F - The other one on repeat.

Learners use the period to complete their Learning Inventories and finish the essay or work from last class. Thank you for your patience! (I was BC Catholics!)

NEXT CLASS: Learner Conferences

B - The one on repeat.

Learners use the period to complete their Learning Inventories and finish the essay or work from last class. Thank you for your patience! (I was BC Catholics!)

NEXT CLASS: Learner Conferences

F - The one with essays and inventories.

Learners used the period to continue working on their essays for "The Destructors" and on curating their portfolios.

PRACTISE: Copy the Learning Inventory and add it to your folder

B - The one with the learning inventories.

Learners used the period to begin curating their portfolios and reflecting on their learning in preparation for conferences and the first Learning Update.

PRACTISE: Copy the Learning Inventory and save it to your e-folder

READ: The Medieval Period

F - The one about making connections.

ESSENTIAL QUESTION: Why and how do we create "other"?

Learners shared their notes and annotations from Greene's "The Destructors." We discussed character and conflict. I used the short story checklist to guide discussion and reviewed the prompts for the literary essay on character.

We discussed the interim learning update coming up at the end of October. I spoke briefly about Learning Inventories and scheduled Learner Conferences for next class.

READ: Valgardson's "Identities", Camus's The Outsider (see the link to the left), Kingsolver's "Naming Myself"

PRACTISE:

• Make a copy, save to your drive, and complete your Learning Inventory
• Outline the literary essay on "The Destructors"

NEXT CLASS: Learner Conferences

B - The one with sea shanties.

ESSENTIAL QUESTION: Why is it important to look for patterns in literature?

Learners shared their sea shanties.

We looked at Venerable Bede and the excerpt from History of the English Church and People. I suggested that Anglo-Saxon literature wasn't just epic poetry. Learners talked about what the excerpt shows about Anglo-Saxon society.

Learners read and offered summaries on sections from the Introduction to the Medieval Period.

READ: 

• Growth of the English Language: Old English and the Anglo-Saxon Period
• The Medieval Period
• Chaucer's bio

NEXT CLASS: middle English, Learner Conferences

F - The one when we started to put things together in order to arrive at social commentary.

ESSENTIAL QUESTION: What happens when a leader doesn't fit the ideal?

Learners took a few minutes to make some aura points using the prompts from the questions from the last two classes. They posted responses via the Digital Chalkboard - see the link to the left. A ♥️ from me earns you an aura point! 

Learners reflected on their annotations and notes. I reviewed The Short Story Checklist and modelled how to make sense of the deeper ideas in the story.

PRACTISE:

• Finish annotating Greene's short story
• Use The Short Story Checklist to make notes
• Trace conflict: How is it set up? How does it escalate? Is there dilemma? Is there resolution?

READ: Valgardson's "Identities" and Camus's The Outsider