Transcript: Student Session 1A | Aug 24, 1998

(music plays)

The opening slate pops up with a countdown timer from 7 seconds and the title “TVO’s Virtual Classroom. Get connected.”
The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

When the countdown finishes, an opening slate appears. It reads “Series Title, Language Alive. Program Title, Session 1. Host, Alexa Usher-Jones. Date May 8-98. Time 9:00-10:00 AM. Help Line Toll Free: 1-888-371-1917.”

Missus UJ sits in a studio. She’s in her forties, with shoulder-length curly blond hair. She’s wearing a dark blue blazer and a blue shirt with white collar.

Missus UJ says HI, GOOD MORNING, AND
WELCOME TO LANGUAGE ALIVE.
I'M MISSUS UJ.
MY REAL NAME IS MISSUS
USHER-JONES, BUT THE KIDS
ALL LIKE TO CALL ME MISSUS
UJ BECAUSE IT'S JUST
A WHOLE LOT EASIER.
I'D LIKE TO TAKE JUST A MOMENT
AND TELL YOU A LITTLE
BIT ABOUT WHO I AM.
WHEN I'M NOT WITH YOU ON
FRIDAYS, I TEACH GRADE SEVEN
ENGLISH AND GRADE NINE
DRAMA HERE IN TORONTO.
WHEN WE THINK ABOUT THE WORD
LANGUAGE ALIVE, HOPEFULLY,
I'M GOING TO GIVE YOU SOME TIPS
ON LANGUAGE, BUT IT'S REALLY
IMPORTANT YOU KEEP IT ALIVE.
SO YOUR CONTACT WITH ME, AND
YOU BEING FOCUSSED ON THE
THINGS WE'RE DOING, THAT'S
GOING TO REALLY MAKE THESE
LANGUAGE ALIVE
SESSIONS REALLY HAPPEN.
SO WHAT I'D LIKE TO DO RIGHT
NOW IS, FIRST OF ALL,
SHOW YOU THE FOLDER THAT,
YOU HAVEN'T RECEIVED IT YET,
BUT IT'S COMING, SO IT'LL
BE THERE FOR NEXT WEEK.
BUT I DO KNOW YOU'VE ALL
RECEIVED YOUR AGENDA.
LET'S TAKE A LOOK NOW AT
YOUR AGENDA, SO GET IT
IN FRONT OF YOU.
HERE IT IS.
NOW, MINE LOOKS A LITTLE
BIT DIFFERENT THAN YOURS.

Missus UJ grabs a sheet of paper that reads “Number 1. Date: May 8. Agenda. Writing prompt. Virtual challenge.”

Missus UJ appears on a small window at the right bottom of the screen.

Missus UJ continues BUT WHAT WE HAVE TO GET
USED TO IS EACH WEEK
PUTTING THE SESSION.
TODAY WE'RE AT
THE FIRST SESSION.
AND THERE'S A SPACE FOR
YOU TO RECORD THE DATE.
SO PUT MAY 8th IN THERE.
AND YOU MIGHT SOMEWHERE UP IN
THE CORNER JUST PUT MY NAME,
SO YOU CAN REMEMBER,
IT'S Mrs. U-J.
NOW, LOOKING AT THE AGENDA,
IT'LL BE EASY FOR YOU TO SEE
WHAT THE FORMAT IS GOING
TO BE FOR THE LESSON.
NOW, EACH WEEK WE WILL BEGIN
WITH THE WRITING PROMPT, AND
THAT'S GOING TO BE OUR WARM-UP
FOR WRITING, AND ALL OF THE
POINTS ON THE SIDE, AND ON
YOUR AGENDA WHERE IT SAYS MAIN
POINTS, THIS IS WHERE WE'RE
GOING TO RECORD THE KINDS OF
THINGS WE ARE DOING
THROUGHOUT THE LESSON.
SO PERIODICALLY I'LL SAY, GET
YOUR AGENDA IN FRONT OF YOU,
LET'S RECORD SOME OF THESE
IDEAS WE'VE COVERED, BECAUSE
WHEN I'M OFF THE AIR, YOU
MIGHT FORGET WHAT THEY ARE.
AND YOU CAN ALWAYS USE YOUR
AGENDA AS A POINT OF REFERENCE.
AT THE BOTTOM OF YOUR AGENDA
IS THE VIRTUAL CHALLENGE.
AND THROUGHOUT THE LESSON
WE'RE BUILDING AND BUILDING
AND WORKING UP TO THAT, AND
THAT'S GOING TO BE YOUR
HOMEWORK CHALLENGE.
WE'RE GOING TO HAVE A
LOT OF FUN WITH THAT.
AND THE FUN PART IS WHEN YOU
FINISH IT, YOU CAN FAX IT INTO
ME, SEND IT IN, EMAIL, SOME
OF YOUR RESULTS, AND WHAT I
WOULD LIKE TO DO IS SHOWCASE
SOME OF THOSE FOR YOU.
SO WON'T IT BE GREAT IF YOU
WRITE SOME THINGS, AND DO SOME
SPECIAL STUFF, ACTUALLY WHAT
YOU'RE DOING COMES ON TV.
NOW, JUST PUT YOUR AGENDAS
ASIDE FOR JUST A MOMENT.
MAKE SURE YOU ALWAYS
HAVE A PAPER HANDY.
AND I WANT TO SHOW YOU
SOMETHING ELSE THAT I TALK A
LOT ABOUT, AND THAT'S
CALLED THE BUZZ.

A hand-written document reads “The Buzz!”

Missus UJ continues NOW, WHAT WE ARE GOING TO BE
DOING IN ALL THE SESSIONS IS
DOING A LOT OF WHAT
WE CALL THE BUZZ.
THE BUZZ IS GOING TO BE
A CHANCE FOR YOU TO DO
A QUICK TALK.
YOU'LL BE WORKING
WITH PARTNERS.
I SEE THAT SOME OF YOU ARE
LOGGED ON WITH PARTNERS ON
YOUR PHONE, SO THAT WILL BE
A NATURAL PARTNER FOR YOU.
WHY WE DO A LOT OF BUZZING IS
IT GETS YOU FOCUSSED, IT GETS
YOU TALKING, AND YOU'RE GOING
TO GET A LOT BETTER TALKING
AND COMING UP
WITH QUICK IDEAS.
WRITING IS THE EASY PART.
ONCE YOU'VE GOT THE IDEAS
AND YOU'VE FORMED THEM, THEN
GETTING THEM DOWN ON PAPER
WHEN I'M GONE WILL BE
THE EASY PART FOR YOU.
SO WITHOUT ANY FURTHER ADO
WE'RE GOING TO MOVE ON
TO THE WRITING PROMPT.
NOW, THE WRITING PROMPT, WHAT
IT IS, IT'S REALLY A WARM-UP
FOR YOUR WRITING.
WHAT I WILL BE DOING AT EACH
SESSION, IT'S JUST A SHORT
PART OF OUR LESSON.
I'LL SHOW YOU A VIDEO CLIP.
NOW, THE VIDEO CLIP, I'LL GIVE
YOU SOMETHING VERY FOCUSSED
TO LOOK FOR, AND IT GIVES US
AN OPPORTUNITY TO BECOME REALLY
VISUALLY AWARE AND BECOME
GOOD VISUAL LEARNERS.
KIND OF TRAIN YOU TO LOOK
FOR CLUES AND THINGS THAT
YOU'LL BE ABLE TO USE
IN YOUR LANGUAGE.
NOW, WHAT I WANT YOU TO THINK
ABOUT TODAY IS, I'M GOING TO
FOCUS YOU UP ON WHAT
I CALL THE THREE W's.
NOW, WHEN YOU START LOOKING AT
THE CLIP, I WANT YOU TO THINK
OF AND ZOOM IN IMMEDIATELY TO
WHERE ARE WE, WHO'S INVOLVED,
AND WHAT'S HAPPENING?
LET'S TAKE A LOOK AT THE CLIP
AND SEE IF YOU CAN FIND OUT
ALL OF THE THREE W's.
SO GET FOCUSSED,
HERE WE GO.

A clip plays.

A little boy eats at an amusement park, a girl enjoys a ride on a carousel, women look at children having fun in the games and an aerial view shows a roller coaster.

