English 9

myp-course-outline-and-rubrics

Wednesday, March 8 (Day 1 and Day 2) 

In class today:

We updated our portfolios. Then we discussed “The Veldt” and competed in “The Great Veldt Challenge.”

Monday, March 6 (Day 2) and Tuesday, March 7 (Day 1) 

In class today:

We talked about houses of the future (What might they look like? What rooms/functions might they have? How would they change our lives?). Then we read and discussed Ray Bradbury’s “The Veldt.”

For Homework:

If you were absent today, please read The Veldt before next class.

Wednesday, March 1 (Day 2) and Friday, March 3 (Day 1) 

In class today:

We continued to work on the “Street that Got Mislaid” questions, focusing today on using context clues to infer the meaning of difficult vocabulary. Then we worked in groups to analyse the story with regards to its symbolism and themes.

Tuesday, Feb. 28 (Day 2) and Wednesday, March 1 (Day 1) 

In class today:

We reviewed short story terms and did an exercise to practice identifying points of view. Then we read the short story the-street-that-got-mislaid.

For Homework:

“The Street that Got Mislaid” questions (front side of page only). (Questions are included in the above link.)

Friday, Feb. 24 (Day 2) and Monday, Feb. 27 (Day 1) 

In class today:

We shared our dialogues in small groups, presented some of them to the class, and then handed them in. We also watched the Alfred Hitchcock film version of “Lamb to the Slaughter.”

Wednesday, Feb. 22 (Day 1 & 2) 

In class today:

We finished discussing “Lamb to the Slaughter.” Then we learned the  rules for writing dialogue and worked in partners to write the dialogue missing from the story.

For homework:

Dialogue (approx. 1 page) must be complete for next class. You can find the rules for writing dialogue here: dialogue-rules.

Monday, Feb. 20 (Day 2) and Tuesday, Feb. 21 (Day 1) 

In class today:

We went over our plot diagrams and wrapped up our discussion of “Yertle the Turtle.” Then we read and discussed Roald Dahl’s short story “Lamb to the Slaughter.”

Wednesday, Feb. 15 (Day 1 & 2) 

In class today:

We handed in our essays and updated our portfolios. Then we started our short stories unit. We reviewed the parts of a plot, watched/read the children’s story yertle-the-turtle, and started on a plot diagram.

For Homework:

Finish your plot diagram for “Yertle the Turtle.” If you were absent today, refer to the linked documents above.

Friday, Feb. 10 (Day 2) and Tuesday, Feb. 14 (Day 1) 

In class today:

We worked on the rough copy of our expository essays. Students who finished (or nearly finished) did some peer editing.

For Homework:

Use the editing checklist to proofread your essay, then write your good copy. You can find the editing checklist here: peer-editing. Good copies should be double-spaced and typed, if possible, in Times New Roman size 12 font. Good copies due Wednesday, Feb. 15. 

Wednesday, Feb. 8 (Day 1 & 2) 

In class today:

We worked on our expository essays (planning page + rough copy).

For Homework:

Day 2: Work on rough copy. Introduction and two body paragraphs (minimum) must be complete before Friday’s class.

Day 1: Work on rough copy. Introduction and three body paragraphs (minimum) must be complete before Tuesday’s class.

 

Wednesday, Feb. 1 (Day 1 & Day 2) 

In class today:

We started with a role play to introduce our expository essay unit. Then we reviewed essay structure and analysed a sample expository essay. Finally, we started on a graphic organizer for our own expository essays.

For Homework:

Lightfinder final project due Monday, Feb. 6 (Day 2) or Tuesday, Feb. 7 (Day 1)

Monday, Jan. 30 (Day 1) & Tuesday, Jan. 31 (Day 2) 

We continued to work on the Lightfinder final project.

Wednesday, Jan. 25 (Day 1 and 2) 

In class today:

We continued to discuss Lightfinder as a “Hero’s Journey.” Then we started on the final project for this unit.

