This week, we are continuing with our novel circles. Students are successfully navigating the process of reading, stopping, talking and recording during class. The topics of discussion in the circles are rich and varied.
We are going to choose a small chunk of reading to complete over the break. I will email or call the families of each of the grade nine students, to let parents/guardians know how many pages the student will be expected to read. Then, when we come back in January, we can discuss the section we read over break.
I hope you all have a safe and restful break. See you in 2013!
Wednesday, December 19, 2012
Friday, December 14, 2012
Character Questions and Connections
We spent the first half of class today, reading our books in our groups. We talked about questions we would ask the protagonist, connections we can make to his/her life, feelings we think he/she is experiencing and predictions about what we think will happen to him/her in the next few chapters. Most students are taking turns reading aloud, and we are having GREAT conversations about what we are reading!
We then debriefed the "Simpsons" episode we watched last class, talking specifically about who the protagonist was, who/what the antagonists are, and about examples of internal and external conflict. Students are really beginning to understand what those elements of fiction are and how to apply them to the book they are reading.
We then debriefed the "Simpsons" episode we watched last class, talking specifically about who the protagonist was, who/what the antagonists are, and about examples of internal and external conflict. Students are really beginning to understand what those elements of fiction are and how to apply them to the book they are reading.
Friday, November 30, 2012
Last Year/This Year
We finished watching our James Bond movie, and returned to our poetry unit.
We began by brainstorming how we feel the day before the first day of school, what we think about, and what issues tend to be in our head every morning before we go to school. We found that some of us have social reasons and concerns, while some of us have academic ones.
We then read the poem "Back to School Last Year/Back to School This Year" and we noted powerful words/phrases from each section. We then discussed which emotion we thought the poet wanted us to feel in each section. We agreed that the first section was primarily focused on nervousness and fear, while the second section seemed more confident and calm.
We concluded by summarizing the poem in a couple of sentences. We will write our own "Last Year/This Year" poems next class.
We began by brainstorming how we feel the day before the first day of school, what we think about, and what issues tend to be in our head every morning before we go to school. We found that some of us have social reasons and concerns, while some of us have academic ones.
We then read the poem "Back to School Last Year/Back to School This Year" and we noted powerful words/phrases from each section. We then discussed which emotion we thought the poet wanted us to feel in each section. We agreed that the first section was primarily focused on nervousness and fear, while the second section seemed more confident and calm.
We concluded by summarizing the poem in a couple of sentences. We will write our own "Last Year/This Year" poems next class.
Wednesday, November 28, 2012
Term End Conversations
We have begun our Term End Conversations, and our James Bond movie to celebrate the end of a very successful first term!
While the class is watching "Casino Royale," I am conducting one-on-one interviews in the hallway. Students are being asked to share with me what they think worked well for them in first term (related to both achievement and behaviour) and what they would like to work on in term two. Together, we are setting goals for each student and for me, so that we have a successful second term.
We will conclude the film next class, and finish up conversations as well.
While the class is watching "Casino Royale," I am conducting one-on-one interviews in the hallway. Students are being asked to share with me what they think worked well for them in first term (related to both achievement and behaviour) and what they would like to work on in term two. Together, we are setting goals for each student and for me, so that we have a successful second term.
We will conclude the film next class, and finish up conversations as well.
Tuesday, November 20, 2012
Creating an Expository Paragraph Plan
We spent the beginning of our class today completing Term One reviews. Students will use these reviews in our Term End Conversations next week, to help determine an appropriate letter grade and work habit designation. Students have been asked to consider where their strengths are, and which areas they need to improve, related to both behaviour and achievement. Mentors have been asked to consider strengths and areas for improvement, overall.
We then began to construct a plan for an expository paragraph on the poem, "Television." The topic for the paragraph was as follows: Discuss the theme of the poem, "Television". We created a topic sentence together, and then we began to practice using text evidence as support for this topic sentence. We will complete these outlines next class.
