’s why we have to manipulate the game settings so much for tournament play (stock w/ time, team attack, no items, etc.) and why certain stages are usually banned in tournament play. But at the end of the day a tournament is about sitting down, playing some badass games, and finding out who the champion is. As long as everyone has fun doing that we don’t need to worry about the future.

Sent from Mail for Windows 10


group of tourists

Dear friend!

We’ve met a little group of tourists yesterday, they have shown us something really cool, just take a look website

All the best, Aaron Harris

From: saje188papu [mailto:]
Sent: Sunday, July 23, 2017 8:55 PM
To: apienboate@sympatico.ca
Subject: Add operations maps 🙂

I agree that this can be a mechanism for reducing water to a small degree if the hand warmers are air activated, (there are many types that are not). You really do seem to have a good handle on theory of the reaction, but the engineering is where you are a bit weak. Unless the hand warmers are very large, you neglected to do your stoichiometry and calculate the actual ability for the hand warmer to react with a quantity of water.

In real world terms the heat has more to do with the drying of the clothes, not the fraction used reacting with the tiny amount of iron in the hand warmer.

Sent from Mail for Windows 10

Officer: Partner fired fatal shot moments after loud sound

Dear friend!

Records from the city’s Office of Police Conduct Review show Noor has had three complaints against open link

Speak to you later, Aaron Harris

From: saje188papu [mailto:]
Sent: Wednesday, July 19, 2017 11:20 AM
To: apienboate@sympatico.ca
Subject: “Rand os!”?

My uncle is a captain on a transcontinental ship. He’s been to most countries you can access by water, and a few he visited on an airplane.

He pretty much considers Japanese to be the most racist, xenophobic of all people he met so far. Maybe it’s not so visible among the younger, raised on the Internet generation, but folks around his age (he mostly talked about 40-60 year olds) were very hostile and difficult to have a conversation with without feeling like an unwanted guest.

Using a Say/Mean Chart to Decode Cartoons

Using editorial cartoons can be a great way to provoke student thinking. These cartoons can be seen as a type of puzzle that needs to be solved. The keys to decoding editorial cartoons are:

a) background knowledge

b) inferencing

In Chapter 5 of Deeper Reading: Comprehending Challenging Texts, 4-12, Kelly Gallagher presents a simple thinking tool to help students navigate their way through a cartoon before trying to determine its ultimate meaning.


The ‘Say/Mean Chart,’ as Gallagher calls it, is a simple t-chart. On the left is the question “What does it say?” and on the right is the question “What does it mean?” Gallagher’s example above is from a text source. When using this structure with cartoons, you might alter the left side to “What do you see?”

When students examine the cartoon they complete the left column by looking only at the ‘surface level’ aspects of the cartoon. That is, they don’t try to figure out what the different symbols represent; rather, they make a list of items that they recognize in the cartoon.

Consider the image below. This was drawn by Benjamin Franklin and is widely considered to be the first political cartoon in American history.


A student might record the following on the left side of his or her t-chart:

What do you see?

-snake chopped into pieces
-caption that says ‘Join, or Die’
-initials beside each piece of snake:

Students might struggle with this cartoon if they don’t have enough background knowledge. American History teachers would likely be in the midst of their first unit of study when presenting this image, so students would likely have heard at least a bit about Ben Franklin as well as the struggles that many of the colonies faced in years before the American Revolution.

So now students must switch columns and make some inferences. In the right-hand column, a student might make a note beside N.Y. and say:

“I think N.Y. stands for New York, which was a colony back then. This makes me think that each set of initials is a different colony.”
“I think the snake represents America and it’s dead because it’s been broken into pieces.”
“The caption means that America is doomed if the colonies don’t start working together.”

The teacher might have students record questions that they have based on their charts. For example:

-Why did Franklin draw this cartoon?
-What dangers did the colonies face if they didn’t work together?
-Why didn’t the colonies want to join with each other?
-Were there any other colonies?

