Grammar Video Project – Oxford comma, Parallel Structures, Semi Colon vs Colon

Question 1: When should we not use a comma

  1. A) In a list
  2. B) After a conjunction
  3. C) During a zombie apocalypse
  4. D) Before a conjunction

Question 2: In this sentence where should the zombie put a comma?

Sentence: The zombie was crazy and fast because he was gifted with long legs.

  1. A) The zombie,
  2. B) he was,
  3. C) because,
  4. D) You don’t need a comma

Question 3: Yes or No, is this a parallel structure?

Sentence: My grandma makes the best blueberry, cherry, and raspberry pies.



Question 4:  Yes or No, is this a parallel structure?
Sentence: I like to eat, read, and sleeping



Question 5: Should we add a colon or a semi-colon?

Sentence: These are the rules we must follow in a science lab no eating, no drinking, and no horseplay.




Answers: 1 – B, 2 – D, 3 – Yes, 4 – No, 5 – Colon

Community Connection Assignment

Who I interviewed:

I interviewed my former art teacher, Mr. Drysdale, who teaches at Riverside Secondary.

Why I chose to interview Mr. Drysdale

One of the very first classes I had in high school was art with Mr. Drysdale. I was really nervous because I thought that everyone else would be better than me at art. However, Mr. Drysdale taught me that everyone has their own style of art that they are talented in and that I should be proud of my art pieces even if they aren’t the best. I really enjoyed having him as my teacher for art, and I love art and teaching it, so I thought that the best person to interview for this assignment would be Mr. Drysdale. I believe being an art teacher would be something that I would be passionate about if I had to choose my dream job.

How the class works

In general, what happens in an Art 9 class is that everyone is first taught a unit, for example drawing landscapes, portraits, cubes, etc. Then, Mr. Drysdale shows a demonstration of the style to everyone and makes sure that everyone understands the unit. When everyone understands, we begin working on our projects that demonstrate our understanding of those units, usually beginning with drafts and then good copies. Once we are done with the unit, we move on to the next one.


Above are examples of some of the units that we did in Mr. Drysdale’s class. From left to right, the units are: Creating folders with our names in complementary colours, creating portraits with correct proportions, writing words using one-point perspective, and drawing fruits in contour.

The Interview

Here are some of the questions that I asked during the interview that really stood out for me:

  • Why are you passionate about your job?

Before he was an art teacher, he was into animations, and that was his job for most of his life. After his job with animations, he decided to become an art teacher, and what helped get him a job was his skill in art. He said that he is very passionate about his job because he was in the animation industry, and so he has had a lot of experience in art.

  • What obstacles have you faced to get you where you are today?

There has always been a lot of people wanting to be a teacher, and so Mr. Drysdale said that it was really hard to get a job that he wanted. Also, nowadays, younger teachers are being given a job since they need experience and they sometimes have an education that is more modern, and so they are able to teach more modern things. Mr. Drysdale was in the animation industry for quite long, so when he applied to be an art teacher, he was already quite old, and even though he had experience, it was harder for him to beat all of the younger teachers wanting the same job.

  • What advice would pass on to someone that is interested in being an art teacher?

The most important advice that Mr. Drysdale gave me was that you really need to have a passion for art. This means that you can’t just suddenly decide to become an art teacher when you are graduating from university. You have to have had a passion for it at least since high school because you need to develop a range of different styles and ways of art. This also means that someone that is interested in becoming an art teacher has to not only like to teach it, but also be skilled in it. Often, in an art class, there are a few kids that are very good at drawing, and they do not need demonstrations done by the teacher. However, there are often a lot of kids who only specialize at one specific thing in art, and so if the teacher is trying to teach a new style, the kids are lost and so they need a demonstration by the teacher. The teacher has to be able to do demonstrations in class and be able to help kids with their artwork if they are stuck or don’t know how to start. These reasons are why the teacher

  • Did you see yourself being an art teacher when you were in high school?

When he was in high school, Mr. Drysdale took some art classes and was very involved in them. He was already quite skilled in art, and so he realized that he could possibly have a career involving art, but he never really saw himself as an art teacher, he saw himself as being a person more into animations. It was only later when he was working with animations that he decided to become an art teacher.

