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Welcome to Mr. R’s website

Welcome to new students and parents.  This blog is meant to be a hub to find information, readings, assignments, interesting content and study hacks, as well as a collaboration tool for learners.

If you are lost, you can find your course under the ‘categories’ menu on the side of the page.

I can be reached at Judsen.Richards@sd41.bc.ca.

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Friday, January 19 – ELD 9

Today we…

  • …checked for silent reading books.  Even though most of you are bringing them, I AM GOING TO KEEP CHECKING.  As I explained in class, this may be the only time in the day when you get to read something you like, and any reading helps your performance in English, so have some fun with it.
  • …finished our learning stations activity for “The Jade Peony”.  The working environment was of a very high quality – great to see on a Friday!

No homework.

Friday, January 19 – English 12

Today we…

  • ….finished our in-class standalone response paragraphs (class 2).
  • …received the six point scale (page four on the link) and bundle of student examples, and completed cross-marking for another group.  The principle behind cross-marking is to add as much objectivity to the proceedings as possible (i.e. “three heads are better than one”).  Groups each provided feedback and gave each paper a score.  Groups then collaborated and negotiated any discrepancies that existed.  They then returned the paper to the writer, along with an answer to the statement: “This paper is not a ____ because….”
  • …received our movie pitch project (note: sheet has been updated to reflect weekend homework).

Homework:

  • Create a group and production company name.
  • EACH PERSON must bring a short story to next class.  See this post for advice on how to find a story.
  • EACH PERSON must bring a silent reading book to next class.  This will be tabulated in your mark.

Friday, January 19 – English 9 Day 1

Today we…

  • …spent some time peer editing and improving our job interview writing responses.  Final drafts are due on Monday.
  • …went over how to analyze symbolism, because some students are having difficulties.  This is a challenging but important skill that you will need for all English classes until graduation.  I provided the class with a list of questions helping students figure out symbolism, and we did some examples on the board.  Here is the symbolism notes sheet.  
  • …watched Geri’s Game and, in groups, discussed the two symbols at the bottom of the symbolism notes sheet.
  • …started to connect our symbolism lesson to the story.  It is now time to finish questions #5 and #6 for “In the Silence”.  The questions are here (same sheet as before).

Homework:

  • Finish final draft of response writing #3 (job interview).
  • Finish questions #5 and #6 for “In the Silence.”

Friday, January 19 – English 12 Short Story Recommendations

Each group must find a short story that they wish to explore for the project.  Remember, you will be spending a couple of weeks with this story, so you have to make sure it connects to everyone in the group, and has sufficient depth.

Below are some places to find something you may enjoy.  Use the names and lists below to get some ideas.  Remember, you don’t have to read every story you are interested in.  Do research, read the summaries and abstracts, read the first couple of paragraphs, skim it and see if it connects with you.   How to access short stories?  There are a couple of ways:

  • Look for a copy of the story online, in pdf format.
  • Go to the school or public library and track it down there.  Library cards are free and highly recommended.  Asking a librarian for recommendations is always a good path.
  • If you have the name of a story but not the title of the book that contains it, a way to figure it out is to Google “<name of story> <name of author> collection”.

Group members can find one story each, then they can convene and decide on a story.   Bring your stories to class on Tuesday (January 23), when I can give you some time to sit down with your group and have a reading session.  Stories MUST be definitively chosen by the end of class on Tuesday.

I will need to see a text of the story on Tuesday for approval.

Here are some authors / texts to research and check out:

  • Kurt Vonnegut
  • John Gould (a Victoria writer who writes VERY short stories – you would need to choose a few of these)
  • Emily Carr
  • Sherwood Anderson
  • Ernest Hemingway
  • Raymond Carver
  • Joyce Carol Oates
  • “Children Playing Before a Statue of Hercules” anthology (ed. David Sedaris)
  • Roald Dahl (some of his wonderfully weird more adult-oriented stuff)
  • “50 Great Short Stories” anthology – widely available and has a range of genres and themes.

Resources to explore further:

 

Thursday, January 18 – English 9 Day 2

Today we…

  • …spent some time peer editing and improving our job interview writing responses.  Final drafts are due on Monday.
  • …went over how to analyze symbolism, because some students are having difficulties.  This is a challenging but important skill that you will need for all English classes until graduation.  I provided the class with a list of questions helping students figure out symbolism, and we did some examples on the board.  Here is the symbolism notes sheet.  
  • …watched Geri’s Game and, in groups, discussed the two symbols at the bottom of the symbolism notes sheet.
  • …applied our knowledge of symbolism to different symbols in the story.  This was your ticket out the door.

Homework:

  • Finish final draft of response writing #3 (job interview).

Wednesday, January 17 – ELD 9

Today we…

  • …did a short silent reading.  Please remember your books, because if you forget them the time to fetch them will be made up after class.
  • …went over the ‘Jade Peony’ questions.  The answers we discussed are here. I have decided to only check these for completion and mark the stuff we are doing in class now.   We will revisit question #4 once we study the story a bit more.
  • …started our learning centres activity for the story.  Groups move around the class and have a different task at every station.  Some tasks are clearly connected to the story, while others will ask you to make a personal or cultural response.  We finished two out of six today and will continue next class.  The learning stations activity is here.

No homework! 🙂