March 12: I read aloud from pp. 160-170 and discussed how Melinda is changing. Students made a basic organizer showing the ways she is changing. This will be useful after you finish reading the book.
March 8: Lit Circle #4 and time to read and begin next role sheet. There will be a quiz on March 14 on the 3 basic sentence errors. Blk. B should do Lessons 22 and 23 next. Block C should do Lessons 26 and 20 next (if you didn't already).
March 6: I read aloud from 141-148 and discussed.
I handed out a quotes/metaphors sheet to each student, and students had 20 min. left to read and complete the role sheet for the next lit circle. Sentence Structure: I gave corrections for Lessons 27 and 28, and assigned Lessons 26 and 20 to be done next.
March 2: I read aloud from Speak in both classes (to p. 136 in Blk. C and to p. 148 in Blk. B) and we discussed the last scene in Part 3. Blk. C were assigned Lesson 27/28 in the second sentence structure booklet.
Feb. 28: By now, both classes should have handed in their first sentence structure booklet. Today was Lit Circle #3.
Feb. 21: Lit Circle #2. Students handed in role sheets at the end of class. I also collected the "individual" and "group" thinking sheets that students worked on this class. The next Lit Circle is on Feb. 28. It will be based on pp. 79-119.
Note: Term 2 late work cutoff date is Feb. 15.
Feb. 15: In Blk. B students got their second sentence structure booklet. We did Lessons 27/28. and students had 20 minutes left to read Speak. Term 2 work was returned.
In Blk. C I taught a review lesson on the 3 basic types of errors, and students self-corrected the first review sheet in the booklet. Then students completed the second review sheet and handed it in.
Feb. 13: Students had their first lit circle discussion and chose their second role. There was plenty of time to read the novel. Students were reminded to hand in overdue sentence worksheets. Check MyEd grade book if you are not sure what work you owe.
Feb. 8: Students had time in class to read most of the pages between 26-46. Students know which groups they are in for the lit circles, and got the role sheets they need for the first lit circle meeting on Feb. 13. Students need to come prepared for the first meeting by having read to p. 46, and having done the first role sheet.
Feb. 2: Both classes have now read to p. 26 in Speak, the new novel. Students have been given 7 quotes that reveal something about Melinda's character. You will record some of these observations on a sheet next day and get information on what you'll do in Lit Circles. A sentence structure wksheet was due Jan. 31.
Jan. 25: After handing in the Learning Journey Assignment, students began a sentence structure
unit. We did a couple of practice exercises in the booklet I handed out. HW: Complete pg. 4 in the booklet (the one labelled "worksheet").
Jan. 18: Term 2 Marks are posted on MyEd.
Jan. 19: Students had all of class to work on the LJ. HW: Complete the rough draft of your quotes and explanations. Bring the drafts to class on Jan. 23, so you are ready to type the good copies in class on the 23rd. You will have the first part of class on Jan. 25 to complete the assignment.
Jan. 15/17: Students have begun the Learning Journey assignment. The final step is due Jan. 25, at the end of class.
Jan. 11: All class to do the open book quiz, and hand in your chart and notes. Come to flex today or Friday if you need extra time to complete the quiz.
Jan. 9: Students were instructed to do a prep step for the open book quiz on Thursday. Finish for hw if you did not complete in class.
Dec. 22: Students wrote a "winter story" in class. Although I am not assigning hw over the break, if you have not completed Ch. 45, and completed the chart up to that point, finish it over the Break. When we come back, you will have part of one class to finish reading, etc. Then you will need to begin the next step in the novel study.(there are only 18 pages left to read after Ch. 45)
Dec. 20: Students were given class time to read 36-45, and to continue adding pitstops and roadblocks to the chart. Finish for hw if you didn't finish in class.
Dec. 18: Students were given time to read Ch. 31 - 35 in class, and time to continue adding pitstops and roadblocks. HW: finish these chapters if you didn't in class.
Dec. 14: Students signed out copies of the novel. HW: read to the end of Ch. 30 and add to roadblocks and pitstops, using the long tracking sheet I gave you. I collected the 2pg booklet with rdblocks and pitstops at the end of class.
Dec. 12: In Blk. C I read aloud to the end of Ch. 23. Students were shown how to add roadblocks and pitstops to their sheets. The 2 page booklet will be collected at the end of next class. In Blk. B students are reading at their own pace, and received the next roadblock organizer.
Dec. 8: Blk. C has read to the end of Chapter 17 (p.96). Blk. B has read at their own pace; many are past Ch. 17. Students have been instructed to continue identifying roadblocks as well as pit stops on their sheets.