Missus UJ continues JUST REMEMBER WHEN YOU ARE
LOOKING FOR WHERE ARE WE,
YOU'RE LOOKING FOR
STRUCTURE, SIGNS.
MAYBE YOU'VE BEEN
THERE BEFORE.
BODIES OF WATER.

The video ends.

Missus UJ says SOME OF YOU MAY ALREADY COME UP
WITH WHAT THOSE THREE W's ARE.
HOPEFULLY, YOU USED SOME
VISUAL CLUES, AND YOU SAW SOME
OF THE STRUCTURES AND THINGS
THAT HELPED YOU FIGURE OUT
EXACTLY WHERE WE WERE.
NOW, IN OUR STORY GRAMMAR,
WHAT WE WANT TO DO IS ADD ON
ONE MORE THING.
AND THAT IS TO
ADD ON A PROBLEM.
IF YOU HAVEN'T GOT A
PROBLEM, THEN ESSENTIALLY,
YOU HAVEN'T GOT A STORY.
SO TRY TO THINK ABOUT YOURSELF
AS BEING THE MAIN CHARACTER,
AS THIS STORY EVOLVES.
NOW, A PROBLEM CAN BE
SOMETHING AS SIMPLE AS MAYBE
YOU DIDN'T TELL YOUR FRIEND
THAT YOU WERE TERRIFIED OF
ROLLER COASTERS.
AND YOU'VE COME TO SOME MIDWAY
THAT IS GOING TO MAKE THIS
STORY REALLY HAPPEN.
SO FOCUS UP, AND LET'S
GO FOR THIS RIDE.

The clip continues.

People waive as the roller coaster goes up. Then, they raise their arms when the roller coaster does the spinning rides.

The clip ends.

Missus UJ appears wearing a black wig.

She continues WOW, THAT CERTAINLY WAS A
HAIR RAISING EXPERIENCE.
IT CERTAINLY DIDN'T DO
ANYTHING FOR MY HAIRDO.
NOW, WHAT I'D LIKE YOU TO DO
IS GET INTO A QUICK BUZZ
WITH A PARTNER.

A sheet of paper reads “The Buzz. With a partner. Talk about… How did the ride make you fell?”

Missus UJ continues WHAT YOU ARE GOING
TO BUZZ ABOUT IS:
JUST A COUPLE OF MINUTES.
GET YOUR IDEAS OUT FAST.
GO.

Missus UJ places another sheet of paper that reads “Theme: writing prompt.”

Missus UJ continues OKAY.
HOPEFULLY YOU'VE GOT SOME
REALLY GOOD IDEAS BUZZING
AROUND ABOUT HOW YOU FELT.
AND IF YOU HAD A HARD TIME
GETTING GOING, WHAT I'M GOING
TO SHOW YOU NOW IS AN
INTERVIEW OF SOME PEOPLE WHO
WERE ON THAT RIDE WITH YOU.
AND THIS MIGHT HELP YOU
WITH YOUR WRITING PROMPT
AND WHEN YOU HAVE TO WRITE
HOW DID IT MAKE YOU FEEL?

A clip plays.

A little boy says IT WAS SCARY.

A man with curly hair says NOT SCARED AT ALL.
AS A MATTER OF FACT, I
WAS LIFTING MY HAND UP.
I WASN'T REALLY SCARED.
I LIKE ADVENTURE ANYWAY.

A young woman says JUST BEFORE YOU GO OVER
THE FIRST HILL, AND YOU GO
STRAIGHT DOWN.
YOU FEEL LIKE
YOU'RE GONNA DIE.

A woman with bangs says WELL, IT WAS PRETTY FAST.
BUT THE WORST PART WAS
GOING ALL THE WAY DOWN.
ROUND AND ROUND WAS FINE.

A young man says A LOT OF EXCITEMENT.
THERE WAS A LOT OF
WEIGHTLESSNESS.
IT WAS A GOOD FEELING.

A blond woman says FANTASTIC.
IT WAS EXCITING.
A LOT OF FUN.

A woman wearing a headband says I DIDN'T LIKE IT TOO MUCH.
IT WAS TOO BUMPY.
YOU'RE JUST VIBRATING
ALL THE TIME.

The clip ends.

Missus UJ continues OKAY, SO WE'VE HEARD HOW SOME
OF THE PEOPLE WHO WERE ON THE
RIDE WITH YOU FELT, AND WHAT
YOU ARE GOING TO DO A LITTLE
LATER, WE DON'T HAVE TIME TO
DO IT NOW, IS YOU'RE GOING TO
ACTUALLY WRITE DOWN SOME
OF THOSE FEELINGS YOU HAD.
SO WHAT I'D LIKE YOU TO DO NOW
IS GET YOUR AGENDA, PUT IT IN
FRONT OF YOU, TAKE OUT A
PENCIL, AND LET'S LOOK DOWN TO
THE WRITING PROMPT, AND LET'S
RECORD WHAT YOUR HOMEWORK
ASSIGNMENT IS
ACTUALLY GOING TO BE.
SO LOOKING AT THE
WRITING PROMPT.
OKAY, WHAT YOU WANT TO DO IS
WRITE ON HERE NOW, HOW DID THE
ROLLER COASTER MAKE YOU FEEL?

Missus writes the sentence on the piece of paper and then she appears on a small window at the right bottom of the screen.

Missus UJ continues NOW, WHEN YOU ARE WRITING
THIS, ONCE YOU GET SOME IDEAS
NOW, MAYBE YOU WANT TO DO
SOMETHING SPECIAL WITH THIS.
YOU MIGHT WANT TO TURN IT INTO
A LITTLE MINI POSTER, YOU
MIGHT WANT TO DO A CHARACTER,
SOME SORT OF CARTOON,
OR A COMIC STRIP.
WHEN YOU'VE GOT SOMETHING
FABULOUS, OR EVEN JUST
SOMETHING YOU WANT TO SHARE
WITH ME, DON'T FORGET
TO SEND IT IN.
AND AT THAT POINT, I'LL BE
ABLE TO SHOWCASE AND SHOWBOAT
IT FOR YOU ON
NEXT WEEK'S SHOW.
SO GET THAT DOWN, AND LET'S
MOVE ON NOW TO WHAT WILL BE
HOW WE ARE GOING TO CONNECT
ACTUALLY WHAT WE DID IN THE
STORY GRAMMAR WITH WHAT OUR
LESSON IS GOING TO BE TODAY.
YOU CAN SEE THAT WHEN WE TALK
ABOUT THE STORY GRAMMAR,
WE TALKED ABOUT WHO WAS
INVOLVED, WHAT WAS HAPPENING,
WHERE WERE YOU?

A blue sheet of paper reads “Video: where, what, who. Book: setting, plot, character.”

Missus UJ continues WELL, ACTUALLY, THIS LITTLE
STORY GRAMMAR AND THOSE SMALL
LITTLE DETAILS THAT YOU WERE
LOOKING AT THIS MORNING ARE
ACTUALLY GOING TO DEAL WITH
SOME OF THE ELEMENTS OF THE
SHORT STORY THAT YOU WOULD
HAVE TO USE IN BOOK REPORTING.

Missus UJ writes arrows that connect the words.

Missus UJ continues NOW, WHEN YOU ARE DOING A BOOK
REPORT, YOUR TEACHER MIGHT
ASK YOU REALLY HARD STUFF TO
INCLUDE, AND THAT MIGHT BE
DESCRIBE THE SETTING.
GIVE A PLOT SUMMARY.
WRITE A CHARACTER SKETCH.
AND EACH ONE OF THOSE THINGS
MIGHT HAVE A WHOLE LOT OF
DETAILS THAT YOU ARE
GOING TO HAVE TO INCLUDE.
AND THAT'S REALLY WHAT TODAY'S
MAINFRAME LESSON IS GOING
TO BE ABOUT.
HOW CAN I DO SOME OF THOSE
THINGS IN A BOOK REPORT, AND
DO A SUPERSTAR JOB AND REALLY
GET ALL THE DETAILS THAT I
REALLY NEED, IF I'M IN
GRADE SIX, SEVEN OR EIGHT?
OH, HI SAMARA.
HOW ARE YOU?
SAMARA?
PICK UP YOUR PHONE.

Missus UJ speaks with a female spectator via a telephone conversation.

Samara says HELLO.

Missus UJ says HI, SAMARA, HOW ARE YOU?

Samara says FINE.

Missus UJ says GREAT, GREAT.
DID YOU HAVE A
QUESTION ALREADY?

