We viewed a list of text studied this year and used them as a potential source of evidence for PC prompts from past provincial exams. For each prompt identified, we selected 2 text and explained our choices in the chart provided on the handout.
We outlined for a PC next class on the prompt, “Place is important to who we are.” The prompt is similar to #9 on the prompt handout.
We finished our Haiku po-e-tree, writing our good copies on our cherry tree paintings and hanging them on the classroom tree.
We wrote core competency reflections following the completion of our happiness inquiry projects.
We continued our study of “sense of place.”
- To start, we listened to and read the lyrics to Kenny Chesney’s song, “Back Where I Come From” and recorded one line that particularly stood out as descriptive of his home.
- Then, we listened to and read Georgia Ella Lyons poem, “Where I’m From” and tried to identify her home on a map of the US. (Kentucky, 1949)
- Next, we listened to the poem in the trailer for “We Are Poets” and discussed the differences between this version of the “Where I’m From” poem and the previous two we read. We also noted the use of poetic devices and speaking techniques.
- Using pre-writing worksheet, we brainstormed images of home for both ourselves and Jeanette Walls
- We read student written samples of “Where I’m From” poems written in the persona of Jeanette Walls.
- Using the poem template provided, draft one poem for Jeanette Walls and a second for yourself. The print copy of the one on JW is due May 9th/May 10th. The one on yourself will be orally presented in class on May 15th/16th.
We read excerpts from interviews with Jeanette Walls about why she wrote the book and the process of writing it. One of the points she makes is that writing her memoir was cathartic for her. Writing has the power to heal our emotional and psychological wounds.
This was also true for the Japanese Canadians who suffered internment camps. Many wrote haiku as a survival technique.
We competed a KWL chart for the Japanese-Canadian internment camp victims, adding to our notes after:
a. listening to “Kenji” by Fort Minor (and reading the lyrics)
b. viewing a power point of historical photographs
c. reading a handout of notes on statistics and experiences
We read some of the internment camp haiku.
We discussed the history of haiku and read and checklist of criteria.
We used this criteria to write a haiku of our own. Then we wrote it on our tree painting (which we made at the start of class).
Each group was given a large placemat/chart and an envelope of tree images, descriptions of cultural references, and descriptions of local significance. Sort the pieces into what you think is the correct box.
View slides 1-8 of the power point, “Trees of Significance” , which goes over the answers to the placemat activity. Self-assess.
Complete the four quadrant worksheet on the Christian symbolism of the flower.
Read the poem, “Cedar Tree.” Discuss and answer the questions on the bottom in a class discussion.
Read the copies of the two Robert Frost poems, “Birches” and “After-Apple Picking.” Select one to explicate on the TPCAST chart. Hand in the completed TPCAST at the end of class.
You had the period to work on your Maps of Home. They are due: Day 1: April 24
Day 2: April 25
Student presentations continued.
We reviewed the assessment criteria for the Map of Place assignment.
A copy of The Book of Awesome was handed out to each student.
We worked on our maps. You will have next class as a work period too.
It will be due Day 1: April 24/ Day 2: April 25
We had a bit of time to catch up on work from last class.
We viewed an image of a Joshua tree, discussed the origin of its name, and read the excerpt from The Glass Castle about how the tree’s struggles is what makes it beautiful.
We read and discussed a poem titled, “Same as Trees” (prior to reading we discussed residential schools).
For these two texts, we competed a Venn diagram and wrote a C&C thesis statement on the relationship between nature and humanity.
We then reviewed sense of place before writing a 3min. free write on our favourite place. We edited using the STAR acronym to incorporated the smiley face tricks. We place smiley face stickers next to any devices used, and labelled them.
Finally, the Map of Home project was introduced. Please bring your supplies next class.
Today we started our unit on The Glass Castle.
We viewed a short youtube video on homelessness in America and considered:
a. what does it mean to be homeless
b. what does a homeless person look like
c. who is homeless
Then, we read an essay, “Homeless” by Anna Quindlen. Afterwards, we reconsidered our assumptions about what it means to be homeless.
We completed a TPS question on whether or not we thought, based on Quindlen’s definition, Jeanette Walls was homeless.
We viewed an interactive map of Jeanette Walls’ travels and completed a mix n’ match of quotes and locations.
We discussed the importance of place in the memoir and to Jeanette’s and Maureen’s identity and personality.
We read the informational text, “What is sense of place?” and completed the prompts on the bottom of the handout.