Yes, you need your Guiding Notes every class!
Raz-kids due 23rd October.
3rd September 2024
Hey there!
It’s great to have you guys back in class again, and I’m looking forward to our year together.
Here’s a rundown of what we did today:
I began the class by asking you the following question:
Ever read something and realize that you have no idea what you just read?
Some of you raised your hands. When asked why, you said that you didn’t understand the level of language that was used. Understandable. That’s how I feel when I read legal writing and how Shane feels when he reads philosophy.
Next, we reviewed active reading skills, and you all groaned. BUT! You will need to use them more than ever this year. It will be so much easier to understand the stories and complete the work if you practice active reading skills. You wrote them down in your notes in the back of your Guiding Notes. If you didn’t finish, here’s the slide:
Hey there!
It’s great to have you guys back in class again, and I’m looking forward to our year together.
Here’s a rundown of what we did today:
- Raz-kids passwords were distributed. If you lose your login, let me know ASAP.
- You were given a copy of No Talking as a GT Reader. Please keep this at school.
- We began unit 1 in the guiding notes.
I began the class by asking you the following question:
Ever read something and realize that you have no idea what you just read?
Some of you raised your hands. When asked why, you said that you didn’t understand the level of language that was used. Understandable. That’s how I feel when I read legal writing and how Shane feels when he reads philosophy.
Next, we reviewed active reading skills, and you all groaned. BUT! You will need to use them more than ever this year. It will be so much easier to understand the stories and complete the work if you practice active reading skills. You wrote them down in your notes in the back of your Guiding Notes. If you didn’t finish, here’s the slide:
Remember when we talked about reading something you didn’t understand? Let me present you with allegory. An allegory is a work of art, whether a painting, sculpture, poem or story, that has a deeper hidden message embedded in a system of symbols. Put simpler, it’s a it’s a deeper meaning in a story or work of art that is shown through symbols that the reader must figure out. Let’s not confuse allegory for a fable though. Fables are short stories that have a moral, a lesson learned, which usually comes at the end. You learned about them last year from Ms Genie. To review fables, we looked at a picture of The Dog and His Bone on p.2. It didn’t take long for you to remember the fable and understand what the moral is. Jayden said, “Don’t be greedy.” Good. Liv said, “If you’re greedy, bad things can happen.” Good! Shane said, “If you’re greedy, you can lose everything you have.” Good! We could also say be happy with what you have. This was a really good discussion. Thanks!
As we talked about, allegories use symbols to tell the meaning, so we looked at a picture on p.1.
As we talked about, allegories use symbols to tell the meaning, so we looked at a picture on p.1.
This was another great discussion when I asked you about the symbols you see and what you think they mean:
The general ideas of this picture is that peace is better than war and after war comes peace. Fantastic work!
Your homework for tonight is to complete the vocab study on p.2. Please bring these back tomorrow so I can mark them. Remember, I will be at the Mong Kok campus on Mondays and Thursdays.
See you on Friday,
Mr. Marler
- A dove – peace
- The sun – new life, a new day, a new start
- Arrows – war
- A broken sword – the ending of war, start of peace.
The general ideas of this picture is that peace is better than war and after war comes peace. Fantastic work!
Your homework for tonight is to complete the vocab study on p.2. Please bring these back tomorrow so I can mark them. Remember, I will be at the Mong Kok campus on Mondays and Thursdays.
See you on Friday,
Mr. Marler
30th May 2024
Hey, how’s it going? So, this week will be a little different than planned, as I mentioned in class.
In order to finish up on time and still have some time for revision, we need to motor on ahead a little faster than planned. On the bright side, we have finished everything except for the continuous assessment.
Today, we split up our double lesson.
Our first lesson was spend working on your writing exercise for Unit 4, where you describe the mountain that you wrote a poem about last term. We went over the instructions, and then you began to write a short descriptive passage that vividly describes that mountainside. You should also be sure to use the following literary devices: descriptive adjectives, verbs, and nouns, as well as personification and hyperbole. You can use others as well! Just because I don’t tell you to use them doesn’t mean you can’t.
In the second part of our lesson, we went over the instructions for the continuous assessment writing project. As you know, it’s worth 10 marks of your English grade. For this assignment, you’ll use descriptive language and dialogue to write about a new room in Wonka’s Chocolate Factory. Think back to the story. He has many rooms. Each room has a specific purpose, and it seems like there is always something that can go wrong, especially for the guests who don’t mind his instructions. You can get creative with this! Also, don’t use something from the story (or movie).
In class, you began your storyboard, where you drew your characters and the situation, including what they say. Here is where you will focus on the situation, plot, and spoken interactions that create tension. Consider the tension with the guests and Mr. Wonka when they are in the room. You can always refer to the story if you need an example.
After you storyboard, you can start your first draft. You should make sure that your narration and dialogue are properly formatted, and they work together to reveal the characters’ personalities. At this time, you don’t need to worry too much about perfect grammar or spelling at this time. Remember to use lots of descriptive words and imagery as well.
Please don’t forget to use dialogue to show tension!
Please return your Guiding Notes Friday so I can mark p. 36. I will return them before you go home so you can continue to work on your continuous assessment.
I will mark your first draft on Monday and Tuesday, and then we will have our 1-on-1 sessions next week so I can give you feedback. I’ll assign the final draft over the weekend.
Due Dates:
1.GN p. 36 due 31/5
2.GN p. 40-41 due 3/6
Please don’t forget your Guiding Notes and remember to DO your work.
PS – I can’t wait to read about the Chocolate Law.
See you next week.
Mr. Marler.
Hey, how’s it going? So, this week will be a little different than planned, as I mentioned in class.
In order to finish up on time and still have some time for revision, we need to motor on ahead a little faster than planned. On the bright side, we have finished everything except for the continuous assessment.
Today, we split up our double lesson.
Our first lesson was spend working on your writing exercise for Unit 4, where you describe the mountain that you wrote a poem about last term. We went over the instructions, and then you began to write a short descriptive passage that vividly describes that mountainside. You should also be sure to use the following literary devices: descriptive adjectives, verbs, and nouns, as well as personification and hyperbole. You can use others as well! Just because I don’t tell you to use them doesn’t mean you can’t.
In the second part of our lesson, we went over the instructions for the continuous assessment writing project. As you know, it’s worth 10 marks of your English grade. For this assignment, you’ll use descriptive language and dialogue to write about a new room in Wonka’s Chocolate Factory. Think back to the story. He has many rooms. Each room has a specific purpose, and it seems like there is always something that can go wrong, especially for the guests who don’t mind his instructions. You can get creative with this! Also, don’t use something from the story (or movie).
In class, you began your storyboard, where you drew your characters and the situation, including what they say. Here is where you will focus on the situation, plot, and spoken interactions that create tension. Consider the tension with the guests and Mr. Wonka when they are in the room. You can always refer to the story if you need an example.
After you storyboard, you can start your first draft. You should make sure that your narration and dialogue are properly formatted, and they work together to reveal the characters’ personalities. At this time, you don’t need to worry too much about perfect grammar or spelling at this time. Remember to use lots of descriptive words and imagery as well.
Please don’t forget to use dialogue to show tension!
Please return your Guiding Notes Friday so I can mark p. 36. I will return them before you go home so you can continue to work on your continuous assessment.
I will mark your first draft on Monday and Tuesday, and then we will have our 1-on-1 sessions next week so I can give you feedback. I’ll assign the final draft over the weekend.
Due Dates:
1.GN p. 36 due 31/5
2.GN p. 40-41 due 3/6
Please don’t forget your Guiding Notes and remember to DO your work.
PS – I can’t wait to read about the Chocolate Law.
See you next week.
Mr. Marler.
23rd May 2024
Hello,
This week, we started Unit 4 – Charlie in the Chocolate. During this unit, we will focus on descriptive writing. All those literary devices you’ve learned this year – you’ll use them all now! Descriptive writing is a way of using words to create a picture in someone's mind. It's like painting a detailed picture with words instead of colors. When you read a descriptive passage, it's almost like you can see, hear, smell, taste, and feel what the writer is talking about.
First, we reviewed what makes language descriptive. You were able to give me most of them before showing you, so you have comprehended them well over the school year. I’ll leave the list and examples below (Thanks, Mr. du Preez).
Hello,
This week, we started Unit 4 – Charlie in the Chocolate. During this unit, we will focus on descriptive writing. All those literary devices you’ve learned this year – you’ll use them all now! Descriptive writing is a way of using words to create a picture in someone's mind. It's like painting a detailed picture with words instead of colors. When you read a descriptive passage, it's almost like you can see, hear, smell, taste, and feel what the writer is talking about.
First, we reviewed what makes language descriptive. You were able to give me most of them before showing you, so you have comprehended them well over the school year. I’ll leave the list and examples below (Thanks, Mr. du Preez).
Next, we revised some of the literary devices you learned this year. The main four were personification, hyperbole, and descriptive nouns and verbs.
Personification is when we give human qualities to non-human things. It helps us make our writing more interesting by making objects or animals seem more alive.
In your Guiding Notes, I asked you to fill in the blank for a sentence to describe the sound of the thunder. Of course it’s loud and goes bang!, but what human-like feature can it ‘do’?
Descriptive verbs are special because they help us show actions in a more detailed and exciting way. Instead of saying, "She ran," we can use descriptive verbs like "dashed," "sprinted," or "bounded." These words give us a clearer picture of how someone is moving.
I wrote down three verbs, and I asked you do give me better words to replace them to make them more exciting
Jump: hop, leap, spring
Knock (on a door): bang, pound, beat
Stare: glare, gaze, look (remember from The Lad)
Then, I asked you to write three other descriptive verbs in your Guiding Notes for the word eat.
Descriptive nouns are special because they provide more details about the noun they modify. The first line in the passage from Charlie and the Chocolate Factory reads: “An important room, this!” The word important enhances the clarity of the sentence by providing more details about the room. Next, we read the first paragraph from the text, and searched for descriptive nouns. When you found them, you wrote them in your Guiding Notes.
Hyperbole is a literary device that involves exaggeration for emphasis or dramatic effect. It stretches the truth to create a more intense or exaggerated description. Writers often use hyperbole to evoke strong emotions or to emphasize certain qualities of the subject. For instance, "The suitcase weighed a ton" exaggerates the weight of the suitcase to emphasize its heaviness. It’s comparing the weigh of a suitcase to 2,000 pounds. I asked you to draw a picture of the hyperbole ‘I’m so hungry I could eat a horse’ in your Guiding Note.
Here is the rap song about hyperbole if you’d like to watch it again:
Personification is when we give human qualities to non-human things. It helps us make our writing more interesting by making objects or animals seem more alive.
In your Guiding Notes, I asked you to fill in the blank for a sentence to describe the sound of the thunder. Of course it’s loud and goes bang!, but what human-like feature can it ‘do’?
Descriptive verbs are special because they help us show actions in a more detailed and exciting way. Instead of saying, "She ran," we can use descriptive verbs like "dashed," "sprinted," or "bounded." These words give us a clearer picture of how someone is moving.
