ENGLISH 9

FINAL CLASS TO CREATE YOUR PUBLISHED PERSONAL RESPONSE 

1.) Finish Bowling for Columbine.

2.) Read personal response examples from the Performance Standards of BC (not yet within expectations and exceeds expectations and note the differences in quality).

3.) Review of the writing booklet with a focus on the 6 Traits of Writing and strategies you can use to improve your writing.

-Ideas
-Organization
-Voice
-Word Choice
-Sentence Fluency
-Conventions

Remember, you're handing in (in this order)

1. Published work (typed): version 3.0 with self-assessment of published work (purple sheet) 
2. Revision copy of your work (typed): version 2.0 
3. Draft with self-assessment (purple sheet - should have this done already): version 1.0.

3.) Continue working on your personal response until it is in a "published" state.  This response is due January 10th, 2012 (Thursday after we get back), but I'm not giving you any more class time to work on it.   

4.) Last 15 minutes - Christmas surprise.

ENGLISH 9

Continue watching Bowling for Columbine.  We will use this as inspiration for writing poetry in the new year.

ENGLISH 9

In part due to our computers being down, we watched the first half of Bowling for Columbine (we couldn't work on our personal responses; also, I wanted to show students this film anyway, later in the year).  Students were asked to list five examples of when someone's decision had an impact on him/herself or another person + write two-three sentences on "So far, I would give this film ___ stars out of 4 because . . ."

ENGLISH 9

A.

1.) Bullying article from last weekend's Globe and Mail as an example of quality personal responses.  What made them good?  What didn't work?

B.

1.) Your job for today and tomorrow will be to pick one personal response draft (we've now written five) and take it to a "published" state.  Use the Six Traits of Writing and the formal Writing Process to help produce quality work.

Hand in (stapled in this order):

• Published work
• Self-assessment of published work
• Revision copy of your work
• Peer assessment of draft
• Draft with self-assessment (should have this done already) 

2.) Six Traits of Writing - an overview.
-Ideas
-Organization
-Voice
-Word Choice
-Sentence Fluency
-Conventions

3.) The Writing Process - an overview.
-Pre-writing
-Drafting
-Sharing
-Revising
-Editing
-Publishing
-Assessing

ENGLISH 9

1.) Class brainstorm on board: "Vancouver Riot"

2.) Watch Vancouver riot 2011 video.

3.) Photos of Vancouver rioting (Globe and Mail).


4.) Class discussion.  "What do you think of the riot?  What caused the riot?  How did some people's actions affect themselves and others?  Was it worth it?  What can we learn from the riot?"


5.) Read Teen athlete apologizes for Vancouver riot role (CBC News).
"He is a good kid who got caught up in the moment and made some bad choices," Findlay said. "It's actually refreshing to see somebody as brave as him to step forward, accept responsibility and man up in the way that he has."  What do you think about this statement?  Can a "good" kid make "bad" choices?  Can a "bad" kid make "good" choices?  What makes somebody "good" or "bad"?  Is this labelling useful?


6.) Read ‘Miss Congeniality’ charged with participating in Vancouver Stanley Cup riot (National Post).


7.) Read Vancouver riots can teach us about compassion (Common Ground).


8.) Personal Response writing prompt: What do we mean when we say someone is "good"?  Can you be a "good" person and still make bad choices?  Is there a line that gets crossed when (severe) enough bad choices turn you into a "bad" person?  Does everyone, deep down, think that they are "good," regardless of their behaviour?

ENGLISH 9

Creative Writing: 

"How do our decisions affect ourselves and others?"

1.) Book Week 2012 Writing Contest Information.

2.) Watch "Cyber Bullying" from Childnet International + class discussion.  "What did you think?  What causes bullying?  What counts as bullying?  What doesn't count as bullying?  How would you handle a similar situation, if people were doing the same thing to you?  What are some solutions to bullying?"

4.) Review terms defamation and libel.

3.) Read "Is Facebook Making You Mean?" + class discussion.  "Is it making you mean?  Why or why not?  Should Facebook be 'policed'?  Should something more serious than loosing your account happen to you if you use Facebook to bully other people?"

