Book Lists to Check Out for Classics Titles:
women_writers.pdf | |
File Size: | 103 kb |
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canadian_writers_list.pdf | |
File Size: | 893 kb |
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100_best_books_modern_library.pdf | |
File Size: | 771 kb |
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“The story of any one of us is in some measure the story of us all” Frederick Buechner
This semester we will be looking at STORY and STORYTELLING to begin with, and then we'll weave in our own stories to talk about identity and what it means to be human. Check here for what's happened in class as well as links and suggestions for interesting articles and videos.
Monday, Feb. 4
We began work on Grad Transitions, and students discussed in groups the practical out-workings of the values of respect, responsibility and readiness to learn in our classroom (thank you for all your contributions to our class document).
Part One of the Grad Trans portfolio is due on Friday.
Please print the package of literary terms that is attached below.
This semester we will be looking at STORY and STORYTELLING to begin with, and then we'll weave in our own stories to talk about identity and what it means to be human. Check here for what's happened in class as well as links and suggestions for interesting articles and videos.
Monday, Feb. 4
We began work on Grad Transitions, and students discussed in groups the practical out-workings of the values of respect, responsibility and readiness to learn in our classroom (thank you for all your contributions to our class document).
Part One of the Grad Trans portfolio is due on Friday.
Please print the package of literary terms that is attached below.
literary_terms.doc | |
File Size: | 44 kb |
File Type: | doc |
Tuesday, Feb. 5
Students worked on primarily two tasks today:
1. They began to read Life of Pi, and began dialectical journals to practice reading strategies and record their thoughts about their reading
2. They responded to a quote in a package of quotes about storytelling
The last half hour was spent writing and performing 1-minute speeches.
If you haven't printed up the lit terms package yet, please do so. Here's an alternate file if you could not open it yesterday.
Students worked on primarily two tasks today:
1. They began to read Life of Pi, and began dialectical journals to practice reading strategies and record their thoughts about their reading
2. They responded to a quote in a package of quotes about storytelling
The last half hour was spent writing and performing 1-minute speeches.
If you haven't printed up the lit terms package yet, please do so. Here's an alternate file if you could not open it yesterday.
literary_terms.docx | |
File Size: | 22 kb |
File Type: | docx |
Thursday, Feb. 7
Students had a discussion about their thoughts regarding life after high school, and how their relationships with their parents may change as a result. Then we read "High School Senior". Students read and marked up the poem, then shared their ideas in small groups before pooling ideas in a class discussion. If you were away, mark the poem up and try to answer (in point form) the question:
What feelings does the speaker experience and what realizations does she reach?
Students had a discussion about their thoughts regarding life after high school, and how their relationships with their parents may change as a result. Then we read "High School Senior". Students read and marked up the poem, then shared their ideas in small groups before pooling ideas in a class discussion. If you were away, mark the poem up and try to answer (in point form) the question:
What feelings does the speaker experience and what realizations does she reach?
Tuesday, Feb. 12
Students wrote a second response, using another quote from the storytelling quotes package.
We then looked at exemplars for the response to "High School Senior". Students evaluated the exemplars, then matched their own work against the exemplars. They have until Thursday to edit their work.
Groups then spent some time discussing the questions that will guide our work for the next week or two:
1. Why do we tell stories?
2. Why do some stories impact us more than others?
3. How is storytelling both an art and a science?
I asked all the students to talk to grandparents or parents about a story that has been passed down or that they think is important to pass on to their children. We will use the ideas as impetus to do some narrative writing.
Students wrote a second response, using another quote from the storytelling quotes package.
We then looked at exemplars for the response to "High School Senior". Students evaluated the exemplars, then matched their own work against the exemplars. They have until Thursday to edit their work.
Groups then spent some time discussing the questions that will guide our work for the next week or two:
1. Why do we tell stories?
2. Why do some stories impact us more than others?
3. How is storytelling both an art and a science?
I asked all the students to talk to grandparents or parents about a story that has been passed down or that they think is important to pass on to their children. We will use the ideas as impetus to do some narrative writing.
Mon., Feb. 18
My apologies for the missing posts on Wed and Thursday of last week. I believe I posted and didn't save the posts.
Today we had a discussion about the second third of the novel Life of Pi. Thank you for all your comments and thoughts.
Due today: Grad Transitions, parts 2 & 3 as well as your second dialectical journal re Life of Pi.
Students received the instructions and handout for Part 4 of Grad Transitions; this is due on Friday, Feb. 22. Please see me if you have questions or did not get the handout.