Samara says WHAT DID YOU SAY?

Missus UJ says DID YOU HAVE A QUESTION
ALREADY THAT YOU WANTED
TO ASK ME?

Samara says NO.

Missus UJ says OH, OKAY.
WELL, YOU CAN CALL IN.
IN A MOMENT I'M GOING
TO HAVE SOME QUESTIONS.
I'M REALLY GLAD YOU'RE EAGER.
AND YOU CAN CALL IN.
NICE TALKING TO YOU.
WHAT DO YOU LIKE
ABOUT LANGUAGE?
SHE'S GONE, OKAY.
SO WHAT WE ARE GOING TO LOOK
AT FIRST, AND WHAT I AM GOING
TO TRY TO GIVE YOU ARE SOME
DETAILS AND TECHNIQUES ON
SETTING PLOT AND CHARACTER.
SO WHEN WE GET TO OUR VIRTUAL
CHALLENGE, IT'S GOING TO BE A
GREAT BOOK REPORT, YOU'LL HAVE
LOTS OF DETAILS ON THINGS
YOU CAN INCLUDE.
SO LET'S LOOK, FIRST OF ALL, AT
THE FIRST FRAME, AND THAT IS
GOING TO BE, WHAT IS SETTING,
AND HOW CAN I MAKE IT BETTER?

A caption appears on screen. It reads “What is setting?”

Missus UJ continues SO THE QUESTION IS,
WHAT IS SETTING?
NOW, WHEN WE WERE LOOKING
AT THE VIDEO, WE WERE LOOKING
AT WHERE IT WAS HAPPENING.
BUT, ACTUALLY, WHEN YOU ARE
LOOKING TO DO SOMETHING AT
THIS LEVEL, YOU HAVE TO
INCLUDE MORE THAN JUST
WHERE IT HAPPENED.
AND YOU WANT TO BE THINKING
ABOUT OTHER FEATURES.
SOME OF THOSE FEATURES THAT
YOU MIGHT WANT TO INCLUDE ARE
WHAT WAS THE TIME OF THE
STORY, AND WHAT'S IMPORTANT
TO THAT?
WAS IT TIME OF THE YEAR?
WAS IT PAST, PRESENT
FUTURE, WAS THAT IMPORTANT?
WAS IT THE TIME OF THE DAY, IF
IT HAPPENS TO BE A STORY THAT
TAKES PLACE IN A HAUNTED
HOUSE LATE AT NIGHT, MAYBE
NIGHTTIME IS A REALLY
IMPORTANT TIME.
SO YOU WANT TO FOCUS ON TIME,
YOU WANT TO THINK ABOUT THE
PLACE, AND YOU WANT TO GIVE
SOME DESCRIPTION ABOUT THE
PLACE, AND THE THIRD THING THAT
YOU WANT TO THINK ABOUT IN
YOUR DESCRIPTION OF THE SETTING
IS AN IMPORTANT FEATURE.
NOW, AN IMPORTANT FEATURE IS
IS THERE SOMETHING SPECIAL
ABOUT WHERE THIS STORY
TAKES PLACE THAT MAKES
THIS STORY HAPPEN?
FOR EXAMPLE, IF IT'S A SNOW
BARON, AND A SNOWSTORM IS
APPROACHING, THEN THAT MIGHT
BE SOMETHING REALLY IMPORTANT,
AN IMPORTANT
FEATURE ABOUT IT.
NOW, LET'S LOOK DOWN, AND
LET'S TAKE A LOOK AT THE NEXT
BUZZ THAT YOU ARE GOING TO DO.

A blue sheet of paper reads “The Buzz. Partner talk. 3 features of setting: time, place, one important feature.”

Missus UJ continues NOW, YOU'VE ALREADY SEEN THE
CLIP, SO WE'RE DRAWING ON
SOMETHING WE'VE SEEN,
AND SOME OF THE DETAILS
THAT ARE THERE.
WHAT I'D LIKE YOU TO DO
IS I'M GOING TO GIVE YOU
A TIME TO BUZZ AND TALK
WITH YOUR PARTNER.
NOW, I WANT YOU TO THINK ABOUT
THE MIDWAY, AND I WANT YOU,
WHEN YOU HAVE THE ANSWER TO
SOME OF THE FEATURES OF THAT
SETTING, SEE IF YOU CAN COME
TO SOME IDEA OF WHAT WAS THE
TIME, WHAT WAS THE
PLACE, AND WHAT WAS
AN IMPORTANT FEATURE?
SO IT'S TIME FOR YOU TO BUZZ,
AND WHEN YOU HAVE THE ANSWER,
OR YOU EVEN HAVE AN IDEA,
REMEMBER, YOU CAN'T BE WRONG,
YOU CAN USUALLY JUSTIFY YOUR
THINGS IN ENGLISH SO IT'S NOT
RIGHT OR WRONG
LIKE IT IS IN MATH.
SO CALL ME WITH YOUR IDEAS.
DON'T BE AFRAID.
AND LET'S HAVE A FEW MINUTES
TO BUZZ, AND I'D LIKE TO HEAR
FROM YOU.

Missus UJ remains silent.

Missus UJ continues OKAY, WE HAVE SOME
CALLERS ALREADY.
I GUESS YOU ARE PRETTY GOOD
VISUAL LEARNERS, AND YOU'VE GOT
LOTS OF IDEAS ON WHAT THE
SETTING WAS FOR THE TIME,
PLACE, AND IMPORTANT FEATURE.
I'VE GOT JESSICA ONLINE
HERE FROM COLLEGE AVENUE.
HI, JESSICA.

Dan says HI.
I THINK YOU MADE
A THING WRONG.
I'M DAN, NOT JESSICA.

Missus UJ says OH, OKAY.
HI DAN, HOW
ARE YOU?

Dan says GOOD.
HOW ARE YOU?

Missus UJ says I'M JUST GREAT, THANKS.
NOW, YOU WATCHED CAREFULLY,
AND YOU'VE GOT SOME IDEAS ON
WHAT SOME OF THE FEATURES ARE
OF THE SETTING OF THE MIDWAY?

Dan says YEAH.

Missus UJ says GREAT, OKAY.
WHAT WAS THE TIME
THAT STORY TOOK PLACE?
WHAT DO YOU THINK?

Dan says MID AFTERNOON.

Missus UJ says WHY DO YOU THINK
MID AFTERNOON?
GOOD FOR YOU.

Dan says PARDON, WHY?

Missus UJ says WHY WOULD YOU
SAY MID AFTERNOON?

Dan says BECAUSE IT DIDN'T
LOOK TOO DARK YET.
AND IT LOOKED PRETTY SUNNY.

Missus UJ says GOOD, GOOD.
YOU ARE REALLY GOOD VISUALLY.
OKAY, ANYTHING ELSE
ABOUT THE TIME?
SORT OF THE TIME OF THE YEAR?
ANY IDEAS.

Dan says SUMMER, I'D SAY.

Missus UJ says WHY DO YOU THINK SUMMER?

Dan says I DON'T KNOW, IT JUST LOOKED,
EVERYBODY'S IN SHORTS
AND T-SHIRTS.
IT LOOKED LIKE IT WAS HOT.

Missus UJ says GOOD, GOOD.
OKAY.
THANKS FOR CALLING IN.
YOU'VE GOT SOME GOOD IDEAS.
CALL BACK SOON, OKAY?
SURE.

Missus UJ writes Dan’s answers on the paper.

Missus UJ continues OKAY, WE'VE GOT, THE NEXT
CALLER THAT CALLS IN,
I'M GOING TO BE ASKING THAT
PERSON IF THEY CAN IDENTIFY
WHAT THE PLACE IS.

Shannon says HELLO?

Missus UJ says, ARE YOU THERE?

Shannon says YEAH, I'M HERE.

Missus UJ says WHAT'S YOUR NAME?

Shannon says SHANNON.

Missus UJ says OH, HI, SHANNON.
MY DAUGHTER'S NAMED SHANNON.
VERY NICE TO MEET
YOU, SHANNON.

Shannon says HI.

Missus UJ says SHANNON, WHERE DO YOU
THINK THE STORY TOOK PLACE?
CAN YOU GIVE ME SOME DETAILS?

Shannon says AT A FAIR IN THE MIDWAY.

