Happy Holidays!

We spent this week progressing with our Lit. Circle books, writing our odes to ordinary things, and responding to quotations from our novels.  On Wednesday, we had a "catch-up, wrap-up" class, where students ensured that they had spoken with their group about how much to read over break, and where I introduced the final assignments for the Lit. Circle unit.  Students were given time to write, read, talk, think and share.  When we return from the break, we will wrap up our Lit. Circle unit.

I hope you all have a safe and restful break.  I look forward to working with you again in 2013!

Odes to Ordinary Objects

Ms. Barsky shared two odes written by Pablo Neruda: "Ode to an Artichoke" and "Ode to My Socks".  We discussed how Neruda turns the typical ode on its head, paying homage to everyday objects instead of heroic people or events.  Neruda's ability to bring an elevated, exalted description to something so average makes the ordinary appear extraordinary.  Who knew an artichoke could sound so noble?  That socks could sound so integral to the human experience?

Students then wrote their own odes to ordinary things.  Or, they continued working on their gender poems.  Or, they read their totally amazing, can't-put-it-down-it's-so-good Lit. Circle book.  They are so good, right?  So good... you just can't put it down it's so good.

Please be ready to discuss your latest chunk with your group on Monday.

Also, please remember that I expect you to submit a poem for the Voice of the Mind contest.

Holy novel reading, Batman!

Students are devouring the Lit. Circle books!  And this warms my heart like you would not believe....

Lit. Circle groups met yesterday, to debrief what has been read so far.  I asked that groups share questions, connections, inferences, frustrations, predictions, quotations....  and anything else of interest to you and your group.

Then, at 2:30, students returned to their desk and wrote me a letter about how the book is going so far.  If you did not submit your letter to me at the end of class, please email it to me at msbarsky@yahoo.ca.  I look forward to reading about your reading.

You should be reading your next chunk of your book for Monday's class.  We will be participating in a Writer's Workshop on Thursday.

Presentations II

We concluded our Lord of the Flies presentations today.  Fantastic job by all of you!  I thoroughly enjoyed all the presentations.

Students found out which Lit. Circle book they were assigned, and each student signed out his/her book.  I asked groups to meet and select a small chunk to read for Friday.  We will complete an introductory activity on Friday.

Presentations... Round One

We began with three of our Lord of the Flies presentations, and we will finish with our final three presentations on Wednesday.  You are welcome to return your novel to me if you are finished with it.

Students were then asked to select three novels that they are interested in reading for a Literature Circles unit.  I asked students to pick a top three and then tell me one that they are really not interested in reading.  I GUARANTEE I will not ask you to read the book you do not want to read.

You will find out your Lit. Circle book on Wednesday!

Seriously... what does it mean to be male/female?

After we discussed the conclusion to Lord of the Flies, as well as Jack's tyrannous rule and the story as an allegory... we went back to our poems/prose pieces about what it means to be male/female.  Because... let's be honest... we weren't all that focused last day, were we?

Students wrote for twenty minutes, and then they were asked to participate in two "support sessions" where they read their piece to a peer, and asked for feedback: one celebration and one suggestion.  We will refine these pieces next week.

A reminder that presentations are next week.  There are three groups presenting on Monday, and three groups presenting on Wednesday.  Lookin' forward to them!

What does it mean to be male/female?

To begin yesterday's class, I returned in-class paragraphs and your responses to the Reena Virk article.  Please come see me if you still need to write the paragraph.

We then had a Writer's Workshop, where we listened to a slam poet deliver his poem on what it means to be male.  You can listen again here:

http://www.youtube.com/watch?v=fYg9Z5VspSY

Then, I shared two poems written by young females, about being female.  Students were then asked to consider one or more of the following questions, and to write, in either prose or poetry, in response to them.

What does it mean to be male/female?
What is tough about being male/female?
What is to be celebrated about being male/female?

Students are free to choose the gender they wish to explore, or they could choose to explore both.  We will continue with our writing on Thursday.

Piggy! Nooooooo! Conch shell! Nooooooo!

We decided today that future Writer's Workshops will occur in entire blocks and not just in the first fifteen minutes of each class.  Thank you for your input on this matter!

