Personal Project Outline and Criteria

Overview of Project: The Personal Project is meant to be a creative extension of the Personal Unit we just completed. We focused a lot on experiences and how they shape our lives. This project can take any shape. It could be a video, an interview, a dance, a skit, a piece of art, a collection of poems or journal entries, a slideshow, a dramatization, a collection of photographs, a song, a timeline of events, a scrapbook, a musical performance or any combination of the above.

The project needs to be decided by each individual; in fact choosing the project is part of the process of the project. Students need to think about what is/has been  important in their lives and try to create a representation of this. If students are choosing to do something like a dance, piece of art etc., the project should be accompanied with a short piece of writing that explains what process they went through, why they chose this idea, what they learned from the project, and how the subject features in their life. All students can refer to the list of questions below to help them focus on a project idea and /or what to briefly write about in the written portion of the project. It is a good idea to pitch your idea to Ms. Chase to make sure you are on the right track. Remember, this project is all about you!

Criteria for Evaluation

• project has not been recycled from a past year (I will know!)
• all projects should have a small written portion attached, unless your project is writing
• focus of project should be strongly connected to YOU and learning more about you
• evidence of planning and attention to detail shown in project
• depth of thought given to project and how it connects with the self
• execution of project is at a high level

You should try to answer some of the following questions in your project.

Who am I? Who am I becoming?

What do I love doing and why?

Who is important to me and why?

What experiences have changed/enriched my life, helped me grow?

What relationships/friendships are important to me and why?

What makes me happy?

What does a typical day look like for me?

What are my favourite things?

What dreams do I have for the future or the future of our world?

How have I changed over the years?

How have I stayed the same over the years?

What difficult experiences have I had to overcome in my life?

What do I love? (foods, activities, games, etc.)

What bores me to death?

What inspires me?

What cause in the world is worthy of my thoughts?

What really bugs me? ( Please don’t say Ms. Chase’s English projects!)

How do I learn best?

What important events mark my life so far?

What are you grateful for?

What is like being the only, oldest, middle, youngest in the family?

Why did I choose to do the project idea that I did?

How does my project idea reflect who and what I am about?

What did I learn from doing this project?

The Week of Nov. 28 ....Test week.

Last week we went over how to write a basic essay in class. Students were given the test questions so that they can prepare for the test by completing a practice write. The test will be on the following:

Question #1: 10 marks ( organize your ideas, then spend 25-30 minutes writing) Compare Terry Fox with Steve Nash. In this question, we discussed in class ways that they are similar in character and one way they may be different.

Question #2: 5 marks This will be a poem students have not seen, but it is very similar in theme to the poem we studied in class. Students are expected to answer 2-3 short answer questions on this poem. (spend no more than 15 min. on this question)

Question #3: 10 marks This question will read: Using 2 pieces of literature we have studied this term, and your own experiences, discuss how we as individuals learn, grow and are enriched by our experiences.
NOTE: Only Terry Fox or Steve Nash can be used in this question, not both. But truly, feel free not to use either of these pieces. ( organize your ideas, then spend 25-30 minutes).


Criteria for Assessment : Total 25 marks

The focus of this test is on organization of ideas, paragraphing, use of transitions and communicating ideas clearly. I will NOT be deducting huge marks for grammar and spelling as long as I can make sense of what you are trying to say. Keep in mind, one idea = one sentence. If you have time, read over your work to make sure it makes sense.

I have handed out a sample essay answer to question three and we went over it in class. I discussed how I will be marking an essay question and what I am looking for. We specifically discussed the following:

Essay should have: general intro,specific intro, make your point, back it up with an example/proof, continue to do this several times, specific conclusion, general conclusion. Make sure you answer what is asked and avoid retelling the entire story...focus on the point you are trying to make. Also make sure you prepare by practising, not just thinking, but doing!!!!

