This Week

This week we are working on some work for Act One - Romeo and Juliet.  All of this work is due for the Monday right after the break.  We are also working on our book projects - reading our books.  All of the books need to be read for Monday, May 2nd.  Students will have two classes after the break - in the computer lab to work on their Power Point presentations.  Presentations are due Thursday, May5th.

Romeo and Juliet

Today we read to the end of Act One Scene Four and it was absolutely enjoyable!!!!  We will continue reading next week, and we will finish off some quotes and questions.  Hopefully we can finish the novel before EASTER!!!!!!

Possible Questions for Deeper Understanding:

• Why do people need each other?

• What does it mean to be a loyal and true friend?

• What does it mean to belong and be loyal to our family?

• What does it mean to be in love?

Book Project

Grade Nine Book Project

Due Date: Monday, May 5^nd

You must create a Power Point that has a minimum of 20 slides that represents your book.  You must include captions and pictures on each slide.  You can represent and talk about the novel in any way: plot, characters, point of view, setting, theme, mood...  There is no expectation to cover everything, except the audience must understand the entire novel.  There is an expectation to RESPOND to the novel.  What are you feelings about the topic; how can you connect to the novel; can you learn anything from the novel...  You can refer to our reader response questions.

Power Point

/20       slides and overall content on each slide

/5         creativity and overall appearance

/5         covering what happened in the story

/5         grammar, spelling

/5         responding to the story -

Presentation

/5         volume

/5         expression

/5         fluency and eye contact

Total

/55

Compose and Create (CC) Goal 2 Representing, Speaking, and Writing Assessment and Evaluation Criteria Holistic Rubric
Level 6	The visual, multimedia, oral, or written composition is original and insightful. (Product is well-crafted, fully developed, and appropriate to purpose and audience. The student demonstrates confident control of the language elements of composition and presentation. Planning is evident, and the composition or presentation comes together as a secure whole. The few errors in mechanics are likely the result of risk taking.)
Level 5	The visual, multimedia, oral, or written composition is clear and thoughtful. (Product is fully developed and appropriate to purpose and audience. The student controls the language elements and techniques effectively. Planning is evident and the composition seems complete. The few mechanical errors do not impede communication.)
Level 4	The visual, multimedia, oral, or written composition is clear and straightforward. (Product is adequately developed, appropriate to purpose, and shows some awareness of audience. The student demonstrates control over the language elements and techniques. Planning identifies main ideas. Minor errors, though noticeable, do not impede audience understanding.)
Level 3	The visual, multimedia, oral, or written composition is satisfactory but unrefined. (Product is understandable but uneven in its development. It maintains the purpose on a basic level, but may not show awareness of audience. The student shows a basic control over the language elements and techniques. Some errors in mechanics may impede understanding.)
Level 2	The visual, multimedia, oral, or written composition is limited and over generalized. (Product demonstrates uneven/uncertain control over the language elements relative to the purpose. It may not show awareness of audience. The student shows some control over the language elements and techniques, but attempts at complicated or sophisticated structures and variety results in awkwardness and/or obscured meaning. Less than adequate planning results in inconsistent development. Frequent mechanical errors impede understanding.)
Level 1	The visual, multimedia, oral, or written composition is unfocused and unclear. (Product is difficult to follow. The purpose is unclear, and the subject may be off topic. Evidence of planning is absent. The composition shows an uncertain grasp of the basic language elements relative to the purpose. Sentences are incomplete, run-on, or simple

Questions to Consider While Creating Your Presentation:

About what am I speaking, writing, or representing? Who is my audience (to what person or group of people am I trying to communicate)? What is my purpose (what do I want to achieve)? What register and tone would be appropriate (what level of language should I use and what “voice” should I assume)?

What form should this take? Is this the right form to communicate my message? Is my text effectively and logically organized? Does each section/paragraph begin and end effectively? Does my text use a consistent point of view? Does my text use effective transitions and connections?

Are all sentences clear, complete, and with varied beginnings? Have I used a variety of sentence types (e.g., exclamations) and sentence structures (e.g., S-V, SVO, and S-LV-C)? Have I created sentences of varying length? Have I used co-ordination, subordination, and apposition to enhance my communication? Are there any sentence fragments or run-ons? Does each verb agree with its subject?

Are my word choices vivid? Have frequently confused words been used correctly? Have I used qualifiers effectively and appropriately? Have I noted the denotative and connotative meaning of words and used them effectively? Are my pronoun references correct? Have I avoided double negatives?

How could I clarify or enhance my communication using other elements such as graphics, colour, sound, movement, or props? How can I make this more interesting? More effective? Are my accompanying visuals and other media appropriate? Did I use legible handwriting or appropriate fonts?

Have I included everything I want to say? Do I need to add any other information? Are there enough details? Do I need to take anything out?

Is the writing interesting?

Does the writing achieve the purpose? Are there unrelated ideas that distract the listener, reader, or viewer?

Do I have an introduction?

Is my main idea clearly developed and supported?

Is my order clear?

Are the ideas and details arranged in an effective order?

Are the connections between ideas and sentences clear?

Do I have a good ending?

Are my sentences clear and complete?

Do my sentences read smoothly?

Is the sentence structure varied?

Do the subjects and verbs agree?

Does my language fit the audience and purpose?

Have I used the best words?

Have I used any words too many times?

Have I left out any words?

Are my words spelled correctly?

Did I proofread for capitalization and punctuation?

Is it audible?

Is my polished draft legible?

Is the layout clear?

What is the part that I like best?

Does it say what I wanted it to say?

Does it have a clear form?

Does it make sense? Is it interesting?

Does it give the intended reaction?

Is it clear and easy to understand? Is it appropriate for my purpose and audience?

How can it be improved?

What could I do next?

What does quality speaking, writing, and other forms of representing look and sound like?

Is my presentation ready?

In what context (situation) will my listeners, readers, or viewers engage with my text?

How will this context affect its presentation?

What is the listeners’, readers’, or viewers’ response?

What worked well?

What would I try next time?

What lessons have I learned from this experience?

This Week

Report Cards for grades 9-12 will be sent home on Wednesday this week and Grade 9 ELA students will receive an updated mark sheet today.

We are continuing to read Romeo and Juliet this week!!

William Shakespeare

Today we worked on a love and loyalty question sheet, and then a few questions regarding William Shakespeare.  Students hung up the book displays and all were expected to be finished.  Tomorrow students need to hand in their parts of speech booklets, and Wednesday they have a reader response letter due.

Tomorrow we will listen to some book assignments and we will begin reading the prologue of Romeo and Juliet.