Romeo and Juliet Response

Based on our readings so far, I disagree that Romeo and Juliet’s relationship is one of “‘infatuated children’ engaging in ‘puppy love'”, given that the story is written in the 1590’s (Bevington, 2017).  Romeo and Juliet’s actions show that their love is not just that of teenagers in the day and age of 2018, but it is at a different level. The moment they meet, they seem to become magnets that won’t be drawn apart from each other, despite the fact that they don’t even know each other yet. As well as this, by the day after they meet, they decide that they will marry each other and spend the rest of their lives together, and Juliet says she will “follow thee my lord throughout the world” (Act 2.2, Line 148). The book implies that these kinds of things are considered relatively normal in the time period, and it forces children to grow up more quickly, and act like adults, even if they may not be adults yet. This is shown when Paris is trying to convince Capulet to let him become Juliet’s wife, and he says “younger than she are happy mothers made,” showing that it is common for woman younger than Juliet to become mothers (Act 1.2, Line 12). Romeo and Juliet have already made a decision that will affect the entirety of their lives, and because of the impact this relationship will have on their lives and the seriousness of their promises to each other, I believe that Romeo and Juliet are not just showing ‘puppy love’.

I believe that Kulich’s argument that Romeo and Juliet should not be viewed as children is effective and historically accurate, if one is referring to the original poem of Romeo in Juliet. In the original poem, by Arthur Brooke, “Juliet is a young girl of 16, while Romeo is somewhat older” (The Generation Gap, 2013).  In the time period of the 1590’s, which is when this play is placed, marriage would be a normal thing for a girl of 16 years, and she would be considered ‘grown up’ (Bevington, 2017). However, in Shakespeare’s version of the play, Juliet is 13 years old, and therefore would not necessarily be thought of as an adult. Although the legal ages for marriage were 12 for a girl and 14 for a boy, most people waited longer before they got married (The Age of Marriage, 2011). Therefore, Shakespeare’s writing of the time may not have been entirely historically accurate, which in turn makes Kulich’s argument not historically accurate.



In-Depth Introductory Post

The time of year for in-depth has come around again! So far, I have planned out my project and done some initial research. For in-depth this year, I will be exploring the area of piano accompaniment. I chose this topic because I wanted another way of accompanying myself when I sing, other than guitar. I played piano for a  few years when I was younger, but I haven’t kept up my piano playing skills since then. I thought it was a good idea to play piano for my in-depth project because it is not an area that I have much experience in but it is also an area that I know a little bit about. This will allow me to get the most out of my in-depth project.

As part of my planning, I had to find a mentor for this project. My mentor is Waleed Hakeem, who is a past TALON, and graduated from Gleneagle last year. He is a very experienced piano player. I found a mentor fairly fast, as the first person I contacted agreed to be my mentor! I also have other contacts that have agreed to help me throughout this project, if I need any extra help, such as Lucas Hung, and my mom, who also plays piano.

As a part of my in-depth proposal, I created a schedule of what my in-depth project will consist of. To summarize it, I will learn to accompany myself on a new piano song every one or two weeks, and I will have a few weeks designated to research my specific questions about piano accompaniment. So far, I have started my research week on basic background information about piano accompaniment. I am also looking into what qualities make a good piano accompaniment. Over the winter break, I also started to review what I have previously learned in piano lessons, to refresh myself. I learned two songs already, to get myself back into the habit of playing piano. I first learned “Can you feel the love tonight” from the Lion King, and then the theme song to the show “The Office”. I have learned that I definitely need to work on my sight reading abilities more, but also that I am motivated to practice the piano.

My next steps in this project will be to continue my research, pick another song to learn, and have my first meeting with my mentor. I am very excited for my in-depth project, and I can’t wait to to learn more songs!


ZIP Post #4

It’s getting closer and closer to our ZIP presentations, and I feel like I am pretty much ready to present! Over the break I have worked on my presentation quite a lot, and its finally coming together. I picked out all of the information that I would be using in my PowerPoint lesson, which was really hard, because there was a lot that I wanted to include, but I have a limited amount of time for the presentation. I then went through and tried to explain everything in the simplest way possible, including examples, so that I wouldn’t be talking in words that no one else would understand. I made slides along the way, to add to what I would be teaching, and I added in a couple interactive components into my presentation to make it as engaging as possible. For this presentation, unlike most other presentations I’ve done, I’m not writing a script for myself. I usually rely on a script too much, so I’m going to try doing a presentation without one so that I can talk freely and in a way where I have to truly understand what I’m talking about rather than just reading off of a paper. All I have to do now is practice presenting, and then I will be ready to go!

