Author: Mr. Kertes

March 26 Daily Update

by Mr. Kertes

March 26…

  1. We start at the high school at 9 am.
  2. We will take a school bus to various sites, including some hikes and other outdoor activities.
  3. Lunch is at the school and/or as arranged by your host family. Your lunch will be provided by your host family.
  4. Activities around the island will continue after lunch, until around 3 pm.
  5. Free time with your host family or twin from around 3 pm until 5:30 pm. Dinner will be provided by your host family during this time.
  6. At 5:30 there will be a trivia night at the high school, until around 7:00 pm.
  7. After trivia night is more free time with your host family or twin.

One of the activities is a hike along a cliff overlooking the ocean. As always, dress for wind, rain, cold, etc. This hike especially calls for proper footwear. For students who do not want to walk along the cliff, an alternative will be available during this hike. Regardless, plan for cold and wet and windy for either the hike or the alternative. 

Thanks again for being respectful guests. We are hearing good things about our students… and that’s great!!!!

Start of S2T2

by Mr. Kertes

 For the final you must know:

  1. The definition of theory
  2. The definition of thesis
  3. The definition of system
  4. The definition of system thinking
  5. The Five Fs
  6. The definition of focus
  7. The definition of topic
  8. The definition of theme
  9. The definition of form
  10. The definition of MLA
  11. The definition of filler
  12. The definition of flow
  13. The definition of roadmap
  14. The definition of signpost
  15. The definition of transitions
  16. The definition of feeling
  17. The Six Stages
  18. The definition of the wondering stage
  19. The definition of the preparing stage
  20. The definition of the planning stage
  21. The definition of an outline
  22. The definition of reading at the high school level
  23. The definition of reading at the pre-university level
  24. The definition of the drafting stage
  25. The definition of the revising stage
  26. The reason why revising is the most important part of the writing process
  27. What is meant by the expression that “writing is thinking made visible,” and connecting this to the process of revision
  28. The definition of editing
  29. The definition of publishing
  30. The definition of scholar
  31. The definition of scholarship
  32. The definition of knowledge
  33. The meaning of the expression “production of knowledge”
  34. The elements of a system
  35. The definition of boundary
  36. The definition of inputs
  37. The definition of outputs
  38. The definition of components
  39. The definition of function
  40. The levels of analysis
  41. The definition of analytical description
  42. The definition of analytical explanation
  43. The definition of analytical connection
  44. The definition of analytical reflection
  45. The definition of metacognition
  46. The definition of synthesis
  47. The definition of the reading process
  48. The definition of the writing process
  49. The connection of reading, writing, and thinking
  50. The definition of topic
  51. The definition of theme
  52. The definition of focussing question
  53. The definition of thesis statement
  54. The definition of subpoint
  55. The definition of indentation
  56. The definition of paragraph
  57. The definition of section
  58. The definition of expository essay
  59. The definition of textual analysis essay
  60. The definition of persuasive essay
  61. The definition of argumentative essay
  62. The definition of compare and contrast essay
  63. The definition of “zone of proximal development”
  64. The definition of “approximation with intensification”
  65. The definition of “learning theory”
  66. The definition of “human development”
  67. The definition of proximal
  68. The definition of model
  69. The definition of research
  70. The definition of power
  71. The definition of respect
  72. The definition of dignity
  73. The definition of MLA
  74. The definition of “in text citation”
  75. The definition of text

For the final you must do:

  1. Use MLA format to write essays, reflections, and learning stories 
  2. Describe and explain, with specific plan language details based on documentation and other evidence, your own learning (and apply this to the learning models and the process for reading and writing at the high school and/or pre-university level)
  3. Write two in-class essays (apply the process, evidence of all stages, metacognition of how/why you made thinking visible); these are: expository essay and textual analysis essay)
  4. Using Essay 3 as your evidence, describe and explain how and why you wrote a textual analysis essay (this will include a summary of your theory of the text)
  5. High school and/or pre-university reading (show evidence of the process, demonstrate that you understand and can explain the text, show that you connected and reflected, demonstrate note taking, demonstrate in-text citation)
  6. Develop and support your own theory of narrative
  7. Develop and support your own theory of learning

For the final you must explain:

  1. How writing is thinking made visible 
  2. Why learning to write well makes you more powerful 
  3. Why learning to write well makes you smarter 
  4. Why learning to write well makes you more attractive 
  5. How writing an essay teaches high school and/or pre-university reading 
  6. How to develop and support a high school and/or pre-university thesis 
  7. Why theory matters 
  8. How to use theory 
  9. Why metacognition improves performance and your level of understanding 
  10. How to use synthesis 
  11. How themes help you connect a text to what matters to you

March 25 Daily Update

by Mr. Kertes

Thank you everyone for being good guests and for communicating with us. Please be sure to keep communicating. 

