Transcript: Student Session 2B | Aug 24, 1998

(music plays)

The opening slate reads “Series Title, Language Alive. Program Title, Session 4. Host, Alexa Usher-Jones. Date May 15-98. Time 10:30-11:30 AM. Help Line Toll Free: 1-888-371-1917.”

Missus UJ appears on screen. She’s in her forties, with shoulder-length curly blond hair. She’s wearing a pastel yellow blazer and a necklace.

She says HI, IT'S GREAT
TO BE BACK.
I'M SO EXCITED.
WE'RE GOING TO
HAVE SO MUCH FUN.
I HAD SUCH A GOOD
TIME LAST WEEK,
AND YOUR IDEAS
WERE WONDERFUL.
AND AFTER THE SHOW,
I THOUGHT, GEE,
ISN'T THIS A GREAT
WAY TO LEARN?
NOW, I KNOW THAT A
NUMBER OF YOU ARE
NEW TODAY AND ARE
JUST LOGGING IN.
SO I'M Mrs. U.J.
AND I THOUGHT I WOULD RECAP
SOME OF THE THINGS WE DID
LAST DAY AS A REVIEW FOR
EVERYONE THAT WAS HERE,
AND FOR SOME OF
THE NEW PEOPLE,
JUST SO YOU KNOW
HOW WE WORK.
NOW, FIRST OF ALL, YOU
SHOULD HAVE RECEIVED
THIS WEEK YOUR FOLDERS TO
KEEP ALL YOUR THINGS IN
FOR ALL THE SESSIONS.
AND IT HAS A LANGUAGE
ALIVE STICKER ON.
YOU CAN DECORATE IT,
PUT YOUR NAME ON IT,
AND MAKE SURE YOU ALWAYS
HAVE IT WITH YOU.
NEXT, IN THE FOLDERS, KEEP
YOUR AGENDAS ON ONE SIDE.
AND WE NUMBER THEM EACH
OF THE SIX SESSIONS
SO YOU CAN KEEP
THEM IN ORDER.
REMEMBER, WE USE
THESE AGENDAS
TO WRITE THINGS
DOWN AS WE GO.
MAKE SURE ALL THE KEY
SKILL THINGS YOU PUT DOWN,
AND OF COURSE YOUR VIRTUAL
CHALLENGE AT THE END.
AND IT'S REALLY IMPORTANT
YOU HAVE LOTS OF PAPER,
BLANK PAPER, LINED PAPER,
LOTS OF PENCILS, THINGS,
SO WHEN I PUT YOU TO TASK
AND WE BUZZ AROUND
AND SO ON, THAT YOU HAVE A
PLACE TO KEEP THOSE THINGS.
SO THE NEXT THING
IS A REMINDER OF -
LET'S FIRST OF ALL GET OUR
AGENDAS OUT BEFORE WE MOVE,
AND WE'LL GET STARTED AND
PUT MAY 15TH UP IN THE CORNER.

A blue sheet of paper pops up. It reads “2. Agenda. Date: May 15. Topic: Writing tips. Vocabulary building.” She appears on a small window at the right bottom of the screen.

She continues AND HERE WE ARE WORKING
ON SESSION NUMBER 2.
SO YOU PUT A 2 THERE.
AND ALSO, TODAY'S TOPIC IS
GOING TO BE WRITING TIPS
AND VOCABULARY BUILDING.
NOW, REMEMBER WE
START WITH A WARM-UP.
REMEMBER LAST WEEK WE
HAD THAT CRAZY WARM-UP
WITH THE ROLLER COASTER,
AND WE ALL WENT
FOR A ROLLER COASTER RIDE.
AND REMEMBER THAT CRAZY
FRIGHT WIG THAT I HAD.
AND EVERYONE HERE
THOUGHT I WAS CRAZY,
AND I'M SURE YOU
PROBABLY DID, TOO.
AFTER THAT, WE MOVED
ON TO DOING
A LOT OF BUZZING
AROUND.

A hand-written document reads “The Buzz. Quick talk. Partners.”

She continues AND FOR THOSE
PEOPLE WHAT ARE NEW,
QUITE OFTEN I WILL
ASK YOU TO BUZZ.
AND TO BUZZ MEANS THAT
YOU DO A QUICK TALK,
YOU TALK TO YOUR PARTNERS,
IT'S AN OPPORTUNITY
TO GET YOUR IDEAS FLOWING,
TO GET THE JUICES RUNNING,
AND THEN TO CALL IN QUICKLY
WITH ALL OF YOUR ANSWERS.
THEN AFTER THE WRITING
PROMPT, WE MOVE,
LAST WEEK INTO THE
SKILLS IN PREPARING US
FOR A BOOK REPORT.

A blue sheet of paper reads “Video: where, what, who. Book: setting, plot, character.” The two “oes” in “book” are two eyes.

She continues WE WENT FROM THE WHERE
IN OUR STORY GRAMMAR
OF ZOOMING IN, THE THREE W'S
AND LOOKING AT THE CLIP,
AND FIGURING OUT WHERE WE
ARE, WHAT'S HAPPENING,
WHO'S INVOLVED, AND THEN
WE TIED THAT INTO REALLY
ADDING ON DETAIL IN OUR
BOOK REPORT AND BUILDING
ON THE SETTING, THE TIME, PLACE,
IMPORTANT FEATURE, YOU KNOW,
ZEROING IN ON THE PROBLEMS
THAT THE CHARACTER HAS
TO DO A PLOT SUMMARY AND
THE SOLVING OF THE PROBLEM.
THEN WE TALKED A LOT
ABOUT THE CHARACTER,
AND HOW THE CHARACTER IS
REVEALED IN YOUR NOVEL.
AND WHEN YOU ARE WRITING A
CHARACTER SKETCH FOR YOUR
BOOK REPORT, HOW TO PULL
OUT THE MOST IMPORTANT -
WHAT IS THEIR NOTABLE
CHARACTERISTIC,
AND THEN HOW TO PROVE IT.
THE NEXT THING WE DID IS WE
HAD A VIRTUAL CHALLENGE.
AT THE END OF THE SHOW,
AND YOU CAN DO THIS AGAIN
THIS WEEK, IF YOU WISH TO.

Missus UJ grabs a fake hamburger.

She continues WE HAD A LOT OF KIDS THAT
DIDN'T GET A CHANCE TO CALL IN
IN THE SHOW, AND THEIR
ANSWERS WEREN'T GIVEN,
SO I STAYED FOR
ABOUT 15 MINUTES.
I'LL BE VERY HAPPY
TO DO THAT AGAIN,
IF YOU'D LIKE
ME TO DO THAT,
AND SEVERAL OF THE KIDS SAID
DO YOU HAVE ANY MORE BURGERS?
AND JUST FOR A REVIEW
OF WHAT WE DID,
AND FOR THOSE KIDS
THAT WEREN'T WITH US,
MAYBE YOU'D LIKE TO
DO THIS BOOK REPORT.
THIS IS A DIFFERENT ONE
THAT I BROUGHT TODAY.
THIS ONE IS MADE OUT OF,
IT'S ALMOST OUT OF CLAY.
AND YOU CAN SEE IT'S
DONE, THIS IS ON
“THE SIGN OF THE BEAVER.”
IT'S BY ELIZABETH SPEAR,
AND IT'S DONE BY ONE
OF THE KIDS IN MY CLASS
CALLED MARIANNA LAMAS
IN ONE OF MY GRADE
SEVEN CLASSES.
AND REMEMBER WE TALKED
ABOUT MINOR CHARACTERS
WITH THE TOMATO AND
DIVIDING THE WEDGES,
AND COMING UP WITH
CHARACTERISTICS.

As she separates the ingredients, a close-up shot shows notes stuck to them that display sentences.