Groups were given fifteen minutes to complete their symbolism charts, and then each group shared their findings.  I appreciated that you all paid attention to how the symbol evolved and changed as the novel progressed.  This is an important facet to understanding how symbols work in literature. 

Then, we discussed the events of Chapter Ten and Eleven.  We were sad about Piggy.  And the conch.

I assigned Chapter Twelve to be read for next Wednesday's class.  Bring POT with you.  To share.

I returned poems.  They are brilliant and you should all be entering them in writing contests.  See me if you'd like information on these.

Friday's class is devoted to dramatic presentation preparation.  Please come prepared to prepare.  Right.

The Sweetness of Symbolism

Today's class began with a debrief of the article students read for homework.  Specifically, we talked about how the events of Chapter Nine parallel (and how they don't) the Reena Virk murder.  We talked about common factors such as motivation, mob mentality, celebration and premeditation.

We then discussed how to identify and analyze symbols in a piece of literature.  Students were provided with a handout which explains what symbols are and how they work in literature.  A copy of this handout can be found in the link to the right.

Students were placed into groups and asked to trace one of the symbols present in Lord of the Flies.  Groups will continue their analysis next day.

Students were asked to read Chapter Ten and Eleven for Wednesday's class, and to prepare a Page Of Thoughts to bring.  Pay close attention to your symbol and how it evolves in these chapters!

Also, dramatic presentations will take place on Tuesday November 27th and Thursday November 29th.

Simon! Nooooooooo!

We began class with a discussion of Chapter Seven and Eight, especially focused on the end of Chapter Eight, when Simon converses with the Lord of the Flies.  We theorized about what was really going on at this point, and we came to an agreement that he is likely talking with/to himself about what he knows to be true of the evil in the hearts of the boys.

We then did a choral reading of Chapter Nine, sharing the responsibility of completing the chapter.  We considered how aspects of oral language such as rate, tone and volume might affect an interpretation of a piece.  Thanks to those of you who chose to participate!

Finally, we debriefed the chapter, discussing the gravity of the events: Simon realizes the truth about the beast, Simon is killed by the boys, and the parachutist lifts off and gets carried away to sea.

I gave students an informational piece about Reena Virk, the Saanich teen who was swarmed and killed by a group of teens in 1997.  I have asked students to read the article and answer questions 2 and 3 for next class.

Poems and Paragraphs!

Yesterday, one poem from each student should have been submitted.  Please ensure that you turn in a poem at the beginning of tomorrow's class if you did not do so yesterday.

Students then wrote an in-class paragraph on Lord of the Flies.  I will evaluate these using the same rubric that was used for your practice paragraph.  Please see me if you missed class yesterday.

Holy, Spoiler Alert, Batman!

First, I distributed the poem evaluation rubric.  Students are asked to submit one of their poems from Writer's Workshop on Monday November 5th,  to be marked.  You are permitted to choose from the following poems:

• poem about a thing
• memoir poem
• scar/broken bone/accident poem
• poem of who/what raised you

Then, I totally spoiled the ending to Lord of the Flies.  Like, totally.  I apologize a million times for this error.  I was trying to prepare the class for the fact that they will need to do dramatic presentations in a couple of weeks, once we've finished the book.  There... FYI: presentations to come.

Students were asked to read Chapters Seven and Eight, and to complete a character continuum for Monday.  A reminder that Mrs. Montabello will be teaching the class on Thursday, in Ms. Mac's classroom, next door.

Students will be writing in-class paragraphs on Monday.

I am who I am because....

We reviewed the responses to our Chapter Six assignment to begin class today.  I returned these assignments and students recorded marks in the summative assessment column on their assignments record.  Students who missed today's class will find the assignment in their folder.

I collected quotation integration practice pieces from those who had completed the exercise.  If you would like feedback on your ability to integrate quotations before you write a formal paragraph that I will evaluate, you will need to submit this activity next week, before Thursday.  If you did not get a copy of the exercise, there is a link to it at the side.

