March 2

ELA 9 Mar 02/17 C8 Independent Novel: Post Reading Visualizing Activity

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.Image result for develop creativity skills

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
    Additional Options:
  • 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.


Illustration and book cover design:   GCSE student's book cover based on experiments with ink and water:


Image result for literary periodic table of elements


Image result for literary periodic table of elements


September 16

ELA A10 Sept 16, 2015 What you missed in class…

If you were away for Driver’s Training today, this is what we did in class without you. You’ll be expected to complete these steps at some point. Tomorrow, we’ll be continuing on so to catch up you could do the missed work tonight.

  1. We discussed the work you did as groups the last few days
    • identifying signs the narrator was insane (his repetition of words and phrases_
    • times when readers have to question the author’s perspective (thinking neighbours would be able to hear the old man’s heart beating)
    • we didn’t specifically look at Rising Action events, but mentioned the story starts out with tension established by even the first few lines (“True! — nervous, very, very dreadfully nervous”) as well as stating the narrator “made up [his] mind to take the life of the old man”.
    • We discussed the climax moment – it is just between the last paragraph and first word of the last line. (“hark! louder! louder! louder! louder! – – ‘Villains!” I shrieked”)
  2. We talked through the three questions lower on the page:
    • Questions you had after / while reading the text
    • style of the author to make a great reading experience
    • what you can “know” and what you “think you know”
  3. To Do: We then jumped to a viewing activity. I have three visual representations of “The Tell Tale Heart” for us to view. You’ll be watching / listening / observing them to compare:
    • the narrator’s use of voice
    • character motions / movement
    • visual effects used to enhance mood
    • sounds used / sound effects and music
      • There’s a chart in the handout attached. If you want to watch these videos and fill in some details for these (above) characteristics before class tomorrow, you’ll have caught up and be ready to move on with the group.Handout: Use the chart on page 4: A3 The Value of Imagination – Tell Tale Heart
    • These are the three videos we are watching to compare (below)
    • When you watch, try listening without viewing for the first few minutes, to really focus on the voice and sounds.



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