Mon., Nov. 16
Time allotted for completion of the Playlist Project; one-on-one support available
Fri., Nov. 13
Time allotted for completion of the Playlist Project; one-on-one support available
Thurs., Nov. 12
We are almost finished our work with the novel. Please complete the following assignment today. Also, just a reminder that the class is officially ending on Monday, Nov. 16. Tuesday will be a Review and Completion Day and attendance will be mandatory if you have fallen behind in your assignments. Please ensure you have caught up on all your assignments by Friday morning at the latest, so that I will have time to mark them for your upcoming report cards (which I need to submit early next week).
1. Please read the following chapters today: http://esl-bits.net/ESL.English.Learning.Audiobooks/Diary/indice.html
26- Rowdy and I Have a Long Discussion
27- Russian Guys Are Not Always Geniuses
28- My Final Freshman Year Report Card
29- Remembering
30- Talking About Turtles
2. This section always gets me thinking about masculinity and the types of emotions cisgender males in our society are encouraged or validated in expressing, while they are discouraged from expressing others. In past years, we’ve had some very interesting discussions about masculinity when we get to this chapter. Please respond to the following questions very thoughtfully and honestly in POINT FORM. I want thorough, detailed responses in point form (so I want to see a lot of good info, but it doesn’t need to be in proper, full sentence format). We’re just brainstorming here. Make lists of any words, visuals or other associations that come to mind for you as you move through the questions.
3. Watch this video from the FNESC, “Live a Life of Integrity: Teachings and Lessons from Indigenous Male Role Models” (19:25) - https://www.youtube.com/watch?time_continue=17&v=V9-jc27eLsg&feature=emb_title
• Write a VERY BRIEF journal reflection in response to the video addressing the following questions:
o Whose ideas resonated with you most? (And what were they?)
o How do the masculine values promoted in the video differ from those represented in our novel?
o How do you feel Junior would respond to this video? How would Rowdy respond?
o Did you enjoy the video? Did you learn anything from it?
4. Given that Junior’s experience of being ostracized from his tribe has been such a painful one, what is significant about his realization with regard to tribes in “Remembering”?
5. How do you feel about the ending of the novel? Please go into detail with your response. Would you have expected a “Happily Ever After,” fairy story type ending? Would you have preferred one? Would that have fit with the rest of the novel?
Congratulations, you have finished the novel! You are almost ready to complete your final project of the quarter. (Details will be given for this project next day) 😊
Wed., Nov. 11
Remembrance Day (NO SCHOOL)
Tues., Nov. 10
Using your knowledge of formal academic writing conventions, please write a properly structured paragraph (with a point form plan included in the space provided) on the following topic: What is the impact/role of _________ in Junior's life?
RESILIENCE HOPE IDENTITY POVERTY PRIVILEGE
Using relevant examples from the text, provide a detailed analysis of one of the central topics listed below in Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian.
You will be assessed according to the following criteria:
B2 Organize opinions and ideas in a sustained, coherent and logical manner
D3/D4 Use correct grammar, syntax and punctuation; spell, write and pronounce with accuracy
Paragraph Structure Refresher:
• Topic Sentence(with explicit reference to the author(s), title(s), and topic – offers context for what will be discussed
• Claim (often occurs within the topic sentence) – your point / argument
• Textual Evidence (direct quotation from the text/indirect reference to an aspect of the film) – relevant to argument, supports your point
• Explanation/Elaboration (a detailed explanation of your point, and how the evidence you provided effectively supports your claim)
• Concluding Sentence (tying it all together, and re-stating argument; sometimes using a signal phrase of some sort, but not always ie. in conclusion, all in all, overall, etc.)
Read and discuss the following chapters: http://esl-bits.net/ESL.English.Learning.Audiobooks/Diary/indice.html ***Please be prepared for some very sad and potentially triggering content in today's reading, particularly in Ch. 22 and Ch. 24. (TW: death, trauma, grief, loss)
21- And a Partridge in a Pear Tree (The meaning and sacrifice behind Junior's father's gift for him)
22- Red Versus White (grief and loss)
23- Wake (Discuss the harm in positive stereotypes)
24- Valentine Heart
25- In Like a Lion
Mon., Nov. 9
Read and discuss the following chapter as a class:
15- Hunger Pains (examine the connection between pain and addiction put forth by Junior)
16- Rowdy Gives Me Advice About Love (consider the symbolic emphasis on whiteness in this chapter and Junior's treatment of Penelope as a trophy, boosting his status at school)
17- Dance, Dance, Dance (analyze the ways in which Junior's perspective shifts when his classmates treat him with kindness)
Complete the following written assignment in Class Notebook (MS Teams):
1. Examine the connection between Junior’s thoughts on pain and addiction in “Hunger Pains” and Dr. Maté’s findings in the video. Use the notes you made while watching to plan out your response before you begin writing. If you need to revisit the video, it can be found here: https://www.youtube.com/watch?v=yCzXbsGAXiI
2. Write a reflection outlining the extent to which Junior’s perspective changed in the chapter, “Dance, Dance, Dance”. How might this shift contribute to the formation of Junior’s identity? Be sure to provide and unpack textual evidence of this change in perspective.
Your response will be assessed according to the following criterion:
A1 Analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts
3. In “Don’t Trust Your Computer,” Gordy makes the following claim:
“Life is a constant struggle between being an individual and a community member.” Fill in the table, listing all the ways or scenarios you can think of where you desire to identify as an individual, and all the ways in which you identify as a member of a group or community.
Your response will be assessed according to the following criterion:
A3 Justify opinions and ideas, using examples, explanations and terminology
Individual vs. Community Member
- -
- -
- -
- -
4. And now, please finish reading the following chapters before next class:
My Sister Sends Me a Letter (133-134)
Reindeer Games (135-149)
Fri., Nov. 6
Class Discussion: Racism in sports teams (mascots):
Where have we made progress, where do we still have a lot of work to do
Read and discuss the following chapters as a class:
9- Grandmother Gives Me Some Advice (indirect characterization of Grandma - what do we learn about her from this conversation?)
10- Tears of a Clown (what does this flashback chapter tell us about Rowdy and Junior's friendship?)
11- Halloween (Discuss irony of their shared costume)
12- Slouching Toward Thanksgiving (discuss the impact of Gordy on Junior's perspective)
13- My Sister Sends Me an E-mail (indirect characterization of Mary Runs Away - what do we learn about her in this chapter?)
14- Thanksgiving (historical context of Thanksgiving; what context for his home life do Rowdy's dad's discriminatory comments offer?)
