Happy Holidays!

This week, students were asked to bring a draft of their point of view re-write.  If students completed this assignment on time, they were able to take part in a peer edit on Monday/Tuesday.  Final copies of these assignments are due on Wednesday/Thursday.

We began watching a movie in class, to review the elements of fiction.  As we are watching, students are recording examples of the various elements, and we will review these in the new year.  Students should be prepared for a quiz on these elements early in January.  Over the break, you might want to study these elements, so that they become familiar and comfortable for you.

I hope you all have a safe and restful break.  See you in 2013!

Point of View changes EVERYTHING!

I returned students' answers to "The Veldt" elements of fiction questions, and we reviewed them together.  The level of understanding held by most students tells me that we are almost ready for a quiz... be ready for one in the new year!

Then, students were given time to work on their point of view re-write.  Remember that your new character will see things differently, feel things differently and react to things differently.  Students were asked to bring a completed draft to class next week.  A student will edit your piece and then you will submit it to me to be marked.

POV Assignment

Students were assigned a writing piece - taking either the short story "A Television Drama" or a well-known fairy tale, and rewriting it from a new point of view.  I have asked that the story be written in first person, from a minor character's perspective.  Think about how this new character would view things.  Which events would be of importance to him/her?  Which emotions would he/she feel?  What biases would he/she hold?

A draft of the re-write will be due on Monday (block 3) or Tuesday (block 6).  A peer in the class will read and give feedback on your story, before you hand it in.

Point of View

We discussed the differences between Carolee's experience with the criminal and the news report of the experience.  At the center of this discussion was the idea that point of view really affects how a story is told.

I then read aloud The True Story of the Three Little Pigs, which is a retelling of the tale, from the wolf's perspective.  We discussed how the change in point of view affects how we understand the story.

Then, students were asked to select a fairy tale and practice re-writing it from a new perspective.  These were handed in at the end of class, and we will work with these next day.

"The Veldt" Comprehension and Extension

After reviewing all of the similes from the story, and talking about how these similes enrich the narrative, students were given a mock quiz on "The Veldt."  I asked questions that tested students' ability to understand and apply the elements of fiction, as well as a couple of questions to check comprehension of the story.

The extension assignment is to create an invention that would make life easier, more efficient and/or less expensive for society.  Your invention will be presented to the class next day, and we will vote for our favourite.

The Simile in "The Veldt"

We continued reading "The Veldt" today, noting Ray Bradbury's use of the simile throughout.  We listed examples from the story on the board, and talked about what made these similes effective at creating mood.

Students were asked to finish the story for homework, and to fill out the worksheet on figurative language with any other examples of similes found in the last part of the story.  Please bring this completed worksheet to class next day.

Elements of Fiction Review

Today's class was a final work block, to complete the character analysis assignment.  These are due tomorrow (block 3) and Monday (block 6).

Also, students were asked to complete the elements of fiction chart, working to apply the terms to the story, "The Father."  Block 3 should have this chart complete for Wednesday, and block 6 needs to have it done for Monday.

Character Analysis in "The Father"

Please finish the story and record your thoughts on the two characters in "The Father" for Wednesday/Thursday.

Your character analysis assignment (link at side) is due next week.

The Simpsons help us learn, I promise!

We spent the beginning of class talking about our speaker from last day, and we have decided to sign a thank you card for him.  Any students interested in writing a note for him should do so and give it to me by next Monday.

Students were then asked to assess their current knowledge and skill level with respect to the study of short stories.  We will review ourselves again part way through the unit, and then again at the conclusion of the unit.

We then watched an episode of "The Simpsons" with the goal of reviewing certain elements of fiction.  Students were divided into four groups, and each group was responsible for applying one element of fiction to the visual text.  Groups analyzed the following:

• protagonist (traits, round or flat, static or dynamic)
• antagonists (examples of these)
• conflicts (examples of both external and internal)
• theme (construction of a theme statement)

Groups shared their information so that everyone in the class had a record of all four elements.  

In-class paragraphs

Yesterday and today, students in English 9 wrote in-class paragraphs on the novel we just completed in class.  Students were asked to choose one topic from the list of six and were expected to write an organized, thoughtful, error-free paragraph response.

If you were away from class yesterday or today, please see me about when you can write.

Paragraph Prep!

Today was our final day to prepare for our guests, who will be arriving on Wednesday (Noam) and Thursday (Janos Benisz, Holocaust survivor).  Students are excited about the visitors, and have planned many thoughtful questions for them.

I also gave out the in-class paragraph writing date: block 3 will write on Monday November 5th, and block 6 will write on Tuesday November 6th.  The topics to consider, in preparation for your in-class expository paragraph, are as follows:

1. A topic/question about relationships in the book.
2. A topic/question about theme in the book.
3. A topic/question about characters in the book.
4. A topic/question about conflicts in the book.
5. A topic/question about connections between the book and your life/the world/other texts.

You will choose ONE topic to write on (the specific topics will be given to you on the day of your write), and you will be evaluated on your ideas and your writing.