I wrote down three verbs, and I asked you do give me better words to replace them to make them more exciting
Jump: hop, leap, spring
Knock (on a door): bang, pound, beat
Stare: glare, gaze, look (remember from The Lad)
Then, I asked you to write three other descriptive verbs in your Guiding Notes for the word eat.
Descriptive nouns are special because they provide more details about the noun they modify. The first line in the passage from Charlie and the Chocolate Factory reads: “An important room, this!” The word important enhances the clarity of the sentence by providing more details about the room. Next, we read the first paragraph from the text, and searched for descriptive nouns. When you found them, you wrote them in your Guiding Notes.
Hyperbole is a literary device that involves exaggeration for emphasis or dramatic effect. It stretches the truth to create a more intense or exaggerated description. Writers often use hyperbole to evoke strong emotions or to emphasize certain qualities of the subject. For instance, "The suitcase weighed a ton" exaggerates the weight of the suitcase to emphasize its heaviness. It’s comparing the weigh of a suitcase to 2,000 pounds. I asked you to draw a picture of the hyperbole ‘I’m so hungry I could eat a horse’ in your Guiding Note.
Here is the rap song about hyperbole if you’d like to watch it again:
We had gone over the vocabulary yesterday, and you did a Blooket, so be sure to do the vocabulary page as homework.
Next, I read the text twice as you followed along. With your colored pencils, I asked you to underline each literary device as you found it:
Next, I read the text twice as you followed along. With your colored pencils, I asked you to underline each literary device as you found it:
Before the end of class, we went through some of the comprehension questions. If you followed along and underlined the literary devices, it should be easy to complete. You will need to re-read and refer back to the text as you do the homework.
Homework: GN p. 29-35
See you next week.
Mr. Marler
Homework: GN p. 29-35
See you next week.
Mr. Marler
25th April 2024
Hey there!
Today, we finished up unit 2. We started the class playing the telephone game to review how folktales are passed along orally. It was just as hilarious as I expected. Well done!
In your writing assignment for today, you will need to use anthropomorphism and dialogue to continue the story What Is Trouble? We did a review of anthropomorphism and personification. We had learned this in the first term, but it’s always good to review.
Personification is when you give nonhuman things human-like qualities, such as a cloud crying down rain drops. However, anthropomorphism is when nonhumans, such as animals, display human-like behavior. For example, a taco that can walk and talk. You remember – that GIF I showed in class. Then you guy drew and wrote descriptions of each, which I checked.
Your homework is to finish writing on page 19. Don’t forget to write the dialogue correctly! And if you forgot your GN, please bring them! Don’t get behind.
Homework: GN p.18-19
See you next week.
Mr. Marler
Hey there!
Today, we finished up unit 2. We started the class playing the telephone game to review how folktales are passed along orally. It was just as hilarious as I expected. Well done!
In your writing assignment for today, you will need to use anthropomorphism and dialogue to continue the story What Is Trouble? We did a review of anthropomorphism and personification. We had learned this in the first term, but it’s always good to review.
Personification is when you give nonhuman things human-like qualities, such as a cloud crying down rain drops. However, anthropomorphism is when nonhumans, such as animals, display human-like behavior. For example, a taco that can walk and talk. You remember – that GIF I showed in class. Then you guy drew and wrote descriptions of each, which I checked.
Your homework is to finish writing on page 19. Don’t forget to write the dialogue correctly! And if you forgot your GN, please bring them! Don’t get behind.
Homework: GN p.18-19
See you next week.
Mr. Marler
18th April 2024
Welcome back to another fun-filled day of GT English
Today, we began unit 2 from the guiding notes. This unit, we will explore a folktale. Folktales are a special kind of oral story that have been passed down from generation to generation. They are like whispers that travel through time, from the mouths of our ancestors to our ears today. These stories are a way for people to share their wisdom, traditions, and values with each other.
Think about some of the folktales in Chinese culture. We made a short list of them in class: The Monkey King, The Dead of White Snake, The 10 Suns, The Lost Horse, Dragon Slayer. These stories were also passed down orally from generations hundreds or thousands of years ago, and someone eventually wrote them down.
Although these stories are passed down by generation, it’s important to remember that it’s very possible that folktale have changed a bit at some point. To demonstrate this, we played telephone. It’s always funny how the sentences or phrases change by the time they get to the end. They main idea is usually present, but it is quite altered (changed).
The text we are reading this unit is an old folktale passed down from the times of slavery in the US. Before reading it, it’s important to understand the history of slavery in the US, so we watched a video discussing it.
Welcome back to another fun-filled day of GT English
Today, we began unit 2 from the guiding notes. This unit, we will explore a folktale. Folktales are a special kind of oral story that have been passed down from generation to generation. They are like whispers that travel through time, from the mouths of our ancestors to our ears today. These stories are a way for people to share their wisdom, traditions, and values with each other.
Think about some of the folktales in Chinese culture. We made a short list of them in class: The Monkey King, The Dead of White Snake, The 10 Suns, The Lost Horse, Dragon Slayer. These stories were also passed down orally from generations hundreds or thousands of years ago, and someone eventually wrote them down.
Although these stories are passed down by generation, it’s important to remember that it’s very possible that folktale have changed a bit at some point. To demonstrate this, we played telephone. It’s always funny how the sentences or phrases change by the time they get to the end. They main idea is usually present, but it is quite altered (changed).
The text we are reading this unit is an old folktale passed down from the times of slavery in the US. Before reading it, it’s important to understand the history of slavery in the US, so we watched a video discussing it.
Although slavery is long gone in the US, it’s very important to continue talking about it because slavery is still a problem in the world today. It’s also an important part of US history, but it’s something we should talk about so it doesn’t get repeated anywhere.
After watching the video, we answered and discussed some comprehension questions related to the video.
For a fun way to become familiar with vocabulary you’ll encounter in the text, we played Blooket to help learn the meanings of the words. We played Crypto Hack, and everyone seemed to be hacking Sam-ba-lam. Ha! I was seeing lots of scores in the mid 90s, so I hope you continue to remember the meanings. After it was over, I gave you five minutes to look up and write down the meaning of the words before we read the text.
Next, I read the text to you. During the first reading, I encouraged you to write questions, take notes and pay attention to the dialogue in the story. I read without interruption or questioning. Then, I read it again, but I stopped to discuss and ask questions:
Why does Mr. Rabbit speak with poor grammar?
You told me that speaks with poor grammar because he is uneducated because he is a slave and never had a chance to go to school. It’s also good to remember that just because you are uneducated doesn’t mean you’re dumb, just as it’s good to understand that being educated doesn’t mean you are automatically smart.
What can you infer about Mr. Bear?
An inference is using facts you know and information given in the text to make a conclusion. You inferred that Mr. Bear is a slave owner because he doesn’t have trouble, and his life seems relatively easier than Mr. Rabbit’s.
Although he says he doesn’t have trouble, his trouble isn’t to the extent of Mr. Rabbit’s trouble. It may take him longer to gather food, but he doesn’t have ‘slave’ trouble.
“I know,” Mr. Bear yelled back, “but if I ever catch you, Mr. Rabbit, you’ll be in more trouble than you’ve ever had in your life.”
In this part of the dialogue, it’s clear that Mr. Bear would kill Mr. Rabbit if he ever catches him.
Your homework for tonight is to finish the vocab page on p.13 and finish the follow-up questions on p.17. Well done today, everyone.
See you next week,
Mr. Marler
After watching the video, we answered and discussed some comprehension questions related to the video.
For a fun way to become familiar with vocabulary you’ll encounter in the text, we played Blooket to help learn the meanings of the words. We played Crypto Hack, and everyone seemed to be hacking Sam-ba-lam. Ha! I was seeing lots of scores in the mid 90s, so I hope you continue to remember the meanings. After it was over, I gave you five minutes to look up and write down the meaning of the words before we read the text.
Next, I read the text to you. During the first reading, I encouraged you to write questions, take notes and pay attention to the dialogue in the story. I read without interruption or questioning. Then, I read it again, but I stopped to discuss and ask questions:
Why does Mr. Rabbit speak with poor grammar?
You told me that speaks with poor grammar because he is uneducated because he is a slave and never had a chance to go to school. It’s also good to remember that just because you are uneducated doesn’t mean you’re dumb, just as it’s good to understand that being educated doesn’t mean you are automatically smart.
What can you infer about Mr. Bear?
An inference is using facts you know and information given in the text to make a conclusion. You inferred that Mr. Bear is a slave owner because he doesn’t have trouble, and his life seems relatively easier than Mr. Rabbit’s.
Although he says he doesn’t have trouble, his trouble isn’t to the extent of Mr. Rabbit’s trouble. It may take him longer to gather food, but he doesn’t have ‘slave’ trouble.
“I know,” Mr. Bear yelled back, “but if I ever catch you, Mr. Rabbit, you’ll be in more trouble than you’ve ever had in your life.”
In this part of the dialogue, it’s clear that Mr. Bear would kill Mr. Rabbit if he ever catches him.
Your homework for tonight is to finish the vocab page on p.13 and finish the follow-up questions on p.17. Well done today, everyone.
See you next week,
Mr. Marler
11th April 2024
Hi guys! Finally, we have an uninterrupted double lesson to get something done! We pretty much wrapped up unit 1 today. We have been learning about the importance of dialogue and narration and how they work together to create better stories.
During class today, you learned about storyboarding. Storyboarding is a visual representation of how a story will play out, scene by scene. You can sketch out the characters and setting to give a better idea of the mood and other details. You can also write descriptions of what’s happening and some dialogue.
To prepare for the story you will write, you spent some time in class storyboarding a classroom interaction. It could be something you were involved in or something that took place in class between two other students and a teacher. It’s up to you! You finished in class, and they looked really cool! I’m a terrible artist myself, so I don’t care if they aren’t super beautiful and perfect. It’s alright. I’m more concerned in how you write your story.
Once you guys started to finish up, you began to write your story. Your writing should include tension that is clear through the use of dialogue and narration. You should also follow the dialogue rules on p.6. Especially about starting a new paragraph. I’ve reminded you about this at least four times. I’ve suggested for you to check off that you’ve followed these rules. If you’ve not started a new paragraph each time you’ve started a new dialogue, don’t erase it. It would be better and faster to rewrite it on a page in the notes and write me a note of p.10 to tell me to look there.
When I went around the classroom, you all seemed to start off just fine, and I’m happy with the way you have begun! I can’t wait to read them tomorrow!
Homework: GN p.10
See you next week.
Mr. Marler
Hi guys! Finally, we have an uninterrupted double lesson to get something done! We pretty much wrapped up unit 1 today. We have been learning about the importance of dialogue and narration and how they work together to create better stories.
During class today, you learned about storyboarding. Storyboarding is a visual representation of how a story will play out, scene by scene. You can sketch out the characters and setting to give a better idea of the mood and other details. You can also write descriptions of what’s happening and some dialogue.
