Week Ending Dec.13

Students have been working hard reading, discussing and answering questions on the novel. Today we are going to take a break from questions and have a look at some new technologies for the future. The following are a number of links that we will watch and discuss.

A Day Made of Glass

Technologies that Exist Already

Nanotechnology

Glass by Google

Must Have Gadgets 2014

robot hand

Robot1

Robot2

Tues. Dec.3

English 9

Students should read their independent novels for 20-25 min.

Then they should complete the following for their novel, to be handed in next class.

Title of Novel:

Author:

Pages read:

PART A: Write a letter from the main character to someone outside the story telling them what is going on in their life so far. Use first person. The letter should be at least two paragraphs long. Make it connect with what is going on in the story.

PART B: Find 5 words in your book that you are a little uncertain of and look up their meaning.

PART C: Introduce a minor character and talk about them to me as though they were a real person you just met.

Week Ending Nov. 29

I do not see the students until next Tues., homework for Tues includes the following:
* Read up to Chapter 6 in Invitation to the Game
* Complete question sheet for Invitation to the Game,(handed out in class) and be prepared for for discussion
* Continue reading in your independent novels

Fri. Nov. 22

Students spent 20 min reading their independent novels. The next assignment for this book is the introduce the main character by describing their personality traits. We learn about characters in three ways...by what they say, by what they do or by what others say about them.Using this knowledge, make inferences about your character or draw conclusions from the information presented. ( notes were put on the board in class)

NEW ASSIGNMENT #1: character sketch of the main character in your  independent novel.

We continued reading Invitation to the Game in class.

Week ending Nov. 21

This week we read up to page 18 in class....and I hate to inform you but Quinn managed to sneak out a book and has already read to page 40! In student's notes for the novel should be the following:

• a title page with an image and a title of the book, coloured
• a paragraph on the setting of the novel focused on time, place, physical description...this should be added to as we move through the novel
• a list of characters with character descriptions for each character we have met so far....this should also be added to as well.

Invitation to the Game

We have picked up our novels from the library and completed a pre-reading activity. Students were asked to predict what the story might be about by looking at the cover of the novel. After this, students had to make up three questions that they wanted to know about the novel. Today, we discussed these questions in class and students asked some very thoughtful and perceptive questions. The last task for students was to discuss the concept of FREEDOM. What does freedom look like, or not look like to them. We then went on to take notes on Setting  and discuss.

Assignment: Using the student's independent novel they are currently reading, they should write a 1 paragraph description of the setting in their book.

Note: Students who have still not handed in Rudy Questions....do some homework!

Week of Nov. 11-15

Last week we watched the film Rudy which has a very strong message about believing in your dreams and working toward them. Students were to complete the following question sheet. The questions should have been handed in today, Tues. Nov. 12. Students have been given ample class time to complete. Late work will have a mark deducted.

Rudy Film Sheet

All answers should be in full sentences.

1. Why is the first scene significant to the theme of the entire film.
2. Describe the kind of football player Rudy was.
3. Do you agree or disagree with Rudy's teacher when he says, “the problem with dreamers is they are usually not doers.” Back up your opinion with proof from the story.
4. Who were the people who helped keep Rudy's dream alive....and explain how they did this?
5. Who were the people who tried to squash Rudy's dream and how did they do this?
6. Why would Rudy be considered a resilient character?
7. What event caused Rudy to change the path his life was on?
8. What learning disability did Rudy have? Explain how this disability affected his learning? How did he overcome his disability?
9. How did Rudy inspire his teammates?

10. Write a one paragraph character description of Rudy using examples from his life to back up your character descriptors. Example: Rudy was a very determined individual, this was shown by the way he never gave up his dream to go to Notre Dame and play football. You should include 5 character traits and 5 examples of these traits.
( Question 10 is worth 10 marks and should be handed in typed up on a separate sheet of paper)

Tues Nov. 12: The following work was assigned and students will have a homework check on Thurs.

• Predict what you think Invitation to the Game might be about based on the cover art of the book
• What 3 questions would ask about the book, based on the title.
• Describe what freedom looks/feels like to you. ( point form is OK here)
• Begin a title page for this novel study
• Sign out your book from the library and put in the bin in the classroom.

Believe in your Dreams

rudy


A clip from You Tube about the real Rudy Rutteger.

All late work is due Mon. without exception.

I would like to hand back a lot of work that has been marked. In order to do this, all late work must be in on Mon.. during class. This includes the Robert Frost poem. Any assignments not completed at this time will receive a zero. The only exception is your short story which will be handed back edited and then you will fix up errors and then hand back in for marking. Students were all alerted to this in class on Friday.

