ENGLISH 10
Tuesday, January 10
Students were expected to finish writing the compare and contrast essay today in class or complete it at home tonight. It is due at the beginning of tomorrow's class, so please have it ready. We did not get to the exam review today, so we will spend the majority of tomorrow's class doing that! |
Monday, January 9
Today we went to the computer to work on the compare and contrast essay. Most students worked productively.
A first draft of the essay is due along with the outline at the beginning of Wednesday's class.
Some time will be spent working on the essay in the lab tomorrow but we will also begin reviewing for the final exam.
Today we went to the computer to work on the compare and contrast essay. Most students worked productively.
A first draft of the essay is due along with the outline at the beginning of Wednesday's class.
Some time will be spent working on the essay in the lab tomorrow but we will also begin reviewing for the final exam.
Friday, January 6
Today we began preparing to write the compare and contrast essay. I returned the charts that were handed in for marking yesterday. I also gave a number of handouts with information including the structure of the essay, the method we will use (point-by-point method), lists of transition words to use to connect ideas, and blank essay outlines along with a completed outline on another topic as an exemplar. We spent a lot of time in class discussing the structure and the point-by-point method as students had many questions. We spent the second half of the class in the computer lab doing some research for the essay as well as completing the essay outline.
The first draft of the Romeo and Juliet compare and contrast essay is due on Wednesday, January 11.
Today we began preparing to write the compare and contrast essay. I returned the charts that were handed in for marking yesterday. I also gave a number of handouts with information including the structure of the essay, the method we will use (point-by-point method), lists of transition words to use to connect ideas, and blank essay outlines along with a completed outline on another topic as an exemplar. We spent a lot of time in class discussing the structure and the point-by-point method as students had many questions. We spent the second half of the class in the computer lab doing some research for the essay as well as completing the essay outline.
The first draft of the Romeo and Juliet compare and contrast essay is due on Wednesday, January 11.
Thursday, January 5
We finished the film and students spent some time discussing the similarities and differences between the two film versions of Romeo and Juliet and then they completed their compare and contrast charts. The charts were due at the end of the class and they will be marked for completion and attention to detail. Students will be able to revise their charts next week. |
Wednesday, January 4
We started the class with an informative and engaging lesson by Mr. Soujah, our principal. He discussed the importance of the first nine minutes of Baz Luhrmann's film Romeo and Juliet. We learned many of the techniques that were used to engage a youthful audience including those used to engage specifically, males. We will finish viewing the film tomorrow and begin work on the essay. |
Tuesday, January 3
Today we began viewing Baz Luhrmann's 1997 film version of Romeo and Juliet. Students were given a graphic organizer to record the similarities and differences between this film and Zeffirelli's classic version. Click file above to download compare and contrast chart. After we view this film students will write a compare and contrast essay. |
Welcome back! I hope you had a fun and relaxing holiday. It's back to work and only 11 more classes until exams begin!
Thursday, December 15
Today students worked on the Acts IV and V questions and I introduced the Translating 50 Lines of Shakespeare assignment that students will finish and present to the class in the new year. Also, in the new year, we will view another version of Romeo and Juliet by director Baz Luhrmann and students will compare and contrast the two films. Due Friday: Acts IV and V questions |
Tuesday, December 13
Students read Act V and viewed to the end of the film. Afterwards, they worked on questions for Acts IV and V. This assignment should be handed in before the end of the week.
Students read Act V and viewed to the end of the film. Afterwards, they worked on questions for Acts IV and V. This assignment should be handed in before the end of the week.
Monday, December 12
Students read Act IV and then viewed the film from mid-Act III to the end of Act IV.
Reminder: The Act III assignment from last Thursday is due tomorrow and your Dear Abby assignment should already be handed in.
Students read Act IV and then viewed the film from mid-Act III to the end of Act IV.
Reminder: The Act III assignment from last Thursday is due tomorrow and your Dear Abby assignment should already be handed in.