To prepare for the story you will write, you spent some time in class storyboarding a classroom interaction. It could be something you were involved in or something that took place in class between two other students and a teacher. It’s up to you! You finished in class, and they looked really cool! I’m a terrible artist myself, so I don’t care if they aren’t super beautiful and perfect. It’s alright. I’m more concerned in how you write your story.
Once you guys started to finish up, you began to write your story. Your writing should include tension that is clear through the use of dialogue and narration. You should also follow the dialogue rules on p.6. Especially about starting a new paragraph. I’ve reminded you about this at least four times. I’ve suggested for you to check off that you’ve followed these rules. If you’ve not started a new paragraph each time you’ve started a new dialogue, don’t erase it. It would be better and faster to rewrite it on a page in the notes and write me a note of p.10 to tell me to look there.
When I went around the classroom, you all seemed to start off just fine, and I’m happy with the way you have begun! I can’t wait to read them tomorrow!
Homework: GN p.10
See you next week.
Mr. Marler
27th March 2024
Welcome to term 3! Only one more term of you all having to sit there and listen to me!
Usually, we would read our GT readers on Wednesday, but we really needed to begin unit 1, as we have a school outing tomorrow and will miss our double. We also missed a double last week.
During this unit, we will focus on Dialogue. You will learn how to use dialogue to make your writing better and how to use tension in your dialogue to make your writing more interesting, making your reader want to know what will happen next.
Dialogue is the talking that characters do. It helps us hear the characters. It also helps us learn more about their characters, such as what type of person they are and their mood. Everything other than the dialogue is called narration. It helps us see the characters and better understand their feelings.
Both dialogue and narration work together to help us hear and see the characters in a story.
After a bit of discussion about dialogue and narration, we took a look at a piece of the story for the unit, Frindle. I read it to you while you followed along. Then, you used your active reading skills to mark the examples of dialogue. Remember, the dialogue is everything being said in the quotation marks.
Next, we discussed new words. Each day, people come up with new words. Some are silly words to describe things, some are words to call new inventions, some are slang for other words. You all use these words, even if you don’t know. Bruh… When I was a kid, we had our own words. Lots of rappers make up their own words. I gave you the example of Snoop Dogg and how he will put -izzle after consonants to make his words… or his wizzles fo’ shizzle.
The final thing we did in class was reading the part of Frindle from the Guiding Notes. Did you notice How I narrated the story? I changed my speech, the tone of my voice and pauses to help you get a feeling for the mood of the story. I also changed my voice to be the characters’ voices (the best that I could) when I read. As you followed along, I asked you to use active reading skills to make notes, mark the text and ask questions. I hope you all did it. If not, we will reread the story over and over again until you do.
Your homework is quite easy. Just complete the vocabulary page on GN p.2. Also, please reread the story.
Have a good Easter holiday!
Mr. Marler
Welcome to term 3! Only one more term of you all having to sit there and listen to me!
Usually, we would read our GT readers on Wednesday, but we really needed to begin unit 1, as we have a school outing tomorrow and will miss our double. We also missed a double last week.
During this unit, we will focus on Dialogue. You will learn how to use dialogue to make your writing better and how to use tension in your dialogue to make your writing more interesting, making your reader want to know what will happen next.
Dialogue is the talking that characters do. It helps us hear the characters. It also helps us learn more about their characters, such as what type of person they are and their mood. Everything other than the dialogue is called narration. It helps us see the characters and better understand their feelings.
Both dialogue and narration work together to help us hear and see the characters in a story.
After a bit of discussion about dialogue and narration, we took a look at a piece of the story for the unit, Frindle. I read it to you while you followed along. Then, you used your active reading skills to mark the examples of dialogue. Remember, the dialogue is everything being said in the quotation marks.
Next, we discussed new words. Each day, people come up with new words. Some are silly words to describe things, some are words to call new inventions, some are slang for other words. You all use these words, even if you don’t know. Bruh… When I was a kid, we had our own words. Lots of rappers make up their own words. I gave you the example of Snoop Dogg and how he will put -izzle after consonants to make his words… or his wizzles fo’ shizzle.
The final thing we did in class was reading the part of Frindle from the Guiding Notes. Did you notice How I narrated the story? I changed my speech, the tone of my voice and pauses to help you get a feeling for the mood of the story. I also changed my voice to be the characters’ voices (the best that I could) when I read. As you followed along, I asked you to use active reading skills to make notes, mark the text and ask questions. I hope you all did it. If not, we will reread the story over and over again until you do.
Your homework is quite easy. Just complete the vocabulary page on GN p.2. Also, please reread the story.
Have a good Easter holiday!
Mr. Marler
8th March 2024
Please bring your Guiding Notes on the day of the assessment. We will collect them for book checking.
Mr. Marler
Please bring your Guiding Notes on the day of the assessment. We will collect them for book checking.
Mr. Marler
4th March 2024
I made a revision Blooket to help aid your revision. Do not rely on this alone. You'll need to study from your GNs as well. Make sure you understand the literary devices and can identify, write and use them. Just like you've been doing all term.
Here are the links in case you can't scan the QR codes through the screen. I don't know if you can do that on an iPad. I'm still the last person in the world to buy one.
https://play.blooket.com/play?hwId=65e55a3153b141f77645c7e4
https://play.blooket.com/play?hwId=65e55a7853b141f77645c8d6
https://play.blooket.com/play?hwId=65e55aae53b141f77645c992
https://play.blooket.com/play?hwId=65e55afd53b141f77645cae7
https://play.blooket.com/play?hwId=65e55b3353b141f77645cb8e
https://play.blooket.com/play?hwId=65e55b6653b141f77645cc31
The QR codes are below.
I made a revision Blooket to help aid your revision. Do not rely on this alone. You'll need to study from your GNs as well. Make sure you understand the literary devices and can identify, write and use them. Just like you've been doing all term.
Here are the links in case you can't scan the QR codes through the screen. I don't know if you can do that on an iPad. I'm still the last person in the world to buy one.
https://play.blooket.com/play?hwId=65e55a3153b141f77645c7e4
https://play.blooket.com/play?hwId=65e55a7853b141f77645c8d6
https://play.blooket.com/play?hwId=65e55aae53b141f77645c992
https://play.blooket.com/play?hwId=65e55afd53b141f77645cae7
https://play.blooket.com/play?hwId=65e55b3353b141f77645cb8e
https://play.blooket.com/play?hwId=65e55b6653b141f77645cc31
The QR codes are below.
29th February 2024
You’ve not finished the Guiding Notes and the continuous assessments. We did some revising of key concepts, skills, vocabulary and literary devices this week. We only have next Wednesday left next week to revise because the swimming gala is on Thursday. If you can think of anything you’d like to revise Wednesday, please send me an email. If I don’t get responses, I’ll come up with my own idea for a revision activity.
Here are some things from each unit that would be good to revise. It’s all in your Guiding Notes:
Unit 1
Once again, please let me know if there’s anything you’d like to focus on for our last lesson together.
See you guys next time.
Mr. Marler
You’ve not finished the Guiding Notes and the continuous assessments. We did some revising of key concepts, skills, vocabulary and literary devices this week. We only have next Wednesday left next week to revise because the swimming gala is on Thursday. If you can think of anything you’d like to revise Wednesday, please send me an email. If I don’t get responses, I’ll come up with my own idea for a revision activity.
Here are some things from each unit that would be good to revise. It’s all in your Guiding Notes:
Unit 1
- Metaphor: what is it, how to write it and how to use it
- Poetic structure
- Rhythm in poetry
- Vocabulary
- Sensory words: using them to make your poems/writing descriptive
- Alliteration
- Onomatopoeia
- Types of onomatopoeia
- Using onomatopoeia correctly in poetry for the right sound
- Using imagery in poetry
- Recognizing imagery in poems
- Responding to poems
Once again, please let me know if there’s anything you’d like to focus on for our last lesson together.
See you guys next time.
Mr. Marler
23rd February 2024
This week, I marked your continuous assessment first drafts. Thursday, I had a one-on-one session with each of you to discuss your poem and explanation. I was really impressed with your poems. Keep it up!
For this weekend, I assigned you to write your final draft. I encourage you to read through the marking scheme again before you start writing. Also, if your explanation was very long, although it was good, you can try and shorten it up to fit in the space on your continuous assessment paper. If needed, you can cut down your examples of literary devices down to one per literary device. For example, you don't need to write every example of metaphor. Just one.
Please finish and hand in on Monday. They are DUE Monday. If you aren't finished or you don't do it, I will mark and assess it anyway.
Have a good weekend.
Mr. Marler
This week, I marked your continuous assessment first drafts. Thursday, I had a one-on-one session with each of you to discuss your poem and explanation. I was really impressed with your poems. Keep it up!
For this weekend, I assigned you to write your final draft. I encourage you to read through the marking scheme again before you start writing. Also, if your explanation was very long, although it was good, you can try and shorten it up to fit in the space on your continuous assessment paper. If needed, you can cut down your examples of literary devices down to one per literary device. For example, you don't need to write every example of metaphor. Just one.
Please finish and hand in on Monday. They are DUE Monday. If you aren't finished or you don't do it, I will mark and assess it anyway.
Have a good weekend.
Mr. Marler
8th February 2024
Hi again.
I just want to say that, overall, you did very well on the storyboaring page. Your metaphors were awesome, and you even used similes and hyperbole for imagery. While handing back the Guiding Notes, I enjoyed reading a good example from everyone. Why would you be she about claiming those examples? If they were lousy, I wouldn’t have read them aloud.
Now that you have finished storyboarding, it was time to start planning for your poem and response. You spend the first half of class organizing your content from the storyboard into stanzas before beginning your poem. Although you aren’t writing a story, your poem should still be organized and talk about your time lost in the mountains. You aren’t just writing all your ideas from the storyboard in groups and calling it a poem. Chloe C brought up a good point I’d like to share again. If you have to try and force a literary device into your poem, you should reconsider it, and try to use another instead.
By the second half of our lesson, you were ready to start writing your poem. Remember, you need to use AT LEAST 2 of the literary devices from your storyboard. You are encouraged to use all four. It should be easy since some can overlap. Your poem should be at least FOUR stanzas.
In addition, you need to write an explanation of the meaning of your poem and an explanation of the literary devices used.
When you write your explanation, don’t forget to write a topic sentence, introducing your poem. Then, you can explain the meaning of your poem. Finally, explain your use of literary devices. All of this information can be found on GN p.34.
If you want to plan out your explanation (which I encourage), you can set it up something like this in your notes. You can do it however it works for your poem and your reason.
TOPIC SENTENCE
Take some time to think when you write. You have until you come back from CNY to finish, so don’t rush it. The poems are already looking really good. Really take the time to explain it.
Homework: Poem and explanation 1st draft GN p. 39.
See you after Chinese New Year. Kung hei fat choi.
Mr. Marler
Hi again.
I just want to say that, overall, you did very well on the storyboaring page. Your metaphors were awesome, and you even used similes and hyperbole for imagery. While handing back the Guiding Notes, I enjoyed reading a good example from everyone. Why would you be she about claiming those examples? If they were lousy, I wouldn’t have read them aloud.