Personal response 1 page

In this assignment, you are to answer one of these question fully, or make up a question ( have it approved by Ms Chase) and answer it in a short written piece. You may write in first person. If you are still unclear about what you should do, come and talk to me about the assignment.

Length: 1 page typed  single spaced times new roman 12 pt font
Criteria: looking for depth of thought and clarity in your writing. Proper paragraph structure and conventions of proper English language.

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?why?

What does a typical day look like for me?

What are my favourite things? why? explain.

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? Go into some detail.

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 am I most grateful for in my life?
What kind of world do I hope for in my future?
What scares me about life?

Wed. Oct 16

The Road not Taken by Robert Frost

The Road Not Taken by Robert Frost

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.

I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.

Robert Frost

Questions: Please complete in full sentences.

1.       How many stanzas in the poem?

2.       What is the rhyme scheme of the poem?

3.       What is happening in the poem? This is the literal interpretation of the poem.

4. A    Why do you the author wrote this poem, explain giving full details.

    B    Give an example of imagery in the poem and then explain if you think the imagery was used effectively.

5. How would you interpret this poem metaphorically or on a deeper level?

6. From your reading of the poem do you think the speaker was happy with his choice to take a different path? Explain why you think the way you do/what are your reasons for thinking the way you do?

7. What is your opinion of this poem like/don’t like why or why not?

Week of Oct 7-11

We have spent the week working on our rough copies of the childhood stories and the Zach Sobiech response/Bucket list assignment.Today, (Wed) we did about 20 min of silent reading then did a short assignment on adjectives which is due next class.
The following is a list of assignments to date.

• Brainstorm list of 5 Personal Experience short paragraphs: 10 marks
• Charles Questions  (to be in full sentences): 25 marks
• Mothers and Fathers who Hover 2 Questions: 10 marks
• Kindergarten Response (typed): 10 marks
• Short story (typed) : 25 marks
• Zach Sobiech/Bucket list (typed) : 20 marks
• Adjective sheet/poem: 10 marks

Week ending Sept 28

Poem Questions

This week was a particular busy one, I apologize of not getting to this blog sooner. This week we looked at the poem, "To the Mothers and Fathers who Hover." Students were asked to answer two questions on this poem.

Question #1 What is this poem about, back up your ideas with proof in the poem.
Question #2  Do you agree/disagree with what the author is saying in the poem. Again support your ideas with reference to the poem.

Short Story ( rough copy due Mon. Oct. 14)
We spent some time in the computer lab working on our personal experience stories, I am expecting students to come to class on Mon. with a rough copy ready to hand in for editing. I like to edit all work and hand go over it with students prior to them handing in the good copy.

Criteria for this story is as follows:

• the story must reveal a real experience the student has had
• the writng should focus on show not tell
• the writing should incorporate sensory details
• the story should have a beginning, middle and end
• writing should be grammatically correct (full sentences, proper punctuation etc)
• the story must be edited by the teacher ( parent editing is also encouraged, but make sure you go over your editing with your son/daughter)
• must be between 1-3 pages, typed times new roman 12 pt font, title and name on front page

Example: 

Tell: "It was very  cold outside. I noticed the mountains were covered in snow."

Show: " Frosty bits clung to the man's beard as he gazed toward the magestic towers beyond. Snow capped and gleaming in the sunlight, the mountains silently sung their magic."

Learning and Growing Through Stories

by Michale Gabriel
A teacher once said to his 3rd grade students, "Do you want me to read you a story or tell you a story?" "Oh tell us a story," they exclaimed, "because then we can see into your eyes."
Connection. Communion. The opportunity to engage.

Stories are the medium through we can communicate meaningfully with each other. Our wisdom, our intuitive knowing is imbedded in the stories we tell. Just after our need for food and even before our need for love, we have a need for story.
Storytelling is the oldest form of communication. The first thing people do upon meeting each other is begin telling stories. A wise teacher once said, "The shortest distance between two people is a story." Another teacher was asked by his frustrated students one day, "Master, we ask to hear the truth and all you tell us are stories." The Master smiled and replied, "The shortest distance between a person and the truth is a story. "
Stories invest our lives with meaning, they develop and express our creativity. They help us to laugh at ourselves. They give us the strength to face life's difficult moments. They connect us more vitally with ourselves and each other and they turn ordinary moments into extraordinary ones.
"If there were no stories there would be no world because the world is made up of stories," said a child when asked the question. "What are stories?" Think about it. We create with our stories. We imagine what is possible, we make up a story about it. We bring that story into existence. Our words, our images are just that powerful.
According to brain/mind research, we organize information in story form. It is how we make sense of the world around us. And it is how we communicate that understanding to another. Stories allow us to bypass the linear and access whole brain learning.
When I tell you a story, I let you into my world. I cannot tell you who I am without telling you a story. Stories illustrate the text of our lives. They go beyond facts into feelings. They engage the whole of us--our minds and our hearts. By storying my life, that is, by telling about the incidents that give my life meaning I make sense out of it. I begin to connect the dots of my experience and as I do, gracefully, artistically, memorably, I invite you to go inside and begin to connect your own dots to make sense out of your own experience.