Knowing what I know now, and having the experience of doing this project, I have a few pieces of advice that I might give to myself at the start of my inquiry.  The biggest lesson that I’ve learned is that if you break a project up into small enough pieces, then you can complete it without feeling any of the stress of having a big project. I wrote out my schedule for this project day by day, and even though it was flexible, I had a suggested amount of work that should be done each day. Because I had an exact schedule that I could follow, I never procrastinated, and because my topic was so interesting to me, I never got bored during any of my research. I chose a presentation style that fit best with my research, and that allowed me to work away at my final presentation without many problems at all. When I first chose my topic, I was a bit worried about completing it all, and having to finish everything within the time limit we had. So the piece of advice I would give to myself would be not to worry about completing everything to do with your topic, because that’s impossible. Don’t set a final goal until you have completed the schedule, day by day, to find out what is a realistic goal for yourself. Also, choose a topic that you are truly interested in, and your work won’t feel like homework!



ZIP Post #3

Its week three of my ZIP project, and I have started my final presentation now! I decided that my ZIP presentation will be a slideshow along with a lesson to the class, to try and teach them a bit about children’s development of syntax. I won’t be able to teach everything I learnt throughout this ZIP project, but I will try to give everyone a sample of what I learned. On Monday, I started the slideshow, and started to plan my lesson. Its coming along well, but I will definitely have to continue working on it over the break in order to finish it in time for presentations. Its really hard to pick and choose which information to use in my ZIP presentation out of all of the information I have found during this project. I have continued to research and learn more as I go, despite having finished my research stage of this project. My next steps will be to continue my lesson plan, and finish the slideshow for my lesson. After that, I will rehearse my lesson until I am ready for the presentation of my ZIP project. ZIP feels like it is going by really fast, and I am glad I still have a winter break to work on my project! :)

I believe that my inquiry question is mostly being reaffirmed by my research. All of the sources and research that I am doing do definitely fall under the umbrella of my inquiry question. However, I could narrow down the question a little for the amount of time we have to work on this project. I could change the question from “in what way do children learn to use and arrange language?” to “in what way are morphemes used to help assess the stage of language a child is at?”. This would allow me to focus in more on my project, and go in-depth into my topic rather than learning a little bit about a wide topic. Because of this, I have been researching just the specific part of my big question that is related to morphemes and Brown’s Stages of syntactic development. Overall however, I believe my question is still a good inquiry question for my ZIP project, and it has just been tweaked a little along the way.

I am still on track with my in-depth project, and am on the final stage of my project: the stage of creating my final presentation. I can’t wait to present my ZIP project and share my learning with the rest of the class!

360 Degree Leader

I learned a lot from John Maxwell’s “How to Be a 360 Degree Leader”, but one specific thing that I am going to focus on improving for next semester is to realize that the Position Myth is not true. The position myth is “I can’t lead if I am not at the top.” I found myself following this myth on the adventure trip and practice hikes last year. When I wasn’t in a position of either leading or sweeping the group, I would fall out of my leadership position and assume that others would take care of what needed to be done. However, in that situation I should have still been leading from the middle of the pack, and doing whatever I could to help in any way possible. I should have been keeping track of where we were on a map, and I should have been attentive to anything I could do to lighten the leader’s loads. In the upcoming semester, I will really try to focus on this goal, and throughout the practice bikes and biking adventure trip this year, I will try to lead from the middle of the pack like John Maxwell suggests. I can lead from the middle of the pack by doing something as simple as helping one of my peers get something out of their bag if they can’t reach it, or warning a peer to be careful that they don’t fall on a slippery patch of ground. I will try to set a good example at all times of the trip, while I am in a position of leading or sweeping, as well as when I am anywhere in the middle of the pack. I believe that by focusing on this goal, I can improve my leadership skills.

ZIP Post #2

I’ve have two weeks to work on my ZIP project and I am still loving it! I finished my main research, and I made my poster of six different stages of Brown’s Syntax. Under each stage, I have a picture of the child, some examples of sentences they might say, and a description of what they would learn in terms of language in each stage. Here is a picture of the poster:

I also pulled out my language journal from when I was younger, as well as my brother’s language journals, and am currently in the process of assessing what stage of Brown’s Syntax we were at at what age. I am actually a bit ahead of my schedule now, which is a good thing because it will give me more time to work on my lesson and do some more research.

