Today students baked Harvest Cookies.
Students then played through their method books, #40-42. Students then read for the last 25 minutes of class.
Wednesday 17 December 2014
Monday December 15: Language Arts 7
Today students again considered perspective. Students read for 25 minutes and then came up with a scene that would show a character in crisis. From this situation, the students showed how the character could choose the outcome as either a positive outcome or negative outcome.
Students then presented their skits.
After lunch, we practiced for the concert!
Students then presented their skits.
After lunch, we practiced for the concert!
Friday 12 December 2014
English 8/9 (2)
Today students continued working on their individual projects.
I checked their guidelines once they had begun to make sure that they were on track. All students were.
I gave students time at the end of class to fill in their guidelines for the next class.
Students with nothing to do filled out this personality test:
http://www.personalitytest.net/ipip/ipipneo300.html
I checked their guidelines once they had begun to make sure that they were on track. All students were.
I gave students time at the end of class to fill in their guidelines for the next class.
Students with nothing to do filled out this personality test:
http://www.personalitytest.net/ipip/ipipneo300.html
Thursday 11 December 2014
English 8/9 (2)
Today students began class by working on their projects. As part of the project, Lilah and Kim made cookies and taught the class how to frost the cookies. Each student was able to make a cookie.
Students then were able to enjoy eating their cookies.
Thanks Lilah and Kim!!
At the end of class, we filled out a Project Guideline Form so that students have a better understanding of their time management. There are only three classes left now until the Christmas break. Students' projects are due the Friday after we return from the break.
I have initialed each guideline, as has each student. I will check these next class to make sure that students are on task.
Below is a template of the daily guideline:
Students then were able to enjoy eating their cookies.
Thanks Lilah and Kim!!
At the end of class, we filled out a Project Guideline Form so that students have a better understanding of their time management. There are only three classes left now until the Christmas break. Students' projects are due the Friday after we return from the break.
I have initialed each guideline, as has each student. I will check these next class to make sure that students are on task.
Below is a template of the daily guideline:
Date:
|
T. In.
|
St. In
|
I need to…
1.
2.
| ||
Complete?
| ||
Wednesday 10 December 2014
Language Arts 7
Today students began by reading for 25 minutes.
Students were then asked to find a passage from their book, or to read their journal entry from last day in character, so using that character's perspective.
Students were allowed to dress up for the part using some of the drama costumes we have in the classroom.
Considering events from another's perspective helps and enables us to feel empathy. This is an integral trait.
After lunch, we played through our method books and then stopped a bit early for hot chocolate and more reading.
Students should be practicing the following #s from their method book in preparation of the upcoming concert this:
Monday, December 15, 2014
#18, 25, 31, 38, and 39
Students were then asked to find a passage from their book, or to read their journal entry from last day in character, so using that character's perspective.
Students were allowed to dress up for the part using some of the drama costumes we have in the classroom.
Considering events from another's perspective helps and enables us to feel empathy. This is an integral trait.
After lunch, we played through our method books and then stopped a bit early for hot chocolate and more reading.
Students should be practicing the following #s from their method book in preparation of the upcoming concert this:
Monday, December 15, 2014
#18, 25, 31, 38, and 39
English 8/9 (1)
Today students began by working on their projects.
At the end of class, we filled out a Project Guideline Form so that students have a better understanding of their time management. There are only three classes left now until the Christmas break. Students' projects are due the Friday after we return from the break.
I have initialed each guideline, as has each student. I will check these next class to make sure that students are on task.
Below is a template of the daily guideline:
At the end of class, we filled out a Project Guideline Form so that students have a better understanding of their time management. There are only three classes left now until the Christmas break. Students' projects are due the Friday after we return from the break.
I have initialed each guideline, as has each student. I will check these next class to make sure that students are on task.
Below is a template of the daily guideline:
|
Date:
|
T. In.
|
St. In
|
|
I need to…
1.
2.
|
|
|
|
Complete?
|
||
Tuesday 9 December 2014
English 8/9 (2)
Today we began by choosing one PLO and explaining how aspects of our projects are meeting the PLO:
Once these were handed in, students began working at their projects.
Once these were handed in, students began working at their projects.
Monday 8 December 2014
English 8/9 (1)
Today we began by choosing one PLO and explaining how aspects of our projects are meeting the PLO:
Once these were handed in, students began working at their projects.
Once these were handed in, students began working at their projects.
Language Arts 7
Today students began by coming up with a working definition for the word "perspective".
Students were asked to choose 3 of the 4 definitions we came up with in class and record them in their journals:
Students were then given a half hour to create a journal entry in the perspective of a character from their novels:
After 35 minutes, students gathered in a circle and brave classmates read their narratives to the class.
After lunch, we read for 20 minutes.
We then worked through our method books, starting at #18.
Students were asked to choose 3 of the 4 definitions we came up with in class and record them in their journals:
Students were then given a half hour to create a journal entry in the perspective of a character from their novels:
After 35 minutes, students gathered in a circle and brave classmates read their narratives to the class.
