2018:
Feb. 19-22: We have begun a new unit. I have shown the movie Hearts in Atlantis. We will use it as a springboard for a writing assignment. Please watch it if you have been absent. It is available on youtube.
Jan. 25 - Feb. 19/20: Students are completing the 3 steps of the theme organizer and writing a theme essay on the novel. Essays are due Feb.19/20 and are an important part of Term 2 marks.
Jan. 18: Blk. H: "micro" examples in Ch. 36, 37. We listened from near the end of Ch. 38 to partway through Ch. 40. HW: Read to end of Ch. 41.
Jan. 17: Blk. D did the reading quiz. We listened to the end of Ch. 36, and discussed the idea of complicity, and what Ben has done for Todd and why he feels guilty.HW: read to the end of Ch. 38.
Jan. 16: Blk. H were shown the micro/macro way, and did the reading quiz. HW: read to the end of Ch. 38.
Jan. 15: I showed students a "micro" way to read vs. the "macro" way, and we listened to Ch. 31 and 32. HW: Read Ch. 33, 34, and 35. (reading quiz next day)
Jan. 12: Blk. H read Ch. 31-33 in class. Read Ch. 34 - 36 (p. 393) for hw.
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Jan. 11: Both classes have now listened to Ch. 26-29, and have been assigned to read to the end of Ch. 30 on their own. The Shakespeare definition of good and evil has been taught, as another way to interpret the actions of the characters. Bookmarks: I have assigned a specific quote from Ch. 25 and 26. Students should find and add their own references (one per chapter) for Ch. 27-30.
Note: Response Logs will be collected before Xmas break, so I can check your Entries 1-8.
Dec. 22: Block D had time to write Entry 8 and hand in their notebook (see instructions below).
Dec. 21: Both classes have now listened to the end of Part 4 (Ch. 25). Blk. H has been assigned Entry 8, and wrote it in class today (if this was not enough time, complete the entry by tomorrow and hand in your log tomorrow). Entry 8 is about conflict. Identify and describe one of the 5 types on conflict in the novel (see handout) or, explain how a character's DWF is related to a conflict.
Dec. 14: Blk. D listened to Ch. 22 and did bookmark quotes for Ch. 21/22. Entry 7 was assigned: Identify and describe the 2 characters' DWF.
Dec. 13: Blk H listened to 20 and part of 21. Finish 21 for hw. I gave out idea bookmarks and we started it with one quote from Ch. 20 about innocence.
Dec. 12: Blk. D wrote down a timeline for the first 3 parts of the novel and I explained it. We listened to Ch. 20 and part of 21 (finish reading 21 for hw).
Dec. 11: Blk. H got the Part 3 organizer and wrote down a timeline for Pts. 1-3 of the novel. We listened to Ch. 20 and part of 21. Finish reading 21 for hw.
Dec. 8: Blk. D listened to Ch. 18 and 19 today. A third organizer was handed out. Students need to categorize the quotes. Complete Entry 6 for hw if you haven't done so in class today.
Dec. 7: Blk. H needs to read to the end of Ch. 17 by next class, and complete Entry 5, a free write response in which you can discuss a character and his relationships, or discuss one of the topics/ideas introduced earlier.
Dec. 4: Block D listened to Ch. 11 and 12 and wrote Entry 4, a free-write response on a topic of your choice. A graphic organizer was handed out for Part 2. HW: Read Ch. 13 and fill in the spaces on the graphic organizer.
Dec. 1: Blk. H had time to compose Entry 3, using quotes to support statements about Todd's character. Read Ch. 10 and 11 before next class.
Nov. 24: Blk. D: We discussed the kinds of questions you should have generated for Entry 2 and I explained about the Garden of Eden refs in Ch. 2/3. We listened to all of Ch. 3 and a bit into Ch. 4 (p. 41). Read Ch. 4 and 5 for hw. We will begin with Ch. 6 next day.
Nov. 23: Blk. H listened to audio from p. 14 to the end of Ch. 2. I handed out a map of Prentisstown and we wrote a list of 'facts' about this fictional world. HW assigned: Entry 2 is to generate a list of 10 questions based on the chapters we've read (can include Ch. 3 if you need to). Also, read Ch. 3 and 4 for hw.