Now that you have finished storyboarding, it was time to start planning for your poem and response. You spend the first half of class organizing your content from the storyboard into stanzas before beginning your poem. Although you aren’t writing a story, your poem should still be organized and talk about your time lost in the mountains. You aren’t just writing all your ideas from the storyboard in groups and calling it a poem. Chloe C brought up a good point I’d like to share again. If you have to try and force a literary device into your poem, you should reconsider it, and try to use another instead.
By the second half of our lesson, you were ready to start writing your poem. Remember, you need to use AT LEAST 2 of the literary devices from your storyboard. You are encouraged to use all four. It should be easy since some can overlap. Your poem should be at least FOUR stanzas.
In addition, you need to write an explanation of the meaning of your poem and an explanation of the literary devices used.
When you write your explanation, don’t forget to write a topic sentence, introducing your poem. Then, you can explain the meaning of your poem. Finally, explain your use of literary devices. All of this information can be found on GN p.34.
If you want to plan out your explanation (which I encourage), you can set it up something like this in your notes. You can do it however it works for your poem and your reason.
TOPIC SENTENCE
- Introduce your poem
- What inspired you to write it
- Talk about each stanza
- Discuss how the content evolves throughout the poem
- Metaphor: example and why you decided to use it
- Sensory details: example and why you decided to use it
- Onomatopoeia: example and why you decided to use it
- Imagery: example and why you decided to use it
Take some time to think when you write. You have until you come back from CNY to finish, so don’t rush it. The poems are already looking really good. Really take the time to explain it.
Homework: Poem and explanation 1st draft GN p. 39.
See you after Chinese New Year. Kung hei fat choi.
Mr. Marler
7th February 2024
Hey there!
Instead of today being our GT Reader Day, we had to move some things around because we miss a double lesson after the holiday for the swimming gala. I was hoping we could take it easy this week, but I saw we miss Thursday, 7th March. Sorry!
We began Unit 5 – The Continuous Assessment. This will be a process writing like in the first term. Your final draft will be assessed and worth 10 marks of your total English mark.
Imagine that you went for a hike in the mountains by yourself and you got lost – maybe you were also hiking with your family, and you ended up lost and alone.
Today, we began writing our storyboard, describing your experience. On your storyboard, you need to write some metaphors, sensory words, onomatopoeia, and imagery.
Metaphor: 2-3 examples
Sensory words: 1 example for each sense
Onomatopoeia: 3 examples
Imagery: 3-5 examples
The more detailed you are on your storyboard, the easier it will be when you begin your poem.
When you finally begin writing your poem, you’ll need to write about your experience by using at least two of the four literary devices that we learnt in this term. I encourage you to use all four! It should be easy. After you write your poem, you will include an explanation of the poem and the literary devices used.
As I mentioned in class, I reserved my lunch recess time to give anyone extra help. Five boys showed up, and they all have examples good enough to start writing a nice poem. If I offer, and you struggle understanding, some 1-on-1 help really helps.
Homework: GN p.38
You will need to finish and turn it in tomorrow. I will mark it, return it, and you can begin your poem in class and finish it over CNY holiday.
See you tomorrow,
Mr. Marler
Hey there!
Instead of today being our GT Reader Day, we had to move some things around because we miss a double lesson after the holiday for the swimming gala. I was hoping we could take it easy this week, but I saw we miss Thursday, 7th March. Sorry!
We began Unit 5 – The Continuous Assessment. This will be a process writing like in the first term. Your final draft will be assessed and worth 10 marks of your total English mark.
Imagine that you went for a hike in the mountains by yourself and you got lost – maybe you were also hiking with your family, and you ended up lost and alone.
Today, we began writing our storyboard, describing your experience. On your storyboard, you need to write some metaphors, sensory words, onomatopoeia, and imagery.
Metaphor: 2-3 examples
Sensory words: 1 example for each sense
Onomatopoeia: 3 examples
Imagery: 3-5 examples
The more detailed you are on your storyboard, the easier it will be when you begin your poem.
When you finally begin writing your poem, you’ll need to write about your experience by using at least two of the four literary devices that we learnt in this term. I encourage you to use all four! It should be easy. After you write your poem, you will include an explanation of the poem and the literary devices used.
As I mentioned in class, I reserved my lunch recess time to give anyone extra help. Five boys showed up, and they all have examples good enough to start writing a nice poem. If I offer, and you struggle understanding, some 1-on-1 help really helps.
Homework: GN p.38
You will need to finish and turn it in tomorrow. I will mark it, return it, and you can begin your poem in class and finish it over CNY holiday.
See you tomorrow,
Mr. Marler
1st February 2024
Happy February!
Today, we began class by doing a Blooket activity. It’s been tough to try and find ways to incorporate Blooket into our classes this term, but we used it to revise imagery. You read descriptive sentences and chose the sense that helped evoke the most vivid imagery.
As I walked around the classroom, some of you are still choosing answers without reading the sentence or reading it well. You should always read everything fully. I’m still asking you to do this after a year and a half because you still make this mistake on assessments.
To bring Unit 4 to an end, today was about preparing to write a personal response to the poem The Friend I Met While Running from the War. You can check previous submissions below for more information about it, as well as referring to your Guiding Notes.
This poem uses language which creates strong images and feelings when you use the active reading skill imagining what you read. You may need to reread it several times. You should have at least read it twice during class, as I asked you to complete different tasks in your notes to help you write your personal response.
For this writing activity, you should write how this poem makes you feel. Give reasons and refer to specific passages within the poem. YOU ARE NOT WRITING A SUMMARY OF THIS POEM. Pick apart the poem and tell me the imagery that comes to mind and the feelings that those images bring.
In class, I asked you to reread the poem and write down your initial reaction. What are your thoughts and how did you feel? Then, I asked you to reread it again slowly and pay attention to details: the images and what you think they mean, sounds of the words, meanings of the lines, specific words that grab your attention. As you read, you were asked to write on the poem and to jot down notes, as it will help you when you begin writing.
You began writing your topic sentences. Remember back to G4 when you learned about the main idea? Here, you’re writing the main idea for your personal response. What is the overall meaning and feeling of this poem? What you write here will be expanded on using your thoughts and feelings you get when you read and examine the poem. Be sure to use specific examples from the poem. THESE ARE YOUR THOUGHTS AND FEELINGS.
Several of you finished and did quite a good job. Some continued to write a summary and had to start over. Again… DON’T WRITE A SUMMARY!
Homework: GN p.33-34
See you next week.
Mr. Marler
Happy February!
Today, we began class by doing a Blooket activity. It’s been tough to try and find ways to incorporate Blooket into our classes this term, but we used it to revise imagery. You read descriptive sentences and chose the sense that helped evoke the most vivid imagery.
As I walked around the classroom, some of you are still choosing answers without reading the sentence or reading it well. You should always read everything fully. I’m still asking you to do this after a year and a half because you still make this mistake on assessments.
To bring Unit 4 to an end, today was about preparing to write a personal response to the poem The Friend I Met While Running from the War. You can check previous submissions below for more information about it, as well as referring to your Guiding Notes.
This poem uses language which creates strong images and feelings when you use the active reading skill imagining what you read. You may need to reread it several times. You should have at least read it twice during class, as I asked you to complete different tasks in your notes to help you write your personal response.
For this writing activity, you should write how this poem makes you feel. Give reasons and refer to specific passages within the poem. YOU ARE NOT WRITING A SUMMARY OF THIS POEM. Pick apart the poem and tell me the imagery that comes to mind and the feelings that those images bring.
In class, I asked you to reread the poem and write down your initial reaction. What are your thoughts and how did you feel? Then, I asked you to reread it again slowly and pay attention to details: the images and what you think they mean, sounds of the words, meanings of the lines, specific words that grab your attention. As you read, you were asked to write on the poem and to jot down notes, as it will help you when you begin writing.
You began writing your topic sentences. Remember back to G4 when you learned about the main idea? Here, you’re writing the main idea for your personal response. What is the overall meaning and feeling of this poem? What you write here will be expanded on using your thoughts and feelings you get when you read and examine the poem. Be sure to use specific examples from the poem. THESE ARE YOUR THOUGHTS AND FEELINGS.
Several of you finished and did quite a good job. Some continued to write a summary and had to start over. Again… DON’T WRITE A SUMMARY!
Homework: GN p.33-34
See you next week.
Mr. Marler
17th January 2024
Hi Class!
Today, we began unit 4 in the Guiding Notes. The topic this unit is Imagery and how it’s used in poetry. Poets often use sensory descriptions to ‘paint pictures with words.’ They hope to create vivid pictures in the readers’ minds. They may use any combination of details from the five senses. I know we have studied sensory details twice last year and once already this year, so you should be more than familiar with them. All you need is the effort.
Imagery is a literary device often used by poets to create strong images and feelings in the readers’ minds. Imagery often works like metaphors do, and it often brings emotions to mind.
Here’s a video about imagery with an example poem.
Hi Class!
Today, we began unit 4 in the Guiding Notes. The topic this unit is Imagery and how it’s used in poetry. Poets often use sensory descriptions to ‘paint pictures with words.’ They hope to create vivid pictures in the readers’ minds. They may use any combination of details from the five senses. I know we have studied sensory details twice last year and once already this year, so you should be more than familiar with them. All you need is the effort.
Imagery is a literary device often used by poets to create strong images and feelings in the readers’ minds. Imagery often works like metaphors do, and it often brings emotions to mind.
Here’s a video about imagery with an example poem.
We read a very short poem called In a Station of the Metro by Ezra Pound. I found this poem to be a bit difficult when I first read it. This poem represents an image.
The apparition of these faces in the crowd:
Petals on a wet, black bough.
Apparition: a ghost or ghost-like image of a person
Petals: individual parts of a flower
Bough: the main branch of a tree
The speaker sees a bunch of people in a subway station and this prompts the speaker to imagine petals on a tree branch. In just two lines, the speaker sees both petals and a crowd of faces, and manages to vividly communicate both images to the reader.
After looking at the faces in the picture, I imagine these are exhausted workers returning home in a crowded subway station. Seeing all these people's faces pass by in a crowded subway station brings to mind the image of petals on a wet, black tree branch.
Here are four things we gathered from the poem:
Next, we read the poem A Red, Red Rose by Robert Burns. Fun fact: Ms. Wu won the Robert Burns award when she was in primary school in Scotland. This poem is easier to understand, but it written in Scottish English, so some words and phrases are different from what we are used to. Here’s the video of the poem being recited, as well as an explanation of the language.
The apparition of these faces in the crowd:
Petals on a wet, black bough.
Apparition: a ghost or ghost-like image of a person
Petals: individual parts of a flower
Bough: the main branch of a tree
The speaker sees a bunch of people in a subway station and this prompts the speaker to imagine petals on a tree branch. In just two lines, the speaker sees both petals and a crowd of faces, and manages to vividly communicate both images to the reader.
After looking at the faces in the picture, I imagine these are exhausted workers returning home in a crowded subway station. Seeing all these people's faces pass by in a crowded subway station brings to mind the image of petals on a wet, black tree branch.