For Homework:

Work on the rough copy of your project. If you were absent today, you can find the criteria here: final-project

Monday, Jan. 23 (Day 2) and Tuesday, Jan. 24 (Day 1) 

In class today:

We learned about/reviewed “theme” and came up with theme statements for Lightfinder. Then we discussed the “Hero’s Journey” monomyth and competed in groups to find ways that Lightfinder might fit this structure.

Wednesday, Jan. 18 (Day 2) and Friday, Jan. 20 (Day 1) 

In class today:

We finished the last three chapters of Lightfinder. In groups, we discussed the ambiguity of the last chapter. We also discussed our overall assessments of the novel (strengths/weaknesses). We finished our reading strategies charts and handed them in.

For Homework:

Reading strategies charts must be complete by next class (if you didn’t have time to finish today).

Tuesday, Jan. 17 (Day 2) and Wednesday, Jan. 18 (Day 1) 

In class today:

Paragraphs were handed in. We read and discussed chapters 41 and 42 of Lightfinder. 

Friday, Jan. 13 (Day 2) and Monday, Jan. 16 (Day 1) 

In class today:

We did a peer editing workshop and gave/received feedback on our paragraphs.

For Homework:

Good copy of paragraph due next class. Your paragraph should be double-spaced and written neatly or typed in Times New Roman size 12 font.

Wednesday, Jan. 11 (Day 1 and Day 2) 

In class today:

We talked about heroes (and unlikely heroes). We reviewed paragraph structure and filled in a graphic organizer on the topic “Who is your hero, and why?” Then we started on our rough copies.

For Homework:

Finish the rough copy of your paragraph and bring it next class.

Monday, Jan. 9 (Day 2) and Tuesday, Jan. 10 (Day 1) 

In class today:

We finished our review questions and worked on reading strategies for chapters 36-40.

For Homework:

Reading Strategy charts should be complete up to chapter 40.

Wednesday, Jan. 4 (Day 2) and Friday, Jan. 6 (Day 1) 

In class today:

We read chapters 39 and 40, then worked on review questions in groups. You will have some time to finish these questions next class.

Tuesday, Jan. 3 (Day 2) and Wednesday, Jan. 4 (Day 1) 

In class today:

We worked in groups to complete our Lightfinder review quizzes. Then we reviewed as a class and read/discussed chapters 37 and 38.

Wednesday, Dec. 14 (Day 1 & Day 2) 

In class today:

We worked in groups to create Lightfinder review quizzes for after the break.

For Homework:

Reading strategies should be complete up to chapter 35. Enjoy the break! 🙂

Monday, Dec. 12 (Day 1) and Tuesday, Dec. 13 (Day 2) 

In class today:

We read and discussed chapters 34 and 35, then worked on our reading strategies chart.

For Homework:

Reading strategies should be complete up to chapter 35.

Wednesday, Dec. 7 (Day 1) and Friday, Dec. 9 (Day 2) 

In class today:

We watched a video on the Aboriginal sweat lodge, read about Aisling’s sweat experience (ch. 33), and discussed how our research helped us to better understand this part of the novel. We also filled in the rest of our “Culture in Lightfinder” sheet.

Tuesday, Dec. 6 (Day 1) and Wednesday, Dec. 7 (Day 2) 

In class today:

We went over some of the “Guided Reading” questions as a class, then read and discussed chapter 32. In preparation for chapter 33, we shared our research on the First Nations sweat / sweat lodge.

For Homework:

Reading Strategies should be complete up to chapter 30. If you haven’t yet received an “in progress” mark, please hand it in to Ms. Keller ASAP.

Friday, Dec. 2 (Day 1) and Monday, Dec. 5 (Day 2) 

In class today:

We finished our guided reading questions (chapters 26-30) and worked on our reading strategies. Then we read and discussed chapter 31 together.

For homework:

Guided reading questions should be handed in. Complete reading strategies chart up to chapter 30.

Wednesday, Nov. 30 (Day 1 and Day 2) 

In class today:

We worked on our “Culture in Lightfinder” charts and discussed the significance of the dream catcher and medicine wheel references. Then we continued to work independently on the guided reading activity (chapters 26-30).

Monday, Nov. 28 (Day 1) and Tuesday, Nov. 29 (Day 2) 

In class today:

We did an independent “guided reading” activity on chapters 26-30. To be completed next class.

Wednesday, Nov. 23 (Day 1) and Friday, Nov. 25 (Day 2) 

In class today:

We read and discussed chapters 23-25, then worked on our reading strategies chart.

Tuesday, Nov. 22 (Day 1) and Wednesday, Nov. 23 (Day 2) 

In class today:

We read/discussed chapters 21 and 22 and worked in groups to come up with questions prompted by the text.

Friday, Nov. 18 (Day 1) and Monday, Nov. 21 (Day 2) 

In class today:

We read/discussed chapters 19 and 20 of Lightfinder, then worked on our reading strategies for chapters 16-20.

For Homework:

Reading Strategies chart should be complete up to chapter 20.

Wednesday, Nov. 16 (Day 1 and Day 2) 

In class today:

We read two different Cree creation stories and compared them to other narratives (e.g. the Adam and Eve story). Then we analyzed the creation story in Lightfinder.

Monday, Nov. 14 (Day 1) & Tuesday, Nov. 15 (Day 2) 

In class today:

We discussed the significance of the Cree smudging ceremony (in relation to Lightfinder) and reviewed chapters 16 and 18. Then we started to talk about different versions of the creation story (according to science, according to religion(s), according to First Nations groups, etc.)

Tuesday, Nov. 8 (Day 2) and Wednesday, Nov. 9 (Day 1) 

Ms. Koshy taught today’s class. We watched a Cree music video, then read chapters 16-18 of Lightfinder. After this, we went through some review questions as a class.

Tuesday, Nov. 1 (Day 2) and Monday, Nov. 7 (Day 1) 

In class today:

After sharing some of our Halloween stories, we went back to looking at Lightfinder and Aboriginal culture. In groups, we used ipads to research four elements of Aisling’s culture: the smudge, the sweat, the medicine wheel, and dream catchers.

For Homework:

Finish your research. All four boxes on the front side of your sheet should be filled in.

Friday, Oct. 28 (Day 2) and Monday, Oct. 31 (Day 1) 

In class today:

We listened to some First Nations ghost stories, then wrote our own Halloween-themed stories.

Have a fun (and safe!) Halloween!

Wednesday, Oct. 26 (Day 1 & Day 2) 

In class today:

We updated our portfolios, then worked on our reading strategies. We discussed chapter 15 and analysed the picture on page 68.

For Homework:

Your reading strategies chart should be complete up to chapter 15.

Monday, Oct. 24 (Day 2) & Tuesday, Oct. 25 (Day 1) 

In class today:

We discussed chapters 11 and 12, worked in groups to analyse the drawing on page 50, and read chapters 13 and 14. (The day 1 class also read chapter 15).

Wednesday, Oct. 19 (Day 1 & Day 2) 

In class today:

We finished our reading strategies for chapters 5-10, then worked in partners to read/analyse chapters 11 and 12. We focused specifically on summarizing, asking questions, and making inferences.

For Homework:

If you were away on the field trip today, please make sure that you get caught up by reading chapters 11 and 12 during silent reading next class.

Monday, Oct. 17 (Day 2) and Tuesday, Oct. 18 (Day 1) 

We read (day 1) / reviewed (day 2) chapter 6 of Lightfinder, then read and discussed chapters 7-10. We also had some time to work on our reading strategies.

For Homework:

Reading strategy charts should be complete up to chapter 10.

Wednesday, Oct. 12 (Day 2) & Friday, Oct. 14 (Day 1) 

In class today:

We did small group and whole class discussion for chapters 1-5, then finished our reading strategies for those chapters and went through examples together. We also read and discussed chapter 6 (Day 2 only).

For Homework:

Make sure that your reading strategies chart is complete up to chapter 5.

Tuesday, Oct. 11 (Day 2) and Wednesday, Oct. 12 (Day 1) 

In class today:

We read  up to chapter 5, then worked on our reading strategies chart.

Wednesday, Oct. 5 (Day 2) and Thursday, Oct. 7 (Day 1) 

In class today:

We finished discussing the article/political cartoon and the issue of cultural appropriation. Then we prepared to start Lightfinder by going over reading strategies and analysing some of the artwork on/in the book. Finally, we read and discussed the first few chapters of the novel.

Tuesday, Oct. 4 (Day 2) and Wednesday, Oct. 5 (Day 1) 

In class today:

We continued to watch/read texts (videos, an article, a political cartoon) in order to help us explore the issues around discrimination of Aboriginal people.

Friday, Sept. 30 (Day 2) and Monday, Oct. 3 (Day 1) 

In class today:

We finished up our reading strategies activity from last class. Then we talked about Orange Shirt Day and started watching/reading some videos and texts to help us explore the issues with Aboriginal stereotypes.

For Homework:

Re-watch the Peter Pan video on youtube and fill in your stereotypes chart.

Wednesday, Sept. 28 (Day 1 and Day 2) 

In class today:

All portfolios (with reflections) should be handed in.

We discussed/reviewed reading strategies. Then we did a round robin to practice using different reading strategies with our independent reading books.

For Homework:

Don’t forget to bring your independent reading book to every English class.

Friday, Sept. 23 and Tuesday, Sept. 27 

In class today:

We went to the Learning Commons to learn about popular teen reads and to check out books for independent reading time. Back in class, we discussed the rules and reasons for independent reading.

For Homework:

Please make sure that you bring a book every day. We will read for approx. the first 15 minutes of every class.

Wednesday, Sept. 21 (Day 1 and Day 2) 

In class today:

We worked on our portfolios (labeling and creating a “visual self-representation” on the front).

For homework:

Finish your portfolio. Good copy of reflections should be in the “reflections and self-assessments” pocket. Portfolios are due on Tuesday (day 1) and Wednesday (day 2).

Monday, Sept. 19 (Day 2) and Tuesday, Sept. 20 (Day 1) 

In class today:

We finished and edited the rough copy of our portfolio reflections. Then we went over the portfolio criteria and constructed our portfolios.

For homework:

  1. Good copy of reflections due next class. Good copy must be typed and double-spaced (Times New Roman size 12 font) OR written neatly and double-spaced.
  2. Bring art supplies next class (pencil crayons, scissors, glue, magazines, etc. — whatever you have!)

Wednesday, Sept. 14 (Day 2) and Friday, Sept. 16 (Day 1) 

In class today:

We discussed portfolios and took a look at the MYP assessment rubrics. Then we started working on portfolio reflections.

For homework:

  1. **Bring your poster board**
  2. Finish portfolio reflections A-D (you will have some time to do the Self-Management reflection next class)
  3. I am still missing some parent letters!

Tuesday, Sept. 13 (Day 2) & Wednesday, Sept. 14 (Day 1) 

In class today:

We talked about MYP and about its “Language and Literature” component. In groups, we did some brainstorming around the words “Language” and “Literature,” then created simile posters to express our ideas in a more creative way.

  1. If you haven’t already: bring back your parent letter and leave a comment on the website
  2. Finish your simile poster (add colour and/or a picture)
  3. Bring your poster board–we will start working on our portfolios next class

Friday, Sept. 9 (Day 2) & Monday Sept. 12 (Day 1) 

In class today:

We went over course expectations, took a look at the class website, took a pop quiz on course expectations, and filled in a “20 questions” getting-to-know-you sheet.

For homework:

  1. Visit the website, vote in the poll (scroll down!) and leave a comment (with your name) below.
  2. Return your signed parent letter.

Wednesday, Sept. 7 (Day 2) and Thursday, Sept. 8 (Day 1) 

In class today:

We went over the course outline and played a “Getting-to-know-you” game.

For homework:

Please make sure that you have all necessary materials before next week.

 

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