Homework

=Homework... = Remember we have a homework schedule ~ Language A is set for Monday and Thursday evenings. Please plan accordingly. For example, if homework is given on a Friday, you should indicate in your agenda that you will work on it Monday evening.

Wednesday 23rd June
**Class summary**: We finished our community presentations and then reflected on both the unit and then generally about ourselves as readers and writers and Year 7 MYP Language A. We had a brief question-answer session about the exam and the feedback that as provided on the first draft of the essays. **Homework**: None other than revise! Mrs Fenton will be available during ACSU and all breaks if you need help or information before the exam on Friday. (Do complete the reflections if you did not hand them in before the end of class)



**Tuesday 22nd June **
**Class summary**: We shared our presentations about our communities and answered questions. We received the feedback on our first drafts.
 * Homework**: Read the feedback and begin to revise in preparation for the exam.

**Friday 18th June **
**Class summary**: Worked in Senior Library to finish glogs. Filmed one-minute commercials.
 * Homework**: Continue working on glogs if need be and study for exams.

**Wednesday 16th June **
**Class Summary**: Due to the power failure we were unable to access the internet or use the computers. We worked on drafts of the text for our glogs and some chose to work on their essay drafts.
 * Homework**: Try to access your glog at home to continue working on this component of the summative assessment. This piece is due on Tuesday 22nd June. Essay due on Friday!

Tuesday 15th June
**Class summary**: We worked in the Senior School library and created our glogs for the summative assessment. We will continue to meet here this week to use the computers. The commercial component will be filmed on Friday in the library.
 * Homework**:Continue working on essay. First draft due on Friday 18th June.

Friday 11th June
**Class summary**: This class was devoted to start writing the first draft of our persuasive essays. Individuals signed up for writing conferences with Mrs. Fenton and met throughout the lesson. If you were unable to see Mrs. Fenton, but had wanted to, or if you find you need assistance, please come during academic support time or arrange another time to meet - just send an email. We also discussed how to format quotes from the novel into the essay. I have created a summary of the discussion and uploaded it here for your reference. For more information about essay writing, EssayInfo.com has a wonderful site called the Essay Writing Center.
 * Homework**: Essay due on Friday 18th June

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Wednesday 9th June
<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Class summary**: We brainstormed possible reasons that might appeal to Jonas in making his decision as to which community he would chose to live. We then used one of the reasons as an example and discussed how to best use the persuasive writing graphic organizer. On the organizer there is a place for notes to build your argument with evidence, examples, details and counter-arguments. We reviewed the Persuasive Writing handout provided in yesterday's class, as this document has guidelines and suggestions to help.
 * Homework**: Finish graphic organizer. Due Friday 11th June.

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 8th June**
Class summary**: We reviewed the summative assessment for The Giver and discussed each of the components. We looked at the task and the rubrics and the expectations. We will be working on the essay first and then next week will focus on the [|glog component].** Homework**: Use the graphic organizer to record your ideas for a possible community for Jonas. Due Wednesday 9th June. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 4th June**
Class summary**: We met in the library for today's class and reviewed the expectations for the literary device glog each student was to create. Mrs. Fenton shared our log in details and explained that if students were unable to access the internet it would be okay to submit the printed form that was completed before working on the glog. All English notebooks were collected today - if you did not hand yours in, please do so on Monday (before Tuesday's class!). We briefly reviewed the summative assessment and the task and rubric is available here. Click here to learn more about the glog component of the summative assessment.** Homework**: Complete literary device preparatory sheet (see file below) and glog by Tuesday 8th June. ** <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> A copy of the following documents will be given to you during Tuesday's class: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Rubric for the persuasive essay - Rubric for the glog - **
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Description of the summative assessment task -