So far in my research, there has been one website that I have found super helpful! The website is about Brown’s Stages of Syntactic and Morphological Development, and has a huge amount of information on the exact subject that I am looking into! It lists each stage of Brown’s Syntactic and Morphological Development, and under each stage, what age a child is, what parts of speech they are learning, what their MLUm is, what their MLUm range is, and much more. It seems to be a very reliable source as well, as it is written by a speech language pathologist with a PhD and it was recommended to me by my mom who is a speech language pathologist. The other websites I found have been good too, but this website is by far the best, and has helped me find a path to answering my inquiry question.

My ZIP project is still going very well, and I am continuing to roughly follow the path that I laid out for myself. I look forward to having more spare time to work on this project over the Christmas break!

The Beginnings of ZIP – Post #1

It’s one week into my ZIP project and I am loving the topic I chose! As soon as I started my research it was like reading a really good book; once I started I couldn’t stop! I have found some really great resources and learned a lot already!

For my ZIP project, I am researching the question “in what way do children learn to use and arrange language?” so I am researching about syntax in children. I have finished my rubric, and to start off my research I collected a book from Mr. Morris, and got some websites from my mom that I could use. I started with looking at the websites, and they were a great source of information! I learned all about Brown’s Stages of Syntax,  which are basically what parts of language children learn at which age. I am simplifying the information I come across as I get it, which I find easier than putting into simpler terms at the end. I also created a glossary at the beginning of my notes, for any words I found a little confusing at first glance. Another source that I found for my research is a language journal that my mom kept with samples of my and my brothers’ language from the first two or three years of our lives. I will use these language samples to identify what Brown’s stages we were at in which points in our lives. I will also take sentences that we said and identify how many morphemes are in each sentence.

I believe that my research is going pretty close to the rate it should be going at, although my project hasn’t been done in the exact same order I said it would be completed in. Instead of doing research and my rubric simultaneously, I completed my rubric first, and then started my research. I think that’s working better for me because I can really focus on the thing I’m working on instead of working on two things at once. There have also been a couple days that I haven’t been able to work on my ZIP project at all, like this Saturday for example, when I was at an all day Saturday rehearsal for musical theater, and then had a Christmas party to go to, so I was out from 9:00am-9:00pm. However, I am doing my best to make up for those days, and do extra on the days when I have time for ZIP. I don’t think I need to make any changes to my schedule, but I think I have to continue to be flexible and okay with changing my schedule as I go.

So far, I think my ZIP project has gone very successfully, and I am looking forward to doing more research on the topic I chose!

Eminent is Over!!!!! – My Final Eminent Post

My second and last Eminent night is over! I am both relieved and sad about this fact. I had an incredible time at night of the notables, but it’s also a great feeling to not have the stress of eminent looming over me. Everything at eminent night went pretty much as I had hoped it to, and other than minor flaws, the night went pretty smoothly! In my last blog post, I was still two weeks away from night of the notables, so I’ll update you on my progress.

I had my interview with Ms. Cheung, and it was very helpful to my project! I got a lot of information that I could use while acting as Julie Payette. It gave me an insight into how one might become interested in the field of astronomy. From what I found in my research, Julie Payette’s experiences were pretty similar to Ms. Cheung’s, in terms of entering the field of science. Sadly, I never got a response to the email I sent to people who work with Julie Payette, so I didn’t get a second interview.

Onto my speech, I stayed with the same idea as my first drafts that I wrote, but I edited them a whole lot more. I swapped speeches with many of my peers and we edited each others. These people included Melissa, Mackenzie, Lucas, Jiwon, and more. After all of the editing and changes, I was really happy with how my speech turned out. When I presented on the night of eminent, it felt like just a few seconds that I was onstage, not a few minutes, and when it was done, it still felt like I hadn’t even presented my speech yet! After all of my hard work, getting to perform my speech felt amazing!