Characterization Study using STEAL acronym:
Indirect Characterization of Junior and Grandmother (Handout) (due next day)
Thurs., Nov. 5
Recap chapters read at home during remote class
Character Analysis Discussion: Rowdy and Junior
Read and discuss the following chapters as a class:
6. Go Means Go
7. Rowdy Sings the Blues
8. How to Fight Monsters
Go back through the first few chapters and find one quotation that represents or relates to each of the following:
(You MUST also explain what each quotation reveals about Junior’s perspective).
a. Social perspective
b. Cultural perspective
c. Historical perspective
d. Identity
Wed., Nov. 4
Continue reading Sherman Alexie's The Absolutely True Diary of a Part-Time Indian:
3. Revenge Is My Middle Name (15-24)
4. Because Geometry Is Not a Country Somewhere Near France (25-31)
(*Please remember that this novel is written from the perspective of a teenager, and be prepared for some graphic content in this chapter)
5. Hope Against Hope (32-43)
Discuss big topics and themes as a class
Further time allotted to complete the letter to Sherman Alexie (due Thursday)
Tues., Nov. 3
Continue watching Living Outside Borders Interview
Discuss ideas addressed by Alexie in the video
Write a letter to Sherman Alexie responding to the ideas addressed in the interview.
BE AS CREATIVE AND SPECIFIC AS POSSIBLE!
Tell Mr. Alexie what you found interesting, sad, funny confusing, etc. about his comments in the interview.
Ask him detailed questions about specific comments he made in the video.
Potential topics of exploration include things like the impact of sports on his life, his beliefs, his inspirations, his fondest memories, greatest regrets, etc.
B1 Employ organizational structures that serve the context and intention
C3 Select relevant details and examples to develop ideas
Begin reading Sherman Alexie's The Absolutely True Diary of a Part-Time Indian
1. The Black-Eye-of-the-Month Club (1-6)
2. Why Chicken Means So Much to Me (7-14)
Mon., Nov. 2
Intro to Perspective & Identity Inquiry Unit
Collaborative construction of Inquiry Questions we'll strive to answer this quarter:
How does culture influence the construction of text?
How do different parts of society contribute too different ideas?
How are the identities of a social community affected by their historical environment?
What is a cultural perspective?
How do different perspectives change/alter text?
What is a historical perspective?
How does culture effect social perspective?
What is a social perspective?
How does the perspective change for the construction of text?
Why did other people always thought that other cultures were bad and why did they think they were saving someone like a kid of that culture was good?
How does culture affect people perspective?
What influences different cultural perspectives and texts?
Why do people want to be superior over others?
Does the social perspective stays the same through a certain period of time?
How has cultural perspective changed over time?
How do different cultures comprehend the same text?
How has historical perspective changed and have people accepted the change?
Do historical texts still carry the same meaning? Do we still accept that meaning?
How much does the place you were born, or the culture you were raised affect your identity?
How does social's perspective affect people or their bias?
Depending on wealth can a person’s perspective change? If so how
Will somebody ever be without a social perspective? Is it possible for someone to not be influenced by any social perspective?
Class Discussion of Students' Questions
Begin watching Living Outside Borders Interview with Sherman Alexie (author of our upcoming novel)
Thurs., Oct. 29/Fri., Oct. 29
Recap our discussion of importance issues from the story, "Grace" last class
Watch and discuss the following video about the concept of boundaries from researcher, Brene Brown: https://www.youtube.com/watch?v=5U3VcgUzqiI
Students come up with real life examples of what it might look like for a person to have healthy boundaries
Respond to the following reflection questions about how we can better maintain healthy boundaries in our own lives.
Tues., Oct. 27/Wed., Oct. 28
Silent Reading
Grammar Lessons 23, 24
Read and discuss Darcie Little Badger's "Grace" as a class
Analyze major topics that emerged as a class
Split into discussion groups and share out findings with the class about the importance of the following big ideas:
Consider your group’s topic very carefully. On the sheet of paper provided, you will be collaboratively taking notes as a group while you discuss your topic (point form is fine). Consider all the different ways your topic emerges in the story.
Consider all the ways your topic connects to your own life experience.
Why is this topic significant? What does it bring up for you?
HOME, BOUNDARIES, CONSENT, ENTITLEMENT, ALLYSHIP
Mon., Oct. 26
EPIC Monday Lesson (How we're dealing with change in these challenging times)
Question and Answer Period about Walter Mitty Poster Project
Time allotted to continue working on Walter Mitty Poster Project
One-on-one support available
Poster Projects due Tues/Wed of this week
Fri., Oct. 23
PRO-D DAY (NO SCHOOL)
Thurs., Oct. 22
Write your their own creative daydream in the style of one of Walter Mitty’s escapist fantasies.
Because the objective is to mimic the style of Walter Mitty’s daydreams, you should start out with a boring, monotonous scenario and then jump right into the thick of your action-packed daydream “in medias res.”
You should also narrate the story from a consistent first or third-person point of view that paints you as the hero in the story. Once written, I’d like you to go back and edit your stories, finding ten words you can substitute for far more complex, specific and interesting vocabulary choices.
If you need to look up new word choices, you can use your phones or the class dictionary. This small writing assignment should be about ½-1 pg. single-spaced, and it will be assessed according to the following criteria: (25-30 min. max)
C2 Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
D1 Use appropriate and varied vocabulary, sentence structures and forms of expression
Please have them submit the daydream stories in class (as I won’t see them again until next Wednesday)
Read and discuss Shirley Jackson's "Charles" as a class
Answer the following questions (using direct evidence to support your answer wherever possible) and complete the following writing assignment:
1) Who is narrating the short story ‘Charles’? How do you know?
2) According to the narrator, how did Laurie change when he started kindergarten?
3) When was Charles first mentioned in Laurie’s home? Explain what he had done.
4) Explain how Charles had become a household joke.
5) Why did Laurie create the imaginary boy named Charles?
Creative Writing:
Suppose YOU had an imaginary friend, right now, in Grade 9! Write a very thorough, descriptive piece about who your imaginary friend is. Tell me their name, what they look like, what their personality is like, how they act, what you two like to do together, what you love (or hate) about them. Your writeup should be so thorough, that after reading it I feel like I know your imaginary friend. Try and have fun with this and use a little humour where possible!
As for how to structure it...
You can either just describe them (ie. : My imaginary friend's name is _____ and they are very _____ etc.)
OR
You can write a little story about some of your shenanigans that reveal to me indirectly who your imaginary friend is (ie. So last week, my imaginary friend, Peter, and I were running down the hallway at school, when ___________")
You will be assessed according to the following criteria:
Criterion C: Producing Text: C1: Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
Criterion D: Using Language: D3/D4: Use correct grammar, syntax and punctuation; spell, write and pronounce with accuracy
Wed., Oct. 21
Grammar Booklet 14 (Subject & Predicate)
Write your their own creative daydream in the style of one of Walter Mitty’s escapist fantasies.