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Wednesday 2nd June
Class summary**: Our small groups discussed section 5 of the novel and then we had a whole class conversation about the ending of the novel. We discussed the literary device, ambiguity and why Lois Lowry may have chosen to end The Giver in such as way. After discussion, students were given prompts to respond to about the ambiguous ending (see below) and these are due on Friday. Important dates were outlined for the remainder of the term (follow this link).** Homework**: Finish response to ambiguity prompts. Post comments on the blog. <span style="color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: center;">Please note: Friday's class will be in the Senior School library as we will need the computers. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 28th May**
Class summary**: We began our class with a quick write response to the following prompt: //Describe how you felt when you realized what being released meant. Did you know this throughout the book, or did you think it meant something else? Explain your answer.// We then had our small group discussions about section 4 and later, as a whole class, discussed how an author might use dramatic irony and why. We also discussed the affect of euphemisms. These terms have been posted on [|the blog] and students are encouraged to add their comments to the prompts. If you cannot access the blog, write your response (as prompted in the discussion questions found below) in your notebook.After our discussions, we individually wrote a prediction for how we think the story will end. What do we think Jonas will do now that he understands the truth about his community?** Homework**: Finish writing prediction and read Section 5 (finish the novel). We did not assign specific roles for this section as each member will put all of the pieces together and complete the tasks for each literature circle job. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 21st May**
Class summary**: The literature circle groups discussed section 3 of the novel. We have a brief whole class discussion about the importance of memories and their connection to feelings. We also briefly reviewed any vocabulary from the section that was still not clear. Each group selected 2 questions from the general list of discussion questions and everyone was to also complete number 7. All were to comment on the blog about simile and the genre (if you are unable to access the blog, you may respond in your notebook). Each group selected identified their role for the reading of section 4.** Homework**: Finish discussion questions, comment on the blog and read section 4 (Chapters 15 - 19, pp 118 - 151). Due Friday 28th May. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 19th May**
Class summary**: We individually responded to the prompt, //Describe what life would be like without feelings//? We then had a brief whole class sharing of any of the group's questions about vocabulary or issues from yesterday's discussion of section 2. Each group then discussed some of the questions from the Section 2 Discussion Questions list (available below) and selected 2 to discuss and respond to in writing. All were asked to write a response to question 15. Each group selected the roles for the next section of the novel. Please remember - if you need a printed copy of the pre-reading vocabulary, there are copies at the reception desk for everyone. You can also download them below.** Homework**: Finish written response to Section 2 questions. Read section 3 (Chapters 10 - 14; pp 72 - 117), completing the job for your role. Due Friday 21st May. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 18th May**
Class summary**: Each group conducted their discussion of section 2 of the novel. We then went to the ICT lab to make contributions to The Giver blog and the wiki.** Homework**: Finish the section 2 jobs in your notebooks (some were done orally and these need to be written down). Due - tomorrow!**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 14th May**
Class summary**: We completed an individual written response to the following prompt, "Do you think it was a good rule to talk about all of your feeling each day? Why or why not?" Then we reviewed the expectations for each of the jobs in our literature circles. Each group assigned the roles for section 2 and began reading the next chapter.** Homework**: Finish reading section 2 (Chapters 5-9, pp 34 - 71) due - Tuesday 18th May **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 12th May**
Class summary**: We discussed Section One of the novel in 'jigsaw' groups so that each group would have a person who had done a different role. We then reviewed a list of discussion questions and began individual responses to some of these (choose any 3, but all do question 12). We are to practice supporting our responses with evidence, either from the text or from experience. We ended the class with a brief whole group discussion about our initial impressions of the story so far. We considered some possibilities for the expression 'being released'.** Homework**: Finish individual responses to the selected questions. (Please remember to keep the questions in your exercise books as they contain useful information). **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 11th May**
Class summary**: We brainstormed for a list of the things good readers do and then used this to create the different roles for our literature circles. We will have three main jobs - a //section summariser//, a //discussion director// and an //etymologist// (please see the job description attached below for more information). Each group was then given one of the roles to undertake for section one and we will have the discussion tomorrow. We also briefly discussed the technique or literary device of** allusion**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">. To comment on why Lois Lowry's may have named her main character Jonas, please visit the class blog. **Homework**: Finish assignment from today's class (literature circle role for section one). Visit the blog to make a comment. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 7th May**
Class summary**: Today we began our novel study of //The Giver//. We created a set of essential agreements to ensure our literature circle groups would be successful. Each group previewed the key vocabulary for this section and discussed possible meanings, writing synonyms and antonyms if possible. As we read through the first section, we will be on the look our for these words and record the page we find them on. We will also note any words that we found interesting or that we did not understand.** Homework**: Read section 1 (Chapters 1-4; pages 1 to 33) **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 5th May**
Class summary**: We reviewed the the Anticipation Guide statements individually and selected 2 to respond to in writing. Then we shared our opinions in small groups and had a brief class discussion about our views as a class. We recorded this to revisit as we read the novel, //The Giver//. We discussed briefly the structure of the literature circles and gave a list to possible group members to Mrs. Fenton. The groups are attached below.** Homework**: None **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 4th May**
Class summary**: We discussed the film, //Fahrenheit 451// and the short story, //All Summer in a Day//. We explored the notions of Utopia versus Dystopia. We also discussed our ideas about conscience and what is right and wrong. Who decides what is right?** Homework**: To think about the class discussions and consider what might influence our view as to what is considered right and wrong.**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 30th April**
Class summary**: Mr. Godiah covered our class today. We read the story, All Summer in a Day by Ray Bradbury and then completed the after reading questions.** Homework**: Finish questions if not completed in class. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 28th April**
Class summary**: We worked in the library exploring the links on The Giver page of the wiki.** Homework**: Contribute to the voice thread, making a prediction about the book's theme(s). Due by Tuesday 4th May.**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 23rd & Tuesday 27th April**
Class summary**: We watched the film, //Fahrenheit 451// and looked for evidence of a community striving for 'utopia'. We considered what rules or laws this community had in place to ensure the citizens would be 'happy' and the impact this had on people. We took notes on the graphic organizer attached below.** Homework**: Explore the wiki page for //The Giver.// **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 21st April**
Class summary**: What is Utopia? We shared our ideas about what this term means and looked up the definition. We wrote the definition in our books and then completed a Quick Write to describe our vision of Utopia. These were shared in small groups and then we discussed the commonalities we found in our descriptions. We then explored which AOI and AK Strand might best be used as 'lenses' for this unit. //Stay tuned to see...//** Homework**: Complete reflection and post on wiki page. Finish group wiki page for "to be or not to be".**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 20th April**
Class summary**: We worked in the IT lab today to view the videos of our reader's theatre presentations from last week. Unfortunately, the sound was not working on some of the machines and groups were going to try and view these at home. We worked on creating new wiki pages for our plays that are linked to the Shakespeare page. These pages will host our Speare Notes and embed either the reader's theatre video or a podcast of the performance. See the "Romeo and Juliet" example on the Shakespeare page.** Homework**: Write a reflection in answer to the question: <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">What makes a classic? <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Consider what you have learned about the plays of Shakespeare in this unit. How might this help you when you read one of his plays? Why do you think we study Shakespeare today?

