Block 1 English 9 25/26

 We are planning a bit of a social block (part of a block) on Thursday - anyone who would like snacks should bring snacks to share! Students got a look at their apostrophe quizzes - they also had a short read. We discussed the history and politics around the area of the new bridge ( as contained in this article ), as well as how to pronounce its Indigenous name . We also had a look at this artful jab at colonial language . We talked through a couple of student questions, then students received a note-taking sheet, and we read up to page 30 in the play. 

 Students started the block with a quick read of their personal novels. We looked at a piece of art called "Architecture of Return" and watched a Grass Dancing Santa reel . We worked through a couple of their key questions, then started reading Toronto at Dreamer's Rock . A couple of very gracious readers (and excellent caw-ers) got us started. We read through to the middle of page 20. We stopped class just a bit early to do the Grade 9 Yearbook Poll. I also posted the following on Teams - just in case parents need a reminder: "As promised, this is a quick reminder to say that most students' standing is developing at this point in the year. By no means does this mean that there are not multiple skills that folks are already proficient in, or that proficient is out of reach. What it means is that most folks have yet to become proficient in all of the competencies covered thus far. In the many months to come, we will re-visit all of the skills we have touched on...

 Students had a seat changes, then read for a very short spell. We began talking through some of the questions students wrote last week - it will be a long while before we finish them! Students worked on a set of vocabulary for the upcoming play - they will share with the class on Wednesday. Apostrophe quiz Wednesday! Students received their unit paragraphs today - They were encouraged to hole-punch them and put them in their binders to be used reference tools in future work (or th e Writing Lab/ Tutorial).

 Students read their personal novels. Groups finished their work on "The Sea Devil," which we started to work through together. Students had a look at their Short Story Terms Quiz, but many immediately s howed (via the questions above) that they are not yet able to apply those terms in context. Anyone who did not get a theme statement on the page should do one for homework. Next class we will check in about standing in the course, work on apostrophes, do some theme statement work, AND intro the next unit.

 We started today's class with a short read of personal novels. Students shared family superstitions to set the scene for "The Sea Devil." We finished reading the story, and students began work on the following question in groups: What point of view is the story written from? - How do you know? (maybe note a quote for proof?) What kind of character is the protagonist? ( flat, round, static, dynamic..) Note 2-3 symbols in the story, and write brief notes about what they represent, and what their purpose is in the story Find a quote to show the climax of the story – write it down   with the page number – explain how you know it is the climax.  We will continue to add to these in our next block, which is not until Tuesday! Reminder from counselling:  Your Take our Kids to Work Day assignment is overdue if it has not yet been completed. The assignment can be found in the students' Grad 2029 Team and will only take 10 minutes total to complete. It is used as you...

 Students did a quick terms quiz - most had no trouble at all (it really was just the basics). We worked through "Sea Devil" Vocabulary together - then juuuuuuust started working through the story. Students paid attention to possible foreshadowing in the setting of the story, symbols, and multiple examples of personification. NO HOMEWORK!