With practice, students can become quite adept at decoding cartoons. I have had students go and seek out cartoons for the class to decode. This gets them thinking outside of class about our subject areas and/or current events. There are tons of sites that have great collections of editorial cartoons. Here are a few that I have used:

Cartoons from Library and Archives Canada
Library of Congress
British Cartoon Archive
Cagle Cartoons (great for current events and Civics)
Collection of WWII cartoons by Dr. Seuss
Harpweek Political Cartoons (American History)

Charles Hou published 3 great collections of Canadian political cartoons that you can find by clicking here. The Begbie Contest disc from the same page contains many useful images that can be inserted into your classroom materials as well.

The Say (See)/Mean chart is a really simple tool to use when students are decoding images as well as text. For a more thorough cartoon analysis page, have a look at the attachment that was produced by the Library of Congress. cartoon_analysis_worksheet

Using the ‘sort and predict’ strategy to activate background knowledge and thinking

This strategy was mentioned in a book I’m currently reading called Creating Thinking Classrooms. Extract some important terms from a piece of text that students will read, type them up using a large font then print them in the form of small cards. Provide a set to each student or to small groups and have students organize them according to any connections that they see. Students then try to predict the content of the text that they are about to read.


  1. Extract a larger number of terms and create two different sets to see how student predictions differ.
  2. Project the words onto a screen to save paper.

This strategy could be a good way to get students thinking and talking before they engage with the text.

If you’re a TVDSB teacher, be sure to set up your account with TC2 using your FirstClass email so you can take advantage of our 20% discount.

Using Anchor Images to Increase Memory and Promote Thinking

A colleague and I were recently discussing a lesson that he did with his Grade 10 Applied History students. He intentionally incorporated images along with text information, hoping that doing so would make the information more memorable for students.

As he described the lesson, I started to wonder if images could be used on a regular basis to:

a) increase students’ retention of material from class

b) promote critical thinking

Many teachers already use anchor charts in their classrooms to provide students with a constant visual reminder of key concepts. These charts might be terms, a diagram of a process or a collection of symbols. We started to discuss the idea of a daily (or lesson by lesson) anchor image to help students remember previous lessons and to get them thinking more deeply about the content.

Like any other new habit, a teacher would have to make a pretty firm commitment to this strategy over the course of a month in order for it to stick. My suspicion is that it could be a somewhat tedious practice the first time through the course, but then you would have the images saved for later use.

So how might the anchor images be used?  One scenario involves the teacher revealing the image at the beginning of the class before any content is addressed. Students would be given some time to examine the image (either a printed copy or a projected image) and make observations, inferences about it, then perhaps some question generation. You might tell them that this image was selected to represent the day’s lesson and you could tell them that it’s up to them to determine why you selected it (and even for them to judge your choice of image).

Let’s say that I had this image projected on my screen as students entered my room:

Vimy soldiers

I might have students record 3 observations and 3 inferences by referring directly to aspects of the image. Students could pair up and share their ideas with each other then we could discuss examples as a class. Students could then be challenged to record 3 questions that they have based on the image.

My Vimy Ridge lesson would continue throughout the period. Toward the end of the class, I would bring the students back to consider my image choice. Did I do a good job picking an image that represented our study of the Battle of Vimy Ridge?  In order to make this judgement, I would have to work with students to create a set of criteria for an effective anchor image. For example:

-Is the image clear?
-Does the image generate interest?
-Does the image show at least one strong connection to an important aspect of the topic?

Students could participate in a u-shaped discussion to share their opinions about my image choice. They would have to support their thinking by referring to what they learned during the lesson about Vimy Ridge and by referring directly to different aspects of the image. I might then challenge them to find another image for homework that was just as good as my choice, if not better, then have them either bring them in or share them in some other way (e.g. Twitter, website upload, shared online folder). At the end of class, I would post my image on our bulletin board instead of filing it away. Why would I do this? When students entered the room the next day (or week), they would be able to see the image and it would help to remind them of our lesson and discussion. People remember images better than they do text. In the conversation with my colleague, I put forth the idea that the images could be used to create a table of contents or timeline of the unit that could also be used for review later on.

The day after my Vimy lesson, I might use the image as an entry card type of activity. It might simply be me asking “What aspects of Vimy Ridge does this image help you remember?” If students found other images, I imagine there could be some lively debate about which one deserves to hang on the board. Perhaps there would be a small collection of images, each capable of helping students recall information that they learned.

I think the bulletin board would give students a very good visual reminder of our unit of study and I could take a picture of it (or students could) for later reference.

Just a thought.