Because the objective is to mimic the style of Walter Mitty’s daydreams, you should start out with a boring, monotonous scenario and then jump right into the thick of your action-packed daydream “in medias res.”
You should also narrate the story from a consistent first or third-person point of view that paints you as the hero in the story. Once written, I’d like you to go back and edit your stories, finding ten words you can substitute for far more complex, specific and interesting vocabulary choices.
If you need to look up new word choices, you can use your phones or the class dictionary. This small writing assignment should be about ½-1 pg. single-spaced, and it will be assessed according to the following criteria: (25-30 min. max)
C2 Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
D1 Use appropriate and varied vocabulary, sentence structures and forms of expression
Please have them submit the daydream stories in class (as I won’t see them again until next Wednesday)
Time allotted to develop written content for Walter Mitty poster project
One-on-one support available
Tues., Oct. 20
Grammar Booklet 14 (Subject & Predicate)
Time allotted to develop written content for Walter Mitty poster project
One-on-one support available
Mon., Oct. 19
Class Teams Call 9:35-11:55 (EVERYONE)
Check-In
The Secret Life of Walter Mitty (Movie): Written Reflection
Please write a 100-150 word reflection on the movie. I want to know your thoughts, how you felt about the film, how it impacted you, what you learned from it, etc.. Do your best to address as many of the questions below as possible, and feel free to reflect on details I have not asked about as well.
- How did you feel about the movie overall?
- What did you enjoy most about it?
- How did the mood differ between the story and the movie?
- What were the most striking differences you found between the story and the movie?
- What did you like better in the story? What did you prefer in the movie?
Explanation and walkthrough of Walter Mitty poster project
Class Discussion of major topics from the movie
Some time allotted for planning posters
Fri., Oct. 16
MS Teams - Class Notebook Tutorial (Clear breakdown of exactly how to access your remote lessons)
Grammar Booklet (Nouns)
The Secret Life of Walter Mitty deals with the concept of the purpose of life.
Group Discussion: LIFE MAGAZINE’S MOTTO MAKES A SPECIFIC CLAIM ABOUT THE PURPOSE OF LIFE. WHAT DO YOU THINK IS THE PURPOSE OF LIFE? WHY ARE WE HERE? WHAT IS ALL THIS FOR? IS THERE A PURPOSE TO LIFE? WHAT EVIDENCE DO YOU HAVE TO SUPPORT YOUR THOUGHTS ON THIS MATTER?
Continue watching The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (1:03:00 - to finish)
Thurs., Oct. 15
MS Teams - Class Notebook Tutorial (Clear breakdown of exactly how to access your remote lessons)
Grammar Booklet (Nouns)
The Secret Life of Walter Mitty deals with the concept of the purpose of life.
Group Discussion: LIFE MAGAZINE’S MOTTO MAKES A SPECIFIC CLAIM ABOUT THE PURPOSE OF LIFE. WHAT DO YOU THINK IS THE PURPOSE OF LIFE? WHY ARE WE HERE? WHAT IS ALL THIS FOR? IS THERE A PURPOSE TO LIFE? WHAT EVIDENCE DO YOU HAVE TO SUPPORT YOUR THOUGHTS ON THIS MATTER?
Continue watching The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (1:03:00 - to finish)
Wed., Oct. 14
Submit completed Solidarity paragraphs (name written in MLA format, plans stapled to the back)
Theme Lesson (Topic vs. Theme, Construction of clear, concise, relevant theme statements)
Watch The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (15:00-1:03:00)
Tues., Oct. 13
Conflict Lesson
Character Types Lesson
Go back through stories we've reads of and analyze character and conflict types we've seen together
Watch The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (0:00-15:00min)
Mon., Oct. 12
Thanksgiving (NO SCHOOL)
Fri., Oct. 9
Silent Reading
Grammar Booklets (Compound Words, Idioms)
25 min. more to finish up Solidarity paragraphs (one-on-one paragraph writing support available)
Read and discuss "The Secret Life of Walter Mitty"
Thurs., Oct. 8
Grammar Booklets (Suffixes and Contractions)
Silent Reading
Ms. d'Aoust will check paragraphs plans, one-by-one while you read your novels
Paragraph writing time allotted (one-on-one writing support available)
Wed., Oct. 7
Grammar Booklet - Prefixes
Solidarity Paragraph Prep
After presenting your plan to Ms. d'Aoust, you may begin writing the paragraph:
Solidarity Paragraph
Solidarity refers to the ties in a society that bind people together as one. You can “show solidarity” toward a person or a group, by supporting their cause or standing up for them when they are being persecuted. You are going to write a properly structured paragraph response to the following two part question:
Why was solidarity a key factor in the girls’ success? What would have happened if they hadn’t stuck together?
A3 Justify opinions and ideas, using examples, explanations and terminology
B1 Employ organizational structures that serve the context and intention
*Paragraph Plans due Thursday
Tues., Oct. 6
Grammar booklet intro - Synonyms
Symbolism lesson, notes, discussion of examples
Symbolism Video: https://www.youtube.com/watch?v=JkI6cn8wwgM
Symbol Analysis - Go back through the story and pull out the strongest example of symbolism. Analyze this symbol in great detail. Explain what it represents, why it is important, and what it adds to the story. Make sure your response is specific and focused, with clear, relevant details and examples from the text..
A1 Analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts
Mon., Oct. 5
Silent reading
Finish reading and discuss "The Friday Everything Changed"
Ralston Diary Entry:
The story is narrated from a Third Person, Objective POV, so we don't get to know any of the characters' inner thoughts and feelings. We come to know them only by how they act. Now is your chance to decide what kind of person Miss Ralston is on the inside. You're going to write a diary entry from Miss Ralston's POV the night before she reveals her decision to allow the girls to carry the water bucket. The diary entry should showcase her inner dialogue, thoughts and feelings, worries, concerns, hopes and dreams. You can add new details to what we already know from the story as long as they don't contradict the original story. Remember to write this assignment in proper diary format, using first person POV, and maintaining a consistent tense throughout the entire piece.
