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:

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	·

Here is a sample so far:

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!

Language Arts 7: November 19

Today students first completed a DART reading assessment.

Students then had music with the TOC.

English 8/9 (1): November 19

Today students worked with the TOC on their personal projects.

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).

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:

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.

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.

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.