This reflection should be written on your page or you may prefer to type it on word and then post it on your page. You are to email Mrs. Fenton when it is completed. **Due by Thursday 22nd April**.**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 26th March**
Class summary**: We viewed an example of Speare Notes for Romeo and Juliet. Class time was used to write reader's theatre scripts for the podcasts.** Homework**: Continue to work on Speare Notes for podcast. Due - Wednesday 31st March. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 24th March**
Class summary**: We viewed a short video showing an example of a reader's theatre and discussed the features of this type of performance. We reviewed the steps to produce the reader's theatre script for the summative assessment's podcast. Groups worked on developing their scripts. More information has been added to a new page in the wiki called, Reader's Theatre.** Homework**: Continue working on Speare Notes. For those who did not have the essay feedback form signed, do so.**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 23rd March**
Class summary**: Today the exams were returned and we reviewed the rubric, the MYP Language A criteria and the grade boundaries. We discussed the format for the Speare Notes and decided to record our reader's theatre performances as podcasts. We changed the deadlines in order to spend more time developing out scripts. The new deadlines are as follows:** <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Homework**: Have exam/essay feedback signed and return to school tomorrow**
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Speare Notes due Wednesday 31st March**
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Reader's theatre script due Wednesday 31st March**
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">**Performance will be Wednesday 14th April**