Missus UJ says OH, GOOD, GOOD.
NOW, I'M GOING TO EVEN ASK
YOU SOMETHING A LITTLE BIT
MORE SPECIFIC.
THINK YOU CAN IDENTIFY WHERE
THIS FAIR WAS, THIS MIDWAY?

Shannon says TORONTO.

Missus UJ says HOW DO YOU KNOW
IT WAS TORONTO?
GOOD FOR YOU.

Shannon says IT LOOKED LIKE THERE
WAS A LOT OF PEOPLE.
IT LOOKED LIKE THE EX, AND
THERE WERE ROLLER COASTERS.

GOOD FOR YOU.
IF YOU'VE EVER BEEN TO THE EX,
MAYBE YOU IDENTIFIED ONE OF THE
SIGNS OF WHAT THE NAME IS OF
THE SPECIAL ROLLER COASTER
THAT'S THERE.
I THINK IT'S BEEN THERE
SINCE I WAS A KID.

Shannon says THE FLYER.

Missus UJ says GOOD FOR YOU,
GOOD FOR YOU.
HAVE YOU BEEN ON
THAT FLYER BEFORE?

Shannon says NO.

Missus UJ says NOW, WAS THERE ANY OTHER
STRUCTURE THAT GAVE YOU AN
IDEA THAT IT WAS IN TORONTO?
ANY OTHER SORT OF
LANDMARKS YOU PICKED OUT?

Shannon says NO, I DIDN'T REALLY
SEE ANY OTHER.

Missus UJ says OH.
NOW, I DID SEE
THE ONTARIO PLACE.
SO SOMETIMES, IF YOU ARE
LOOKING VISUALLY, YOU MIGHT BE
ABLE TO LOOK AT SOMETHING AND
SEE, YOU KNOW, STRUCTURES OR
IF IT HAD A WIDER RANGE, MAYBE
WE WOULD HAVE BEEN ABLE TO
SEE THE CN TOWER, AND THAT'S
KIND OF A LANDMARK FOR US
TO KNOW THAT YOU WERE
DEFINITELY IN TORONTO.
GOOD FOR YOU.
DID YOU FIGURE OUT AN
IMPORTANT FEATURE
ON THIS MIDWAY?

Shannon says YEAH, PEOPLE
WERE HAVING FUN.

Missus UJ says GOOD.
GOOD FOR YOU.
THAT'S A REALLY IMPORTANT
FEATURE FOR YOUR STORY TO
HAPPEN, WHEN YOU WERE
THE MAIN CHARACTER
ON THE ROLLER COASTER.
SO WE'VE GOT TORONTO.
WE'VE GOT SPECIFICALLY
IT WAS THE CNE,
AND PEOPLE WERE HAVING FUN.
DID YOU HAVE FUN ON YOUR
ROLLER COASTER RIDE?

Missus UJ adds Shannon’s answers to the paper.

Shannon says YEAH.

Missus UJ says OKAY.
THANKS FOR CALLING IN.
WE'LL TALK TO YOU SOON.

Shannon says BYE.

Missus UJ says BYE.
OKAY, NOW WE'RE GOING TO MOVE
ON FROM SETTING RIGHT NOW,
AND WE ARE GOING TO GO ON TO
THE NEXT SECTION THAT YOU
MIGHT BE ASKED TO DO ON A
BOOK REPORT, AND THAT IS
WHAT IS PLOT?

The caption changes to “What is plot?”

Missus UJ continues NOW, WE TALKED A LITTLE BIT
ABOUT PLOT, AND I ASKED YOU
WHAT WAS HAPPENING?
WELL, WHAT WAS HAPPENING
REALLY IS WHAT THE PLOT IS.
BUT IF A TEACHER ASKS YOU TO
DO A PLOT SUMMARY, THEN YOU
HAVE TO KNOW WAY MORE THAN
JUST WHAT'S HAPPENING.
NOW, I'M GOING TO SHOW
YOU SOMETHING I DO
WITH MY ENGLISH STUDENTS.
AND THIS HELPS THEM
NARROW IT DOWN.
A SUMMARY IS NARROWING IT DOWN
AND MAKING A SUMMARY OF JUST
THE MAIN IDEAS AND SOME
OF THE MAIN POINTS.
BUT IF YOU LOOK AT THE
STRUCTURE THAT WE PLAY WITH
THIS MORNING, MAYBE THIS WILL
HELP YOU MAKE A TERRIFIC PLOT
SUMMARY IN YOUR
NEXT BOOK REPORT.
NOW, WHAT I HAVE
HERE IS A STORY LINE.

A drawing shows a diagonal line with asterisks that goes up and then down a bit. Captions read “Where? Who? Problem.”

Missus UJ continues AND THE STORY LINE, IT CAN
CHANGE WITH EVERY STORY.
THIS IS SORT OF A BASIC ONE.
THE SIZE OF SOME OF THE ARMS
AND THINGS MIGHT CHANGE
ACCORDING TO THE
BOOK YOU'VE READ.
BUT WE'LL JUST GO ON SORT
OF A GENERAL ONE HERE.
NOW, FIRST OF ALL, YOU'VE GOT
THREE PARTS TO YOUR STORY
WHEN YOU MAKE A SUMMARY.
YOU'VE GOT THE BEGINNING,
YOU'VE GOT THE MIDDLE,
AND YOU'VE GOT THE END.
NOW, WHEN I ASK MY KIDS TO
DO A PLOT SUMMARY IN A BOOK
REPORT, I ALWAYS WANT THEM TO
INCLUDE THE ENDING BECAUSE
ONE OF THE REASONS WE DO A
BOOK REPORT IS THEY HAVE TO
PROVE TO ME THEY'VE
ACTUALLY READ THE BOOK.
SO IF THEY DON'T INCLUDE THE
ENDING, THEN I'M NOT SURE
THEY ACTUALLY FINISHED.
NOW, WHEN WE ARE LOOKING AT
THE BEGINNING, WE'VE ALREADY
IDENTIFIED SORT OF WHERE ARE
WE, WHO'S INVOLVED, BUT THE
KEY TO A PLOT SUMMARY IS
ZEROING IN IMMEDIATELY ON
WHAT THE PROBLEM IS.
ONCE YOU'VE GOT A PROBLEM,
THEN BEING ABLE TO SUMMARIZE
THE STORY DOWN INTO SOME OF
THE MAIN FEATURES, YOU'VE GOT
SOMETHING TO FOCUS ON.
SO HOW DOES THE MAIN
CHARACTER SOLVE THE PROBLEM?
SO YOU WANT TO COME UP WITH
SOME OF THE EVENTS IN A
SEQUENCE, JUST THE IMPORTANT
EVENTS THAT LEAD UP TO
ACTUALLY SOLVING THE PROBLEM.

Missus UJ joins the asterisks by drawing curves lines.

Missus UJ continues NOW, THE SOLVING OF THE
PROBLEM, THE TURNING POINT
OF THE STORY, IS THE CLIMAX.
AND AFTER THE PROBLEM IS
SOLVED, THEN WE HAVE,
IN THE ENDING, WHAT WE
CALL THE RESOLUTION.
SOMETIMES WE CALL THE
IT THE DENOUEMENT.
NOW, THAT SHOULD GIVE YOU SOME
OF IDEAS OF THE KINDS OF THINGS,
AND SOME OF THE SKILLS
THAT YOU NEED TO PULL
TOGETHER A GOOD PLOT SUMMARY,
KEEPING FOCUSSED ON THE
PROBLEM AND THE
SOLVING OF THE PROBLEM.
NOW, I'M GOING TO GET YOU ON
TASK, AND GET YOU WORKING.
A LOT OF OUR INTERACTION,
AS I SAID, HAS TO DO WITH YOU
INTERACTING WITH THE PEOPLE
IN YOUR CLASSROOM, AND
SPECIFICALLY A
PARTNER, THIS MORNING.
NOW, I BROUGHT IN, TO SHOW
YOU, WHAT I CALL REALIA.
AND REALIA IS JUST ANOTHER
WORD FOR MEANING REAL STUFF.
AND IF YOU HAVE TO DO AN
ORAL BOOK REPORT IN YOUR
CLASSROOM, IT'S ALWAYS GOOD
TO BRING IN REAL STUFF, AND
THAT MAKES YOUR ORAL
PRESENTATION COME ALIVE.

She grabs a paper crown and a witch broom.