Thursday, December 8
Today we read Act III scenes iii and iv in the graphic novel and scene v in the original text. Students then worked on Act III questions and went to the computer lab to type up the Dear Abby advice column. We also had a lockdown drill at the beginning of the class.
QUIZ TOMORROW ON ACTS I AND II.
Today we read Act III scenes iii and iv in the graphic novel and scene v in the original text. Students then worked on Act III questions and went to the computer lab to type up the Dear Abby advice column. We also had a lockdown drill at the beginning of the class.
QUIZ TOMORROW ON ACTS I AND II.
Wednesday, December 7
We watched Zeffirelli's film version of Romeo and Juliet from the end of Act I to Act III scene ii. Students were called down to sign up for an Experiential Day activity. Experiential Day is next Wednesday. Reminder: The Dear Abby/advice column is due by the end of tomorrow's class. |
Monday, December 5
Today we reviewed Act I scenes ii and iii from last Friday. We then read scene iv in the graphic novel with modern text, and scene v in the original text. Students who volunteered to read a part in the original text will receive extra marks towards the oral component of the course. Afterwards, students worked on the Act I scenes iv and v questions. Finally, we viewed Zefferelli's version of the rest of Act I. Tomorrow time will be given time to work on the advice column. The Act I questions need to be answered and handed in by the end of tomorrow's class. The advice column is due at the end of Thursday's class. Students are also reminded to hand in the prologue assignment from last Thursday. |
Friday, December 2
Today students read Act I Scenes ii and iii in graphic novel modern English. They answered the questions in their booklets for these scenes and then did revision work or completed overdue assignments.
TODAY IS THE CUT-OFF FOR HANDING IN THE SKATING PART ASSIGNMENT AND THE VENN DIAGRAM COMPARING THE TWO POEMS.
Today students read Act I Scenes ii and iii in graphic novel modern English. They answered the questions in their booklets for these scenes and then did revision work or completed overdue assignments.
TODAY IS THE CUT-OFF FOR HANDING IN THE SKATING PART ASSIGNMENT AND THE VENN DIAGRAM COMPARING THE TWO POEMS.
Thursday, December 1
Today we viewed two versions of the prologue for Romeo and Juliet and students compared and contrasted them. We also read Act I Scene i and then watched the film version. Students worked on character webs for the Capulets and Montagues and answered questions about the prologue and Act I Scene i. Thank you to the students who read the scene! |
Wednesday, November 30
This morning I was invigilating the grade 12 LPI test, so there was a sub. Students went to the computer lab to complete the Globe Theatre virtual tour assignment which was due at the end of the class. Afterwards, students did revision work on previous assignments or worked on imcomplete assignments that are now past due. The cut off date for The Skating Party questions and the Venn diagram comparing the two poems is this Friday, December 2. I will not accept these assignments after this date. |
Tuesday, November 29
We started our Romeo and Juliet unit today. Students did a not-for-marks quiz to see what they knew about Shakespeare and Shakespearean Theatre. We read and discussed the prologue of Romeo and Juliet and then we went to the computer lab to view a virtual tour of the Globe Theatre. See handout tab for virtual tour assignment and prologue note. |
Monday, November 28
Students revised letter essay #1, worked on MIA's, wrote the sentence combining quiz if they missed it, and participated in a lit. circle discussion for Good Bye Buffalo Bay.
Students revised letter essay #1, worked on MIA's, wrote the sentence combining quiz if they missed it, and participated in a lit. circle discussion for Good Bye Buffalo Bay.