She continues WE DID THE SETTING,
THE TIME, PLACE,
IMPORTANT FEATURE.
WE ZEROED IN ON THE
FAVOURITE PART,
AND WRITING A GOOD
SOLID PARAGRAPH
AND IDENTIFYING WHAT
THAT SPECIFIC WAS.
THEN WE DID THE BIG CHEESE,
THE MAIN CHARACTER,
WHERE WE HAD TO IDENTIFY
PHYSICAL CHARACTERISTICS,
AND A NOTABLE
CHARACTERISTIC,
AND BACK IT UP WITH
A SPECIFIC EXAMPLE.
AND THEN THE PLOT WAS
THE MEAT OF THE STORY.
AND I KNOW SOME OF YOU
WANTED TO DO VEGETARIAN
BURGERS AND OTHER
EXTENSIONS OF THAT,
WHICH WAS GREAT.
THIS ONE IS ALSO
MADE OUT OF CLAY.
AND A GOOD SUMMARY
PARAGRAPH WITH THE PLOT.
AND THEN LASTLY IS
THE RECOMMENDATION
AND RATING THE BOOK.
NOW, ONE OF THE FACILITATORS
IN ONE OF THE SCHOOLS
CALLED AND SAID, HOW
DO THE KIDS SEND
IN THE BOOK BURGERS?
AND I KNOW YOU
WON'T WANT TO,
WHEN YOU'VE SPENT
SO MUCH TIME,
AND YOUR TEACHER
WANTS TO EVALUATE YOU,
THESE ARE KEEPERS, YOU
WOULDN'T THESE THIS TO GET LOST,
BUT ONE WAY YOU COULD
DEAL WITH SENDING THIS IN
IS PERHAPS THREE OF FOUR
OF YOU, OR HOWEVER MANY,
MAYBE THE WHOLE CLASS,
YOU COULD MAKE A DISPLAY,
MAYBE LAY THEM
OUT ON A TABLE,
TAKE A LITTLE SNAPSHOT
AND SEND IT IN,
AND THAT WILL BE GREAT.
AND I CAN SHOWCASE IT
FOR YOU ON TV
AND SHOW FROM THE
VARIOUS SCHOOLS.
IT WOULD BE GREAT TO POST
THEM UP HERE BEHIND ME AND
GIVE YOU AN AUDIENCE FOR
ALL THE STUFF YOU ARE DOING.
OKAY, I PREPARED A LITTLE,
JUST BEFORE WE GET MOVING,
I PREPARED A LITTLE
LICENSE PLATE.

She grabs another sheet of paper that reads “XQSSME.”

She continues AND SEE IF YOU CAN
FIGURE OUT WHAT THAT IS.
AND THIS LICENSE PLATE
ACTUALLY IS SOMETHING
I'M SAYING TO YOU.
I'M SAYING, EXCUSE ME, DON'T
FORGET IN LANGUAGE ALIVE,
THE BIG PART IS THE
ACTIVITY AND CONNECTION
BETWEEN YOU AND I.
AND IF IT'S NOT ON
THE PHONE LINES,
AND YOU CAN ALWAYS FAX ME
IN THINGS THAT YOU DO,
I'D LOVE TO SEE THEM.
I'D LOVE TO SHOW OTHER KIDS
AND READ SOME OF THE THINGS
THAT YOU ARE DOING.
SO REMEMBER, THAT'S
WHAT THIS IS ALL ABOUT.

A new blue sheet of paper pops up. It reads “The word collectors. Awaken the senses then they write!”

She continues HI, YOU'RE THERE?
COLLEGE AVENUE?
COLLEGE AVENUE?
HELLO?
PICK UP YOUR PHONE,
COLLEGE AVENUE.
HELLO?
ARE YOU THERE?
OH, OKAY.
HELLO?
HI, ANITA.
[mix of voices]
OKAY, SO WE'RE GOING
TO GO ON TODAY,
WE'RE GOING TO TODAY
WE ARE GOING TO BE
WORD COLLECTORS TODAY.
AND WE ARE GOING
TO BE WORKING ON,
THAT'S GOING TO BE THE
WRITING TIP THAT WE ARE
WORKING ON, AND YOU ARE ALL
GOING TO BE VOCABULARY
AND WORD COLLECTORS TODAY.
WHAT OUR PURPOSE IS
GOING TO BE IS REALLY
AWAKENING THE SENSES.
WE ARE GOING TO BE DOING A
LOT OF TALKING ABOUT THINGS
THAT WE SEE, THINGS
THAT WE HEAR,
AND TRY AND CREATE
SOME RICH, RICH
LANGUAGE SO YOUR
WRITING WILL IMPROVE.
NOW, JUST BEFORE WE MOVE
ON TO OUR VIDEO CLIP,
WHICH IS OUR WARM-UP
FOR WRITING,
I'M GOING TO HAVE YOU BUZZ
FOR A BIT THIS MORNING.

She shows a sheet of paper that reads “Buzz. When you or your friend are showing off-what’s your trick? Call in.”

She continues AND SINCE YOUR VIDEO CLIP
IS ALL ABOUT SHOWING OFF
AND TRICKS, THIS IS WHAT
I'D LIKE YOU TO DO.
I'D LIKE YOU TO BUZZ WITH
THE PERSON CLOSEST TO YOU,
JUST A VERY QUICK TALK,
DON'T WRITE ANYTHING DOWN,
BUT WHEN YOU AND YOUR
FRIEND ARE SHOWING OFF,
WHAT'S YOUR TRICK?
CALL IT IN TO ME.

A girl says I LIKE TO DO
CARD TRICKS.

Missus UJ speaks with a spectator via a telephone conversation.

Missus UJ says ARE YOU THERE?

The girl says YEAH.

Missus UJ says HI, WHAT'S YOUR TRICK?

The girl says I DO A CARD TRICK.

Missus UJ says OH, WHAT KIND OF A
CARD TRICK DO YOU DO?

The girl says THE OTHER PERSON PICKS A
CARD, AND I TRY TO FIND IT.

Missus UJ says OH, GREAT, GREAT.
SO DO YOU CREATE SORT
OF AN AUDIENCE FOR THAT,
AND PEOPLE GIVE YOU
SOME RECOGNITION?

The girl says SOMETIMES.

Missus UJ says DO YOU TEACH IT
TO OTHER PEOPLE,
OR ARE YOU KEEPING YOUR
TRICK TO YOURSELF?

The girl says I SHOW OTHER PEOPLE.

Missus UJ says GOOD FOR YOU,
GOOD FOR YOU.
THAT'S ONE GOOD THING ABOUT
DOING THINGS IS SHARING IT
WITH OTHER PEOPLE.
GOOD.
THANKS FOR CALLING IN.
OKAY, WE'RE GOING TO
LISTEN TO A COUPLE
OF MORE TRICKS THERE.
NOW, WHAT WE ARE GOING
TO DO THIS MORNING
IS WE ARE GOING TO - IT'S
ACTUALLY A VIDEO THAT'S
CALLED, YOU KNOW THE
EXPRESSION YOU CAN'T TEACH
AN OLD DOG NEW TRICKS, THE
GREAT THING ABOUT THE VIDEO
WE'RE LOOKING AT THIS
MORNING IS I CALL IT
YOU CAN TEACH AN OLD
DOG NEW TRICKS.
REMEMBER, WHEN YOU ARE
LOOKING AT THE CLIP,
IT IS A WARM-UP
FOR WRITING,
SO YOU WANT TO BE
LOOKING AT ALL KINDS
OF VISUAL CLUES
AND SO ON.
DON'T FORGET THE
STORY GRAMMAR
THAT WE TALKED
ABOUT LAST DAY.
SO YOU'RE LOOKING FOR THE
THREE W'S RIGHT OFF THE BAT:
WHO'S INVOLVED? WHERE ARE
WE? AND WHAT'S HAPPENING?
IN ADDITION TO THAT, TODAY
I WANT YOU TO FOCUS
IN ON WHAT DO YOU SEE?
AND WHAT DO YOU HEAR?
LOOK AT THE MAIN CHARACTER,
WHO HAPPENS TO BE A DOG
THIS TIME, AND SEE IF YOU
CAN BE REALLY FOCUSSING ON
COLLECTING WORDS WHEN WE
GET BACK TO THE WARM-UP.
SO LET'S LOOK AT THE VIDEO.
REMEMBER, WATCH AND
LISTEN THIS TIME.

A clip plays.

A girl gives food to a dog at a dog competition. Contestants make their dogs walk by their side as the public look at them.

A song plays
I'M WALKING ON SUNSHINE
WHOA
DON'T IT FEEL GOOD?
ALL RIGHT
DON'T IT FEEL GOOD?
YEAH

The hostess says OKAY, RELAY, OLD GUY.
ONE.
HE SAID THIS IS SO MUCH FUN.
OKAY, HERE'S THE BIG THREE.
THERE'S ANOTHER ONE, RELAY.
THERE'S ANOTHER ONE.
I DON'T KNOW FOLKS,
I DON'T KNOW.
[cheering]
[applause]

A large dog picks up several tennis balls in a circuit.

The hostess continues YAY!
COME ON, RELAY,
PICK THOSE UP AGAIN.
YOU GOT TO DO A LOOP AROUND
THIS STAGE BEFORE WE'LL GIVE
YOU THE FOUR OR THE THREE.
GET THAT OTHER ONE NOW.

The female owner helps the dog by giving him instructions.

The hostess continues HEY, RELAY, LET'S HEAR
IT FOR THIS GREAT DOG!
[applause]

The dog carries three tennis balls in his mouth.

The clip ends.

Missus UJ appears wearing a Goofy hat.

