Lesson 14

 Students started the block by reading their personal novels - those who take 10-15 minutes just to begin reading, or cannot do so without constant external monitoring should ask themselves why that is...what's going on for you? What are you missing out on by not reading? Do you have challenges with focus that you can do some work on?

 We then looked over the feedback on their "Barney" questions, and students noted the top 3 things to work on, on a separate sheet of paper (this will be of use in the near future). 

We discussed the pro/con technology lists from last class.

We began reading "The Veldt" - all students should be up to the middle of page 123 before our next class together and should have highlighted or starred anything that looks like evidence of a futuristic setting, or technology impacting the relationships between the family members. 

Students are reminded that they are expected to attend tutorials in advance of any predictable absence. This is especially the case for sport-related activities and vacations.  

 

Lesson 13

Today's class began with a comma quiz, followed by the reading of personal novels.

We work-shopped the theme statements students wrote for homework.

Students discussed the pros/cons of the impacts of technology on their lives.

Homework is to extend these lists if too short - and be ready to discuss!

 

 

 

Lesson 12

 Students are juuuuuust starting to understand the expectations for them this year.

We did a quick homework check on last day's vocab (a number need to re-work it, or hand it in for a first time). 

Students received a mark for their capitalization quizzes - a few have more review to do - they should be coming to tutorial, or checking in at the Writing Lab.

We did a final comma sheet - THERE IS A COMMA QUIZ NEXT CLASS 

Students tried their hand at theme statements once again - their homework is to write a theme statement for "For the Birds." 

 

Lesson 11

 Students read their personal novels.

We talked about the connections between all of the many different pieces we have looked at so far.

Students learned about theme statements and how to write them.

HMWRK:

-Write a theme statement for "Barney"  

-Students received a list of vocabulary terms - ON A SEPARATE SHEET students should write the word, write a definition of the word, and then write a sentence IN THEIR OWN WORDS which shows their understanding of the word. If someone were learning English, this sentence should make the meaning of the word abundantly clear to them.  Students should ensure they have completed the work for by the beginning of next class. 

The words are as follows:

·       Thatched

·       Perspiration

·       Absurdly

·       Pelts

·       Exquisite

·       Instinctively

·       Sedative

·       Telepathic

·       Emanations

·       Extinguished

·       Neurotic

·       Insufferable

·       Forbade

 

Lesson 10

We started the class with an open floor for questions about commas (anyone absent, or who did not speak up, should make sure to come to tutorial for clarification as needed)

Students who still hadn't completed the work that was due for Monday's class worked collaboratively in the breakout space - Those people should all have handed in typed answers by the end of tomorrow's tutorial.

In groups, students shared their answers. We talked about form/conventions/mechanics - a surprising number of students are still not capitalizing titles and names etc. 

Students got a chance to see the different levels of answers I am often handed - even if the core ideas are the same, the delivery matters. Most have something key to work on.  

All students should refer to the feedback on their work in Teams. A 3/4 represents Proficient. It has no application as a real number. 

We watched the final scene of Jurassic World and Dolly the sheep - this is where we will pickup next day. Students should be reflecting on the various connections to text and the world at large in these additional materials. 

***NB - If students are confused about the connection between today's videos, and the text, hopefully the discussion of the concept of THEME next class will help make it all come clear.

 

 

Lesson 9

So many students came to class unprepared today that we were not able to move forward with the lesson as planned. Those who did not hand their work in online have until 10pm tonight to do so. 

We watched a video on CRSPR,  and began a discussion of the implications of gene editing/genetic modification (as happened in this instance) .

Students finished the class with a comma worksheet 

HMWRK - finish your comma worksheet and continue to think about the possible implications of genetic modifications and scientific experimentation...

***NB - If students are confused about the connection between today's videos, and the text, hopefully the discussion of the concept of THEME next class will help make it all come clear.

Lesson 8

We began the block by discussing group answers to the irony questions posed last class.

Following those discussions, we set about reading a short story. Students really needed to read along - and to pay attention for detail - in order to understand the text. 

It took some time for students to fully understand the text, but there was a lot of very encouraging and beneficial discussion.

HOMEWORK: There is an assignment posted in Teams. The instructions there are very clear, as are the questions. The work is due in the morning before our next class. BRING A  HARD COPY TO CLASS.