After lunch, we read for 20 minutes.
We then worked through our method books, starting at #18.
Thursday 4 December 2014
English 8/9 (2)
Today students worked through their rubrics and made any adjustments that were pertinent to their projects.
Students then continued on with their projects.
Students then continued on with their projects.
December 3, 2014: English 8/9 (1)
Today students worked through their rubrics and made any adjustments that were pertinent to their projects.
Students then continued on with their projects.
Students then continued on with their projects.
December 3, 2014: Language Arts 7
Today, after reading for 20 minutes, Tami came to our class and we had a talking circle.
During this discussion, we considered the many perspectives of characters that we have been reading about.
Students will be choosing a character for which to become in class!
After lunch, students played through #16-24 in their method books.
During this discussion, we considered the many perspectives of characters that we have been reading about.
Students will be choosing a character for which to become in class!
After lunch, students played through #16-24 in their method books.
Monday 1 December 2014
Language Arts 7
Today students began by reading and completing their setting assignments.
After lunch, we played up to #23 in our band method book.
After lunch, we played up to #23 in our band method book.
English 8/9 (1)
Today students continued on with their projects.
All students are now working on their actual projects.
All students are now working on their actual projects.
Friday 28 November 2014
Language Arts 7
Today students began by reading for 25 minutes.
Students were then told they may use the rest of the class time to work on either my setting assignment or their powerpoint projects from Ms McKnight's class. If they chose the powerpoint option, students will most likely then have homework over the weekend for Language Arts.
Their setting assignments are due on Monday, December 1, 2014 by the end of class.
After lunch, we read or worked through the music notation booklet (student choice), before moving into working through our band method book.
Everyone was asked to play through #18.
Students were then told they may use the rest of the class time to work on either my setting assignment or their powerpoint projects from Ms McKnight's class. If they chose the powerpoint option, students will most likely then have homework over the weekend for Language Arts.
Their setting assignments are due on Monday, December 1, 2014 by the end of class.
After lunch, we read or worked through the music notation booklet (student choice), before moving into working through our band method book.
Everyone was asked to play through #18.
English 8/9 (1)
Today students continued to finish up their project plans, so that they may begin their actual projects. Most students have now completed their rubrics in addition to the rationale and criteria. We did have a brief reminder about how to generate a rubric:
Students have been working very hard and are showing a strong understanding about how they plan to learn. I am very pleased with their progress.
Thanks for your hard work, everyone!
Students have been working very hard and are showing a strong understanding about how they plan to learn. I am very pleased with their progress.
Thanks for your hard work, everyone!
Thursday 27 November 2014
English 8/9 (2)
Today students were reminded how to work through a rubric. As such, we created the model below to remind us:
We also defined the difference between criteria and rubric:
Students then were set off to work on completing their project outlines. Once the outline is complete, students may begin on their actual project.
Wednesday 26 November 2014
Language Arts 7
Today students began by reading for 25 minutes. Students were asked to choose a passage for which they would read to their peers in a small group. They were also asked to address why they liked that particular passage, and how they were abler o relate to the passage.
After 25 minutes of reading, students split into two small groups, one group read with me present and the other group read to Mr Bishop.
When students finished this task, they were asked to begin working on their setting assignments from last day. Mr Bishop also came in to have a short discussion.
After lunch, students continued to work on their setting assignments. We then took a short clean up break to prepare and set up for band.
Students were asked to work on #18 in their method books for homework. I will assess them individually on Friday.
After 25 minutes of reading, students split into two small groups, one group read with me present and the other group read to Mr Bishop.
When students finished this task, they were asked to begin working on their setting assignments from last day. Mr Bishop also came in to have a short discussion.
After lunch, students continued to work on their setting assignments. We then took a short clean up break to prepare and set up for band.
Students were asked to work on #18 in their method books for homework. I will assess them individually on Friday.
English 8/9 (1)
Today students worked to complete their subjects, rationales, PLOs, and criteria.
I will check over these drafts and hand them back for next class.
Students were also reminded the difference between criteria and the rubric:
Overall, these have been very well done. I look forward to seeing these projects flourish!
I will check over these drafts and hand them back for next class.
Students were also reminded the difference between criteria and the rubric:
Overall, these have been very well done. I look forward to seeing these projects flourish!
Tuesday 25 November 2014
English 8/9 (2)
Today students worked to complete the first four aspects of their projects:
Subject
Rationale
PLOs
Criteria
The rubric will be due by the end of next class. Most students will commence work on their projects!
Can't wait to see the process through!
Subject
Rationale
PLOs
Criteria
The rubric will be due by the end of next class. Most students will commence work on their projects!
Can't wait to see the process through!
Monday 24 November 2014
Language Arts 7
Today students were given the first 25 minutes of class to read their novels.
