Rachel Safdié as Class Scribe

        Agenda:                                                         

• Do Now
• Poem 4
• Drafting Time

           Today we started doing the Do Now, the Do Now was about poem techniques and about a poem that we read yesterday "Triangle Fire Poem" Here is a video of the Do Now that shows everybody working on their poems and creating and finding new techniques to right a very good poem.

        After the Do Now, we started to work with them poem and thinking of ways to improve it. After all, we had some drafting time to think about the ideas that we could brainstorm of and put in the poem in a very good way.

        

Drafting, Drafting, Drafting...

Agenda:

• Do Now
• Poem 4
• Drafting time

Today was another normal day. We piked up and started the Do Now. In our Do Now we had go to our Humanities folder and open the document called "Triangle Fire poem". We had to skim through our pre-writing. It was the information that you found about your character last class. Link to see the list of victims. We had to think about what poetic techniques we had not tried to use yet that might fit with the tone of your poem. We had to jot down some ideas about what poetic techniques you would like to try to use. Then we had to check in with a partner.

After this we had time to improve our poem. When we thought that we were done with the poem. We could move to start drafting (Draft of the triangle shirtwaist fire). This took the rest of the class.



HW: No homework!!
That's all I have to say
                                                       

                                                                             Tarik and Raj working on there poem

Class-Scribe 3/12/15

          Agenda

• Do-Now
• Pre-Writing
• Mind Map
• Outline
• Evidence 
• Drafting

Big learning target 1.0: I can evaluate the extant in which industrialization benefits societies

by analyzing from a variety of sources.

Supporting learning target 2.2: I can cite textual evidence to support my ideas.

First we started like any other day with the do-now. On the do-know we had to answer in one sentence why you want the reader to know the significance of the  triangle shirtwaist factory fire. Then we had some time to organize our writing. The once we finished that we went over it as a whole class.

Next we had to go back in to our folder and find anything that could be evidence for our writing. Once we found some evidence we went over all of them as a class. 

Jae and Lucas working to find evidence.

Next we had to look for evidence and added it to our mind-map and draft. Then we had a while to work on this and try to find some evidence. After around 20 minutes we checked in with a partner.

When we checked in with partners I heard a lot of good discussions. I also heard some clarifying questions about people's evidence. Next we had the last little bit of class to add find evidence and add it in.

Our readings we can use for evidence.

Class Scribe: March 12th

written by Cata, acting as class scribe
Big Learning Targets: 1.0 I can evaluate the extent to which industrialisation benefits societies by analysing evidence from a variety of sources
Supporting Learning Targets: 2.2 I can cite textual evidence to support my ideas
Purpose: To improve our journalising pieces.
Agenda

• Do now
• Pre writing: mindmap, outline, evidence
• Drafting

Do Now

Nic, Verdi, and Arthur looking for evidence

Today's do now was talking about the purpose in writing the articles and forwards about the Triangle Fire. The first question was, in one sentence, what do you want your reader to know about why this factory was significant? Then you had to go to the document called Outline of RAFT - first name last name and your Mind map. Take out some time to organize your writing into an outline that includes the features we decided to include. We took some time to share with our partners what we had written on the do now. On the do now,  wrote 5 things that you needed to find evidence of:

1. examples of owners not carrying about safety
2. examples of bad working conditions
3. examples of how women's rights were fought for
4. examples of ways the labour unions affected the owners and factories
5. examples of how workers reacted to the fire
6. examples of how fire changed history and society

Before we started the pre writing, we looked for important readings that would help with the writing of the articles and forwards of the Triangle Factory.

Pre Writing

Now we started looking for evidence that would help visualize the articles and forwards. Once we did that, we started brainstorming ideas for the articles and forwards we are going to write.  Everyone was working hard when we were looking for evidence.

Dominik, working on his writing

Drafting

Once we finished brainstorming our ideas, we began drafting the articles and forwards. 

Home work:
Read chapters 23-25 and fill out the double entry journal.

Class Scribe

Class Scribe by Luísa Pereira 

Date: 03/02/2015

Agenda:

Do now

Quiz Quiz Trade

Workshop: Discussion Questions

Do Now

• model
• practice
• independent

Share and evaluative questions

Intro to socratic seminar 

Big learning targets:

5.0 I can participate in high quality, text based discussions with diverse partners. 

1.0 I can evaluate the extent to which industrialisation benefits societies by analysing evidence from a variety of sources.  

Guiding question:

How does industrialisation benefit and harm society? 

    As always, we started with the Do Now. Today’s Do Now was about deeper and critical questions and clarifying questions. 

    Next we moved on the quiz quiz trade which is when people get a word and quiz each other and trade, but if the person gets the definition wrong they put a tally mark on the wrong section of the paper. 

    After that we are moving into discussion questions and we met with a partner to identify what is a good sentence starter, if you don’t know how to. 