Next, I had to present my learning centre. This year, I had quite a few components of my learning centre, which are all shown briefly in the video below. First, I had a timeline of Julie Payette going along one wall of my learning centre. Next, I had a table set up with a Governor General medal, meant to represent the medal Julie Payette got to name her the Governor General. Beside the medal, I had my food, which was freeze dried yogurt bites: an example of the kind of snack one would eat while on the space station. Beside that, I had my laptop set up playing a video, which was a tour of the space station. I had headphones set up so people could listen to the video too if they wished. Finally, I had a poster with one of Julie Payette’s quotes, which was “Everyone has a dare to dream within them”, and then I asked the question “What’s your dream?” I got people to write their dreams on sticky notes, and put them up on the wall. To see this all a little more clearly, watch this video:

In conclusion, I believe that night of the notables 2017 was a big success! I definitely met a lot of the goals that I had set for myself, and improved a lot since last year’s night of the notables. One of these big goals that I met was actually having my speech completely memorized without any cue cards. Last year I had cue cards, and I found it took away from my speech, so I’m glad I memorize my speech this year. As well as this, one of my goals was to have more components to my learning centre this year, as last year it was a little lacking, and I did improve that aspect. One thing I would still improve on however, would be to make my learning centre more unique, as it was quite similar to a lot of other people’s’ centres. I will definitely remember this night as one of the highlights of the TALONS program, and this project will be one that I miss when I graduate from TALONS. I look forward to coming and watching NoTN next year!

Eminent Bibliography

Websites Used:

October  15th: Canadian Space Agency’s Biography of Julie Payette

This link was a biography by the Canadian Space Agency, and had information about Julie Payette’s whole life, split up into clearly named categories. It didn’t go into detail, but it is a great place to look for a rough idea of Julie Payette’s life.

October 20th: Wikipedia – Julie Payette

This is Wikipedia’s page about Julie Payette. Since it’s Wikipedia, it isn’t the most credible source, but it has a lot of in depth information about Julie Payette, that can be confirmed by other resources.

November 5th: Government’s Biography of Julie Payette

This is a very credible source, and another Biography of Julie Payette, focusing more on her journey to become the Governor General, and less on her journey to become an astronaut. It is not a super in depth biography, but has a lot of great information.

November 7th: The Globe and Mail – Interview of Julie Payette’s Family

This website doesn’t have much factual information, but is an interview of Julie Payette’s family, so tells you a bit about their personalities, and the feel of Julie Payette’s life. The interview is about the first time Julie Payette went to space.

Videos Watched:

October 25th: Julie Payette on Supporting Women in Physics

This is an interview of Julie Payette, with her talking about supporting women in physics. It shows Julie Payette’s feministic side, and she shares advice aimed at young people considering careers in physics.

October 25th: Julie Payette Speech at Austrian Ball

This is another one of Julie Payette’s speeches, which shows more about Julie Payette’s personality and about the message she is trying to convey to people all over the world. The video also shows Julie Payette’s public speaking style.

October 28th: Julie Payette at Walrus Talks

This is an inspirational speech by Julie Payette, in which her theme is that “The Sky Is Not The Limit”. This video also shows Julie Payette’s personality and the message/theme she wants to send people.

October 28th: Julie Payette After Graduation From York University

This is a speech by Julie Payette, after she graduated from York University, in Toronto. This once again, shows Julie Payette’s public speaking style, and more about her personality.

November 5th: Julie Payette’s First Address After Becoming Governor General

This was a very helpful source to me, as one of Julie Payette’s greatest achievements was becoming the Governor General of Canada. The First Address shows how she felt about being named the Governor General, and how she plans to act in her role of Governor General.

November 5th: Julie Payette: Astronaut to Governor General

This is a short video, with a few facts about Julie Payette, that shows her path from being an astronaut to becoming the Governor General of Canada. It is good for a brief summary of a section of Julie Payette’s life.

November 7th: Tour of the Space Station

This video does not have to do with Julie Payette, but is a video of a different astronaut doing a tour of the international space station. She shows how everyday things work in space, and what it’s like to live in space.

November 7th: Julie Payette Interview – Told She Could Not Be An Astronaut

This resource helped me with the idea for my speech. It is an interview with Julie Payette about how she was told she couldn’t be an astronaut or a pilot, and about what her reaction to that was. It shows the contrast between 50 years ago and now.

November 5th: Julie Payette Interview From Space Station

This is an interview Julie Payette did when she was up in the International Space Station. It shows a bit about how the space station works, and Julie Payette talks about what it’s like to be in space.

November 5th: Julie Payette Training For Mission

This video is Julie Payette talking a bit about what it’s like training for a space mission. The video gives an idea of what kind of work goes into training to be an astronaut, and what challenges are involved in the process.

Books Used:

October 11th: The Governor General of Canada. Publisher Not Identified, 1991.

This is a very helpful pamphlet about the jobs of the Governor General and the specific tasks the Governor General is required to do. It explains all of this in a simple way, so that it is easily understandable.

