English 9 Class Blog

June 21 & 22, Wednesday and Thursday (double blocks) Last Class

Students had a last bit of tidy up to do, and then they took a further look at the Heroes' journey and watched The Chronicles of Narnia: The Lion, The Witch, and The Wardrobe. Students also received their reflection packages to take home. 

This is the last post for this blog as I close it down for the summer. All the best, and be sure to read and write regularly. 

June 19 & 20, Monday and Tuesday (double blocks): Wrapping up

We used the extended time to complete the last of the grammar lessons, #23 - commonly confused words part 2. From there the students were given the chance to write an appreciation letter to someone in their life that they appreciate. Finally we engaged in a film study to see the heroes journey played out in the Neil Gaimen inspired Stardust. 

June 16, Speeches, Work Ethic, and Reading

Students completed their speeches and then fill out out the work ethic sheet for me and then had time to read or complete owed work.

Next Class: Last bits

June 14, Speeches and Time

We had more speeches. Students then had time to work on the reflection from yesterday. That reflection is due tomorrow at the end of class.

Next Class: Speeches, and our last Thinking Thursday.

June 13, Tuesday: Speeches, Grammar and Reflecting

We had some more speeches today. I do enjoy those speeches.  Then students were given grammar lesson #22, the second to last one. From there it was time for the writing reflection and the instructions were as follows;

In the beginning of the course you wrote (or were supposed to have written) a paragraph on a time you faced choice.

I have read these pieces, but I did not assess them, or mark them. I have instead held them.

I now hand them back to you to read. 

Your new task is to read it over and then in writing tell me how your writing has improved since early February when we wrote these. Be specific. If you find an error in a sentence, write down what it is, what type of error and how you would re-write or fix it. Look at topic sentences, P.E.E., transitions, grammar, voice, style, tone, or anything else. You can write this up with more of a journal/casual or conversational style and it does not need to be formal.

You should be able to find at least five ways that your writing has improved. This is due on Thursday at the end of class. 

If you do not have this piece of writing, you may choose an early piece of writing or you must go from memory (a harder task) as you are still expected to complete this reflection on writing. 

Next Class: Speeches and Work Time

June 12, Monday: One last Annotation

Students were given the poem "Portrait of Girl with Comic Book" by Phyllis McGinely and time to make sense of it then discuss what it was about. They handed this in.

June 9: Friday: Speeches and Reading

We started the speeches today. More will happen on Tuesday. The remainder of the block was for silent reading and quiet work.

June 8, Thursday - Thinking Thursday

We had a short class and engaged in thinking Thursday where I spoke of Memory Places and Method of Loci as a means to help memory. I gave a list of 10 items for kids to challenge their brain. Tomorrow, after the speeches I will see who remembered what.

Next Class: Speeches start. 

June 7, Wednesday: Essay Time - Finale

Students had the class (plus a bit of overtime) to finish off their essays. All essays were to be handed in at the end of class or they will not be marked. 

Next Class: Thinking Thursday and Grammar if time in the reduced class for Carnival. 

June 6, Tuesday: Essay Time

Students started writing their essays today. They will continue tomorrow. 

June 5, Monday: Essay Outline Preparation

Students were given some scaffolding to build thier essay outline. I handed out an outline sheet (available in class) and posted the following to help them fill it out and plan for the essay we will be writing tomorrow and the next day.

1. Do you think that society influences human behaviour?

(note this is a closed question)

2. What evidence do you have from class this semester or this year, that supports your answer?

3. How does this evidence support your answer?

(note this is an open question) Come up with 4 to 5 examples. Be detailed.

4. Think specific examples from the stories, and then extrapolate out to a general idea.

5. What are your three best, and best supported ideas?

6. Organize your proof of each point and be sure to have a quote or example.

7. Now think of a thesis statement that covers your three ideas and write it down.

8. Write down what order your points will go in and what proof and explanation you have.

This is your essay outline - bring it for next class!

Next Class: Writing the Essay

June 2, Friday: Reading and Working Time

Students had time to read silently and then to catch up or get work done. 

Side note, I challenged the students to make it a phone free Friday. 5 of the 58 Grade nines took me up on the challenge and successfully and happily went the day with out their phone. Well done. 

