English : 7G 7H (Mr. Keith)


September 6 - September 16
- Students were asked to have a binder for class, as there are a variety of sections and components to this course.
- Students were introduced to the course outline. This should be the first page in their duotangs.
- Students were given a Reading Comprehension quiz (9 pts) as a pre-assessment tool.
- Students were exposed to a variety of persuasive writing topics. They were asked to choose one!
- Once students chose a topic, they were given a graphic organizer, as a pre-writing strategy. They worked through their introduction (choosing a position/thesis statement), three main ideas/arguments, as well as a conclusion.
- Many introductions/conclusions were modeled together as a class.
- Students were exposed to exemplars both in writing and in videos, as a way to introduce what was expected.
- Students began writing their Rough Copies in class. Once they were finished, one person in the class was asked to edit their peers work (Peer-editing).
- Students were given a checklist based on the Write Traits to ensure they were ready to start their Good-Copy.
-The Good-Copy is due Tuesday, September 20.
Its format includes:

  • Must have a title page (Its format was reviewed in class).
  • Must be in blue or black ink if written by hand.
  • If typed (size 12 font, Times New Romans, also double-spaced)
  • Must include 5 paragraphs (introduction, 3 main ideas - one paragraph each, conclusion)
  • Introduction and conclusion must be at least 3-6 sentences.
  • Paragraphs that include your 3 main ideas must be at least 4-6 sentences.










September 19th - Students continued to use class time to work on their Persuasive Writing, which is due tomorrow (September 20). Their checklist must be attached to the back of their Good Copy.

September 20th - Students passed in their Persuasive Writing assignments. They were then introduced to Memoir Writing. A variety of examples and topics were reviewed. Students were given a Graphic Organizer, as a pre-writing strategy. This will be checked tomorrow, and must be complete for a homework mark (5pts).



September 21st - Graphic Organizers (Memoir) were checked for a homework mark. Students began working on their introductions for their Rough Copy. A variety of exemplars were read to students to model what is expected for this assignment.

September 22nd - No class! Student travelled to a French cultural presentation!!

September 23rd- No class! Students travelled to a mock refugee camp in Moncton. See
http://refugeecamp.ca/ for more details.

September 26th - (7G) Students worked on their Rough Copies in class. The Rough Copy is due tomorrow!

September 27th - (7G/7H) Students continued to work on their Memoirs. They are due Friday, September 30, 2011. We also discussed a variety of transition words that can be used other than so, but, and then. See 'transition words' link above! Memoirs must be a five paragraph essay, which includes an introduction, 3 main ideas that support student topics, and a conclusion. The format of this piece of writing should follow their persuasive writing. For more details, see above!

September 28th - (7G/7H) Students worked on practicing how to use commas and semicolons, with the intention of helping them in this area in their writing. Students were also were given an exercise on transition words, which is another area of student writing that will be improved this year! The following videos were also watched to help students in these areas: http://www.youtube.com/watch?v=keZpj7PjNEo and
http://www.youtube.com/watch?v=4dyDUvGRGp8





September 29th - (7G/7H) Students reviewed the use of commas and semicolons once again, and were given a small quiz (10 pts) to show that they understood their use. Students were then introduced to our upcoming novel study entitled, Iqbal. The introduction was read as a class to explain a variety of examples of child labor. A couple videos were also watched to introduce the topic. See below:
http://www.youtube.com/watch?v=t0D6K18wq8A
http://www.youtube.com/watch?v=Fx88LEhNneM


September 30th - Clips from a documentary entitled Fame and Famine were shown to teach students about injustices around the world. This was designed to get students ready for our novel study.

October 3rd - We read Chapter 1 of Iqbal as a class, and watched a small documentary on Craig Kielburger to introduce the concept of child labor. Students also worked on creating a Title Page (10 pts). They will receive their novel study tomorrow. Students also got back their quiz on commas and semicolons. If they did not receive a passing grade, they can get it signed, and have one re-write!
http://www.youtube.com/watch?v=Fx88LEhNneM
http://www.youtube.com/watch?v=t0D6K18wq8A
October 4th - (7H/7G) Chapter 2 was read from Iqbal. Students were also given their novel study, and watched clips from carpet slavery in Pakistan (Slavery: A Global Investigation).