October 11th: Dotto, Lydia. The Astronauts: Canada’s Voyageurs in Space. Stoddart, 1993

I didn’t get a chance to read this entire book, but the part that I read was very informative. It went over the details of the day Julie Payette and her mission partners got the call telling them they had made it onto the STS-96 mission.

October 15th: Melady, John. CANADIANS IN SPACE: the Forever Frontier. READHOWYOUWANT COM LTD, 2017.

This book wasn’t about Julie Payette, but was a great source to get more information about astronauts in general. As well as this, the foreword was written by Julie Payette, and that gave me an idea of her writing style.

October 15th: McWhinney, Edward. The Governor General and the Prime Ministers: the Making and Unmaking of Governments. Ronsdale Press, 2005.

This book wasn’t about Julie Payette, but had information about all of her predecessors in the role of the Governor General, as well as the past Prime Ministers. It gave me an idea of who might be some of Julie Payette’s role models.

ZIP Project Proposal

For my zip project this year, I would like to pursue the question “In what way do children learn to use and arrange language?” I will be researching about syntax, which is “the arrangement of words and phrases to create well-formed sentences in a language” (Google dictionary). I am interested in this question specifically because I want to be a Speech and Language Pathologist in the future. I am very interested in language structure, and specifically how children develop their language structure so I think this will be a good topic for me.

I currently do not know much about syntax, or how children develop their language skills, other than the basics. I know that children start with one word sentences, and then gradually build up their vocabulary until they are able to speak fluently. Some skills I currently have that will help me succeed in my work are that I am fairly detail oriented, and also had practice showing a lot of information in a concise way last year in my ZIP project.

Here are a list of the specific skills I would like to improve on during this project:


  • Research skills – how to access the information I am looking for.
  • Simplifying language – taking my research and turning it into terms others can understand.
  • Using effective images to convey information.

For a research source, my mom is a Speech and Language Pathologist, and knows a lot about syntax, specifically in young children, as she works with 0-5 year olds. I could go to her whenever I need support with my work or research during this project.

Some other resources that may be useful in helping me complete my inquiry are any books my mom has access to that are related to this field, as well as the speech and language assessments that she uses for her jobs, because a part of the assessment is syntax. As well as this, I can go to the library to see if they have any books on syntax as well as searching the web for any credible sources I can find.

At the end of my ZIP project, I would like to present in the form of a lesson, along with a power point presentation. The challenge of this form will be to take all of the complex language I have from research I have done, and convert it into a form in which everyone else in the class will understand. I will use a slide show with visuals only (no words) to add to my lesson. I will also complete blog posts once a week to explain my learning along the way.

Here is a tentative schedule for my learning throughout this project:

Date: To Do:
Thursday, November 30th **Work Block**

Work on Proposal

Friday, December 1st Finish Proposal
Saturday, December 2nd Choose Big Idea and Curricular Competencies For Rubric
Collect Sources for Research
Fill out “Strong” Category in Rubric
Complete First Blog Post
Sunday, December 3rd
Monday, December 4th **Work Block**

Begin Research

Tuesday, December 5th Fill out “Meeting” Category in Rubric
Wednesday, December 6th Fill out “Minimally Meeting” Category in Rubric
Thursday, December 7th Fill out “Exceeding” Category in Rubric (If possible)
Friday, December 8th **Work Block**

Continue Research

Saturday, December 9th Research
Complete Second Blog Post
Sunday, December 10th
Monday, December 11th **Work Block**

Begin to organize research, and simplify language – put into understandable terms.

Tuesday, December 12th Organize Research & Simplify Language
Wednesday, December 13th Organize Research & Simplify Language
Thursday, December 14th Begin to Plan out timeline of a child’s development of language.
Friday, December 15th **Work Block**

Start to create timeline of a child’s development of language.

Saturday, December 16th Work on Timeline
Complete Third Blog Post
Sunday, December 17th
Monday, December 18th **Work Block**

Finish Timeline of a child’s development of language.

Start planning lesson on a child’s development of language.

Tuesday, December 19th Lesson Planning & Slide Show
Wednesday, December 20th Lesson Planning & Slide Show
Thursday, December 21nd Lesson Planning & Slide Show
Friday, December 22nd **Work Block**

Rehearse Presenting Lesson

Winter Break Rehearse Presenting Lesson
Complete Fourth Blog Post
After Winter Break Present Zip!