Dec. 4: Both classes have read as far as Chapter 10 in the We are all Made of Molecules novel. Students have been given two "roadblock" sheets to track the obstacles that stand in the way of Ashley's and Stewart's desires. We have tracked the roadblocks up to the end of Ch. 9
Blk. B: Synthesis due Nov. 24 and story due Nov. 28
Blk. C: Synthesis due Nov. 28; story due Nov. 28.
Note: My grade book is open for you to see your marks so far for Term 1.
Nov. 20: Students were told today that the good copy of the synthesis chart is due Nov. 24. Students were encouraged to show me their draft, and then class time was given to begin the personal essay or story part of the assignment. The story will be due Nov. 28.
Nov. 16: This is the third class students have spent on the first step of the inquiry, which is to create a chart. HW: complete a rough draft of the synthesis chart. Next week students will spend 3 class periods completing the second step, and will then have to do a good copy of both steps.
Catching Up (Nov. 6): If a student has not handed in one or more of the last 3 assignments (see Oct. 31
below),their name is listed on my whiteboard. Those students need to hand in the work asap, or attend flex in my room on Nov. 7, 8 or 9.
Nov. 8: Students began the first step of the inquiry: read texts related to the question you've created, and write down notes in your response log. HW: finish reading 2 texts, and note taking.
Nov.6: The instructions for the mini-inquiry were given and explained. Students needed to give me their inquiry question at the end of class.
Nov. 2: Hand in the work listed below. We began an intro to the Mini-Inquiry, which included a lesson on the history of women's rights, as well as listening to a sampling of songs about empowerment. At the end of class, students needed to write down (and hand in) one example of "What we need in order to become empowered."
Oct. 31: A catch-up day. Due next day (if you haven't already handed these in): 1. Good Copy of the composition. 2. The grid sheet 3. Response Log with entries on Bullying under Attack.
Oct. 27: I returned any remaining drafts of the 3-paragraph compositions and instructed students that they will get some class time to do the good copies next day. The good copy will be due Nov. 2. Today we did the next step of the reading assignment. Students are to complete a grid sheet for the 4 stories. They are to answer questions that they have copied down from a list I provided. Finish this task for hw if you didn't do it in class.
Oct. 25: Students were assigned a reading task: Read the first 4 stories in the Bullying under Attack booklet, and copy down 3 quotes from each story. Then explain why you chose the quotes, and also write down definitions of any vocab. you don't understand.The drafts of your 3-paragraph essays can be handed in next class.
Oct. 23: Both classes got instructions on how to write the introductory paragraph for the composition. Then students had the rest of class time to write a rough draft of the composition. Finish it for hw if you did not complete it and hand it in by the end of class.
Oct. 18: Blk. C got a lesson on how to go from a brainstorm to making the outline. The process for completing a Peel outline was also reviewed. Students had about 30 min. to complete the Peel, both sides. At the end of class, if students had completed at least half of the outline (for one body paragraph) I collected them so I can give you feedback by next class. If you kept the Peel outline because you had not put enough on it, you need to complete it for hw.
Blk. B went through the same process, but had less time to complete the Peel outline.
Oct. 16: Blk.C reviewed how to make a Peel outline and the writing process. Instructions were given for the composition on empowerment. Students had about 5-10 minutes to begin a brainstorming web. HW: Do a thorough brainstorm of your topic.
Blk. B= the same as C. Blk. B also got feedback on how they did their entry on Kath and Mouse.
Oct. 12: Discussion of the 3 big questions and how they apply to Kath and Mouse. Hand in your response log today so I can check your entry. Remember to hand in the permission form for "Go to work with parents" Day.
Oct. 10: I gave an introduction to the next part of the thematic unit on persecution. Students got a copy of "Kath and Mouse" and I read it aloud. HW: Answer the 3 big questions, as they apply to the story.
Oct. 4: Both classes need to complete the draft of their graphic organizer by next class.
REMINDER: On Oct. 4 you will be writing an in-class quiz on virtues and vices. It is open book, so make sure you have all your response log entries up to date and that you bring the log to class, along with the Sootface story and virtues chart. You will hand in the response log at the end of the class.
Oct. 2: Blk.B: After I clarified how to categorize and organize the virtues, students had 35 minutes to complete the graphic organizer. I explained about the open book quiz next day. Prepare by reading the Sootface story (bring next day!). Any time that is left over next day, use to complete the organizer.