Missus UJ continues NOW, WE'RE GOING TO LEAVE THE
MIDWAY, AND WE'RE GOING TO GO
ON TO A DIFFERENT GENRE.
AND THE GENRE THAT WE'RE
LOOKING AT IS A FAIRY TALE.
NOW, WHEN YOU'RE DOING YOUR
BOOK REPORT, I'M SURE IT
WASN'T A FAIRY TALE BOOK YOU
READ THIS MONTH, BUT I KNOW
GENERALLY WE WERE RAISED ON
FAIRY TALES AND WE KNOW THEM,
SO I TRIED TO PICK A STORY
THAT WE ALL MIGHT KNOW
SOMETHING ABOUT.
SO I'VE GOT THREE
PIECES OF REALIA.
ONE IS A BROOM.
AND IT LOOKS LIKE
AN OLD BROOM.
I DON'T THINK I'D LIKE TO
DO MUCH SWEEPING WITH IT.
LOOKS LIKE IT'S BEEN
AROUND FOR A LONG TIME.
THE SECOND PIECE OF REALIA
THAT I HAVE IS A MAGIC WAND.
NOW, THE BROOM IS THE
BEGINNING OF THE STORY, AND
THE MAGIC WAND IS GOING TO
BE THE MIDDLE OF THE STORY.
THIS IS GOING TO HELP OUR MAIN
CHARACTER, OUR BIG CHEESE,
SOLVE HER PROBLEM.
AND THE THIRD PIECE OF REALIA
WHICH WILL HELP YOU WITH THE
ENDING IS A CROWN.
Missus UJ puts on the crown and continues NOW, IT DOESN'T LOOK LIKE IT
COULD BE A PRINCESS CROWN,
IT MIGHT LOOK LIKE IT
BELONGS MORE TO A PRINCE.
BECAUSE I DON'T SEE SORT OF
JEWELS AND THINGS ON IT.
NOW, I'M SURE WITH THESE
PIECES THAT I'VE BROUGHT IN,
THIS REALIA, YOU MAY ALREADY
HAVE A PRETTY GOOD IDEA IN
WHAT THIS STORY IS.
AND THAT'S RIGHT,
YOU'VE GUESSED IT.
WE'RE GOING TO WORK ON MAKING
A QUICK SUMMARY AND JOT NOTES
AND MAIN IDEAS FOR
THE STORY
CINDERELLA.
NOW, USING THE PROPS TO
HELP YOU, THERE MAY BE SOMEONE
IN YOUR CLASS THAT, GOSH,
THEY JUST CAN'T REMEMBER
CINDERELLA, OR MAYBE
THEY'VE NEVER HEARD OF
THE STORY
CINDERELLA.
THAT'S WHY WORKING IN A BUZZ
WITH A PARTNER, A GOOD WAY FOR
YOU TO SUMMARIZE THAT STORY
AND GET IT DOWN WOULD BE
FOR YOU TO TELL
THEM THAT STORY.
QUITE OFTEN, IF A CHILD IS
MAKING A HUGE, WRITING OUT
ALMOST A NOVEL OF A PLOT
SUMMARY FOR ME, I'LL SAY, STOP.
NOW, PRETEND I'M YOUR YOUNGER
BROTHER OR SISTER, TELL ME
THE MAIN IDEAS OF THE STORY.
SO YOU MAY HAVE TO DO WITH
THAT YOUR PARTNER THIS MORNING.
LET'S LOOK AT OUR NEXT TASK
AND HOW YOU ARE GOING TO
INTERACT WITH ONE ANOTHER.

A blue sheet of paper reads “The Buzz. With a partner. Quick list of events of story Cinderella. You have 2 minutes! Go!”

Missus UJ continues FIRST THING YOU HAVE TO FOCUS
ON, REMEMBER, WHAT'S HER
PROBLEM, AND HOW DOES SHE
OVERCOME THAT PROBLEM.
SO GO.

After a while, Missus UJ continues NOW REMEMBER, WHEN YOU'VE GOT
A LIST, DON'T FORGET TO PUSH
POUND EIGHT AND CALL IN.

Alexandra says HELLO?

Missus UJ says HI, IS THIS ALEXANDRA?

Alexandra says YUP.

Missus UJ says HI, ALEXANDRA, HOW ARE YOU?

Alexandra says FINE.

Missus UJ says GREAT, GREAT.
ALEXANDRA, WERE YOU SUCCESSFUL
IN IDENTIFYING WHAT THE
PROBLEM WAS IN
CINDERELLA?

Alexandra says YEAH.

Missus UJ says GREAT.
WHAT DO YOU THINK
THE PROBLEM WAS?

Alexandra says THAT HER EVIL STEPMOTHER
AND SISTER WOULDN'T LET HER
GO TO THE BALL.

Missus UJ says GOOD, EXCELLENT, SO SHE
WASN'T ABLE TO GO TO THE BALL.
SO THERE WE HAVE IT.
NOW, WHAT STEPS DID
CINDERELLA, WAS SHE ABLE TO
DO TO OVERCOME THAT
PROBLEM AND GET THERE?

Alexandra says THE FAIRY GODMOTHER CAME,
AND SHE GAVE HER A DRESS
AND CARRIAGE AND STUFF.

Missus UJ says GREAT, OKAY.
THEN WHAT HAPPENED?

Alexandra says SHE WENT TO THE BALL.

Missus UJ says RIGHT.

Alexandra says AND AT MIDNIGHT, HER DRESS
TURNED INTO HER NORMAL
CLOTHES, AND HER
CARRIAGE INTO A PUMPKIN.

Missus UJ says OKAY.
NOW, DID SHE GET TO LEAVE THE
BALL BEFORE THAT HAPPENED?

Alexandra says YEAH.

Missus UJ says OH, THAT WAS GOOD,
THAT WAS GOOD.
SO SHE WAS PRETTY OFF THE
MARK IN GETTING OUT WITH
THAT CURFEW NOTICE, RIGHT?
GREAT, OKAY.
SO WHAT WAS THE
SOLVING OF HER PROBLEM?
WHAT DO YOU THINK THE PEAK,
THE CLIMAX OF THE STORY?

Alexandra says SHE LEFT HER SLIPPER
THERE, AND HE FOUND IT,
AND HE MATCHED HER FOOT.

Missus UJ says WHO'S 'HE', ALEXANDRA?

Alexandra says THE PRINCE.

Missus UJ says RIGHT, SO THE FALLING ACTION.
HOW DOES EVERY FAIRY TALE END?
DO YOU KNOW THE LAST
LINE IS, ALEXANDRA?

Alexandra says HAPPILY EVER AFTER.

Missus UJ says GOOD FOR YOU.
AND DO YOU KNOW, IF WE WENT
BACK TO THE BEGINNING, AND WE
LOOKED FOR THE OPENING LINE,
CAN YOU TELL ME WHAT THE
OPENING LINE MAY HAVE BEEN?

Alexandra says ONCE UPON A TIME.

As they speak, Missus UJ grabs a new piece of paper showing a diagonal line and draws asterisks on it.

Missus UJ continues GOOD FOR YOU,
GOOD FOR YOU.
NICE TALKING TO YOU, ALEXANDRA,
AND THANKS FOR CALLING IN.
OKAY, OKAY, I'M GOING
NEXT TO OSBORNE SCHOOL.
AND WE HAVE ANOTHER STUDENT
COMING ON THE LINE.
LET'S SEE IF THAT STUDENT
HAS THE SAME PROBLEM THAT
ALEXANDRA DID.
SEE IF THEY CAN AGREE ON WHAT
THE PROBLEM WAS IN THE STORY.
OKAY.
I THOUGHT THAT
WAS REALLY GOOD.
THERE IS ACTUALLY
ONE OTHER LINE.
AND IF YOU THINK YOU CAN
COME UP WITH THAT ANSWER,
ALEXANDRA WAS VERY GOOD AT
COMING UP WITH THE BEGINNING
OF A FAIRY TALE.
AND THAT'S ONCE UPON A TIME.
BUT THERE IS ANOTHER LINE THAT
IS OFTEN AN OPENING FOR THAT.
OKAY, WHAT WE ARE GOING TO DO
NOW IS WE ARE GOING TO MOVE
ON TO TALKING A LITTLE
BIT ABOUT CHARACTER.
AND THAT'S THE OTHER BIG PART
OF DOING OUR BOOK REPORT.