We went on to begin a romantic story: "A Girl's Story" by David Arnason (Echoes 12, p. 227). Students created a chart with the labels Plot, Characters, and Setting as the headings, and while we read the story, they were to note and write down all the clichés and stereotypical literary conventions the writer uses. Please finish this by tomorrow.
My apologies for the missing posts on Wed and Thursday of last week. I believe I posted and didn't save the posts.
Today we had a discussion about the second third of the novel Life of Pi. Thank you for all your comments and thoughts.
Due today: Grad Transitions, parts 2 & 3 as well as your second dialectical journal re Life of Pi.
Students received the instructions and handout for Part 4 of Grad Transitions; this is due on Friday, Feb. 22. Please see me if you have questions or did not get the handout.
We went on to begin a romantic story: "A Girl's Story" by David Arnason (Echoes 12, p. 227). Students created a chart with the labels Plot, Characters, and Setting as the headings, and while we read the story, they were to note and write down all the clichés and stereotypical literary conventions the writer uses. Please finish this by tomorrow.
Tues, Feb. 19
We carried on our discussion of "A Girl's Story", talking about what the point of Arnason's story is. Students agreed that he is satirizing or poking fun at romantic notions about life, at romantic stereotypes and stories, as well as writers themselves.
Wed., Feb. 20
Today, after reading for 15 minutes, students met in groups and talked about times in their lives when they developed a "crush" on someone. Following the storytelling, students read the story "Araby" in groups.
Tomorrow students will be writing an in-class literary analysis paragraph on one of the two stories we've read and discussed in class, either "The Storyteller" or "A Girl's Story". You will have time to organize your ideas in class, but please come prepared with a pen and paper.
We carried on our discussion of "A Girl's Story", talking about what the point of Arnason's story is. Students agreed that he is satirizing or poking fun at romantic notions about life, at romantic stereotypes and stories, as well as writers themselves.
Wed., Feb. 20
Today, after reading for 15 minutes, students met in groups and talked about times in their lives when they developed a "crush" on someone. Following the storytelling, students read the story "Araby" in groups.
Tomorrow students will be writing an in-class literary analysis paragraph on one of the two stories we've read and discussed in class, either "The Storyteller" or "A Girl's Story". You will have time to organize your ideas in class, but please come prepared with a pen and paper.
Thurs., Feb. 21
Students wrote a paragraph on the story of their choice with regard to story and storytelling.
Friday, Feb. 22
Students worked in groups to talk about what the various components of the writing rubric mean on a practical level. Then they began work on narratives about family stories.
Monday, Feb. 25
We carried on discussions about the story "Araby" and its ideas about young love and epiphanies among other things. Students will write paragraphs tomorrow about the character of the young boy in the story. In order to be prepared, students have been asked to have ready three traits that describe the boy as he moves through the story.
Students wrote a paragraph on the story of their choice with regard to story and storytelling.
Friday, Feb. 22
Students worked in groups to talk about what the various components of the writing rubric mean on a practical level. Then they began work on narratives about family stories.
Monday, Feb. 25
We carried on discussions about the story "Araby" and its ideas about young love and epiphanies among other things. Students will write paragraphs tomorrow about the character of the young boy in the story. In order to be prepared, students have been asked to have ready three traits that describe the boy as he moves through the story.
Tuesday, Feb. 26
We had our last rip-roaring discussion about Life of Pi. Students should have handed in their third dialectical journal today as well. Thank you for all the wonderful contributions to the last dialogue about the novel. We then moved back to "Araby" and students spent the last 20 minutes writing about the character in the story. Students will finish in the first 15 minutes tomorrow afternoon.
We had our last rip-roaring discussion about Life of Pi. Students should have handed in their third dialectical journal today as well. Thank you for all the wonderful contributions to the last dialogue about the novel. We then moved back to "Araby" and students spent the last 20 minutes writing about the character in the story. Students will finish in the first 15 minutes tomorrow afternoon.
Wed., Feb. 27
Students completed their paragraphs on the character's progression in "Araby", after which they reviewed the three analysis paragraphs they've written so far. They chose the best one for another student to review with respect to the basic elements of an effective analysis. Please have an edited, rewritten paragraph completed for tomorrow's class.
Students completed their paragraphs on the character's progression in "Araby", after which they reviewed the three analysis paragraphs they've written so far. They chose the best one for another student to review with respect to the basic elements of an effective analysis. Please have an edited, rewritten paragraph completed for tomorrow's class.