Oct. 2: Blk. C: I read aloud the Sootface story and instructed students to underline places in the story where a character displays one of the virtues/vices. This is the prep for the open book quiz next day. Students were also shown how to categorize the 7 virtues as prep for making a graphic organizer.
Sept. 28: Both classes: we began the Virtues and Vices assignment. Complete for homework. Blk. B: I explained how to make a very rough draft of the graphic organizer for the Virtues and Vices. Do this step for hw.
Sept. 26: Students watched a presentation on reconciliation. HW: Entry 9: What I learned from today's presentation.
Sept. 22: Both classes were introduced to the 7 Virtues and 7 Vices, which will be part of the empowerment unit.
Blk. B: for hw, write down 3 of the virtues and use each one in a sentence.
Sept. 20:
Blk. B finished reading the "Cindy R" story and copied down notes on a brainstorm sheet to hold their thinking. Assignt: Answer the 3 questions on "CindyR" in your response log (this is Entry 6).
Blk. C had already read the story, so they had class time to take the notes and answer the 3 questions.
Sept. 18: Blk. B copied down a new chart showing sim/diffs between the French Cinderella and the first nations' versions. I read aloud most of the modern story, "The Transformations of Cindy R" (to p. 20). Will finish next day. HW: write down pt. form the differences you see so far between Cindy and Cinderella.
Blk. C: Same as B today except we got through the whole story. In class, students were asked to fill in the outer/inner circle for identity for Cindy. HW: same as Blk. B
Sept.14: Blk. B watched the Raven Tale version of Rough-Face and filled in the 3rd column of the chart from last class. I discussed the concept of the 2 circles: the inner circle represents who the 'real self' is and the outer one is how others see the person. Pony is an example. HW: read the Cinderella story (students each got their own copy.)
Sept. 14: Blk. C read the Cinderella story and wrote a short entry (#5) by choosing a quote and responding to it. We began a chart entry comparing the first nations' stories with the French Cinderella (will finish next day).
Sept. 12: Block B listened to Sootface, an Ojibway version of Rough-Face Girl, and we discussed it, and also reviewed the concepts of persecution and empowerment. Students began a comparison chart. HW: complete the first 2 columns of the chart.
Block C also had time to watch a dvd version of the folktale, and began a 3-column chart in class comparing the 3 versions. HW: complete the chart.
March 8: Lit Circle #4 and time to read and begin next role sheet. There will be a quiz on March 14 on the 3 basic sentence errors. Blk. B should do Lessons 22 and 23 next. Block C should do Lessons 26 and 20 next (if you didn't already).
March 6: I read aloud from 141-148 and discussed.
I handed out a quotes/metaphors sheet to each student, and students had 20 min. left to read and complete the role sheet for the next lit circle. Sentence Structure: I gave corrections for Lessons 27 and 28, and assigned Lessons 26 and 20 to be done next.
March 2: I read aloud from Speak in both classes (to p. 136 in Blk. C and to p. 148 in Blk. B) and we discussed the last scene in Part 3. Blk. C were assigned Lesson 27/28 in the second sentence structure booklet.
Feb. 28: By now, both classes should have handed in their first sentence structure booklet. Today was Lit Circle #3.
Feb. 21: Lit Circle #2. Students handed in role sheets at the end of class. I also collected the "individual" and "group" thinking sheets that students worked on this class. The next Lit Circle is on Feb. 28. It will be based on pp. 79-119.
Note: Term 2 late work cutoff date is Feb. 15.
Feb. 15: In Blk. B students got their second sentence structure booklet. We did Lessons 27/28. and students had 20 minutes left to read Speak. Term 2 work was returned.
In Blk. C I taught a review lesson on the 3 basic types of errors, and students self-corrected the first review sheet in the booklet. Then students completed the second review sheet and handed it in.
Feb. 13: Students had their first lit circle discussion and chose their second role. There was plenty of time to read the novel. Students were reminded to hand in overdue sentence worksheets. Check MyEd grade book if you are not sure what work you owe.
Feb. 8: Students had time in class to read most of the pages between 26-46. Students know which groups they are in for the lit circles, and got the role sheets they need for the first lit circle meeting on Feb. 13. Students need to come prepared for the first meeting by having read to p. 46, and having done the first role sheet.
Feb. 2: Both classes have now read to p. 26 in Speak, the new novel. Students have been given 7 quotes that reveal something about Melinda's character. You will record some of these observations on a sheet next day and get information on what you'll do in Lit Circles. A sentence structure wksheet was due Jan. 31.
