Monday, April 1
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: discussion and collaborative group work.
Do we need more time to prepare SJ Workshops? If so, we’ll postpone ATLWCS for tomorrow.
Metaphor Monday-Dramatic irony is a type of irony in which the audience is aware of something but the character is not. In your discussion groups today, find two examples of it in Sections 7-9.
Online discussion of Sections 7-9 of ATLWCS. Once more, remember to keep the Big Ideas of the course in the back of your mind as you talk. We will work on our summary projects this week!
Debrief War of the World’s video.
Tomorrow we begin the SJ Workshops-Evan, Alethia, Kelcey, Ella, Ben !
Please read the rest of ATLWCS before Wednesday.
Tuesday, April 2
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: discussion and collaborative group work.
SJ Workshops #1:
- Each group needs someone to record and send the recording to me please.
- Participants complete the Peer Review AFTER the workshop ends.
AR B30.1 Peer Review SJ Workshops
ATLWCS discussion from yesterday
Wednesday, April 3
Booo! We don’t have class today so our lesson must be postponed to tomorrow.
Yay! We get to go to chapel!
There were some fantastic comments in the ATLWCS Online Discussion yesterday that did not have a name! If you think that might be you, please add your name right away so I can give you the credit!
Following each workshop, the peer reviewers should submit their peer reviews and the workshop leader should submit (1)their research notes, (2)planning guide and (3)completed rubric with justification of grade.
Thursday, April 4
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: discussion and collaborative group work.
I put an *updated reminder of class expectations in your mailbox. Please take time to review it.
SJ Workshops:
- I have a funny (not ha ha) feeling that very few people read the article I included in the assignment description. It gives valuable information about what constitutes an effective workshop. Remember, a workshop is not a speech.
- I cannot do the marking from SJ Workshop #1 because I do not have the recordings, mostof the peer reviews and the presenter’s rubrics. Beginning today, there will be a class list posted beside the mailbox. When you submit an assignment, please initial it on the list. I will check these after class when I have more time.
- I will read a well-done example of peer review. Remember that I will take the average of the top 2 out of 5 workshops for your summative grade in AR B30.1.
- SJ Workshop #2-Workshop Leaders please stick to the 15 minute time limit. Reviewers return to the classroom to complete your peer review please.
Today I will model how to use the BDA Process to create your summary project. You will follow the same process but you may not do the same project as I do! If you are still struggling for ideas, see these prompts to lead you in the right direction:
Modeling he BDA Process for ALTWCS Summary Project
Friday, April 5
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: discussion and collaborative group work.
Workshop Presenters-hand in ALL 3 of:
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research notes
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planning guide (back of assignment description)
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rubric and self-assessment
SJ Workshops #3
Monday, April 8
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: discussion and collaborative group work.
CC B30.4 I can effectively WRITE (a paragraph)
Do these judges give specific feedback to the cake designers?
Effective Feedback example
SJ Workshops #4
ATLWCS:
- What were the examples of dramatic irony that you found?
- Class discussion of the ending
Paragraph Writing-OUTLINE and then write ONE PARAGRAPH explaining whether you felt the ending of the novel was effective or not.
ATLWCS Paragraph About the Ending
Tuesday, April 9
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: discussion and collaborative group work.
CC B30.1 I can CREATE visual, multimedia, oral, and written texts that explore identity, social responsibility, social action.
SJ Workshops #5
Class time to work on summary projects
Wednesday, April 10
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
CC B30.1 I can CREATE visual, multimedia, oral, and written texts that explore identity, social responsibility, social action.
ATLWCS Summary projects are due today.
Wordy Wednesday-Why is the word “truth” difficult to define?
Examine these sources to find out what they say about truth. We will write a comparative essay about two of them. How can you keep adequate and helpful notes to help you write the essay later?
- Shooting an Elephant-essay by George Orwell Shooting an Elephant
- The Blind Man and the Elephant-fable by John Godfrey Saxe The Blind Men and The Elephant
- Is There A Moral Law We Can All Know?-speech by Sean McDowell Sean McDowell
- How To See Past Your Own Perspective and Find Truth-Ted Talk by Michael Patrick Lynch Michael Patrick Lynch
Thursday, April 11
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
CC B30.1 I can CREATE visual, multimedia, oral, and written texts that explore identity, social responsibility, social action.
Comparative Essay
Discussion:
- What is the best way to organize a comparative essay?
- How do we refer to the sources in an efficient and clear but not repetitive manner?
Revision:
What is wrong with my sample paragraph? Please revise it.
Time for drafting:
Choose at least one DIFFERENT source than I used to draft your own comparative essay. The rough draft is due Monday, April 15 and the revised copy on Tuesday, April 16.