October 5th - (7H/7G) Students continued by watching clips from Slavery: A Global Investigation. Chapter 3 was read from the novel, and students were also given time to work on the first three questions from their novel study.

October 6th - (7H/7G) Students read Chapters 4 and 5. They were given time to work on their novel study questions, and were assigned their first 8 vocabulary words. We will finish their definitions tomorrow! We also watched an inspiring story about Alex Otis. Alex is a former students of SMS, and a fine example of Empowerment, which is a part of this years Social Studies Curriculum.



October 7th - Students were given a Comprehension Activity on the three levels of questioning a text (literal, inferential, analytical). This was done to start getting students ready for their Provincial Language Arts Assessment. Students also went over their first 8 vocabulary words for their novel study.


October 11th - (7H) Students reviewed the three levels of questioning. They were also given a standardized test (OCA-Ontario Comprehension Asessment), as a reading comprehension activity to get ready for their Language Arts Provincial Assessment this month. This test contains 5 questions! All of these questions fit into one of the 3 levels of questioning reviewed.

October 12th - (7G) Students reviewed the three levels of questioning. They were also given a standardized test (OCA-Ontario Comprehension Asessment), as a reading comprehension activity to get ready for their Language Arts Provincial Assessment this month. This test contains 5 questions! All of these questions fit into one of the 3 levels of questioning reviewed.

(7H) Students finished their standardized test. We also finished reading Chapter 6 of Iqbal. The first 8 vocabulary words were reviewed once again, and a Pre-Test will be administered tomorrow!



October 13th - (7G) Students completed their OCA tests.They will be marked during the teacher's next Professional Development Day to determine gaps in our students reading comprehension, so we can address where our students need improvement!

October 14th - Students read up until the end of Chapter 7, were given their Pre-Test on their first 8 vocabulary words (Test Monday), and were shown clips from cocoa slavery (Slavery: A Global Investigation).

October 17th - Students read chapter 8 from Iqbal, and were given their first Vocabulary Test for this unit. These tests will go home to be signed tomorrow evening. Students were also assigned their next 8 vocabulary words.

October 18th - Students were assigned their new set of vocabulary words, and also continued to read from Iqbal.



October 19th - Students had time to work on their novel study questions, and new set of vocabulary words. Their pre-test will be held on Tuesday of next week. Students also continued to read Iqbal.



October 20th - Students continued to work on their novel study. We also continued to read Iqbal.

October 25th - (7G) Students wrote their pre-test for Vocabulary Test #2 from Iqbal. We also read Chapter 11, and students had time to work on their questions.

October 26th - (7H) Students wrote their pre-test for Vocabulary Test #2. Chapter 12 was also read from Iqbal, and students had time to work on their novel study.

(7G) Students wrote Vocabulary Test #2. They also read Chapter 12 from Iqbal, and had time to work on their novel studies.

October 27th - (7H) Students wrote Vocabulary Test #2. Students also read Chapters 13 and 14, and were assigned there new set of vocabulary words.

(7G) Students read Chapters 13 and 14, and were also assigned their new vocabulary words.

October 28th (7G/7H) - Students finished Iqbal, and were given the definitions for their new vocabulary words. They were also given time to work on their novel study, which is due Friday November 4th, 2011.



October 31st - Students were given time to work on their novel studies in the cafeteria. Students will have their Pre-Test and Test for the vocabulary words above.

November 1st - Students reviewed their vocabulary words. Pre-Test tomorrow! Students were also given time to work on their novel studies, which are due Friday.

November 2nd - (7H) Students had their Pre-Test, and were introduced to writing dialogue. A short clip was shown to students from Discovery Education that teaches dialogue. Students need to remember that when writing dialogue they must include:

  • quotation marks when a character/person is speaking.
  • a new paragraph every time a new character/person speaks (must indent).
  • tag words to indentify who is speaking.
  • a comma, exclamation mark, question mark before the tag word.

*Below are examples of tags*



Vocabulary Test #3 will be tomorrow (November 3rd).

November 3rd - Students were given Vocabulary Test #3 for Iqbal. They were also given a variety of topics for their Final Projects. Students must choose one topic. Finally, students were given their new set of vocabulary words. Pre-test tomorrow!




Memoirs were handed back for 7G, and 7H will receive their memoirs tomorrow!!! Report Cards go out next Thursday (November 10th)
*All students who have missed assignments must complete them asap!! I am available at noon!!




