Wednesday, Oct 22 (33)

The Wrap Up Continues

Today there were three tasks at hand;

1.   Complete reflections on learning

Reminder –

Write down at least Four more things beyond Identity that you have learned in English class so far Include proof and explanation of it as well as how you feel about having learned it (are you happy, or bored and why). Try to be as detailed as possible.

Example:

1.    One thing I have learned a number of new poetry terms. We covered the information in notes, and then a group activity and then we had a quiz on the ten terms we learned. I did proficient on the quiz as there was one term, I forgot about so I did not recognize it. I am glad to have learned these terms because it makes talking about poems and other pieces of writing easier as I now know what things are called. I can see how these terms will be really useful too and I hope to learn more.

Try this: Answer the question what have you learned? Explain the idea. Provide proof of your learning (evidence). How do you feel about that piece of learning? Repeat 3 more times with different learnings. Look through your binder to jog your memory.

2.   Stars sheet completion

Fill in the end category. On the back – check your goals

3.   Provocation reflection sheet

Fill in the provocation reflection sheet and include proof that you write in.

Next Class: Some silent reading, some work catch up, and a vocabulary exercise

Tuesday, Oct 21 (32)

Wrap up of Unit

Word of the day was wage.

We cooked up some questions on the provocation. Actually, students in block 1 are not asking enough questions.

Today students had time to reflect on their learning. The instructions and example were:

Reflection on Learning about Identity

What have you learned about identity? Be thorough and detailed, provide and provide examples and explain your learning. Check to ensure it is well written.

(Use the answers to the three questions you answered last week about Identity to come up with this response. )

the an additional Reflection on Learning

Write down at least Four more things that you have learned in English class so far (beyond identity). Include proof and explanation of it as well as how you feel about having learned it (are you happy, or bored and why). Try to be as detailed as possible.

Example:

1.    One thing I have learned a number of new poetry terms. We covered the information in notes, and then a group activity and then we had a quiz on the ten terms we learned. I did proficient on the quiz as there was one term, I forgot about so I did not recognize it. I am glad to have learned these terms because it makes talking about poems and other pieces of writing easier as I now know what things are called. I can see how these terms will be really useful too and I hope to learn more.

TL:DR – JK! not an option as this is English Class. Read it, ask questions, figure it out – it literally is not rocket-science.

Try this: Answer the question what have you learned? Explain the idea. Provide proof of your learning (evidence). How do you feel about that piece of learning? Repeat 4 more times with different learnings. Look through your binder to jog your memory.

The reflection was due at the end of class. (Many did not get there so they must hand them in at the start of next class.) 

Next Class: Reflecting and Goal Setting

Monday, Oct 20 (31)

Plotting and Reflecting

Word of the day was xanthic.

We pooled our questions for the provocation today.

Two tasks were given today, and the instrcutions were as follows; 

First Half of class

Practicing what you learned

Take a story from earlier (“King of Beasts”, “What I Want to be When I Grow Up”, or “The Open Window”) or a completed silent reading book and create a detailed plot diagram. 

It should contain all of the 10 main terms, even if it is not present. For a challenge you could also include any of the eight challenge terms that might be present. 

This is practice work so you will not be handing it in, but you can check with me for your understanding. 

We will be doing an assessed version of this assignment with new content in a few weeks.

You have 30 minutes.

Second half of class

Previously, you answered three questions on identity.

• What is Identity?

• How is it constructed?

• Why is it important?

Today – you are turning this in to one well written response 

What have you learned about identity. Be thorough and detailed. Check to ensure it is well written.

You will be adding new content to this assignment tomorrow so hang on to it. It is part 1 of your learning reflection for the unit. 

Next Class: Continue with learning reflection for the unit. 

Friday, Oct 17 (30)

Quietly Reading and Working

Word of the day was yonder.

Being a Friday students started the class with silent reading. The second half of the class was quiet work time to get caught up on work owed. Many did. Most were productive.

Next Class: Wrapping up Identity.

Thursday, Oct 16 (29)

Narrative Paragraph Writing

Word of the day was zenith.

Today, students had the class to write the narrative paragraph that we planned yesterday. The students got some more pointers and then had class time to write. Paragaphs could be handed in at the end of class but were expected to be completed by tomorrow.

Next Class: Silent Reading and Quiet working.

Tuesday, Oct 14 (27)

Exploring Plot

New seats were given today.

Word of the day was yearn.

We melted down our ideas about art in today's persistent provocation, as far as I remember.

Students were given some terms to define. The terms were as follows;

1. Cliff Hanger 

2. Climax 

3. Dénouement 

4. Falling Action 

5. Flashback 

6. Foreshadowing 

7. Initial Incident 

8. Introduction 

9. Resolution 

10. Rising Action 

Challenge Level (if you found the first 10 easy, try these 8) 

1. Cliché 

2. Deus ex Machina 

3. In medias res 

4. MacGuffin 

5. Plot Twist 

6. Red Herring 

7. Subplot 

8. Trope 

What idea or topic do all the terms have something to do with? 

Can you come up with examples for the for the challenge level terms.

