Hi there from far away! Below are the Introductions the Canadian students have made to share with our new German friends. We’re really looking forward to whatever we each gain from this exchange of cultures and ideas!
Beside each name if their Introduction PDF.
Below each name is their first Post/Letter written to you! Good luck getting started!
Bella (Isabella) Bella – About Me
First Blog Post to You: http://bellat2015.edublogs.org/2017/03/21/letters-to-a-pal-week-1/
Brooke Brooke – About Me
First Blog Post to You: http://villib2015.edublogs.org/2017/03/22/dear-pen-pal/
Carson Carson – About Me
First Blog Post to You: http://carsong2015.edublogs.org/2017/03/21/first-wright-to-my-pen-pal/
Jenna Jenna – About Me
First Blog Post to You: http://jenna2015r.edublogs.org/2017/03/22/letter-to-a-pal-week-one/
Leah Leah – About Me
First Blog Post to You: http://leahl2015.edublogs.org/2017/03/21/letter-to-a-pal-week-1/
Mackenzie Mackenzie – About Me
First Blog Post to You: http://becky2015b.edublogs.org/2017/03/21/letter-to-a-pal-week-1/
Nate Nate – About Me
First Blog Post to You: http://nate2015p.edublogs.org/2017/03/21/127/
Trystan Trystan – About Me
First Blog Post to You: (Written by a guest since Trystan is going to be away for a week)
We’re excited to hear from you!!
We’re close to finishing our ELA class, so it’s time to do some reflecting on your work and set some goals.
Reflection of Gradeless ELA so far 2017
The following lines are from popular pop songs and include one or more of the following figurative devices:
Plays on meanings of words: personification, similar or metaphor
Plays on sounds of words: alliteration, assonance, consonance
You can try this quiz in one of two levels: with hints or without hints. Let me know which you want to try!
Bonus marks if you can identify the song title and artist!
Song Lyrics Quiz – gr 9 (multiple choice)
There’s been some amazing work developed by students working through this Visualization project. The options were available to create many types, but most stuck to choosing between creating a new Book Jacket Cover and creating a Novel Periodic Table of Elements, and the end results are so cool!
Now that this project is over, though, it’s time to look back and reflect on decisions made, successes and goals for another time, and overall how pleased you are with yourself for the work you’ve done.
Take some time to develop your personal response to each of the following prompts. When you’ve answered them all:
- find a quiet spot and audio record your personal reflections of these questions.
Note: We do speaking activities for different purposes. In this instance, imagine you’re talking to yourself down the road. You’re going to grow in skills and confidence as a student and, a year or two from now in High School, you’ll look back at this activity and listen to yourself recount whether it was a challenge, how you faced that challenge, and what goals you hoped to achieve in this type of activity in the future. Tell yourself what you’re proud of and what you hope to improve in.
- take a photo of your visualization project
- When done, embed your audio and image into your Blog with an appropriate title. This is an AR Task; you can either post it as a new Post to your blog or add it to your AR Reflections Page.
- Novel Choice:
- Identify the novel you chose and review the story line
- Whether you would recommend a friend read it as well and why
- What you can say of the author’s style of writing and how it’s unique
- Choice of Visualizing Project:
- Did you do the book jacket, periodic table or other?
- Reasoning for your choice – Why did you pick that type of project and not another?
- Decisions made along the way of your project:
- What type of roadblocks did you encounter that you had to work around/figure out? Describe them and how you solved them.
- Challenges: What other challenges existed in the project you developed? Explain/Describe
- Your Reaction to your Challenges:
- Did you stretch your abilities?
- Did you try things that took yourself out of your comfort zone?
- What type of risk-taking did you do?
- How did you mentally handle the work you were doing?
- Did you demonstrate any resiliency, an ability to overcome and work through some stressful times and obstacles?
- Did you quit any part of your project or give up on an idea because it was too hard? Explain.
- Identify a “yet” target – something you can’t do yet that would have helped you be successful in this project. Explain your choice.
- End Result of the Project:
- Are you proud of your work or let down? Explain.
- Advice to another future student before they start this project – what should they know before beginning?
- I give myself ____ out of 5 stars on my end project, because ______________.
- I give myself ____ out of 5 stars for my strategies, choices, and problem-solving on this project, because __________________.
- I give this Project Activity ___ out of 5 stars, because ________________.
We’ve had another block of time set aside for personal choice independent novel reading. There were no comprehension elements to this reading, so far, but we have taken time to take a measurement each of your oral reading fluency and speed. The curriculum goal for your age group (and anyone older than you, as well, actually) is to be able to fluently and with emotion read at the pace of 150 words per minute (wpm). Each of you will know, then, whether your oral reading is below, at or above that goal pace. Later in our course, you’ll do another assessment to see if you’re improving to help you set some reading targets.