Nov. 22: Blk. D listened/read to the end of Ch. 2. We briefly discussed the reading. Students wrote an Entry 2 in their logs: list 10 questions about the world of Prentisstown. E.g.: Why does Todd believe he is still only 12 years old? Handout: a map of the region Todd describes.HW: Read to the end of Ch. 3.
Overdue work must be handed in by Nov. 17 if you want me to mark it.
Nov. 9: Both classes have received an example of how to write an intro paragraph. Next week you will have two classes in which to compose the draft and get some input from me. The good copy of the essay is due Nov. 20/21, along with handing in all the planning steps.
Nov. 1/2: Students in both classes have now received 2 outlines to complete. The first outline needs to be shown to me before you proceed further. By the beginning of next week (Nov. 6/7) you need to be completing the second outline in class.
Oct. 27/30: Both classes continued reading, taking notes, filling in the grid sheet, all in search of the 3 texts you will use to support your thesis. I have now provided additional resources if you want to use these instead of the stories in the Coming of Age text. Next day you will get the materials you need to begin the outline. Reminder: Hand in your response to the Lion movie if you have not yet done so. Also, once I return the thematic organizer, you will not be able to hand yours in!
Oct. 16-19: Both classes watched most of the second movie, Lion. A response was assigned (you may hand it in on Oct. 23/24 or wait till you've seen the last scene). I collected both the thematic organizer and the response log this week. Your completion of these assignments will form part of the interim comments I write for the first interim report.
Oct. 12/13: Debriefed and discussed thematic aspects of the movie. Time to work on theme organizer. I have a template for you. Theme org. is due next class.
Oct. 10/11: Classes watched Land of Mind. A response is required (see handout).
Oct. 5: Blk. H was introduced to the Land of Mine movie. I worked through the process of coming up with theme statements and how to complete the theme organizer. HW: by next Friday, Oct. 13, have at least 2 themes figured out. You will have class time to work on it that day.
Oct. 4: Blk. D had about 35 min to work on the theme organizer after I clarified it. I introduced the movie you will watch next class. We will return to the organizer on Oct. 12 and you will have some time to complete it. Before next Thursday (Oct. 12) figure out 2 of the 3 theme statements.
Oct. 3: Blk. H. needed help with completing the paragraph outline. I returned the first essay and handed out a "How to Write an Essay" booklet. Use it as a reference. We watched and briefly discussed 2 videos ("Sunscreen" and "Youth"). Did not have time to begin the theme organizer, but will next class.
You can hand in your paragraph outline next day.
Sept. 29: Blk. H: A reading from Richard Wagamese to honour Orange Shirt Day. We read and discussed "Seize the Day." HW: Organize the points from "Making Peace with Change" into a paragraph outline (use the 2 handouts I gave you).
Sept. 28 Block D: Lesson on how to identify and organize main ideas in texts. Practiced making a paragraph outline based on "Making Peace with Change." HW: Read "Seize the Day." We will discuss next day.
Both classes: HW for Sept. 28/29: read and annotate 2 readings in your thematic booklet: "Making Peace with Change" and "Free to wear sunscreen."
Sept. 19/21: Blk. H continued to plan their essay; will have one more planning session on Sept. 25 and write the essay on Wed. the 27th.
Sept. 18: Blk. D continued reading and responding to the 3 stories. The next 2 classes will be planning classes and the essay will be written in class on Sept. 26.
Sept. 15: Block H was very similar to Blk. D yesterday. Students also had time to read "The Man in the Caskett." A rubric was handed out for the first essay you will write.
Sept. 14: Block D: 1. I discussed the connections among the first 3 readings, and how the parent's role is similar in the last two. 2. Students had time to annotate the 3rd reading. 3. Handout on the next step: 3 aspects of the youth topic. 4. Students had time to read "Eleven" and to begin responding to the stories in Entry 4: Responses to short stories.
Sept. 13: Block H: Same as Blk. D yesterday. We had time to read the next essay together. For HW, annotate the essay we read in class.
Sept. 12: Block D: I explained how the scaffold for "Happy's Sad Story..." should have been completed. We discussed the possible ways you could have written about "what is the essay about" and what is the difference between critical and creative thinking. I began showing how we will establish connections between the readings. For HW: Read the next essay on the list and write an entry explaining how you think it's similar to "Happy's Sad Story..."