Here are four things we gathered from the poem:
- We are reminded of taking the MTR at evening rush hour when it’s crowded.
- The image makes it seem like the people have worked so hard they feel like dying.
- The people have individual features but still look dead or ghost-like.
- We can make out certain features of the faces but they look blurry like it was a quick glance.
Next, we read the poem A Red, Red Rose by Robert Burns. Fun fact: Ms. Wu won the Robert Burns award when she was in primary school in Scotland. This poem is easier to understand, but it written in Scottish English, so some words and phrases are different from what we are used to. Here’s the video of the poem being recited, as well as an explanation of the language.
What are some adjectives that the man feels about the woman? Be sure you write them in your Guiding Notes (you already should have).
We covered a lot in today’s lesson, but we’re almost done.
The final poem for today was called The Friend I Met While Running from the War. It’s a poem written about a boy escaping from an active war zone. He is alone, separated from his parents, and as he is escaping, he meets another boy with his dad, also escaping from the war. They experience a joyful moment of rest together while the world around them is being destroyed. We read it three times in class, and you were to circle the words you don’t know (look up the definitions) and ask questions. This will help you understand the poem better.
We will spend next week going over the poem stanza by stanza and looking answering the questions.
Homework: 26-30 and re-read the poem
See you next week,
Mr. Marler
11th January 2024
Hey there!
Onward we go with onomatopoeia.
We started off the class completing out corrections from last class. After that, we revised some onomatopoeia sounds using Blooket. There were lots of examples in there. I hope you can use some of them in your writing.
After getting out Blooket on, we did a little revision on alliteration to prepare for the next class activity and for your homework.
Alliteration: A kind of rhyme where 2 or more words share the same starting sounds. Remember, it’s the sounds, not just the letters. K and C make the same sound even though they are different letters.
Here are the examples we used in class:
Your homework for today is to write a poem about a summer rain storm using onomatopoeia. To prepare for this, you closed your eyes and listened to audio of heavy rain, wind blowing, thunder and lightning, and trees bending and breaking. What sounds did they make? I asked you to write them down on p.22 of your Guiding Notes. In addition to the typical pitter patter of rain and crashing thunder, you can add your own example of onomatopoeia.
In your poem, be sure to:
Like I mentioned and wrote on the board, it would be wise to plan in your notes before writing and don’t worry about the title until after you’ve written your poem.
You can develop ideas like this:
Onomatopoeia: 1. ________ 2. ________ 3. ________ 4. ________
Alliteration: __________________________
Metaphors: __________________________
Hyperbole: __________________________
Then you can put your poem together and give it a rhyme scheme.
As always, let me know if you need help. Don’t turn in incomplete work and make me chase you sit down and work together.
See you next week.
Mr. Marler
Hey there!
Onward we go with onomatopoeia.
We started off the class completing out corrections from last class. After that, we revised some onomatopoeia sounds using Blooket. There were lots of examples in there. I hope you can use some of them in your writing.
After getting out Blooket on, we did a little revision on alliteration to prepare for the next class activity and for your homework.
Alliteration: A kind of rhyme where 2 or more words share the same starting sounds. Remember, it’s the sounds, not just the letters. K and C make the same sound even though they are different letters.
Here are the examples we used in class:
- It looks like lions like licking lizards
- Happy Hailey has hundreds of hammers
- Sarah Cynthia Silvia Stout Would Not Take the Garbage out
- Crazy Clarice clapped for Nick’s gnarly nephew
- Kloe and Chloe clap for kind Korean contestants
Your homework for today is to write a poem about a summer rain storm using onomatopoeia. To prepare for this, you closed your eyes and listened to audio of heavy rain, wind blowing, thunder and lightning, and trees bending and breaking. What sounds did they make? I asked you to write them down on p.22 of your Guiding Notes. In addition to the typical pitter patter of rain and crashing thunder, you can add your own example of onomatopoeia.
In your poem, be sure to:
- write at least TWO stanzas
- use onomatopoeia in each stanza
- use alliteration
- a rhyme scheme
- metaphors (Use is to say that one thing is another)
- hyperbole (an exaggeration)
Like I mentioned and wrote on the board, it would be wise to plan in your notes before writing and don’t worry about the title until after you’ve written your poem.
You can develop ideas like this:
Onomatopoeia: 1. ________ 2. ________ 3. ________ 4. ________
Alliteration: __________________________
Metaphors: __________________________
Hyperbole: __________________________
Then you can put your poem together and give it a rhyme scheme.
As always, let me know if you need help. Don’t turn in incomplete work and make me chase you sit down and work together.
See you next week.
Mr. Marler
4th January 2024
Howdy, young scholars!
Yeah! Now that we are back from holiday, we can get back to learning about poetry! I could see just how pumped you were when we passed out the guiding note!
Today, we began Unit 3. The topic is onomatopoeia. Let’s say it again: onomatopoeia! Onomatopoeia is a word that is often made up that imitates, resembles, or suggests the sound that it describes. As Jasper called them, sound words.
As a reminder, Hailey’s poem from last unit used two examples of onomatopoeia:
‘boop’: to describe the fart she heard on the minibus
‘choop’: the sound of the minibus’ engine.
Thanks, Hailey, for letting us use your poem as an example. It was a great way to introduce the topic.
There are four types of onomatopoeia that we looked at:
To see onomatopoeia in a more authentic way, we watched a video of it being used in pop culture. We say it used in movies, TV shows, comics, music, and in stand-up comedy. Check it out below:
Howdy, young scholars!
Yeah! Now that we are back from holiday, we can get back to learning about poetry! I could see just how pumped you were when we passed out the guiding note!
Today, we began Unit 3. The topic is onomatopoeia. Let’s say it again: onomatopoeia! Onomatopoeia is a word that is often made up that imitates, resembles, or suggests the sound that it describes. As Jasper called them, sound words.
As a reminder, Hailey’s poem from last unit used two examples of onomatopoeia:
‘boop’: to describe the fart she heard on the minibus
‘choop’: the sound of the minibus’ engine.
Thanks, Hailey, for letting us use your poem as an example. It was a great way to introduce the topic.
There are four types of onomatopoeia that we looked at:
- Real words that sound like real things: meow, woof, moo, quack
- Real words made to evoke the sound of real things: umbrella used as thunder during a storm
- Made-up words that sound like real things: aluddle and juddle
- A series of letters that mimic a raw sound: Zzzzzzz used when someone is sleeping or snoring
To see onomatopoeia in a more authentic way, we watched a video of it being used in pop culture. We say it used in movies, TV shows, comics, music, and in stand-up comedy. Check it out below:
Next, in groups, you had some times to work together to fill up your whiteboard with as many examples of onomatopoeia as you could. This was pretty funny because, by the end, most groups were making up words. This is alright! Just as long as you can use them in a way for them to make sense. I took some photos. Check them out. Show your parents if they would like to see them, too.
Next, in groups, you had some times to work together to fill up your whiteboard with as many examples of onomatopoeia as you could. This was pretty funny because, by the end, most groups were making up words. This is alright! Just as long as you can use them in a way for them to make sense. I took some photos. Check them out. Show your parents if they would like to see them, too.
Then, we played Guess what happened? I gave you an example of onomatopoeia, and you wrote a sentence to say what happened for that word to be used. For example:
SPLASH!: Someone dropped their phone in the toilet. Gross
After that, we took a look at the poem, which is Weather by Eve Merriam. Personally, I find this poem a bit tricky, and I must re-read it several times. First, I read the poem and asked you to underline the examples of onomatopoeia and circle the words you don’t know. I suggest you look up those words and write the definition on the page so you can help yourself understand. Be an active reader…
I re-read the poem a second time.
Mr. du Preez is awesome at poetry and has a great poetry voice. He made a video of himself reading and explaining the poem. The QR code is in your Guiding Notes on p. 21. Before beginning your homework, I suggest you re-read the poem and watch the video.
SPLASH!: Someone dropped their phone in the toilet. Gross
After that, we took a look at the poem, which is Weather by Eve Merriam. Personally, I find this poem a bit tricky, and I must re-read it several times. First, I read the poem and asked you to underline the examples of onomatopoeia and circle the words you don’t know. I suggest you look up those words and write the definition on the page so you can help yourself understand. Be an active reader…
I re-read the poem a second time.
Mr. du Preez is awesome at poetry and has a great poetry voice. He made a video of himself reading and explaining the poem. The QR code is in your Guiding Notes on p. 21. Before beginning your homework, I suggest you re-read the poem and watch the video.
Homework:
GN p. 18-22 – please put some effort into this. Poems often have a deeper meaning that what you first read.
See you next week!
Mr. Marler
GN p. 18-22 – please put some effort into this. Poems often have a deeper meaning that what you first read.
See you next week!
Mr. Marler
7th December 2023
Today, we began Unit 2. During this unit, we will focus on using sensory words in poetry. We will be specifically looking at the poem Sarah Cynthia Sylvia Stout Would not take the garbage out by Shel Silverstein.
What are sensory details? Think back to grade 5. Perhaps even grade 4. Sensory details are descriptive words that apply to the senses. Your sense of smell, touch, sound, sight and sound. These details are words that describe the world around you. On p.9 of the Guiding Notes, you can find a good list of descriptive words to use for each sense. There is even a list of descriptive words for motion. You can refer back to these words when you begin writing.
During class, we took a look at two texts about the beach. After reading both, we discussed with text gives us more information about the beach. You explained why you thought which paragraph was most descriptive, and they major consensus was that paragraph A used more sensory details.
Before reading the poem, we studied the vocabulary in from the poem to help us better understand the poem. You looked up and wrote down the definitions for each word, minding the word type. We look up the words by word type to understand the context used in the story. For example, prune. In our story, it’s used as a noun – a dried plum. However, prune can also be a verb – as a way to trim trees. Make sure you understand how the words are used in the story.
There are many exaggerations in this poem, so we introduced the literary term hyperbole. Not hyper-bowl. It’s pronounced hy-per-bo-lee. Hyperbole is a literary device involving great exaggeration of something. What are they exaggerating in the story?
During the poem, I asked you to write out the sensory words I read in the margin to the right. Of course, you guys didn’t, but some of you did underline or highlight the words at least. This is helpful for your homework for the night. Throughout the poem, some students asked good questions about the content of the story and words they don’t understand. This is excellent. I wish you all did this more!
Homework: Complete p.10-14 of your Guiding Notes. Page 14 should be quite easy, especially if you identified those sensory words in the poem.
Once again, if you don’t understand, please come and see me. We can sit down and work together. This is up to you.
See you next week.
Mr. Marler
Today, we began Unit 2. During this unit, we will focus on using sensory words in poetry. We will be specifically looking at the poem Sarah Cynthia Sylvia Stout Would not take the garbage out by Shel Silverstein.
What are sensory details? Think back to grade 5. Perhaps even grade 4. Sensory details are descriptive words that apply to the senses. Your sense of smell, touch, sound, sight and sound. These details are words that describe the world around you. On p.9 of the Guiding Notes, you can find a good list of descriptive words to use for each sense. There is even a list of descriptive words for motion. You can refer back to these words when you begin writing.