New Places, New Cultures, New Experiences

Travel can be uncomfortable, unfamiliar, and challenging at times. That’s part of the process of learning about new places and cultures. Communication, asking for help, and openness to new experiences are key. Please continue to let us know if you need any help with your trip.

Plan

Tomorrow we visit a nearby small island community. Some CHSS students are staying there already. For those on the main island, we will take a small quick ferry over. We will spend the day there.

Schedule

  1. We will meet in time to take 10 am ferry to Whitehead. Your host family knows the time and location of the dock and will transport everyone to and from the ferry to Whitehead (the small island).
  2. We spend the day on the small island. This may include hikes. Dress for all weather. Layers, sturdy shoes, hat, gloves, are essential. Lunch is part of the plan and we will be provided on the small island.
  3. Note: There is a store on the main island with warm clothing or you may borrow clothes if needed (text Mr. Kertes asap if you want him to help you borrow warm and dry clothes).
  4. After the visit to the small island you will have free time in the afternoon and evening on the main island with your twin.

Please remember the importance of including everyone in activities, especially your twin. Good guests are respectful of their hosts. Please go out of your way to make sure that your twin is included with any activities that CHSS students are doing together. Thanks!

March 24 Daily Update

by Mr. Kertes

Dress for cold weather. Bring hiking boots. Ask your twin for boots if you need a pair. If they can’t provide boots, talk to Ms. Prohaska. Do this before 8:30 AM.

Wear layers. Bring a raincoat, or wool outer layer or other wet resistant outer layer. Bring a winter hat, gloves, etc. Prepare for wind, snow, wet. Layers will help.

Your host family will provide transportation to the activities. They may carpool. They know the plan, schedule, locations, etc.

Schedule:

  1. Meet at 9 am at the dory building shop (boat shop). Learn about dory building.
  2. As a group, we will go  to Dark Harbour to learn about aquaculture. We will do team building exercises.
  3. You will have lunch with your twin.
  4. After lunch, there is a moderate hike. 
  5. There might be snow in the late afternoon. 
  6. All plans can change. Your twin will be informed of any changes.
  7. There is a potluck at the school at 5:30 pm. 

March 23 Daily Update

by Mr. Kertes

Highlights

  • Flight details (Air Canada)
    • Vancouver to Montreal: Flight 314 (arrives at 8:00 AM today)
    • Montreal to St. John (NB): Flight 8044 (1:10 PM to 3:38 PM)
  • Other transportation details (Charter bus + Ferry)
    • We will get off the plane, get luggage, then go to the charter bus
    • The bus will drive us to the ferry terminal, and then we will take the ferry to the town
      • Link to ferry info is here

Meals for Today

  • Breakfast – On your own at the Montreal airport
  • Lunch – On your own at the Montreal airport
  • Dinner – Food is available on the ferry

Overview of the Day

  1. We will arrive early in the morning to Montreal
  2. We will stay in the airport while we wait for the flight to St John
  3. Plan for lots of time in the airport

Schedule

  • 8:00 AM – Arrive at the Montreal airport
  • 8:00 AM to 12:15 PM – Wait at the airport, meet at the gate at 12:15 PM
  • 1:10 PM – Flight departure time (Montreal to St. John (NB): Flight 8044)
  • 3:38 PM – Arrive at the airport
    • Gather near the gate, then go together as a group to the luggage area
    • Collect luggage, then gather as a group to go to the charter bus
  • ??? PM – Leave on the charter, take the ferry, arrive