She says ISN'T THAT GREAT?
ISN'T THAT A
FABULOUS TRICK?
AND OF COURSE, THERE'S
NOTHING CUTER THAN
A GOLDEN RETRIEVER.
She takes off the hat and continues NOW, I'M NOT A
GOLDEN RETRIEVER,
BUT PEOPLE SAY YOU KIND
OF LOOK LIKE YOUR DOGS,
AND I'VE CERTAINLY HAD
GOLDEN RETRIEVERS,
SO WE'LL GO ON
FROM THERE.
OKAY, WE HAVE OUR FIRST
CALLER IN TO TALK ABOUT
SIGHTS AND SOUNDS
FROM THE DOG SHOW.
OSBORNE CENTRE?
PICK UP YOUR
PHONE, PLEASE.
OSBORNE.
DO WE HAVE SOME
WORDS HERE?

A boy says HELLO.

She says HI.

The boy says HI.

She says HI, DO YOU HAVE SOME WORDS
OF THINGS YOU ACTUALLY
SAW WHEN YOU WERE
LOOKING AT THE DOG?
WHAT WORDS DID YOU COLLECT
AND COME UP WITH ORALLY?

The boy says HE'S A GOLDEN RETRIEVER.

She grabs a new piece of paper. It reads “Oral list. Dog. What did you.” A box reads “see” and another one reads “hear.”

She says FOR SURE.
OKAY.
GOLDEN IS A REALLY
GOOD WORD, TOO.
RIGHT.
ANY OTHER THINGS
THAT YOU SAW?

The boy says OLD.

She says HOW DID YOU KNOW
THAT DOG WAS OLD?

The boy says HE WAS BIG.

She writes the words “golden” and “old” in the box named “see.”

She says YEAH.
ANY OTHER REASONS?
ANYTHING YOU CAN
DESCRIBE ABOUT THE DOG?

The boy says HE DID SOME TRICKS.

She says YES, YES.
ANYTHING ABOUT THE COLOUR OR
ANYTHING HOW YOU WOULD KNOW
THAT DOG WASN'T SORT OF
A BRAND NEW SPUNKY ONE?

The boy says HE WAS SHINY.

She says ANYTHING ABOUT
THE COLOURS?

The boy says IT WAS KIND OF
LIKE A DARK GOLD.

She says YES, YES.
OKAY, GOOD.
WE'RE GOING TO
TAKE ANOTHER CALL.
THANKS FOR CALLING IN.
YOU WERE A GOOD VISUAL
AWARENESS THERE.

The boy says OKAY, BYE.

She says OKAY.
NOW, WE'RE FOCUSSING ON
THINGS WE ACTUALLY HEARD,
SO IN YOUR GROUPS
THIS MORNING,
AND JUST TALKING
ABOUT ORAL THINGS,
WHEN YOU WERE
LOOKING AT THE DOG,
YOU ARE FOCUSSING ON WHAT
KIND OF THINGS WHEN YOU
WERE WATCHING THE DOG
DID YOU ACTUALLY HEAR?
SIGHTS AND LAUGHTER AND
THINGS THAT MAY HAVE BEEN
SURROUNDING THAT DOG WHEN
HE WAS PERFORMING HIS TRICKS.
HI, JACK MINER.

A male student says HELLO.

She says WHAT KIND OF WORDS DID YOU
AND YOUR PARTNER COME UP WITH
FOR WORDS
THAT YOU HEARD?

The male student says WE HEARD A CROWD.

She says GOOD.
AND WHAT WAS
THE CROWD DOING?
WHAT KIND OF THINGS DID
YOU HEAR ABOUT THE CROWD?

The male student says THEY WERE SCREAMING
AND CHEERING.

She says THEY WERE, THEY WERE.
IT WAS A PRETTY GOOD
TRICK, DON'T YOU THINK?

The male student says YEAH.

She says ANYTHING ELSE YOU HEARD
WHEN YOU WERE LOOKING AT DOG?

The male student says MUSIC.

She says OKAY, GOOD.
I WONDER WHY THEY WOULD
HAVE MUSIC BLARING WHEN
THE DOG WAS TRYING TO
PERFORM HIS TRICK?

The male student says THE DOGS' BARKING.

She says OKAY, GOOD.
MAYBE IT WOULD CALM THEM
DOWN OR SOMETHING, GREAT.
ANYTHING ELSE
THAT YOU HEARD?

The male student says THE ANNOUNCER.

She writes down all of his answers.

She says GOOD, GOOD.
THANKS FOR CALLING IN.
OKAY, WHAT WE ARE GOING
TO DO IS WE ARE GOING
TO MOVE ON RIGHT NOW.
AND WE ARE GOING TO GO BACK
AND WE ARE GOING TO LOOK AGAIN.
THIS TIME, YOU ARE GOING
TO WATCH AND LISTEN,
AND YOU ARE GOING TO
FOCUS ON THE OWNER.
OKAY, WHEN YOU LOOK
AT THESE DOG OWNERS,
WHAT DID YOU SEE, AND
WHAT DID YOU HEAR?
OKAY, LET'S FOCUS AGAIN.

The clip plays again.

A girl gives food to a dog at a dog competition. Contestants make their dogs walk by their side as the public look at them.

A song plays
I'M WALKING ON SUNSHINE
WHOA
DON'T IT FEEL GOOD?
ALL RIGHT
DON'T IT FEEL GOOD?
YEAH

The hostess says OKAY, RELAY, OLD GUY.
ONE.
HE SAID THIS IS SO MUCH FUN.
OKAY, HERE'S THE BIG THREE.
THERE'S ANOTHER ONE, RELAY.
THERE'S ANOTHER ONE.
I DON'T KNOW FOLKS,
I DON'T KNOW.
[cheering]
[applause]

A large dog picks up several tennis balls in a circuit.

The hostess continues YAY!
COME ON, RELAY,
PICK THOSE UP AGAIN.
YOU GOT TO DO A LOOP AROUND
THIS STAGE BEFORE WE'LL GIVE
YOU THE FOUR OR THE THREE.
GET THAT OTHER ONE NOW.

The female owner helps the dog by giving him instructions.

The hostess continues HEY, RELAY, LET'S HEAR
IT FOR THIS GREAT DOG!
[applause]

The dog carries three tennis balls in his mouth.

The clip ends.

Missus UJ says WHAT A GREAT FACE
ON THAT DOG, EH?
OKAY, I'M SURE THAT YOU
CAME UP WITH LOTS OF WORDS,
AS YOU ARE WORD
COLLECTORS TODAY.
THINGS THAT WOULD DESCRIBE
YOUR SIGHT AND SOUNDS
LOOKING AT THOSE OWNERS.
AND THAT'S GOING TO BE YOUR
WRITING PROMPT FOR TODAY.
NOW, WHEN YOU GET
STUCK ON A WORD,
AND FOR EXAMPLE SOME PEOPLE
WERE SAYING THE DOG WAS OLD.
AS WELL AS THE DOG BEING
YOUR NEW BEST FRIEND,
She shows a small yellow dictionary and continues DON'T FORGET YOUR
THESAURUS CAN BE YOUR
NEW BEST FRIEND, TOO.
SO WHEN YOU HAVE SOME WORDS
AND YOU WANT TO MAKE THEM
EVEN BETTER, YOU SHOULD BE
GOING TO THE THESAURUS,
WHICH IS GOING TO BE
YOUR BOOK OF SYNONYMS.
REMEMBER, YOU LOOK
UP THE ROOT WORD.
SO YOU MIGHT LOOK
UP BIG OR OLD,
AND IT WILL GIVE YOU A
WHOLE COLLECTION OF OTHER
WORDS THAT MIGHT
REALLY ZERO IN.
FOR EXAMPLE, ONE OF THE
CALLERS SAID GOLDEN WOULD BE
A WORD TO DESCRIBE
THAT GOLDEN RETRIEVER.
AND YES, THAT CERTAINLY
IS A GREAT ONE.
LET'S TAKE OUT OUR
AGENDAS RIGHT NOW.

A blue sheet of paper pops up. It reads “Owners. Describe what you saw. What you heard.”

She continues AND LET'S COPY DOWN WHAT
THE WRITING PROMPT WILL BE.
AND THAT'S SOMETHING
YOU CAN FAX IN TO ME,
AND YOU CAN WORK WITH
YOUR THESAURUSES AND YOUR
PARTNERS AND SO ON, WHEN YOU
GET BACK TO THE CLASSROOM
TODAY AND THIS WEEK, IS
REALLY FOCUSSING ON SOME RICH,
COLOURFUL THINGS THAT
YOU SAW AND HEARD WHEN YOU
WERE LOOKING
AT THE OWNERS.

She grabs a piece of paper that reads “Theme. Writing prompt: 10-20 words describing owners.”

She continues SO WHAT YOU WANT TO DO IS
LOOK AT THE TOP PART
OF YOUR AGENDA AND
THE WRITING PROMPT.
SEE IF YOU CAN COME UP
WITH AT LEAST 10-20 WORDS
THAT WOULD DESCRIBE
THOSE OWNERS.
SO LET'S JUST GET
THAT DOWN QUICKLY.