How does this interview open up more opportunities for me?

What I learned from this interview was really to just follow your passion. Mr. Drysdale never even thought that engineers or lawyers make more money than him, all he wanted to do was just follow his dreams and use his skills in his job so that going to wor would not be a drag for him, it would be a reason to be happy and something that he would look forward to every day. Personally, I never thought about what occupation I wish to have when I am older, because whenever I start thinking about it, I just get bored and I realize that none of these jobs are good for me. I  need a job that I am passionate about, and so perhaps I could even become an art teacher. I love art, and I believe that I am very passionate about it, so there is a chance that being an art teacher might just be the perfect job for me.

If Mr. Drysdale is needed to be contacted with, his email is

Pouvoir? Pouvoir!

Pouvoir? Pouvoir!

J’ai dessiné un roi pour mon image. Il porte des beaux vêtements, et il a une couronne. Il parle à propos de l’argent et des choses qui coûtent cher. La raison pour laquelle je lui ai dessiné est parce que je pense que si le roi parle à propos de l’argent, ça veut dire qu’il a beaucoup d’expérience avec des choses comme ça, donc peut-être il avait déjà des influences sur son peuple, et le peuple peut lui respecter. Après que j’ai pensé plus à propos de ce sujet et on avait des discussions en classe, j’ai réalisé que le dessin que j’avais besoin de dessiner était une école. La raison pour laquelle l’école est plus importante que le roi est parce que sans l’éducation, c’est très difficile d’être fameux ou avoir le pouvoir, sauf si tu as du talent. Aussi, c’est parce que presque tout le monde va à l’école, mais pas tout le monde peut recevoir toutes les bonnes notes.

Pour moi, la personne qui a le plus de pouvoir au niveau social sera un chanteur ou un acteur du film. Je ne sais pas beaucoup d’acteurs ou de chanteurs, mais je pense qu’ils ont le plus de pouvoir au niveau social que toutes les autres personnes parce qu’ils ont travaillé et utilisé leur talent pour monter l’escalier de la popularité.

Au niveau politique, la personne avec le plus de pouvoir est Justin Trudeau, car il est le premier ministre. Mais la Colombie-Britannique est une petite partie du Canada, donc Justin Trudeau ne va pas toujours l’aider. Je pense que John Horgan est un peu plus important. Il est en charge de la Colombie-Britannique, donc il fait beaucoup plus de changements pour moi que Justin Trudeau fait.

À l’école, la personne en charge est le directeur. Mais le directeur ne fait si beaucoup pour les élèves, car je ne lui vois pas du tout, il fait plus des choses pour l’école. Donc, à mon avis, les personnes avec le plus de pouvoir à l’école sont les étudiants. Sans les étudiants, l’école n’existait pas, et si les étudiants ne voulaient pas aller à l’école, ils pouvaient tout simplement juste pas aller. La seule raison que les écoles existent est que les étudiants continuent d’aller en école.

Le pouvoir dans notre famille est tout sur mon papa. Il paie pour la plupart des chose, les décisions importantes ne sont pas prises sans sa permission. Mais, dans notre famille, on essaie de pas penser que quelqu’un a le ‘’pouvoir’’. On est tous égaux, dans un sens.

Power Solution Fluency

For this assignment, we were assigned a topic and told that we needed to come up with a solution or a few to solve this problem or at least make it better creatively. The topic that we were given was electricity, and we needed to use Solution Fluency to come up with solutions to a question that we would ask ourselves. Here are the steps that my group and I took:


Our group decided to first decide what our topic would be. e wanted to do something that would be complicated to find one plain answer on Google, and we wanted something that has been looked at by other people, but has not yet been overdone so that we could still come up with something that was purely our ideas and so that we wouldn’t just steal the idea that someone already came up with. Here are some of the questions that we were thinking of doing:

  • How can we reduce power outages?
  • How can we incorporate solar energy into our city?
  • How can we reduce our electric bill?
  • How can we create handmade electricity?
  • How can we reduce our gas bill?