Next Class: Essay outlines and preparation. 

May 31, Wednesday: Working away at it all

Students had time to finish the work they started last class. They also had time to work on their passion presentation speech. 

Next Class: Thinking Thursday and a writers workshop

May 29, Monday: Read and Respond to "Call Me"

Students were given the short story "Call Me" and time to answer the five questions they were given for the story. If they finished early then they could work on their passion presentation. 

1.  What did you learn about each of the two characters and their relationship from their calls and messages? Write down your description of each character and explain their relationship.

2.  Is there a truth to the story’s portrayal of technologies impact on communication and human relationships? Explain. Think about texting, snapchat, Instagram, twitter, etc. and their effects on relationships and even just communication. Just because it is easier is it better?

3.  In one sentence or less, explain how you think technology influences our behaviour. 

4.  Is there irony in the story? What, where and how? Explain it. Write it down in paragraph, sentence or point form. 

5. Finally – write a theme statement for the story. Remember how to write theme. 

Next Class: Grammar Lesson #21, and and inferencing and story creation lesson.

May 26, Friday: Reading and Work Time

Being a Friday class, the first half of class was spent silently reading. The second half of class gave students time to work on their passion presentation or work on work that they owe me. 

Next Class: A read and respond

May 24, Wednesday: Sensationalism + P.E.E. = Paragraph (take that math!)

Students had the block to write a paragraph (I know, that is a lot of time). The instructions were as follows;

Assignment

• Write a persuasive paragraph, where you Discuss any topic that interests you. It could be a serious topic about world events, or a slightly silly topic about how watching certain movies or reading certain books could cause brain damage. 

• The important thing is you use sensationalism to get our attention and to keep it. Write about something you are passionate about and are interested it. 

• Use P.E.E. 

• Do not forget to sensationalize the Paragraph. 

When you are done – proofread it and make any corrections you need to. 

Then self-assess on a rubric, staple and hand in.

Next Class: Poetry Time - Fun with Five lines.

May 23, Tuesday: Grammar - The Apostrophe, and P.E.E.

We started with a grammar lesson. It was our 20th, and it was all about using an apostrophe. Next up we did a lesson about Point, Evidence, Explanation, or P.E.E. . The lesson is attached below, but not my explanations. 

Examine for structure. / Examine for grammar.

My brother is the laziest person ever. First, when he goes into the kitchen to get something to eat, you can bet you'll have a whole day's work to do when he gets out. He will fix himself a peanut butter and jelly sandwich, and, of course, leave out everything he used: peanut butter, jelly, bread, and the now stuck-to-the-counter knife. Second, my brother's car is his only source of going anywhere. He never walks anywhere. Even if one of his friends lives only three blocks away, he'll jump in his car and go. Another thing is definitely his awful room. You can tell he doesn't ever get off his lazy rear end to clean up. For example, his bed is never made. When he tries to make it look made, he just throws the covers over all the clothes and bike parts that are already on the bed. My mother puts his clean clothes on his dresser to be put away. But no way-those clothes will never see the inside of any drawer or closet. In conclusion, maybe he'll grow up someday. Hopefully he doesn't get mold on himself before then.

--Tammy V., middle school writer

Paragraph Example: POINT EVIDENCE EXPLANTION

My brother is the laziest person ever. First, when he goes into the kitchen to get something to eat, you can bet you'll have a whole day's work to do when he gets out. He will fix himself a peanut butter and jelly sandwich, and, of course, leave out everything he used: peanut butter, jelly, bread, and the now stuck-to-the-counter knife. Second, my brother's car is his only source of going anywhere. He never walks anywhere. Even if one of his friends lives only three blocks away, he'll jump in his car and go. Another thing is definitely his awful room. You can tell he doesn't ever get off his lazy rear end to clean up. For example, his bed is never made. When he tries to make it look made, he just throws the covers over all the clothes and bike parts that are already on the bed. My mother puts his clean clothes on his dresser to be put away. But no way-those clothes will never see the inside of any drawer or closet. In conclusion, maybe he'll grow up someday. Hopefully he doesn't get mold on himself before then. 

