Lesson 43

 Students took a break from reading their personal novels, and we jumped right into  a discussion of the author, and the context of the work (there were slides).

We watched a short Canada Reads discussion between Lisa Rey and David Chariandy.

We read to the bottom of page 32, or the end of Chapter One.

Students received a sheet of comprehension questions, as well as a sheet with character's names - and set to work on both. The questions are self explanatory - for recording information about characters, students should include the kinds of things outlined at the top of the Character Tracking Sheet they received last class.

While there is some strong language used in the work, we are listening to an audio book which is read by a Trinidadian man, and the text is simply true to Chariandy's experiences/understandings, rather than gratuitous in its use of charged and profane language. 

No additional homework.

It is always good to have access to a text outside of the class, so check the library etc. If you missed the class and need to catch up, please come to tutorial next week and get on top of it ahead of your block.

 

Lesson 42

Students read their personal novels for a stretch, before we talked about their "Where I Am From" poems.

    Many did an excellent job - too many were unprepared for class, and still have yet to do the work.

We continued our work with the novel - we read through to the break at the bottom of page 16 (19:15 in the audio book).

We discussed a variety of settings, and the allusions in the chapter - we also discussed the significance of Michael's description of slush hitting the window in his room and other, perhaps unexpected, metaphor choices.

Students added what they could to a new character tracking sheet, and are keeping the following questions in mind:

1. What images or moments are described so vividly that you can envision them?
2. What words are new - or what allusions or references require more investigating?
3. Of the moments between brothers Francis and Michael, which have the greatest impact on their relationship?
4. What are some examples of "careless prejudices" and "low expectations" in these boys' lives?
5. What connections can you make between the experiences of these kids and your own childhood?

 

Lesson 41

Students read their personal novels

We wrapped up our pre-reading quote work, and talked about anticipated themes/conflicts etc.

Students listened to the first chapter of the text, then took notes on the first three settings (sheet provided during class) WITH PAGE NUMBERS.

Anyone who missed class today should come  by to pick up the sheet, and read the first chapter, before next class.

 

Lesson 40

 We began with poetry - poetry of place, and self - Students read their poems to groups of their choosing, and some were shared with the class more broadly. There were a number of poems read - they were excellent - I really appreciate the engagement of students who care about their work, and raise the level of the class as a whole.

Groups looked at quotations from the novel, and made guesses about characters, conflicts, themes etc. in anticipation of the text to come.

We began work with the text - Chapter 1 is  coming next class!

Lesson 39

 Students handed in their TPCASTT work, and then read their personal novels. 

Groups went through their TPCASTT work together, and then we discussed the shift in the piece, and ways in which students might follow their curiosity to find deeper meanings in a given text.

"Jim Crow" was mentioned on the previous question set - many failed to dig deeper. Those who took the time to look up the term, and then look it up in relation to the poem itself, came up with the allusion, as well as the thematic connection with the work. Please see this brief article: "The Men Who Built the Highway"

For homework, students are asked to create their own poem - They should bring a hard copy to class AND upload a copy to Teams BEFORE CLASS - details are in the assignment on Teams.  

Lesson 38

Students began class by reading their personal novels.

After a brief homework check, students worked on close reading - taking apart last day's poem with TPCASTT, as well as looking over the questions with their group.

HOMEWORK: Type up a brief TPCASTT for this poem

 Next class, we will begin our work with David Chariandy's Brother. Students should note that there will not be copies available to take home. If they feel they need greater access to the text, it may well be worth finding a second-hand copy, getting an e-book, downloading on audible etc. The local library is a great resource (and the Libby app also allows for text access remotely).

 

Lesson 37

 Students handed in their homework, before reading their personal novels. 

• It is worth noting that the homework was not extensive, but 10 individuals failed to complete it for today's class  - even with time given at the end of the previous class to do some of the work. 

Students wrote a short pop-quiz on the poem they had for homework.

• Not one student had taken the time to look up the meaning of the words in the title of the poem. Students are asked to reflect on their academic goals at this time, and to recognize that their efforts are often directly correlated to academic performance.

We went through the poem together - pulled out interesting words - made connections to big ideas - investigated how one might go about understanding such a text.

    The word of the day was "ENJAMBMENT"

For homework: Students should use the work done today as a model for their reading of "Northern Light" by Jillian Christmas - they should take notes all over the page, and then answer the questions following the work. They do not need to write the paragraph.

GRADE 10 LITERACY ASSESSMENT REMINDER

 

Lesson 36

 Students read their personal novels.

We talked about a series of questions regarding the connection to place/space, and students were asked to consider what it might feel like to move from the North, to somewhere like Vancouver.

Students were introduced to poet Samantha Marie Nock, after which we read her poem "Kiwetinohk Ohci"

• (I strongly recommended that those interested in attending post-secondary, or  working in business in B.C. add some Indigenous creators to their follows) 

HOMEWORK: Answer the questions on the sheet provided (you are welcome to type longer answers on a separate sheet, and staple them together

Some reading strategies offered today:

uRead the poem once – and then a second time.

uHighlight new/unfamiliar words, terms, references, or allusions.

uCreate a graphic for “speaker” and explain the speaker

uCreate a graphic for “topic” and name the topic(s)

uCreate a graphic of “theme” or “main idea” and decide on the message or takeaway of the poem

uLook over the poem again with an eye for literary devices. Catch examples of alliteration, allusions, apostrophe, imagery, wordplay, stanza and line break decisions

 

Lesson 35

 Today we reconnected, and talked about our breaks.

Students talked about the tone/expectation around a key quote.

Students were introduced to the First Peoples Principles of Learning - They reflected in groups on one of the principles, and what it would/could look like for them in practice.

Students watched a brief video about the naming of spaces in North Vancouver - and the Two Sisters - how these spaces are connected to knowledge (erased and otherwise).

Reminder: Make sure you have a novel for next class :)