We then began to construct a plan for an expository paragraph on the poem, "Television." The topic for the paragraph was as follows: Discuss the theme of the poem, "Television". We created a topic sentence together, and then we began to practice using text evidence as support for this topic sentence. We will complete these outlines next class.
Thursday, November 15, 2012
Television!
We spent the first part of today's class considering some of the things we discussed last day, related to television. Students worked in small groups, and determined with their group what they believed to be the most influential aspect of TV on society. This discussion led into our poem reading today.
We read "Television," written by Roald Dahl, and groups were responsible for summarizing one section of the poem. Once groups had produced a two sentence summary of the section, they wrote their sentences on poster paper and then presented these to the class.
At the conclusion of class, groups created theme statements, plus recorded evidence to support these theme statements, for the poem. We will share these at the beginning of next day's class.
We read "Television," written by Roald Dahl, and groups were responsible for summarizing one section of the poem. Once groups had produced a two sentence summary of the section, they wrote their sentences on poster paper and then presented these to the class.
At the conclusion of class, groups created theme statements, plus recorded evidence to support these theme statements, for the poem. We will share these at the beginning of next day's class.
Wednesday, November 14, 2012
The Pros and Cons of Television
We began our class with a debrief of the final section of "No Boring Parts Allowed." We agreed that this was a poem about a guy (or girl) who appreciates high-intensity, action-packed stories and who has no time for slow spots.
We then made a list of all the things we perceived to be positives about television, and a list of all the negatives. We talked about these lists, which were fairly balanced in number.
We then read a poem called, "Jimmy Jet and his TV Set" about a boy who watches so much TV he turns into a television set. We discussed the author's use of hyperbole and rhyme and we will construct a theme statement for this poem next day.
We then made a list of all the things we perceived to be positives about television, and a list of all the negatives. We talked about these lists, which were fairly balanced in number.
We then read a poem called, "Jimmy Jet and his TV Set" about a boy who watches so much TV he turns into a television set. We discussed the author's use of hyperbole and rhyme and we will construct a theme statement for this poem next day.
Thursday, November 8, 2012
No Boring Parts Allowed!
Today, we practiced our ability to make predictions using pictures, viewing three images which seemed to come from action movies. We then added the title of our poem, "No Boring Parts Allowed" to our prediction, and we figured that the poem would probably be about an action-movie fan who does not appreciate when things get slow in movies.
We then read the first section of the poem together, and Ms. Barsky shared some strategies she uses to help make sense of poems when she reads them. After reading the first section together, we worked to summarize the main idea of the section, as well as note the surprising twist at the end of the section. Students then worked with their mentors to try to figure out the other sections. We will debrief section three next day.
We then read the first section of the poem together, and Ms. Barsky shared some strategies she uses to help make sense of poems when she reads them. After reading the first section together, we worked to summarize the main idea of the section, as well as note the surprising twist at the end of the section. Students then worked with their mentors to try to figure out the other sections. We will debrief section three next day.
Tuesday, November 6, 2012
News Articles... Done!
We spent today's class in the computer lab, where students were asked to complete a typed, final copy of the news feature article. If you were not able to complete the article today, please ensure that it is completed for the end of the week.
A reminder of the criteria:
A reminder of the criteria:
- an opening paragraph that contains the 5 Ws and a hook
- a middle that contains facts and two quotations
- an ending that summarizes the event
- proofread for spelling, capitalization, punctuation and sentence structure
Monday, October 29, 2012
Earthquake!
We spent today's class looking at the features of news articles. We want to write the best possible feature stories we can, so we need to know what goes into making a news feature effective, first.
We began with a list of words, and students tried to determine which words were "in" the article and which were "out" of the article, sorting them into two lists. We talked about which words we thought were in, and why we thought this. Then, we made a prediction about what we thought the article would be about.
We then practiced our ability to recognize the 5Ws in a lead paragraph. Students recorded these after reading the opening paragraphs from the article.