Your turn

Write a sentence wherein you make a point, then write a sentence with evidence, then explain your evidence in another sentence. Repeat for the next topic.

1.                      Dogs vs Cats

2.                      Minecraft

3.                      Your brain

4.                      English vs Math

5.                      Homework

Now examine a paragraph you have already written and see if you have P.E.E. in it.

Next Class: Sensationalism writing in a paragraph no less, it could change your life. 

May 16, Tuesday: Bias and Headlines

We started class with a homework check from last day. Then I attempted to get kids to talk about bias in the world around them. The same three kids spoke and participated, and others just sat. I am not sure if it is weather related, or if just so few kids care about the forces that influence them.

After our discussion, I took them through a simple exercise on how different angles, but on the same story, create different biased headlines. They then got time to practice on a work sheet. Plenty of time was given to complete the assignment in class.

Next Class: Grammar Lesson and a lesson on skepticism

May 15, Monday: Paragraph check in and then Bias defined.

We started class with exchanging the paragraphs written last Thursday, the mundane and then more exciting take on a daily activity paragraph. Students were able to comment on the writing, the content, the flow, the emotion, and/or the grammar. Hopefully in seeing some improved writing they too can improve their own writing. 

Next up was a lesson on what Bias is and understanding it. We used some old news articles to see very clear bias and then it was up to students to connect it to their own worlds and lives. They had the following homework: Write down how you think Bias impacts the media and the world. Be detailed in your thoughts. The writing can be in any form you wish. 

Next Class: Discussion of homework and a look at bias and headlines. 

May 12, Friday: Reading and Work Time

Being a Friday class, the first half of class was spent silently reading. The second half of class gave students time to work on their IRA #2 or work on work that they owe me. 

IRA #2 is due on Monday.

Next Class: A look at bias

May 11, Thursday: Writing with Power

We ran through a straight forward exercise around using connotation to help us write with more power. The instructions and the example are on the power point below. 

Next Class: Silent Reading, and Last chance to work on IRA#2 which is due on Monday May 15. 

May 10, Wednesday: Connotation and Denotation

We learned the difference between the two terms and then used car names as an exploration of the concept. 

Next Class: Writing with power and using connotation. 

May 5, Friday: Reading and Work Time

Being a Friday class, the first half of class was spent silently reading. The second half of class gave students time to work on their IRA #2 or work on work that they owe me. 

Next Class: New Seats, and we start a new idea of influence, and we look back at the story A Television Drama (maybe).

May 4, Thursday: Thinking and Reflecting

We started with A Thinking Thursday. This one was on what learning is. Hopefully students understand what learning is now.

Then, students had time to finish their reflection on learning that they started yesterday (see yesterday's entry for the instructions). 

Notice: I have input the missing assignments into MyED. If you see a zero by your name on an assignment then you have not handed it in. Please check them over.

Next Class: Reading Friday, and some work time for the Independent Reading Assignment

May 2, Tuesday: Annotation again

Students were given a fun short story, " A television drama" by Jane Rule and were given the task of annotation. We will circle back around to this story in the future. Students had the block to work on it. 

Next Class: Getting all caught up and reviewing the reviews. 

May 1, Monday: Review Writing

Students had the block to write their review for the film Clue. They also completed Grammar lesson #16 ( the first in the series about commas - fun stuff). 

Next Class: Annotations

April 27 and 28, Thursday and Friday: Clue

Students watched the film Clue and made some notes about it as well as completing a venn diagram.

Next Class: Write a review for the film

April 25 and 26, Tuesday and Wednesday: Grammar and Reviews

Block 3 - Tuesday April 25

Block 3 started with a presentation in the gym about not being a bystander and standing up against violence in all forms. A good lesson.

Students came back and completed grammar lesson #15 - Compound Adjectives, something that any high-school student should think about to improve thier writing. Then it was time to write a review about Agatha Christie's "The Mousetrap". (Review criteria attached below). Students had time to write. 

Block 4 - Wednesday April 26

Same as above but without the presentation.