The caption changes to “How does the author establish character?”

Missus UJ continues WE WANT TO ASK, HOW DOES AN
AUTHOR ESTABLISH CHARACTER?
IT'S INTERESTING, WHEN YOU
READ A BOOK, AND AT THE END
OF IT, YOU ALMOST FEEL LIKE
YOU KNOW THAT PERSON.
THAT THAT PERSON IS ALMOST A
BEST FRIEND YOU WOULD KNOW.
YOU KNOW SO MUCH ABOUT WHAT
THEY ARE LIKE, THAT IF YOU
BROUGHT THEM TO SCHOOL, OR
MET THEM IN YOUR LUNCH ROOM,
YOU ALMOST KNOW HOW
THEY WOULD BEHAVE.
SO WE ASK OURSELF, I WONDER
HOW AN AUTHOR DOES ESTABLISH A
CHARACTER IN A STORY?

A blue piece of paper reads “Character qualities. Step mother? Prince? Step-sisters? Fairy godmother?”

Missus UJ continues NOW, CHARACTER QUALITIES, IF
WE THINK BACK TO
CINDERELLA,
AND I'M SURE JUST BY PUTTING
UP A LIST OF SOME OF THE MINOR
CHARACTERS, YOU CAN SEE THE
STEPMOTHER, THE PRINCE, THE
STEPSISTERS, THE FAIRY
GODMOTHER, THESE ARE SOME OF
THE MINOR CHARACTERS
IN THE STORY.
NOW, JUST THINKING ABOUT THEIR
BEHAVIOUR, THINGS THEY DID IN
THE STORY, THINGS THEY SAID,
THAT ALL HELPS YOU FORM AN
OPINION ON WHAT YOU THINK
THEIR CHARACTER WAS LIKE.
NOW, IT ISN'T IN THE BOOK,
DOING A CHARACTER SKETCH,
THIS IS WHERE YOU HAVE TO COME
UP WITH AN IDEA ON YOUR OWN.
SO YOU FORM AN OPINION, AND
YOU BACK IT UP WITH SOME PROOF.
YOU HAVE TO CITE A SPECIFIC
EXAMPLE IN ORDER TO DO THAT.
NOW, WE'RE GOING TO
PUT YOU BACK ON TASK.
AND THE TASK IS GOING TO BE
TO GIVE A CHARACTERISTIC
ABOUT CINDERELLA.
NOW BECAUSE SHE'S THE BIG
CHEESE, WE CAN GO BACK AND
THINK OF LOTS OF THINGS SHE
DID, YOU MAY NOT REMEMBER
EXACTLY WHAT SHE SAID, SO YOU
MAY HAVE TO INVENT THAT FROM
YOUR MEMORY.
BUT IF YOU WERE GOING TO TAKE
THAT FROM A BOOK IN A BOOK
REPORT, IF YOU ARE USING WORDS
THAT DON'T BELONG TO YOU, AND
YOU HAVE TO PUT THINGS IN
QUOTATION MARKS TO PROVE TO
YOUR TEACHER THAT IS SOMETHING
YOU PULLED FROM THE STORY TO
BACK IT UP.
NOW, LET'S LOOK AT THE
SYMBOL THAT I'VE GIVEN YOU.

A drawing features the hands of the clock at 12.

Missus UJ continues AND OBVIOUSLY, WE'LL GO WITH
WHAT ALEXANDRA SAID, AT 12:00.
NOW, LET'S THINK A
LITTLE BIT ABOUT THIS.
IT'S 12:00.
IT'S THE HIGHLIGHT
OF YOUR LIFE.
YOU'RE DRESSED LIKE A FAIRY
PRINCESS, OR YOU'RE AT
SOMETHING YOU JUST DON'T WANT
TO GO, BUT YOU KNOW YOU HAVE
A CURFEW.
NOW, THAT'S WHAT
HAPPENED TO CINDERELLA.
AND BECAUSE SHE DID WHAT SHE
DID, AND WHAT I WANT YOU TO DO
IS THINK, NOW, WHAT WOULD I
THINK IS A CHARACTER QUALITY
THAT WOULD BEST DESCRIBE
CINDERELLA FOR WHAT SHE DID AT
THAT MOMENT IN THE STORY?
NOW, ONCE YOU IN YOUR BUZZ
GROUP THIS MORNING HAVE COME
UP WITH A CHARACTERISTIC,
THAT'S WHAT WE'RE LOOKING FOR,
WHAT'S THE QUALITY
CHARACTERISTIC, YOU HAVE TO
GIVE ME SOME PROOF.
SO WHAT DID CINDERELLA DO
THAT PROVED THAT TO YOU,
AND WHAT DID SHE SAY?

Missus UJ writes the words “do” and “say” on the left and right side of the clock.

Missus UJ continues SO LET'S GET INTO
OUR BUZZ GROUP.
WHEN YOU'VE GOT AN
ANSWER, AN IDEA, CALL IN.

After some moments, Missus UJ says HI, GOOD MORNING.

Justin says HELLO.

Missus UJ says HI, IS THIS DARRELL?

Justin says NO, THIS IS JUSTIN.

Missus UJ says OH, HI JUSTIN,
HOW ARE YOU?

Justin says FINE.

Missus UJ says JUSTIN, CAN YOU TELL
ME ABOUT CINDERELLA?
WHAT DO YOU THINK WAS A
CHARACTER QUALITY AT THAT 12:00?
WHAT WOULD BE A WORD TO
DESCRIBE HER CHARACTER?

Justin says RESPONSIBLE.

Missus UJ says AH, GOOD FOR YOU.
GOOD FOR YOU.
NOW, WHAT DID SHE DO THAT
PROVES TO YOU THAT SHE WAS
RESPONSIBLE AT THAT
MOMENT IN THE STORY?

Justin says SHE LEFT WHEN SHE WAS
SUPPOSED TO, WHEN HER CURFEW.

Missus UJ says EXACTLY.
SEE, CURFEWS HAVE BEEN
AROUND A LONG TIME.
AND YOU'LL GET TO KNOW A BIT
ABOUT THOSE WHEN YOU'RE A
LITTLE BIT OLDER, I GUESS.
AND WHAT DID SHE SAY?

Justin says THAT SHE HAD TO LEAVE.

As they speak, Missus UJ writes the word “responsible” inside the clock, “do” on the left side and “I have to go” on the right side of the paper.

Missus UJ says SHE SAID I HAVE TO GO, RIGHT.
GOOD.
THANKS FOR CALLING IN.

Justin says OKAY.

Missus UJ says OKAY, THERE WE HAVE IT.
WE HAVE SOME OPINIONS BEING
MADE ON THE CHARACTER.
REMEMBER, IT'S YOUR IDEA.
YOU'RE GOING TO CREATE THAT
OPINION, AND YOU HAVE TO BE
ABLE TO BACK IT UP WITH TRUTH.
HI.

Nick says HI.

Missus UJ says ARE YOU THERE?

Nick says YES.

Missus UJ says GREAT.
WHAT IS YOUR NAME?

Nick says NICK.

Missus UJ says HI, NICK, HOW ARE YOU?

Nick says FINE.

Missus UJ says DID YOU HAVE ANOTHER IDEA
FOR CINDERELLA AT THAT TIME?

Nick says I THINK SHE WAS BRAVE
FOR GOING TO THE BALL.

Missus UJ adds the word “brave.”

Missus UJ says OH, GOOD FOR YOU.
WHY DO YOU THINK THAT?

Nick says BECAUSE SHE SAID THAT THE
FAIRY GODMOTHER, THE BAD ONE,
WOULDN'T LET HER GO ANYWHERE
EXCEPT FOR DOING CHORES.

Missus UJ says OH, GOOD, GOOD.
NOW, CAN YOU THINK OF A WORD
SHE MIGHT HAVE SAID THAT MADE
HER VERY BRAVE?
YOU COULD INVENT THAT.

Nick says GO BACK AND STUFF.

Missus UJ says OKAY, GOOD, GOOD.
BRAVE IS ANOTHER ONE.
AND I CERTAINLY THINK
SHE WAS VERY BRAVE, TOO.
ESPECIALLY WHEN SHE TOOK THAT
RISK OF BEING RECOGNIZED
BY THE STEPMOTHER AND
HER STEPSISTERS.
GREAT.
THANKS FOR CALLING IN.