Finally, we began to look at the components of the middle of news features. We noted the Province article used facts and interviews with people to develop the story. We noted three different facts (which are different from opinions, remember), and we looked at the importance of two different quotations from the article.
We will continue writing our own feature stories next day.
We began with a list of words, and students tried to determine which words were "in" the article and which were "out" of the article, sorting them into two lists. We talked about which words we thought were in, and why we thought this. Then, we made a prediction about what we thought the article would be about.
We then practiced our ability to recognize the 5Ws in a lead paragraph. Students recorded these after reading the opening paragraphs from the article.
Finally, we began to look at the components of the middle of news features. We noted the Province article used facts and interviews with people to develop the story. We noted three different facts (which are different from opinions, remember), and we looked at the importance of two different quotations from the article.
We will continue writing our own feature stories next day.
Thursday, October 25, 2012
What's in the News?
For the past few classes, we have been working on a news article, reporting on an incident of the student's choice. We spent time last class looking at the features of news article openings, and we practiced locating the 5 Ws (who, what, where, when and why) in an opening. We also considered how we could begin our articles so that we would capture our reader's attention.
We continued this practice during today's class, as well. Students finalized their openings today, and they submitted their opening paragraph to me.
We continued this practice during today's class, as well. Students finalized their openings today, and they submitted their opening paragraph to me.
Tuesday, October 16, 2012
We Aren't Going to Make It!
We practiced our prediction making today, making logical, informed predictions about an article, based on a picture, then the title, and then the "blurb" from the side of the article. Students are getting better at making predictions that are based upon the evidence in front of them.
After we made predictions before reading, we then read the article together, stopping after short chunks to continue predicting what would happen. Students used the details of the article, plus their background knowledge, to guess what was about to happen next.
Finally, we began filling out a "Problem - Solution Outline" which allows us to summarize what we understand of what went wrong, and the different solutions that were tried. We will continue with this activity on Thursday.
After we made predictions before reading, we then read the article together, stopping after short chunks to continue predicting what would happen. Students used the details of the article, plus their background knowledge, to guess what was about to happen next.
Finally, we began filling out a "Problem - Solution Outline" which allows us to summarize what we understand of what went wrong, and the different solutions that were tried. We will continue with this activity on Thursday.
Thursday, October 11, 2012
Spiderwebs!
Emily led our community building activity to start class: the creation of a spiderweb that represents the connections we all have with one another. Each student was asked to share a little bit of information about him/herself, and then after sharing, he/she would toss a ball of yarn to someone else. As the ball unraveled and students held on to their respective spot on the string, a giant spiderweb was created. Thanks, Emily!
We then spent class time working on our persuasive paragraphs. Using the model paragraph we wrote together last week, students were asked to choose a topic that interested them, create a "Seeing Both Sides" outline, and then write a paragraph on that topic. We will continue working on these paragraphs next day.
We then spent class time working on our persuasive paragraphs. Using the model paragraph we wrote together last week, students were asked to choose a topic that interested them, create a "Seeing Both Sides" outline, and then write a paragraph on that topic. We will continue working on these paragraphs next day.
Wednesday, October 3, 2012
Rate My Teacher
We began class with a community building game... where Ms. Barsky invited students to come along on a trip to space, but only if they brought something that began with the same first letter as their name! Once students caught on to the trick... we had a space ship full of interesting items: eggs, mashed potatoes, a kite, a space suit, and a killer robot.
Then, students worked in small groups, facilitated by a mentor student, and practiced making predictions using text features (such as pictures, title, subtitle, bold words, and quotations). Once students had made predictions, they read through the article together (sharing the job of reading aloud) and summarized the main points. Finally, students began to organize the main points into a graphic organizer titled, "Seeing Both Sides." Their task is to find evidence to support both sides of the argument - Should students be allowed to rate their teachers online? - and to place the evidence on the corresponding side of the graphic organizer. We will complete this part of the task next class.
