Today we read through to the bottom of page 112, and then group 5 did their fishbowl.
Students are encouraged to continue making notes as we read - to think about how the author is using symbol, dialogue, imagery, characterization etc. to build the story.
No new homework.
We read through to page 97, and yet another group presented their thoughts on the chapters to the class.
We will continue this process over the next several classes.
For intrigue:
Today's classes had a quick session with Mr. Craik about course programming, before we began our work in earnest. He offered this link to help folks find admission requirements for specific schools.
During the second part of the class, we read from page 62- the middle of 75, which takes those listening to the audio book to 17:20 in Chapter 4.
On Friday, we will have the next fishbowl, and students will continue to work with the text.
We finished reading to the end of page 61.
Group 2 did their Fishbowl.
Students should have thorough answers to comprehension questions (including quotes and pg #'s) ready for our next discussion. Everyone should be tracking new characters, key quotations, theme, and literary devices etc. as we go - it wouldn't be a bad idea to do the latter 3 chapter by chapter!
Have a fabulous long, Valentine's weekend!
Students received the rubric for their Fishbowl work.
There was some work time (for comprehension questions, setting notes, and character notes etc.) while today's fishbowl group prepared.
The first group presented their discussion, and set a clear standard for what a thorough and genuine engagement with text can be.
We began reading the next chapter - stopped at the bottom of page 51 ( 26:52 in the third chapter of the audio book).
Homework:
Well done, everyone!
We opened class with a follow up to Colbert's monologue from last class - we examined the following regarding the control of language in order to control the people:
We did a quick sheet on the use of quotation marks, before reading pages 33-44 of the text.
Students continued their character tracking/notes, and set about answering more of the comprehension questions (please note typos and correct character names on the second side of the sheet).
One group received a copy of the chapter which they will work with over the next few days, before doing a Fishbowl activity with it.
If you missed today's class, come to tutorial to make it up on Tuesday next week.
We started today's class with a clip from The Late Show monologue - we discussed freedom of information, the collection and dissemination of data, and the ways in which the control of knowledge can impact democracy.
Students got a quick review of colons and semi colons (and a sheet for each).
In small groups, students (each on their very own sheet) listed the themes that have come up thus far in the text - and we wrote them on the board.
We discussed the theme of pressure - how it has appeared so far in the text (and the way in which first-person is useful for initial responses to text).
Students selected groups for upcoming "fishbowl" work with sections of the text, but did not go further than group selection.
Finally, students considered the following questions:
• Do you like the narrative hook / style at the start of the novel? The page before Chapter One?
• What do you think is between Michael and Aisha? What was their relationship?
Students read their personal novels (and are taking them home/returning them for a stretch).
Students had a bit of time to work through their comprehension questions (front side only) in groups, and to take notes on character, and setting.
We briefly looked at the history of systemic racism in North America, in order to contextualize the novel.
In groups, students worked on creating a list of themes that have come up on the novel so far - they do no have to create a theme statement, or write anything other than the big ideas.
No homework other than to polish your answers and theme lists - Have fun in the snow!