4.) Personal writing response prompt: "Is Facebook making today's youth meaner?"

ENGLISH 9

Creative Writing: 

"How do our decisions affect ourselves and others?"

Tuesday, November 29th

Quick announcement:

• Hand in your personal responses from last class, but again attach a self-assessment purple Performance Standards Quick Scale (prompt about someone in your life who is a source of hope and inspiration).

Today's Lesson:
1.) Teacher reads the short story "Kyle" out loud to the class, followed by a class discussion: "What do you think of this story?  Is it realistic?  Why or why not?  Has anyone ever had such a profound impact on you before?"


2.) Watch the "Bully Richard Gale Interview," followed by a class discussion.

Class discussion:
"Should we have sympathy for Richard Gale?  Why or why not? What consequences should he face, if any? How could Richard Gale make things 'right'?  What thoughts and choices run through the mind of someone who is being bullied, before they react?  Can a bully control a victim or is this control merely an illusion?"


3.) Students read "Are Bullies Criminals?" (independently) and then write a personal response (NOT an essay, as the page indicates - see the purple Performance Standards Quick Scale for personal responses), answering either:

• Yes, bullies are criminals because . . .
• OR
• No, bullies are not criminals because . . .

Be sure to include personal opinions, experiences, and examples.

This personal response is due Thursday, November 29th.

ENGLISH 9

Creative Writing: 

"How do our decisions affect ourselves and others?"

1. Review the Quick Scale: Grade 9 Writing Personal Views or Response (handout)
2. Reread your personal response that was started last day and asked to do for homework (What are the dangers of stereotypes?  What can people do to break free from stereotypes?  Why is this important?)
3. Assess your own work on this scale.  Be honest.  Staple this scale to your work and hand in.  I'll take a look and assess to see how they compare.
4. Read and discuss Diary Entry 24 from from The Freedom Writer's Diary.
5. Personal Response writing from the prompt: Think of a person in your life who symbolizes the same hope Ms. G and her students offered this student.  Explain what that person means to you.
6. Other entries from The Freedom Writer's Diary (if time).

ENGLISH 9

Creative Writing: 

"How do our decisions affect ourselves and others?"

1. Finish watching Freedom Writers.
2. Discussion of the film.  Was it good?  Bad?  Why?  Did Eva do the right thing telling the truth?  Why or why not?  What were some of the actions that had an impact on another character?  Be sure to hand your "Filmstrip" in to Mr. Mac.  
3. Students receive their journals.
4. Journal Response (in the journal) to the film.  Prompt:

The Freedom Writers made a "Toast for Change" in which they freed themselves from the stereotypes and labels they felt had been placed on them because of their races, their ages, their family backgrounds, and their education and gave themselves a second chance to prove themselves.   What are the dangers of stereotypes?  What can people do to break free from stereotypes?  Why is this important?

What makes a good journal entry (personal response)? Performance Standards for Personal Response (p. 363).


END OF CLASS: I have a breakdown of your mark for the short story unit.  Category weightings: Assignments 65%, Test 25%, Participation 10%.  Missing assignments will really affect your mark.  

ENGLISH 9

Creative Writing: 

"How do our decisions affect ourselves and others?"

1. Continued watching Freedom Writers, completing the graphic organizer started on Thursday.

ENGLISH 9

The Short Stories Unit is finished. Our new unit:

Creative Writing: 

"How do our decisions affect ourselves and others?"

In this unit, we will:

• Watch Freedom Writers (movie)
• Write numerous response journal entries
• Write a short story.
• Write poetry/songs

At the end of the unit, you will hand in your best example (proofread, edited, typed) of:

1. a personal response journal entry*
2. a short story*
3. a poem *

*criteria determined in class

Today:

1. Freewrite (5 minutes): "What are some examples of when other people's decisions had an affect on you?"  What happened?  Was the outcome good or bad?  What do you wish had happened?
2. Watch the first section of Freedom Writers. Students draw or write 9 examples of actions in the movie that had an affect on at least one other character (using the "Filmstrip" graphic organizer).

ENGLISH 9

Short Story Unit Test.  Good luck!