Tuesday, November 22 - Thursday, November 24
On Tuesday, the new unit on Rebellion began with a cahoot that Mrs Mahoney created. Most students participated in an interesting discussion on the teenage years. Afterwards we read and compared two poems using a Venn diagram. Students continued working on this assignment on Wednesday and it was due at the end of that class. We also held the final lit. circle discussions for To Kill a Mockingbird and Incarceron. On Thursday, I was away at a meeting and Mr. Byblow was our sub. He read the story The Skating Party to the class and students answered the comprehension questions. See handouts tab for assignments. Students need to return all novels to me by next Tuesday. Some class time will be given on Monday and Tuesday for revision work on Letter Essays #1 and 2. |
Monday, November 21
Due to the number of absent students, the final lit. circle discussions will be held tomorrow. Only three students were on time for class! The students who were late stayed a few minutes after class, but if tardiness continues to be an issue, a lunch time or office detention will be given as a consequence. Today's class was spent doing catch-up work. Students who were absent last Friday wrote the quiz on sentence types and sentence combining. Some students have still not finished reading their novels. We started the reading the novels on October 24, so students have had almost a month to read a book! I am not impressed. Also, some students have not handed in Letter Essay #2 which was due last Thursday. Get it done as soon as possible please. We are starting a new unit tomorrow.
Due to the number of absent students, the final lit. circle discussions will be held tomorrow. Only three students were on time for class! The students who were late stayed a few minutes after class, but if tardiness continues to be an issue, a lunch time or office detention will be given as a consequence. Today's class was spent doing catch-up work. Students who were absent last Friday wrote the quiz on sentence types and sentence combining. Some students have still not finished reading their novels. We started the reading the novels on October 24, so students have had almost a month to read a book! I am not impressed. Also, some students have not handed in Letter Essay #2 which was due last Thursday. Get it done as soon as possible please. We are starting a new unit tomorrow.
Monday, November 14 - Friday, November 18
On Monday I gave a lesson on sentence types: simple, compound, complex, and compound-complex. I showed a short video, gave a note and we did a worksheet on sentence types. My hope is students will incorporate more of a variety of sentence types in their writing. We will have a quiz on sentence types on Thursday. I also introduced Letter Essay #2 and students will be given time in class to work on a first draft and submit it on Thursday.
On Monday, we planned to hold a Lit. circle discussion for To Kill a Mockingbird, but many students in that group were absent, so it was postponed. Many students were away on Tuesday on a field trip, so Lit. circles for all three novels will be held on Wednesday.
On Monday I gave a lesson on sentence types: simple, compound, complex, and compound-complex. I showed a short video, gave a note and we did a worksheet on sentence types. My hope is students will incorporate more of a variety of sentence types in their writing. We will have a quiz on sentence types on Thursday. I also introduced Letter Essay #2 and students will be given time in class to work on a first draft and submit it on Thursday.
On Monday, we planned to hold a Lit. circle discussion for To Kill a Mockingbird, but many students in that group were absent, so it was postponed. Many students were away on Tuesday on a field trip, so Lit. circles for all three novels will be held on Wednesday.
Monday, November 7 - Thursday, November 10
I returned assignments that were handed in last week. Students are encouraged to revise their work and re-submit it for a higher mark. This can be done over the next month and even over the Christmas holidays. This week students continued to read their novels in class. Some students are not very far along. Remember, you should be reading your novel outside of class time. Students began working on Letter Essay #1. A sample essay was provided and discussed in class, so students know what is expected. Also, a rubric was provided and discussed, so students know how they will be evaluated. Letter Essay #1 is due on Thursday. Students are strongly encouraged to finish reading their novels over the weekend!
I returned assignments that were handed in last week. Students are encouraged to revise their work and re-submit it for a higher mark. This can be done over the next month and even over the Christmas holidays. This week students continued to read their novels in class. Some students are not very far along. Remember, you should be reading your novel outside of class time. Students began working on Letter Essay #1. A sample essay was provided and discussed in class, so students know what is expected. Also, a rubric was provided and discussed, so students know how they will be evaluated. Letter Essay #1 is due on Thursday. Students are strongly encouraged to finish reading their novels over the weekend!