*Novel Studies are now due Tuesday, November 8th

November 4th - Students had their Pre-Test for their last set of vocabulary words for Iqbal. They also worked on their Novel Studies, which are due Tuesday!

November 7th - Students wrote their final Test for Iqbal. They were also given time in the computer lab to work on their Final Projects. Below is an example of a Press Release of Barrack Obama and his announcement that Bin Laden is dead. One of the options for student projects is to write their own Press Release regarding the issue of child slavery in Pakistan. They are encouraged to do their own research, and introduce facts surrounding this problem. The goal is to create a mock press release aimed at releasing/introducing information regarding the conditions of child slaves in this country. Once they have written their speech, I will videotape it!

http://www.youtube.com/watch?v=hMmzB3Ttixc

November 8th - Students began working on a series of Reading Comprehension Activities that focus on literal, inferential, and analytical questions. These activities will be used to group students during Enrichment if they need extra help in this area. Students also had time to work on their projects.

November 9th - Students continued to work away at their Reading Comprehension Activities. They also had time to work on their Novel Study Projects, which are due Friday November 18th, 2011.

November 10th - No Class! Remembrance Day Assembly!!!

November 14th - Students finished their last set of Reading Comprension Activities that will be used as a common assessment! They also worked on their projects in the computer lab!

November 15th - Students continued to work on their Novel Study Projects. They are now due Monday, as a result of Parent Teacher on Friday.

November 16th - Students worked on their projects. They are going well!! Remember they are due Monday.

November 17th - Students had their last day in class to work on their projects in the computer lab. They are due Monday!

November 21st - Students worked on a Demand Writing Activity. They chose one topic from a list of 40 possible subjects, and were given 25 minutes to develop a piece of writing. We will share what students came up with tomorrow!



November 22nd - Students worked in class on their Demand Writing Activities. This was designed for students to explore their creativity, as well as help them transfer their thoughts on paper.

November 23rd - Snow Day!!! Yipppeeeeeeeeee!

November 24th - Students were given a class particpation mark out of 10 for completing their demand writing assignment. We also began Procedural Writing. See website below for more information:

http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=3&id=118&link1=43&link2=154&link3=118

November 25th - Students continued with Procedural Writing. A variety of examples and demonstrations were carried out, while students practiced the writing process of procedural writing. Camryn Seymour and Christopher Alexander volunteered by walking us through the step by step procedure of properly getting ready for a basketball game. Ryan and Cory Wood walked us through the procedure for making a paper airplane properly. We then used their directions to see if we could make our own based on their instructions. Ryan deGooyer walked us through the steps involved in tying your shoes, and we then used his steps and instructions to see if we could complete the procedure properly.

November 28th - Students worked on creating their own Procedural Writing piece. Students must use tansition words when transitioning to their next step or procedure!



November 29th - Students worked on completing and editing a Rough Copy for their Procedural Writing piece. Their Good Copies are due Friday.

November 30th - Students worked in the cafeteria on their Procedural Writing. They completed their Rough Copies, edited their work with their peers, and began their Good Copy, which is due Friday. They must include:
  • Title Page
  • Their objective and materials
  • At least 10-12 steps
  • A variety of transition words. See website above!

*Damon Brown and Keegan Watters also showed/demonstrated to the class how to properly put hockey gear on! They were encouraged to include all of the steps/procedures, as they put the gear on, as well as use as many different transition words in their explanation.*

December 1st - Students had their final day in class to work on their Procedural Writinf pieces. Good Copies are due tomorrow!

December 2nd - Students passed in their Procedural Writing assignments. A variety of them were read to the class. Students were then introduced to parodies. Students will choose the lyrics to one of their favourite songs, and create their own version of the song to poke fun of it. The song must be appropriate, and approved by myself before starting this assignment. Absolutely no foul language, or inappropriate messages can be in the original song or the parody!!

December 5th - Some students volunteered to present their procedural writing assignments to the class. For example, Camryn Seymour and Lauren Flemming walked us through the steps for making a punch, and then shared it with the class. A variety of parodies were also shown to students to prepare them for their next assignment. For example, Weird Al Yankovic was introduced to students, as he is famous for using humour to make fun of popular songs. Below is one example of a parody by Weird Al that was watched in class. This a parody of Billy Ray Cyrus', "Achy Breaky Heart" :

http://www.youtube.com/watch?v=qJWWKj_wptY

Parody = A parody is an imitative work created to mock, comment on, or trivialise an original work, its subject, author, style, or some other target, by means of humorous, satiric or ironic imitation.