Then, students worked in small groups, facilitated by a mentor student, and practiced making predictions using text features (such as pictures, title, subtitle, bold words, and quotations). Once students had made predictions, they read through the article together (sharing the job of reading aloud) and summarized the main points. Finally, students began to organize the main points into a graphic organizer titled, "Seeing Both Sides." Their task is to find evidence to support both sides of the argument - Should students be allowed to rate their teachers online? - and to place the evidence on the corresponding side of the graphic organizer. We will complete this part of the task next class.
Monday, October 1, 2012
Trick-or-Treat
We finished working through the article called, "Trick or Treat" today, summarizing the main ideas as we went along. We talked about how information such as statistics or quotations from individuals were too specific to be considered main ideas, and so we left these details out. We ended up with a short list of points as a summary of the entire article.
Then, using a graphic organizer titled, "Seeing Both Sides," we responded to the question, "Should trick-or-treating be cancelled?" with examples from the article. We listed four or five points for each side, and then added a few ideas of our own. We discussed that the Seeing Both Sides graphic organizer is good for preparation for a debate, or as an outline for a persuasive paragraph.
And then we had some chocolate treats.
Then, using a graphic organizer titled, "Seeing Both Sides," we responded to the question, "Should trick-or-treating be cancelled?" with examples from the article. We listed four or five points for each side, and then added a few ideas of our own. We discussed that the Seeing Both Sides graphic organizer is good for preparation for a debate, or as an outline for a persuasive paragraph.
And then we had some chocolate treats.
Thursday, September 27, 2012
Making Logical Predictions
We began our class today with a tower-building competition. After some very creative approaches to tower construction, we had one group DOMINATE the event, with a tower that reached 98 cm. Almost one-metre of tower! Congrats, group!
Ms. Barsky then distributed a handout which details the reading strategies and writing skills we will develop this year. We talked about how there are many different strategies and skills a reader/writer can use when he/she is reading and writing, and we will, by the end of the year, have worked through and practiced all of them.
Today, we focused on the reading strategy of making predictions about what we are about to read. Students were placed in groups and asked to sort some words into categories. Then, they had to come up with a prediction of what the article was likely about. We had many logical predictions!
Finally, we began reading the article "Trick or Treat," using the magnet word strategy to pull out important words and phrases. We will continue with this article next day.
Ms. Barsky then distributed a handout which details the reading strategies and writing skills we will develop this year. We talked about how there are many different strategies and skills a reader/writer can use when he/she is reading and writing, and we will, by the end of the year, have worked through and practiced all of them.
Today, we focused on the reading strategy of making predictions about what we are about to read. Students were placed in groups and asked to sort some words into categories. Then, they had to come up with a prediction of what the article was likely about. We had many logical predictions!
Finally, we began reading the article "Trick or Treat," using the magnet word strategy to pull out important words and phrases. We will continue with this article next day.
Tuesday, September 25, 2012
Reading Assessments
In class today, all grade 9 students completed a reading assessment. The purpose of this assessment is to determine what the strengths and areas needing improvement are for the grade, so that teachers may begin to explicitly teach and work on the strategies needing attention in their subject area.
Reading assessments will be coded by all staff members in October and results will be shared with students and parents. If you missed the assessment, please see Ms. Barsky to make it up.
While grade nines were completing the assessment, the mentors went to the library to plan a community-building activity. We can't wait to see what they've come up with!
Reading assessments will be coded by all staff members in October and results will be shared with students and parents. If you missed the assessment, please see Ms. Barsky to make it up.
While grade nines were completing the assessment, the mentors went to the library to plan a community-building activity. We can't wait to see what they've come up with!
Friday, September 21, 2012
Goal Setting for Term One
Today, while the mentors were away at a mentorship workshop, the grade nines worked on two different activities. First, they worked on setting some long term and short term goals for Term One. I asked students to set one set of goals that are personal and one set that are school-related. We will re-visit these goals at the end of Term One, to see what kind of progress is being made at meeting them.
Then, students completed a writing sample, so that I have a sense of the kinds of things we will want to work on in class this year. I will return the samples, with feedback, next week.