Apr 21, Friday: Quiz, Reading Time, and IRA#2 Time

Students started with a quiz on poetry devices. Same quiz they wrote before in hopes that they will do better. That hope may be in vain - sigh. After the quiz they were to read silently. With a half hour left they had time to work on their IRA#2 pieces. 

Students struggled with both the quiet aspect and the work on things aspect. Poor performance today.

Next Class: (Tuesday Block 3, and Wednesday Block 4) Grammar Lesson #15 and Writing a review of the play.

Apr 20, Thursday: Reading the Play - we learn who.

Students read a portion of the play on their own, then as a class we finished reading the play. We learned who the killer was and that others were ... [no spoilers]. 

Next Class: A surprise quiz, Silent reading and work time for the IRA#2.

Apr 19, Wednesday: Reading the play

We spent the class reading the play and guessing at who committed murder. 

Next Class: We finish the play (hopefully).

Apr 18, Tuesday: Grammar and Play Reading

Grammar Quiz #14 - Good and Well, and Bad and Badly. Students learned (?) when to use each one. 

We continued with reading the play. The play is moving along to further up the rising action. 

Next Class: Reading more of the play.

Apr 17, Monday: Quiz, Secrecy, and The Play is afoot.

We started with a terms quiz on stage directions. It was very easy. Most were proficient, and some were extending. Those that were neither of those really need to start working harder to meet some very minimal standards. 

Next I spoke briefly about the play we are going to study and how it has been around and running continuously since 1952 until Covid in March of 2020. In started up again in May 2021 after 14 months not running. I had students swear to not reveal the ending of the play as they would if they had attended the theater. 

We then started reading the play, and students had a chance to read different roles.

Next Class: We will continue reading the play.

Apr 14, Friday: Reading Day

Students were given the 2nd Independent Reading Project. It is due on Monday May 15. (see below). Students had the time to read today. Part way through they were able to work on the IDA2 or other work they owe me. 

Next Class: A vow of secrecy, a surprise quiz on stage directions, and reading he play.

Apr 13, Thursday: Thinking Thursday, Language of the Stage

We looked at Vygotsky's theory and hopefully learned that struggle is good and we can always get smarter. 

Next up was learning some terminology about the theatre. Handouts are available in class. 

Next Class: Reading Friday. 

Apr 11, Tuesday: Language of Mystery and Solving Mysteries

We started with learning some more vocabulary. We learned the terms; means, opportunity, motive, deduction, clue, red herring, disquise, incriminate, exonerate, alibi, suspects, and evidence. All these terms will come into play as we explore our mysteries. 

From there we worked on solving a short mystery. The other was homework. 

Next Class: Homework check, grammar lesson, how to write a review.

Apr 6, Thursday: Writing exercise and Reading 

Students started with a writing exercise (some may have started it yesterday). They had 10 sentences that they had to change the verb to a different verb to hit a different emotion. Students had time to write and then potentially hear soem examples.

Students then had time to read silently (normally a Friday thing, but no Friday this week). 

Next Class: The Language of Mysteries and Reading mysteries. 

Apr 5, Wednesday: Grammar Lesson and Plot Work

We started with Grammar Lesson #12. After grammar time we moved on to completing the plot diagram for the Buffy Episode from last day. Students were to have it done and handed in by the end of class. For those that finished they were able to get a jump on a writing exercise that we will take up tomorrow. 

Next Class: Writing Exercise and then silent reading (so make sure you bring your book).

Apr 4, Tuesday: More Plot work

We started class with filling out the work ethic form (available in class). Remember that report cards are coming up, but marks are available on Myed already.

We then watched an episode of Buffy the Vampire Slayer titled "The Pack" and students were given the task of creating a plot diagram for the episode. They were to to label all of the parts of the story, as well as any additional plot related terminology that applies. The plot graph is due at the end of next class and there will be time to work on it in class. 

Next Class: Grammar lesson, and work time. 

March 31, Friday: Silent Reading and Work time

We started with some silent reading time. Then students could continue to read, or they could work on completing the assignments owed to me. 

Next Class: Plot Terms explored. 

March 30, Thursday: Grammar Lesson #11, and Work Time

Students had time to work on their "Flannan Isle" annotation, as well as answer three questions (see below). The work is do by the end of tomorrow. At the end of class students had grammar lesson #11 - Subject-Verb Agreements. 