During class, we took a look at two texts about the beach. After reading both, we discussed with text gives us more information about the beach. You explained why you thought which paragraph was most descriptive, and they major consensus was that paragraph A used more sensory details.
Before reading the poem, we studied the vocabulary in from the poem to help us better understand the poem. You looked up and wrote down the definitions for each word, minding the word type. We look up the words by word type to understand the context used in the story. For example, prune. In our story, it’s used as a noun – a dried plum. However, prune can also be a verb – as a way to trim trees. Make sure you understand how the words are used in the story.
There are many exaggerations in this poem, so we introduced the literary term hyperbole. Not hyper-bowl. It’s pronounced hy-per-bo-lee. Hyperbole is a literary device involving great exaggeration of something. What are they exaggerating in the story?
During the poem, I asked you to write out the sensory words I read in the margin to the right. Of course, you guys didn’t, but some of you did underline or highlight the words at least. This is helpful for your homework for the night. Throughout the poem, some students asked good questions about the content of the story and words they don’t understand. This is excellent. I wish you all did this more!
Homework: Complete p.10-14 of your Guiding Notes. Page 14 should be quite easy, especially if you identified those sensory words in the poem.
Once again, if you don’t understand, please come and see me. We can sit down and work together. This is up to you.
See you next week.
Mr. Marler
30th November 2023
Hi!
Today, we began class by doing a quick review of metaphors and other comprehension of the unit so far. It seems most of you have a good grasp of metaphors, but it’s still difficult to develop clever metaphors.
After our Nearpod activity, we moved on to learning some terms used in poetry from p.5 in your Guiding Notes. If you were gone or want to see the video again, you can scan the QR code on p.5 to see the video. See the definitions below:
Structure: the way the parts of a piece of literature are put together
Poetry is literature written in stanzas and lines that use rhythm to express feelings and ideas.
Stanza: a group of lines in poetry – we use stanzas in poetry like we use paragraphs in writing
Poetic form: the length, placement, and grouping of lines and stanzas in a poem
Rhyme scheme: a pattern of repeated final sounds in the last words of each line of a poem
Rhythm: the beat of a poem made up of stressed and unstressed syllables
Whole lines can be repeated throughout a poem to emphasize the message of a poem
Let’s look at these terms on our poem.
Hi!
Today, we began class by doing a quick review of metaphors and other comprehension of the unit so far. It seems most of you have a good grasp of metaphors, but it’s still difficult to develop clever metaphors.
After our Nearpod activity, we moved on to learning some terms used in poetry from p.5 in your Guiding Notes. If you were gone or want to see the video again, you can scan the QR code on p.5 to see the video. See the definitions below:
Structure: the way the parts of a piece of literature are put together
Poetry is literature written in stanzas and lines that use rhythm to express feelings and ideas.
Stanza: a group of lines in poetry – we use stanzas in poetry like we use paragraphs in writing
Poetic form: the length, placement, and grouping of lines and stanzas in a poem
Rhyme scheme: a pattern of repeated final sounds in the last words of each line of a poem
Rhythm: the beat of a poem made up of stressed and unstressed syllables
Whole lines can be repeated throughout a poem to emphasize the message of a poem
Let’s look at these terms on our poem.
We took turns reading Dreams aloud, using the rhythm pattern. It sounded silly at first, right? I sounded silly myself, but that’s the way the poem was written. As we read on, you all became more comfortable with using the rhythm patter. Especially Erwin. Erwin did a fantastic job. After taking turns readying a stanza, we answered the questions on p.6. Please remember that poetry, like The Lad and A Pet, have deeper meanings than what we first read. You often need to reread them many times to understand the author’s intended meaning.
Towards the end of class, I went over the instructions for your poem. You know, the one I told you about yesterday and asked you to plan for that only half of you did.
You need to write about something important to you.
You need to choose your identity.
You need to write two metaphors to describe your identity without the important thing or quality.
IT MUST MAKE SENSE!
For example: If your identity is a daughter and your family is what’s important, odds are your metaphors are not going to be a cheetah and giraffe.
You need to write two stanzas – four lines and one metaphor for each stanza. Include to lines that rhyme in each stanza. You can use Dreams as a guide, but don’t copy it. I’ll give you back your Guiding Notes to do it again. I’ve offered you 1-in-1 help all this week if you need help. One person came to see me. It seemed to really help you out.
Homework: GN p.5-8
See you next week.
Mr. Marler
Towards the end of class, I went over the instructions for your poem. You know, the one I told you about yesterday and asked you to plan for that only half of you did.
You need to write about something important to you.
You need to choose your identity.
You need to write two metaphors to describe your identity without the important thing or quality.
IT MUST MAKE SENSE!
For example: If your identity is a daughter and your family is what’s important, odds are your metaphors are not going to be a cheetah and giraffe.
You need to write two stanzas – four lines and one metaphor for each stanza. Include to lines that rhyme in each stanza. You can use Dreams as a guide, but don’t copy it. I’ll give you back your Guiding Notes to do it again. I’ve offered you 1-in-1 help all this week if you need help. One person came to see me. It seemed to really help you out.
Homework: GN p.5-8
See you next week.
Mr. Marler
29th November 2023
Hi there!
On Thursday, you will begin writing a two-stanza poem. Here are a few things you should do tonight to prepare for your poem. I’ve given you a note card to use so you can write it down and bring it tomorrow to write during class.
Langston Hughes wrote a short, simple, but very meaningful poem telling us how important dreams, hopes, and goals are for a person to have a good life. In this writing task, you will:
• Write about something that is very important to you.
• Write from your perspective as an adolescent (someone your age), as a student, as a daughter, as a son, as a sister, as a brother or as something else that you identify as.
• Write a 2-stanza poem that uses metaphors to show what it would be like if you didn’t have this very important something.
BRAIN STORM
Use the note card given in class to answer these questions. You will bring it tomorrow and use it in class to write in your Guiding Notes. Be prepared to write tomorrow. Don’t blow this off. It’s your homework.
See you tomorrow.
Mr. Marler
Hi there!
On Thursday, you will begin writing a two-stanza poem. Here are a few things you should do tonight to prepare for your poem. I’ve given you a note card to use so you can write it down and bring it tomorrow to write during class.
Langston Hughes wrote a short, simple, but very meaningful poem telling us how important dreams, hopes, and goals are for a person to have a good life. In this writing task, you will:
• Write about something that is very important to you.
• Write from your perspective as an adolescent (someone your age), as a student, as a daughter, as a son, as a sister, as a brother or as something else that you identify as.
• Write a 2-stanza poem that uses metaphors to show what it would be like if you didn’t have this very important something.
BRAIN STORM
- What’s your identity (qualities, characteristics or beliefs that make a person who they are)?
- What is the important thing or quality that makes your identity meaningful?
- What metaphor can you use to describe what this identity would be without the important thing or quality?
- What is a 2nd metaphor to describe what this identity would be without the important thing or quality?
Use the note card given in class to answer these questions. You will bring it tomorrow and use it in class to write in your Guiding Notes. Be prepared to write tomorrow. Don’t blow this off. It’s your homework.
See you tomorrow.
Mr. Marler
23rd November 2023
Hi guys and gals!
Welcome back from a much-needed break. Great job in the first term. Even though the material was a bit more difficult, I really appreciate the effort you put into the term 1 Guiding Notes.
After a quick recap of our term break activities, it seems we all went to Shenzhen at some point, we talked about the topic of term 2: poetry. Yes, I know… You hate poetry. Well… I don’t care for it either, but the Guiding Notes does a good job at explaining literary terms used in poetry and good exercises of how to practice them. We’ll get through it together, and it won’t be that bad!
Began Unit 1, where the focus is on metaphors. A metaphor is a type of figurative language where one thing is said to be another thing. The different thing is a strong example of the first thing that is being described. We often use the verb ‘to be’ when using metaphors.
For example:
While we are learning about metaphors, we need to remember not to confuse them with similes. We learned about similes last year, and they are also figurative language. When we use similes, we compare two things using like or as.
For example:
Next, we introduced Langston Hughes. Langston Hughes wrote the poem we are studying this unit. He was a poet, novelist, and playwright who was a leading voice in the Harlem Renaissance. We watched a video about Hughes and the Harlem Renaissance before doing a comprehension activity. If you’d like to see the video about, you can scan the QR code on p.2 of your Guiding Notes or on here:
Hi guys and gals!
Welcome back from a much-needed break. Great job in the first term. Even though the material was a bit more difficult, I really appreciate the effort you put into the term 1 Guiding Notes.
After a quick recap of our term break activities, it seems we all went to Shenzhen at some point, we talked about the topic of term 2: poetry. Yes, I know… You hate poetry. Well… I don’t care for it either, but the Guiding Notes does a good job at explaining literary terms used in poetry and good exercises of how to practice them. We’ll get through it together, and it won’t be that bad!
Began Unit 1, where the focus is on metaphors. A metaphor is a type of figurative language where one thing is said to be another thing. The different thing is a strong example of the first thing that is being described. We often use the verb ‘to be’ when using metaphors.
For example:
- Tsz Ho is a lightning bolt on the running track!
- Hayley is a walking dictionary.
- The classroom floor is a landfill.
While we are learning about metaphors, we need to remember not to confuse them with similes. We learned about similes last year, and they are also figurative language. When we use similes, we compare two things using like or as.
For example:
- Tsz Ho is as fast as a bolt of lightning on the running track.
- Hayley’s mind is like a dictionary.
- Your classroom floor is as dirty as a landfill.
Next, we introduced Langston Hughes. Langston Hughes wrote the poem we are studying this unit. He was a poet, novelist, and playwright who was a leading voice in the Harlem Renaissance. We watched a video about Hughes and the Harlem Renaissance before doing a comprehension activity. If you’d like to see the video about, you can scan the QR code on p.2 of your Guiding Notes or on here:
After that, we did an exercise to help us identify what things are being compared in a metaphor and what the metaphor is telling us.
For example:
This metaphor tells us that Darren is very kind. Just like an angel.
You all got a chance to come up with your own metaphors. Then you did what we did and described what the metaphor is about.
Finally… the poem…
I read aloud Dreams by Langston Hughes. Before I read, I asked you to mark up the text as I read. Underline or highlight the metaphors. Circle the words you don’t understand. Write any questions you have about the poem.
Dreams by Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
For your homework, complete GN p.4. You will need to reread the poem and think about the meaning. What is being compared in the metaphor? Remember, as discussed, this is not about dreams you have when you sleep, but the dreams and goals you have in life. Consider your own dreams and goals.
If you have any questions or don’t understand, please come see me.
See you next week.
Mr. Marler
For example:
- Darren is an angel.
This metaphor tells us that Darren is very kind. Just like an angel.
You all got a chance to come up with your own metaphors. Then you did what we did and described what the metaphor is about.