    Finally, we are asking clarifying, critical and deep question about a picture. We are reading a text about the Triangle factory fire and asking clarifying and critical/ deep questions about the text. 

Homework: 

Boys without names Ch. 15-18 and double entry journal. Due tomorrow. 

Rachel's Class Scribe Post ♥

♥ Agenda: ♥                                                                                 ♥ Homework ♥

• Do Now                                                                       The homework due today was 

• Add to Poetry Toolbox                                                 Chp 10-14 + Double Journal

• What is it?

• Technology behind the revolution

• Debrief

              TODAY WE STARTED WORKING WITH THE DO NOW AS ALWAYS AND IT WAS ABOUT SIMILES, METAPHORS, PERSONIFICATION AND FIGURATIVE LANGUAGE. tHIS IS A VIDEO THAT SHOWS EVERYBODY WORKING HARD AND PAYING ATTENTION ON THE WORK SHEET (DO NOW) TO GET EVERYTHING CORRECTLY FOR OUR DISCUSSION IN PARTNERS AND WITH THE CLASS THAT WE DO AFTER THE DO NOW. 

AFTER SOME TIME, WE ENTERED OUR POETRY TOOLBOX ON THE GOOGLE DOCS. WE TALKED ABOUT THE THINGS WE COULD ADD THERE. HERE IS A VIDEO THAT SHOWS WHAT WE DID AND WHAT WE TALKED ABOUT.

        I LIKED THE WAY THAT EVERYBODY SHARED WITH THE POETRY TOOLBOX IN CLASS. I LIKED THE WAY A LOT OF PEOPLE PUT THEIR HANDS UP TO ANSWER SOME QUESTIONS. WE PUT THE EXAMPLES AND THE WHY WE USE THAT AND MS. V EXPLAINED A LOT AVOUT WHY WE USE FIGURATIVE LANGUAGE BECAUSE IT IS VERY IMPORTANT. EVERYBODY WAS COPYING, SHARING, GIVING COMMENTS AND ALSO ASKING QUESTIONS. I WAN'T TO SAY THAT NINA AND JAE WON DID A GREAT JOB ON SHARING AND ASKING QUESTIONS, GOOD WORK!

      

        

The class were we started saying about the paragraphs of poem's

• Do Now
• Poem # 4
• Close Read # 3 (continued) 
• Jigsaw 
• Cause + Effect Chart

We first started with our Do Now as usual and we did it is about Stanzas that is a new thing about poem's. When the time was up Ms.Vallilo told us to join with our groups to talk about the Do Now and after the time was up she told us read the poem Nothing Gold Can Stay. When the time was up we our teacher told us to Ms.Vallilo told us to talk about the poem and lots of the students talked lots of things.

                          Here is the class talking about the poem Nothing Gold Can Stay

After the time was up of talking about the poem Nothing Gold Can Stay.  Then we worked on our second poem that is the poem each student in the class is doing. After the time was up on each student of the class working on their poem Ms.Vallilo said for the students to come back to their desks, because when it was time for each student to work on their poems Ms.Vallilo let they sit anywhere they wanted. Then she told us to read the text of industrialization. Then Ms.Vallilo told us to stop reading, because the class time was ending. 

Homework

Finish reading Chapter 9 of Boys without Names and do the Double entry Journal. 

Class Scribe 2/11/15

        Agenda            

• Do-Now
• Peer Cheek In
• Cartoonify Tableaux
• Image Analysis
• Close Reading #3

Big Learning Target: I can write a poem in which I make effective choices based on my audience, purpose and message.

Supporting Learning Target: I can use Juxtaposition symbolic imagery in my writing. I can use strong verbs to enhance my description.

First we started with the Do-Now. We had where given time to brainstorm our poem and start writing it. The poem that we are making is about an object that we chose last class or that is in the poem we wrote. We need to add in our poem strong verbs, we need to add all the 5 senses, add in juxtaposition and we need to play around with words. Next we got to check in with a partner and receive feedback.

Once we finished we got to cartoonify our pictures. We got blank pieces of paper and our pictures of us explaining pre-industrial industries. To cartoonify our pictures we made speech bubbles, thought bubbles and more. We got around 20-30 minutes to do this. When we finished we handed in our finished pictures. Then We showed all of the pictures up on the board.

After we finished that we got to do an image analysis. We got 2 images on our desk and with our partner we had to try to find out what it meant. While we did this I went around and heard a lot of great discussions. Once we finished talking with our partner we went over it as a class.

This is image 1.

This is image 2.

Next we did our third close reading. When we got the paper we each got sections of the reading that we needed to read. Once we got to the page that we would read we asked three questions using what we know already knew. Once we asked the three questions we had to read the first paragraph and then gist.

For homework we need to read chapter 9 of Boys Without Names and do the double entry journal.