Questions:

1. How does the poem create suspense?

2. What is the overall atmosphere of the poem?

3. Why would a poet write this? Why write it this way?

Next Class: Reading Time and some work time. (Maybe a new Independent Reading Project)

March 29, Wednesday: P.O.V. rewrites and "Flannan Isle" exploration

We started with twenty minutes to rewrite a journal entry from yesterday's story "Barney". In the rewriting of the entry a different perspective, or P.O.V. (Point of View)  you must use a different P.O.V. then the one used in the story. (You must know what P.O.V. the story is in and change it to a different one.) This piece of writing is due on Friday at the start of class.

We shifted gears after this. We looked at a fun poem named "Flannan Isle" by Wilfrid Wilson Gibson. I gave some history to the poem, then I read it and then students had to do the following with the poem;

Annotate and do the following;

• Define the words you do not know. 

• Indicate on the poem what poetic devices that you can find. 

• Highlight words or phrases that create atmosphere and label that atmosphere. 

• What is the poem about? Summarize stanzas or sections of stanzas in simpler words.

Students had time to work on this.

Next Class: Grammar lesson, Annotation continued, and questions answered.

March 28, Tuesday: Grammar, Intentions and "Barney"

We started with Grammar Lesson #10 - Vague Pronoun References. Students had a chance to learn from mistakes here.

Next up I went over our learning intentions for this unit. They are as follows.

By May 15 students ought to be able to;

• I can use annotation to discover theme and deeper meaning in stories. 

• I can use poetic/literary devices to advance my writing. 

• I can recognize mood, tone and plot aspects in writing like suspense and foreshadowing that create an intended effect in the reader. 

• I can begin to understand how and why story tellers/ writers manipulate their audience/readers. 

• I can recognize fundamental aspects of literature (point of view, plot, character, conflict, symbolism, etc.). 

Finally, we got into the short story "Barney" by Will Stanton. Students had time to read the story and then respond to some questions that we discussed.

Next Class: We will look at point of view a bit more with the story. 

March 27, Monday: Big Trouble

Students had a writing exercise to begin exploration of our new focus. The exercise is as follows;

 You are in trouble for something – big trouble. 

You need to explain your way out of the trouble, the stakes are high. If you can’t get out of trouble, life gets bad, real bad, limits of your imagination bad.

How do you explain your way out of it, or at least to reduce the trouble you could get into? How are you going to convince the recipient of your letter (a teacher, an employer, a coach, or a parent) that you should not be in trouble? You have the space of one page to write a letter explaining, or begging, or pleading, or demanding, or arguing, or convincing, or crying, or excusing yourself out of the worst trouble you can get in without out being arrested and shipped away to prison – though you may still be shipped away to boarding school.

Task: Write a letter where you appeal to the recipient of your letter why you should not be in trouble. Use every writing trick at your disposal to get out of trouble, short of offering a bribe – that will only make it worse.

Second Part

By now you have completed a piece of writing about trying to get out of big trouble. In that piece you were to manipulate the reader into feeling sorry for you. 

Now, we put your skills to the test.

Before you hand it in, two people need to have read your letter, and commented on it. They are to comment on how manipulative it is and any techniques, or tricks to make it even better. One person needs to be someone you know, and the other someone you do not know well or talk to often. Both people need to sign it at the bottom.

If both are people you know well, then you need to write me a letter persuading me to accept that you did not ask anyone you do not know for good reasons. Bad grammar is not persuasive.

Next Class: Grammar Lesson, Unit Intentions, Barney

March 09 / 10, Thursday/Friday (Double Blocks); Reflecting

Since we are starting to wrap up our unit on choice we reflected on what we have learned. The instructions were as follows;

Reflection on learning.

1. Ask yourself, what have you learned so far in English? Be detailed. The more specific, the stronger your learning. Not only that, but how have you felt about what you have learned. Have you been excited, or interested, or do you understand the importance of it, but you are bored by it? What are your thoughts on what you have learned? Be detailed.

Take as much space as you need. More is better in this case. 

You should have 5 things that you have learned.