Friday, April 12
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
You will have the period to read and analyse The Lottery by Shirley Jackson.
Please remember to bring the first draft of your comparative essay to class on Monday so that we can do peer review and revision!
Monday, April 15
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
CC B30.4 I can WRITE a comparative essay
FYI-A Contest!
Please note that I calculated the Peer Review grades from your top 2 marks. Some of you have ASA because I didn’t have two to work with. Please hand those in immediately!
Comparative Essays:
We will randomly trade our essays for peer feedback. Please provide descriptive feedback about the following:
- organization-Is the paper organized appropriately?
- clarity-Is the thesis clear? Are the supporting ideas developed sufficiently? Does every sentence make sense?
- sentence structure/vocabulary-Are the sentences concise rather than wordy? Do they flow logically and naturally one to the next? Did the writer use precise vocabulary?
Return the essay and feedback to the author. To revise your own paper, carefully consider the feedback and make appropriate changes. Next, read each line aloud. This will help you to “hear” what the reader will hear and to ensure your sentences flow. The computer lab is booked for our class so you may revise electronically if you prefer.
The final copies are due TOMORROW!
Tuesday, April 16
CR B30.1 I can view, listen to, read, COMPREHEND and respond to a variety of international (including indigenous) texts that address: identity, social responsibility, social action.
Comparative Essays are due today.
Advance Notice: I will not accept any assignments for marking after Wednesday, MAY 15 because I need sufficient time to complete the marking and get them into the system by the MY due date.
I am missing the following videos of the SJ Workshops: Ben (sending didn’t work), Maddison (sending didn’t work), Evan-Max, Hannah-Max, Izaak-Max, Jacob-Joel, Lindsay-Olivia, Nate-Ben, Olivia-Lindsay, Stephen-Olivia, Tearsa-Max. Please get those to me soon so I can finish grading!
The Lottery:
Choose one of the Big ideas for the course and answer according to Jackson’s short story.
Follow-up on short questions from Friday.
Identity Poems:
TPCASTT_ Method for Poetry Reading_Analysis
You may choose an instructional method:
- direct-I will guide you.
- group-You will guide each other.
- independent-You will guide yourself
Choose a poem of 12 or more lines that deals with the topic of identity for a class recitation.
I will need the title of the poem you choose before you leave today.
Wednesday, April 17
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: poetry recitation
Today we will prepare our recitations:
Mark your script with notations that are meaningful for you.
Rehearse more than once, preferably in front of a mirror.
Thursday, April 18
CC B30.4 I can WRITE a position paper.
What?! Mrs. Parsons is not here!
I know you are terribly upset about the fact that we will not begin the identity poetry recitations today but I have sent a treat for you to soften the blow! Now you have a bit more time before we begin them on Monday, April 28.
After the Easter break, we are going to write position papers, a form of persuasive writing! There are 3 main kinds of arguments that speakers or writers use:
Please read the following sample position papers including the feedback “Susan” gives and consider which element of persuasion (diagram above) they use. Keep some notes because you probably won’t remember when we discuss this on April 28! If you are having trouble connecting, try out in the hallway or even in the library. When the grade ones use the laptops, they can also connect so maybe there is better connection down in the elementary end.
If you finish before lunchtime, this would be a great opportunity to get some overdue assignments done instead of using your holiday!
Remember that I cannot accept late assignments after Wednesday, May 15 so take full advantage of these 10 days off of school.
Happy Easter everyone!!!
Monday, April 29
CC A30. 3 I can SPEAK in order to defend an informed critical response to a global issue in a variety of situations: oral reading of poetry or prose
CR B30. 3 I can LISTEN to and interpret international texts & analyze their perspectives, biases, beliefs, values, identities and power.
CC B30.4 I can effectively WRITE a position paper
Hopefully you caught up all your late assignments over the holiday, but if not, ALL LATE ASSIGNMENTS MUST BE SUBMITTED NO LATER THAN MAY 15 OTHERWISE THEY WILL BE GRADED AS 0.
I got stuck while marking the SJ Workshops. If your Home Logic says INC, it means that I am missing all or some of: your research notes, your planning guide, your rubric, or your video.
Poetry Recitations
Listening Tasks-Listening for Logic/Listening for Emotion
Tuesday, April 30
CC B30.4 I can effectively WRITE a position paper
If you have a Kindle from the library, please return it to Mr. Dalgarno right away because another teacher needs them.
Poetry Recitations cont’d
The next outcome we will work on is writing a persuasive position paper:
Is it okay to try to persuade others of your position? If so, when? What is the best way to making a convincing argument?
1 Peter 3:15
Describe the differences between aggressive and assertive.
Examine these commercials and use the handout to identify the persuasive devices they employ. Which are most effective?
ELA B30 Parsons 