While reading, students were asked to think about the following:
After students had read, we generated a list of criteria for the upcoming setting assignment:
Finally, students set to work on their assignments using this rubric:
Here is a sample so far:
While reading, students were asked to think about the following:
After students had read, we generated a list of criteria for the upcoming setting assignment:
Finally, students set to work on their assignments using this rubric:
Rubric for Setting Assignment
|
Criteria
|
Beginning
|
Developing
|
Accomplished
|
Exceeding
|
|
Where
· draw a city
· draw culture
· map
· environment
· facts about population
|
· draws only one feature
|
· draws two features
|
· draws three or more
|
· draws all features, plus
|
|
When
· date
· clock/time
· day/night
|
· only one feature
|
· more than one feature
|
· more than two features
|
· all features
|
|
Why setting is important
· environment
· show part of story
· show character
|
· environment unclear
· forgets important parts
· does not show characters
|
· environment somewhat clear
· shows some important parts
· shows some characters
|
· clear environment
· shows important parts
· shows characters
|
· clear environment with good connections
· shows many important parts
· shows main characters and side characters
|
|
Your life
· different
· same
|
· shows no real meaningful aspect of your life
|
· shows some aspects that highlight a similarity or difference
|
· shows aspects of your life that highlight both similarities and
differences
|
·
|
English 8/9 (1)
This is the link for the grade 8 and 9 prescribed learning outcomes:
https://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2007ela_812_9.pdf
Today students continued with their personal projects.
Students have been informed that by the end of Wednesday's class, they must have the following complete:
Subject
Rationale
PLOs (10 in total)
Criteria
The Rubric will need to be completed before students may begin their project, however, students will be given another day to work on this. The rubric will be due on Friday.
I am looking forward to the projects ahead!
https://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2007ela_812_9.pdf
Today students continued with their personal projects.
Students have been informed that by the end of Wednesday's class, they must have the following complete:
Subject
Rationale
PLOs (10 in total)
Criteria
The Rubric will need to be completed before students may begin their project, however, students will be given another day to work on this. The rubric will be due on Friday.
I am looking forward to the projects ahead!
Thursday 20 November 2014
Language Arts 7: November 19
Today students first completed a DART reading assessment.
Students then had music with the TOC.
Students then had music with the TOC.
English 8/9 (2)
Please see the link below for PLOs:
https://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2007ela_812_9.pdf
Today students were assigned memory sticks and worked towards completion of the following on their projects:
Subject
Rationale
PLOs
Criteria
Rubric
All but the rubric will be due by the end of Tuesday's class next week (November, 25th, 2014).
https://www.bced.gov.bc.ca/irp/pdfs/english_language_arts/2007ela_812_9.pdf
Today students were assigned memory sticks and worked towards completion of the following on their projects:
Subject
Rationale
PLOs
Criteria
Rubric
All but the rubric will be due by the end of Tuesday's class next week (November, 25th, 2014).
Tuesday 18 November 2014
English 8/9 (2)
Today students continued on with their independent projects.
Students were guided through creating their criteria for their chosen subjects. I modelled what this would look like for myself:
Students were guided through creating their criteria for their chosen subjects. I modelled what this would look like for myself:
Criteria
|
Mastery of subject
· can they talk about it
· can they teach it
· can they write about it
· do they know it
· have they researched it
· have they looked at more than one source
· can they compare their knowledge to that of another
|
Do they have a rationale for choosing this topic?
· explain why they chose the topic
· number of reasons
· quality of reasons
|
Can they assess their own learning?
· rubric
· create criteria
· assess their peer’s learning
· assess their own learning
· correct and edit their own work
· make improvements
· ask peers for feedback
|
Did they show an ability to read for information
· provide sources
· talk about sources
|
Can they write about your topic?
· write a test
· write a paragraph
· show a diagram
· write a script
|
Using their own chosen prescribed learning outcomes and depending upon their subject, students began to create criteria for their own projects. This criteria will be developed into a rubric for which to assess their projects.
Monday 17 November 2014
English 8/9 (1)
Today students began the process of designating criteria to their projects.
Students were given a demonstration on how I would generate criteria for students on this project.
Students were given a demonstration on how I would generate criteria for students on this project.
|
Criteria
|
|
Mastery of subject
· can they talk about it
· can they teach it
· can they write about it
· do they know it
· have they researched it
· have they looked at more than one source
· can they compare their knowledge to that of another
|
|
Do they have a rationale for choosing
this topic?
· explain why they chose the topic
· number of reasons
· quality of reasons
|
|
Can they assess their own learning?
· rubric
· create criteria
· assess their peer’s learning
· assess their own learning
· correct and edit their own work
· make improvements
· ask peers for feedback
|
|
Did they show an ability to read for
information
· provide sources
· talk about sources
|
|
Can they write about your topic?
· write a test
· write a paragraph
· show a diagram
· write a script
|
Using their own chosen prescribed learning outcomes and depending upon their subject, students began to create criteria for their own projects. This criteria will be developed into a rubric for which to assess their projects.
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