We finished class with Writer's Workshop, writing poems to celebrate the people and things that have raised us.  We read a poem called, "Raised by Women" by Kelly Norman Ellis, and noted her use of diction, repetition and specific detail in creating an homage to the women who raised her.  Students brainstormed "mini-webs" of details about the people and things that have most influenced them, and then began drafting poems about where we came from.

I will be asking you to select a poem to be evaluated at the end of next week.  You may wish to begin polishing a few of them....

Chapter Six Assignment

Yesterday, students completed a reading comprehension assignment, based on Chapter Six of the novel.  There were six questions to answer, which tested students' ability to make inferences, make connections and explain significance of quotations.

Students were then given a quotation integration practice assignment.  Please complete this for Friday's class.  I will collect them and ensure students are feeling comfortable with the process of integration, before we write a paragraph to be evaluated.

Finally, keep working on your poems.  You should have, at the very least, a poem about a thing, a memoir poem, and a poem explaining a scar.  I will collect a poem to evaluate in the first week of November.

Quotation Integration 101

Writer's Workshop today consisted of fifteen minutes to write about a scar.  Or a broken bone.  Or an accident.  Or, if you are one of those lucky people who has none of these things... then to make up a story about someone else's scar.  We will return to these poems next day.

We then spent the bulk of today's class working through the art of quotation integration.  We did some practice examples on the overhead, and then students practiced integrating the quotations provided by their peers on post-it notes.

Students were asked to read Chapter Six for Wednesday, in anticipation of an in-class reading comprehension assignment.  The assignment WILL be open book.  You're welcome.

Lord of the Hockey Riots

We began today's class with a Writer's Workshop, where students were asked to think about beginning their poems "in the midst of things."  Students spent some time working with their memoir poems, and people who want me to read over and give feedback on their poem, left the poem with me. 

We then talked about how we see individuation at work in Chapter Four.  We mentioned that the hunt and kill of the pig, plus the chanting and dancing in this chapter both fit the criteria for deindividuation.  We noted that the boys appear to have no sense of self, very little personal accountability, and their painted faces (and long hair) help them to feel more anonymous. 

We then watched a clip from the Vancouver hockey riots and discussed that many of the same factors were present in this video.  The differences we noted were the age of those involved, the size of the group, and the fact that in the riots, basic survival was not on the line.  We will contine to consider how deindividuation presents itself in further chapters.

I distributed a quotation integration information package and asked students to read over the information before Monday.  I also asked students to read Chapter 5 and prepare notes on their understanding of Jack's and Ralph's different leadership qualities and styles.  It would be helpful if you noted actual quotations from the chapter, for this exercise.  We will use this information to practice quotation integration on Monday.

What do you remember?

We began with Writer's Workshop today, looking at two samples of memoir poems.  We noted the successes of each piece: use of figurative language, imagery, powerful and specific vocabulary, thorough description and creation of mood/emotion.  We then spent time writing our own memoir poem draft, which we will return to on Wednesday.

We then looked at the social psychology concept of "deindividuation" and shared our definition placemats.  We discussed the hockey riots and bullying as examples of deindividuation.

Students were asked to consider how this concept applies to Chapter Four of the novel and to bring these thoughts on Wednesday.

Deindividuation... say what?

We started today's class with students posting questions and inferences from Chapter Four on the whiteboard.  We discussed the inferences and made attempts to answer the questions.  There are lots of subtleties being noticed by students... good stuff!

Then, we did a quick experiment, where Ms. Barsky asked students to write down what they would do if they could be invisible for 24 hours, and, no matter what they did, nobody would find out and they would face no blame.  We had some intriguing results....  Four people would behave in a "prosocial" manner, while 17 people would behave in an "antisocial" manner.  Hmmmm....

Then Ms. Barsky distributed a handout on the social psychology concept of deindividuation.  Students were asked to read the piece of informational text, and create a definition placemat for it.  Four quadrants, each one representing a different aspect of the definition: definition in your own words, synonyms, examples and non-examples.  Students were asked to have the definition placemat ready to discuss for next class.

Gallery Walk

To start yesterday's class, I handed back the literary paragraphs students wrote last week.  Students were asked to consider the descriptive feedback I provided, and we reviewed some student samples, as well.

