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.
Wednesday, October 26, 2011
Monday, October 24, 2011
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.
Thursday, October 20, 2011
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)
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
Friday, October 14, 2011
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
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
Monday, October 10, 2011
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
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
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