Feb. 19-22: We have begun a new unit. I have shown the movie Hearts in Atlantis. We will use it as a springboard for a writing assignment. Please watch it if you have been absent. It is available on youtube.
Jan. 25 - Feb. 19/20: Students are completing the 3 steps of the theme organizer and writing a theme essay on the novel. Essays are due Feb.19/20 and are an important part of Term 2 marks.
Jan. 18: Blk. H: "micro" examples in Ch. 36, 37. We listened from near the end of Ch. 38 to partway through Ch. 40. HW: Read to end of Ch. 41.
Jan. 17: Blk. D did the reading quiz. We listened to the end of Ch. 36, and discussed the idea of complicity, and what Ben has done for Todd and why he feels guilty.HW: read to the end of Ch. 38.
Jan. 16: Blk. H were shown the micro/macro way, and did the reading quiz. HW: read to the end of Ch. 38.
Jan. 15: I showed students a "micro" way to read vs. the "macro" way, and we listened to Ch. 31 and 32. HW: Read Ch. 33, 34, and 35. (reading quiz next day)
Jan. 12: Blk. H read Ch. 31-33 in class. Read Ch. 34 - 36 (p. 393) for hw.
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Jan. 11: Both classes have now listened to Ch. 26-29, and have been assigned to read to the end of Ch. 30 on their own. The Shakespeare definition of good and evil has been taught, as another way to interpret the actions of the characters. Bookmarks: I have assigned a specific quote from Ch. 25 and 26. Students should find and add their own references (one per chapter) for Ch. 27-30.
Note: Response Logs will be collected before Xmas break, so I can check your Entries 1-8.
Dec. 22: Block D had time to write Entry 8 and hand in their notebook (see instructions below).
Dec. 21: Both classes have now listened to the end of Part 4 (Ch. 25). Blk. H has been assigned Entry 8, and wrote it in class today (if this was not enough time, complete the entry by tomorrow and hand in your log tomorrow). Entry 8 is about conflict. Identify and describe one of the 5 types on conflict in the novel (see handout) or, explain how a character's DWF is related to a conflict.
Dec. 14: Blk. D listened to Ch. 22 and did bookmark quotes for Ch. 21/22. Entry 7 was assigned: Identify and describe the 2 characters' DWF.
Dec. 13: Blk H listened to 20 and part of 21. Finish 21 for hw. I gave out idea bookmarks and we started it with one quote from Ch. 20 about innocence.
Dec. 12: Blk. D wrote down a timeline for the first 3 parts of the novel and I explained it. We listened to Ch. 20 and part of 21 (finish reading 21 for hw).
Dec. 11: Blk. H got the Part 3 organizer and wrote down a timeline for Pts. 1-3 of the novel. We listened to Ch. 20 and part of 21. Finish reading 21 for hw.
Dec. 8: Blk. D listened to Ch. 18 and 19 today. A third organizer was handed out. Students need to categorize the quotes. Complete Entry 6 for hw if you haven't done so in class today.
Dec. 7: Blk. H needs to read to the end of Ch. 17 by next class, and complete Entry 5, a free write response in which you can discuss a character and his relationships, or discuss one of the topics/ideas introduced earlier.
Dec. 4: Block D listened to Ch. 11 and 12 and wrote Entry 4, a free-write response on a topic of your choice. A graphic organizer was handed out for Part 2. HW: Read Ch. 13 and fill in the spaces on the graphic organizer.
Dec. 1: Blk. H had time to compose Entry 3, using quotes to support statements about Todd's character. Read Ch. 10 and 11 before next class.
Nov. 24: Blk. D: We discussed the kinds of questions you should have generated for Entry 2 and I explained about the Garden of Eden refs in Ch. 2/3. We listened to all of Ch. 3 and a bit into Ch. 4 (p. 41). Read Ch. 4 and 5 for hw. We will begin with Ch. 6 next day.
Nov. 23: Blk. H listened to audio from p. 14 to the end of Ch. 2. I handed out a map of Prentisstown and we wrote a list of 'facts' about this fictional world. HW assigned: Entry 2 is to generate a list of 10 questions based on the chapters we've read (can include Ch. 3 if you need to). Also, read Ch. 3 and 4 for hw.