This assignment will be assessed according to the following criteria:
C1 Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
D2 Write and speak in a register and style that serve the context and intention
Fri., Oct. 2
Curriculum Implementation Day (NO SCHOOL)
Thurs., Oct. 1
Silent Reading
Fire Drill
The Conditions Necessary for Major Social Change (Discussion Wrap-up)
Read and discuss "The Friday Everything Changed"
Wed., Sept. 30
Orange Shirt Day
Circle Activity & Discussion
Read TRC personal accounts of residential school survivors
Project of Heart Activity (Decorate wooden tiles honouring survivors of residential schools)
Create collaborative art display with completed commemorative tiles
Tues., Sept. 29
Silent Reading
The Conditions Necessary for Major Social Change: Class Brainstorm and Discussion
Mon., Sept. 28
Silent Reading
Submit Veldt Paragraphs
"Barney" Questions
5-7 quick sentences creative writeup of Barney's recent antics
Fri., Sept. 25
Silent Reading
Story Showcase: Share out examples of excellent student work
Last class time for Veldt paragraphs, opportunity for one-on-one writing support
Read and discuss "Barney" as a class
Thurs., Sept 24
Silent Reading
Continue paragraph plan we started last day
Once Ms. d'Aoust has signed off on your plan, you may begin writing a properly structured paragraph about which version (the short story or the film adaptation) of The Veldt more effectively maintained the ominous mood of the story. We'll work through this process together, with plenty of support. More time for this next class.
We have now read Ray Bradbury’s “The Veldt” and watched Nasim Tulyakhodzhayev’s film adaptation of the story. Today you are going to write a properly structured paragraph response, answering the following question where you take a stance and make a strong claim. WAS THE FILM OR THE ORIGINAL SHORT STORY MORE EFFECTIVE AT ESTABLISHING AN EERIE, UNCOMFORTABLE MOOD? (Criteria A & B)
Wed., Sept. 23
Review Course Outline and IB Marking Assessment Rubrics
"The Mice" - Quotation Incorporation Handout (Review process again)
Paragraph Writing Review (Structure and Format, take notes in binders)
Review Mood (take notes in binders)
Begin planning a properly structured paragraph about which version (the short story or the film adaptation) of The Veldt more effectively maintained the ominous mood of the story. We'll work through this process together, with plenty of support. More time for this next class.
We have now read Ray Bradbury’s “The Veldt” and watched Nasim Tulyakhodzhayev’s film adaptation of the story. Today you are going to write a properly structured paragraph response, answering the following question where you take a stance and make a strong claim. WAS THE FILM OR THE ORIGINAL SHORT STORY MORE EFFECTIVE AT ESTABLISHING AN EERIE, UNCOMFORTABLE MOOD? (Criteria A & B)
Tues., Sept. 22
Silent Reading
Submit Veldt Nursery Creative Writing Assignment from last day (in journals)
Quotation Incorporation Review (direct textual evidence must be seamlessly incorporated into your sentence)
“The Veldt” Comprehension Questions:
Answer each of the following questions using direct textual evidence.
Be sure to explain how the quotation you provide supports your answer, and fold it seamlessly into your own sentence.
Mon., Sept. 21
PRO-D DAY (NO SCHOOL)
Fri.., Sept. 18
Review "The Sentry" Questions
Complete the following Creative Writing Assignment: (Criterion C & Criterion D)
If your subconscious were to imagine a setting for the nursery, what would your nursery look like? Paint as vivid a picture as possible, using plenty of imagery and descriptions that appeal to all five senses. (20 min, 1/2 pg.)
This assignment will be assess according to the following criteria:
C1 Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
D1 Use appropriate and varied vocabulary, sentence structures and forms of expression
Discuss MOOD and watch for how it is cultivated in the movie, as opposed to the story
Watch The Veldt film adaptation: https://www.youtube.com/watch?v=sIKOQK18kvo (24 min)
Thurs., Sept. 17
Irony Quiz
Review Irony Quiz as a class
Silent Reading
Point of View Lesson (add to Literary Terms section in binder)
Foreshadowing Lesson (add to Literary Terms section in binder)
Look for evidence of foreshadowing in today's story
Read "The Veldt" as a class (outside)
Wed., Sept. 16
Preliminary discussion: What do aliens look like? How do we know?
Read Frederic Brown's "The Sentry" as a class
Intro to Irony: Dramatic, Situational, Verbal
The Sentry Questions
Answer the following questions (always in full sentences).
(Situational, Dramatic & Verbal): Students must be able to categorize examples provided into the appropriate type of irony, as well as define and provide examples of their own for each of the three types
Tues., Sept. 15
Fixed vs. Growth Mindset Discussion & video
https://www.youtube.com/watch?v=75GFzikmRY0
Select, label and organize journals
Creative Writing Assignment in journals:Vancouver and the surrounding areas are currently overrun with an infestation of Western Hemlock Looper Moths…
WHY???
WHERE HAVE THEY COME FROM???
WILL IT WORSEN???
WHAT WILL HAPPEN NEXT???
Write this story… (1-2 pg. minimum)
This assignment will be assessed according to the following criterion:
C1 Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
Classroom Expectations Overview (note-taking review)
Peruse Carson Library Catalogue and select a library book for silent reading
Mon., Sept. 14
Hello & Welcome
Classroom Bingo (get to know your classmates)
"All About Me" Introductory Journal Entry
(Tell me about yourself and provide info that will help me cater this learning experience to your interests and learning style) - due in class
Time allotted for completion of the Playlist Project; one-on-one support available
Fri., Nov. 13
Time allotted for completion of the Playlist Project; one-on-one support available
Thurs., Nov. 12
We are almost finished our work with the novel. Please complete the following assignment today. Also, just a reminder that the class is officially ending on Monday, Nov. 16. Tuesday will be a Review and Completion Day and attendance will be mandatory if you have fallen behind in your assignments. Please ensure you have caught up on all your assignments by Friday morning at the latest, so that I will have time to mark them for your upcoming report cards (which I need to submit early next week).
1. Please read the following chapters today: http://esl-bits.net/ESL.English.Learning.Audiobooks/Diary/indice.html
26- Rowdy and I Have a Long Discussion
27- Russian Guys Are Not Always Geniuses
28- My Final Freshman Year Report Card
29- Remembering
30- Talking About Turtles
2. This section always gets me thinking about masculinity and the types of emotions cisgender males in our society are encouraged or validated in expressing, while they are discouraged from expressing others. In past years, we’ve had some very interesting discussions about masculinity when we get to this chapter. Please respond to the following questions very thoughtfully and honestly in POINT FORM. I want thorough, detailed responses in point form (so I want to see a lot of good info, but it doesn’t need to be in proper, full sentence format). We’re just brainstorming here. Make lists of any words, visuals or other associations that come to mind for you as you move through the questions.