I then defined many of the terms to make sure we had an understanding. Homework is to make sure all terms are defined. 

Next Class: Looking at narrative writing.

Friday, Oct 10 (26)

Reading and Working

Word of the day was xenophobia.

Being a Friday, we spent the first half of class reading silently, and a couple of students got caught up on missed quizzes (Sentence Structure or Poetic Terms). 

The second half of class was students getting caught up on work that they owe me ( I put up the list). Students also had time to work on their answers to the questions I posted yesterday. They were not about the poem, but about the whole unit of study. 

• What is Identity?

• How is it constructed?

• Why is it important?

Next Class: New Seats in the new seating plan, and a look at plot terms.

Thursday, Oct 9 (25)

Annotate a poem - continued

Word of the day was wrangle.

We skated through our questions for our artsy provocation.

We continued with annotating the poem "Stones Memory". The following instructions were given; 

• Read the poem.

• Annotate the poem. (Search for and label devices, find images, find emotions, find connections, ask and answer questions, make predictions, make comments, break it down into “chewable” pieces and simplify) Be thorough – more is better here.

• Make a statement on the poem about what you think the poem is about, at least one full sentence. 

• Self-assess your annotations on the rubric available at the front of the room. Hand it in.

When students were done and had handed it in, they could then work on the following work from next week;

When you are done, respond to the following questions and write in what ever way you think is best. 

• What is Identity?

• How is it constructed?

• Why is it important?

The poem and the rubric sheet is available in class.

Next Class: Friday reading day, Grammar quiz, and catch up work.

Wednesday, Oct 8 (24)

Poetry Terms Quiz and Some Stones

Word of the day was vie.

Students wrote the poetry terms quiz today. Some were ready, some were amused, and some confused. Pay attention in class and spend 5 minutes each day thinking about what we did and you will find this all becomes a lot easier. 

After we marked the quiz as a class I handed out Cree poet Connie Fife's poem Stone Memory and read it aloud. Students were then tasked with the following instructions.

Instructions for reading Stones Memory

• Read the poem.

• Annotate the poem. (Search for and label devices, find images, find emotions, find connections, ask and answer questions, make predictions, make comments, break it down into “chewable” pieces and simplify) Be thorough – more is better here.

• Make a statement on the poem about what you think the poem is about, at least one full sentence. 

Next Class: Complete the Annotation and Self Assess, and more.

Tuesday, Oct 7 (23)

Poetry Terms Review

Word of the day was ungainly.

We fired off some questions for our provocation today. 

This class was a review of some poetry terminology. Students were put into groups and went around seven stations and had to determine the poetry device being used at each station and confirm whether some statements (testers) were using it or not. We even tried to come up with examples when we could. We went over the answers at the end. 

This was a good review so that next class we can have a poetry terms quiz and check our understanding of the terms. 

Next Class: Poetry terms quiz and the usual work. 

Oct 3, Friday (21)

Reading and Working

Word of the day was sublime.

We started with silent reading and a few students had another shot at the sentence structure quiz. After a while of reading the students had time to work on the work from yesterday. The following instructions were posted; 

• Answer questions 1 and 2 from “The Open Window”. Bonus is question 3. Be thorough.

• When the questions are done - hand it in.

• In the last 5 minutes of class we will make sense of the story if you have not figured it out all ready.

• You are working quietly today, and when done you may return to silently reading.

• Or, do you owe me any other work?

• No- Noise Day!

We did discuss the story at the end of class. The key is understanding Vera.

Next Class: Voice exercise.

Oct 1, Wednesday

Madness and Games

The Grade 8s had their retreat today. They had Mountain Madness in the morning, and the afternoon was a series of tasks and games.

Next Class: A look at inferencing and the "The Open Window"

Sept 29, Monday (18)

The Words you know

Word of the day was quell.

We took a poll of your knowledge of Indigenous Culture.

Students were given the first Word of the Day Quiz. 

Instructions were: 

Create a list of as many of the word of the day words that you can recall. Beneath the word try to use it in a sentence.

You have a limited time to write this, and you may not use your word list – go from memory.

Hand it in when done.

We have covered 16 words (not counting today). 

• 14+ correctly used in sentences is Extending.

• 12+ correctly used in sentences or listing all 16 is Proficient.

• 7+ correctly used in sentences or listing 12 or more is Developing.

• 6 or fewer correctly used in sentences or listing 8 or less is Emerging

• Less than 3 is Not Meeting Standards

Students had time to finish this in class.

Next Class: Grade 8 Retreat

Next, Next Class: Inferencing and annotating - "The Open Window"

Special Entry

Word of the Day quiz on Sept 29

Create a list of as many of the word of the day words that you can recall. Beneath the word try to use it in a sentence.

You have limited time to write this, and you may not use your word list – go from memory.

Hand it in when done.

We have covered 16 words (not counting Monday's word).

Extending: Using 14 or more in sentences

Proficient: Using 12 or more in sentences or listing 16

Developing: Using 7-11 in sentences or listing 11 or more.

