Thurs. June 16, 2016: Test Prep: Apostrophe Usage

Today, I presented a Powerpoint on apostrophe usage. We then examined sentences that needed changes and, as a class, changed them.

Wed. June 15, 2016: Test Prep: Parallelism and Capitalization

Today, we went over the rules of parallelism and the rules of capitalization (two areas where problems have been present). the students were then given practice questions to do on their own. During these final days, students should be coming and seeing me during lunch, RTI, or before school to discuss problem areas. 

Wed. June 15, 2016: Test Prep: Capitalization

Today, we reviewed capitalization as many students are confused about some of the rules relating to proper nouns. I then gave out an exercise to help them.

Tues. June 14, 2016: Test Prep: Parallelism

Today, we went over the rules of parallelism. Students then did questions as a class and then independently.

Mon. June 13, 2016: Personal Response paragraph Review

Today, we reviewed how to write a personal response paragraph (which you will have to do for the final). I have placed an example of a good one on the board.

Fri. June 10, 2016: Cheat Sheets

Today, students were given time to work on their cheat sheet creation. This is due on June 21; however, if they are in earlier, I can review and assist in making sure they are functional and helpful.

Thurs. June 9, 2016: Test Prep: How to create a cheat sheet

Today, we worked on how to create a cheat sheet. This is a continuation of yesterday's class. Cheat sheets are dead-lined for Tues. June 21, 2016.

Wed. June 8, 2016: Test Prep: cheat sheet and essay creation

Today, I ensured all students have the handout on how to write a seven sentence introduction. We then looked at the process that goes into creating a cheat sheet. If a students wasn't here, he or she will have to see me for a copy.

Tues. June 7, 2016: Test Prep: Terms

Today, I presented students with words and terms they need to be familiar with for the final. I then gave them time to work on these (using computer programs to aid them). Tomorrow, we will work on cheat sheets for the essay.

Mon. June 6, 2016: Test Prep

Today, I handed out copies of the students' progress reports and then discussed how to determine what mark they would need to get on the final to pass/arrive at a hoped for final mark.
I then went over the final exam with them (the parts of it, expectations and final question/cheat sheet).
If you were not here, you need to check your portfolio for this information. I have more to offer up to students tomorrow.
I also reminded students that the late submission deadline is Wednesday, June 8. Some need to see me to discuss this. I will be in my class after 3:45 today, at lunch today (12:30), at RTI and then at 7:30 tomorrow morning (until the bell), all lunch hour, during RTI and after school. In other words, if a student is concerned, that student needs to come and see me.

Tues. May 31, 2016 to Fri. June 3, 2016: Macbeth Film Completion Cheat Sheet Creation

On Tuesday, we finished watching the film. Students then had a half an hour to create a cheat sheet for the in-class essay on Thursday (the information on this essay can be seen on last Friday's blog). I will be giving you guys tomorrow to complete your cheat sheet and get it approved. This way, you will get it when you come into class on Thursday and can start writing right away.
If a student does not write the essay Thursday, which is timed, that student will need to make arrangements to write an alternative in my presence at lunch hour.

In order to make the test process simpler, I will put the accepted cheat sheets in your portfolios, along with a new essay assignment sheet. When you come in to class, put all books in the tutorial (you can only have pen, highlighters, white-out and dictionaries/thesaurus' at your desk). The paper for for essay writing is on top of the bookcase by the tutorial. Grab three or four sheets and then sit where you have already been assigned (see board if you are unsure). You will have 60 minutes to write this and can start as soon as announcements are over.

On Friday, you will write a Macbeth comprehension exam. It will be matching, true/false, and multiple choice.
If you miss this exam you will also need to see me to write an alternative.

Mon. May 30, 2016: Macbeth Film Continued

Today, we continued watching the feature film Macbeth. We got up to 1:27 minutes. This means we will finish viewing it tomorrow and the in-class essay will be Wednesday. Keep in mind you can have a 50 word cheat sheet.

Mon. May 30, 2016: Act Two Completion/Questions

Today, we finished reading Act II of A Thousand Clowns. I then gave four questions to answer (these are posted below). These questions must be answered fully using proper grammar and mechanics and also written in dark blue or black ink. They are due at the start of class on Wednesday (or earlier if you know you are going to be absent).

Fri. May 27, 2016: Macbeth Film and Essay Information

Today, we discussed the upcoming in-class essay for this unit. I handed out the information on it (pasted below). We decided that the essay will be written the day after the film is finished (either Tuesday or Wednesday) and the comprehension exam will be then written on the day after this (either Thursday or Friday).
We then watched the first 31 minutes of Justin Kurzel's 2016 film version of Macbeth. If you were not here you can see me to view it at lunch.