3. Watch this video from the FNESC, “Live a Life of Integrity: Teachings and Lessons from Indigenous Male Role Models” (19:25) - https://www.youtube.com/watch?time_continue=17&v=V9-jc27eLsg&feature=emb_title
• Write a VERY BRIEF journal reflection in response to the video addressing the following questions:
o Whose ideas resonated with you most? (And what were they?)
o How do the masculine values promoted in the video differ from those represented in our novel?
o How do you feel Junior would respond to this video? How would Rowdy respond?
o Did you enjoy the video? Did you learn anything from it?
4. Given that Junior’s experience of being ostracized from his tribe has been such a painful one, what is significant about his realization with regard to tribes in “Remembering”?
5. How do you feel about the ending of the novel? Please go into detail with your response. Would you have expected a “Happily Ever After,” fairy story type ending? Would you have preferred one? Would that have fit with the rest of the novel?
Congratulations, you have finished the novel! You are almost ready to complete your final project of the quarter. (Details will be given for this project next day) 😊
Wed., Nov. 11
Remembrance Day (NO SCHOOL)
Tues., Nov. 10
Using your knowledge of formal academic writing conventions, please write a properly structured paragraph (with a point form plan included in the space provided) on the following topic: What is the impact/role of _________ in Junior's life?
RESILIENCE HOPE IDENTITY POVERTY PRIVILEGE
Using relevant examples from the text, provide a detailed analysis of one of the central topics listed below in Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian.
You will be assessed according to the following criteria:
B2 Organize opinions and ideas in a sustained, coherent and logical manner
D3/D4 Use correct grammar, syntax and punctuation; spell, write and pronounce with accuracy
Paragraph Structure Refresher:
• Topic Sentence(with explicit reference to the author(s), title(s), and topic – offers context for what will be discussed
• Claim (often occurs within the topic sentence) – your point / argument
• Textual Evidence (direct quotation from the text/indirect reference to an aspect of the film) – relevant to argument, supports your point
• Explanation/Elaboration (a detailed explanation of your point, and how the evidence you provided effectively supports your claim)
• Concluding Sentence (tying it all together, and re-stating argument; sometimes using a signal phrase of some sort, but not always ie. in conclusion, all in all, overall, etc.)
Read and discuss the following chapters: http://esl-bits.net/ESL.English.Learning.Audiobooks/Diary/indice.html ***Please be prepared for some very sad and potentially triggering content in today's reading, particularly in Ch. 22 and Ch. 24. (TW: death, trauma, grief, loss)
21- And a Partridge in a Pear Tree (The meaning and sacrifice behind Junior's father's gift for him)
22- Red Versus White (grief and loss)
23- Wake (Discuss the harm in positive stereotypes)
24- Valentine Heart
25- In Like a Lion
Mon., Nov. 9
Read and discuss the following chapter as a class:
15- Hunger Pains (examine the connection between pain and addiction put forth by Junior)
16- Rowdy Gives Me Advice About Love (consider the symbolic emphasis on whiteness in this chapter and Junior's treatment of Penelope as a trophy, boosting his status at school)
17- Dance, Dance, Dance (analyze the ways in which Junior's perspective shifts when his classmates treat him with kindness)
Complete the following written assignment in Class Notebook (MS Teams):
1. Examine the connection between Junior’s thoughts on pain and addiction in “Hunger Pains” and Dr. Maté’s findings in the video. Use the notes you made while watching to plan out your response before you begin writing. If you need to revisit the video, it can be found here: https://www.youtube.com/watch?v=yCzXbsGAXiI
2. Write a reflection outlining the extent to which Junior’s perspective changed in the chapter, “Dance, Dance, Dance”. How might this shift contribute to the formation of Junior’s identity? Be sure to provide and unpack textual evidence of this change in perspective.
Your response will be assessed according to the following criterion:
A1 Analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts
3. In “Don’t Trust Your Computer,” Gordy makes the following claim:
“Life is a constant struggle between being an individual and a community member.” Fill in the table, listing all the ways or scenarios you can think of where you desire to identify as an individual, and all the ways in which you identify as a member of a group or community.
Your response will be assessed according to the following criterion:
A3 Justify opinions and ideas, using examples, explanations and terminology
Individual vs. Community Member
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- -
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4. And now, please finish reading the following chapters before next class:
My Sister Sends Me a Letter (133-134)
Reindeer Games (135-149)
Fri., Nov. 6
Class Discussion: Racism in sports teams (mascots):
Where have we made progress, where do we still have a lot of work to do
Read and discuss the following chapters as a class:
9- Grandmother Gives Me Some Advice (indirect characterization of Grandma - what do we learn about her from this conversation?)
10- Tears of a Clown (what does this flashback chapter tell us about Rowdy and Junior's friendship?)
11- Halloween (Discuss irony of their shared costume)
12- Slouching Toward Thanksgiving (discuss the impact of Gordy on Junior's perspective)
13- My Sister Sends Me an E-mail (indirect characterization of Mary Runs Away - what do we learn about her in this chapter?)
14- Thanksgiving (historical context of Thanksgiving; what context for his home life do Rowdy's dad's discriminatory comments offer?)
Characterization Study using STEAL acronym:
Indirect Characterization of Junior and Grandmother (Handout) (due next day)
Thurs., Nov. 5
Recap chapters read at home during remote class
Character Analysis Discussion: Rowdy and Junior
Read and discuss the following chapters as a class:
6. Go Means Go
7. Rowdy Sings the Blues
8. How to Fight Monsters
Go back through the first few chapters and find one quotation that represents or relates to each of the following:
(You MUST also explain what each quotation reveals about Junior’s perspective).
a. Social perspective
b. Cultural perspective
c. Historical perspective
d. Identity
Wed., Nov. 4
Continue reading Sherman Alexie's The Absolutely True Diary of a Part-Time Indian:
3. Revenge Is My Middle Name (15-24)
4. Because Geometry Is Not a Country Somewhere Near France (25-31)
(*Please remember that this novel is written from the perspective of a teenager, and be prepared for some graphic content in this chapter)
5. Hope Against Hope (32-43)
Discuss big topics and themes as a class
Further time allotted to complete the letter to Sherman Alexie (due Thursday)
Tues., Nov. 3
Continue watching Living Outside Borders Interview
Discuss ideas addressed by Alexie in the video
Write a letter to Sherman Alexie responding to the ideas addressed in the interview.
BE AS CREATIVE AND SPECIFIC AS POSSIBLE!
Tell Mr. Alexie what you found interesting, sad, funny confusing, etc. about his comments in the interview.
Ask him detailed questions about specific comments he made in the video.
Potential topics of exploration include things like the impact of sports on his life, his beliefs, his inspirations, his fondest memories, greatest regrets, etc.