Then, we went on a gallery walk, making observations and asking questions about the character posters groups made last day.  Students were asked to note one thing they hadn't thought of before, and create one question about something that didn't sit well with them or that confused them.

We came back to class after the gallery walk and debriefed our observations.

Students were asked to read Chapter Four for homework, and to create a POT to accompany the reading.

What's goin' on?

We began class today with a sharing session of the six-word memoirs I received from students.  Beautiful and poignant.  Thank you for contributing.

We then had students break into groups, choose one of the prominent characters (Jack, Ralph, Piggy or Simon) and complete a character profile.  Students were asked to create a life-sized body on a piece of poster paper, and to fill it with quotations and ideas about the character.  In particular, students attempted to focus on the inner thoughts/emotions we are exposed to as readers, versus the outward appearance and behaviour a character might exhibit.  We are examining whether the characters behave in a manner that is congruent with what they seem to feel and believe, or if they are merely putting on a front, so to speak.  What's really goin' on with these boys?  We will discuss and debate this next day.

For homework, I suggest re-reading Chapters One through Three, paying close attention to the information we are privy to related to these characters.  In what way(s) are their internal selves reflections of, or in opposition to, their outer selves?

My Life... in Six Words

We began with Writer's Workshop today, with a stream of consciousness write about our lives, so far.  Then we reviewed our writing and highlighted powerful, vivid words and phrases.  We then took those words and tried to construct six-word memoirs to encapsulate our lives so far.  Students were asked to leave me their memoirs if they would like to share them with the class.

Then, we reviewed the different points of view at our disposal as writers.  We talked about what makes each point of view unique, and we discussed that there are benefits and drawbacks to each one.

Finally, students began reading Chapter Three, "Huts on the Beach," analyzing the chapter to appreciate point of view.  Students were asked to record both the behaviour and dialogue (observable) and thoughts and feelings (un-observable) of Jack, Ralph and Simon in this chapter.  We will discuss which point of view is utilized in this novel, and the effect it has on character and plot development, next class.  If you missed class, a copy of the Chapter Three POV assignment can be accessed at the side.

Check out this awesome literary paragraph, yo.

Today, students were given fifteen minutes to debrief Chapter Two in small groups, and then they spent the class writing a "first try" literary paragraph.  Each student was given a copy of an "essay writing" rubric, to use as a guide while writing.

This literary paragraph is being used as a diagnostic tool by Ms. Barsky, so she knows which elements of formal, academic writing to work on in future, with the class.

To break, or not to break?

We began class with a writer's workshop on line and stanza breaks.  We discussed reasons for breaking lines and using capitalization and/or punctuation, and then students were encouraged to re-visit their poem about a thing, to play with lines and stanzas.  I asked students who were interested in feedback to leave poems for me to peruse.

We then launched into Chapter Two of Lord of the Flies, with a focus on the influences of order, organization, structure and society vs. those of disorder, chaos, fear, fun and savagery.  Students were asked to consider evidence of both, and to record any other thoughts/questions/musings on their POT.  Please bring POT next class.

Write about a thing. Any thing.

We began today's class by looking at the wordle our class generated, about writing.  The wordle reveals that we have very different thoughts about, and reasons for, writing.  It is a complex, multi-faceted process, and one that we will continue to work on and build throughout the year.

I then asked the class to write a poem about a thing.  Any thing.  We discussed that poems about general categories ("horses" or "music" or "jeans") are usually not as powerful or vivid as poems about a specific thing ("my horse, Bob" or "Baby by Justin Bieber" or "Ms. Barsky's purple skinny jeans").  The goal with the poem was to have the reader feel, see, smell, taste or hear the thing.

We then discussed the first chapter of Lord of the Flies.  Students shared their ideas about how the boys have been influenced in their behaviours.  We mentioned influences such as the war, peer pressure, parents, boyish naivete and immaturity, and societal notions of organization and order.  Students posed some questions as well.  Where and when is this novel set?  Why are there only boys and no girls?  What happened to the plane?  These questions are ones we will keep in mind as we continue to read.

Lord of the Flies... and so it begins

We began class with a quick write on what each student believes writing is.  I will bring the results to class on Monday.