Thurs., Feb. 28
Students selected new novels - it was exciting- and began to read. We then started thinking and talking about synthesis essays, using an apple and orange as a model to take notes, then working in groups to compare and contrast candy bars.
Tomorrow, please bring with you: the best of your dialectical journals, the best of your lit analysis paragraphs, your novel (I need to record who has got them), and your ideas for narrative writing.
Students selected new novels - it was exciting- and began to read. We then started thinking and talking about synthesis essays, using an apple and orange as a model to take notes, then working in groups to compare and contrast candy bars.
Tomorrow, please bring with you: the best of your dialectical journals, the best of your lit analysis paragraphs, your novel (I need to record who has got them), and your ideas for narrative writing.
Fri., Mar. 1
Writers' workshop. Students handed in their best dialectical journal, their best literary synthesis. and signed out their novels, before beginning their narrative writing: pre-writing and at least 2 leads. See the attached handouts for details.
Writers' workshop. Students handed in their best dialectical journal, their best literary synthesis. and signed out their novels, before beginning their narrative writing: pre-writing and at least 2 leads. See the attached handouts for details.
variety_of_leads.docx | |
File Size: | 13 kb |
File Type: | docx |
writing_an_effective_narrative.docx | |
File Size: | 15 kb |
File Type: | docx |
Mon., Mar. 4
We began by reading, then noted some story-worthy happenings in our lives over the weekend, after which we moved on to the final assignment for the Grad Transitions portfolio, which is due on Friday of this week. Interviews will be held next week Friday.
Finally, students copied down the following essay questions:
COMPARE: Why are these fruits perfect examples of portable lunch ingredients?
CONTRAST: Discuss the best choice of fruit for a six-year old's lunch box.
Discuss the preferred fruit of choice for a BC resident's lunch during the winter season.
*For homework, spend 15 to 20 minutes, creating an outline for the comparison question as well as one for ONE of the contrast questions. Use the information we came up with on Thursday's lesson when we created a Venn Diagram about oranges and apples.
We began by reading, then noted some story-worthy happenings in our lives over the weekend, after which we moved on to the final assignment for the Grad Transitions portfolio, which is due on Friday of this week. Interviews will be held next week Friday.
Finally, students copied down the following essay questions:
COMPARE: Why are these fruits perfect examples of portable lunch ingredients?
CONTRAST: Discuss the best choice of fruit for a six-year old's lunch box.
Discuss the preferred fruit of choice for a BC resident's lunch during the winter season.
*For homework, spend 15 to 20 minutes, creating an outline for the comparison question as well as one for ONE of the contrast questions. Use the information we came up with on Thursday's lesson when we created a Venn Diagram about oranges and apples.
Tues., Mar. 5
We held a silent discussion about the perfect mate/beau, then watched Jenna McCarthy's humorous but interesting and thought-provoking TED talk on what makes for a marriage that lasts. Finally, we read an article by June Callwood called "Forget Prince Charming" and began to answer the questions connected to the piece.
We also looked at the different ways to set up compare and contrast essays.
We held a silent discussion about the perfect mate/beau, then watched Jenna McCarthy's humorous but interesting and thought-provoking TED talk on what makes for a marriage that lasts. Finally, we read an article by June Callwood called "Forget Prince Charming" and began to answer the questions connected to the piece.
We also looked at the different ways to set up compare and contrast essays.
Wed., Mar. 6
Students had some reading time today. They then "had a conversation" with each of two articles -- "Forget Prince Charming" and "I Want a Wife", making notes, asking questions, responding and reacting to what they were reading.
After the individual reading, students worked in partners to make a list/Venn Diagram highlighting the topics or ideas that were common to both pieces, then evaluating whether the writers agreed or disagreed. We included the TED talk by Jenna McCarthy as well.
For example, each of the texts talks about passion and physical attraction. However, Callwood says a marriage cannot be based on that first romantic flame, and McCarthy agrees, noting that watching romantic comedies distorts people's expectations of what a romantic relationship should look like. Her humorous comments suggest a steadier commitment than that seen in most fairytale films. On the other hand, the narrator in "I Want a Wife" suggests that a partner may replace another when the first one is "no longer suitable".
See what you can come up with for tomorrow. Look at topics like compromise, children, positive attitudes/humour, and work sharing.
Students had some reading time today. They then "had a conversation" with each of two articles -- "Forget Prince Charming" and "I Want a Wife", making notes, asking questions, responding and reacting to what they were reading.