Please see me if you have any questions about how to prepare for this in-class writing assignment.

What does it look like, smell like, feel like?

Because so many students had great questions about the Holocaust (block 3), and about gangs (block 6), we spent today's lesson looking at images which helped us understand more about what the world looked like and might have smelled like/felt like, during the time of our books.  These images help us get a better feel for what Bruno's life and DeShawn's life might have been like.

We then spent more time looking at the types of sentences available to us as writers.  We spent time writing the most awesome simple sentences we could... and some of them were pretty awesome.  On to compound and complex sentences next day!

Making Writing More Sophisticated

Today, we began class by finalizing our "What I Know/What I Wonder" charts.  These were submitted to Ms. Barsky.

Then, students worked through the rest of their elements of fiction package.  We discussed the round and flat characters, static and dynamic characters, symbols and themes present in the novels, now that we have finished the books.

Finally, we are going to spend some time thinking about how to make our writing more sophisticated.  One of the goals we are setting as a class is to write with more sentence variety.  We began a mini-lesson on sentences and sentence types today, and we will continue with this next day.

And in the end....

We spent the first part of today's class working to deepen the connections we made last class.  Students found their post-it notes from the board and set to trying to push themselves to make the connections more meaningful.  For example, we talked about how I could deepen this connection:

Pavel is a doctor but is not allowed to be a doctor now that he is a prisoner in Auschwitz.  I have a friend who was a pilot in Iran, but is not allowed to be a pilot in Vancouver.

If I begin to think, "So what?  Why does this connection matter?" then I will begin to deepen the connection.

I think it's an important connection because it helps me understand the reasons why people are judged and persecuted.  Pavel is not allowed to be a doctor because he is Jewish, and Jewish people are being treated inhumanely.  My friend is not allowed to be a pilot because he does not possess the proper qualifications in the eyes of the people who employ pilots in Canada.  In both cases, the men must feel like they are not able to live their lives the way they want to, like they are not able to do the thing they are good at, because someone else won't let them.  I bet this makes them angry, and frustrated, and upset.  Now this, is a deeper connection.  

I collected the students' deepened connections before the end of class.

Then, we finished the book.  What a surprising, and sad, ending!  We continued to record what we know and what we wonder about our book's topic.

At the conclusion of class, I handed back students' practice expository paragraph.  We will focus on improving the variety of sentences we use in our writing in a future class.

Making Meaningful Connections

We began with a mini-lesson on how to make deep, meaningful connections today.  Ms. Barsky used three pages from our book, and modeled how she makes connections while she reads.  Remember that when you think about how your book connects with your own life, the world around you and/or another text, you access pathways in your brain that help you to better understand what you are reading.  Making meaningful connections makes reading an easier process!

Students were asked to write down a connection on a post-it note as Ms. Barsky read another two chapters of the book.  These connections were posted on the white board as students left the classroom. 

Before students left for the day, Ms. Barsky also gave out "What I Know/What I Wonder" graphic organizers, so that students can begin to think about what they would like to know about the Holocaust (block 3) or local gangs (block 6).  Please start to think about what you are wondering, and record those questions on your page. 

Talking through the tough stuff....

We began class with small group discussion of some of the challenging sections from the past few chapters.  Thanks to our collective thinking, we have really begun to figure out some of the details!

Then, we read another chunk of the book.

Remember to submit your expository paragraph (that's the one about Bruno, or DeShawn), as these were due TODAY!

Block 3 has a very special guest coming on November 1st: a Holocaust survivor will join us to share his story.  Students have been asked to think about what they would like to ask our guest.

Block 6 has a very special guest coming on October 31st.  Students have been asked to think about what they would like to ask our guest about teens and local gangs.

Expository Paragraph - First Try!

We spent the first part of today's class discussing the components of successful topic and concluding sentences.  We agreed that it isn't enough to mention the topic to be discussed, but that we should also incorporate some sort of focus or direction for the paragraph.  We created sample topic and concluding sentences and added them to our outlines.

Then, Ms. Barsky read another chunk from the book.  Things are getting CRAZY GOOD!

Finally, students were asked to write an expository paragraph, using the outline as a guide.  This paragraph should be completed for the beginning of next class.

Writing about character

We read a short chunk of the book to start, and then set to our task of learning about expository paragraphs.

We began with an overview of the parts of an expository paragraph, followed by labeling a model paragraph.  We noted that each of the parts described on the overview was represented in the model.  Then, we began to fill out our own outline, using the information we had generated on our character last week.

Students were asked to come with a topic sentence completed for next class.

Personal Response to Reading

We began today's class with a review of the elements of fiction, as they apply in our novel.  We discussed that some of the elements will not become apparent until the end of the novel.  Students were given back their elements of fiction packages and told to keep them handy for when we reach the end of the novel; then we will be able to complete all sections.