Then, we launched into Lord of the Flies, with a focus on Chapter One.  We reviewed all the different comprehension strategies a reader might use to make sense of text: questioning, figuring out unknown words, connecting, re-reading, making mental pictures, summarizing and making inferences.  I asked students to practice using all these strategies as they began the novel, and instructed them to make note of what they are thinking as they read.

Students were also asked to think about the following questions as they read through Chapter One: Who/what appears to be influencing the boys in their behaviour/actions at the start of the story?  What evidence exists to support these ideas?

I have asked each student to bring a Page of Thinking (POT) to class on Monday.  To share.

What's in your heart?

We began class with our first Writer's Workshop.  We created a "Map of our Heart"... basically a collection of ideas for writing.  Students were asked to keep their hearts in their binders, for future reference when we begin our writing workshops.

Then, students wrote and talked in response to this question: Who/what influences the decisions young people make?  A very fruitful discussion ensued, with many ideas about the kind of influence family, friends and peers might have on young people.

I handed out a copy of Lord of the Flies to each student and instructed them to not do any reading for homework.  Because I don't want you to do any homework.  But maybe I do....

Write me a story. An awesome one.

On Thursday, students were asked to write their best narrative, so that I can see what you already know about narrative writing, and what we might need to work on together in class.  I will provide feedback only (no mark!) on this narrative, and I will use the information I take from them to guide me in future lessons. 

Remember that Monday is a Day One again.  Remember, also, to get me your "All About Me" assignment.

My Summer Reading...

I thought I'd mention some of the super awesome books I read this summer, in case any of you are looking for a good read.

I read The Poisonwood Bible by Barbara Kingsolver, about a Baptist family who goes to the Belgian Congo to do missionary work.  The story is told through the voices of five females: the wife of the Baptist minster, and his four daughters.  It was a truly compelling read.

The Amazing Adventures of Kavalier and Clay by Michael Chabon is about two Jewish cousins who want to write the next great comic book in 1930s New York.  It is an epic story of their lives, their aspirations, and a country in turmoil because of the Second World War.  Amazing... just like the title states.

I decided to re-read Catcher in the Rye by J.D. Salinger, just for fun... because that's what nerdy English teachers do.  I appreciated it so much more the second time!  Salinger's ability to capture the voice of Holden - a teenager who questions everything about life, and relationships, and school, and himself - is impressive.

I jumped on the Game of Thrones bandwagon, too.  Though it was a looooong read, I did make it through book one, and it was much more engaging than I had anticipated.  There is a little of everything: violence, deception, murder, sword fighting, dragon eggs, dwarves... you know.  The usual.  Good stuff, though.

And The Walking Dead just gets better, and better.  If you like zombie comics, this series is for you.  I read book 16 this summer, and things just took a crazy turn.  In book 16.  I know.  I have the feeling there will be many, many volumes to come.

I just finished a book called The List last week.  It's about a list that gets printed up every year, during the first week of school, indicating the prettiest and ugliest girls from each grade.  Each chapter is told in the voice of one of the girls from the list, and we get to find out how each one reacts to being put on this list.  The author's style reminded me of Sarah Dessen - a quick, but engaging story.

Other books I read that you might want to check out: 

A Sense of an Ending by Julian Barnes
Alone in the Classroom by Elizabeth Hay
Pigeon English by Stephen Kelmen
The Lock Artist by Steve Hamilton

Welcome Back!

We began our class with a discussion of the course and classroom expectations that mattered most to us... presented as book, song or movie titles.  My personal favourite: "[Take] Pride [in your work] and [have no] Prejudice and [definitely don't bring any] Zombies."  Important.  Take note.

Then, I reviewed the course outline, highlighting the awesome year we are about to have together. 

Finally, students were given time to work on their assignments about themselves.  Please remember that my goal with this assignment is to learn more about you and what you do outside of school.  Try not to brag too much, okay?

Bard on the Beach is on Tuesday afternoon!  You could still bring your $16.50 on Monday, get a field trip form from me, and bring it back on Tuesday morning.  It's not too late.  Macbeth!  Blood!  Violence!  Greed!  Sex!  (Okay... no sex).