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Showing posts from October, 2015

LA 8: Unit 1: Why is poetry important to people?

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Why is Poetry Important to People?
Students have began to explore this question by: viewing a spoken word poem, "If I should have a daughter," by Sarah Kayreading various poems - one being - "Reading Poetry," by Mary McIvor See some of our interpretations below:
reading and viewing to understanding the Figurative and Literal with "The Fantastic Flying Books..." The student handout is available in Google Classroom


We have been practicing identifying figurative language.  Simile / Metaphor and Personification activities can be found in Google Classroom.

After watching "The Fantastic Flying books of Morris Lessmore" students discussed the symbolism.
See image below:


We also discussed the difference between main idea and theme.  Students defined main idea as what the text is mostly about. And theme as the author's message that is based on the main idea.

We determined that the main idea of the story was "relationships with books".

Stude…

GRADE 8: Moving from SEEing to THINKing

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Moving From SEEing (analysing) to THINKing (interpreting)         TO          




Today students used a images to understand the difference between seeing something and thinking about it.  We recognized that we need to look closely at something several times before we begin to understand it.

This the more complicated the text the more purposefully we must examine it before we truly understand the author's intended message.

Grade 8's used an image from the Art Gallery of Hamilton to practice SEEing and THINKing.  Click the link to see the image, "Bruegel-Bosch Bus" by Kim Adams.
Students used their observations to think about what the author's message might be.  See our class ideas below:




GRADE 9: Moving from SEEing to THINKing

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Moving From SEEing (analyzing) to THINKing (interpreting)         TO          




Today students used images to understand the difference between seeing something and thinking about it.  We recognized that we need to look closely at something several times before we begin to understand it.

This the more complicated the text the more purposefully we must examine it before we truly understand the author's intended message.

Students used the chart below to read images and move from SEEing to THINKing about what items in the image mean.


We used "The Surrender" by Griffith to practice.



















We know that we can't truly understand a text until we've "read" it 2 or 3 times.  Then we can begin to understand what the author's claim is or what the message is.

Some of our THINKing is recorded below:



Students wrote a paragraph using their thoughts.  Mrs. Anderson provided a sentence starter for a topic sentence.  We will discuss our ideas next class.
Next, we looked at a poem, …

Gr. 8 Self-assessing My Writing

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Grade 8 Self-assessing My Writing
Today we identified how powerfully we explained our quotes.  We identified our life experience in our writing and drew symbols to represent our 5 senses.  We practiced with Mrs. Anderson's writing below, then we annotated our own writing:


Vivid description will have LOTS of sense symbols and the writing will be assessed as having EXPERT writing quality:



Students then Identified where there writing level was by.  Highlighting 3 examples of vivid and detailed life experience, recording their best on on their rubric and explaining overall the showing quality of the writing.
See image above.
We also self-assessed the conclusion of our writing by identifying how we thought the quote would influence others.  We decided if our idea about an influence was insightful, thoughtful or predictable.
See the image below:


Grade 8 Writing explaining meaning of a Quote is Due Tuesday, Oct 6.

Gr. 9 Unit 1: Why Learn?

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Why Learn?
We started a new unit today and our focus question is:
What would you change about education and the school system to improve your future?
We defined two key terms today; "education" and "school system".  Here's what grade 9's thought:
Education is a personal collection of knowledge acquired through learning, research and life experiences.
A School system is how a group of schools operate under the guidance of the superintendent, principals and teachers using curriculum and schedules to help students graduate from one level to the next.

We used a discussion strategy to generate lists of differences between education and schools.



Here are a few ideas from Grade 9's:


We watched Suli Breaks' video, "Why I love education but hate school" to think about our opinions about school and education.
We have analysed (SEEing) and interpreted (THINKing) this poem in small groups.  Using a 1st, 2nd, 3rd draft reading of the poem.  See the image below: