Lesson 19

Students wrote a brief comma quiz

Post-quiz, students spent the majority of the block working on their "Veldt" outlines and paragraph drafts. They will have one more full block to finish their rough drafts (if they need more time than that, they should be attending tutorial times).

 HMWRK - Students are to go back into Teams - look at the feedback on their question set for "The Veldt" and find the top 2-3 points for improvement. Write the title "Points for Improvement" on a sheet of paper, and write down said points - that it!

Lesson 18

 

Students worked through a sheet on run-on sentences, and sentence fragments, before reading their personal novels.

Most students worked well, and were able to complete the vast majority of their paragraph outlines.

**Anyone who was not able to complete their outline (minus hook and extension) must come to tutorial on Thursday, to ensure they are able to begin their draft next class.

REMINDER: There is a comma quiz next class!

Lesson 17

 Most blocks skipped reading, due to the shortened day.

We discussed points of improvement for future writing - in relation to recent question sets.

Students received a list of transition words - also for use in future writing.

Students worked on a comma review sheet - in preparation for a quiz later next week.

For the remainder of the class, students set about writing topic sentences on their "Veldt" paragraph outlines, which were handed in at the end of class.

No HMWRK - Have a great long weekend!

Lesson 16

 We discussed PTI's and timelines for work return etc, before students read their personal novels.

We went over the students' "7 Snappy Starters" homework, then talked at length about quotation integration.

Students began planning an upcoming paragraph - All work on the paragraph remains in the room.

We finished up the class by watching a video inspired by "The Veldt," by DeadMau.

 

Lesson 15

Students had a brief presentation from their counsellor, Ms. Jamie Clay, about Take Your Kids to Work Day.

Students handed in their theme statement homework - many had not completed the work.

In groups, students worked through question #6 notes for "The Veldt" - they made statements about Bradbury's views, and found quotations - with page numbers - to support their statements.

We discussed the term allusion, and looked for references to literature in the story.

Students shared their theme statements in their small groups, then wrote them on the board for discussion.

HMWRK: 

Students should ensure they have pulled as many key quotations for #6 as possible, and explained exactly how those quotations illustrate a particular aspect of Bradbury's view of technology...

***Students must choose one of the three topics at the bottom of the "7 Snappy Starters" sheet, and write seven separate starters for that topic (one in each of the styles outlined at the top of the sheet).

Lesson 14

 

We talked about the evolution of language - how terms used to take a great deal of time to shift in meaning, and move through small groups and into the greater population - as opposed to this moment  in time, when an algorithm can be tweaked, and suddenly a word is not longer publishable in an app used by billions - we discussed why this happens, how it might impact language and expression, how some get around language rules, and what sort of folks are best at skirting rules. 

Students did a second comma worksheet

We discussed the questions from "The Veldt"

Students received several handouts, but we only did the first section of the one on "I" statements.

Homework: Write a theme statement for "The Veldt"

Lesson 13

 

 Students read their personal novels

We discussed a number of responses to the "Barney" questions - students should have a clear understanding of the current level of their work, and what they need to do to improve it. 

        **NB - There are a few students who have still not handed in this work, which is concerning in and of itself, but this will also impact upcoming work.

 We talked briefly about "The Veldt" and the fact that Bradbury wrote it during WWII - only with this in mind is it possible to understand the degree to which he was able to anticipate the impact of future technologies, yet to be invented in his time...

We finished reading the story - the assignment posted on Teams is as follows:

Please answer questions 3 & 5 thoroughly. Remember all the different things we talked about that could improve the “Barney” questions, and apply them here. 

Write point-form notes in answer to question #6

Type the assignment in a .doc file to upload, or type directly in Teams. Do not forget to hit "submit" - Photos of handwritten work will not be accepted, and will receive 0 as will links 

**Please also PRINT A HARD COPY FOR CLASS

Lesson 12

 

 TOC DAY

Students read their personal novels

Students received Comma Worksheet I

In groups, students discussed the impact that technology has had on their lives, and the world around them.

Students received, and began reading "The Veldt" - up to pg 120/121 - students are to highlight/underline each time the futuristic setting of the work is apparent

Lesson 11

 

Students read their personal novels.

We marked their capitalization quizzes.

In groups, students worked through theme statements for "For the Birds," and "Barney" - this is difficult work, and students will all continue to stretch to master it.

No homework

Lesson 10

 

Students handed in their vocabulary work from last class.

We looked at the lyrics to "Video Killed the Radio Star," and then listened to a band's altered lyrics - a rendition exploring the present day AI takeover of digital art, and the impact on the artistic world. We talked about irony, and poetic devices.

Students briefly read their personal novels.

In small groups, students shared their answers to last week's "Barney" questions. Those who did not print a copy for today's class will be sure to do so next time. Students had good conversations, and were able to see where their work varied from that of classmates.

HMWRK: Ensure that you have a theme statement for "For the Birds," as per last week, AND write another theme statement - this time for "Barney."

Lesson 9

While many students did the work necessary for today's class, many did not. It was surprising to note just how many students had not submitted their work in a timely fashion. What's more, of those who did, many did not include their name, a title, properly numbered questions etc. and some uploaded pictures, rather than the typed work assigned.

We will regroup - adjust for the day - Students are to correct omissions and errors by 10pm this evening. 

Students wrote a quick capitalization quiz, and read their personal novels.

Anyone who missed today's quiz should be in Tutorial at 8:30 on Wednesday morning!

We spent the remainder of the block working on theme statements - work which will continue to challenge students in years to come :) For Thursday's class, ensure you have written a working theme statement for "For the Birds," and checked it over with the questions on the back of your theme statement sheet. This

HMWRK: 

• Fix any errors in "Barney" work by 10pm today.
• For Thursday's class, on a separate of sheet of paper, write (or type) the vocabulary words for "The Veldt" (words in the file for this lesson). Please ensure that you write a definition AND a sentence using the word, which also illustrates the meaning of the word.