Ms. Groeller Grade 9 Humanities

Toolbox To set the foundation for grade 9 ELA, students have been developing their literary analysis toolboxes. By exploring some short texts together and talking about how to identify and consider intentional choices made by text creators (authors, filmmakers, etc.), students should feel confident in going forward and analyzing texts on their own throughout the year. We started the week with a classic episode of the Twilight Zone called "Eye of the Beholder." We used this to talk about setting, characterization, and  narrative structure.  It also led to some interesting discussion about societal norms... After watching this, students worked on reviewing their knowledge of literary elements and devices, working collaboratively to deepen their understanding. Scene from  The Twilight Zone  episode "Eye of the Beholder" (1960) Reading Strategies Find more information on the Talking to the Text reading strategies  here! In class today, we did a mini

Grade 9 is off and running! After two days of getting organized, easing into school, and building/re-establishing relationships, we hit the ground running on Wednesday First, we looked ahead and inquired into the themes and sub-themes of grade 9 social studies: Grade 9 has started! Day 3 and we are in the thick of it with a mini inquiry looking ahead to our year in social studies exploring issues for Canadians. @connectcharter pic.twitter.com/ZHcO5pWtmP — Jaime Groeller (@missg_teaches) August 22, 2018 Then, we thought about reading and stories and books, working collaboratively to deepen our thinking and share our ideas with others: To set the foundation for grade 9 ELA, students have been developing their literary analysis toolboxes. By exploring some short texts together and talking about how to identify and consider intentional choices made by text creators (authors, filmmakers, etc.), students should feel confident in going forward and analyzing texts on their

Welcome back everyone! I am so excited to get going in grade 9. I wanted to clarify a few things from the Meet the Teacher presentation: 1. Not everything we do in class will "get feedback ." Sometimes, students will practice skills, or try something, or work on something collaboratively to explore a big idea or concept, that I won't give feedback on. I am always "assessing" students, and it doesn't always take the form of written feedback, but it often will. I assess by watching in class, having quick conversations, and observing collaboration and work habits; I will also be leaving specific feedback using the comment function in Google docs. Speaking of Google docs , every student in my class has created a "Master Document." Think of this as a digital binder. This document is where they will keep all the work we do this year, which will take a variety of forms. This is their workspace, as well as a space for me to provide feedback, and i