She remains silent for some moments.

She continues NOW, WHAT WE ARE GOING TO
DO IS IT WOULD BE GREAT
IF ALL YOU HAD TO DO IN YOUR
COMMUNICATION IN STORY
WRITING AND REPORT WRITING
AND SO ON COULD YOU
JUST WRITE LISTS OF WORDS,
BECAUSE THAT'S FUN,
AND IT'S EASY TO COLLECT,
AND IT'S FUN TO WORK WITH
PEOPLE DOING THAT.
BUT THE WAY THAT WE
COMMUNICATE IS, OF COURSE,
THROUGH SENTENCES.
SO WHAT WE ARE GOING TO TRY
TO DO IS TAKE ALL THOSE
WORD LISTS AND WE ARE GOING
TO TRY TO PUT IT INTO SOME
SENTENCES, AND TO TRY TO
EXPAND THEM AND MAKE
THEM INTO WONDERFUL,
RICH SENTENCES.
SO LET'S TAKE A LOOK AT A
VERY SIMPLE SENTENCE
THAT I HAVE FIRST.

A blue sheet of paper appears. It reads “The bird sat on the branch.”

She continues AND WE KNOW THAT
IT'S A SENTENCE.
IT'S A GOOD SENTENCE.
THERE'S NOTHING
WITH THIS SENTENCE.
WE HAVE A SUBJECT.
REMEMBER, EVERY SENTENCE
NEEDS A SUBJECT.
AND WE NEED A
PREDICATE.
THE SUBJECT IS WHO OR WHAT
THE SENTENCE IS ABOUT.
AND THE PREDICATE IS TELLING
YOU SOMETHING ABOUT WHAT
THE SUBJECT IS DOING.
SO THE SUBJECT IS A
NOUN, OKAY, THE BIRD.
AND THE VERB, OF COURSE,
TELLS US WHAT
THE SUBJECT IS DOING.
WHAT DID THE BIRD DO?
THE BIRD SAT.
NOW, THIS IS A GOOD
SOLID SIMPLE SENTENCE.
BUT WHAT WE ARE GOING TO
DO AS WORD COLLECTORS
THIS MORNING IS WE
ARE GOING TO TRY AND
MAKE THIS A
RICH SENTENCE.
WHEN YOU ARE WORKING IN YOUR
BUZZ GROUP THIS MORNING
WHAT I'D LIKE YOU TO DO IS
FIND WORD THAT DESCRIBE NOUNS.
NOW, WE KNOW WORDS THAT
DESCRIBE NOUNS ARE ADJECTIVES.
SO WE HAVE BIRD
AS A NOUN,
SO WE ARE GOING TO TRY AND
FIND AS MANY ADJECTIVES
AS WE CAN TO MAKE THIS
A WONDERFUL SENTENCE.
THEN WE'VE GOT THE
OTHER NOUN, BRANCH.
OKAY, WHAT KIND
OF A BRANCH?
WHAT DID THE
BRANCH LOOK LIKE?
WHAT COLOUR WAS IT?
AND SO ON.
WE ALSO HAVE THE VERB.
AND ADVERBS ARE WORDS THAT
ENRICH OUR VERBS AND
TELL US A LITTLE BIT
ABOUT WHAT VERBS DO.
AND THE INTERESTING THING
YOU CAN DO WITH THE ADVERBS
IS YOU DON'T HAVE TO
HAVE THEM SITTING RIGHT
BESIDE THE VERB.
SO YOU CAN CREATE SOME
EXCELLENT SENTENCE VARIETY
BY MOVING SOME OF THE
ADVERBS TO SOME OTHER
AREA IN THE SENTENCE.
IT WOULD BE PRETTY BORING
IF ALWAYS THE SUBJECT IS
THE FIRST THING YOU SEE IN A
SENTENCE IN NATURAL ORDER.
SO TRY TO SORT OF MOVE SOME
OF THOSE ADVERBS AROUND
AND MAKE YOUR SENTENCE
MORE INTERESTING.
SO WHAT I WOULD LIKE YOU TO
DO IS BUZZ WITH A PARTNER.
I'D LIKE YOU TO SEE IF
YOU CAN FIND AT LEAST ONE
ADJECTIVE FOR EACH NOUN,
AT LEAST ONE ADVERB.
BUT YOU MAY ALSO HAVE
SOME EXTENSIONS OF THAT.
I'LL GIVE YOU A COUPLE OF
MOMENTS TO WORK WITH THAT.
IF YOU HAVE A SENTENCE
YOU'D LIKE TO CALL IN,
THAT WOULD BE GREAT.
NOW, I UNDERSTAND THERE IS
A LITTLE BIT OF TROUBLE
ON SOME OF THE
PHONES THIS MORNING.
AND IF THE FACILITATORS--

She shows a sheet of paper that reads “Facilitators: our computer system is down. If you have students who wish to speak. Please connect a phone to the VOX line and call the Help Line at 1 888 371 1917 or (416) 484-2622. We will try to connect one student per site.”

She continues OKAY, OKAY.
SO WHAT I'D LIKE YOU TO DO
IS WORK WITH YOUR PARTNERS
AND SEE IF YOU CAN
CREATE A RICH SENTENCE,
AND CALL ME IN WITH
YOUR FIRST ONE.
COLLEGE AVENUE, WE'VE
GOT SOME ADJECTIVES
AND ADVERBS.

A female student says HELLO.

Missus UJ says HI, COLLEGE AVENUE.

The female student says YEAH.

Missus UJ says GREAT.
WE'VE GOT SOME
ADJECTIVES AND ADVERBS?

The female student says YEAH, DO YOU WANT ME TO
READ THE WHOLE SENTENCE?

Missus UJ says PARDON?

The female student says DO YOU WANT ME TO READ
THE WHOLE SENTENCE?

Missus UJ says SURE, THAT WOULD BE GREAT.

The female student says ALL RIGHT.
THE BEAUTIFUL BIRD SAT
NOISILY ON THE RIGID
BRANCH.

Missus UJ says THAT IS AN
EXCELLENT SENTENCE.

The female student says THANK YOU VERY MUCH.
[students cheering]

Missus UJ says OKAY, WE HAVE SOME
OTHER PEOPLE, I'M SURE,
THAT WILL WANT TO CALL IN.
THERE ARE ONE THING OR
TWO ABOUT THE ADVERB
YOU CAN WORK ON.
SOMETIMES ADVERBS CAN MODIFY
MORE THAN JUST THE VERB.
SOMETIMES IT CAN WORK
AS AN INTENSIFIER.
SO IF YOU WANTED TO SAY SAT
GRACEFULLY ON THE BRANCH,
YOU MIGHT SAY
VERY GRACEFULLY.
OR THE VERY PRETTY BIRD.
SO SOMETIMES ADVERBS
CAN BE INTENSIFIERS,
AND THEY HAVE OTHER
JOBS IN THE SENTENCE.
WE'LL HEAR ANOTHER ONE
OF THOSE SENTENCES
AND SEE HOW GOOD
THAT ONE IS.
OKAY, COLLEGE AVENUE,
YOU'RE WORKING REALLY HARD
ON COLLECTING WORDS.
ARE YOU THERE?
COLLEGE AVENUE?

Anita says HELLO.

She says HI.
COLLEGE AVENUE?
OKAY, THE BIRD SAT
ON THE BENCH, TRACY?

Anita says IT'S ANITA.

She says OKAY, ANITA.
THE BIRD SAT ON THE BRANCH.
WHAT DID YOU DO
WITH THAT ONE?

Anita says THE BLUEBIRD SAT UPSIDE
DOWN ON THE BROKEN BRANCH.

She says OH, VERY GOOD.
WELL DONE.
WELL DONE.
OKAY, ONE OF THE TEACHERS
ACTUALLY THAT WAS WORKING
WITH MISSUS POGUE ON WEDNESDAY
FROM ONE OF YOUR SCHOOLS
GAVE AN IDEA TO PULL OUT
SOME OF THESE ADJECTIVES
AND ADVERBS IS TO ACTUALLY
MAKE SORT OF A WORD WEB.

Now, she shows a piece of paper with the word “noun” written in a circle and the word “verb” written in another one. An arrow pointing to the word “noun” reads “adjectives” and an arrow pointing to the word “verb” reads “adverbs.”

She continues SO IF YOU HAVE THE NOUN
LIKE BRANCH OR BIRD,
TO SIT DOWN AND MAKE
A WHOLE LIST OF THEM,
AND SELECT THE ONE THAT
IS BEST SUITED FOR THAT
SENTENCE YOU WANT TO SAY.
OKAY, JACK MINER,
ARE YOU THERE?

A young male student says HELLO.

