Students will . . .
(As outlined in the Ontario Curriculum)

LISTENING TO UNDERSTAND

1.1 identify purposes for listening in a variety of situations, formal and informal, and set personal goals related to listening tasks (e.g., to explore ideas in a book club discussion, . . . )

1.2 demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups (e.g., demonstrate an understanding of when to speak, when to listen, and how much to say; make connections between personal experiences and the contributions of other group members; ask relevant questions to clarify information and ideas) 

1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts

1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them 

SPEAKING TO COMMUNICATE

2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and large-group discussions (e.g., . . . make relevant and constructive comments on the contributions of other group members) 

2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence (e.g., . . . use an organizational pattern such as chronological order or cause and effect to present ideas in a dialogue or discussion) 

2.4 identify various elements of style – including word choice and the use of similes, personification, comparative adjectives, and sentences of different types, lengths, and structures – and explain how they help communicate meaning 

2.5 identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning (e.g., adjust the pace of speaking for effect and to hold the listener’s attention) 

READING FOR MEANING

1.1 read a variety of texts from diverse cultures, including literary texts  (e.g., . . . chapter books, letters, diaries, poetry) . . .

1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details 

1.5 develop interpretations about texts using stated and implied ideas to support their interpretations 

1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them 

1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning 

1.8 express personal opinions about ideas presented in texts (e.g., identify traits they admire in the characters; comment on actions taken by characters) 

1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives 

READING FLUENTLY

3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g., read a poem aloud with appropriate phrasing and emphasis) 

UNDERSTANDING FORM AND STYLE

2.4 identify various elements of style – including alliteration, descriptive adjectives and adverbs, and sentences of different types, lengths, and structures – and explain how they help communicate meaning (e.g., alliteration and rhythm can emphasize ideas or help convey a mood or sensory impression) 

WRITING

2.2 establish a distinctive voice in their writing appropriate to the subject and audience (e.g., use punctuation, dialogue, and vivid language to create a particular mood or tone) 

2.3 use some vivid and/or figurative language and innovative expressions to enhance interest (e.g., strong verbs; concrete, specific nouns; unusual adjectives; unexpected word order) 

3.7 use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout 

3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies 

4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choices

I have been teaching English Language Arts, Literature, Social Studies, and ESL for the past fifteen years. I currently teach gifted students online (literature and writing).

提供的家庭作業
Participants must pre-read the September, October, and November entries before the first class and write a poem (inspired by  "The Red Wheelbarrow", "Stopping by Woods on a Snowy Evening", "The Tyger", "Cat", "Horse", and "Dog"). Then, each week, there will be assigned reading (from the novel, as well as selected poems) and writing (poetry) homework to complete. 

The reading is essential because we will not have time to review all of the basic character and plot details in this class. Instead, we will explore the themes, allusions, form, and stylistic choices. Participants must have a general understanding of what is happening in the story each week. Furthermore, the writing homework is required because there is a major focus on reading the students' poems in class and celebrating each child as a poet.
1 - 2 每週課外時間
提供的評估
Each week, the learners will receive personalized feedback from their teacher and peers about their poetry. This will, for the most part, be positive feedback to encourage them in their poetry writing. Throughout the class, learners will be encouraged to share their reading insights in the group discussion and each contribution will be discussed and developed.
提供的成績