Block 1 English 9 25/26

Today students learned the term allusion and reviewed foreshadowing, setting, symbol, conflict, and theme.  In small groups, those students who had handed in their work on time were able to receive feedback from classmates on their work. They discussed answers, but also checked that the work was titled properly, that quotes were incorporated and properly cited, that there was no 1st-person, that pronoun use was accurate, and that the answers made sense.  Groups were also investigating the connection between setting, conflict, symbol, and theme in the text. They were asked to come up with two symbols from the text and explain them, and to write a theme statement.  Few followed the steps for writing a theme statement - and most could do with a re-think.  Next class we will continue to look at theme, and begin working on paragraph writing in earnest. 

Students began the block with a comma quiz, after which they read their personal novels. Students handed in the hard copies of their homework, and picked up the following: "A Time and a Place" - I statement sheet a sheet on run-on sentences, and sentence fragments a sheet called "Seven Snappy Starters" a sheet of transition words for use in ongoing writing Anyone who missed today's quiz, or the sheets, should come to tutorial as soon as possible.  For homework , students are choosing one of the three possible topics at the end of the "Seven Snappy Starters" sheet, and then writing seven snappy starters for that topic - as per the example on the sheet (regarding exercise). Anyone wishing to get a big ahead should be thinking about the overarching theme in "The Veldt."  

 Students began the block with reading their personal novels, and doing a Comma Review - there is a comma quiz next class. We then read the "The Veldt," with students highlighting advanced technology/negative impacts of technology as they read. We concluded the block with a brief discussion of some aspects of the story. HMWRK - The assignment for "The Veldt" will be on Teams. As per the last work, please bring a hard copy to class to work with.   

 Students began class  by doing some comma work and reading their personal novels. Students looked at the feedback on their previous assignments (some never handed them in, so they will be at a disadvantage for the next work (specific apologies to those final few who did not get the feedback - hopefully it is there at the time you are reading this)). Students received their theme statements, and we went over some possible examples.  We discussed the positive and negative impacts of technology, before students received "The Veldt." No homework, other than to think about what technology existed in the 1940's.  We will read next class.   

 Today's class was interrupted by a lengthy earthquake/fire drill. We did not get through all that was intended, but we'll pickup from where we left off next class. Students handed in their new theme statements, and picked up: A sheet on quotation integration The first comma worksheet Students should ensure they understand both sheets, and practice writing theme statements for a few of their favourite stories/movies.

 We began today's class with students handing in the homework from last day - 1/3rd of the class did not have work to hand in. There is a clear trend for some students, and they should look to prioritize this early learning, or they will find themselves very behind in just a short time.  No one did a perfect job of the homework - as a result, we set about writing better statements, and critiquing them as a class. No group wrote a perfect statement. AND SO! Homework is to write a solid theme statement for "Barney," using the "How to Write a Theme Statement" sheet.  Please note: Students were encouraged to go to the Writing Lab for help with this work at lunch today, but most did not do so. The HWL is open Mon/Tues/Wed, and tutorials are open daily, apart from the FRIDAY OF WEEK 1.

Students did a quick, anonymous question set about connection and purpose in/of the school, before reading their personal novels. We worked on a theme statement (there is a handout to be picked up) for "For the Birds." HMWRK: Students are to use the "How to Write a Theme Statement" sheet to go through the process and write a theme statement for "Barney" to be handed in next class.  NOTE: The behaviour of many students in the block is not what it should be for Grade 9. Without question, those who are not managing themselves properly will struggle to meet the level of proficiency by the end of the year.   

 Students began the block by reading their personal novels. In groups (depending on the degree to which work was completed/submitted) students discussed the questions they submitted yesterday.  ANYONE WHO DID NOT SUBMIT THE WORK IN TEAMS MUST DO SO BY 11PM Students began a word web for "For the Birds." They should place the title in a bubble in the center of their page, then surround it with branches to terms they see as being central to the story - we began with the word: Exclusion - include as many other words as you can. Additional homework:   Students have received a list of vocabulary for "The Veldt." They should write a definition for the first word, followed by a sentence which both uses the word and illustrates its meaning . They should do this for every subsequent word on the list - ON A SEPARATE SHEET OF PAPER.  

    Students began the block by reading their personal novels. We watched the final scene of Jurassic World and discussed the implications of gene editing/genetic We read the short story "Barney" and argued about what the last entry was really all about... HMWRK: The questions for today's class (due before 9 on Tuesday, October 7th) are posted in Teams - They should be submitted in Teams AND printed in hard copy for use during next class. Tips for answering the questions on Teams: Please answer in full sentences. Please ensure you rephrase the questions in your answers. Do not use pronouns (such as he, she, they etc.) without first naming the person, or group. Use evidence and quotations from the text to explain your argument/discussion.

Today's block began with a lockdown drill. Students received a new seating plan. We watched a video on CRSPR ,  and began a discussion the implications of gene editing/genetic modification (as happened in this instance) on a basic level. HMWRK - 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.