Lesson 15

 Today students began work on a formal paragraph - We were going to do an entire rough draft in the one block, but it became clear that more time is definitely needed.

We will continue writing on Monday

HMWRK: "Sea Devil" vocab

Lesson 14

Students watched a creeeeepy video from DeadMau5, which is based on "The Veldt"

Students did Comma Worksheet #2

We went over the "Snappy Starters" worksheet

Block 3 has been challenging at times, but I'd like to congratulate them on truly excellent conversation around the questions they completed for the story - that everyone managed to submit online. I am so pleased with how class went today.

After discussing the questions for "The Veldt," we talked about what belongs in a good paragraph

• Hook
• Introductory sentence (includes topic, author, and title of the work)
• 3 body points - each with supporting quotations to prove the argument
• Conclusion
• Topic extension (theme related) - this is where the impact of what has been said above is extended to the present day - to the modern world - and we answer the "So what?" - Why does all this matter, and what can today's society take from a given idea/story etc. 

NO HOMEWORK

 

Lesson 13

 Today's classes were punctuated with calls down for vaccinations, so we took a step back.

Students did the first of 3 comma worksheets.

Students looked at a sheet on quotation integration.

Students did a sheet on  avoiding/using "I" statements.

Students are working on the 7 Snappy Starter sheet for homework

**Also for homework is the "Veldt" questions from the last class - we had a date mixup and there was no time to go over them today.

Students received the vocabulary for our next story, which won't be assigned until tomorrow - they are welcome to get a head start if so desired. 

Lesson 12

 Today students read their personal novels

We went over what went well, and what could be improved on the last question set for "Barney"

• Short story titles go in quotation marks- "Barney"
• Be clear with pronoun use
• Follow all capitalization and punctuation rules
• watch for run-on sentences
• Font is great at 12pt
• Consider all aspects of the question at hand - is there more to say? Go the extra mile.

We talked about good theme statements for "The Veldt"

Students are doing questions 3, 5, & 6 (6 is just point form) ON TEAMS BEFORE 9am tomorrow 

 

Lesson 11

 We did work with "The Veldt" - students just needed to review the story, and write a theme statement for it.

Lesson 10

 Please read "The Veldt" before tomorrow's class!

Lesson 9

 Block 3 had a fire drill today, at 10am, but we managed to get through the same material.

We marked the capitalization quizzes.

We discussed the impacts of technology, both good and bad, on the globe.

Students are working on their "Veldt" vocabulary for homework. A list of the words is in the file for LESSON 8 in Teams. Students must write the word on a separate sheet of paper, write a definition of the word, and then use the word in a sentence in order to show their understanding.

Lesson 8

 Many students came to today's class (especially in Blk 3) without having done their homework assignment for "Barney" in Teams.

Students must submit that assignment by first thing tomorrow morning.

Students wrote a capitalization quiz.

Students did a short free write on the following: "What impacts, both positive and negative, does technology have on your life?"

**We discussed theme today. Being able to pull the theme out of a story, and discuss it in relation to the conflict, the structure of the story, and the overall purpose of the piece is central to work in ELA through English 12. We worked together to create a mind map, and used the sheet in Teams to guide the writing of theme statements in groups.

I gave students the vocabulary list for the next story, but that homework will not be due until Thursday. (It will be the same as the "Barney" vocab - on a separate sheet of paper, students are to  write the word, write a definition for the word, and then use the word in a sentence in order to illustrate their understanding of its meaning. 

Lesson 7

 Students read their personal novels.

We looked at a CBC article on a Dene seasonal camp being raided, and at the Tla'amin Nation's press release regarding Monday's provincial holiday.

We did a capitalization review for for quiz on Tuesday (which will simply be 10 sentences for students to correct).

We read the short story "Barney," and students were assigned questions 3, 4, & 5 to do for homework ON TEAMS

HMWRK:

• Please answer in full sentences.
• Please ensure you rephrase the questions in your answer.
• Do not use pronouns (such as he, she, they etc.) without first naming the person, or group.
• Use evidence and quotations from the text, when applicable, to explain your argument/discussion.

• Students need to complete, and hand in (on Teams), questions 3, 4, and 5 for "Barney." For Question 4: You need only mention two examples of irony in "the last few" paragraphs, but please ensure that you explain what kind of irony a given example is, and how you know it to be such

 

 

Lesson 6

Reminder:   There is quite a bit of material needed for classes - all to be found in the correspondingly titled folder under "Files" on Teams. For example, today's lesson materials are in a folder on our Team called "Lesson 6."

Students read their personal novels

We reviewed the 3 kinds of irony, and discussed them in relation to the stories from the last two days.

-The class discussed the various kinds of irony - these can be found in the short story package, and the comics from today's class are in the folder for this lesson, on Teams.

-We watched a video on CRSPR, and the final scene of Jurassic World and discussed the implications of gene editing/genetic modification (as happened in this instance) on a basic level

-HMWRK - Students should complete their vocabulary homework for "Barney." This involved writing the word, writing a definition for the word, then using the word in a sentence to illustrate understanding of its meaning. Each word will have a definition AND a sentence, and the vocabulary work should be completed on a new/separate sheet of paper.

Reminder of Tuesday's capitalization quiz.

 

Lesson 5

 Students did silent reading

We worked on a second capitalization sheet -Test on Tuesday next week!

Students received their "Cougar/Cub" plot diagrams from yesterday's group work.

We watched "For the Birds" and students filled in the plotline, in point form, on the sheet provided.

No homework. 

Please check Teams for materials if you missed class.

Lesson 4

 Today students read their personal novels, before reviewing the second page of their capitalization work.

We reviewed plot diagrams, and students put their previous knowledge to work filling in a chart for this video: Cougar Chases Cub

Anyone who missed today's class should fill in a plot diagram for the video, including the inciting incident, and at least two complicating incidents.

Bonus: Explain a moment of irony in the story - what kind of irony is it, and how do you know?

 

Lesson 3

 We did a quick check in with attendance - most folks are holding up well in these first few days.

Students handed in their quote work.

Almost everyone had a book ready to go - everyone should by tomorrow.

Students read a bit, before doing a sheet on capitalization.

Students finished the block by writing about their "Greatest Challenge" to create a writing sample, and help me get to  know them. 

Lesson 2

 Today's block was spent largely dealing with password resets etc.

Students worked on their quotations, and some read their class novels

Block 3 got to do a second round of name games.

For next block, please have your novel ready to go!

Lesson 1

 I’ll post the course outline to the “lesson 1” folder in Teams tomorrow, but there were no other handouts today.

We are still getting to know one another, and settling into the space.

Students are to bring a novel, colours (pencil crayons or felts), and a novel of their choice. The novel must be in English, and must be either in hard copy, or on an e-reader.

Students need to write down/find a short quote that they find inspirational, or which gives them hope, and bring it in tomorrow.

It has been an absolute pleasure getting to know people, and I look forward to tomorrow, and the weeks to come.