The week of Nov. 14

Students have been working in groups to present their spy characters. Only about an hour of total time was given to students to prepare for the presentations. I have been away most of this week, but Ms. Mareck has been working with students and observing many of the presentations. Students will be receiving a report this week, which should be signed and returned. Next week will see us preparing for our Personal Unit test and I will be introducing the final project for this unit. Much of the work on this project will take place outside of class time.



We will begin Greek Mythology after completing the tests. This is a heavy content unit, students are expected to memorize some information which they will have several quizzes on. During this unit, students will also be working on an independent novel study. It is expected that students will choose a novel at their reading level.

This week in English...Nov 7, 2011

In order to connect with Remeberance Day, I have put together a package of three pieces of literature that connect with war. The focus of the pieces deals with the role of spies during war. Students are to read the stories and work on the question sheet. This work will be corrected in class. Students had to then get into groups and develop a spy character which they will then present to the class next day.

Concepts: stereotype, paradox, character development

As mentioned earlier, students will receive a report which will outline their progress to date the week of Nov.14. If parents have any concerns feel free to contact me via school email.

Students and parents have a read

WHAT SKILLS STUDENTS SHOULD BE WORKING TOWARD ACHIEVING IN LANGUAGE ARTS : CONDENSED FROM THE CURRICULUM

A good thinker

• bases judgments on evidence

• is honest with self

• listens to understand before drawing conclusions

• can tolerate ambiguity

• asks questions

• is open-minded and flexible

• is able to think independently

• identifies and explains personal points of view

• looks for connections among ideas

• extends personal thinking by assimilating new ideas and information

• is self-directed, self-disciplined, self-monitoring, and self-correcting

A good speaker and listener

• speaks and listens for a variety of purposes

• maintains concentration during listening

and speaking

• listens carefully to understand and respond

to others’ messages

• communicates ideas and information clearly

• organizes ideas and information so that the

audience can understand and remember

• uses vocabulary and presentation style

that are appropriate for the audience

• uses tone, pace, and volume that are

appropriate for the situation

• sustains short conversations by encouraging

the speaker and contributing ideas

• is attentive and respectful to others in

conversation

• uses language effectively for a variety of

purposes

• monitors presentation and is sensitive to

audience response

• uses some strategies to overcome difficulties

in communication (e.g., unfamiliar

vocabulary, noisy environment, distractions)

• self-evaluates and sets goals for

improvement

• refrains from sarcasm or insults that silence

others and tolerates digressions from his or

her own point of view

• prepares for discussions by completing

required activities

• probes and questions to speculate and take

risks

• builds upon and extends the ideas of others

• looks for and expresses connections

between texts, the ideas offered by other

students, and experiences outside the

classroom

• acknowledges the structure of the

discussion and abides by the patterns

implicit within it

A good reader and viewer

• accesses prior knowledge

• asks questions

• makes predictions

• self-monitors and recognizes when text is not making sense

• uses fix-up strategies to repair meaning during reading and viewing

• makes connections before, during, and after reading and viewing

• uses mental images to deepen and extend meaning

• distinguishes the main ideas and their supporting details

• infers

• determines literal and inferential meanings

• synthesizes and extends meanings

• evaluates the text and considers its relevance to broader

questions and issues

• responds personally

• organizes information to aid memory

• paraphrases and/or summarizes

• self-evaluates and sets goals for improvement

A good writer and representer

• generates ideas

• organizes information

• identifies a purpose

• defines an audience and considers its characteristics

• develops a “voice” and style suitable to the purpose, content,

 and audience,writes using show not tell

• controls word choice and sentence construction

• conveys meaning clearly

• demonstrates fluency and coherence in flow of ideas

• recognizes the value of feedback

• revises and rewrites

• adheres to conventions

• finds satisfaction in writing

• self-evaluates and sets goals for improvement

Week of Nov. 1, 2011

Wed. Oct. 26, 2011

LINK to STEVE NASH STORY

We are continuing work on our "first experience" stories. If finished students should go on to the new assignment on Steve Nash.

