- Check your grade in Edmodo (edmodo.com). Click on “Grades” at the top. You should see an option for your class - if you don’t, you need to join the group. If you DO NOT have a grade, you need to fill out the google form at bit.ly/tmimastery. If you see a grade that is incorrect or not entered (a few of you need to show me your work from “Hero” to get the 5th grade in there), see me.
- We checked out Their Eyes Were Watching God and filled out this form.
- We continued our work on definition essays, and then traded and offered comments/revisions on the other student's essay. You will revise your essay based on their feedback and post it as a comment to your original blog post on kidblog.org. It is due Tuesday (you will not have time in class to work on it)
- We completed the BWP Google Form (if you haven’t done it yet). Your first project is due on October 3rd/4th (depending on which day you have my class)
- We started working on the “Snapshot of a Redwood Learner” (it’s the last thing on the playlist, found at bit.ly/transformcommunity). It is a collaborative assignment (i.e. you must have a partner) and must be completed by Thursday, 27 September.
We worked on this topic, and has a Socratic Seminar. If you were absent, you should prepare to talk about question 4.
Also, you will need to revise your essay based on the peer feedback you received and post it as a comment to your original blog post on kidblog.org. It is due Tuesday (you will not have time in class to work on it).
Language of Humour:
We continued our work on the collaborative Style Alike Essay. Then students traded essays with another group and added comments to help revise the ideas, structure, and humour.
See the list at the bottom for what I'm checking on Tuesday.
We read and highlighted examples of humour in Shiner from the toolkit (posted in the last blog post). Here is the mastery task (individual, not group answers):
1. Which element from our toolkit was most important to the humour in "Shiner"? Give two specific examples of how that element is used, and how that element contributed to the humour in the story.
Then we watched (or tried to watch) "Awesom-O". When that didn't work out so well, every student was directed to watch a 30-minute comedy show and complete the following question:
2. Which element from our toolkit was most important to the humour in the episode? Give two specific examples of how that element is used, and how that element contributed to the humour in the episode. Make sure to give the title of the series and episode for what you watched.
The following assignments will be checked on Tuesday in class:
- Shiner and Awesom-O Mastery Task (6th period - we will complete this on Tuesday)
- BWP Google Form
- Style Alike Essay #1 (Child Called It Rewrite)
- Peer Feedback/Revision of Style Alike Essay #1
- Blog Post #1 (On the topic: What is humour? Give examples of what you find funny with at least three shows/stories/etc. and why they are funny to you.)