Our group has chosen to figure out a solution to this question : How can we reduce our gas bill using a different kind of energy? we chose this question because we think that it is not really a question that we can search up on Google. Of course, it is something that we might have separate questions to it to find a solution, but in order to find at least one solution, our group believes that we need to do some research before we can come up with anything. Our gas bill is also something that we use every day, even if we don’t realize. Perhaps it is our parents that pay for the gas bill at our house, but either way, when we are older we will need to know how to pay our gas bills. But how do we pay our gas bill when it is unbearably high? Since inventors and engineers are coming up with more and more ways to generate electricity more easily, why not incorporate coming up with ways to reduce gas as well?


Through research, our group found that inventors and engineers have found an innovative way to reduce the use of gas: electric cars. Electric cars are capable of running purely on electricity, and they don’t use gas. Using gas can also be harmful to the environment, as gas can release dangerous chemicals that mess with the amount of oxygen and carbon dioxide in the air. Also, simply mining for gas can be expensive and harmful to the environment as well. So, how can we reduce the use of gas? Well, thought innovative designers, we should create something that is just as easy to get but is not as harmful as gas. One of the solutions was electricity. So, using the steps of solution fluency, they were able to come up with the solution of putting electric generators into cars and making them run. Through this, they were able to reduce the use of gas.

Another thing that has been invented to reduce the use of gas are electric microwaves and ovens. Usually, microwaves and ovens used gas to run, since gas has a very powerful heat capability, and it wasn’t really hard to make ovens run on gas. However, using the electricity that we are able to generate nowadays, innovators were able to design microwaves and ovens that ran on electricity. The electricity development has improved so much over the past century that we are now able to create things we never thought possible. Our electricity has enough power to heat an oven or microwave just as much as gas. So, this is another thing that we can use to reduce the use of gas.


Our group wanted to take baby steps to generate a solution. Firstly, we did some research about how some communities fix their residents’ gas bills. We found that in Port Coquitlam, there have been some heat reductions rules created so that now the temperatures in classroom will drop about 1 degree.

We came up with two ideas, and in order for each member in our group to understand it, we drew them out. Here is our first idea:

We thought about creating a way to incorporate hydro electricity into our gas usage. Basically, if the house we discussed was an apartment, there would be tubes attached to the roof that led down to a big enclosed bucket. then, from that bucket, there would be little tubes connecting to everyone’s apartment. When it would rain, the water would run down the big tubes, and be collected in the bucket. We figured that we would need something inside the bucket to generate energy from the water. A turbine would need to be installed inside the bucket, and when the water would start filling up in the bucket, the fan should automatically start moving. Then, the energy generated from the water would be sent out everyone that lived in the apartments. The whole installation shouldn’t cost too much, and so if everyone in the building would pitch in, everyone should have enough money to pay for it. Also, what if someone wouldn’t want this installation? Well, then they would not need to pay for it, and they just would not get a tube attached to their apartment. The only other problem was that what would happen if there was no more rain. The energy from gas should still be connected to each apartment, and so when someone would use up all the hydro electricity that they would get, they would automatically switch back to gas. Of course, this means that they would would still have something on their gas bill,  but it would not be as big as before.

Here is our second idea:

In this idea, our plan was to generate energy by using compost. Since many people do not compost, this would be a great idea since everybody has compost, and everyone would be able to put it to good use. Basically, what would happen is that the compost would be put into a big burner, and the burnt energy would then be used to power an oven, lamps, and other things that run on gas. The reason we choose this idea is because our first might not have worked because we thought that there might not be rain, and so no energy. However, with this plan, most people have compost every single day, so this energy should last longer. And, with this plan, not everyone would need to have one of these burners. There would be one in every apartment or house, which might cost more than the first plan, but at least the energy would be more efficient. The only problem we had with this plan was that we didn’t know where to find energy for the burner. If we used the energy that the burner generated, there would not be enough for the lights or the oven.



Our final plan was to combine both plans together.

This is what would happen:

First, water would be collected from the roof and into a big bucket with a turbine on the bottom. Then, when the water would start filling up, the turbine would move, creating energy. This energy would then be separated into each apartment (or room, if it is a single house), and the energy would be used to power a burner that each apartment would have (or each apartment that would want it). Then, the people in each apartment would place compost into the burner, creating energy that would power lights and ovens. If there was to be no more rain, then the energy would still be brought on from the burner.

