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.