ENGLISH 9

1. Review for Short Story Test: 

• "Charles"
• "The Sniper"
• "All Summer in a Day"
• "HOMR" (Simpsons episode) 
• "The Veldt"
• "Little Old Lady From Cricket Creek" 
• "The Most Dangerous Game"

2. Work time (incomplete work, corrections, etc.)

ENGLISH 9

• The Short Story Test will now be on Tuesday, November 15th.  The Study Guide is now also due on this day.
• Today will be the last class dedicated toward creating your study guid, corrections, and completing any missed work.
• Thursday will be a review for the test followed by a bit of time to work.

ENGLISH 9

1. Test is now going to be on Thursday, November 10th.  This class and Tuesday's will focus on corrections and test preparation (creating the Short Story Unit Study Guide).
2. Please ask me for any clarification/additional instruction if you do not understand questions or how to make corrections.  I am also available most days at lunch and after school for additional help.

ENGLISH 9

1. The Short Story Test is next Thursday, November 10th.  This will be worth more than 50% of your grade so far (an assessment "of" your learning), so be sure to take this very seriously.
2. The last assignment before this test is to put together a personalized study guide (which I'll collect it for marks) to help you prepare.  See the Short Story Study Guide sheet for information on what to include in your study guide and what to study for the test (reviewed this class).  Your Short Story Study Guide will be due November 10th.
3. Time to work on your Short Story Study Guide + any missing work or corrections.
4. Next class (Thursday) will also be a work/"corrections" block to get ready for the test.

ENGLISH 9

1. Restitution Lesson 5 (Beliefs).
2. Work period, focussing on corrections.

ENGLISH 9

1. A Newsletter from Mr. Mac
2. A comment about work, corrections, and how to maximize your mark.  In the end, I will drop your lowest score on the short stories (also counting toward you grade will be one other upcoming assignment and the short stories unit test).  This Friday, we will have a work period focussing on doing corrections or missed work.  Missing/incomplete assignments (of the total of seven stories we'll have covered) = a lowered work habits score and lower grade.   
3. "The Most Dangerous Game" overview (see http://en.wikipedia.org/wiki/The_Most_Dangerous_Game), then listen to a reading (audio book http://www.sffaudio.com/podcasts/SFFaudioPodcast105.mp3), while pausing every now and then to look at the question sheet and reflect/discuss. 

ENGLISH 9

1. Check out Engrade (link on this site) to see your assignments and work you need to complete. Use the access codes from Mr. Mac.
2. To Room 172 (computer lab) to work on the creative writing piece from "Little Old Lady From Cricket Creek."  Please type the creative writing piece, doing it on separate paper(s) than your answers to questions 1-4 and then hand all of this in together (stapled).  Due next Tuesday, October 25th.  For a resume template, see http://www.businessballs.com/freepdfmaterials/free_cv_sample_template.pdf.  For a rap sheet example, see http://www.hirenetwork.org/pdfs/050542_il_rap.pdf.
3. Finished?  Work on any missing work or the Independent Novel Study project.

ENGLISH 9

1. New seating plan.
2. Reminder: "The Veldt" questions due today.
3. "Little Old Lady From Cricket Creek": dramatic reading with Before/During/After reading notes (lead by Mr. Mac).
4. Work period (on questions from "Little Old Lady From Cricket Creek" + work handed back with a quick review of common errors and loss of marks).

ENGLISH 9

• Read (individually) the first section of "Peter Pan" by James Matthew Barrie. Think about how Peter Pan relates to "The Veldt."  If you finish early, work on "The Veldt" questions/reread the story.
• While students read, work handed back.  

• Note that marks will be posted on the wall (anonymously) next week (I've been waiting for some technology to be figured out).  
• 3 Types of Assessment: 1.) For Learning, 2.) As Learning, 3.) Of Learning.
• Be sure to a.) read all parts to a question, b.) answer in full sentences (if not in future, I may not mark your work), c.) ask if you don't "get it" and put in your best effort. 
• In general, I think many people seem to be rushing through their questions, just to get them done.  Take some time with them.  Remember: reading is thinking.
• Some people have not handed me much work.  Bottom line: you may be getting a call home soon to inquire why (Mr. Mac doing "his job").
• You may do corrections on your work. Please do so in a different colour than the original work (you may also use extra pieces of paper if you wish).