After the individual reading, students worked in partners to make a list/Venn Diagram highlighting the topics or ideas that were common to both pieces, then evaluating whether the writers agreed or disagreed. We included the TED talk by Jenna McCarthy as well.
For example, each of the texts talks about passion and physical attraction. However, Callwood says a marriage cannot be based on that first romantic flame, and McCarthy agrees, noting that watching romantic comedies distorts people's expectations of what a romantic relationship should look like. Her humorous comments suggest a steadier commitment than that seen in most fairytale films. On the other hand, the narrator in "I Want a Wife" suggests that a partner may replace another when the first one is "no longer suitable".
See what you can come up with for tomorrow. Look at topics like compromise, children, positive attitudes/humour, and work sharing.
Thurs., Mar. 7
For all the rugby players, please take note: students workshopped their returned literary analysis paragraphs today, helping each other work out the "kinks".
We also spent time together discussing the commonalities and differences between the three texts on marriage and spouses. You will find a handout in class tomorrow. Please have your narrative accessible online or in a hard copy tomorrow.
For all the rugby players, please take note: students workshopped their returned literary analysis paragraphs today, helping each other work out the "kinks".
We also spent time together discussing the commonalities and differences between the three texts on marriage and spouses. You will find a handout in class tomorrow. Please have your narrative accessible online or in a hard copy tomorrow.
Friday, Mar. 8
Students worked on narrative essays today. Please have drafts completed by Monday. Also, if you have not completed Part 5 of the Grad Transitions portfolio, make sure it is in by Monday because the interviews are coming up next Thursday.
Students worked on narrative essays today. Please have drafts completed by Monday. Also, if you have not completed Part 5 of the Grad Transitions portfolio, make sure it is in by Monday because the interviews are coming up next Thursday.
Mon., Mar. 11
Students handed in Grad Transitions, Part 5 and were given instructions regarding the interviews on Thursday.
Please have your synthesis essay draft completed by Wednesday (do a bit today after school, and a bit tomorrow, and you should have it completed by Thursday).
Students handed in Grad Transitions, Part 5 and were given instructions regarding the interviews on Thursday.
Please have your synthesis essay draft completed by Wednesday (do a bit today after school, and a bit tomorrow, and you should have it completed by Thursday).
Tues., Mar. 12
Book discussions about novels; 15 minutes to work on synthesis essay; self and peer editing of narrative essays
Wed., Mar. 13
Time to work on synthesis
Thurs., Mar. 14
Grad Transition interviews; time to work on essays in class
Fri., Mar. 15
Played word games
Tues., April 2
Students wrote about a "moment" during their break (an event that took place in a half hour or less) and read them in partners;
students are writing their own poems, following Lenore Keshig-Tobias' example in "I Grew Up": this is due tomorrow.
Book discussions about novels; 15 minutes to work on synthesis essay; self and peer editing of narrative essays
Wed., Mar. 13
Time to work on synthesis
Thurs., Mar. 14
Grad Transition interviews; time to work on essays in class
Fri., Mar. 15
Played word games
Tues., April 2
Students wrote about a "moment" during their break (an event that took place in a half hour or less) and read them in partners;
students are writing their own poems, following Lenore Keshig-Tobias' example in "I Grew Up": this is due tomorrow.
i_grew_up.pdf | |
File Size: | 31 kb |
File Type: |
Wed., April 3
Students shared their poems. We then read "Urban Indian" by Drew Hayden Taylor and discussed what techniques he uses that make his piece successful in its commentary on identity.
Students shared their poems. We then read "Urban Indian" by Drew Hayden Taylor and discussed what techniques he uses that make his piece successful in its commentary on identity.
Thurs., april 4
After a brief discussion about "The Urban Indian", we continued our discussions on identity and how they have been shaped by language and culture and place by reading two more essays - "Mother Tongue" by Amy Tan and "My Canada" by Anita Rai Baudami. Students were asked to answer questions 1 - 4 after "My Canada"; with respect to "Mother Tongue", students were to list and explain the different Englishes Tan's mother speaks.
After a brief discussion about "The Urban Indian", we continued our discussions on identity and how they have been shaped by language and culture and place by reading two more essays - "Mother Tongue" by Amy Tan and "My Canada" by Anita Rai Baudami. Students were asked to answer questions 1 - 4 after "My Canada"; with respect to "Mother Tongue", students were to list and explain the different Englishes Tan's mother speaks.