Jan. 25: After handing in the Learning Journey Assignment, students began a sentence structure
unit. We did a couple of practice exercises in the booklet I handed out. HW: Complete pg. 4 in the booklet (the one labelled "worksheet").
Jan. 18: Term 2 Marks are posted on MyEd.
Jan. 19: Students had all of class to work on the LJ. HW: Complete the rough draft of your quotes and explanations. Bring the drafts to class on Jan. 23, so you are ready to type the good copies in class on the 23rd. You will have the first part of class on Jan. 25 to complete the assignment.
Jan. 15/17: Students have begun the Learning Journey assignment. The final step is due Jan. 25, at the end of class.
Jan. 11: All class to do the open book quiz, and hand in your chart and notes. Come to flex today or Friday if you need extra time to complete the quiz.
Jan. 9: Students were instructed to do a prep step for the open book quiz on Thursday. Finish for hw if you did not complete in class.
Dec. 22: Students wrote a "winter story" in class. Although I am not assigning hw over the break, if you have not completed Ch. 45, and completed the chart up to that point, finish it over the Break. When we come back, you will have part of one class to finish reading, etc. Then you will need to begin the next step in the novel study.(there are only 18 pages left to read after Ch. 45)
Dec. 20: Students were given class time to read 36-45, and to continue adding pitstops and roadblocks to the chart. Finish for hw if you didn't finish in class.
Dec. 18: Students were given time to read Ch. 31 - 35 in class, and time to continue adding pitstops and roadblocks. HW: finish these chapters if you didn't in class.
Dec. 14: Students signed out copies of the novel. HW: read to the end of Ch. 30 and add to roadblocks and pitstops, using the long tracking sheet I gave you. I collected the 2pg booklet with rdblocks and pitstops at the end of class.
Dec. 12: In Blk. C I read aloud to the end of Ch. 23. Students were shown how to add roadblocks and pitstops to their sheets. The 2 page booklet will be collected at the end of next class. In Blk. B students are reading at their own pace, and received the next roadblock organizer.
Dec. 8: Blk. C has read to the end of Chapter 17 (p.96). Blk. B has read at their own pace; many are past Ch. 17. Students have been instructed to continue identifying roadblocks as well as pit stops on their sheets.
Dec. 4: Both classes have read as far as Chapter 10 in the We are all Made of Molecules novel. Students have been given two "roadblock" sheets to track the obstacles that stand in the way of Ashley's and Stewart's desires. We have tracked the roadblocks up to the end of Ch. 9
Blk. B: Synthesis due Nov. 24 and story due Nov. 28
Blk. C: Synthesis due Nov. 28; story due Nov. 28.
Note: My grade book is open for you to see your marks so far for Term 1.
Nov. 20: Students were told today that the good copy of the synthesis chart is due Nov. 24. Students were encouraged to show me their draft, and then class time was given to begin the personal essay or story part of the assignment. The story will be due Nov. 28.
Nov. 16: This is the third class students have spent on the first step of the inquiry, which is to create a chart. HW: complete a rough draft of the synthesis chart. Next week students will spend 3 class periods completing the second step, and will then have to do a good copy of both steps.
Catching Up (Nov. 6): If a student has not handed in one or more of the last 3 assignments (see Oct. 31
below),their name is listed on my whiteboard. Those students need to hand in the work asap, or attend flex in my room on Nov. 7, 8 or 9.
Nov. 8: Students began the first step of the inquiry: read texts related to the question you've created, and write down notes in your response log. HW: finish reading 2 texts, and note taking.
Nov.6: The instructions for the mini-inquiry were given and explained. Students needed to give me their inquiry question at the end of class.
Nov. 2: Hand in the work listed below. We began an intro to the Mini-Inquiry, which included a lesson on the history of women's rights, as well as listening to a sampling of songs about empowerment. At the end of class, students needed to write down (and hand in) one example of "What we need in order to become empowered."
Oct. 31: A catch-up day. Due next day (if you haven't already handed these in): 1. Good Copy of the composition. 2. The grid sheet 3. Response Log with entries on Bullying under Attack.
Oct. 27: I returned any remaining drafts of the 3-paragraph compositions and instructed students that they will get some class time to do the good copies next day. The good copy will be due Nov. 2. Today we did the next step of the reading assignment. Students are to complete a grid sheet for the 4 stories. They are to answer questions that they have copied down from a list I provided. Finish this task for hw if you didn't do it in class.
