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).