2. Reflect on what you think about choice, and what you have learned about it. Again more is better. 

These reflections were due at the end of class. (If you were away on the day we did this, then you need to have this completed for the first day back (Monday the 27).

Enjoy your spring break - homework assigned was to read something and to go outside. 

March 08, Wednesday: Quiz, Grammar and Work

We started with the terms quiz. Students found that they still have lots to learn.

Next up was grammar lesson #9, all about Who, Whom, That, and Which. 

Finally it was time to finish off the work from last class and hand it in. If it is not in, it is late.

Next Class: Reflecting on choice and learning.

March 07, Tuesday: Read and Respond

Students read the poem "Myself" by Edgar Albert Guest. They then had to annotate the poem and make sense of it. There are some instructions on the back of the poem. Students had the block to work on it. It will be handed in tomorrow.

Hand out available in class. 

Next Class: Terms Quiz, Grammar Lesson #9, and Work Completion.

March 03, Friday: Reading and Working

Students had to hand in their Independent Reading Project #1 at the start of class. 

Students had the class to read quietly and to work on their mind maps. Mind Maps were due at the end of class. 

Next Class: Grammar Lesson #8 and Reviewing (hopefully) some terminology.

March 02, Thursday: Thinking Thursday and Work Time.

We started with Thinking Thursday #2 - a look at Fast Thinking and Slow Thinking (or why we are easily distracted, but should be tired after learning all day, and we can not multi-task at all.)

Students then had time to work. The Mind Maps are due at the end of class tomorrow, and the independent reading projects are due at the start of class. 

Next Class: Silent Reading and Work Time. 

*Work Due* tomorrow!

March 01, Wednesday: Mind Mapping Time

Students had the class to work on their mind maps. I also handed out the rubric I will be using to mark the mind maps.

Next Class: Thinking Thursday and work time. 

Feb 27, Monday: "A Mountain Journey" Read and Respond (More CPCPiT)

We started with a grammar lesson #7 - Shifts in Tense and Voice. Do not make these mistakes in your writing.

Next up, I gave out the second short story in our pairing, and that is Howard O'Hagen's "A Mountain Journey". Students were to read the story and make sense of it through annotation and using CPCPiT, then answer the four questions on the aback of the story. 

Suggested Homework tonight is to re-read "The Sea Devil" so it is more fresh in mind, and familar to you.

Next Class: We begin to examine the two stories together and start some mind mapping.

Feb 23, Thursday: "The Sea Devil" Read and Respond (introducing CPCPiT)

I introduced the idea of CPCPiT to students (see below). We used that to help annotate and therefore understand a short story given out in class. That story is "The Sea Devil" by Arthur Gordon. Students were to read the story and make sense of it through annotation and using CPCPiT, then answer these four questions through your annotations and on the story;

1. Decide what is the foreshadowing of danger in the story’s opening section?

2. What is the climax of the story? What makes this moment the most suspenseful one and a turning point in the fortunes of the man?

3. One of the conflicts in the story is between the civilized and the primitive. What is the purpose of the reference to the plane, the causeway (Seawall – page 36), and the man’s home?

4. Make a list of images from the story (highlight in the story) that you think would be dramatically effective in a video version.

This information will help in an upcoming class for when we start to compare big ideas.

Next Class: Grammar Lesson #7 and another story.

CPCPiT:

Character: Who is the protagonist? Round or Flat? Static or Dynamic? What is he or she like? Is he or she sympathetic? Do you want the character to be successful or to fail?

 Plot: What is the progression of events? What is the rising action, and the climax? What is the dénouement? Is there flashbacks or foreshadowing? Are there any other plot features that change how you perceive the story? (Cliff-hangers or unresolved endings) This means you must pay attention to setting and therefore atmosphere too.

 Conflict: What is the conflict – think both general type (person vs …) and the specific case in the story? How is it resolved? How does the resolution of conflict affect the protagonist? Is it a satisfying resolution or unsatisfying?

 Point of View: What is the point of view of the story? Why that point of view? What impact does it have on the story? What difference does it make over other points of view?

 imagery: What images are present within the story? What story do the images tell? How do they add to the story?