B1 Employ organizational structures that serve the context and intention
C3 Select relevant details and examples to develop ideas
Begin reading Sherman Alexie's The Absolutely True Diary of a Part-Time Indian
1. The Black-Eye-of-the-Month Club (1-6)
2. Why Chicken Means So Much to Me (7-14)
Mon., Nov. 2
Intro to Perspective & Identity Inquiry Unit
Collaborative construction of Inquiry Questions we'll strive to answer this quarter:
How does culture influence the construction of text?
How do different parts of society contribute too different ideas?
How are the identities of a social community affected by their historical environment?
What is a cultural perspective?
How do different perspectives change/alter text?
What is a historical perspective?
How does culture effect social perspective?
What is a social perspective?
How does the perspective change for the construction of text?
Why did other people always thought that other cultures were bad and why did they think they were saving someone like a kid of that culture was good?
How does culture affect people perspective?
What influences different cultural perspectives and texts?
Why do people want to be superior over others?
Does the social perspective stays the same through a certain period of time?
How has cultural perspective changed over time?
How do different cultures comprehend the same text?
How has historical perspective changed and have people accepted the change?
Do historical texts still carry the same meaning? Do we still accept that meaning?
How much does the place you were born, or the culture you were raised affect your identity?
How does social's perspective affect people or their bias?
Depending on wealth can a person’s perspective change? If so how
Will somebody ever be without a social perspective? Is it possible for someone to not be influenced by any social perspective?
Class Discussion of Students' Questions
Begin watching Living Outside Borders Interview with Sherman Alexie (author of our upcoming novel)
Thurs., Oct. 29/Fri., Oct. 29
Recap our discussion of importance issues from the story, "Grace" last class
Watch and discuss the following video about the concept of boundaries from researcher, Brene Brown: https://www.youtube.com/watch?v=5U3VcgUzqiI
Students come up with real life examples of what it might look like for a person to have healthy boundaries
Respond to the following reflection questions about how we can better maintain healthy boundaries in our own lives.
- What is a boundary?
- Why are boundaries important?
- What are some areas in your life where you feel that you have strong boundaries?
- Give an example of a time where you set a strong boundary.
- What are some areas where you feel you can set firmer boundaries?
- Can you think of an example of a time where you discovered that your boundaries were too porous, and offer a suggestion for how to better support yourself in that instance in the future?
(Please only provide an example you are comfortable sharing with me. You are NEVER required to divulge information that feels too personal for you to share in this class.)
Tues., Oct. 27/Wed., Oct. 28
Silent Reading
Grammar Lessons 23, 24
Read and discuss Darcie Little Badger's "Grace" as a class
Analyze major topics that emerged as a class
Split into discussion groups and share out findings with the class about the importance of the following big ideas:
Consider your group’s topic very carefully. On the sheet of paper provided, you will be collaboratively taking notes as a group while you discuss your topic (point form is fine). Consider all the different ways your topic emerges in the story.
Consider all the ways your topic connects to your own life experience.
Why is this topic significant? What does it bring up for you?
HOME, BOUNDARIES, CONSENT, ENTITLEMENT, ALLYSHIP
Mon., Oct. 26
EPIC Monday Lesson (How we're dealing with change in these challenging times)
Question and Answer Period about Walter Mitty Poster Project
Time allotted to continue working on Walter Mitty Poster Project
One-on-one support available
Poster Projects due Tues/Wed of this week
Fri., Oct. 23
PRO-D DAY (NO SCHOOL)
Thurs., Oct. 22
Write your their own creative daydream in the style of one of Walter Mitty’s escapist fantasies.
Because the objective is to mimic the style of Walter Mitty’s daydreams, you should start out with a boring, monotonous scenario and then jump right into the thick of your action-packed daydream “in medias res.”
You should also narrate the story from a consistent first or third-person point of view that paints you as the hero in the story. Once written, I’d like you to go back and edit your stories, finding ten words you can substitute for far more complex, specific and interesting vocabulary choices.
If you need to look up new word choices, you can use your phones or the class dictionary. This small writing assignment should be about ½-1 pg. single-spaced, and it will be assessed according to the following criteria: (25-30 min. max)
C2 Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
D1 Use appropriate and varied vocabulary, sentence structures and forms of expression
Please have them submit the daydream stories in class (as I won’t see them again until next Wednesday)
Read and discuss Shirley Jackson's "Charles" as a class
Answer the following questions (using direct evidence to support your answer wherever possible) and complete the following writing assignment:
1) Who is narrating the short story ‘Charles’? How do you know?
2) According to the narrator, how did Laurie change when he started kindergarten?
3) When was Charles first mentioned in Laurie’s home? Explain what he had done.
4) Explain how Charles had become a household joke.
5) Why did Laurie create the imaginary boy named Charles?
Creative Writing:
Suppose YOU had an imaginary friend, right now, in Grade 9! Write a very thorough, descriptive piece about who your imaginary friend is. Tell me their name, what they look like, what their personality is like, how they act, what you two like to do together, what you love (or hate) about them. Your writeup should be so thorough, that after reading it I feel like I know your imaginary friend. Try and have fun with this and use a little humour where possible!
As for how to structure it...
You can either just describe them (ie. : My imaginary friend's name is _____ and they are very _____ etc.)
OR
You can write a little story about some of your shenanigans that reveal to me indirectly who your imaginary friend is (ie. So last week, my imaginary friend, Peter, and I were running down the hallway at school, when ___________")
You will be assessed according to the following criteria:
Criterion C: Producing Text: C1: Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
Criterion D: Using Language: D3/D4: Use correct grammar, syntax and punctuation; spell, write and pronounce with accuracy
Wed., Oct. 21
Grammar Booklet 14 (Subject & Predicate)
Write your their own creative daydream in the style of one of Walter Mitty’s escapist fantasies.
Because the objective is to mimic the style of Walter Mitty’s daydreams, you should start out with a boring, monotonous scenario and then jump right into the thick of your action-packed daydream “in medias res.”
You should also narrate the story from a consistent first or third-person point of view that paints you as the hero in the story. Once written, I’d like you to go back and edit your stories, finding ten words you can substitute for far more complex, specific and interesting vocabulary choices.
If you need to look up new word choices, you can use your phones or the class dictionary. This small writing assignment should be about ½-1 pg. single-spaced, and it will be assessed according to the following criteria: (25-30 min. max)
C2 Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
D1 Use appropriate and varied vocabulary, sentence structures and forms of expression
Please have them submit the daydream stories in class (as I won’t see them again until next Wednesday)
Time allotted to develop written content for Walter Mitty poster project
One-on-one support available
Tues., Oct. 20
Grammar Booklet 14 (Subject & Predicate)
Time allotted to develop written content for Walter Mitty poster project
One-on-one support available
Mon., Oct. 19
Class Teams Call 9:35-11:55 (EVERYONE)
Check-In
The Secret Life of Walter Mitty (Movie): Written Reflection
Please write a 100-150 word reflection on the movie. I want to know your thoughts, how you felt about the film, how it impacted you, what you learned from it, etc.. Do your best to address as many of the questions below as possible, and feel free to reflect on details I have not asked about as well.