Then, we read a short chunk of the novel, and students were asked to complete an assignment where they apply different reading strategies in response to what we have read.  The assignment was collected at the conclusion of class, and Ms. Barsky will evaluate them for accuracy and depth of thought.

Making Inferences About Character

We began class today by reviewing how to make inferences.  We had 4 lovely volunteers from our class act out four emotions, and as a class, we tried to guess what each person was feeling.  We talked about how an inference is made when we take what we already know of people and behaviour (background knowledge) and we add that to what we see in front of us (textual evidence).  Though we practiced this with actors and our observations of their behaviours, we also do this when we read, with respect to characters.

We then read the next chunk of the novel, and we set to work trying to make insightful, accurate inferences about our protagonist.  Students were asked to fill in a character web, with traits to describe the character, plus evidence that proves he possesses each trait.

If you have not yet handed in your elements of fiction package, please do so next class.

Responding to Quotations

We began today's class with two thoughtful quotations from our last section of reading.  Students discussed the significance of the quotations in small groups, and then we shared our thinking as a class.

Then, I read a new chunk aloud, and students were asked to fill out as many of the blank boxes in the elements of fiction template as they could, given what we have read so far.  Students pointed out that, at this point, examples of theme, or dynamic character, would not be known.  This is true!  However, there are many elements of fiction already evident in our novel.  We will discuss student responses next class.

Elements of Fiction

Today we reviewed the elements of fiction, filling out definitions for each one, as a class.

Then, we read the next chapter, and began to apply the elements of fiction to the book.  We will continue with this process next class.

If you were away, you can access a copy of the elements of fiction template at the side.

Reading Assessment

In class today and on Tuesday, all grade 9 students are completing a reading assessment.  The purpose of this assessment is to determine what the strengths and areas needing improvement are for the grade, so that teachers may begin to explicitly teach and work on the strategies needing attention in their subject area.

Reading assessments will be coded by all staff members in October and results will be shared with students and parents.  If you missed the assessment, please see Ms. Barsky to make it up.

Making mental pictures... is a good thing!

Today, we reviewed our best "fat" questions for Chapter Two, and we spent some time in small groups answering those questions, to the best of our ability.

Then, I read Chapters Three and Four aloud, and students kept track of what they were thinking, what they were wondering, and what they saw in their mind while they listened.  We talked about how making mental pictures is a great reading strategy to use, to help yourself make sense of what you are reading.  Just before the bell, students had time to talk to a partner about what they had recorded on their page of thinking.

Fat vs. Skinny Questions

We began class by debriefing Chapter One from last day, and table groups were asked to determine which were the three most significant events from that chapter.

Then, we conducted a short group activity to determine whether students understood the difference between a "fat" question (one that opens up and encourages discussion) and a "skinny" question (one that shuts down discussion.)  Students were asked to group a set of questions into those two categories, and we discussed together what made the questions fat or skinny.

Then, as I read Chapter Two aloud, students attempted to record their own "fat" questions.  We engaged in a talking activity, called GOSSIP, where students shared their own, and others', questions.  Students were asked to submit their best two fat questions to me.

The Boy in the Striped Pyjamas/If I Grow Up

On Thursday, we began reading a class novel, called The Boy in the Striped Pyjamas.  I asked students to use a "First Impressions" reader response record, as we read the first chapter together.  We talked about the many ways we can respond to what we read, as well as the many different reading strategies we use when we read, to make sense of what is going on. 

After I read the first chapter aloud, we discussed some of our observations (It's set in Germany!  Bruno's family seems to have a lot of money.  Bruno seems to have a typical brother/sister relationship with Gretel.)  We also shared some of our wonderings (What does Bruno's father do for work?  What is going on in the room that is Out Of Bounds At All Times With No Exceptions?) 

We will continue reading this novel together, and use it as a tool to learn many things: elements of fiction, for example, as well as gaining a better understanding of people's behaviour.

We began If I Grow Up in block 6, and did all of the same activities described above.  We noticed that there are many characters introduced in Chapter One, and we made a chart to get their relationships straight.  We wondered what the significance of the window stop is, and we thought maybe that Marcus would try to find out what really happened to Darnell.

Show me your story!

Today, students completed a narrative writing sample, so that I can see what you already know and are able to do with narrative writing.  Your piece will serve as a formative assessment tool for me, in that it will show me where your strengths are and which areas need more improvement.  Your writing sample will not be marked; however, I will provide you with some descriptive feedback, so that you know what you should continue doing and what you should consider changing/adding for next time.

Please remember to finish up and bring your "All About Me" assignments!

Welcome back!

Today, the class spent time reviewing the things they believe are important with respect to course and classroom expectations, and each table came up with "collaborative criteria" to guide our behaviour in the classroom.  These will become part of a constitution which will be posted on the wall.

Then, I distributed the course outline, which gives an overview of all that students can expect this year.

Finally, students were given time to work on their "About Me" assignments, and I have asked that those be handed in to me next week, on either Tuesday/Wednesday or Thursday/Monday.  Again, my intent is to learn more about your interests and hobbies.