Today we talked about the Christmas Bureau - fundraising has fallen to p.1 classes - no obligation.
We went over "Magic Words" and looked at what might belong in a chapter summary (key events, symbols, big ideas, thematic connections, literary devices etc.)
Students will hand in their character notes for the first time tomorrow, so they should be sure to be up-to-date.
HMWRK: Notes need to be up-to-date all the way to the end of "Haunted in the Bush," which students would do well to re-read.
Today we discussed two separate videos - one Metis culture, and another on the concept of dystopia
We also read "Magic Words"
HMWRK - students should be up-to-date on character notes, which will be collected Thursday.
Today we read to the end of "Story: Part 1"
Students discussed climate change, the appropriate age for children to find out about the darker aspects of humanity, and the dangers of portraying the ol' "two sides to every story" (as it sometimes implies expert opinion is 50/50 - as per this piece on climate change)
We sought to connect the world of the novel to our own, and looked to where those worlds diverge...
HMWRK: Students should have an ongoing set of notes for characters as they appear in the text. These notes should include physical descriptions and information about the pasts of the characters - Most importantly, notes should include quotations WITH PAGE NUMBERS that illustrate what characters are like as people. This may be direct description, or their conversations with others, or actions that illustrate particular qualities. These notes will be collected, twice, and they will be foundational for future writing.
We read personal novels for the last time (until the unit is finished) and then read up to page 22.
Students also learned about the family history of Jesse Thistle and the history of Road Allowances - in order to situate the work. Within this discussion, as per Jesse's work, we challenged the term "squatting."
HMWRK - complete character notes to the end of the chapter "The Fire."
We read to the end of the first chapter ("Frienchie's Coming-to Story") - students are to take notes on each of the characters as they arise - as per class instruction
Students handed in some wonderful work on TADR today, and I look forward to assessing it over the weekend.
Students completed a brief worksheet on "Words Often Confused" - it can be picked up from the green bin in the room.
After a discussion about climate change and personal connections to the changes in our world, we began reading The Marrow Thieves - We read up to the break on page 7.
HMWRK: Go back and take notes on all of the different characters we met today - write down quotations for them, and page numbers.
Leave lots of space for Frenchie and Miigwans, a medium amount of space for Dad and Isaac, and just a little space for Mitch, Mom, and Recruiters.
Students finished reading our class play, and have spent the last few blocks working on the accompanying project. Wednesday last week was to be a work block for them, but they ended up having a presentation from the NVRec Volunteer coordinator, so we agreed to extend the project deadline.
Students had today to work on the project, which is due on Thursday. No further class time will be allotted to this work.
Students signed out a copy of the class novel, and we will begin work with it tomorrow.
It is strongly recommended that students not read ahead in the novel - re-reading is more beneficial to their understanding of the work. I will read most of the work aloud to them, so engagement will be an issue, as will spoilers, if folks read ahead.
Students did an apostrophe quiz and read their personal novels, before we set about work on their project for TADR - They will receive a rubric tomorrow, and have blocks of time to work over the next two days (during which they will also receive their interim standing on the proficiency scale.
Students read their personal novels to begin today's class.
In groups, students brainstormed theme words for TADR
Students received the assignment for the upcoming project - rubric to follow
BRING MATERIALS TO WORK WITH
Students did a third (and final) worksheet on apostrophes - (quiz on Tuesday!)
We continued our reading of the play - and finished it!
Students should add any remaining notes to their charts (which will be checked at the beginning of Monday's class).
HMWRK - Find multiple quotations, at least 2, but hopefully more, for each of the time periods our characters come from (1500's, 1980's and 2090's) that cover all of what setting is about -->Time/Place/Scociety/Tone/Mood/Feeling -- These Quotations can describe the space, but they can also be bits of conversations that reveal things about setting. PLEASE write down the quotation, and note the speaker, page number, and time period it represents.Students read their personal novels
Groups went over their homework charts and questions together
We read the play through page 49 or so, and will continue that work tomorrow - no new homework.
