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.