Fri., April 5
After talking about the messages in the articles from yesterday, students began work on their own personal essays. How has language, culture, and/or place shaped who you are? OR How would you describe your Canada or your British Columbia? Please tie in and refer to at least ONE of the texts we have read this week.
After talking about the messages in the articles from yesterday, students began work on their own personal essays. How has language, culture, and/or place shaped who you are? OR How would you describe your Canada or your British Columbia? Please tie in and refer to at least ONE of the texts we have read this week.
Monday, April 8
Students have until Thursday to complete the novels for this part of the semester.
We discussed the importance of setting in our life stories: not only place, but time of day, year, season and period in history, as well as atmosphere.
We began to read "The Destructors" by Graham Greene, an author who specialized in exploring the effects of political settings on people's morals and values. We'll finish tomorrow.
Your personal essays should be completed by the end of Friday's class.
Students have until Thursday to complete the novels for this part of the semester.
We discussed the importance of setting in our life stories: not only place, but time of day, year, season and period in history, as well as atmosphere.
We began to read "The Destructors" by Graham Greene, an author who specialized in exploring the effects of political settings on people's morals and values. We'll finish tomorrow.
Your personal essays should be completed by the end of Friday's class.
Tuesday, April 9
We carried on with "The Destructors" after Mrs. Unrau gave a presentation as an example of the length and format of the presentations to be given at the end of the month (beginning April 29th).
Students worked on questions on the story. Please have #8 completed by tomorrow.
We carried on with "The Destructors" after Mrs. Unrau gave a presentation as an example of the length and format of the presentations to be given at the end of the month (beginning April 29th).
Students worked on questions on the story. Please have #8 completed by tomorrow.
the_destructors.docx | |
File Size: | 14 kb |
File Type: | docx |
Wed., April 10
We carried on with our discussion and work on "The Destructors". Students are now beginning to think about themes and how setting plays an important role in the story.
Please bring your novel and a laptop (if you have one) for tomorrow's class.
We carried on with our discussion and work on "The Destructors". Students are now beginning to think about themes and how setting plays an important role in the story.
Please bring your novel and a laptop (if you have one) for tomorrow's class.
Thursday, April 11
Students had 35 minutes to "discuss the setting in "The Destructors" by Graham Greene". They then chose a novel to talk about with their classmates (the guiding questions was how one of the characters was changed by events, people and places throughout the story).
Finally, we brainstormed ways to present the response to the question. The only criteria is that the project needs to include 3 places, 3 events, and 3 other characters along with evidence from the story for support.
Ideas included: book, Prezi, timeline, monologue/interview, personal journal, tableau (in a shoe box), art in some form
Please have your project idea proposal ready by Monday. The assignment will be due on Monday, April 22.
Students had 35 minutes to "discuss the setting in "The Destructors" by Graham Greene". They then chose a novel to talk about with their classmates (the guiding questions was how one of the characters was changed by events, people and places throughout the story).
Finally, we brainstormed ways to present the response to the question. The only criteria is that the project needs to include 3 places, 3 events, and 3 other characters along with evidence from the story for support.
Ideas included: book, Prezi, timeline, monologue/interview, personal journal, tableau (in a shoe box), art in some form
Please have your project idea proposal ready by Monday. The assignment will be due on Monday, April 22.
Friday, April 12
Students worked very hard on their personal essays, connecting to "The Urban Indian", "Mother Tongue", and/or "My Country". Please email your drafts to me before Monday.
Students worked very hard on their personal essays, connecting to "The Urban Indian", "Mother Tongue", and/or "My Country". Please email your drafts to me before Monday.
Monday, April 15
Personal essays were peer read and edited; they are now due for Mrs. Unrau's evaluation as a synthesis essay on Wednesday, April 17th. We gathered all our beliefs, facts, and rumours regarding the Cold War and witches. If you were away, choose one or the other to do a little research on, so you can report back to us tomorrow.
Personal essays were peer read and edited; they are now due for Mrs. Unrau's evaluation as a synthesis essay on Wednesday, April 17th. We gathered all our beliefs, facts, and rumours regarding the Cold War and witches. If you were away, choose one or the other to do a little research on, so you can report back to us tomorrow.
Tuesday, April 16
Students were given half an hour to work on their independent novel projects. We then did a few pre-reading activities to prepare for our reading of The Crucible.
Please come prepared for the cross grade write tomorrow: bring pen, paper, and the summative work you have done thus far in the semester.
Students were given half an hour to work on their independent novel projects. We then did a few pre-reading activities to prepare for our reading of The Crucible.