Read the following story and check out the link to more information on Steve Nash. Then complete the following questions.

1. Summarize Steve Nash's story using only five sentences. This question requires you to pull out only the most pertinent (important) information.

2. ( Infer) Give several reasons why you think Steve Nash became a high calibre, successful athlete.

3. What qualities does Steve Nash possess that make him a positive role model for young children?

4. Using the link to more info on Steve Nash, match up 3 of the qualities you have suggested in question 3 with quotes that other people have said about him.

5. List one thing you excel at.

Mon/Tues Oct. 24/25

In the 84 class today students will be receiving a school wide talk on sexual health awareness. I am away on Tues., in the 85 class students will continue to work on their "First" story in the computer lab.

Week ending October 21, 2011

This week students have been finishing up their responses to Ryan's story. This assignment is now due. We read a new story entitled,"First Kiss" written in a humourous way by a former Isfeld student. The story poked fun at a first kiss gone wrong. The Personal Unit which we will continue with for a little while longer, continues to focus on individual's personal experiences and how they grow and learn from these experiences.

Students answered a few questions on this story, and we discussed the basic structure and elements of a good story.The last task was to create their own "FIRST"story. The intent of this assignment is to get students to recall a first experience. Examples might include: first time riding a bike, first goal in hockey, first time to the dentist, first big trip, first big dance recital, first day of high school, etc. If students cannot think of a "first" experience, they may write a fictional story on the same topic, it should be realistic not exaggerated. This is the first creative piece of writing students will have completed so it will give me an idea of their creative writing ability. We will be working on this in class, a due date has not been set yet.

Assignment Criteria: ( Marked out of 20 on the following)

• the story should be a minimum of three paragraphs or longer focusing on a first experience
• the story should have a proper beginning, middle and end
• the beginning of the story should hook the reader into the story
• try to incorporate show not tell into the writing, as well as strong description
• make sure full sentences and paragraphing is done properly
• have the story edited by a teacher, peer, or parent
• type up the story

PARENTS AND STUDENTS PLEASE NOTE: An interim report will be sent home with your son/daughter the week of Nov. 14. This report will only be a reflection of the work we have done so far, and is not a final mark in any way. There will be a place for you to sign, record comments and return to me.

Week ending Oct. 14, 2011

We have been working all week on completing a response to Ryan's story. Given the recent knowledge of a local grade 9 student committting suicide, this issue has become very real for a number of students and for me as well. We were all greatly affected by the reality of the situation. My intent as a teacher is to bring issues such as this to the forefront and discuss them in an open way within the classroom. Students greatly benefitted from being able to have an outlet for expression. It is always my hope that students will spend time discussing the literature and the issues it presents with their parents.It is also my hope that parents keep the lines of communication open with their children.

After spending two classes in the library working on responses, students should be prepared to hand in a full page response to Ryan's story typed. I have read over a number of responses and they are quite perceptive.

When students have finished their responses, please click on this link and feel free to play some English games.

VOCABULARY GAMES

A glance at the week ending Oct.7, 2011

Sorry for the delay in posting, I had a post ready to go for Friday, but the computer shut itself down in the middle of my post and I lost everything. Here is a recap of the work done over the past week and a half.

Poem: To the Mothers and Fathers who Hover: We had a mini-lesson on poetry, students should have notes on this in their notebook. Students learned how a poem is structured as well as the definition of the following poetic terms: simile, metaphor, theme, imagery, and symbol. The poem we studied  is metaphorical in nature and focuses on the idea that parents have to learn to let go as their children grow allowing them to make their own mistakes. The metaphor used in the poem was travel. Students had a few questions to answer in their notebooks. The assignment to be handed in involved writing a paragraph to explain the theme of the poem and discuss whether or not you agree with what the author is saying in the poem. Make sure you express why you think the way you do.