Nick says OKAY.

Missus UJ says OKAY, NOW WHAT WE ARE GOING
TO DO IS WE HAVE COVERED A
NUMBER OF MAIN POINTS.
WHAT I WOULD LIKE YOU TO DO IS
PUT YOUR AGENDA IN FRONT OF
YOU AND LET'S QUICKLY WRITE
DOWN SOME OF THE THINGS IN THE
MAINFRAME OF THE LESSON THAT
WE HAVE LEARNED, SO WHEN YOU
DO YOUR BOOK REPORT, YOU
WON'T HAVE FORGOTTEN.
SO LET'S GET DOWN, FIRST
OF ALL, WE'VE TALKED
ABOUT THE SETTING.
WE TALKED ABOUT SETTING.
AND THE SETTING HAD TO
HAVE THREE FEATURES.
IT HAD TO HAVE TIME, IT HAD TO
HAVE PLACE, OKAY, AND IT HAD
TO HAVE AN IMPORTANT FEATURE.
WE TALKED ABOUT PLOT.
AND IN A PLOT SUMMARY,
IDENTIFYING WHAT THE
PROBLEM WAS.
WE'VE TALKED ABOUT CHARACTER.
AND HOW A CHARACTER IS
REVEALED IN A STORY, AND
CITING A SPECIFIC EXAMPLE
TO PROVE YOUR IDEA.
AND WE DID THAT BY LOOKING AT
THINGS THAT YOUR CHARACTER
DID, THINGS THAT YOUR
CHARACTER SAID, AND ALSO
YOU'LL BE LOOKING FOR CLUES
OF THINGS THAT THE AUTHOR HAS
TOLD YOU.

Missus UJ writes the lessons in a sheet of paper that reads “Main ideas.”

Missus UJ continues SO GET THOSE THINGS DOWN
BECAUSE WHEN YOU ARE WORKING
ON YOUR BOOK REPORT AND YOU
WANT TO GET SOME GOOD DETAIL
IN IT, YOU'LL WANT
TO REFER TO THOSE.
HI, CATHARINE,
ARE YOU THERE?

Catharine says YEAH.

Missus UJ says OH, HI, CATHARINE.
HOW ARE YOU?

Catharine says FINE.

Missus UJ says DID YOU HAVE AN ANSWER THAT
YOU WANTED TO TALK TO ME ABOUT?

Catharine says YEAH.

Missus UJ says OKAY.
WERE YOU THINKING
ABOUT THE MAIN IDEAS?
WHAT WAS YOUR QUESTION, DEAR?

Catharine says WELL, ISN'T THERE OTHER STUFF
THAT YOU ARE SUPPOSED TO
WRITE DOWN FOR FIVE POINTS?

Missus UJ says AH, OKAY.
OTHER STUFF FOR THE SETTING,
PLOT AND CHARACTER?

Catharine says YEAH.

Missus UJ says OKAY, WHAT ELSE, DEAR?

Catharine says THAT'S ALL.

Missus UJ says OH, OKAY.
WELL, THESE ARE THE ONES THAT
WE ARE GOING TO FOCUS ON,
THAT I'VE FOCUSSED ON HERE.
MAYBE WHEN YOU ARE DOING YOUR
BOOK REPORT WITH YOUR TEACHER,
SHE'LL HAVE SOME OTHER THINGS
SHE WANTS YOU TO INCLUDE, OKAY?
THANKS.
NOW, WHAT I WANT TO DO IS TALK
TO YOU ABOUT THE BOOK REPORT.
AND TODAY, THE BOOK REPORT
THAT I'M GOING TO GIVE YOU TO
WORK ON IS ACTUALLY
CALLED A BOOK BURGER.
NOW, YOU WONDER, HOW CAN YOU
DO A BOOK REPORT SO THAT IT
LOOKS LIKE A HAMBURGER?

Missus UJ grabs a large hamburger toy and places it on her desk.

Missus UJ continues WELL, I HAVE ACTUALLY BROUGHT
IN AN EXAMPLE OF A HAMBURGER.
AND THIS IS A
HAMBURGER BOOK REPORT.
AN IF YOU LOOK AT THE SIDES,
YOU CAN SEE ALL THE DIFFERENT
THINGS THAT LOOK LIKE
A JUICY HAMBURGER.
WE'VE GOT TOMATOES, MUSTARD,
LETTUCE, CHEESE, AND WE'VE
GOT MEAT.
NOW, THIS IS A REALLY SPECIAL
ONE, AND THIS IS DONE
THREE DIMENSIONAL.
NOW, YOU CAN DO A THREE
DIMENSIONAL BOOK BURGER,
OR PERHAPS YOU CAN
ALSO DO IT ON PAPER.
WHAT I WANT TO DO IS TAKE THIS
WITHIN APART AND SHOW YOU HOW
IT APPLIES TO ALL THE THINGS
WE TALKED ABOUT THIS MORNING.
SO FIRST OF ALL, ON THE TOP
BUN, YOU HAVE YOUR NAME.

The bun has a small paper flag on a tooth stick.

Missus UJ continues YOU HAVE THE TITLE OF THE
BOOK, AND YOU HAVE, OF COURSE,
THE AUTHOR'S NAME.
SO THAT'S THE BUN
OF YOUR BURGER.
THEN WE HAVE THE TOMATO.
THE TOMATO IS WHERE YOU LIST
ALL THE MINOR CHARACTERS IN
YOUR STORY, AND COME UP
WITH ONE CHARACTERISTIC
FOR EACH ONE OF THEM.
NOW, YOU COULD DO YOUR TOMATO
AND CUT IT IN WEDGES, WHICH
IS ANOTHER WAY OF DOING IT,
AND ON EACH WEDGE, YOU LIST
A MINOR CHARACTER.
THEN WE HAVE THE SETTING.
AND HERE ARE THE THINGS IN THE
SETTING THAT WE HAVE TALKED
ABOUT THIS MORNING.
HIGHLIGHTING THE TIME, THE
PLACE, AND AN IMPORTANT
FEATURE FOR THE
STORY TO TAKE PLACE.
NEXT, WE HAVE THE LETTUCE.
AND THIS IS SOMETHING ELSE TO
INCLUDE IN THE BOOK REPORT.
AND THAT IS CITING YOUR
FAVOURITE PART AND DESCRIBING
IT IN GOOD DETAIL.
SO THAT'S THE LETTUCE.
AND THE BIG CHEESE IS
THE MAIN CHARACTER.
AND YOU GO THROUGH ALL
THE STEPS AS WE DID WITH
CINDERELLA
WITH THE BOOK
THAT YOU ARE READING.
THE MAIN CHARACTER GIVING A
PHYSICAL DESCRIPTION, AND THEN
GETTING RIGHT INTO PROVING A
CHARACTERISTIC BY THINGS THAT
THE CHARACTER DID AND SAID.
SO THAT'S THE BIG CHEESE.
AND YOU CAN SEE ARIELA, SHE'S
IN ONE OF MY GRADE SEVEN
CLASSES, I THINK SHE TOOK
THIS TO HER FAMILY STUDIES,
AND SHE ACTUALLY
WORKED ON THIS.
THIS IS FELT, AND SHE'S GOT
THEM STUFFED SO THEY'RE PUFFY,
AND THEY'RE REALLY FUN
TO TAKE APART AND READ.
THEN WE HAVE THE PLOT.
REMEMBER, YOU DON'T
REWRITE THE WHOLE BOOK.
YOU FOCUS ON AN EXCELLENT PLOT
SUMMARY WHERE YOU INCLUDE THE
BEGINNING, MIDDLE, ENDING,
FOCUSSING IN ON THE PROBLEM,
AND THE SOLVING OF THE
PROBLEM IN A GOOD,
SOLID SUMMARY PARAGRAPH.

As Missus UJ separates the ingredients, a close-up shot shows notes stuck to them that display words lists and text fragments.

Missus UJ continues LASTLY, WE HAVE THE
BOTTOM OF THE BUN.
AND HERE IS WHERE YOU MAKE A
RECOMMENDATION, AND YOU RATE
YOUR BOOK OUT OF TEN.
I ALWAYS SAY WHEN THE KIDS ARE
DOING A BOOK REPORT ON A BOOK
THEY HAVE READ, AND IT WAS A
BOOK THAT YOU GOT TO CHOOSE,
YOU SURE SHOULDN'T BE GIVING
IT A LOW RATING WHEN YOU HAVE
HAD THE OPPORTUNITY TO
CHOOSE A BOOK OF YOUR OWN.
NOW, YOUR TEACHERS WILL
HAVE A COPY... OF A GRAPHIC
THAT I HAVE SENT.
AND HERE IT WILL OUTLINE
FOR YOU, SHOWING YOU
FROM THE EXAMPLE.