We think that this is a great idea, because it truly helps us answer our original question: “How can we reduce our gas bill by using a different source of energy?”. By using this plan, we can come up with a solution.


I think our group did very well on the discussion, because even though we could not decide which plan was the best, we still listened to one another and we listened to the ideas that we might have though were stupid and wild, but yet we still listened and we were able to combine all of our wacky ideas. Another thing that we did well was that we did lots of research before starting anything. If we were to come up with a plan, we first had to research it and see if others have already done it, and if so, then how. We also needed to research lots because we wanted to come up with something that no one else yet has, so that the whole plan would be only our thinking and absolutely no plagiarism. One thing that could have went a bit better was diving a bit deeper for our question. Our very first question was “how can we reduce our gas bill?”, which at first seemed like a very good idea. But after some research, we found that there was so much more that we could have said instead and so we made our question harder to find on Google by diving deeper. Instead of just looking for ways to lower our gas bill, which of course there are plenty, we wanted to find a way to lower our gas bill and use innovative technology to create energy using a different source of power, which we used. Our different source of energy was water and compost.


Here are the sources that my group used to complete the steps of the solution fluency.

All pictures were drawn by the members of the group.

Fortis BC :

Improve Net :

The Canadian Encyclopedia:

Burning Man :

Renewable Energy Hub:


Inquiry Question Topic – Dioxins in Dairy Farms

My Inquiry Question topic is Dioxins in Dairy Farms.

Here is my link to the Prezi that I have created.

Click Here

Here are the questions that were assigned by the Info Fluency assignment.

What questions did you need to research?

Mostly, I needed to research what dioxins were being used for and what people thought of them. Using this information, I was able to complete my Prezi.

What digital tools did you use?

I used Prezi, to show all of my understanding of my subject on the presentation format, and I used Pixabay to find creative images. To research, I mostly searched it up online and I asked my parents and some students from the school what their opinions were on dioxins. Most of them did not know much, so I would chat with them asking how much they did know.

What was the process used?

I would first find some online searches that were trustworthy and I would read through articles or facts. Then, when I would have a basic understanding of the question, I would answer it in my own words and opinions based on the information that I found. Also, at the end I looked at possible images that were not copyrighted to see which ones would best match my project.

How did you verify the site information?

Last year, i was taught to check some of the formatting of most sites (such as “https” and not “http”). All of the sites I used were secure, because I usually looked at the ones that were the most looked at, then I would check the sites, and I would know whether or not it was secure. For my images, I used Pixabay, which finds non-copyrighted images.

What could you have done better?

The only thing I would change would be my time management, as I could have spread this project throughout my week more instead of just doing it in a couple of days. Other than that, the assignment went very well.

Also, here are the answers to the questions that were assigned by my science teacher:

  • What format of sharing do you want to use?

I want to make a Prezi. On it, I will use Pixabay for pics and some google searches for research.

  • What should be in the sharing?

My idea is that I will include all of the research and interesting facts that I find. I also want to include all effects of it onto other things.

  • How big should the sharing be?

I don’t want to make mine too long, but I want to make sure it has all the necessary information.

  • What in the sharing is worth the big marks?

The quality of the information shared.

  • What should not be included?

The quantity of the information shared.

  • How should it be compared to?

If it is understandable and easy to follow along.

  • What should it be out of?
  • It should be out of /15

Le Camp de Feu

Le Camp de Feu Promotionnel

Le Camp de Feu est un baladodiffusion où Fanny parle à propos des chose étranges qui se passe à la forêt.


Le Camp de Feu #1 – Les arbres en métal

On est tous autour d’un camp de feu. Fanny nous raconte des contes. Cette conte est à propos des arbres en métal.

Voulez-vous savoir la continuation de cette histoire? Écoutez la prochaine épisode du Camp de Feu!


Le Camp de Feu #2 – Les Moutons de la forêt

Tous les mignons moutons de la forêt étaient transformés en monstres! Et ces monstres sont fachés… Comment est-ce que les moutons vont devenir normale? Écoutez cet episode pour savoir!


Tableau de Plannification