She says HI.
DO YOU HAVE A
SENTENCE FOR US FOR
THE BIRD SAT ON
THE BRANCH?

The young male student says YEAH.

She says GREAT.
OKAY LET'S HEAR
YOUR SENTENCE.

The young male student says THE VERY FAT, COLOURFUL
BIRD SAT LONELY
ON THE BIG BROWN
BRANCH.

She says OKAY, GREAT.
NOW IF YOU WANTED TO
EXTEND BIG AND BROWN,
AND YOU WANTED TO MAKE
IT MORE COLOURFUL,
WHERE COULD YOU GO
FOR THAT INFORMATION?
IF YOU WANTED TO REALLY
COLLECT AND BUILD AND BRANCH
OUT FROM SOME OVERWORKED
WORDS LIKE BIG.
WHERE COULD YOU GO?
DO YOU REMEMBER?
WE TALKED ABOUT A
RESOURCE WE COULD USE.

The young male student says THESAURUS.

She says GOOD FOR YOU, GOOD FOR YOU.
DO YOU HAVE SOME OF
THOSE IN YOUR CLASSROOM?

The young male student says YEAH.

She says GOOD FOR YOU.
I HOPE YOU START USING THEM.
THAT'S GREAT.
THANKS FOR CALLING IN.

The young male student says BYE.

She says BYE BYE.
OSBORNE, HI, WHAT
IS YOUR SENTENCE?

A young female student says THE COLOURFUL BIRD
SAT SLEEPILY
ON THE STUBBY BROWN
BRANCH.

She says VERY GOOD, VERY GOOD.
NOW, WHAT YOU COULD DO
WITH THAT IS YOU, TOO,
COULD PERHAPS GET INTO THE
THESAURUS AND MAYBE TAKE
SOME OF THOSE WORDS AND
FIND SOME OTHER SYNONYMS
FOR THOSE GOOD ADJECTIVES
THAT YOU STARTED WITH.
THAT WOULD BE A GOOD
STARTING POINT.
GREAT.
THANKS FOR CALLING IN.
AND WE HAVE ONE MORE, THE
BIRD SAT ON THE BRANCH.
JACK MINER?

A teenager says HI.

She says HI.
WHAT IS YOUR SENTENCE?

The teenager says THE EXOTIC BIRD SAT
ON THE OLD BRANCH.

She says OKAY.
GREAT.
HOW DID IT SIT?
HAVE YOU GOT AN
ADVERB THERE?
[laughter]
HAVE YOU GOT AN
ADVERB WE CAN USE?
HOW DID IT SIT?

The teenager says IT WOULD SIT CROOKEDLY.

She says OKAY, EXCELLENT.
GOOD.
THANKS FOR CALLING IN.
NOW WE'RE GOING TO MOVE ON
FROM SENTENCE EXPANSION
INTO WHAT I CALL THE
DANCE OF THE BOXES.
NOW, AS WORKING AS
WORD COLLECTORS,
WHAT SOMETIMES
WE WANT TO DO,
YOU HAVE TO WRITE SOMETHING,
AND YOU JUST DON'T KNOW
WHERE TO GO WITH THE IDEA.
YOU DO HAVE IDEAS IN THERE,
SO WHAT WE ARE TRYING TO DO
IS GIVE YOU AN IDEA TODAY
ON HOW TO GET THOSE IDEAS OUT.
WHAT WE'RE GOING TO DO IS
LOOK AT - I CALL IT DANCE
OF THE BOXES, AND YOU MAY
HAVE SOME COPIES OF THESE.

A new sheet of paper pops up. It shows three boxes, one at the top that reads “1,” one on the left that reads “2” and the one on the right that reads “3.”

She continues HOPEFULLY YOUR TEACHES HAVE
RUN SOME OF THESE OFF.
THERE WERE A NUMBER OF THEM
THAT SHOULD LOOK LIKE THIS,
AND SOME EVEN LARGER ONES.
SO YOU CAN GET THOSE
IN FRONT OF YOU.
NOW, WE'RE GOING TO START
WITH SOMETHING SIMPLE,
AND I'LL SHOW
YOU HOW IT WORKS,
THEN I'LL SET YOU TO TASK
AND YOU CAN HAVE FUN
BUILDING A WHOLE
BUNCH OF THEM.
NOW, FIRST OF ALL YOU
START WITH THE WORD.
SO YOU CAN START
WITH, SAY, A NOUN.
OKAY, I'LL START
WITH THE NOUN CAT.

She writes the word “cat” in the box at the top.

She continues NOW, THE FIRST THING YOU
DO IS YOU THINK, OKAY,
NOW YOU DO THE
LEFT SIDE FIRST,
COVER THE RIGHT SIDE.
DON'T EVEN THINK ABOUT THAT.
NOW YOU THINK, WHAT IS IT?
WHEN I THINK OF THE CAT,
WHAT IS SOMETHING THAT
COMES TO MY MIND?
SO WHEN I THINK OF A CAT,
THE FIRST THING THAT COMES
TO MY MIND IS ALLERGIES.
NOW, THEN YOU FORGET
ABOUT THE LEFT SIDE,
AND YOU WORK ON
THE RIGHT SIDE.
AND YOU THINK OF, OKAY,
WHEN I THINK OF A CAT,
I THINK OF A FRIEND.
THEN THE NEXT STEP IS TO
COVER UP THE TOP BOX,
AND THEN YOU'LL SEE ON YOUR
CONCEPT BUILDERS THAT
YOU HAVE IN FRONT OF YOU,
THAT THERE IS ONE DOWN HERE.

She adds the words “allergies” and “friend” and then draws one more box at the bottom.

She continues SO YOU THINK, NOW YOU
TAKE THESE TWO BOXES,
AND YOU THINK, WHEN
I THINK OF ALLERGIES,
AND I THINK OF MY FRIEND,
WHAT IT MAKES ME
THINK OF IS ASTHMA.
NOW, THAT IS HOW YOU
DO DANCE OF THE BOXES.
NOW, THE WHOLE IDEA IS NOW
WE'VE GOT SOME IDEAS OUT THERE,
WE'RE GOING TO TRY
AND USE THOSE WORDS
AND PUT THEM INTO SOME
EXPANDED SENTENCES,
AND CREATE SOME
LITTLE ORAL STORIES.
LET'S TAKE ONE MORE
LOOK AT ANOTHER ONE,
AND I'LL JUST REVIEW IT
BEFORE I SET YOU TO TASK.
OKAY, FOR EXAMPLE,
LET'S MAYBE START
WITH SOMETHING LIKE MUSIC.

She pulls out another sheet of paper with four boxes, one at the top that read “Music,” two in the middle that read “Friends” and “Dancing,” and the last one at the bottom that reads “Gym.” Two lines go down from the top box to the ones in the middle and from each one of them a line goes down to the box at the bottom.

She continues OKAY, SO FIRST OF
ALL, LEFT SIDE.
WHEN I THINK OF MUSIC,
I THINK OF MY FRIENDS.
WHEN I THINK OF MUSIC,
I THINK OF DANCING.
COVER UP YOUR TOP BOX.
WHEN I THINK OF
FRIENDS AND DANCING,
I THINK OF DANCES THAT
WE HAVE IN THE GYM.
OKAY, NOW THAT'S
HOW IT WORKS.
SO DANCING OF THE BOXES.
NOW, GET YOUR CONCEPT
BUILDER IN FRONT OF YOU,
THE SIMPLE ONE WITH
JUST THE FOUR BOXES.
AND I'D LIKE YOU TO
PUT AT THE TOP BOX,
PUT THE WORD GREEN.

She grabs another blue piece of paper with the four boxes. The top one reads “Green.” The rest of the boxes are empty.

She continues NOW, WHAT I'D LIKE
YOU TO DO IS I'LL
GIVE YOU 30 SECONDS,
A MINUTE, NO LONGER,
WORKING WITH A PARTNER,
LEFT SIDE, RIGHT SIDE,
PUT YOUR TWO
BOXES TOGETHER,
WHAT DOES IT MAKE
YOU THINK OF?
OKAY, CALL IN WITH YOUR
FIRST DANCE OF THE BOXES,
AND SEE IF YOU CAN COME UP
WITH AN EXPANDED ORAL STORY
THAT THESE WORDS CAN
PULL TOGETHER FOR.
COLLEGE AVENUE?

Patrick says HELLO.

She says SO GREEN, LET'S TALK
ABOUT YOUR BOXES.

Patrick says says HELLO?

She says HI.
SO YOU'VE GOT GREEN.
WHAT ARE YOUR BOXES?

Patrick says I HAVE COLOUR AS ONE.

She says GOOD, OKAY.
AND WHAT ELSE?
RIGHT SIDE?

Patrick says THEN I HAVE GRASS.

She says GOOD.
WHEN YOU THINK OF COLOUR
AND YOU THINK OF GRASS,
WHAT DOES THAT
MAKE YOU THINK OF?