December 6th - Students worked on their parodies in the library lab. These seem to be going great, and students are enjoying them!! Remember the original lyrics. and your new version must be appropriate! No inappropriate language or messages!! Students were also introduced to yet another parody by Weird Al, entitled "Just Eat It." This is a parody of Michael Jackson's, "Just Beat It."

December 7th - Students continued to work on their parodies in the library lab.

December 8th - Students once again worked on editing their parodies in the cafeteria.

December 9th - No class!! Students travelled to the High School an Entrepreneurial Fair!

December 12th - Students were introduced to descriptive writing. Literary devices such as similes, metaphors, and personification were reviewed. The importance of strong (not boring) adjectives was also discussed, as well as the significance of using the 5 senses (sight, touch, taste, smell, hear) with this type of writing.

simile - a comparison using 'like' or 'as.'
metaphor - a direct comparison without using 'like' or 'as.'
personification - giving objects/things human attributes.

Students were then shown a variety of aerial photos from around the world. We chose a couple of our favourites, and then began writing descriptive paragraphs about them, while using the tools above.



December 13th - Students continued with descriptive writing. They were introduced to a variety of objects, and were asked to describe them in detail. Students were forced to close their eyes, and use their 4 other senses to create descriptive paragraphs based on what they experienced from their sense of touch, smell, taste, and hearing. Items were used such as cinnamon, sugar, a bowl of shreddies, an oyster opener, spices etc.

December 14th - A variety of examples of descriptive writing were read to the class. We also continued writing descriptive paragraphs following the lesson above.

December 15th - Students were introduced to forty descriptive writing topics, and asked to choose one. They began their writing process, and are encouraged to use strong adjectives, the 5 senses, and literary devices, such as similes and metaphors in their writing.



December 16th - Students worked on their descriptive writing pieces, and were also shown videos on effective descriptive writing.

December 19th - Students worked on their parodies in the library lab. Their wriiten part is due Wednesday. They must include:

1) Title Page
2) Original Lyrics
3) Parody

December 20th - Students worked on their descriptive writing assignment. Students must remember to use strong adjectives, good detail, and literary devices, such as metaphors and similes.

December 21st - Students passed in their parodies. We will work towards creating videos for these after Christmas. Students also had time to work quietly on their rough copies of their descriptive writing pieces.

December 22nd - Students playes scattegories. Below is a link if you wish to play at home! This is a great literacy activity,

http://www.hasbro.com/games/swf/scattergories_demo3.swf

December 23rd - House Team Activities for the enire school!

January 10th - Welcome back! Students picked up where they left off an their descriptive writing assignments! We discussed what a strong descriptive writing piece should include, as well as read a variety of examples that can be consisered strong descriptive writing.

January 11th- Students had time to work on their rough copies for their descriptive writing assignments. Rough copies will be due Friday!

January 12th - Students once again were introduced to a variety of literary devices (metaphors, similes, hyberpoles, personification, onomatopeia etc). They also had time to complete their rough copies for their descriptive writing assignment. A homework mark (5pts) will be awarded for its completion tomorrow!

January 13th - Students homework was checked (rough copy). Students then went to the cafeteria to spread out in order to edit their piece of writing with one other person. The final copy will be due Wednesday of next week!

January 16th - Students became more familiar with similes and metaphors, as they worked on completing a worksheet that focused on improving and constructing knowledge of these two literary devices.



January 17th - I felt students needed a bit more time to perfect their descriptive writing pieces, so we travelled to the cafeteria to work in pairs on a checklist of what must be included in their writing. The due date has been extended to Thursdy of this week.

January 18th- Students worked on a worksheet that included becoming more familiar with literary devices, such as the hyperbole, personication, and the onomatopoeia. A variety of these must show up in their descriptive writing piece, which is due tomorrow!



January 19th - Students passed in their descriptive writing pieces and a variety of them were read! As we read, we identified literary devices that were included in student work!

January 20th - We took a break, and students worked in groups to present impromptu speeches! They had 10 minutes to prepare a presentation on an item that was given to them. The object of this exercise was to encourage creativity!