For now, if you’ve come to the end of your novel reading, our next activity to finish up this novel reading section is to create a visualizing task and you’re challenged to pick one of the following options:
- design a new book jacket to sell the same novel to children, teens or adults
- design a Literature Periodic Table of Elements to represent aspects of your novel choice
- draw a two-page spread of a Dr. Suess-themed portion of your novel plot complete with rhyming text
- draw a scene from your novel plot in a Star Wars theme (novel characters overlapped with Star Wars characters)
- draw a geographical map of your novel’s plot events (a town map, Hogwarts Castle, etc)
This will suit each of you and your learning preferences differently. Some people are very visual/spatial, so creating the book cover may be your preference, whereas others may be more verbal/linguistic so creating categories of characters, themes and such may be your preference.
Curriculum Objectives Satisfied by this Project:
- Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose
- G. Experiment with representing in a variety of familiar and unfamiliar forms
- J. Adapt a print work to another medium
- K. Experiment with the use of technology in communicating for a range of purposes with a variety of audiences
Each project will require a different approach and reflection of different elements of your novel choice.
Some examples are shown below.
Some of the basics of developing the typical keyhole essay have been established for you all. We’re able, then, to focus on more advanced and specific elements of developing your essay writing. In particular, many of you can improve how smoothly a reader flows through your writing, more easily following your line of thinking between the paragraphs. To improve this, you must develop stronger transitions between your paragraphs that guide the reader through the parts of your argument and shows the connections between the paragraph ideas.
Many of you have developed a strength in writing good topic sentences.
What you must do now is develop the transitions that precede them to link one paragraph idea to the next.
Some essay samples are provided below.
They range in quality of whether they have these transitions between paragraphs. Some are basic/redundant (first, second, third), some miss these transitions entirely and only have topic sentences, while others have developed both the topic sentence and the transition to accompany it. See if you can rate them in order of basic to advanced.
We’re officially finished studying Romeo and Juliet! Before we move on, you have a few things to look back on and identify some things about your learning through it.
- Reflecting on the fact that you studied and did some online research to learn about Shakespeare and specifically the play of Romeo and Juliet before we started reading it together, what are your thoughts on that process or method of beginning this text study?
- How do you think it changed your experience of Romeo and Juliet, having studied it and learned so much about it before reading it together? Give one specific example to help support your perspective.
- Would you recommend for other students in the future to go through the step of studying Shakespeare and the play elements before reading it? Explain the reasoning for your answer. Pick one – yes you’d recommend it or no you wouldn’t.
- You journaled as Romeo immediately after he killed Tybalt and lost his friend Mercutio. Explain how you felt completing that journalling, first person writing: challenging, easy enough, a breeze? Explain what about it made it this way for you?
- Our debates: You’ve completed many other debates before, you’d shared. How was this debate any different from the others you’ve done previously, or was it different? If it was, in what way was it different? What parts of the planning work helped prepare you for the actual exchange of the debate?
- How do you feel your performance of your debate related to your preparation of the debate?
(Ex: I prepared a lot but performed poorly; it might have been because….. )
(Ex: I didn’t prepare much, but performed really well; it might have been because….)
- What new elements of developing a presentation have you learned from preparing your Comparison Project? List two specific elements you tried that were different from what you’ve done before and how you felt they worked for you in the end.
- Are you becoming more comfortable with speaking projects and activities? Explain.
We’ve just been studying the differences between Nature and Nurture (both physical and social components) and are about to discuss in more detail the use of identical twins for studies on development.
Here are a few resources to look into before we go through this section:
- Mandatory: Look/read through this National Geographic article on Twins: Alike But Not Alike. It explains how science is correction the notion that identical twins are 100% the same.
- Optional Topics to Inquire About:
- Twin Transfusion Syndrome
- Sperm of older males – what is being discovered about it
- Human Genome Study – genetic enhancements and its ethics
- Read/skim through this article Identical Strangers about 35 year old identical twins who were purposely separated at birth in an effort to study twin nature and nurture influences.
- Behavioural Genetics – studies, ethical concerns that are ongoing
What does it take to develop a visual presentation that draws an audience in and engages them?
One of your Comprehend and Respond curriculum objectives is to recognize the Textual Features of different genres, including Presentations. Since you will soon be making your own Presentations, it’s helpful for you to compare project samples to identify what they’ve done well and what can be improved on.
The Curriculum Objectives you are practicing are:
- CR 9.3b Use textual cues/conventions to construct meaning, monitor understanding, and confirm meaning.
- Textual Cues:
- recognize and explain how structures and text features can work to shape understanding including:
- text features: headings, diagrams, columns or charts, sidebars, images, colours of background, colours and size of font, organization of text on the page, amount of information used per page, etc.
- recognize organizational patterns within texts: chronological sequencing versus compare and contrast organization.
Look through these presentation examples. What qualities of them do you notice are positive and negative?
B7.4.1 Comparing Presentation Techniques
Developing your own Comparison Presentation satisfies these curriculum objectives:
- Compose and Create 9.3b
- Use proper before, during, and after strategies for representing
- Use Textual codes and conventions to create organization and sequencing of information in a presentation.
- Compose and Create 9.5a
- create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.
- 9.5b analyze, organize, and convert information for different formats (charts, graphs, drawings, and organizers)
- 9.5c communicate using resources as overhead projector, computers, recorders, and other presentation software.
What makes a good presentation? Read below for some basics.