Patrick says SPRINGTIME.

She says NOW, WHAT I WANT YOU TO
DO, WHAT IS YOUR NAME?

Patrick says PATRICK.

She says OKAY, PATRICK, HERE'S
WHAT YOU HAVE TO DO.
TAKE THOSE BOXES AND NOW
CREATE A LITTLE ORAL STORY,
MAYBE TWO OR
THREE SENTENCES,
USING ALL OF YOUR BOXES.
SO LET'S EXPAND IT NOW, AND
YOU GIVE US ALL YOUR ORAL STORY.

Patrick says I DON'T KNOW.

She says OKAY, CAN YOU USE SOME
OF THE WORDS TOGETHER?

Patrick says MY FAVOURITE
COLOUR IS GREEN.
IT REMINDS ME OF THE
GRASS IN THE SPRINGTIME.

She says EXCELLENT.
VERY WELL DONE.
GOOD, THANKS FOR
CALLING IN.
NOW, WHAT WE'RE GOING TO
DO IS GO ONE STEP FURTHER.
NOW, THAT'S SINGLE WORDS.

A sheet of paper reads “Word chunks.” It shows four boxes with phrases written in them.

She continues AND WHAT YOU CAN DO NOW IS
THINK ABOUT WORDS IN CHUNKS.
NOW, SOME OF THESE WORD
CHUNKS ARE JUST TWO OR
THREE WORDS TOGETHER.
SOME OF THEM ARE
ACTUALLY A PHRASE.
NOW, THIS IS A STORY THAT
I CAN GIVE YOU ABOUT
MY MARCH BREAK HOLIDAY.
SO WHEN I STARTED
WITH MY TOP BOX,
I CAN SAY WHEN I WENT
TO SEDONA IN ARIZONA,
I WENT FOR MANY WALKS
ON THE MOUNTAIN.
MY LEFT SIDE WAS, IT WAS
VERY ROCKY AND DRY
WHEN I USED TO GO FOR WALKS
ON THE MOUNTAIN SIDE.
AND I SAW MANY
THISTLES AND CACTI.
WHILE I WAS WALKING ON THE
ROCKY AND DRY AREAS OF THE
MOUNTAIN, WHAT IT MADE ME THINK
OF WAS BEING IN THE DESERT.
SO YOU CAN SEE WHAT YOU DO
WITH YOUR WORD CHUNKS
IS NOW YOU HAVE TO ADD ON.
NOW, TAKE OUT ANOTHER ONE
OF YOUR CONCEPT BUILDERS.
AND IF YOU DON'T HAVE ONE, YOU
CAN JUST MAKE THE FOUR BOXES.
AND WHAT I'D LIKE YOU
TO DO IS AT THE TOP BOX,
WRITE THE WORD CHUNK.
THIS IS ACTUALLY A
PHRASE, IN THE CAVE.

She grabs a new piece of paper with the four boxes. The box at the top reads “In the cave.”

She continues AND WHAT I WOULD LIKE YOU
TO DO IS VERY QUICKLY,
DO YOUR LEFT SIDE, WHAT'S
THE FIRST THING IT MAKES
YOU THINK OF, WHAT'S THE
SECOND THING IT MAKES YOU
THINK OF, AND WHEN YOU
THINK OF THESE TWO THINGS
TOGETHER, WHAT DO THEY
MAKE YOU THINK OF?
SO I'LL GIVE YOU
ABOUT A MINUTE,
AND WHEN YOU'VE GOT
A DANCE OF THE BOXES,
A CONCEPT BUILDING HERE,
CALL IN WITH WHAT YOU HAVE.

She remains silent.

She continues JACK MINER,
YOU THERE?

A male teenager says YES.

She says OKAY, YOU HAVE
IN THE CAVE.
WHAT KIND OF WORDS
DID YOU COME UP WITH?

The male teenager says DARK.

She says GOOD.
HAVE YOU GOT
SOME CHUNKS?
THIS ONE WE HAVE TO ADD
MORE THAN JUST DARK.
CAN YOU THINK OF SOMETHING
THAT WOULD GO WITH DARK?

The male teenager says SMALL PLACES.

She says SMALL PLACES.
GOOD.

The male teenager says CUBBY HOLES.

She says SO WHEN YOU THINK OF DARK
PLACES AND CUBBY HOLES,
WHAT DOES THAT
MAKE YOU THINK OF?

The male teenager says BATS.

She says GOOD FOR YOU.
GOOD FOR YOU.
HAVE YOU EVER SEEN A BAT?

The male teenager says YEAH.

She fills the boxes with the male teenager’s word choices.

She says YEAH, THEY'RE PRETTY
SCARY, AREN'T THEY?
FOR SUCH A SMALL
LITTLE CRITTER.
GREAT, THANKS
FOR CALLING IN.
NOW, YOU CAN SEE THAT WHEN
YOU ARE PULLING TOGETHER
CHUNKS OF WORDS, MORE
IDEAS ARE FLOWING,
AS WE COLLECT MORE
WORDS AND SO ON.
WE HAVE COLLEGE
AVENUE.

A female teenager says HI.

She says HI.
OKAY, IN THE CAVE.

The female teenager says I HAVE DARK AND COLD.
DARK AND COLD.

She says GOOD.

The female teenager says AND THEN I HAVE SCARY
FOR THE OTHER SIDE.

She says GOOD.
AND WHEN YOU THINK OF
DARK AND COLD AND SCARY,
WHAT DOES THAT
MAKE YOU THINK OF?

The female teenager says A HAUNTED HOUSE.

She says GOOD FOR YOU.
GOOD FOR YOU.
NOW COULD YOU PUT THAT
TOGETHER FOR ME?
CAN YOU PUT THAT TOGETHER
IN A SHORT STORY?

She adds the answers to the boxes.

The female teenager says OKAY.
IT WAS DARK AND COLD IN THE
CAVE BECAUSE IT REMINDED ME
OF THE SCARY HAUNTED HOUSE.

She says OKAY, VERY GOOD.
JUST ONE THING THAT YOU
MIGHT DO IF YOU WERE ADDING ON.
THIS HAD TO BE A WORD CHUNK.
SO YOU'D HAVE TO THINK OF
SOMETHING ELSE TO ADD SOME
WORDS WITH SCARY
TO GO WITH THAT.
CAN YOU THINK OF ANOTHER
WORD THAT MIGHT GO
WITH SCARY THAT COULD
MAKE A CHUNK?

The female teenager says SPOOKY.

She says SPOOKY.
OKAY VERY GOOD.
THANKS FOR CALLING IN.
NOW, YOU CAN SEE THAT
THE IDEAS ARE FLOWING,
AND THERE ARE ALL KINDS OF
SOUND AND SIGHT AND SMELL,
AND ALL THE KINDS OF THINGS
THAT ARE COMING OUT
BY DEVELOPING IT THROUGH.
NOW, YOU CAN SEE
THAT THIS TIME,
WHAT WE ARE GOING TO DO
IS WE ARE GOING TO GO
ONE STEP FURTHER.

Now, a sheet of paper shows six boxes and reads “Single words or word chunks?” There is one box at the top, two on the left side, two on the right side and then one at the bottom. The top one reads “bully.”

She continues AND WE'VE GOT
MORE BOXES.
I'M GOING TO GIVE YOU
ALL ONE TO WORK ON.
WE MAY HAVE A CHANCE
TO HEAR FROM A
COUPLE OF CALLERS ON THIS.
BUT YOU CAN SEE
AS YOU ADD BOXES,
WHAT YOU ARE DOING IS
ADDING MORE IDEAS.
ALWAYS MORE
IDEAS, MORE WORDS.
AND WHEN YOU GO TO SIT
AND WRITE SOMETHING,
YOU ALMOST HAVE A PLAN.
WHERE YOU'VE GOT
AN INTRODUCTION,
YOU'VE GOT THE MIDDLE
PART OF YOUR STORY,
AND ALL THE KINDS OF
DESCRIPTORS AND THINGS
THAT YOU WOULD INCLUDE,
AND THEN YOU'VE GOT SORT
OF AN ENDING, HOW THESE
THINGS MAKE YOU FEEL,
AND IT KIND OF
BRINGS IT TOGETHER.
SO I'M GOING TO GIVE
YOU ABOUT A MINUTE.
WHAT I WOULD LIKE YOU
TO DO WITH YOUR PARTNER
IS HAVE A BUZZ SESSION.
REMEMBER, YOU ARE WORKING
ON YOUR LEFT SIDE FIRST.
SO YOU'VE GOT TWO WORDS.
NOW THESE CAN
BE SINGLE WORDS,
OR THEY CAN BE CHUNKS.
THEN YOU'VE GOT
YOUR RIGHT SIDE.
AND FOR THIS ONE, WHERE
YOU HAVE MORE BOXES,
COVER THE OTHER ONES UP
BECAUSE WHEN YOU THINK
OF THE RESPONSE AT THE END,
HOW DOES THIS MAKE
YOU FEEL, JUST LOOK AT
THE BOTTOM TWO BOXES.
OKAY, I'LL GIVE YOU A MOMENT
TO DO THAT, THEN CALL IN.
LET'S HEAR HOW THE
BULLY IS DOING.
JACK MINER,
ARE YOU THERE?