Nov. 22: Blk. D listened/read to the end of Ch. 2. We briefly discussed the reading. Students wrote an Entry 2 in their logs: list 10 questions about the world of Prentisstown. E.g.: Why does Todd believe he is still only 12 years old? Handout: a map of the region Todd describes.HW: Read to the end of Ch. 3.
Overdue work must be handed in by Nov. 17 if you want me to mark it.
Nov. 9: Both classes have received an example of how to write an intro paragraph. Next week you will have two classes in which to compose the draft and get some input from me. The good copy of the essay is due Nov. 20/21, along with handing in all the planning steps.
Nov. 1/2: Students in both classes have now received 2 outlines to complete. The first outline needs to be shown to me before you proceed further. By the beginning of next week (Nov. 6/7) you need to be completing the second outline in class.
Oct. 27/30: Both classes continued reading, taking notes, filling in the grid sheet, all in search of the 3 texts you will use to support your thesis. I have now provided additional resources if you want to use these instead of the stories in the Coming of Age text. Next day you will get the materials you need to begin the outline. Reminder: Hand in your response to the Lion movie if you have not yet done so. Also, once I return the thematic organizer, you will not be able to hand yours in!
Oct. 16-19: Both classes watched most of the second movie, Lion. A response was assigned (you may hand it in on Oct. 23/24 or wait till you've seen the last scene). I collected both the thematic organizer and the response log this week. Your completion of these assignments will form part of the interim comments I write for the first interim report.
Oct. 12/13: Debriefed and discussed thematic aspects of the movie. Time to work on theme organizer. I have a template for you. Theme org. is due next class.
Oct. 10/11: Classes watched Land of Mind. A response is required (see handout).
Oct. 5: Blk. H was introduced to the Land of Mine movie. I worked through the process of coming up with theme statements and how to complete the theme organizer. HW: by next Friday, Oct. 13, have at least 2 themes figured out. You will have class time to work on it that day.
Oct. 4: Blk. D had about 35 min to work on the theme organizer after I clarified it. I introduced the movie you will watch next class. We will return to the organizer on Oct. 12 and you will have some time to complete it. Before next Thursday (Oct. 12) figure out 2 of the 3 theme statements.
Oct. 3: Blk. H. needed help with completing the paragraph outline. I returned the first essay and handed out a "How to Write an Essay" booklet. Use it as a reference. We watched and briefly discussed 2 videos ("Sunscreen" and "Youth"). Did not have time to begin the theme organizer, but will next class.
You can hand in your paragraph outline next day.
Sept. 29: Blk. H: A reading from Richard Wagamese to honour Orange Shirt Day. We read and discussed "Seize the Day." HW: Organize the points from "Making Peace with Change" into a paragraph outline (use the 2 handouts I gave you).
Sept. 28 Block D: Lesson on how to identify and organize main ideas in texts. Practiced making a paragraph outline based on "Making Peace with Change." HW: Read "Seize the Day." We will discuss next day.
Both classes: HW for Sept. 28/29: read and annotate 2 readings in your thematic booklet: "Making Peace with Change" and "Free to wear sunscreen."
Sept. 19/21: Blk. H continued to plan their essay; will have one more planning session on Sept. 25 and write the essay on Wed. the 27th.
Sept. 18: Blk. D continued reading and responding to the 3 stories. The next 2 classes will be planning classes and the essay will be written in class on Sept. 26.
Sept. 15: Block H was very similar to Blk. D yesterday. Students also had time to read "The Man in the Caskett." A rubric was handed out for the first essay you will write.
Sept. 14: Block D: 1. I discussed the connections among the first 3 readings, and how the parent's role is similar in the last two. 2. Students had time to annotate the 3rd reading. 3. Handout on the next step: 3 aspects of the youth topic. 4. Students had time to read "Eleven" and to begin responding to the stories in Entry 4: Responses to short stories.
Sept. 13: Block H: Same as Blk. D yesterday. We had time to read the next essay together. For HW, annotate the essay we read in class.
Sept. 12: Block D: I explained how the scaffold for "Happy's Sad Story..." should have been completed. We discussed the possible ways you could have written about "what is the essay about" and what is the difference between critical and creative thinking. I began showing how we will establish connections between the readings. For HW: Read the next essay on the list and write an entry explaining how you think it's similar to "Happy's Sad Story..."