Finally… the poem…
I read aloud Dreams by Langston Hughes. Before I read, I asked you to mark up the text as I read. Underline or highlight the metaphors. Circle the words you don’t understand. Write any questions you have about the poem.
Dreams by Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
For your homework, complete GN p.4. You will need to reread the poem and think about the meaning. What is being compared in the metaphor? Remember, as discussed, this is not about dreams you have when you sleep, but the dreams and goals you have in life. Consider your own dreams and goals.
If you have any questions or don’t understand, please come see me.
See you next week.
Mr. Marler
6th November 2023
Hi! Please bring Granted if you haven't brought it yet. We need to rotate books for the next term. Please bring it on Tuesday.
Mr. Marler
Hi! Please bring Granted if you haven't brought it yet. We need to rotate books for the next term. Please bring it on Tuesday.
Mr. Marler
25th – 26th October 2023
Hi everyone!
Good, hard work during this very short and weather-disrupted 1st term. We are almost finished. I am very happy with how well you have done. Much better than last year! We still have one more thing to finish up before the assessment.
Today in class, we did a bit of revision of topics and vocabulary you learned in the first term. You can also refer to previous website entries for the full revision when we learned it.
Last week, we started the continuous assessment from unit 5. You have planned out your pet story. I have gone over your plan with you and gave you some feedback on how to improve it to start writing your first draft.
I have finished marking your first draft. I am very surprised how well you did for the first draft! Especially focusing on parts of the plot. Of course, there were spelling, grammar, and punctuation mistakes, but that’s alright during the first draft. Tomorrow we have a split double lesson, as I swapped lessons with Ms. Lim. During tomorrow’s lessons, I will meet with each of you individually to talk about what you need to do to improve your final draft. The one that counts as 10 marks towards your English grade. Please bring Granted to read while you wait.
I will assign your final draft as homework, and it will be due on Friday. Not Monday. FRIDAY! Make sure you use my feedback and corrections when you write your final draft.
Hi everyone!
Good, hard work during this very short and weather-disrupted 1st term. We are almost finished. I am very happy with how well you have done. Much better than last year! We still have one more thing to finish up before the assessment.
Today in class, we did a bit of revision of topics and vocabulary you learned in the first term. You can also refer to previous website entries for the full revision when we learned it.
Last week, we started the continuous assessment from unit 5. You have planned out your pet story. I have gone over your plan with you and gave you some feedback on how to improve it to start writing your first draft.
I have finished marking your first draft. I am very surprised how well you did for the first draft! Especially focusing on parts of the plot. Of course, there were spelling, grammar, and punctuation mistakes, but that’s alright during the first draft. Tomorrow we have a split double lesson, as I swapped lessons with Ms. Lim. During tomorrow’s lessons, I will meet with each of you individually to talk about what you need to do to improve your final draft. The one that counts as 10 marks towards your English grade. Please bring Granted to read while you wait.
I will assign your final draft as homework, and it will be due on Friday. Not Monday. FRIDAY! Make sure you use my feedback and corrections when you write your final draft.
Here are some QR codes to blooket activities to supplement your revision. We will have one more revision day next week. If there’s a certain topic or concept you’d like to review in class, email me and let me know.
See you tomorrow!
Mr. Marler
See you tomorrow!
Mr. Marler
18th October 2023
Hey there, everyone! I hope this rainy Wednesday brings you happiness! I also hope your arms are feeling better from your flu shot!
We have made it to the final unit of the 1st term! I know you are all pumped for it, as I remember how excited you were (not) when I introduced the process writing continuous assessment for the unit!
In each term this year you will earn part of your English mark through a process writing task of a fictional classroom dialogue. This writing will be done in-class and at home over a period of time. 10 marks will come from this project and count towards your English semester grade.
Today, we introduced the process writing process for the continuous assessment. It’s quite straight forward, but here’s a reminder for those who are easily forgetful:
Today: Brainstorming and storyboard – on page 32 of your Guiding Notes, complete the storyboard as a plan for your first draft. This will be a fictional story. This is not a story about your dog or cat at home and how you help it. You need to choose a pet and some other characters as well. You also need to include a symbol, a main problem, and three problems and solutions that build towards a meaningful resolution of the main problem. It’s very important for you to have a finished storyboard to turn in tomorrow. I will mark them in the morning and give them back to you in the afternoon.
Thursday: You will get back your storyboard with my feedback on it. You can make amendments to you plan if needed. Then, you will begin writing your first draft. Your first draft will not be perfect, but trying your hardest will make it easier when you write your final draft.
Wednesday, 25/10: I will have 1-on-1 meetings with you after I have read your first draft. Here, I will be able to give you personal feedback to help make your story better and get a better mark on your final draft.
Thursday, 26/10: You will use your first draft and my feedback to write your final draft. Keep in mind this is the draft that will be assessed for 10 marks of your English grade.
We are almost to the end! After this, we will begin revising for the assessment. You have done very well this term. I’ve told you before you have put in way more effort this year than all of last year. Keep it up! We will finally be able to do some Blookets after we finish up the process writing.
*Reminder* - This is important. It is crucial that you turn in good, complete work that makes sense. We are now on a tight schedule. Be punctual with your homework!
See you tomorrow!
Mr. Marler
Hey there, everyone! I hope this rainy Wednesday brings you happiness! I also hope your arms are feeling better from your flu shot!
We have made it to the final unit of the 1st term! I know you are all pumped for it, as I remember how excited you were (not) when I introduced the process writing continuous assessment for the unit!
In each term this year you will earn part of your English mark through a process writing task of a fictional classroom dialogue. This writing will be done in-class and at home over a period of time. 10 marks will come from this project and count towards your English semester grade.
Today, we introduced the process writing process for the continuous assessment. It’s quite straight forward, but here’s a reminder for those who are easily forgetful:
Today: Brainstorming and storyboard – on page 32 of your Guiding Notes, complete the storyboard as a plan for your first draft. This will be a fictional story. This is not a story about your dog or cat at home and how you help it. You need to choose a pet and some other characters as well. You also need to include a symbol, a main problem, and three problems and solutions that build towards a meaningful resolution of the main problem. It’s very important for you to have a finished storyboard to turn in tomorrow. I will mark them in the morning and give them back to you in the afternoon.
Thursday: You will get back your storyboard with my feedback on it. You can make amendments to you plan if needed. Then, you will begin writing your first draft. Your first draft will not be perfect, but trying your hardest will make it easier when you write your final draft.
Wednesday, 25/10: I will have 1-on-1 meetings with you after I have read your first draft. Here, I will be able to give you personal feedback to help make your story better and get a better mark on your final draft.
Thursday, 26/10: You will use your first draft and my feedback to write your final draft. Keep in mind this is the draft that will be assessed for 10 marks of your English grade.
We are almost to the end! After this, we will begin revising for the assessment. You have done very well this term. I’ve told you before you have put in way more effort this year than all of last year. Keep it up! We will finally be able to do some Blookets after we finish up the process writing.
*Reminder* - This is important. It is crucial that you turn in good, complete work that makes sense. We are now on a tight schedule. Be punctual with your homework!
See you tomorrow!
Mr. Marler
5th October 2023
Hey there!
This week, we started reading A Pet by Cynthia Rylant. Like The Lad, it’s an allegory that has a deeper meaning, and we must read it several times to better understand it.
Just a reminder: although Cynthia Rylant is a Christian writer and uses Christian symbols in her work, we are not teaching religion. The Bible is one of the oldest texts in the world, and has been influential in English Literature.
On Tuesday, I read aloud A Pet without interruption as you followed along and used active reading strategies to help you better understand the story. It’s very important to mark the page, ask questions and imagine during these types of stories. You can draw what you imagine on the page. Also, be sure to write down what you don’t understand. We can include that in our discussion. Then, I re-read the text, and opened it up for discussion. We discussed the symbols in the story and what they could mean. We also questioned why Emma’s parents would treat her the way they do, how she feels and why she started to care for Joshua. I tried to bring it down to a personal level for you guys to try and make a personal connection. Some of you did.
In part C of the Guiding Notes, there were some symbols that we had to match to what they represent. They are:
Remember that you may need to read the text several more times and identify symbols in the story to understand it better. When you complete the post-reading reflection, you can mark important information in the text and focus on those parts to help you develop your answer.
As always, please come see me if you need help. I’ll always stop what I’m doing to help you out.
See you next week!
Mr. Marler
Hey there!
This week, we started reading A Pet by Cynthia Rylant. Like The Lad, it’s an allegory that has a deeper meaning, and we must read it several times to better understand it.
Just a reminder: although Cynthia Rylant is a Christian writer and uses Christian symbols in her work, we are not teaching religion. The Bible is one of the oldest texts in the world, and has been influential in English Literature.
On Tuesday, I read aloud A Pet without interruption as you followed along and used active reading strategies to help you better understand the story. It’s very important to mark the page, ask questions and imagine during these types of stories. You can draw what you imagine on the page. Also, be sure to write down what you don’t understand. We can include that in our discussion. Then, I re-read the text, and opened it up for discussion. We discussed the symbols in the story and what they could mean. We also questioned why Emma’s parents would treat her the way they do, how she feels and why she started to care for Joshua. I tried to bring it down to a personal level for you guys to try and make a personal connection. Some of you did.
In part C of the Guiding Notes, there were some symbols that we had to match to what they represent. They are:
- A castle à The Kingdom of Heaven
- Getting Joshua at Christmas à The birth of Jesus
- Joshua à Jesus
- The 4 days it took Joshua to die à The 4 special days of Easter
- Emma’s lawyer parents à The Pharisees
- Joshua’s death in April à Easter
- Emma whispered, “please, please.” à Jesus suffering in the garden of Gethsemane
Remember that you may need to read the text several more times and identify symbols in the story to understand it better. When you complete the post-reading reflection, you can mark important information in the text and focus on those parts to help you develop your answer.
As always, please come see me if you need help. I’ll always stop what I’m doing to help you out.
See you next week!
Mr. Marler
28th September 2023
What’s happenin’, young scholars?
Sorry for the late update. As you know, I’ve injured my thumb and it’s finally starting to feel better for me to type.
On Wednesday, we finished unit 2 and you wrote your stories containing motif. All of your plans were really good. You chose good motifs and gave lots of good synonyms for them, just as there were lots of synonyms for ‘see’ in The Lad. When I read your stories, most of them were really good. Much better than what you were turning in last year, so that makes me really happy. However, some of you weren’t including your motif, even when it would have fit in perfectly and easily. Was I not clear? Did you not real the instructions? Please let me know.
Today, we began unit 3, where we will be using the story The Pet. This unit, we will see how discovering symbols in a story can make it more interesting and help us understand it better. A symbol is something that represents both itself and an idea.
Can you think of some symbols that you see every day? We mentioned different kinds of emojis and had a good time discussing what they mean. How was my impression when someone mentioned the furious emoji? Did I seem furious?
Think back to unit 1. Remember the painting? What do those symbols mean?
We will be reading The Pet this unit. Like The Lad, The Pet is also an allegory, which is a story in which a system of symbols creates a deep or hidden m level of the story. It is important to read it several times to help understand the plot and characters more deeply.
