Lesson 9

 

While many students did the work necessary for today's class, many did not. It was surprising to note just how many students had not submitted their work in a timely fashion. What's more, of those who did, many did not include their name, a title, properly numbered questions etc. and some uploaded pictures, rather than the typed work assigned.

We will regroup - adjust for the day - Students are to correct omissions and errors by 10pm this evening, and then have a wonderful weekend. 

Students wrote a quick capitalization quiz, and read their personal novels.

Anyone who missed today's quiz should be in Tutorial at 8:30 on Tuesday morning!

We spent the remainder of the block working on theme statements - work which will continue to challenge students in years to come :) For Wednesday's class, ensure you have written a working theme statement for "For the Birds," and checked it over with the questions on the back of your theme statement sheet. This

HMWRK: 

• Fix any errors in "Barney" work by 10pm today.
• For Wednesday's class, on a separate of sheet of paper, write (or type) the vocabulary words for "The Veldt" (words in the file for this lesson). Please ensure that you write a definition AND a sentence using the word, which also illustrates the meaning of the word.

 

Lesson 8

 

 

Students began the block by reading their personal novels.

We watched the final scene of Jurassic World and discussed the implications of gene editing/genetic modification (as happened in this instance) on a basic level - we also looked at Dolly the sheep and discussed Barbara Streisand's dog clones.

We read the short story "Barney" and argued about what the last entry was really all about...

***NB - If students are confused about the connection between today's videos, and the text, hopefully the discussion of the concept of THEME next class will help make it all come clear.

HMWRK: The questions for today's class (due for next class) will be posted in Teams - They should be submitted in Teams AND printed in hard copy for use during next class. 

Please note - There is a quiz on capitalization next class - very simple - won't take us more than a few minutes at the beginning of the class. 

Tips for answering the questions on Teams:

• Please answer in full sentences.
• Please ensure you rephrase the questions in your answers.
• Do not use pronouns (such as he, she, they etc.) without first naming the person, or group.
• Use evidence and quotations from the text, when applicable, to explain your argument/discussion.

• Students need to complete, and hand in (on Teams), questions 3, 4, and 5 for "Barney." For Question 4: Ensure that you explain what kind of irony a given example is (only 2 needed), and how you know it to be such.

Lesson 7

 

- There is quite a bit of material needed for this class - a reminder that all can be found in the corresponding "Lesson 7" folder on Teams, under "Files."

- Students read their personal novels.

- Students did a short capitalization review - in preparation for a small quiz on Thursday, the 26th.

-The class discussed the various kinds of irony - these can be found in the short story package, and the comics from today's class are in the folder for this lesson, on Teams.

-We watched a video on CRSPR,  and began a discussion the implications of gene editing/genetic modification (as happened in this instance) on a basic level.

HMWRK - continue to think about the possible implications of genetic modifications and scientific experimentation...

***NB - If students are confused about the connection between today's videos, and the text, hopefully the discussion of the concept of THEME next class will help make it all come clear.

 

Lesson 6

 It was a short class, so we skipped reading today.

Students had another opportunity to remind themselves of everyone's names.

Students moved  back to their "Cougar/Cub" groups, and we reviewed their plot diagrams.

Students then moved to a seat of their choice, and we looked over their personal plot diagrams for "For the Birds" from last class.

Students also received a handout of short story terms.

NO HOMEWORK other than ensuring you are familiar with any terms covered today, and bringing your novel to your next class.

 

 

Lesson 5

 Students listened to "Pink and White" by Frank Ocean - while we didn't discuss the lyrics at length, they were introduced to classical allusion, through a reference (with multiple possible levels) to the goddess of tragedy, Melpomene, and a discussion about her children (half bird / half woman) potentially connected to  the sirens of the sea (the pictures of harpies were not the correct vision - more like women with wings)

Students read their personal novels.

Students handed in their homework for  a quick check - many had not completed the definitions at all, and, of those who did, several did not punctuate or capitalize their sentences correctly (or write on a separate sheet).

Students got  back into the groups they were in last class, and completed their group plot diagrams for "Cougar/Cub." Bonus question: Find an example (or multiple examples) of irony in the piece. What kind of irony is it? Explain.

We then watched "For the Birds" - students charted the plot of the piece on the flip of their personal "Cougar/Cub" diagram.

HMWRK: Complete the diagram 

Lesson 4

 

 *Most students came to class with their novels ready to go...

We looked at a speech from Shakespeare's Hamlet - Act 2, Scene 2 - and then compared the lyrics to "What a Piece of Work is Man" from the Broadway musical Hair (briefly talked about the ways in which literature alludes to, and makes use of, previous works of literature/art to comment on its own era...)

Students read their personal novels

Students did a second capitalization worksheet

In groups, students began to plot out the video we watched last class, while reviewing the story terms associated with a standard plot diagram (we will continue this work in our next class).

HMWRK:  

• Students received a list of vocabulary terms - ON A SEPARATE SHEET students should write the word, write a definition of the word, and then write a sentence IN THEIR OWN WORDS which shows their understanding of the word.
• Find a novel for class, if you haven't already

 

Lesson 3

Students began class by listening to "For What It's Worth" by Buffalo Springfield, and thinking a bout the lyrics - A number of students forgot to bring a novel today, and those students had a bit of extra time to think...

Students did the first of three sheets on capitalization.

Students began a review of a standard plot diagram, and used this Cougar Cub Video to plot it out (please watch it at home if you missed today)

HOMEWORK: Have a plan for recording homework (other than your phone) make sure your plot diagram for Cougar/Cub is complete, and bring a novel to next class. 

Lesson 2

Students had a look at a list of the things their peers "want to learn this year," and we talked about the fact that most of those things are best supported by reading.

In small groups, students discussed whether or not their are ethical concerns with authors and artists using AI in their work - they also considered possible benefits. We then looked at an article about a current controversy around the topic, and the use of terms like "abelist" and "classist" to shut down criticism.

In the same small groups, students listened to a quick brain teaser - pulling out detail, in order to decipher a mystery...

We played a name/memory game to try and help us remember everyone's names - zero judgment - just fun to try and put faces to names.

HMWRK: Bring a novel to next class.

Lesson 1

Students moved into a temporary, alphabetical seating plan, and got to know their new neighbours.

We went over classroom expectations, and the course outline (which will be posted to Teams), before students answered a few questions to help me get to know them a bit better.

Looking forward, students should set about finding an English language novel to read, and ensuring they have standard-sized, lined paper and writing implements ready to go.

Every class has been a pleasure to meet, and I look forward to working with these folks over the course of the academic year.