A student says HI.

She says HI.
OKAY, BULLY.
WHAT ARE SOME OF THE WORDS
THAT YOU CAME UP WITH FOR BULLY?

The student says MEAN, TOUGH, STRONG,
JERK, AND BROKEN BONES.

She says OKAY.
SO WE'RE DOING OUR
LEFT SIDE FIRST, RIGHT?
SO ON THE LEFT
SIDE YOU HAD?
GOOD.

The student says MEAN.

She says RIGHT SIDE?

The student says STRONG.

She says RIGHT.

The student says JERK.

She says AND WHEN YOU THINK
OF THE TOUGH JERK,
WHAT DOES THAT
MAKE YOU THINK OF?

The student says BROKEN BONES.

She says OH, GOOD FOR YOU.
THAT'S A GOOD ONE.
THANKS FOR CALLING IN.

The student says BYE.

She says NOW, YOU CAN ALSO SEE
WHEN YOU ARE WORKING WITH
THE CONCEPT BUILDER AND
THE VOCABULARY BUILDER,
YOU COULD GO BACK NOW,
AND YOU COULD TAKE OUT
YOUR THESAURUS, AND YOU
COULD THINK, OKAY,
WHAT OTHER WORDS,
WHEN I THINK OF MEAN,
WHAT OTHER WORDS
CAN I THINK OF?
WHAT ARE SOME OTHER
WORDS THAT ARE TOUGH?
MAYBE I CAN THINK
OF SOME INSTANCES,
OR SOME LITTLE ANECDOTES,
IF YOU WERE TO WRITE
A HUGE STORY ABOUT SOME OF
THE BULLIES IN YOUR SCHOOL.
WHAT WERE TIMES, AND
WHO WERE SOME OF THESE
CHARACTERS, AND WHAT WERE
SOME OF THE THINGS THEY DID
THAT WERE MEAN OR
TOUGH OR STRONG?
WHAT MAKES THEM A JERK?
AND WHAT KIND OF THINGS
DO THEY DO OR SAY,
AND WHAT COULD WE
DO ABOUT IT, OKAY?
IF THIS IS WHAT
YOU THINK OF,
WHAT BULLIES MAKE
YOU THINK OF,
THEN YOU KNOW WHAT
CAN WE DO ABOUT IT?
HOW CAN WE TAKE
ACTION AGAINST THAT?
SO YOU CAN SEE THAT WORKING
WITH THE CONCEPT BUILDERS,
THERE ARE MANY, MANY
PURPOSES FOR IT.
NOT JUST A WRITING TIP
FOR BUILDING VOCABULARY,
BUT IT MIGHT BE
PREPARING A TALK,
OR EVEN IF YOU ARE WORKING
ON SOMETHING IN SCIENCE,
IT'S A GOOD WRITING TIP
FOR GETTING YOUR IDEAS
ALL OUT THERE IN
PREPARING YOUR REPORTS,
OR DOING AN ORAL
PRESENTATION,
OR MAYBE YOU'RE DOING PUBLIC
SPEAKING IN YOUR SCHOOL,
AND YOU ARE REALLY THINKING
ABOUT WHAT ARE SOME
OF THE TOPICS I CAN DO?
OR MAYBE I WANT TO
DO IT ON BASKETBALL.
WHAT DO I KNOW ABOUT
BASKETBALL ALREADY?
AND THEN YOU CAN GET
THE BOXES GOING OUT.
OKAY, WHAT I WOULD LIKE YOU
TO DO NOW BEFORE WE MOVE ON
TO THE VIRTUAL CHALLENGES,
AND WE'RE DOING MORE THAN
ONE TODAY, I'D LIKE YOU
TO TAKE OUT YOUR AGENDA,
AND I'D LIKE YOU TO
LOOK AT THE MAINFRAME.
LET'S LOOK AT SOME OF THE
THINGS WE HAVE DONE
AS A WRITING TIP IN
VOCABULARY DEVELOPMENT,
SO YOU CAN REMEMBER AND
REFER TO THESE WHEN
YOU ARE DOING YOUR
VIRTUAL CHALLENGES TODAY.
SO AGENDAS OUT, AND
LOOKING AT THE MAINFRAME,
WHICH IS THE
CENTRE PART.

A sheet of paper reads “Main ideas. Adjectives modify nouns. Adverbs modify verbs. Adverbs can be intensifiers. Vocabulary builder: to collect words and phrases.”

She continues THESE ARE SOME OF THE THINGS
WE'VE TALKED ABOUT TODAY.
WHEN WE DID OUR
SENTENCE EXPANSIONS,
WE LOOKED AT ADJECTIVES.
AND OF COURSE
THEY MODIFY NOUNS.
WE LOOKED AT ADVERBS
THAT MODIFY VERBS.
AND IT'S ALWAYS EASY BECAUSE
REMEMBER ADVERB HAS
THE WORD VERB IN IT, SO YOU
KNOW SOMEHOW THEY ARE CONNECTED.
SOME OF THE OTHER ADVERBS
SOME OF YOU WERE WORKING WITH,
YOU MAY HAVE HAD
THINGS LIKE, YOU KNOW,
VERY PRETTY, OR EXTREMELY
SAD BIRD, OR WHATEVER.
THEN THOSE ARE ALSO ADVERBS,
EVEN THOUGH THEY MIGHT BE
MODIFYING ANOTHER
ADJECTIVES,
WE CALL THOSE INTENSIFIERS.
SO THERE ARE ALL SORTS OF
WAYS TO BUILD AND EXPAND
SENTENCES USING
ADJECTIVES AND ADVERBS.
THE NEXT THING WE REALLY
FOCUSSED ON WAS
THE VOCABULARY BUILDER TODAY.
AND AS A WAY TO COLLECT
WORDS, TO COLLECT PHRASES,
AND TO CREATE ORAL STORIES.
AND REMEMBER, ORAL
STORIES GO RIGHT INTO,
IF YOU TALK ABOUT A STORY,
AND YOU GET YOUR IDEAS
THERE, THEN WHAT YOU
CAN DO IS, YOU KNOW,
WRITING IS THE EASY PART.
IT'S GETTING THOSE IDEAS
OUT AND GETTING THEM DOWN,
AND ORGANIZING, AND WRITING
THEM UP IN SENTENCES, IS,
AS I SAID, THE EASY PART.
NOW, TODAY WE HAVE THREE
VIRTUAL CHALLENGES.
SO I'M GOING TO
SHOW THEM TO YOU.
I'M GOING TO TALK A
LITTLE BIT ABOUT THEM,
AND I'M GOING TO GIVE YOU A
CHANCE TO WRITE THEM DOWN.
SO LET'S LOOK AT VIRTUAL
CHALLENGE NUMBER ONE.

A slate shows a diagram with ten boxes. A caption reads “Number 1.”

She continues YOUR TEACHERS SHOULD
HAVE A COPY OF THIS.
AND THIS IS SORT OF THE
SUPERSTAR CONCEPT BUILDER.
AND HERE YOU CAN
START WITH SOMETHING.
YOU MIGHT START WITH
SOMETHING LIKE A CAREER.
USUALLY A NOUN IS THE
BEST TO GET STARTED.
AND THEN WHAT YOU CAN DO, IS
YOU START BUILDING UP YOUR
LEFT SIDE, YOU BUILD
UP YOUR RIGHT SIDE,
AND THEN YOU USE THE BOTTOM
TWO BOXES THAT FEED INTO
THE BIG BOX AT THE
BOTTOM TO GIVE
YOUR PERSONAL RESPONSE.
REMEMBER, IT'S THE
LAST TWO BOXES,
HOW DOES THAT
MAKE YOU FEEL?
NOW, YOU CAN EVEN ADD
MORE BOXES THAN THAT,
BUT THAT WOULD BE AN
EXCELLENT VIRTUAL CHALLENGE.
AND THEN TO BE A SUPERSTAR,
YOU MIGHT TAKE THAT PLAN
AND THEN DEVELOP IT INTO A
WONDERFUL PIECE OF WRITING.
SO YOU COULD FAX ME YOUR
VOCABULARY BUILDER,
AND THEN THE PIECE OF
WRITING THAT WOULD GO WITH.
SO THAT'S VIRTUAL
CHALLENGE NUMBER ONE.
REMEMBER TO BE THE
SUPERSTAR TODAY,
YOU MIGHT WANT
TO DO ALL THREE.
NOW, REMEMBER
THE DOG SHOW.