- How did you feel about the movie overall?
- What did you enjoy most about it?
- How did the mood differ between the story and the movie?
- What were the most striking differences you found between the story and the movie?
- What did you like better in the story? What did you prefer in the movie?
Explanation and walkthrough of Walter Mitty poster project
Class Discussion of major topics from the movie
Some time allotted for planning posters
Fri., Oct. 16
MS Teams - Class Notebook Tutorial (Clear breakdown of exactly how to access your remote lessons)
Grammar Booklet (Nouns)
The Secret Life of Walter Mitty deals with the concept of the purpose of life.
Group Discussion: LIFE MAGAZINE’S MOTTO MAKES A SPECIFIC CLAIM ABOUT THE PURPOSE OF LIFE. WHAT DO YOU THINK IS THE PURPOSE OF LIFE? WHY ARE WE HERE? WHAT IS ALL THIS FOR? IS THERE A PURPOSE TO LIFE? WHAT EVIDENCE DO YOU HAVE TO SUPPORT YOUR THOUGHTS ON THIS MATTER?
Continue watching The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (1:03:00 - to finish)
Thurs., Oct. 15
MS Teams - Class Notebook Tutorial (Clear breakdown of exactly how to access your remote lessons)
Grammar Booklet (Nouns)
The Secret Life of Walter Mitty deals with the concept of the purpose of life.
Group Discussion: LIFE MAGAZINE’S MOTTO MAKES A SPECIFIC CLAIM ABOUT THE PURPOSE OF LIFE. WHAT DO YOU THINK IS THE PURPOSE OF LIFE? WHY ARE WE HERE? WHAT IS ALL THIS FOR? IS THERE A PURPOSE TO LIFE? WHAT EVIDENCE DO YOU HAVE TO SUPPORT YOUR THOUGHTS ON THIS MATTER?
Continue watching The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (1:03:00 - to finish)
Wed., Oct. 14
Submit completed Solidarity paragraphs (name written in MLA format, plans stapled to the back)
Theme Lesson (Topic vs. Theme, Construction of clear, concise, relevant theme statements)
Watch The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (15:00-1:03:00)
Tues., Oct. 13
Conflict Lesson
Character Types Lesson
Go back through stories we've reads of and analyze character and conflict types we've seen together
Watch The Secret Life of Walter Mitty, looking for similarities and differences between the story and film (0:00-15:00min)
Mon., Oct. 12
Thanksgiving (NO SCHOOL)
Fri., Oct. 9
Silent Reading
Grammar Booklets (Compound Words, Idioms)
25 min. more to finish up Solidarity paragraphs (one-on-one paragraph writing support available)
Read and discuss "The Secret Life of Walter Mitty"
Thurs., Oct. 8
Grammar Booklets (Suffixes and Contractions)
Silent Reading
Ms. d'Aoust will check paragraphs plans, one-by-one while you read your novels
Paragraph writing time allotted (one-on-one writing support available)
Wed., Oct. 7
Grammar Booklet - Prefixes
Solidarity Paragraph Prep
After presenting your plan to Ms. d'Aoust, you may begin writing the paragraph:
Solidarity Paragraph
Solidarity refers to the ties in a society that bind people together as one. You can “show solidarity” toward a person or a group, by supporting their cause or standing up for them when they are being persecuted. You are going to write a properly structured paragraph response to the following two part question:
Why was solidarity a key factor in the girls’ success? What would have happened if they hadn’t stuck together?
A3 Justify opinions and ideas, using examples, explanations and terminology
B1 Employ organizational structures that serve the context and intention
*Paragraph Plans due Thursday
Tues., Oct. 6
Grammar booklet intro - Synonyms
Symbolism lesson, notes, discussion of examples
Symbolism Video: https://www.youtube.com/watch?v=JkI6cn8wwgM
Symbol Analysis - Go back through the story and pull out the strongest example of symbolism. Analyze this symbol in great detail. Explain what it represents, why it is important, and what it adds to the story. Make sure your response is specific and focused, with clear, relevant details and examples from the text..
A1 Analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts
Mon., Oct. 5
Silent reading
Finish reading and discuss "The Friday Everything Changed"
Ralston Diary Entry:
The story is narrated from a Third Person, Objective POV, so we don't get to know any of the characters' inner thoughts and feelings. We come to know them only by how they act. Now is your chance to decide what kind of person Miss Ralston is on the inside. You're going to write a diary entry from Miss Ralston's POV the night before she reveals her decision to allow the girls to carry the water bucket. The diary entry should showcase her inner dialogue, thoughts and feelings, worries, concerns, hopes and dreams. You can add new details to what we already know from the story as long as they don't contradict the original story. Remember to write this assignment in proper diary format, using first person POV, and maintaining a consistent tense throughout the entire piece.
This assignment will be assessed according to the following criteria:
C1 Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
D2 Write and speak in a register and style that serve the context and intention
Fri., Oct. 2
Curriculum Implementation Day (NO SCHOOL)
Thurs., Oct. 1
Silent Reading
Fire Drill
The Conditions Necessary for Major Social Change (Discussion Wrap-up)
Read and discuss "The Friday Everything Changed"
Wed., Sept. 30
Orange Shirt Day
Circle Activity & Discussion
Read TRC personal accounts of residential school survivors
Project of Heart Activity (Decorate wooden tiles honouring survivors of residential schools)
Create collaborative art display with completed commemorative tiles
Tues., Sept. 29
Silent Reading
The Conditions Necessary for Major Social Change: Class Brainstorm and Discussion
Mon., Sept. 28
Silent Reading
Submit Veldt Paragraphs
"Barney" Questions
- Referring to the Sept. 11th entry, what has happened since the previous entry?
- On what grounds is Tayloe fired? How does the protagonist rationalize Tayloe’s dismissal?
- Now that you know how the story ends, go back and find all examples of foreshadowing that may have subtly hinted to you that something strange was going on. List them, point form, and explain why they qualify as foreshadowing.
- Find three examples of irony contained in the last few paragraphs and explain them.
- Why is the story written in journal format? Would it have worked any other way? Discuss.