Monday, October 31 - Friday, November 4
On Monday, we read a piece of Flash fiction called "Zombie March" and I modelled how do prepare for a lit. circle discussion using examples from the piece. Students received their Lit. Circle Logs and were given time in class on Monday and Tuesday to prepare for the upcoming lit. circle discussions. Wednesday through Friday we held lit. circle discussions, continued to read our novels, and finished up the children's books. Many students scrambled to get their children's books in by the due date. We started this project on October 11th!
TERM ONE ENDS ON FRIDAY, SO ALL REVISION WORK AND CHILDREN'S BOOKS MUST BE SUBMITTED BY MIDNIGHT ON FRIDAY, NOVEMBER 4 IN ORDER TO BE COUNTED TOWARDS YOUR TERM ONE MARK.
On Monday, we read a piece of Flash fiction called "Zombie March" and I modelled how do prepare for a lit. circle discussion using examples from the piece. Students received their Lit. Circle Logs and were given time in class on Monday and Tuesday to prepare for the upcoming lit. circle discussions. Wednesday through Friday we held lit. circle discussions, continued to read our novels, and finished up the children's books. Many students scrambled to get their children's books in by the due date. We started this project on October 11th!
TERM ONE ENDS ON FRIDAY, SO ALL REVISION WORK AND CHILDREN'S BOOKS MUST BE SUBMITTED BY MIDNIGHT ON FRIDAY, NOVEMBER 4 IN ORDER TO BE COUNTED TOWARDS YOUR TERM ONE MARK.
Monday, October 24 - Friday, October 28
We began our novel study. Students spent Monday and Tuesday's class reading their novels. Wednesday through Friday, we spent half of the class reading novels and the other half doing revision work in the computer lab or working on illustrations for the children's book.
We began our novel study. Students spent Monday and Tuesday's class reading their novels. Wednesday through Friday, we spent half of the class reading novels and the other half doing revision work in the computer lab or working on illustrations for the children's book.
Monday, October 17 - Thursday, October 20
Students did their 15 minutes of reading at the beginning of each class. They spent time in the computer lab creating the good copy of their children's book. Remember to have me proofread the book before you print it and add illustrations. Some students worked on revising assignments in order to achieve a higher mark.
Students did their 15 minutes of reading at the beginning of each class. They spent time in the computer lab creating the good copy of their children's book. Remember to have me proofread the book before you print it and add illustrations. Some students worked on revising assignments in order to achieve a higher mark.
Friday, October 14
Students read for 15 minutes and recorded the number of pages in their reading log. I collected the reading logs for assessment but it appears not all students are keeping theirs up to date. Some students still have missing assignments. Please get them done asap! Most students spent the class working productively to complete the planning and rough draft of their children's book. However, only half the class had this work completed by the end of class. Finish it for homework and hand it in on Monday please.
Students read for 15 minutes and recorded the number of pages in their reading log. I collected the reading logs for assessment but it appears not all students are keeping theirs up to date. Some students still have missing assignments. Please get them done asap! Most students spent the class working productively to complete the planning and rough draft of their children's book. However, only half the class had this work completed by the end of class. Finish it for homework and hand it in on Monday please.
Wednesday, October 12
Students read their books and then continued the work on their children's books. Some students have completed the character sketches and plot diagram and are now working on creating a storyboard for each page of the book. Students should have all the planning completed by Friday and be prepared to begin assembling the actual book on Monday. |
Tuesday, October 11
Welcome back! Students read their books for 15 minutes and then I introduced the summative assessment assignment for the fiction unit. I gave a handout on the steps to creating a children's book and students either went to the computer lab to create character sketches and plot diagrams for their story or worked on these things in the classroom with pen and paper. A few students still had essays or childhood paragraphs/poems to complete. Remember to use the assignment checklist to keep track of your progress. |
Friday, October 7
I was marking the Grade 8 and 9 School-Wide Writes today so a sub was in. Students went to the computer lab to revise their book review and work on incomplete assignments.