Please come prepared for the cross grade write tomorrow: bring pen, paper, and the summative work you have done thus far in the semester.
Wednesday, April 17
We reviewed the different kinds of essays before beginning some brainstorming work on the cross grade essays.
Students also began interviews with me to determine their midterm marks using their rubrics and summative assignments.
Thursday, April 18
Cross grade essays.
PLEASE RETURN YOUR NOVELS ON MONDAY! DON'T FORGET THE ASSIGNMENTS CONNECTED TO THEM:)
We reviewed the different kinds of essays before beginning some brainstorming work on the cross grade essays.
Students also began interviews with me to determine their midterm marks using their rubrics and summative assignments.
Thursday, April 18
Cross grade essays.
PLEASE RETURN YOUR NOVELS ON MONDAY! DON'T FORGET THE ASSIGNMENTS CONNECTED TO THEM:)
Monday, April 22
Tyler Wilkie, as well as Avneet, Gurpreet and Mankawal gave their novel presentations today on The Alchemist. Please have your work prepared for tomorrow, so that you can move on to your next novel read.
We assigned roles for The Crucible. We will begin reading the play tomorrow.
Tyler Wilkie, as well as Avneet, Gurpreet and Mankawal gave their novel presentations today on The Alchemist. Please have your work prepared for tomorrow, so that you can move on to your next novel read.
We assigned roles for The Crucible. We will begin reading the play tomorrow.
Tuesday, April 23
Students chose classic novels to begin reading. They also read the handout and questions re the Salem Witch Trials as a background document for The Crucible.
We heard presentations from Ashley, Sarita and Nathan.
We began to read the play, meeting Rev. Parris, his daughter Betty, niece Abigail and slave Tituba.
Students chose classic novels to begin reading. They also read the handout and questions re the Salem Witch Trials as a background document for The Crucible.
We heard presentations from Ashley, Sarita and Nathan.
We began to read the play, meeting Rev. Parris, his daughter Betty, niece Abigail and slave Tituba.
Wednesday, April 24
Students began class by reading.
Ketan and Shaurya gave their novel presentation.
We carried on with Act 1 of The Crucible, reading until page 12 (just before John Proctor enters the play).
Please summarize the happenings of the play thus far and then choose two other entries for your first log entry. Have at least the summary completed by tomorrow.
Students signed up for their oral presentations and were made aware of the criteria sheet/rubric (see attached).
Students began class by reading.
Ketan and Shaurya gave their novel presentation.
We carried on with Act 1 of The Crucible, reading until page 12 (just before John Proctor enters the play).
Please summarize the happenings of the play thus far and then choose two other entries for your first log entry. Have at least the summary completed by tomorrow.
Students signed up for their oral presentations and were made aware of the criteria sheet/rubric (see attached).
the_crucible_log.docx | |
File Size: | 15 kb |
File Type: | docx |
rubric.docx | |
File Size: | 15 kb |
File Type: | docx |
Thursday, April 25
Students completed their first logs begun yesterday. We carried on with the first scene of the play after hearing about The Kiterunner from Mandy and Baljot. Tomorrow we'll hear from Dylan. Our class was shortened due to a grad assembly.
Please complete a list of characters we've been introduced to so far in the play, find a line that reveals something about the character and jot down any additional info you now have about the character.
Students completed their first logs begun yesterday. We carried on with the first scene of the play after hearing about The Kiterunner from Mandy and Baljot. Tomorrow we'll hear from Dylan. Our class was shortened due to a grad assembly.
Please complete a list of characters we've been introduced to so far in the play, find a line that reveals something about the character and jot down any additional info you now have about the character.
Friday, April 26
Students completed their second logs for Act 1.1 of The Crucible. We had a discussion on what constitutes a classic novel and why we should read one (see attachment). Let these criteria guide you as you read your novel over the next few weeks. When you finish, you will write me a letter-- in response to a letter I will write to you regarding the novel I am reading--about whether you think the novel you are reading is a classic.
Students completed their second logs for Act 1.1 of The Crucible. We had a discussion on what constitutes a classic novel and why we should read one (see attachment). Let these criteria guide you as you read your novel over the next few weeks. When you finish, you will write me a letter-- in response to a letter I will write to you regarding the novel I am reading--about whether you think the novel you are reading is a classic.
classic.jpg | |
File Size: | 2333 kb |
File Type: | jpg |
Monday, April 29
We began reading Act 1.2 and wrote a new entry into our logs today. Mandy gave her presentation on a passion of hers.