5-7 quick sentences creative writeup of Barney's recent antics
Fri., Sept. 25
Silent Reading
Story Showcase: Share out examples of excellent student work
Last class time for Veldt paragraphs, opportunity for one-on-one writing support
Read and discuss "Barney" as a class
Thurs., Sept 24
Silent Reading
Continue paragraph plan we started last day
Once Ms. d'Aoust has signed off on your plan, you may begin writing a properly structured paragraph about which version (the short story or the film adaptation) of The Veldt more effectively maintained the ominous mood of the story. We'll work through this process together, with plenty of support. More time for this next class.
We have now read Ray Bradbury’s “The Veldt” and watched Nasim Tulyakhodzhayev’s film adaptation of the story. Today you are going to write a properly structured paragraph response, answering the following question where you take a stance and make a strong claim. WAS THE FILM OR THE ORIGINAL SHORT STORY MORE EFFECTIVE AT ESTABLISHING AN EERIE, UNCOMFORTABLE MOOD? (Criteria A & B)
Wed., Sept. 23
Review Course Outline and IB Marking Assessment Rubrics
"The Mice" - Quotation Incorporation Handout (Review process again)
Paragraph Writing Review (Structure and Format, take notes in binders)
- Topic Sentence (with explicit reference to the author(s), title(s), and topic – offers context for what will be discussed
- Claim (often occurs within the topic sentence) – your point / argument
- Textual Evidence (direct quotation from the text/indirect reference to an aspect of the film) – relevant to argument, supports your point
- Explanation/Elaboration (a detailed explanation of your point, and how the evidence you provided effectively supports your claim)
- Concluding Sentence (tying it all together, and re-stating argument; sometimes using a signal phrase of some sort, but not always ie. in conclusion, all in all, overall, etc.)
Review Mood (take notes in binders)
Begin planning a properly structured paragraph about which version (the short story or the film adaptation) of The Veldt more effectively maintained the ominous mood of the story. We'll work through this process together, with plenty of support. More time for this next class.
We have now read Ray Bradbury’s “The Veldt” and watched Nasim Tulyakhodzhayev’s film adaptation of the story. Today you are going to write a properly structured paragraph response, answering the following question where you take a stance and make a strong claim. WAS THE FILM OR THE ORIGINAL SHORT STORY MORE EFFECTIVE AT ESTABLISHING AN EERIE, UNCOMFORTABLE MOOD? (Criteria A & B)
Tues., Sept. 22
Silent Reading
Submit Veldt Nursery Creative Writing Assignment from last day (in journals)
Quotation Incorporation Review (direct textual evidence must be seamlessly incorporated into your sentence)
“The Veldt” Comprehension Questions:
Answer each of the following questions using direct textual evidence.
Be sure to explain how the quotation you provide supports your answer, and fold it seamlessly into your own sentence.
- What do you sense the author’s attitude toward technology is? Use examples from the text.
- Why is Lydia feeling disconnected from her children?
- Why do you think the nursery is more important to the children than their parents?
- What might the parents have done to anger the children?
- What personal belongings do George and Lydia find in the nursery?
- Why do George and Lydia finally realize that the screams in the nursery are so familiar?
- List three different examples of foreshadowing from the text. Then explain which one you thought was the most powerful and why.
- Food for Thought: (This question is more related to your opinion and doesn’t necessarily require textual evidence). If you were a member of the Hadley family, would your reaction to the nursery be more like George’s, more like Lydia’s, or something completely different? Why? Go into detail with your response.
Mon., Sept. 21
PRO-D DAY (NO SCHOOL)
Fri.., Sept. 18
Review "The Sentry" Questions
Complete the following Creative Writing Assignment: (Criterion C & Criterion D)
If your subconscious were to imagine a setting for the nursery, what would your nursery look like? Paint as vivid a picture as possible, using plenty of imagery and descriptions that appeal to all five senses. (20 min, 1/2 pg.)
This assignment will be assess according to the following criteria:
C1 Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
D1 Use appropriate and varied vocabulary, sentence structures and forms of expression
Discuss MOOD and watch for how it is cultivated in the movie, as opposed to the story
Watch The Veldt film adaptation: https://www.youtube.com/watch?v=sIKOQK18kvo (24 min)
Thurs., Sept. 17
Irony Quiz
Review Irony Quiz as a class
Silent Reading
Point of View Lesson (add to Literary Terms section in binder)
Foreshadowing Lesson (add to Literary Terms section in binder)
Look for evidence of foreshadowing in today's story
Read "The Veldt" as a class (outside)
Wed., Sept. 16
Preliminary discussion: What do aliens look like? How do we know?
Read Frederic Brown's "The Sentry" as a class
Intro to Irony: Dramatic, Situational, Verbal
The Sentry Questions
Answer the following questions (always in full sentences).
- What is a sentry?
- Who is the main character of the story? How did you figure this out?
- Describe how the sentry feels about the planet he is on. What are your clues? (Incorporate some textual evidence)
- Does he enjoy his job? Again, tell us how you decided this, using textual evidence to support your ideas.
- How does the protagonist feel about his home? Where is it? If you had to guess, what does it probably look like?
Use your imagination! (3-5 sentences) - How does the sentry feel about the alien? Tell us using textual evidence to support your answer.
- Did you notice any “big ideas” (overarching concepts, social issues, topics/themes) in the story?
- In your opinion, what is the overall message of the story? Choose which of the following options is closest and then justify your selection in 2-3 sentences.
a) Things are not always as they seem.
b) Everybody is prejudiced.
c) There will always be clashes between different cultures.
d) Prejudice and misunderstanding are the seeds of hatred. - Which type of irony occurs at the end of the story? Explain what was ironic about the ending. What impact did this irony have on the story?
(Situational, Dramatic & Verbal): Students must be able to categorize examples provided into the appropriate type of irony, as well as define and provide examples of their own for each of the three types
Tues., Sept. 15
Fixed vs. Growth Mindset Discussion & video
https://www.youtube.com/watch?v=75GFzikmRY0
Select, label and organize journals
Creative Writing Assignment in journals:Vancouver and the surrounding areas are currently overrun with an infestation of Western Hemlock Looper Moths…
WHY???
WHERE HAVE THEY COME FROM???
WILL IT WORSEN???
WHAT WILL HAPPEN NEXT???
Write this story… (1-2 pg. minimum)
This assignment will be assessed according to the following criterion:
C1 Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
Classroom Expectations Overview (note-taking review)
Peruse Carson Library Catalogue and select a library book for silent reading
Mon., Sept. 14
Hello & Welcome
Classroom Bingo (get to know your classmates)
"All About Me" Introductory Journal Entry
(Tell me about yourself and provide info that will help me cater this learning experience to your interests and learning style) - due in class