 Theme: Based on the issues, and how the author presents the story, the protagonist and the resolution of the story – what is the theme of the story? Express it as a single sentence and try to avoid cliché.

Feb 22, Wednesday: Core Competencies, and Drawing Conclusions

I went over the core competencies information for the chat on March 3. Students had not had this information earlier as I was away.

Next up students were give the poem "On the Way to School" by Ron Sedor. They were tasked to draw the poem, or at least draw their understanding of the poem. This was handed in. 

Next Class: Read and Respond to a story (focus on imagery as well as other aspects)

Feb 21, Tuesday: Writers Workshop

We started with grammar lesson #6 - active and passive voice. 

From there we went on to A Writers workshop lesson on Sentence Structure and then added attitude to sentences. We will go over that sheet tomorrow. (All handouts available in class).

Next Class: Core Competence Chat information for March 3, and Drawing Conclusions from a poem.

Feb 17, Friday: Reading Day

Students had the block to read silently and then work on their independent reading project. 

Next Class: Grammar lesson and Writers Workshop

Feb 16, Thursday: Thinking Thursday, Grammar #5, and work time

We started with a little piece I like to do so often about how your brainworks, or how learning works. Today's thinking Thursday was on Bloom's Taxonomy and how we orgainze knowledge. I ran through a power point in class. 

Next up was Grammar Lesson #5 on Faulty Parallellism. Students worked through the sheet.

Finally, students had time to complete the character analysis from yesterday. These are due in class tomorrow. If they were done they could read.

Next Class: Reading day, remember, you need to have a book as there will be no leaving class to get a book. Come prepared.

Feb 14, Tuesday: Terrible Love Poetry and Good Paragraph Writing

Students were given a chance to write and share some terrible love poems in order to celebrate the Hallmark, Floral Industry, and Chocolate Company day of purchasing. 

Next Up was a chance to write a paragraph for me.  The instructions were as follows;

Answer the following question in a well written paragraph:

Using Evidence from the story to support your opinion, explain why Ambroise makes any one of the choices that he makes in the story. (yes- just focus on one choice).

Reminder that a formal paragraph had the following qualities:

• • Does not use "I"

• • Is in pen

• • Uses proper punctuation and capitalization

• • Is indented

• • Needs a topic sentence

• • Repeatedly uses P.E.E. (Point, Evidence, Explanation)

• • Needs a conclusion sentence

• • Is not in conversational language - like you know, totes whatev!

I will be giving more formal feedback on this piece, but it is not yet a formal assessment piece - remember though, throw nothing out because we may come back and revisit it all. 

All paragraphs should have been handed in at the end of class. 

Next Class: A look at Character Terminology and another short story.

Feb 13, Monday: Grammar #4 and Read and Respond

I have returned. 

We started with some fun with misplaced modifiers as we tackled grammar lesson #4 (available in class).

Next up was our read and respond.

Students were given the short story “The Whale” (available in class).

They had the following instructions;

Read and Respond – “The Whale”

1. Read the short story (Suggestion; Annotate as you read.)

2. Makes sense of what you read (Continue with your annotations – and read them over).

3. Complete the assigned task –

Plan and prepare to write a paragraph. Find your proof, and come up with your point.

Answer the following question in a well written paragraph:

Using Evidence from the story to support your opinion, explain why Ambroise makes any one of the choices that he makes in the story. (yes- just focus on one choice).

Next Class: We write that paragraph after a flirting with some terrible love poetry.

Feb 10, Friday: Reading Day

How it should go.

This class is a reading class. Students have time to read thier silent reading book. Half way through class they can start working quietly on their independent reading assignment. 

I should be seeing everyone on Monday. Enjoy your weekend. 

Feb 08, Wednesday: Annotation and "Ambush"

How it should go. 

Students were given the annotation sheet. This is an important skill. Students need to know how to do this. Then they were given the short story titled "ambush" and asked to annotate it and answer the questions.

To get the best out of annotation, they should choose three skills from the list on the handout they were given, choose one they are not good at, one they are okay at, and one they are good at, and focus on those three, though they can certainly add others on as well. First time annotating it is a case of more is better. Try your best.

Next class you will look at point of view.