Class summary**: Today each story group discussed the main themes and agreed upon which one to focus on for the presentation to the class. We identified the scene from the original story that best represented or illustrated this theme and agreed upon a contemporary scenario to relate it to today.** Homework**: Reach final consensus on scenario (due Tuesday 23rd) and continue to work on "Spark Notes" guide (due Friday 26th).

The summative assessment rubric: **

<span style="color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**ENGLISH EXAM ON** WEDNESDAY 17 MARCH **AT 8:00!**

 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Remember - the first draft of your essay must be handed in on Monday 15th March in order to receive feedback before the exam on Wednesday. We will discuss the essay in general terms in Tuesday's class. **

Spark Notes for Shakespeare 60 Second Shakespeare Absolute Shakespeare The 5 paragraph essay**
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">There was a request to provide some useful websites that would be able to help you with your research for your essay. Try the following sites:

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 12th March**
Class summary**: Today's class was covered by Mrs. Nondi and students shared their letters written from the point of view of one of the characters from the Shakespearean stories read in class. Students also shared their response from the advice columnist. Mrs. Nondi collected these and Mrs. Fenton will return them on Tuesday. Please note - if you did not finish your letter(s) it must be handed in on Monday.** Homework**: Finish first draft of essay. Due Monday 15th March.**

Class summary**: Mrs. Grafe covered the class today and provided everyone with the summative assessment task and a detail review of the expectations of the five paragraph essay format. There was also discussion of the themes from Shakespeare's plays and how these are to be discussed or approached in the essay. Outline for the essay was completed in class.**

Homework**: First draft of essay is due Monday 15th March. It will be collected by your form tutor as you do not have English on this day. //<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Please note - It is very important to have this done on time. I will provide feedback on your essays to you in Tuesday's class. // **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 9th March**
Class summary**: Mrs. Grafe supervised this class where you reviewed how to write a letter and then wrote to the advice column as your character explaining your problem.**

Homework**: Finish letter and then write the response as 'Dr. Shake'. Due by Friday 12th March. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Friday 5th March**
Class summary**: We reviewed the literary terms from Tuesday's class and added these to our characters and plot summaries on the class story matrix. We discussed the nature of advice columns and how they may help people when they face a problem and are not sure what to do. Then, each story group discussed their characters and the various problems they face. Each member of the group selected a character and will write a brief character analysis (paragraph) outlining the problem they face and possible solutions to this problem. This is to prepare for next week when we will write a letter to the 'advice columnist'.**

Homework**: Write a paragraph describing the problem faced by the character you have selected and the possible solutions to this problem. Due on Tuesday 9th March. There is an example for you below. **

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Wednesday 3rd March**
Class summary**: We worked in the ICT lab today and joined wikispaces to work on our class wiki. Everyone began the process of writing a synopsis of a book they would recommend to others. To see an example of this assignment, see Mrs. Fenton's page on the wiki. This is due by Monday 8th March. Remember - if you need assistance send me a message.**

Homework**: Finish book recommendation on wiki page and post a message on the home page discussion forum to let us know you have completed this task.**

<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Tuesday 2nd March**
Class summary**: The focus of today's lesson was using the appropriate literary terms when describing the characters or plot of a story. The following document is what we used for the "Find your partner" activity and can be copied and kept as a glossary of terms for future reference. These terms were then used to complete the class matrix for Shakespeare's stories. ** <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Homework **: Choose which book you would like to feature on your page. There was no assigned homework.