Notes and Other Information

Reminders

  1. Communicate
    • Anytime you want to go someplace not within the set boundaries, please ask BEFORE you go elsewhere. We will usually find a way to let you do what you want (as long as it is safe, fits the schedule, and is practical for a group of our size).
    • Need help? Just ask.
    • Want time alone? Just ask.
    • Have a request. Just ask.
    • The key: Ask. (Ask first, before go you go somewhere or do something that we have not already approved.)
    • We may not always say yes, but we’ll do what we can to help you have fun on this trip.
  2. Be safe
    • Safety is the priority of the chaperones. You know the CHSS Code of Conduct. Just do it.
    • If you are not sure, ask for help. Your parent/guardian is one call or text away. And so are your chaperones. We are here to help.
  3. Ask for help
    • If you need help, just ask us (contact your parent/guardian and/or chaperones)
    • We can help with preferences, concerns, special requests, etc. — need help? Just ask.
  4. Follow the exchange rules:
    • Do things with the host students – include your twin when you do things with CHSS friends
    • Treat everyone with respect, respect your host family routines (ask for help if something seems unreasonable to you)
    • You are on a CHSS trip, so even if your twin or host family says it is okay, make sure it adheres to your family rules and the CHSS rules (if you need help, ask your chaperones)
  5. Be a good representative
    • Be sure to represent CHSS as the excellent school and community that we are
    • You are not only representing CHSS, you are representing our town and region
  6. Reminder:
    • If you do something that makes the chaperones lose trust, that is unsafe, or that violates the CHSS Code of Conduct, you may be required to go home early at your parent/guardian’s expense. Before it gets to this, talk to us and let us know so we can help avoid anyone going home early. Again, the point of the trip is to have fun and see Canada. The job of the chaperones is to help you do this safely.
    • Keep a copy of any receipts in case proof of purchase is required. You can take a photo if that is easier that keeping all receipts. Just hold onto them, no need to show the teacher each purchase.

Seat Assignment 

  1. We will check-in as a group.
  2. Your boarding pass will have a seat assigned to it. Do NOT use this seat.
  3. Mr. Kertes will make index cards with all the seats assigned to our group.
  4. The cards will be given to the student ambassadors, who will then work out where you sit based on preferences. You must sit in the seat assigned to you. Keep your index card so you know where you are seated.
  5. We do this to avoid confusion once on board, as students like to select seats but this cannot be done during boarding.

March 22 Daily Update

by Mr. Kertes

Good morning. Posts will be uploaded every day by 7 AM (Pacific Time).

Highlights

  • Flight details (Air Canada)
    • Prince Rupert to Vancouver: Flight 8090 (3:40 PM to 5:18 PM) (layover in the terminal, may not leave the terminal area, may not pass security or exit the terminal/airport)
    • Vancouver to Montreal: Flight 314 (11:20 PM to 7:20 AM, next day)

Meals for Today

  • Dinner – On your own at the YVR airport

Overview of the Day

  1. Today will be a long travel day and we will be flying all night (bring snacks, games, book, etc. if you want)
    • Reminder: The flight is long – with an overnight flight

Schedule

  • 5:18 PM – Arrive at the Vancouver airport
  • 5:30 PM to 10:30 – Wait at the airport
    • Travel in groups of at least 2 people
    • If you leave the gate area, text your lead chaperone to let them know where you are going
    • Do not leave the terminal (stay in the part of the airport that the gate is located)
    • Never go outside of the terminal (never go past security)
    • This means everyone must stay in the airport
  • 11:20 PM – Flight departure time (Vancouver to Montreal: Flight 314)
  • This is an overnight flight

Notes and Other Information

Reminders

  1. Once we connect with the NB students, please be sure to be with your twin for all activities.
  2. The same goes for when back in BC, please be sure to include your twin in all activities.
  3. Things can go wrong… so be sure to COMMUNICATE with your chaperones if you need ANY help (this includes letting us know your preferences, if you need help communicating with your host family or twin, etc.). The point of this trip is to have fun, learn about Canada, and connect with students from another community. So please, let us know if you need any help.
  4. The major rules:
    • This is a school trip – follow all school rules (including rules about public displays of affection, appropriate language, being respectful, and no drinking/smoking/use of illegal drugs/etc.).
    • Always ask for and keep a receipt. This is a trip requirement. Failure to not have a receipt or other proof of purchase may result in being sent home early at your parent/guardian expense. If for any reason you do not have a receipt, you must immediately text Mr. Kertes to let him know this. If you immediately notify him that you did not get a receipt, that may count as proof of purchase based on the circumstances. The key: Always ask for and keep a receipt.
    • Communicate where you are and get permission first (text your chaperone).
    • Stay in a group (we will tell you the minimum group size depending on the location and time).
    • Stay within the boundaries (including when at the airport) and be on time (this makes for more free time).
    • Be safe, have fun, be respectful. You are representing our school.
    • Follow all the rules in the code of conduct that was provided to all participants.