I love when I find a piece that speaks oh so eloquently to exactly what I believe and expresses why I always start out with personal experience stories when I teach!

Response

Last day in class, it was a short block, we worked on our stories and did a response to Robert Fulgum's piece, "All I need to Know I Learned in Kindergarten." This is our first shot at responding without me formally teaching how to respond. I wanted to see what prior knowledge and skills the students had. After discussing how to do a response, and further discussing the piece, students will be asked to revise their piece and hand in for a mark.

Responding means

- a desire to express thoughts and ideas in informal settings, to react in some way to the literature
- an ability to gather meaning from the literature and relate it to personal interests and experiences 
- an ability to organize, recall, and make inferences 
- an ability to ask questions, express thoughts, feelings or opinions, while backing up ideas with reference to the piece of literature
- ability to make connections and synthesize information
- an ability to look at all aspects of the literature to really understand the author's intent

Week of Sept 30-Oct. 4: On Mon. we will be in the library for a library/computer orientation. I will teach what a good response to literature looks like and take the students through a model step by step. Students will use the rest of the block to work on stories or rough copies of the Kindergarten response. Wed. class should see us  handing in the Kindergarten response (typed). 

On friday, we will begin a response to the video, "My Final Days" a story about Zach Sobiech, a 17 year old who died of osteosacrcoma. This will lead us into a short response assignment and the top 20 things students want to do before they die. Students will be marked on the thoughtfulness and completeness of the list, and the response will be marked based what I look for in a response.
( response and list total= 20 marks)

Zach Sobiech Video

Week of Sept. 16 - 20

childhood stories

Students will be handed out the story of Charles to review again and answer a question sheet. Time will be given in class to complete the sheet. It will be handed in for 25 marks on Wed. in class. We will read a childhood story written by a student and discuss childhood experiences. Students will begin their first big writing assignment. It will be a creative piece on a childhood experience. ( Criteria and a due date on this assignment will follow).

Week of Sept.9-13

We have had a busy week in English...lots of storytelling! Students have shared orally a personal experience which has had an impact on them or changed their lives in some way. I heard many great stories and I am happy to say most were eager to share them with the class. Students handed in their first piece of homework which was 5 short personal experience brainstorm story experiences. This assignment will be marked out of 10 for completion.

I read the story Charles to the class. This is a first day of kindergarten story about a little boy who gets himself into trouble. We reviewed the questions and students will work on these questions next class. We also did a free write to stretch our brains and practice thinking on our feet to get ready for that looming grade 10 provincial. Most students wrote almost a full page in just under 20 min.......needless to say I was impressed. I have a sense that the class culture of this group is strong and students are open to new ideas and new ways of doing things.

Again my goal is to have students be engaged and focused on literature, open to discussing all kinds of ideas and to help them develop into strong writers.

First week of school: Welcome Division 98

Bio on Ms Chase

I have been teaching for 17 years, most of these year have been in the same building. I am very proud to have been one of the teachers who was hired to work at Isfeld from the start. Because of this, I know we have built a wonderful, caring school. I enjoy writing, photography, and painting on my own time and it is a privilege to share these passions with others.

Welcome Back

Welcome back to school. I am looking forward to a productive and creative new school year. My goal is to challenge each and every student and to have students become better writers and comprehenders of literature.

My Philosophy

My philosophy is that if students are going to become better readers and writers they need to do just that...lots of reading and writing! Right off the start I will be honest...I will not be able to mark all of the writing that I expect students to do. But I believe the marking is not the important part, what matters is helping students through the process of writing. This means spending my time helping them to learn to become better writers by reading through their work, offering suggestions, helping them choose better words or helping them rework sentences to help improve clarity. I welcome parents input and support in helping me to provide the best education possible for your child. All of our assignments will be posted online, so you can help your child do their best by being aware of what they are doing in class and when assignments are due.

Course Outline: Coming soon  

Grade 9 English

Here is to my future grade 9 students. I hope you like writing and poetry and discussing in class, because these are 3 of my favourite things. I look forward to next fall, come prepared with a positive attitude toward learning, and you will all be my favourite students.

Ms. Chase