Lesson 19

Students handed in their venn diagrams from last class.

We took a break from regular class work, and watched two pieces of popular illustrated fiction. Both of these pieces directly reference the work we began the year with. After watching, we discussed:

• The ways in which conversations change over time - both in content - and in form of expression
• How allusions to the same work - within different works - may operate very differently
• Whether or not there is any merit in accessing a cannon of texts, in order to have access to a greater common cultural conversation 

 

Lesson 18

 

 As a class, we briefly discussed what makes a complete sentence, along with sentence fragments and run-on sentences.

Students then did a sheet on "Words often Confused." - They are expected to ensure that the more common examples on said sheet are memorized.

We then finished the story "The Metaphor," and students began work on a venn diagram for Miss Hancock and Charlotte's mother.

HMWRK: The Venn diagram can be done on any paper by those who were absent. In the centre (overlapping section of the circles) students should write down the commonalities between the two women - differences in the side sections. *****NB - include page numbers and brief quotations for particular traits/roles etc. DUE AT THE START OF NEXT BLOCK

Lesson 17

 Most blocks skipped reading, due to the shortened day.

We discussed points of improvement for future writing, and students were able to hear some examples of thorough answers.

Students took a look at their own question sets, before handing them back in (students are welcome to come to tutorials to walk through points for improvement - and will receive their work again when beginning  their next piece of writing)

Students shared their family metaphors.

We read quite a bit of "The Metaphor" together.

HMWRK - Review the text, and Ensure you have read up to the start of the first full paragraph on page 74, which begins with "perhaps." Have a great long weekend!

Lesson 16

 Students read their personal novels for a short stretch.

We listened to "Ironic" by Alanis Morisette, and set about discussing what really was ironic about the song (students need to do more analytical work with their stories, and better support claims about literary devices with evidence from the text at hand).

We went through the vocabulary from our last class together.

We talked a bit more about the 6pt scale, and what students should be aiming for in the class.

We read the first few pages of "The Metaphor," but stopped halfway down page 67.

Hmwrk - List all of the people in your family - write a metaphor for each one. You can write thematically connected metaphors (as in an extended metaphor, into which they all fit), or a separate one for each of them. Don't forget yourself!

Lesson 15

 Students handed in their theme statement homework, and read their personal novels.

Students worked through their themes in groups, and then we critiqued the statements as a class.

The block that did not have an earthquake drill also had the opportunity to discuss characterization (direct/indirect - as per our conversation last class) and to pull quotations that reflected one of the two possible forms.

Groups of students received 3 vocabulary words, and set about writing a definition, and using the word in a sentence to  illustrate its meaning.

Next class, we will begin a new story.

Lesson 14

 

 We talked about the evolution of language - how terms used to take a great deal of time to shift in meaning, and move through small groups and into the greater population - as opposed to this moment  in time, when an algorithm can be tweaked, and suddenly a word is not longer publishable in an app used by billions - we discussed why this happens, how it might impact language and expression, how some get around language rules, and what sort of folks are best at skirting rules. 

Students discussed their understandings of "A Possibility of Evil," via the short story terms.

Students received an example of a grading quick scale that looks at different aspects of informal writing - to see what different levels might include.

Homework:

 Write a theme statement for "A Possibility of Evil" - use the "How to Write a Theme Statement" sheet, and double check that you've followed the rules using the questions on the back.

Look at direct and indirect characterization in your terms package - think about these different forms of characterization as they relate to Miss Strangeworth.

Lesson 13

 

 Students were allowed their notes from last class, along with their stories, to complete a set of four questions during today's class.

Any students who missed today's class will need to attend a tutorial.

Those who finished early read their personal  novels.

It is evident that many students will need to work on writing under a time constraint, especially as these questions should not have resulted in vast output.

Students also received their group presentation marks

Lesson 12

TOC DAY

Students read their personal novels.

They reflected on the early parts of "A Possibility of Evil," contemplating the setting, and first impressions of the main character, before finishing reading the text.

Students got into groups - each took their own notes as the groups discussed question 1-5 at the end of the story - these rough notes were to come in next class. 

Lesson 11

 

Today was all about presentations - students created some excellent work!

Extra kudos to those who lifted up group members, or who pushed themselves to do more speaking they were comfortable with - Bravo!

No homework

Lesson 10

 

Students handed in their vocabulary work from last class.

We looked at the lyrics to "Video Killed the Radio Star," and then listened to a band's altered lyrics - a rendition exploring the present day AI takeover of digital art, and the impact on the artistic world. We talked about irony, and poetic devices.

Students moved into small groups and though about the following:

• What are some rumours that started in elementary school that seemed playful/silly/unimportant?
• What are some of the reasons that people start rumours?

Students received a copy of "How to Write a Theme Statement"

We began reading "A Possibility of Evil," by Shirley Jackson - up to: "Well, apologize to her right now," on page 214

HMWRK: Students should ensure all of their work is up-to-date, that they have read up to mid-214, and that their presentations are ready for Friday's class.

Lesson 9

While students did some reading, and have a bit of vocab work for homework, they used today's class to work on next week's presentations. 

We will move on to a new story on Thursday - Monday the 7th is presentation day!

 HMWRK:

• For Thursday's class, on a separate of sheet of paper, write (or type) the vocabulary words on Vocab List #2 (words in the file for this lesson). Please ensure that you write a definition AND a sentence using the word, which also illustrates the meaning of the word.

 

·       Daintily

·       Pleasant

·       Tonic (n.)

·       Infatuated

·       Appropriation (n.)

·       Absentminded

·       Negotiable

·       Translucent

·       Graciously

·       Consequently

Seemingly