Then, students completed a writing sample, so that I have a sense of the kinds of things we will want to work on in class this year. I will return the samples, with feedback, next week.
Thursday, September 20, 2012
Mentorship means...
We concluded the film The Karate Kid today, and we discussed the qualities present in the relationship between Daniel and Mr. Miyagi. We noted that Daniel was willing to ask for help, and that he kept trying and didn't give up. Mr. Miyagi was patient with Daniel, a good listener, and didn't give up on Daniel. Daniel also had the support of his mom, and Ali, and we noted that it's nice when your friends support you as well.
We mentioned that the relationship between the Cobra Kai sensai and his students was NOT representative of a positive mentoring relationship. The teacher used fear and intimidation to get his students to do what he wanted, and we agreed that was a terrible way to interact with people who are trying to learn.
Our goal with this film was to have the class thinking about the kinds of qualities they will need to try to exhibit, in order for their own mentoring relationships to work well.
We mentioned that the relationship between the Cobra Kai sensai and his students was NOT representative of a positive mentoring relationship. The teacher used fear and intimidation to get his students to do what he wanted, and we agreed that was a terrible way to interact with people who are trying to learn.
Our goal with this film was to have the class thinking about the kinds of qualities they will need to try to exhibit, in order for their own mentoring relationships to work well.
Tuesday, September 18, 2012
The Karate Kid Continues....
We began today's class by reviewing the beginning of the movie, The Karate Kid, which we started last class. We discussed all the ways Daniel LaRusso might need support. We decided he might need help with
- defending himself against the bullies
- having a male influence/father figure
- fitting in in California
- making new friends
- getting a girlfriend
- controlling his anger
With these elements in mind, we continued watching the movie, to see whether Daniel and his mentors ended up exhibiting the qualities we had identified as important last class.
We will conclude the movie on Thursday.
Wednesday, September 12, 2012
What makes mentoring relationships work?
We began our class working collaboratively in groups to try to figure out homophone pairs, given some clues. For example... What do you call a naked grizzly? A bare bear. Students solved each puzzle, working together to figure out the answers.
Then, we spent time brainstorming in new groups which qualities we think are important in mentoring relationships. We discussed traits that we think are important for mentors to have: be understanding, to not belittle, to listen, to not give the answers, and... of course... to be awesome! We think that mentored students should be open-minded, understanding, ask questions when they need help, and... surprise... also be awesome.
Finally, we began watching The Karate Kid, in order to see mentoring relationships "in action." We will analyze the relationships in the movie and discuss which of our traits we see present. We may add qualities that we notice in the movie, but did not think of ourselves.
Then, we spent time brainstorming in new groups which qualities we think are important in mentoring relationships. We discussed traits that we think are important for mentors to have: be understanding, to not belittle, to listen, to not give the answers, and... of course... to be awesome! We think that mentored students should be open-minded, understanding, ask questions when they need help, and... surprise... also be awesome.
Finally, we began watching The Karate Kid, in order to see mentoring relationships "in action." We will analyze the relationships in the movie and discuss which of our traits we see present. We may add qualities that we notice in the movie, but did not think of ourselves.
Monday, September 10, 2012
Welcome Back!
Today, students were asked to share some thoughts about last school year, as well as provide Ms. Barsky with their current course schedule.
Then, we played round two of Scattergories, with a new partner.
Students were then given a copy of the course outline and a description of the expectations for the year. A link to the outline can be found under "General Course Information" on this blog.
Finally, students completed reading surveys, in order to give Ms. Barsky some ideas about what we might want to read this year. The remainder of class time was spent working on our "Page of Me" assignment.
Then, we played round two of Scattergories, with a new partner.
Students were then given a copy of the course outline and a description of the expectations for the year. A link to the outline can be found under "General Course Information" on this blog.
Finally, students completed reading surveys, in order to give Ms. Barsky some ideas about what we might want to read this year. The remainder of class time was spent working on our "Page of Me" assignment.
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