Tuesday, April 30
We finished reading Act 1.2 (pages 35-47) and wrote a new entry into logs. Tyler gave his presentation today; Samantha and Jessica L. are on for tomorrow.
We began reading Act 1.2 and wrote a new entry into our logs today. Mandy gave her presentation on a passion of hers.
Tuesday, April 30
We finished reading Act 1.2 (pages 35-47) and wrote a new entry into logs. Tyler gave his presentation today; Samantha and Jessica L. are on for tomorrow.
Wednesday, May 1st
Students wrote about one more of the idioms from the anticipation survey for The Crucible.
Samantha and Jessica gave their presentations. I'm sorry I forgot to have the class evaluate them according to the criteria sheet.
Tomorrow we'll hear from Alex and Baljot.
We began work on finding quotes from The Crucible that help us understand the themes and characters of the play, using a placemat activity. Tomorrow, you will finish your discussion in small groups and then you will present your work to the class.
Students wrote about one more of the idioms from the anticipation survey for The Crucible.
Samantha and Jessica gave their presentations. I'm sorry I forgot to have the class evaluate them according to the criteria sheet.
Tomorrow we'll hear from Alex and Baljot.
We began work on finding quotes from The Crucible that help us understand the themes and characters of the play, using a placemat activity. Tomorrow, you will finish your discussion in small groups and then you will present your work to the class.
Thursday, May 2nd
I was away for today's class and left Tyler in charge. I'm sure he did a fine job. The guys on the rugby team were away, so numbers were further depleted. Come tomorrow prepared to do some writing and prep for a new presentation.
I was away for today's class and left Tyler in charge. I'm sure he did a fine job. The guys on the rugby team were away, so numbers were further depleted. Come tomorrow prepared to do some writing and prep for a new presentation.
Friday, May 3rd
Students wrote on one more of the survey statements, this time connecting to the play in their responses. We enjoyed Tyler's and Sydney's presentations. We look forward to Alex, Baljot, Ashley and Sarita on Monday.
We also talked about emerging themes in The Crucible, talking about fear and what it prompts, as well as the price of maintaining order in a society.
Students wrote on one more of the survey statements, this time connecting to the play in their responses. We enjoyed Tyler's and Sydney's presentations. We look forward to Alex, Baljot, Ashley and Sarita on Monday.
We also talked about emerging themes in The Crucible, talking about fear and what it prompts, as well as the price of maintaining order in a society.
Tuesday, May 7th
Amarvir presented today.
Students completed their journal entries after Act 2.1 after which we read until page 60 of Act 2.2. Students completed a log on this portion. Important theme emerging: the individual vs. society or the community. In attempts to free their wives, Giles Corey, Francis Nurse and John Proctor are all appealing to individuals to come forward to testify, something no one seems to be willing to do.
Tomorrow we will hear from Tyson and Jessica.
Amarvir presented today.
Students completed their journal entries after Act 2.1 after which we read until page 60 of Act 2.2. Students completed a log on this portion. Important theme emerging: the individual vs. society or the community. In attempts to free their wives, Giles Corey, Francis Nurse and John Proctor are all appealing to individuals to come forward to testify, something no one seems to be willing to do.
Tomorrow we will hear from Tyson and Jessica.
Wednesday, May 8th
Jessica and Tyson presented their passions today. Tomorrow we will hear from Ryan and Avneet.
Students then worked in groups to find quotes and important points in Act 2.1, 2a. They will present their findings tomorrow to begin the class.
Jessica and Tyson presented their passions today. Tomorrow we will hear from Ryan and Avneet.
Students then worked in groups to find quotes and important points in Act 2.1, 2a. They will present their findings tomorrow to begin the class.
Thursday, May 9th
After presentations by Avneet and Ryan, we continued with a discussion of The Crucible at this point, talking about emerging themes as well as changes we are beginning to see in characters. Students presented their findings in their groups (see handout attached for the notes)
After presentations by Avneet and Ryan, we continued with a discussion of The Crucible at this point, talking about emerging themes as well as changes we are beginning to see in characters. Students presented their findings in their groups (see handout attached for the notes)
post_act_2_discussions.docx | |
File Size: | 13 kb |
File Type: | docx |
Friday, May 10th
We enjoyed some reading in the sun after two presentations by Mankawal and Dylan.
We enjoyed some reading in the sun after two presentations by Mankawal and Dylan.