Missus UJ shows a drawing of the hamburger.

Missus UJ continues ON ONE SIDE WE HAVE ALL THE
PARTS OF THE BURGER, AND ON
THE RIGHT SIDE, WE HAVE ALL
THE THINGS THAT YOU SHOULD
INCLUDE ON EACH PART OF IT.
NOW, YOU DON'T HAVE TO
DO A THREE DIMENSIONAL.
I HAVE SOME WONDERFUL EXAMPLES
OF BOOK BURGERS FROM KIDS
THAT HAVE DONE SOMETHING ON --
HERE'S ONE THAT WAS DONE
ON PAPER.

Missus UJ grabs a hand-made book and continues
T'S REALLY SPECIAL.
YOU CAN SEE THIS LUSCIOUS
BURGER ON THE FRONT.
NOW, IF YOU DON'T LIKE MEAT IN
YOUR BURGERS, YOU CAN CHANGE
IT TO AN EGGPLANT BURGER, OR
FISH BURGER, OR WHATEVER YOU'D
LIKE TO DO.
NOW, THIS IS CHRIS IN ONE
OF MY GRADE SEVEN CLASSES.
AND HE HAS MADE THE
USHER-JONES MENU, AND HE
ACTUALLY MADE THE
USHER-JONES CAFE.
HE HAS INCLUDED THE THINGS
THAT ARE SERVED AT THE CAFE.
AND THEN HIS BOOK BURGER
WAS DONE ON PAPER.
NOW, YOU CAN SEE WHEN YOU DO
IT ON PAPER, WE HAVE WHAT
WE CALL A SPINNER.
AND YOU STICK IT THROUGH, AND IT
IS FASTENED ON THE OTHER SIDE.
AND HE'S USED HIS COMPUTER
TO MAKE IT INTERESTING.
BUT BY USING THE SPINNER, HE'S
GOT THE TOP BUN, THEN HE HAS
THE TOMATOES WITH
THE MINOR CHARACTERS.
NOW, HE'S USED THE GRAPHICS
ON HIS COMPUTER AND SO ON
TO MAKE HIS PAGES LOOK
VERY AUTHENTIC.
SO THERE YOU CAN
SEE THE BIG CHEESE.
AND WE'VE GOT THE MUSTARD,
THE LETTUCE, THE PLOT,
AND THE RECOMMENDATION.
SO THERE ARE SOME IDEAS
FOR YOUR BOOK BURGER.
NOW, JUST BEFORE YOU GET AWAY
ON ME, I WANT TO OUTLINE TO
YOU WHAT YOUR VIRTUAL
CHALLENGE IS.
AND WHAT WE SHOULD DO RIGHT
NOW IS GET OUT YOUR AGENDA
AND COPY DOWN EXACTLY
WHAT YOU'RE ASKED TO DO.

The caption changes to “Virtual Challenge. Create a book burger. 3D or on paper.”

Missus UJ continues SO HERE, I HAVE IT UP
ON THE SCREEN FOR YOU.
AT THE BOTTOM WHERE IT SAYS
VIRTUAL CHALLENGE ON YOUR
AGENDA, WRITE DOWN
CREATE A BOOK BURGER.
AND YOU CAN EITHER DO IT 3 D,
OR YOU CAN DO IT ON PAPER.
NOW, JUST BEFORE WE GO, I'M
SURE YOU ARE GOING TO BE VERY
INTERESTED IN KNOWING HOW
YOUR TEACHERS ARE GOING TO
EVALUATE YOUR BOOK BURGER.
AND I HOPE YOU SEND SOME OF
THEM INTO ME, OR YOU CAN EVEN
TAKE PICTURES OF A
DISPLAY YOU MAKE.
MAYBE YOU WANT TO MAKE A
GRILL TO PUT THEM ON,
OR A DRIVE-THRU OR WHATEVER.
LET'S LOOK NOW AT HOW YOUR
TEACHER WILL BE EVALUATING
YOUR BOOK REPORT.

Missus UJ shows a piece of paper with a line that reads “R, 1, 2, 3, 4.”

Missus UJ continues NOW, WE HAVE A RANGE HERE FROM
R, WHICH STANDS FOR REMEDIAL,
WHICH REMEDIAL, TO THE TEACHER
MEANS, AND TO YOU, THAT
PERHAPS YOU NEED TO PUT
SOME MORE WORK INTO IT.
NOW, IF YOU GET A THREE ON
YOUR BOOK REPORT, THAT MEANS
YOU MEET ALL THE
STANDARDS THAT ARE NEEDED
AT YOUR GRADE LEVEL.
SO THAT WOULD MEAN YOU'VE
INCLUDED ALL THE ELEMENTS OF
THE SHORT STORY AND THE
DETAILS THAT WE TALKED ABOUT
THIS MORNING.
BUT IF YOU RECEIVE A FOUR,
THEN THAT MEANS THAT YOUR BOOK
REPORT, THAT YOU
ARE A SUPERSTAR.
SO I TRY TO THINK OF IT
AS THIS IS REALLY GOOD,
BUT IF I GET A FOUR,
THAT'S SUPERSTAR MATERIAL.

Now, showing another sheet of paper, she continues LET'S TAKE A LOOK AT, HERE'S
A WAY THAT YOUR TEACHER MIGHT
BE MARKING IT IS YOU HAVE ALL
THE SECTIONS OF THE BURGER ON
THE LEFT, AND THEN WE'VE
GOT OUR RUBRIC SCALE FOR
ASSESSMENT ALONG.
PERHAPS YOUR TEACHER
MIGHT MARK IT OUT OF 28.
SO IF YOU HOPE TO GET A FOUR
IN EVERY SECTION OF THE
BURGER, THAT WILL GIVE YOU 28.
AND MAYBE THE TEACHER MIGHT BE
LOOKING FOR A BONUS WHICH THE
BONUS WOULD BE ABOUT, YOU
KNOW, DID YOU MAKE IT 3 D,
WHAT DID YOU DO TO
MAKE IT SPECIAL?
HOW DOES YOUR BOOK BURGER
STAND OUT FROM THE REST.
NOW, THAT'S REALLY
ALL THE TIME WE HAVE.
I'M SORRY THAT WE'VE
RUN OUT OF TIME.
I WISH WE HAD MORE.
NOW, REMEMBER, WHAT I WOULD
LIKE YOU TO DO IS HAVE A LOT
OF FUN MAKING
YOUR BOOK BURGERS.
AND NEXT WEEK, MAKE SURE YOU
BRING YOUR FOLDER, WITH THIS
WEEK'S AGENDA, AND WE'LL JUST
PUT ONE BEHIND THE OTHER AND
COLLECT FOR THE SIX SESSIONS.
SO IF YOUR TEACHER RUNS OFF
SIX OF THEM, KEEP THEM IN THE
FOLDER YOU'LL BE RECEIVING.
GREAT, WE'RE
CONNECTING IT NOW.
JUST WHILE I'M
CONNECTING MY NEXT CALL,
HERE'S MY FAX NUMBER:

A blue paper reads “Fax: 416-484-2609 c/o Missus Usher-Jones. Book burger! Writing prompt?”

Missus UJ continues
SO ANYTHING YOU WANT TO SEND
ME, THERE'S THE NUMBER.
OKAY, SORRY, THAT'S
ALL THE TIME WE HAVE.
SO TUNE IN NEXT WEEK.
I CAN'T WAIT FOR ANOTHER
HAIR RAISING EXPERIENCE.
AND HAVE FUN WITH
YOUR BOOK BURGERS.
BYE FOR NOW.

The caption changes to “TV Ontario. Course: Language Alive: Student Sessions. Session 1 August 5th 98. 9:00.”

Missus UJ concludes CAN I STILL ANSWER
THE KIDS' CALLS?

The caption changes to “Please remember to log off! Pick up handset. Press pound 7. Press 1 to confirm. Hang up handset. See you next time!”

Watch: Student Session 1A