Class Minutes: March 9, 2010

Because Mrs. Wall is in Mexico, we have a subsitute, Ms. T. Our sub introduced imagism, a poetry movement that took place in the early 1900's in the United States and England. This type of poetry draws traditions from Japanese Haiku, focusing on precise words and concrete details to describe the poem's subject. They allow the words to speak for themselves; to speak for the images presented. These poems are straightforward and precise with a deeper meaning. We read "The Red Wheelbarrow," by William Carlos Williams, as well as "In a Station of the Metro," by the same poet, and "The Lonely Land," by A.J.M. Smith as examples. We were also asked to choose crayons from a box and write imagist poems based on the colour of our crayons. Then, we wrote the poems on a large poster in the same crayon, and Ms. T stapled it to the wall.

Class Minutes, Wednesday, March 3rd

We discussed the characteristics of sentimental vs. authentic writing. We read sample poems and discussed their strenghs and weaknesses, classifying them as either sentimental or authentic. Then, students selected a sentimental greeting card caption and recreated it by writing an authentic poem. The poems where then exchanged and your partner read your poem and completed the peer response form.

Class Minutes, Monday March 1st

Today we started a poetry unit with a look at some humorous analogies. Then we wrote 5-10 sniglets, sharing our favourites with the class. We ended by writing a response to a synectic in the form of a free verse poem, which was handed in at the end of the period.

Class Minutes, Thurs. Feb. 11th

Today the Children's picture books and alternate drafts were collected. Arlyn and Tomasz volunteered to read their stories to the class. Thank you. Then, we watched "Horton Hears a Who," listing the elements that make the film appealing to a young audience.

Class Minutes, Tues. Feb. 9th

Today the class drafted their last picture book ideas: Home Strange Home or I Can Smell A Criminal Thousands of Miles Away. 3 drafts and finished product due Thurs.

Class Minutes, Fri. Feb. 5th

In class we worked on our second idea for a children's picture book- a cause and effect story based on "The Day Jimmy's Boa Ate the Wash." Instead of a storyboard, students completed and flow chart.

Class Minutes, Wed. Feb. 3rd

Today we handed in our feature organizer and started our picture book mini-unit. We were given a criteria checklist for our story. In the next four classes we will be drafting storyboards in response to different picture book prompts/ideas. One of these storyboards will be developed, published, and submitted for assessment based on the checklist on Thurs. Feb. 11th. Today, our prompt was to parody the picture book Mrs. Wall read to us, "Alexander and the Terrible, Horrible, No Good, Very Bad Day".