Monday, May 13th
Five weeks to go! Put on your helmets and shift into a higher gear - we have a lot to do in the last stretch before graduation!
Today we finished Act 2, noting afterwards how Miller has been throwing characters into the crucible, ending with Mary, John and Elizabeth. We will finish tomorrow after hearing presentations from Gurpreet and Shaurya. Ketan, we will hear from you on Wednesday.
Upcoming: Thursday, May 16th: In class essay: The Crucible
Thursday, May 23rd: In class essay: synthesis
Thursday, May 30th: Classic novel letter
Friday, May 31st: Fun on the Farm!
Friday, June 14th: Poetry Slam
Five weeks to go! Put on your helmets and shift into a higher gear - we have a lot to do in the last stretch before graduation!
Today we finished Act 2, noting afterwards how Miller has been throwing characters into the crucible, ending with Mary, John and Elizabeth. We will finish tomorrow after hearing presentations from Gurpreet and Shaurya. Ketan, we will hear from you on Wednesday.
Upcoming: Thursday, May 16th: In class essay: The Crucible
Thursday, May 23rd: In class essay: synthesis
Thursday, May 30th: Classic novel letter
Friday, May 31st: Fun on the Farm!
Friday, June 14th: Poetry Slam
Tuesday, May 14th
Today we heard about Gurpreet's passion for photography and Shaurya's for sports. Tomorrow we'll enjoy our last presentation (Ketan).
We read the first half of Act 2.3 (Act 3 in some versions) up to page 84. What should John do? Elizabeth do? What would you do in their place? What are the issues at stake?
Today we heard about Gurpreet's passion for photography and Shaurya's for sports. Tomorrow we'll enjoy our last presentation (Ketan).
We read the first half of Act 2.3 (Act 3 in some versions) up to page 84. What should John do? Elizabeth do? What would you do in their place? What are the issues at stake?
Wednesday, May 15th
Students read their novels, Ketan gave his presentation, and we finished reading The Crucible (the reading was exemplary!) and had a silent discussion on what it means to be a hero. At the end, we considered whether Rev. Hale or John Proctor could be considered heroes based on our criteria. Students were given topics to consider for tomorrow's in class write. See the handout for the topics if you were away.
Students read their novels, Ketan gave his presentation, and we finished reading The Crucible (the reading was exemplary!) and had a silent discussion on what it means to be a hero. At the end, we considered whether Rev. Hale or John Proctor could be considered heroes based on our criteria. Students were given topics to consider for tomorrow's in class write. See the handout for the topics if you were away.
the_crucible_essay_topics.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, May 16th
In class write of essay based on The Crucible. This is just a draft, and you should have it with you on Tuesday when we will make revisions.
In class write of essay based on The Crucible. This is just a draft, and you should have it with you on Tuesday when we will make revisions.
Tuesday, May 21st
My apologies for not giving clear instructions. Students completed their essays on The Crucible today. If you were away, your draft should be printed up or written out and with you when you come to class tomorrow, when we will be making revisions.
My apologies for not giving clear instructions. Students completed their essays on The Crucible today. If you were away, your draft should be printed up or written out and with you when you come to class tomorrow, when we will be making revisions.
Wednesday, May 22
Students helped each other edit and revise their essays on The Crucible after which we began to watch the movie. We will hopefully get close to finishing tomorrow.
Students helped each other edit and revise their essays on The Crucible after which we began to watch the movie. We will hopefully get close to finishing tomorrow.
Thursday, May 23rd
We watched The Crucible today. Remember that your essays are due next Tuesday.
We watched The Crucible today. Remember that your essays are due next Tuesday.
Monday, May 27th
We finished watching The Crucible, and then were interrupted by a presentation by the Delta Police Force.
Reminder that your essays and copies of The Crucible should be handed in tomorrow.
We finished watching The Crucible, and then were interrupted by a presentation by the Delta Police Force.
Reminder that your essays and copies of The Crucible should be handed in tomorrow.
Tuesday, May 28th
Students began poetry circles today, choosing the three poems they will examine in greater detail over the next few days.
Students began poetry circles today, choosing the three poems they will examine in greater detail over the next few days.
Friday, June 7
Students wrote a letter about the classic novels they have read in response to a letter I wrote. See the letter attached and respond , using the letter as a template and example.
Students wrote a letter about the classic novels they have read in response to a letter I wrote. See the letter attached and respond , using the letter as a template and example.
novel_letter_2012.docx | |
File Size: | 17 kb |
File Type: | docx |