I was marking the Grade 8 and 9 School-Wide Writes today so a sub was in. Students went to the computer lab to revise their book review and work on incomplete assignments.
Thursday, October 6
Today students read their books and we continued to work on the rough draft of the book review. Some students were ready to have their work peer-edited using the checklist. Many went to the lab to make revisions or work on incomplete assignments. A couple students even started brainstorming ideas for the creation of their children's book! |
Monday, October 3 - Wednesday, October 5
Students read at the beginning of each class for 15 minutes. We began the sticky note activity. Working in pairs or individually, students chose a children's book and made sticky notes on role of the illustrations. I emphasized the importance of explaining how the illustrations: add details of the setting, show character traits and relationships, contribute to plot development, add irony, use stereotypes, establish the mood, show conflict, etc. Students then began writing a review of the children's book. In preparation, we read three sample book reviews and discussed their strengths and weaknesses. I gave a peer-editing checklist to help guide students' writing.
Students read at the beginning of each class for 15 minutes. We began the sticky note activity. Working in pairs or individually, students chose a children's book and made sticky notes on role of the illustrations. I emphasized the importance of explaining how the illustrations: add details of the setting, show character traits and relationships, contribute to plot development, add irony, use stereotypes, establish the mood, show conflict, etc. Students then began writing a review of the children's book. In preparation, we read three sample book reviews and discussed their strengths and weaknesses. I gave a peer-editing checklist to help guide students' writing.
Monday, September 26 - Wednesday, September 28
Each day students read for 15 minutes and reading the number of pages in their reading log. On Monday we reviewed the fiction terms in the literary terms booklet. Students began working on a character type chart including: dynamic, static, round, static, flat, stock and character foil. Students viewed a PowerPoint on plot and conflict. They then worked in small groups to complete a conflict chart and plot diagram for The Lion King. Afterwards, they worked in the same groups to write a theme statement for The Lion King and provided three pieces of evidence from the movie that supported the theme. We added a new term to the literary terms booklet - illustration. We read "This Essay has No Pictures" and highlighted and discussed five important facts. We brainstormed various purposes of illustrations and then I showed a PowerPoint on the role of illustrations in children's books using the book The Way Back Home as an example. Some students had time to look through the children's books and chose the one they will use to demonstrate their knowledge of the role of illustrations in children's books. |
Friday, September 23
Students read for 15 minutes and were reminded that they need to be keeping track of the pages read and the different genres, etc. as per the reading list. Students posted their theme statements for the Lion King and we discussed them. Afterwards, we categorized the literary devices according to: author intent, sound, and style and then put the literary devices posters they created on the back wall in those categories. We did a Kahoot to review for the quiz. Students wrote the quiz with a partner or solo and were able to use the posters. I threw in a wild card and they were able to use their literary terms booklets for the last ten minutes. I was impressed with the teamwork; no parasites were allowed, but that was not even an issue with this group. What a lovely group of students! Have a great weekend.
Students read for 15 minutes and were reminded that they need to be keeping track of the pages read and the different genres, etc. as per the reading list. Students posted their theme statements for the Lion King and we discussed them. Afterwards, we categorized the literary devices according to: author intent, sound, and style and then put the literary devices posters they created on the back wall in those categories. We did a Kahoot to review for the quiz. Students wrote the quiz with a partner or solo and were able to use the posters. I threw in a wild card and they were able to use their literary terms booklets for the last ten minutes. I was impressed with the teamwork; no parasites were allowed, but that was not even an issue with this group. What a lovely group of students! Have a great weekend.
Thursday, September 22
We read for 15 minutes and then reviewed the audience chart we created on the board yesterday. I gave each student a similar chart and we viewed the two clips from the Lion King (see below). Students looked for the elements in the clips and wrote them in the chart. Afterwards, students worked in groups or individually to find and write theme sentences for the the Lion King. Students will share these tomorrow.
