Monday, March 14 - Friday, March 18

Monday
Today we read the end of the short story The Jade Peony. Next, we reviewed the things in a story that can help "tell" you what the theme might be: the title, the conflict, the goal(s) of the main character, irony, repeated patterns or symbols, the conclusion. Remembering that theme is the author's message about life or society or human behaviour, we went through the "tells" and tried to come up with a theme statement for the story. From there, we moved into writing a paragraph about the theme of the story. The structure for this type of expository paragraph is outlined below:

1st sentence: mention the name of the story, the author and a story detail or two.
2nd sentence: state what the theme of the story is.
3rd - 11th sentences: PEE (Point, Example, Explanation) - you could decide to discuss things like the title, the conflict, the goals of the character as your points to support your discussion of theme
12th conclusion sentence

Monday, March 7 - Friday, March 11

Friday

1.  Silent reading for first 10-15 minutes or review for the quiz on short story terms
2.  Quiz on short story terms and devices. NO notes allowed for the writing of the quiz. 
3. Read - The Jade Peony - in the Crossroads textbook that people read when they have no silent reading book. Before reading: Work with a partner and come up with a 1 sentence definition of “tradition.” Join with another pair and in your group, get some felt pens and a large piece of lined, white poster paper from the pad hanging up at the front of the room near the screen. Neatly write down your definitions of tradition.  Answer the following questions on the poster; write down the questions too. What are some examples of traditions that are unique to: your family, your friends, Isfeld, the Comox Valley, Canada. Why do you do these things? What would happen if you stopped? How might they appear to outsiders? As a group, come up with an observation/belief about traditions. AVOID cliches (over used expressions). Feel free to embellish the poster with images related to your various cultures and traditions. Hang posters.
4. During reading of The Jade Peony, keep track of the things in the story that can “tell” you what the theme is - consult your notes on theme.
5. After reading write a paragraph where you explain what the theme of the story is. Remember to begin with a topic sentence that lets the reader know the text you are discussing and the author’s name. In the middle of the paragraph you should use  P.E.E. You must also remember to use a quote or two from the story, you must use transition words/phrases to connect your ideas. Finally, provide a conclusion sentence to wrap up this discussion of theme. 

Thursday

1. QUIZ on Short story terms on Friday. We will play a review game tomorrow to practice. 
2. Venn diagram DUE today - self reflection.
3. SQ3R - The Revolution Begins - pages 72 - 77.
4. Game to review short story terms and devices.
5. 
   

Wednesday
Congratulations to team Chronic Ironics for their outstanding understanding of the 3 types of irony AND for their ability to toss a bean bag cat into a basket!

1. Short story terms and fill-in a bit more of the framed outline notes. THEME 
2. QUIZ on Short story terms on Friday. We will play a review game tomorrow to practice. 
3. Venn diagram details to include: FORM, STRUCTURES, FEATURES. How is each "text" constructed"? What is the author's intent/purpose? Who is the intended audience? What point of view is used? What are the implied/suggested messages? What values/beliefs are present in the text? What assumptions about the reader are in the text? What is the tone (author's attitude towards subject)? How does the text use images or music for effect? How does the text create an impact on the reader/viewer? What persuasive techniques, including emotion, are used?
   
4. Venn diagram rubric: on the blog. DUE tomorrow

Tuesday

1. Web of French Revolution personalities.
2. SQ3R - The Revolution Begins - pages 72 - 77.

Monday

Socials 9

1. Silent reading for first 10 minutes of class. 
2. Personalities of the French Revolution. You are to create a web including the following people: Talleyrand, Danton, Jeanne Roland, Mirabeau, Charlotte Corday, Marat, Lafayette, the "Sans-culottes." The web should be NEATLY drawn on 11x17. Label each of the 4 corners with one of the following words: GOOD, POWERFUL, EVIL, WEAK. Position people on your web based on whether you feel they were good or bad, strong or weak. For example, people who held a lot of power, would be closer to the corner labelled powerful. 
3. For each person, you should have the name clearly printed; you must choose a symbol/icon for each person that relates to them - the reason for this choice must be made clear in the other details you provide about the person. Next to the name of each person explain their significance to the FR (this is where the reason for your symbol choice should be made clear). 
4. Finally, draw lines between people (use colour) to show connections/links/ relationships  between people. On the lines NEATLY explain the connection. ALL printing must be right- side up, unless the connecting line goes vertically from one name to another.  
5. The web is due at the end of the class. 

Monday, February 29 - Friday, March 4

Thursday

1. 1. Review short story terms and fill-in a bit more of the framed outline notes. 
   2. Print version of “ New Boy.” Readers Theatre during reading. Continue with your 4 Quadrants of a thought based on the written text of the story. 
   3. Self-reflection / Ticket out the door. 

Wednesday

1. Review plot terms and a few other short story terms: point of view. 
2. Warning! There are 2 instances of swearing in the film version. Let me know if this is a problem for you. Continue with the short story “ New Boy.” Before reading: 4 Quadrants of a thought based on film version - language, images, physical sensations, emotions. During reading: 4 Quadrants of a thought based on the text of the story. After reading: Venn diagram to compare and contrast the two versions. Think about form,structure, organization, purpose, audience as points of comparison.
3. Self-reflection / Ticket out the door.

Tuesday

1. Folder self-reflection - French Revolution slide show.
2. Jigsaw : pages 59-66.  I will create groups of 3. Decide who will be A,B,C. Person A reads The Peasants; B reads City Life; C reads The Bourgeoisie. Meet with others in the room who have the same reading. Return to your home group and tell them the Most Important Points from your section. Take Cornell notes - you can use them for the test.
3. Person A reads Louis XVI: the Extravagant Sun King; B reads The Brink of Disaster; C reads The Reign of Louis XVI. Meet with others in the room who have the same reading. Return to your home group and tell them the Most Important Points from your section. Take Cornell notes.
4. Ticket out the door: complete self-reflection on the Jigsaw work you did with your group. 

Monday

1. We finished up looking at the French Revolution slide show. We took notes on a "place mat" by using the boxes as follows : top left = reasons why you believe a revolution took place in France; top right box = reasons the slide show gives for the FR; bottom left box = 3 Estates; bottom right box put thoughts and actions related to the revolution - for example: things individual citizens might have been feeling, or doing, ideas or movements that were beginning to form in groups of people, changes in the society and the system/government. If your place mat is full, turn it over and use the other side.
2. During the slide show video about Robespierre: for each 2 minute segment, collect 3 big ideas, share with a partner, view next 2 minutes. At the end of the video work in a group of 4 to come up with a synthesis (pulling it all together) statement about the BIG IDEA presented in the video clip.