Period 1--AP 30
I handed back the students' timed writes and we briefly went through some of the common errors in their writing. From there, they were allowed this one last class to work on their satires. We reviewed what a satire is and how they could best write one. They determined that elevated language to lend authenticity was important as well as adding "statistics or proof" to re-inforce the validity of their argument. This "proof" would, of course, be subject to a bit of creative license! From there a conclusion containing some more obvious verbal irony would be important to drive the point home. They chose their due date as March 7th.
Period 2--Pre-AP 20
The students were given their ten literary devices words to study up for Friday. They will compete against the grade 10s. The winning class will get either a slush run or a pizza party courtesy of Mrs. Tulp--or something along those lines anyway. Once they copied down the words, I defined them for the kids and made sure they understood them. At this point, we resumed our discussion from before the February break about To Kill A Mockingbird. The students who hasn't shared their chosen quotation from before the break had the opportunity to do so now. This conversation took all through the novel so served as an excellent review of the contents of the novel.
Period 3--ELA A 30
I handed back the proof reading/editing sheet the students did before the break and we corrected them together. From there, we moved into April Raintree. I handed out a 3-2-1 sheet where the kids had to kill out three things they learned, two things that surprised them, and one question that they still have about the novel. As we discussed what they learned, it led into some interesting discussions about the novel itself.
Period 4--Pre-AP 10
The students were given their ten literary devices words to study up for Friday. They will compete against the grade 11s. The winning class will get either a slush run or a pizza party courtesy of Mrs. Tulp--or something along those lines anyway. Once they copied down the words, I defined them for the kids and made sure they understood them. They are very confident that they will win! At this point, we needed to finsih the listening activity we started before the break with the poem "The Legend of the Qu'Appelle." They listened to it again, specifically looking for imagery. We shared our understanding of imagery from listening to the poem and discussed various examples. Toward the end of class, they were all given a hard copy of the poem and they had to think about whether they learned better through listening or reading. I was certainly pleased with their listening skills.
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