Homework: GN p,15, 17-18 and read A Pet and practice active reading.
(You should have already completed p.15+17 before leaving class!)
Have a good long weekend. See you on Wednesday!
Mr. Marler
What’s happenin’, young scholars?
Sorry for the late update. As you know, I’ve injured my thumb and it’s finally starting to feel better for me to type.
On Wednesday, we finished unit 2 and you wrote your stories containing motif. All of your plans were really good. You chose good motifs and gave lots of good synonyms for them, just as there were lots of synonyms for ‘see’ in The Lad. When I read your stories, most of them were really good. Much better than what you were turning in last year, so that makes me really happy. However, some of you weren’t including your motif, even when it would have fit in perfectly and easily. Was I not clear? Did you not real the instructions? Please let me know.
Today, we began unit 3, where we will be using the story The Pet. This unit, we will see how discovering symbols in a story can make it more interesting and help us understand it better. A symbol is something that represents both itself and an idea.
Can you think of some symbols that you see every day? We mentioned different kinds of emojis and had a good time discussing what they mean. How was my impression when someone mentioned the furious emoji? Did I seem furious?
Think back to unit 1. Remember the painting? What do those symbols mean?
We will be reading The Pet this unit. Like The Lad, The Pet is also an allegory, which is a story in which a system of symbols creates a deep or hidden m level of the story. It is important to read it several times to help understand the plot and characters more deeply.
Homework: GN p,15, 17-18 and read A Pet and practice active reading.
(You should have already completed p.15+17 before leaving class!)
Have a good long weekend. See you on Wednesday!
Mr. Marler
20th-21st September 2023
Hey there!
It feels like it’s been a long time since our last actual class. Due to the black rainstorm signal last week, we are a little behind and have to catch up. Therefore, we will need to prioritize the Guiding Notes for now, as the 1st term is a little shorter than the others.
On Wednesday, we had to finish up The Lad part 1. Before we read, we took a close look at the post-reading reflection questions on p.8 of he Guiding Notes.
With your highlighters in hand, I read The Lad with you following along. I read in character form from how I perceive the characters in the story. After finishing, we took turns discussing different questions about the story. Here is where we realized that the Lad is not just a silly boy going on an adventure.
This concluded Unit 1.
On Thursday, we began Unit 2. However, we will still be using The Lad as our text for the unit. Our focus for Unit 2 is motif. Motif is a repeated pattern–an image, sound, word, or symbol that comes back again and again within a story. It is different from the symbol and theme of a story.
Symbol: a sign, shape, or object that’s tangible (you can touch it and see it). It represents an idea and appears only once or a few times in a story
Theme: the overall meaning or message of the story
Hey there!
It feels like it’s been a long time since our last actual class. Due to the black rainstorm signal last week, we are a little behind and have to catch up. Therefore, we will need to prioritize the Guiding Notes for now, as the 1st term is a little shorter than the others.
On Wednesday, we had to finish up The Lad part 1. Before we read, we took a close look at the post-reading reflection questions on p.8 of he Guiding Notes.
- Why do you think the lad wanted to stare people down?
- Was the lad able to just march in and see the king? Why or why not?
- “See, see,” thought the lad, “I have stared down the king himself. They are all afraid of me.” Was the king afraid of the lad? Why or why not?
- List as many synonyms for the word stare as you can find in the text.
- What events in the story show us that this is not just a story about a strange young man, but an allegory with a deeper social meaning?
- Describe the lad. Is he clever? Why or why not?
With your highlighters in hand, I read The Lad with you following along. I read in character form from how I perceive the characters in the story. After finishing, we took turns discussing different questions about the story. Here is where we realized that the Lad is not just a silly boy going on an adventure.
This concluded Unit 1.
On Thursday, we began Unit 2. However, we will still be using The Lad as our text for the unit. Our focus for Unit 2 is motif. Motif is a repeated pattern–an image, sound, word, or symbol that comes back again and again within a story. It is different from the symbol and theme of a story.
Symbol: a sign, shape, or object that’s tangible (you can touch it and see it). It represents an idea and appears only once or a few times in a story
Theme: the overall meaning or message of the story
We now know that the motif in The Lad is ‘seeing’. In the text, we can find several different ‘seeing verbs’. You wrote them in your homework on Wednesday. You used those again today, as we used them to complete sentences in context. Some of these words were new to some students, so after you tried on your own, we went over them in class. We even used some of them to make jokes in class. Very nice!
Next, we continued on trying to identify motif, so we turned the classic childhood favorite: The Can in the Hat. We listened to the story being read with a slide show of the pictures. After the story, we discussed the symbols, theme and motif.
Homework: GN p.11 (be sure to answer incomplete sentences)
See you next week. I hope we can continue to have awesome lessons like we did this week. Keep it up!
Mr. Marler
Next, we continued on trying to identify motif, so we turned the classic childhood favorite: The Can in the Hat. We listened to the story being read with a slide show of the pictures. After the story, we discussed the symbols, theme and motif.
- You decided that the cat is a symbol of chaos and rebellion against authority, as the cat introduces the kids to a world without rules and different ways of having fun.
- You decided that the fish is a symbol of authority, as it takes on the authoritative role of the mother when she was gone.
- You decided the motif is fun, as the cat introduces new ways for the kids to have fun and amuse themselves for entertainment.
- You decided the theme is how to have fun, as the mother returns home and also wants to know what the kids did to have fun while she was gone. Perhaps her idea of fun is different from the cat’s idea of fun?
Homework: GN p.11 (be sure to answer incomplete sentences)
See you next week. I hope we can continue to have awesome lessons like we did this week. Keep it up!
Mr. Marler
7th September 2023
Hello,
We continued with Unit 1 from the guiding notes today. During the unit, we will focus on allegories. Allegories are stories, poems and works of art that have a meaning that the reader or observer must figure out. The stories contain symbols. You can put these symbols together like the pieces of a puzzle to understand the meaning of the story. It isn’t always easy to understand the meaning. In fact – sometimes it can be quite hard. You may need to re-read the story three or four times before you start to understand the meaning.
Hello,
We continued with Unit 1 from the guiding notes today. During the unit, we will focus on allegories. Allegories are stories, poems and works of art that have a meaning that the reader or observer must figure out. The stories contain symbols. You can put these symbols together like the pieces of a puzzle to understand the meaning of the story. It isn’t always easy to understand the meaning. In fact – sometimes it can be quite hard. You may need to re-read the story three or four times before you start to understand the meaning.
We revisited the picture on p.1 of the guiding notes. What symbols do you see?
We saw: a dove, the sun, some weapons and the sea. Each of these symbols is a puzzle piece. Can you put them together to see what the meaning of the picture is? What does each symbol mean?
Doves can be a symbol of peace.
Weapons can be a symbol of war.
The sun can be a symbol of positivity and clarity.
The sea can be a symbol of life and truth.
What do you think the meaning of this picture is?
After further discussion of the picture, we moved on to the vocabulary from The Lad. You all worked hard and quickly to write down the definitions and word type of each word. Remember that if you can use a word as a verb and a noun, you should use it in your sentence as the word type from the definition you wrote. For example, if you used quarrel as a verb, use it as a verb in a sentence. Not as a noun.
Finally… THE LAD…
We read The Lad aloud once in class. You were asked to practice those reading skills you have learned as we read. Did you mark the text and ask questions? Asking questions is very important for this story. It’s an allegory. We are trying to find out what it means. Although we have read it once, I assigned re-reading it as part of your homework. It’s very important you read it several times. We will break it down more in the next lesson and discuss it section by section. Please read it again and write down questions. Especially parts you don’t understand.
Homework: GN p.2 and re-read The Lad
See you on Wednesday.
Mr. Marler
We saw: a dove, the sun, some weapons and the sea. Each of these symbols is a puzzle piece. Can you put them together to see what the meaning of the picture is? What does each symbol mean?
Doves can be a symbol of peace.
Weapons can be a symbol of war.
The sun can be a symbol of positivity and clarity.
The sea can be a symbol of life and truth.
What do you think the meaning of this picture is?
After further discussion of the picture, we moved on to the vocabulary from The Lad. You all worked hard and quickly to write down the definitions and word type of each word. Remember that if you can use a word as a verb and a noun, you should use it in your sentence as the word type from the definition you wrote. For example, if you used quarrel as a verb, use it as a verb in a sentence. Not as a noun.
Finally… THE LAD…
We read The Lad aloud once in class. You were asked to practice those reading skills you have learned as we read. Did you mark the text and ask questions? Asking questions is very important for this story. It’s an allegory. We are trying to find out what it means. Although we have read it once, I assigned re-reading it as part of your homework. It’s very important you read it several times. We will break it down more in the next lesson and discuss it section by section. Please read it again and write down questions. Especially parts you don’t understand.
Homework: GN p.2 and re-read The Lad
See you on Wednesday.
Mr. Marler
6th September 2023
Hi everyone,
Welcome back to school. Finally, your last year in primary school!
Today, we had our first lesson. As it was a single lesson, we didn’t have much time to get into unit 1. However, I did distribute your Daybook, Guiding Notes and GT reader. Be sure not to return your GT reader to the library, and please bring it every Wednesday when we have a single lesson, as we will read together in class.
Although time was short, we get discuss what an allegory is. An allegory is a work of art, whether a painting, sculpture, poem or story, that has a deeper hidden level of message embedded in a system of symbols. Sometimes when we read stories or look at artwork, we need to put each piece of the story or symbols in the artwork together like a puzzle to understand the author’s or artist’s message.
Your homework for today is to look at the picture at the bottom of p.1 of your Guiding Notes. Find the symbols in the work of are and write what they are.
We will continue with unit 1 tomorrow. Please come see me if you don’t understand something or if you don’t understand. I will always take my free time at recess or before school to help you. I don’t want you to fall behind.
I would also like to thank Jasper and Chloe Chow for their awesome contributions in class today. Keep it up!
Mr. Marler
Hi everyone,
Welcome back to school. Finally, your last year in primary school!
Today, we had our first lesson. As it was a single lesson, we didn’t have much time to get into unit 1. However, I did distribute your Daybook, Guiding Notes and GT reader. Be sure not to return your GT reader to the library, and please bring it every Wednesday when we have a single lesson, as we will read together in class.
Although time was short, we get discuss what an allegory is. An allegory is a work of art, whether a painting, sculpture, poem or story, that has a deeper hidden level of message embedded in a system of symbols. Sometimes when we read stories or look at artwork, we need to put each piece of the story or symbols in the artwork together like a puzzle to understand the author’s or artist’s message.
Your homework for today is to look at the picture at the bottom of p.1 of your Guiding Notes. Find the symbols in the work of are and write what they are.
We will continue with unit 1 tomorrow. Please come see me if you don’t understand something or if you don’t understand. I will always take my free time at recess or before school to help you. I don’t want you to fall behind.
I would also like to thank Jasper and Chloe Chow for their awesome contributions in class today. Keep it up!
Mr. Marler