Short story Proud Possessions: This story was about a daughter who, as a young girl was angry and disappointed with the fact that her mother could not read or write. In the end, the mother had used all of her daughter's old workbooks to teach herself to write over several years. The end of the story has the daughter discovering this when her mother dies and leaves her a special chest filled with a diary in which she recorded all of the events of her life. This story deals with illiteracy, but more importantly deals with the relationship between the mother and daughter. Students in the class expressed that the main theme of the story is to appreciate the relationships you have because you may not always have them. The story also  focuses on respecting parents. There was a question sheet that went with this story and we corrected it in class. This sheet was NOT to be handed in.
Ryan's Story: Click on link for a copy of the story RYAN'S STORY

During the 84 class, we were able to read this story and discuss in class. Students should come prepared to write a fully detailed response to this story.
In the 85 class, we read most of the story and students were to finish reading it on their own. Students should jot down some thoughts, feelings, questions that they felt as a reaction to reading the story.

Responding to Literature


-desire to express their own ideas in informal settings

-ability to gather meaning from reading and relate it to personal interests and experiences

-ability to use sense of story to organize, recall, and make inferences
- ability to ask questions, express thoughts, feelings or opinions
- ability to make connections and synthesize information

How do I learn best?

Follow the link on this site and discover how you learn best. Take the Learning Styles test, determine what your prominent learning style is and then answer the 5 questions on the first page of this site.

Learning styles LINK

A glance at the week ending Sept. 15

This week we spent one class viewing a newly produced 60 min film on the life and times of Terry Fox edited by Steve Nash. It was a great film which looked at Terry Fox as the person behind the hero. The students were very focused on learning about Fox and the sometimes struggles he endured during his run across Canada to raise money for cancer. Students were given a worksheet asking them a number of questions focusing on motivation. This film provides a solid introduction to our Personal Unit which deals with how experieces shape us and help us grow. In this unit we will look at a number of poems, stories and films which deal with this theme.

Class  completed the week with a classroom discussion on the questions and the following homework assignment due next class. Assignment: Take one of the questions from the sheet and expand your answer into a full paragraph.
The paragraph should be structured as follows:

Intro sentence
Make your point
Back it up with why you think the way you do
( you may have a couple of points and proofs)
Concluding sentence

Class  still has not been assigned this work.

Next week both classes will be the library for an orientation

Spelling Tips

In both English classes we discussed ways to try to remember how to spell words. The following is a list of ideas for consideration:

• trace around the word to give it a particular shape that you can visually remember
• take a mental snapshot of the word when you are reading and when you are using the word in your work (this also works for diagrams and maps)
• refer to many of the spelling rules you have learned in elementary school, like i before e except after c, or drop the y add an i when adding a suffix (although their are some exceptions in the English language)
• when writing, change the way you say the word in your head to help you remember how it is spelled, example grammer (common mistake, because we are spelling it how it sounds), try to emphasize the ar, so you will remember it is spelled grammar.
• basic sounding out of the word by breaking the word down when you say it helps ex. prob ab ly
• as above, highlight the problem area where the mistake often occurs in spelling
• some people may find repetition of writing the correctly spelled word helps
• sometimes you just have to memorize a list of common words we use everyday, but also mispell everyday

Some of these words include: friend, you're, your, grammar, writing, happiness, their, they're, there, quiet, quality, where, were, which, casually, competition, mystery, physical, just to name a few for now.

Stay posted for the course outline coming later this week...it should go home and be signed by parents. I would like to have an updated phone number, parent contact and email address for communication purposes.

Welcome to Grade 8 English

Over the past couple of days we have spent time getting to know each other by asking some crazy questions. Students have spent some time coming up with interview questions for each other and we began presentations today in division 84, that is, until we were interupted by the room moving back and forth in an eathquake. I was totally amazed at how quickly students were all able to get down and under the desks.

A look ahead next week:

• Name Game
• Course Outline and Review of Class Expectations
• Library Orientations
• Beginnings of our first unit, called The Personal Unit