We read for 15 minutes and then reviewed the audience chart we created on the board yesterday. I gave each student a similar chart and we viewed the two clips from the Lion King (see below). Students looked for the elements in the clips and wrote them in the chart. Afterwards, students worked in groups or individually to find and write theme sentences for the the Lion King. Students will share these tomorrow.
Wednesday, September 21
Students read for 15 minutes and then I showed a Prezi on themes in the story "Thus I Refute Beelzy". We discussed the definition of theme and I gave a handout on steps for finding and writing a theme sentence/statement. Next, we viewed the video posted below and students worked in groups of 2 or 3 to write a theme statement for one of the fairy tales. We posted these on the wall. Afterwards, we discussed audience and students classified certain elements of film into the audience categories of: children, adults or both. We ended the class with a quick Kahoot to review literary terms. |
Tuesday, September 20
We had a fire drill and then read for 15 minutes. I gave a note on sonnets and we discussed what they are and the different types. We read the sonnet "The Cave" and students determined the rhyme scheme, form and organization. See the handouts tab if you were absent. The last twenty minutes of class were spent working on the imagination poem or paragraph. |
Monday, September 19
We read and then went to the computer lab to finish the rough draft of the essay and some students completed their imagination poems or paragraphs. I gave a note on essay hooks and attention-getters as I noticed many students are missing hooks in their introductory paragraphs. I only have a hard copy of this note, so see me if you were absent. Students will peer-edit their essays tomorrow. |
Friday, September 15
Students read as usual and then I went over the rubric for group activities in preparation for the small group discussions. We then listened to Vincent Price tell the story "Thus I Refute Beelzy" and students were put into groups to discuss the four questions. Most students were prepared with some notes, but the most important part of this exercise is to actually express your ideas aloud with the group. Don't be shy. Afterwards, the groups presented their ideas informally and the discussion that occurred here was excellent. Students had some insightful ideas and I was impressed! |
Thursday, September 14
Today we read and recorded the pages in the reading log. Next, we went to the computer lab to work on the rough draft of the Review Assignment from Monday. Some students still do not have the graphic organizer completed. Please get it done. You will have half an hour in the computer lab tomorrow to work on your rough draft. Rough drafts were supposed to be completed by the end of class, but many students seem to be struggling with this assignment. Completing the essay outline before you begin writing the essay is highly recommended. We also read the short story, "Thus I Refute Beelzy". Students will be put into groups tomorrow and discuss the four questions. |
Tuesday, September 13
Students read silently as usual and recorded the pages in the reading log. The literary devices posters made by the students were hung around the room and students viewed each one, making sure to add at least the key word or, better yet, an example as well to their terms booklet. Students then assessed their poster using a rubric. Afterwards, we completed pages 7 and 8 of the ISN. We focussed on alliteration, allusion, imagery, and metaphor. Students read the poem "Key of the Kingdom" and highlighted examples of these devices as well as three adjectives. See handouts tab for a copy of this assignment. |
Monday, September 12
We read for 15 minutes and then we set up the first 6 pages of the ISN. If you were absent, you will have to ask to see a classmate's ISN for this information. Afterwards, I introduced the Review Assignment. Students chose a topic and should have completed a graphic organizer. We will work on the essay outline on Thursday. See handouts tab for copies of this assignment.
We read for 15 minutes and then we set up the first 6 pages of the ISN. If you were absent, you will have to ask to see a classmate's ISN for this information. Afterwards, I introduced the Review Assignment. Students chose a topic and should have completed a graphic organizer. We will work on the essay outline on Thursday. See handouts tab for copies of this assignment.
Friday, September 9
We read for 15 minutes and then students did an activity to determine the criteria for assessing the literary device poster. We discussed the 4-point scale and what criteria needed to be met for each level. Afterwards, students went to the computer lab to finish their posters. Please note: these posters need to be saved on one of my USB sticks in PDF format so I can print them in colour. Posters are due today.