Emerging: Listing 8 or fewer words or using 6 or fewer in sentences

Sept 26, Friday (17)

Reading and Working

Word of the day was preposterous.

Students started with silent reading, while a few had another shot at the sentence structure quiz. After a while students had time to hand in work on their paragraph and hand it, and get caught up on missing assignments as I had the work-completion list up on the screen. 

Next Class: Word of the Day quiz.

Sept 25, Thursday (16)

One thing - Unity

Word of the day was overt.

Students fell into some questions about art for the provocation today.

Today,s lesson was about one thing - Unity. I defined it in terms of paragraph writing and then students had a double sided worksheet to practice. Handout available in my classroom.

After we went over the answers students had time to work on their paragraphs from yesterday.

Next Class: Friday reading and working day

Sept 24, Wednesday (15)

Paragraph Beginnings

Word of the day was nuance.

Students "fired" off some questions for our provocation.

Students were then given the following instructions;

Paragraph Writing

Topic: Explain what type of person Andrew or Earl is from “What I want to be when I grow up”.

Remember:

• Use Pen

• No personal pronouns “I”, “me”, “we”, “us”

• Indent. Use Capitals at the start of sentences.

• Voice: Formal tone and language

• Topic Sentence: Have a strong topic sentence

• Unity: Everything relates back to your topic sentence

This is a first draft. First Drafts are never perfect, but they are more perfect than a blank page.

You have this whole class to complete your paragraph and do some re-writes. 

Paragraphs are due at End of Class on Friday

Next Class: Unity Lesson

Sept 22, Monday (13)

Stereotypes and Us continued

Word of the day was languish.

Students climbed to questionable heights for the provocation.

We completed our stereotypes lesson from last day. Students were able to connect to the characters in the story, and then to themselves and did a bit of writing around how they might have been stereotyped. This piece of writing may come back in to play later on in the course.

Next Class: Learning different paragraph types and planning a paragraph. 

Sept 17, Wednesday (11)

Character exploration

Word of the day was jurisdiction.

Students drove toward stronger questions. 

Today, students put their annotation skills and new-found character knowledge in to practice. Students read Martha Brook's short story "What I want to be when I grow up" and used their annotation skills to make as many notes about the characters as they could. This took up the remainder of class. They had a character details chart to complete as well. 

Next Class: Sentence Structure quiz and maybe some stereotypes.

Sept 15, Monday (9)

Annotation and Practice

Word of the day was hindrance.

We had a crash in our provocation discussion.

Students learned how to annotate and then had a chance to practice annotating by reading a short story titled "The King of Beasts". All handouts are available in class. 

Poems were due this class and annotations were for homework if not completed in class.

Next Class: Hand in annotations and learning about character

Sept 12, Friday (8)

Sentence Structure Quiz and Reading/Work Time

Word of the day was gaunt.

Students had their first attempt at the sentence structure quiz. A few students got perfect but most will need more attempts.

Students then had time to read silently and to quietly work on their poems, which are due on Monday the 15. 

Next Class: Annotation and practice

Sept 5, Fri (3)

Library Visit and Grammar Check

Word of the day was benign.

We learned that on Fridays we spend some time reading in class, so to help with that we went down to the library to check out some books. Once books were obtained we came back and read for a bit. 

After doing some silent reading, it was time to check grammar skills. I gave the students a grammar quiz and then we marked it. I did not collect it as I wanted to see what students knew and what they did not know. 

Then we had time to read a bit more and that brought us to the end of the class.

Next Class: We will learn some grammar and figure out how to do better on any upcoming grammar quizes. 

Sept 4, Thu(2)

First Words, Tours, and Provocation Starts

We started with the word of the day. Today it was adept. See the vocabulary page to get the meanings and usage. 

Next up was a quick web site tour to see where to find this sight, how to navigate it and what we will find there. I try to make it as helpful as possible so please use it. 

Then we moved onto Bloom's Taxonomy (we learned what a taxonomy was), and learned about the different levels of thinking. This lead to the first provocation. An image was shown, and students generated questions about the image. We then heard some of the questions and students got a chance to determine what level of thinking their question was. Good practice for our critical thinking. (Handouts available in class).

We then took a quick look at the learning intentions for this first third of the course and students self assessed where they are at the start in their understandings. They also had a chance to set some learning goals. These are due next class. 

Next Class:, Word of the Day, and Sentence Structures and Parts of speech, and Library Visit. 

Sept 3, Tue (1)

Opening Class. Welcome. There is a seating plan.

We went over the course outline and expectations. This should cover most questions about the course and offer some tips to help towards success. 

Next up was a survey designed for me to get to know you. The students were to write down their responses and then hand them in. The questions were as follows;

1. Name (what you are named as well as what you prefer to be called)

2. Birthday

3. A Favorite Fictional Character (can be literary, comic, cartoon, or film/tv)

4. Tell me something about you that you are proud of.

5. Tell me something about you that you think is important for me to know.

6. Favorite movie genres and music type

7. Tell me a hobby/interest/sport that you do

8. What is a personal highlight for the last 12 months?

Next Class: Word of the day begins, Blooms Taxonomy and Questions and Intentions