• Brainstorm on "The Veldt" as a class with Setting, Character, Plot, and Theme as branches (students take as notes).
• Work period, focussing on "The Veldt" questions. Question #2 on the allusion present in the story, check out http://www.youtube.com/watch?v=z0pbrkh0jvI, which may give you a better idea.  Allusion definition: "a brief reference, explicit or indirect, to a person, place or event, or to another literary work or passage . . . where the connection is detailed in depth by the author, it is preferable to call it "a reference".

ENGLISH 9

1. Dramatic reading of "The Veldt" + class discussion.
2. Answer questions from sheet.

ENGLISH 9

• Analysis of a Simpsons episode called "HOMR" (watch and then answer answer sheet).

ENGLISH 9

• All Summer in a Day (dramatic reading) + class discussion.
• Question sheet.

ENGLISH 9

1. Quick overview of the Independent Novel Study.  Criteria for picking out a novel: find a "just write" novel (not too hard or easy, not too long or short, high-interest).
2. To the library to pick out a book.
3. Back to class and review the handout on the Independent Novel Study + time to start reading/working on your project (before reading questions, etc.).

ENGLISH 9

-watch TED Talk by Adora Svitak (http://www.ted.com/talks/adora_svitak.html). Class discussion following.
-Review of short story terminology and devices (yellow sheet)
-Review of "Charles" (basic plot, themes, questions?)
-Review of "The Sniper" (basic plot, themes, questions?)
-Begin reading "All Summer in a Day" (on your own) (I'll read it out loud later)

ENGLISH 9

This is what we did today:
1.) We watched a lecture by JJ Abrams (http://www.ted.com/talks/j_j_abrams_mystery_box.html) about how stories of all kinds have mysteries or questions. These mysteries create suspense and intrigue, and keep us thinking and guessing, which makes us active participants vs. passive "lumps" as we read/view.
2.) Review and worked on questions for the short story "The Sniper."  Questions due next block (Tuesday, September 27, 2011)

ENGLISH 9

Nice work today, class. I really appreciated the high level of cooperation and listening. We covered:

-Restitution Lesson 4
-Read "Charles" as a class with group discussion based on questions from question sheet
-Read "The Sniper" out loud, with time to work on questions next class

**Reminder to hand in "Charles" Questions + Before/During/After Reading page (due today)

ENGLISH 9

What we did today:
-Restitution Lesson 3 (Tootsie Pop Brain)
-Students read "SpongeBob may make kids hyper: study."
-Think/Pair/Share: How can we link this article to the Tootsie Pop Brain?
-How can we link this article to the Tootsie Pop Brain? (class discussion)?
-Students read "Charles" and completed the "Before, During, and After Reading Questions" worksheet and then moved on to answer a question sheet, all of which is due Tuesday the 20th.

ENGLISH 9

Today we completed the second lesson in our Restitution Field Guide (page 3) on what resources we have around us if we need help and then we moved on to how to read a short story (see handout).  Within this, we read a story called "Mr. Blink" about a person who wakes one day to realize he's been nominated to run for Prime Minister. The short story "Charles" was handed out at the end of class.  Please start reading to prepare for tomorrow's lesson.

ENGLISH 9

Interesting class today . . . a bit of "get to know you" with a bingo game (helping to create a community of learners) and some time to work on your freewrite (1 page, 2-3 paragraphs; reminder: it was due at the end of the block so hand it in as soon as possible as it is now late).  Next class we're going to dive into our short story unit, which I'm really excited about starting.

ENGLISH 9

Welcome to English 9! Today was our first full-length class and we did some interesting things, including: reviewing the course outline, created a My Job/Your Job list for myself and students, started our "macbook" profile class project, and began a free-writing prompt (one page single spaced , 2-3 paragraphs) on either: 1.) This summer, I . . . or 2.) My fondest memory is . . .

Homework: finish "macbook" profile (with a picture of yourself, if you have one).