January 23rd - Students began their novel study. They read in class, and were given their questions that must be completed with their novel.

January 24th - Students worked on their novel studies, and were introduced to alliteration (literary device) via tongue twisters.

January 25th - Students once again worked on their novel studies. They also read for 25 minutes. Students also made up their own tongue twisters, while using alliteration.

January 26th - Students worked on their novel studies. They are due February 24th (friday).
January 27th - Snow day!

January 30th - Students worked on their novel studies. They read for 25 minutes, and had time to work on their questions.

January 31st - The lesson from last day was followed!

February 1st - Snow day!

February 2nd - Students worked on their Novel Studies. They are going extremely well!

February 3rd - No Class! Students watched the Dairytown Classic!

February 6th - Students continued with their Novel Studies.

February 7th - A discussion was formed about the various parts of the plot in a story/novel (rising actions, climax, falling actions, themes, characters, resolution, setting etc). Student then worked away at their novel studies. They are due February 24th.

February 8th - Students worked on their novel studies.

February 9th - Students read their novels, and we discusses the various themes that existed in their stories.

February 10th - Students travelled to the cafeteria to work on their questions for their novel study with a partner. They were also given a chance to discuss their book with their partner.

February 13th -Students worked on their Novel Studies.

February 14th - Students followed the lesson from last day!

February 15th - Students once again worked on their novel studies. They are due next Friday!

February 16th - Students worked on their Novel Studies.

February 17th - Students rwad quietly for their Novel Studies, and also worked on their questions.

February 21st - Once again studnets worked on their Novel Studies.

February 22nd - Students travelled to the cafeteria to spread out to work on their Novel Studies. They worked with a partner to explore whether or not they understood all the questions included.

February 23rd - Sudents followed the lesson above! Novel Studies are due Monday!!

February 24th - Ski Day!! No Class!!

February 27th - Students began watching a movie called Invictus in order to complete a plot diagram of its story. This will allow students to understand what must be included in a good story.

February 28th - Movie!

February 29th - Invictus!

March 1st - Students continued watching the movie!

March 2nd - Movie!

*March Break*

March 12th - Students finished watching Invictus, which is a story of racism in South Africa. We will complete the plot diagram tomorrow as a class. Students will pass it in for a class participation mark (15 pts).

March 13th - Students finished their plot diagrams as a class. We also began talking about our next assignment, which is wrting a fictional narrative.

March 14th - Students critiques a video entitled Kony 2012.

March 15th - Snow Day!

March 16th - I read a variety of fictional narratives to the class. We also listened to a number of fictional narratives online. Students watched a fictional narrative entitled Flying Books of Mr. Morris Lessmore.

March 19th - Students were given a worksheet on the rules of dialogue in writing. They were also expected to complete a number of questions that asked them to write dialogue properly in complete sentences.

March 20th - Students were given a common assessment for literacy groupings.

March 21st - Students continued with the common assessment.

March 22nd - Once again students worked on their common assessment.

March 23rd - Students were introduced to a variety of pictures for inspiration in writing fictional narratives. They were expected to chhose one, and start writing a fictional story for practice.

March 26th - Some of the stories based on our images were read to the class. A handout was then given to students that provides a variety of tag words, as well as a graphic organizer to begin their formal piece of writing on fictional narratives.

March 27th - Students began working on an individual piece for their fictional narratives. They can use pictures, children's stories etc. for inspiration.

March 28th - Students began working on a rough copy in class for their fictional narratives.

March 29th - Students once again worked on their rough copies for their fictional narratives. Strudents also began peer editing.

March 30th - Students began editing their dialogue for their fictional narratives. The proper format must be followed.

April 2nd - Students once again worked on their rough copies for their fictional narratives. A variety of children's stories were read, and shown to the class.

April 3rd - Students began working on their good copies for their stories!

April 4th - Students were taken to the library lab to begin typing their piece of writing.

April 10th - Students wrote another common assessment on the Halifax Explosion (reading comprehension).

April 11th - Studenst continued to write their common assessment.

April 12th - Students were given time in the library lab for their fictional narratives.

April 13th - Students had a pop quiz on the rules of writing dialogue. Students also shared what they had so far for their fictional narratives.

April 16th - Students went to the computer lab to type their fictional narratives. These are due Wednesday. Students must edit their work.