We read for 15 minutes and then students did an activity to determine the criteria for assessing the literary device poster. We discussed the 4-point scale and what criteria needed to be met for each level. Afterwards, students went to the computer lab to finish their posters. Please note: these posters need to be saved on one of my USB sticks in PDF format so I can print them in colour. Posters are due today.
Thursday, September 8
Students read for 15 minutes and recorded the pages in their reading logs. We then went to the computer lab to work on the literary term assignment. Many students made much progress and were well into creating their visual.
Students read for 15 minutes and recorded the pages in their reading logs. We then went to the computer lab to work on the literary term assignment. Many students made much progress and were well into creating their visual.
Wednesday, September 7
We read for 15 minutes and recorded the number of pages in our reading logs. Students were given a Grade 10 Literary Terms and Devices booklet. This contains important information and we will refer to it often, so put it in the English 9 reading section of your binder. Each student chose a literary device from the booklet and started research in order to complete a graphic organizer. The graphic organizer will then be used to create a poster/visual to be shared with the class. Also, I shared sample posters and we discussed what makes an effective poster/visual. We will co-create an assessment rubric and continue working on this assignment tomorrow. |
Tuesday, September 6
Students signed out reading material from the library and read for 15 minutes. Afterwards, they were given a Reading Log where they recorded the number of pages read. The Reading Activity Chart from last week should be completed by now with 10 entries and, if it is not, I encourage you to finish it in the library at lunch and hand it in before the end of the week. We played a Kahoot to review literary terms and I made note of the difficult terms. |
Friday, September 2
We began class with an activity to assist students in creating quality comments for their reading list entries. We discussed how students can use the Language of Literature including elements, such as: plot, character, conflict, vocabulary, and illustrations in their entries. Afterwards, students continued yesterday's reading activity and were expected to have completed at least ten entries by the end of class. If you were absent, you can work on this over the weekend, but I am expecting students to be ready to sign-out reading material from the library on Tuesday. See the handouts tab for the Reading Activity assignment. |
Thursday, September 1
We went over the instructions for the Reading List Activity and I explained how to record entries on the chart. We discussed what a quality entry looks like and then we were off to the library for the activity. Ms Estabrook explained how the books are set up in the new library and then students spent the rest of the class working on the activity. I was impressed with how diligently the students worked. We will continue this activity tomorrow.
We went over the instructions for the Reading List Activity and I explained how to record entries on the chart. We discussed what a quality entry looks like and then we were off to the library for the activity. Ms Estabrook explained how the books are set up in the new library and then students spent the rest of the class working on the activity. I was impressed with how diligently the students worked. We will continue this activity tomorrow.
Wednesday, August 31
The Reading List Activity was introduced. Students were given a handout with a checklist of criteria to guide them in choosing a variety of texts to read during silent reading. We will begin this activity in class tomorrow. Students had a lot of questions about this list and what was required of them. I think some students may actually be intrigued by this different spin on silent reading! Next students began creating an English ISN or Interactive Student Notebook. I explained how an ISN differs from traditional note-taking and students began by personalizing their notebook covers with paint, drawings, decorative paper, magazine images.
The Reading List Activity was introduced. Students were given a handout with a checklist of criteria to guide them in choosing a variety of texts to read during silent reading. We will begin this activity in class tomorrow. Students had a lot of questions about this list and what was required of them. I think some students may actually be intrigued by this different spin on silent reading! Next students began creating an English ISN or Interactive Student Notebook. I explained how an ISN differs from traditional note-taking and students began by personalizing their notebook covers with paint, drawings, decorative paper, magazine images.
WELCOME TO THE CLASS!
Tuesday, August 30
Students listened as I discussed the rules and expectations of the class. We went over the course outline and students wrote a letter of introduction (see outline which can be found at the Handouts tab). If you were absent, please have your letter in by the end of the week.