Class Scribe: Feb. 10th, 2015

posted by Cata, acting as class scribe

Agenda:

• Do Now
• Lit Circle Quiz #3
• Lit Circle #3
• Debrief
• Poem #2

Big Learning Target 3.0:

- I can write a poem in which I make effective choices based on my audience, purpose, and message.

Supporting Learning Targets 3.0:

- I can juxtapose symbolic imagery in my writing.

- I can use strong verbs to enhance my description.

Do Now:

Take the poem Skyscraper and do a third reading of it. This time, notice what poetry tools the author is using. Analyse...

1. Strong verbs that clearly describe something. Instead of walk you might use a stronger verb such as amble, meander, wander, stumble, hurry, gallop. Circle place in the poem where Carl Sandburg uses strong verbs.

2. Highlight and annotate moments you see the following poetic tools. Create a key with different colours and symbols you are using to mark up your poem. 

        a. Alliteration

Nic and Gabe working on their quiz

        b. Onomatopeia

        c. Nonsense Words

        d. Rhyme

        e. Repetition

3. What are moments in the text where Carl Sandburg juxtaposes two unlike things? Cite evidence from the text. Why does he do this? What effect does it have? 

Lit Circle Quiz #3:

Everyone took out their computers and filled out the Socrative quiz. Nic and Gabe, good job on staying on topic and quiet while we are doing the quiz.

Isa, Balti, and Matt in their lit circle

Lit Circle #3:

Today I observed Isa, Balti, Matt, and Verdi's group. Overall, every group did a good job in using evidence from the book. Our homework due today was to read chapters 7-8 and fill out the double-entry journal. If we want to improve as a class, everyone has to bring their book to the lit circle and chip in with information.

Debrief:

Now everyone took their time to write down the score they think their group got today, why, and how they can improve. Right after, we organised our 

Poem #2:

working on the poems

Now we began creating a new poem in which the topic was about an object Ms. V highlighted in your previous poem. We kept on working until the end of class.

Homework:

There is no homework, but if you want to read ahead, chapter 9 with the double entry journal is due Friday.

Class Scribe: Luisa Pereira

Agenda:

• Do now
• Quiz Quiz Trade 
• Raft #1: Collect Evidence 
• Writing Time 
• Debrief 
• Preparing for Lit Circles 

Big Learning Target 1.0 

I can evaluate the extent to which industrialization benefits societies by analyzing evidence from a variety of sources. 

Guiding questions: 

How does  industrialization benefit harm societies?

How can writing create change? 

               We started of with the do now which is about journalism, then we started the quiz quiz trade. After quiz quiz trade we pulled out our Rise Of Industry which talks about what happened March 25 1911 in The Triangle Factory, New York and highlighting the most important things in the text. 

          Now we are talking about paraphrasing and quotes, one student said that paraphrase is when you put a piece of text in your own words. Another student said that a quote is when you use the exact words of a texts in your writing and use quotation marks to show what was the quote. 

   We are now starting to write our RAFTS: Triangle Shirtwaist Factory Fire we have to choose if you want to write about 

You are a journalist, and you are writing an editorial that commemorates the 25th anniversary of the Triangle Fire.  Some of your readers do not remember the significance of the tragedy.  In your editorial, explore the historical, political, and/or cultural significance of the fire. Or You are an art historian whose specialty is early 20th Century American photography.  You have been asked to write a Foreword to a book of photographs depicting the Triangle Factory Fire.  The purpose of this book is to capture the significance of the event and its impact on the American Labor Movement.  Consider the photographs included in the gallery, and write a Foreword that illustrates how these images forcefully portray the Triangle Fire event.  

Homework: Boys Without Names chapters 1-3 and do the Literature Circle 1 paper.

Class Scribe:Rachel Safdié

Agenda:                                              Homework:

• Do Now                         Bring in "Boys With no Names"
• Gallery Walk
• Close Read
• Debrief

          Today we started with the do now. It was about what we thought, saw and wondered about a picture.  After we finished, we had a discussion about the picture and shared with the partners and with the class what we thought that picture represented. On the do now, we also asked a lot of questions about what the image meant or what was the message that it wanted to tell us.

          After the discussion(s) we started our gallery walk. The  gallery walk is when we have a paper and we walk in the class to read texts and see images that are spread out in the class. We write down everything that we learn, and after we share with the class our learning.

                   After the gallery walk, we talked about what we learned and what was the  main "theme" of the images and texts that we saw around the class. We discussed and talked about what we noticed on the images and the writings. We also had questions about what each thing meant. We also related the images from the gallery walk to the images from the do now.

            Then, we started to do the debrief. The debrief was generally asking for you to write a summary of what we saw today and asked what we think that happened, how, when and why. Some answers we had discussed with the class, and we just needed to put in our own words and give an opinion.