Seat Assignment

  1. We will check-in as a group.
  2. Your boarding pass will have a seat assigned to it. Do NOT use this seat.
  3. Mr. Kertes will make index cards with all the seats assigned to our group.
  4. The cards will be given to the student ambassadors, who will then work out where you sit based on preferences. You must sit in the seat assigned to you. Keep your index card so you know where you are seated.
  5. We do this to avoid confusion once on board, as students like to select seats but this cannot be done during boarding.

Packing and Planning – More Details

  1. Packing List – Trip to NB
    • Bring government issued photo ID with your name and birthdate or let us know that you do not have this ID (in which case, bring school and ID and we will provide a school letter for you as well)
    • Bring some spending money
    • Bring enough money for about 5-7 meals (when travelling on the flight)
    • Meals when in NB are provided by the host school
    • Bring a small and inexpensive gift (under $20) for your host family (something from our region is best, homemade is perfect, not fancy, just say “thanks”)
    • Plan for cold, wet, changing weather
  2. Packing List – Trip in NWBC
    • Bring some spending money
    • Bring money for 5-6 meals (lunches and dinners) and any extra for breakfasts (if you want to eat out for some breakfasts, as light breakfasts will also be provided)
    • Bring a sleeping bag, pillow and sleeping pad for YOU and YOUR TWIN (2 of each)
  3. Food Details
    • Food when flying is on your own (plan for 5-7 meals when in-transit)
    • Most food when in BC is on your own (plan for 7 meals when in BC)
    • Some food is provided for all students (NB and CHSS), such as group meal in Terrace and other days
    • When hosting, food will be provided for all the students being hosted (both NB and CHSS)
  4. Hosting Details
    • View the list of students being hosted in Prince Rupert, with detailed calendar/times here (password protected – contact Mr. Kertes if you need the password)

Key Concepts and Skills Overview (with Models)

by Mr. Kertes

The Key Concepts Are:

  1. Theory explains how or why. Your explanation is the point of the paper. This is called the thesis.
  2. “Reading” (at the high school and pre-university levels) requires being able to understand something well enough to explain it correctly (knowing it).
  3. The writing process starts with having a theory. Then you develop it by working through the thinking process. This is step by step. The key is revision.
  4. The point of writing essays is because this the best and proven way to teach reading (at the high school and pre-university levels). Writing makes you think about, connect with, and reflect on what you are reading. Doing all this helps you be good at reading (at the high school and pre-university levels).
  5. Use the process. Start with a theory. Develop it. Take notes. Write multiple drafts. Think. Connect. Reflect. Explain. Organize. Break things into parts. Writing makes thinking visible.

Other Notes:

  • Theory explains why or how using rigorous and systematic thinking.
  • The thesis is the point of the paper, there is one and only one thesis, the whole paper must support the thesis.
  • Writing is a system.
    • Writing is a system for making thinking visible. Its power is in systems, theory, and revision.
    • The parts are Five Fs, Levels of Analysis, and Systems-Thinking.
      • Five Fs:
        • Focus
        • Form
        • Filler
        • Flow
        • Feeling
      • Levels of Analysis
        • Synthesis
        • Metacognition
        • Reflect
        • Connect
        • Explain
        • Describe
      • Systems-Thinking
        • Bring things into parts
        • Use models
        • Explain how the parts work together
  • Writing is a process.
    • The Six Stages are a process for producing knowledge and sharing knowing.
      • Six Stages:
        • Wondering
        • Preparing
        • Planning
        • Drafting
        • Revising
        • Editing/Publishing
  • Systems-thinking is the key to writing well.
    • Use systems-thinking to understand, describe and explain.
    • Since writing is a system, know how to understand and use writing.
  • The point of writing an essay is to learn how to read to understand, explain, connect, reflect, and apply. Reading at the high school and pre-university level is necessary for your survival.
  • Learning theory helps you learn quickly and deeply, and puts you in control of your own thinking.
    • Learning does more than help you know things. It builds your capacity; learning makes you smarter.
    • You learn the most by being thrown off the cognitive cliff. You need to be “let go” and “pushed off” so you can enter ZPD and go from some help to independence.
    • Approximation with intensification speeds it all up. Go to the next challenge before you have mastery. At first, approximation is enough, especially if there is untapped potential to develop first.
  • This course helps you become smarter, more powerful, and more attractive.
    • Smarter through the ZPD, approximation with intensification, and cognitive cliff.
    • More powerful through theory, thesis, and systems-thinking. (LOAs and Five Fs, too.)
    • More attractive by knowing how to understand and explain things, how to achieve your goals, how to bring the resources and people (and narratives) that you need to survive and thrive.
  • This course is built on theory and storytelling by First Nations scholars and authors. You too are a scholar and author.
  • To write well, do the following:
    • Focus on theory.
    • Focus on thesis.
    • Use systems-thinking.
    • Plan (topic, subtopic, theme, focusing question, theory, thesis, supporting points).
    • Outline.
    • Use the models.
    • Read.
    • Take notes.
    • Draft and revise. Revise, revise, revise.
    • Focus on understanding and explaining. Writing is thinking made visible. Think. Write. Think. Write. Repeat.

Midterm Exam

by Mr. Kertes

This is a timed test. You must work on it (attempt, approximate, or complete/master) it for 80 minutes. If you do not do this on the Exam Day, you can make it up during homework help or on a make up day.

  1. How is writing a system? (Notes will be provided.)
  2. How is writing a process? (Notes will be provided.)
  3. How did you apply systems-thinking in Essay 1 and Essay 2? (You can use your essays for this question.)
  4. What are the key concepts and how did you apply them in Essay 1 and Essay 2? (Notes will be provided.) (You can use your essays for this question.)
  5. Compare Essay 1 and Essay 2. Describe how they compare. Explain what this shows about your learning so far.
  6. Describe the following theories of learning: ZPD, Cognitive Cliff, Approximation with Intensification. (Notes will be provided.) Then connect your learning to the theories, with specific connections to Essay 1 and Essay 2 (the process of writing them and what the evidence produced by writing them demonstrates). (You can use your essays for this question.)
  7. Explain why revision is the most important stage in the writing process.
  8. Explain how writing is a process for producing and sharing knowledge. Connect this to your life. Reflect on why this matters to you.
  9. Explain how writing an essay helps you learn to read at the high school and/or pre-university level. (Notes will be provided.) Be specific. Connect to your work this term.
  10. How does writing make you smarter? Connect to ZPD.
  11. How does writing make you more powerful? Connect to systems-thinking.
  12. How does writing make you more attractive? Connect to the LOA of reflect, connect, and metacognition.
  13. What, in your view, is the value of learning to be literate at the high school and/or pre-university level? Does this, in your view, matter to you? Why or why not?

Essay 2 (In-Class)

by Mr. Kertes

Essay 2 is part of the Midterm Exam week. You must work in-class on this assessment for 220 minutes.

Write an expository essay about an idea that is related to a theme in one of the course texts covered so far. You will be provided with notes, passages, and related materials that you can use in your essay.

You must:

  1. Write wondering notes from the materials provided.
  2. Write a plan using the format taught for Essay 1.
  3. Write an outline using the format taught for Essay 1.
  4. Write preparing notes from the materials provided.
  5. Write draft 1 (rough draft).
  6. Write draft 2 (final draft) (show revision).
  7. Use MLA format.
  8. Include at least three in-text citations (quotes or paraphrases) using the correct MLA format.
  9. Demonstrate that you can apply the writing process to produce and share knowledge, which includes knowing how to:
    • Write a focusing question
    • Develop a theory
    • Write a thesis
    • Develop three supporting points for your thesis
    • Use the LOAs
    • Use the Five Fs
    • Use systems-thinking
    • Apply the Six Stages of Writing

Mr. Kertes is a Language Arts teacher in Prince Rupert, in the territory of the Ts’msyen, at Charles Hays Secondary School - home of the Rainmakers.

Tom Kertes Resume and CV

2024-25 Term 2 Courses