The last Litture Circle of the book Boy's Without Name's

• Do Now
• Lit Circle Quiz 9
• Lit Circle 9 
• Debrief
• Drafting Time             

We started with our Do Now as usual. In our Do Now we had to skim back threw the book and answer the question's that are in the Do Now. 

Here is Leilani skimming back threw here book of Boy's Without Names to answer the question's in here Do Now.

Here is Luca's his hand so Ms.Vallilo can come and help him to solve his problem he is having in his Do Now. Also after the problem he is having is solved he can get on track on working in her Do Now. 

After the time was up on working in the Do Now our teacher told us to talk with our partner's about our Do Now's we were working when the time on working on it was not up. After the time was up on talking about our Do Now's we shared important information that we found when we were working in our Do Now's. 

After that we worked on our Lit Circle Quiz. After our teacher first told us something's before our last Lit Circle of the book Boy's Without Name's. After she told us for some of the student's to read some of the Discusion Norm's that were in the back of our homework. After that we went into our discusion group's. After our time was up we fild the question's that were in the back of our homework we did yesterday. 

Finally we spent time drafting our journalism article's about the Triangle Shirt Waste Factory and we worked drafting on the journalism article for the rest of the class.

Homework

Finish working on the Triangle Shirt Waste article.

Class Scribe by Arthur

Agenda:                                                                                                                3/12/14

• Do now
• Example Critique
• Peer Critique for pacing, symbolism + theme
• Revise for pacing, symbolism + theme     
• Chek-in 

Big learning targets:

3.0 I can write a clear and engaging narrative that takes place during Apartheid.

Supporting Learning targets:

3.5 I can guide the reader's attention with my pacing by adding or subtracting details and varying sentence structure.

Like every day, we started the do now. The do now told us to open up our Summative assessment First draft and then take out the rubric that you received in your peer Critique on BLT Yesterday. On the do now we had to mark the grade you would give yourself currently for BLT 1.0 only. It means that you are only going to mark the grade you would give yourself for how sophisticated an understanding you have of Apartheid. After you marked your grade you had to explain why you gave yourself this grade. Then you had to say if you are happy with the grade you gave yourself.

When we finished the Do now we passed to example Critique. With our partners we had to read threw a part of the gun. We had to read the paragraphs and say if the pacing is fast, medium or slow. We also had to say if there were lots of details or not much. When everyone was finished we checked-in. Then we talked about when you need to pace slow or fast. Also we talked about when you are pacing fast how much details do you need. And when you are pacing slowly do you put lots of details or less. Then we looked at a piece of writing. We had to read. Then we had to talk about how this writer can improve his pacing. When we finished reading we had to mark where we think where the pacing was fast, medium, or slow. We also marked which places were detailed. Then we checked-in. We learned that when the pacing is fast there is less details and when the pacing is slow there is more pacing. We also had to find what the symbolic object was and what does it symbolise. Then we had to find someone who would help you improve where your pacing can be fast slow or medium on your writing. (BLT 1.0)      Thats all!

                                            Tarik and Raj searching for where the pacing is 
                                             fast, medium or slow.                                         

Homework is to revise your pacing of your (BLT1.0) and fill up the Author Reflection sheet.

                                                                                 

Class Scribe, November 19th

November 19th, 2014

written by Cata, acting as a class scribe

Do Now

Big LT 3.0: I can write a clear and engaging historical fiction narrative that takes place during Apartheid.

Big LT 3.6: I can create a voice in my writing that is believable for my character.

Agenda:

-Do Now

-Writers workshop

-Writing time

-Peer critique

Do Now: 

In the Do Now, we had to look back into The Noose, and find out what the main character, symbolic object, external conflict, internal conflict, and change were. The formula for finding the change in the story or in the character is: character + conflict = change. After we got  information from The Noose, we shared with our partners and discussed about: What makes up a good plot? and What was The Noose plot outline?

Good job Gabe, Dom, and Rachel discussing, nice plot picture! 

Writers Workshop:

Before we got into writing, we wrote down some restrictions for the summative essay that we were going to write: 3-4 pages, 3-5 scenes, the character has to be your age or a few years older/younger, 1-2 days, avoid Disney ending (good endings), and Apartheid's effect on your character. Then, we began brainstorming some ideas we wanted to write about. Don't forget to use who, where, what, when, why, and how! 

Writing Time:

Time to work on the summative essay planner sheet! Everyone took time to work on a planning sheet to prepare for the summative essay about Apartheid.

Peer Critique:

Now we shared our planning with our partners to get some feedback from our peers.

Homework:

NO HOMEWORK GUYS!!!

Experts From Apartheid in our Class

Acting as class scribe: Lupe November 17, 2014 Day C

Agenda

• Do Now
• Expert Interview
• Formative Essay

Big Learning Target

-- 3.0
-- 1.0
Supporting Learning Target
-- 3.4
-- 3.6

Today, Ms Vallillo did not come to class, so Mr. Nick substituded her. Before we could start our Do Now, we had our expert interview. The expert, was a teacher from our school, Mr. Ocki Fernandes. He lived during Apartheid, so he helped us get more information that the books and the texts that we read did not have. It was also helpful to see things from his perspective, someone that lived through apartheid, was white, and was against segregation.This interview was really long, it was about 1 hour long, so when we finished, we started with our Formative Essay right away. We had enought time to finish the essay or aleast do most of it. Today, the time flew by, so before we knew it, class was over.

Today, there is no homework!!

Sorry, I cant put Mr. Fernandes' video because the blog wont let me, but if you want it, Please ask!!!

Class Scribe 11/06/2014

Learning targets 

Agenda:

• Do Now 
• writers workshop dialogue 
• writing time 

          We are starting the do now and it tells us to get important dates on the text The Rise and Implementation of Apartheid and write it down. Now we moved on to the writers workshop dialogue paper, since we learned all of the other negative techniques, today we are learning about the dialogue.  Since today was a half day, that is what we did today.

 Homework: Double Entry Journal, One Day Lily due tomorrow

Luísa Pereira acting as the class scribe  

Class Scribe Post / October 28

Oct.28,2014

Agenda:

• Do now
• Mystery piece
• Map analysis
• Close Reading
• Debrief

Big learning targets:

1.0 I can write an accurate historical fiction narrative that shows a sophisticated understanding of apartheid. 

Supporting learning targets:

1.3 I can explain how the white minority gained power in south Africa and how this led to Apartheid.

As normal the class walked in and picked up the DO NOW.  Everyone took there pen and started quickly. When we all finished we turned to the person next to us and started talking about the questions. 

After the Do Know we opened this document called Writing toolbox. In there we had to say what is sensory detailes and Why do Strong writers use it? We had to do the same thing for Spatial transition.  We also wrote some learning targets that related to this word.   

When we finished we Talked about two pictures who were on our desks. The two pictures had the continent of Africa on them. We had to talk about two questions on those images. One was What do you notice the other one was What is this map of?When we finished talking we passed another sheet. We analysed our thoughts. Then we talked about three other pictures. When we finished talking about these photos we analysed them.

Karishma and Takuma Talking about the photos.










Then we started the new activity that was in front of us. We started an activity called Close reading. We past a reading that had three reading. One was The original People of South Africa another one was European Colonization the last one was titled The mineral revolution. There were two groups A and B. A had to read the first page and B the second page. We had to read the reading and gist all the paragraphs.

HW is to complete the Gists if you have not completed them and read the Noose and the Double Entry journal which is due Friday Thats all!!