The slate changes to “Number 2. The dog show.”

She continues SO WE HAD THE
MAIN CHARACTER,
AN HE WAS FABULOUS.
THAT BEAUTIFUL GOLDEN
RETRIEVER THAT SO MANY
PEOPLE HAVE ALREADY COME UP
WITH ALL SORTS OF VISUAL
SIGHT-AND-SOUND WORDS
THAT GO WITH IT.
NOW, WHAT YOU CAN DO IS YOU
CAN WRITE UP THE DOG SHOW,
WRITE IT INTO A STORY,
AND CREATE A BIG PROBLEM.
MAYBE TOWARDS THE END, HE
NEVER DID GET, YOU KNOW,
ALL THREE OF THEM
IN HIS MOUTH.
YOU CAN CHANGE
IT, ADD TO IT,
IT COULD BE FROM THE
VOICE OF THE DOG.
HOW WAS THE DOG FEELING?
WHAT ARE SOME
OF HIS THOUGHTS?
MAYBE HE HAS THOUGHTS
THAT ARE VERY DIFFERENT
FROM WHAT THE OWNERS
ARE THINKING.
NOW, WE CAN GO ONE STEP
FURTHER AND HAVE SOME FUN
WITH THE DOG SHOW,
AND YOU CAN CREATE
A WHOLE DIFFERENT STORY.

Now, the word “dog” appears crossed out and the words “worm, ostrich, bird, alligator” float around.

She continues SHOWING OFF, TRICKS.
WE TALKED ABOUT THAT
AT THE BEGINNING.
WHAT YOU CAN DO IS
CREATE THE WORM SHOW.
NOW, WOULDN'T IT
BE HYSTERICAL?
WHAT KIND OF TRICKS
WOULD THE WORM DO?
HOW DOES HE GET HIS BADGE
PINNED ON AT THE END?
THERE'S ALL KINDS OF THINGS
YOU COULD DO WITH THAT.
YOU MIGHT WANT
TO ILLUSTRATE IT.
MAKE IT INTO A
COMIC STRIP STORY.
YOU COULD DO LOTS
OF THINGS WITH THAT.
BUT REMEMBER, THE FOCUS
TODAY WAS VOCABULARY,
RICH SIGHT-AND-SOUND WORDS
THAT WOULD GO ALONG
WITH THAT STORY.
SO THAT'S VIRTUAL
CHALLENGE NUMBER TWO.
AND LET'S MOVE ON
TO NUMBER THREE.

The slate changes to “Number 3. Use your list of words from the writing prompt… thing of something creative to do with them.”

She continues NOW, YOU HAVE WRITTEN
DOWN YOUR WRITING PROMPT.
AND IN THE WRITING PROMPT,
YOU HAVE ALREADY COLLECTED
LOTS OF ORAL
WORDS ON THE DOG,
AND OTHER FABULOUS
WORDS ON THE AUDIENCE,
AND THEN OF COURSE YOU ARE
GOING TO USE THAT THESAURUS
AND YOU ARE GOING TO MAKE
THOSE WORD LISTS EVEN BETTER.
BUT THE CHALLENGE HERE
IS TO DO SOMETHING
WITH THOSE WORDS.
YOU MIGHT DO A
SCRIPT, OR A DIALOGUE,
OR THERE ARE ALL KINDS OF
THINGS THAT YOU COULD DO.
AND WHEN YOUR TEACHERS
WERE TALKING TO Mrs. POGUE
ON WEDNESDAY, THEY HAD
SOME WONDERFUL IDEAS
THAT THEY WOULD LIKE TO DO.
SO I'LL JUST GIVE
YOU A MOMENT.
AND I WHAT I WOULD LIKE
YOU TO DO IS GET THOSE
CHALLENGES COPIED
DOWN ON YOUR AGENDA.
SO WE'VE GOT THREE
TO COPY DOWN.
SO GET YOUR AGENDAS
OUT QUICKLY.
I'LL GIVE YOU A MOMENT
TO COPY THOSE DOWN.

She grabs a new blue sheet of paper. It reads “Fax: 416-484-2609 c-o Missus Usher-Jones. 1 Story. 2. Vocabulary builder. 3. Word lists.”

She continues HOPEFULLY YOU HAVE HAD A
CHANCE TO COPY THOSE DOWN.
AND JUST BEFORE WE GO, I
WANT TO TALK A LITTLE BIT
ABOUT HOW THESE THINGS
WILL BE EVALUATED.
SO YOU AND YOUR TEACHERS,
WHEN YOU HAVE COMPLETED ONE
OF YOUR VIRTUAL CHALLENGES,
WILL WANT TO TAKE A LOOK
AT HOW DO WE EVALUATE
THESE KINDS OF THINGS?
NOW, WE ARE WORKING ON WHAT
WE CALL THE RUBRIC SCALE.

She shows a piece of paper with a line that reads “R, 1, 2, 3, 4.” A caption reads “Story grammar. Rich colour sentences.”

She continues AND OUR REPORT CARDS NEXT
YEAR ALL OVER ONTARIO
ARE GOING TO REFLECT
THESE NUMBERS.
SO EACH TIME WE DO THING,
I WANT TO TALK TO YOU
A LITTLE BIT ABOUT HOW
DOES THAT HAPPEN?
SO FIRST OF ALL, LET'S
LOOK AT NUMBER 3
BECAUSE THAT'S THE
EASIEST ONE TO GAUGE.
NUMBER 3 MEANS YOU ARE
MEETING THE STANDARDS.
SO THE STANDARD OF
WHAT WE DID TODAY -
FIRST OF ALL WE TALKED
ABOUT STORY GRAMMAR,
WE TALKED ABOUT RICH,
COLOURFUL SENTENCES.
IF YOU WERE DOING THE
STORY ON THE DOG SHOW,
OR THE WORM SHOW, OR
ANY OF THOSE THINGS,
THEN IF YOU DID WHAT
WE WERE LOOKING FOR,
AND YOU HAD GOOD SENTENCES,
AND THEY WERE STRONG
PARAGRAPHS, AND YOU DIDN'T
HAVE ANY RUN-ONS OR
FRAGMENTS IN YOUR SENTENCES,
AND YOU DID A SOLID JOB
OF DOING WHAT THE STANDARD
WAS, THEN YOU WOULD
QUALIFY FOR A 3.
BUT IF YOU DID THAT EXTRA,
IF YOU DID SOMETHING SPECIAL,
IF YOU NOT ONLY
CREATED THE HUGE WORD
BUILDER, BUT YOU ALSO
WROTE A FABULOUS STORY
TO GO WITH IT, OR YOU
DID AN ORAL REPORT,
OR YOU DID
SOMETHING WITH IT,
THEN THAT WOULD BE THE
SUPERSTAR CATEGORY.
AND THAT'S HOW WE TRY
TO EARN OUR 4s.
NOW, IF YOU WERE WORKING
ON ONE OF THE STORIES,
AND YOU WERE STILL
USING WORDS LIKE BIG,
AND YOU HADN'T
USED YOUR THESAURUS,
AND YOU DIDN'T TRY AND
DEVELOP RICH LANGUAGE,
THEN THAT WOULD DEFINITELY
BE NEEDING IMPROVEMENT,
AND YOU ARE GOING
DOWN TO 2, 1.
OR IF YOU ARE IN
THE R CATEGORY,
PERHAPS YOU NEED SOME EXTRA
HELP FROM THE TEACHER
ON HOW TO BUILD IN
SOME RICH VOCABULARY
INTO YOUR WRITTEN LANGUAGE.
NOW, THERE WE HAVE IT.
AND I'M SORRY, BUT THAT'S
ALL THE TIME WE HAVE
FOR OUR SHOW ON TRICKS
AND DOGS AND SO ON.
She puts on the Goofy hat and concludes I HOPE YOU HAVE A
GREAT TIME WITH YOUR
VIRTUAL CHALLENGE.
I'LL REALLY LOOK FORWARD TO
SEEING YOU NEXT WEEK
WHERE WE ARE GOING TO
FOCUS ON SPELLING,
AND TAKING
RESPONSIBILITY FOR IT.
YOUR IDEAS WERE GREAT.
AND I'LL LOOK FORWARD
TO HEARING FROM YOU.
IF YOU WOULD LIKE TO, AS
I SAID AT THE BEGINNING
OF THE SHOW, STAY ON AND SHARE
SOME OF THE BOXES YOU HAD,
THE WORD CHUNKS
AND SENTENCES,
OR YOU HAD ANY QUESTIONS
ABOUT THE HOMEWORK,
JUST STAY ON, AND I'LL WORK
WITH YOU FOR A FEW MINUTES.
SO BYE FOR NOW.

A caption appears on screen. It reads “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 2B