Oct. 25: Students were assigned a reading task: Read the first 4 stories in the Bullying under Attack booklet, and copy down 3 quotes from each story. Then explain why you chose the quotes, and also write down definitions of any vocab. you don't understand.The drafts of your 3-paragraph essays can be handed in next class.
Oct. 23: Both classes got instructions on how to write the introductory paragraph for the composition. Then students had the rest of class time to write a rough draft of the composition. Finish it for hw if you did not complete it and hand it in by the end of class.
Oct. 18: Blk. C got a lesson on how to go from a brainstorm to making the outline. The process for completing a Peel outline was also reviewed. Students had about 30 min. to complete the Peel, both sides. At the end of class, if students had completed at least half of the outline (for one body paragraph) I collected them so I can give you feedback by next class. If you kept the Peel outline because you had not put enough on it, you need to complete it for hw.
Blk. B went through the same process, but had less time to complete the Peel outline.
Oct. 16: Blk.C reviewed how to make a Peel outline and the writing process. Instructions were given for the composition on empowerment. Students had about 5-10 minutes to begin a brainstorming web. HW: Do a thorough brainstorm of your topic.
Blk. B= the same as C. Blk. B also got feedback on how they did their entry on Kath and Mouse.
Oct. 12: Discussion of the 3 big questions and how they apply to Kath and Mouse. Hand in your response log today so I can check your entry. Remember to hand in the permission form for "Go to work with parents" Day.
Oct. 10: I gave an introduction to the next part of the thematic unit on persecution. Students got a copy of "Kath and Mouse" and I read it aloud. HW: Answer the 3 big questions, as they apply to the story.
Oct. 4: Both classes need to complete the draft of their graphic organizer by next class.
REMINDER: On Oct. 4 you will be writing an in-class quiz on virtues and vices. It is open book, so make sure you have all your response log entries up to date and that you bring the log to class, along with the Sootface story and virtues chart. You will hand in the response log at the end of the class.
Oct. 2: Blk.B: After I clarified how to categorize and organize the virtues, students had 35 minutes to complete the graphic organizer. I explained about the open book quiz next day. Prepare by reading the Sootface story (bring next day!). Any time that is left over next day, use to complete the organizer.
Oct. 2: Blk. C: I read aloud the Sootface story and instructed students to underline places in the story where a character displays one of the virtues/vices. This is the prep for the open book quiz next day. Students were also shown how to categorize the 7 virtues as prep for making a graphic organizer.
Sept. 28: Both classes: we began the Virtues and Vices assignment. Complete for homework. Blk. B: I explained how to make a very rough draft of the graphic organizer for the Virtues and Vices. Do this step for hw.
Sept. 26: Students watched a presentation on reconciliation. HW: Entry 9: What I learned from today's presentation.
Sept. 22: Both classes were introduced to the 7 Virtues and 7 Vices, which will be part of the empowerment unit.
Blk. B: for hw, write down 3 of the virtues and use each one in a sentence.
Sept. 20:
Blk. B finished reading the "Cindy R" story and copied down notes on a brainstorm sheet to hold their thinking. Assignt: Answer the 3 questions on "CindyR" in your response log (this is Entry 6).
Blk. C had already read the story, so they had class time to take the notes and answer the 3 questions.
Sept. 18: Blk. B copied down a new chart showing sim/diffs between the French Cinderella and the first nations' versions. I read aloud most of the modern story, "The Transformations of Cindy R" (to p. 20). Will finish next day. HW: write down pt. form the differences you see so far between Cindy and Cinderella.
Blk. C: Same as B today except we got through the whole story. In class, students were asked to fill in the outer/inner circle for identity for Cindy. HW: same as Blk. B
Sept.14: Blk. B watched the Raven Tale version of Rough-Face and filled in the 3rd column of the chart from last class. I discussed the concept of the 2 circles: the inner circle represents who the 'real self' is and the outer one is how others see the person. Pony is an example. HW: read the Cinderella story (students each got their own copy.)
Sept. 14: Blk. C read the Cinderella story and wrote a short entry (#5) by choosing a quote and responding to it. We began a chart entry comparing the first nations' stories with the French Cinderella (will finish next day).
Sept. 12: Block B listened to Sootface, an Ojibway version of Rough-Face Girl, and we discussed it, and also reviewed the concepts of persecution and empowerment. Students began a comparison chart. HW: complete the first 2 columns of the chart.
Block C also had time to watch a dvd version of the folktale, and began a 3-column chart in class comparing the 3 versions. HW: complete the chart.