This second unit that students created was one that tested their creativity and thinking out of the box. I am always amazed at the work and dedication that students put into creating their projects.
Students are expected to read, in English, every night. Unless I have assigned reading or other homework, the reading is their choice. They should be reading about 20-30 mins a day.
ALL
This was a reading unit for both years. Throughout the unit they read their respective books, completed roles for their groups, participated in several discussions, and wrote an analysis, TIEA paragraph. There was a summative discussion and TIEA paragraph along with a project.
Year 2 (G7)
During this unit Year 2 students read a graphic novel dealing with teenage woes and mishaps. Each book dealt with a typical teenage character and the mishaps of her life. Students completed several practice analysis paragraphs and group discussions on the book. They had a final paragraph and discussion. As the last summative project for this unit, students created their own story dealing with teenage woes. They used Powtoons to create and animate this story using graphic novel techniques.
Year 2 Student Work (G7) KAS
Year 3 (G8)
Year 3 students read novels dealing with equity and advocacy. In each book, there were issues that the characters in the novels had to stand up for. We had a mini lesson on the difference between equity and equality and why both are important. Students wrote an analysis paragraph and participated in a group discussion of their book. Students then chose to create a media PSA through a variety of project types based on a topic from their book.
Year 3 Student Work (G8) KAS
Thank you so much for all you you do to help your student(s) be successful. If you have any questions, comments, concerns, or praise, please let me know.
