It's been quite a while since my last post and for that I apologize. I think it's a good idea to recap what we've done in a more general sense, as it might make for a super long blog post if I try and recap specifics
1. Grade Wide Write: Students wrote the grade wide write in October. Across the grade in English class, students were given the task of responding to a common prompt. They were given a photo and an hour's worth of class time to compose a descriptive narrative composition. The assignment is meant to assess the students individually, but also as a class, and see where they each stand regarding their abilities to use descriptive writing techniques, compose an original narrative, focus on a theme, and do so while adhering to the conventions of grammar, and the mechanics of writing.
2. Literary analysis writing: Students transitioned from writing descriptive narrative compositions, which focus more on creativity and style, to writing more formal, literary analysis responses, that ask them to uncover the deeper meanings of a text. They were taught to respond in a more objective and formal manner, use third person voice, and focus not on summarizing the text, but rather, uncovering the meaning of the text through analysis of the characters, symbols, metaphors, themes, etc. They were also challenged with using evidence from the text to support their interpretations and arguments. They were taught how to integrate quotations into their compositions. They practiced literary analysis through writing a paragraph response analyzing the irony, character and themes in "The Possibility of Evil" by Shirley Jackson.
3. Short Story Unit Test: Students demonstrated their understanding of short story terms and elements, as well as their ability to analyze literature. Their short story test evaluated their ability to identify literary elements and short story terms in a general sense and then their ability to apply their understanding to a story they had previously never seen--a sight passage. They also had the challenge of writing a literary analysis paragraph. After reading a short story, and answering comprehension questions on the story they had to write a single paragraph response focusing on the theme of the story and how the character in the story helped to emphasize this theme through his actions.
1. Grade Wide Write: Students wrote the grade wide write in October. Across the grade in English class, students were given the task of responding to a common prompt. They were given a photo and an hour's worth of class time to compose a descriptive narrative composition. The assignment is meant to assess the students individually, but also as a class, and see where they each stand regarding their abilities to use descriptive writing techniques, compose an original narrative, focus on a theme, and do so while adhering to the conventions of grammar, and the mechanics of writing.
2. Literary analysis writing: Students transitioned from writing descriptive narrative compositions, which focus more on creativity and style, to writing more formal, literary analysis responses, that ask them to uncover the deeper meanings of a text. They were taught to respond in a more objective and formal manner, use third person voice, and focus not on summarizing the text, but rather, uncovering the meaning of the text through analysis of the characters, symbols, metaphors, themes, etc. They were also challenged with using evidence from the text to support their interpretations and arguments. They were taught how to integrate quotations into their compositions. They practiced literary analysis through writing a paragraph response analyzing the irony, character and themes in "The Possibility of Evil" by Shirley Jackson.
3. Short Story Unit Test: Students demonstrated their understanding of short story terms and elements, as well as their ability to analyze literature. Their short story test evaluated their ability to identify literary elements and short story terms in a general sense and then their ability to apply their understanding to a story they had previously never seen--a sight passage. They also had the challenge of writing a literary analysis paragraph. After reading a short story, and answering comprehension questions on the story they had to write a single paragraph response focusing on the theme of the story and how the character in the story helped to emphasize this theme through his actions.
4. Public Speaking: Speech day is coming up so students have begun to prepare for their speeches. In grade 9, students are introduced to several speech types in which they can use to create their speech for Collingwood's annual speech day competition in December.
-Persuasive speech: Students used this speech format in previous years. They are to identify and analyze a problem and then propose a solution. The argument must be supported with evidence. The students are reminded that facts, stats, reason, as well as emotional appeal and personal experience can help to back up their claims.
-Ted Talk: This year students are given the option of creating a Ted Talk. A Ted Talk is known as an idea worth spreading. To learn this new type of speaking style they were given examples of actual ted talks, many of which have been given by youth. We talk about the difference between a persuasive speech and a ted talk, highlighting the importance of building a relationship with the audience. The use of images to also helps lead the conversation and support the points made by the presenter. A much more casual approach to spreading an idea, A Ted Talk doesn't necessarily seek to argue anything, but rather, make their audience think more deeply about their topic.
-Interpretative Reading: This new style of speech challenges the student to interpret the author's intention behind their text. The student may choose between a short story, poem or excerpt from a novel. The student must consider the emotions, motivations, desires, goals, etc. of the characters in the text they've chosen, as well as the themes, atmosphere and tone. By doing so the student will understand the best way to read the text aloud and perform this reading in front of an audience. Thus, the interpretative reading is not just reading a text, but rather, a read aloud that appeals to an audience. Students should consider a text that includes multiple voices and changes in tone, accents, volume, pace, etc.
-Dramatic Interpretation: This type of speech will be discussed in further detail next class.