ELA B10

Shakespearean Timed Formal Essay

Time Allowed: sixty minutes

Instructions: Using the Shakespearean play we studied in class, answer either a. b. or c.

a.       How have inequalities or a lack/desire for power impacted the choices characters’ make in the Shakespearean play read in class? OR b.      To what extent do relationships, such as that between Macbeth and Lady Macbeth or Macbeth and the witches, drive the tragedy of the play?   OR c.       Examine the differences between the text version of the Shakespearean play read in class and the film version viewed in class. Why did the director or script writer choose to make differences to the film?

I am allowing you to have the question early so you can prepare; I am also allowing you to bring in a cheat sheet of no more than 50 words. If the cheat sheet has more than 50, then it will not be allowed. Your planning should involve gathering your evidence, studying essay format, and honing up on any areas of mechanics or punctuation where you have deficits.

Further considerations:

·         You must write in dark blue or black ball-point pen (not felt tip as they bleed through).

·         You must double-space (this allows you room to cross out errors and fix in the line above).

·         You will be allowed to use a dictionary.

·         You will be given a planning page (you cannot bring one in with you).

·         All electrical devices must be off your person (if you bring them in the room, put the item(s) in the day care).

Thurs. May 26, 2016: Macbeth Completion

Today, we finished reading Macbeth. I then gave you notes on Themes (power corrupts), motifs, and symbols.
We will begin viewing the film tomorrow.

Wed. May 25, 2016: Macbeth Act V (5)

Today, we finished all but the last scene of Macbeth. We will finish this tomorrow.

Tues. May 24, 2016: Macbeth Cont.

Today, students wrote their Act 4 Macbeth quiz. If you were not here, an alternative set of questions have been put in your portfolio to make this up. We then assigned roles and began reading Act 5. We got toAct 5, Scene 1, page 84, line 36.

Fri. May 20, 2016: Macbeth Act IV

Today, we finished reading Act IV of Macbeth. On Tuesday, you will write another Act quiz. If you miss this and want to make it up, see me for the alternative questions.

Thurs. May 19, 2016: Macbeth Act III Quiz & Act IV reading

Today, students wrote an Act III quiz on Macbeth which was used to show them how to approach this type of quiz. We then chose students to play various characters and kept reading Act IV. We got up to the point where the witches have shown Macbeth three further prophesies and just prior to their vanishing (page 67, line 125).

Wed. May 18, 2016: Macbeth Act III

Today, we completed reading Act III and then picked roles for Act 4. We then read the first part of Act 4, Scene one, up to the point that Macbeth enters to talk to the witches (page 63, line 46).

Tues. May 17, 2016: Macbeth Act III

Today, we began reading Act III of Macbeth.  We ended on Act III, Scene 4 (at the top of page 52).

Mon. May 16, 2016: Macbeth Act II

Today, we completed reading Act II of Macbeth. I then gave you point form questions to answer for tomorrow's class.

Fri. May 13, 2016: Macbeth Act II

Todqay, we read Act Two,, scenes 1, 2, and part of 3, of Macbeth. We stopped on page 35 right after hearing that Macbeth killed the guards and his reasons for doing so.

Tues, Wed. & Thurs. May 10 - 12, 2016: Macbeth Act One Completion

Today, we finished reading Act One of Macbeth. Tomorrow and Thursday will be used to give you time to answer Act One questions and to finish your punctuation power up work.

Mon. May 9, 2016: Macbeth reading

Today, we began reading Act One of Macbeth. We read up to Act One, Scene three, page 8, line 86 (when Ross and Angus enter).

Thurs. May 5, 2016: Macbeth Introduction Continued

Today, students were given a lecture on Macbeth in which we reviewed the story (basic plot) and discussed the language and purposes. We will start reading the play itself tomorrow. Attendance for this unit is a must as it is hard to get through on ones own.

Wed. May 4, 2016: Grammar Review

Today, students worked on correcting dangling modifiers, correcting misplaced modifiers, practice with Commas, and understanding when to use a semicolon or a comma. They were provided with worksheets that were due at the end of class.

Tues. May 3, 2016: Macbeth Introduction Continued

Today, the students were given a sheet entitled "A Look at Shakespeare's London" to read actively.
They were then given questions to answer in relation to the reading. This is due at the end of class.
During the next two days, the students are also to read the "About the Play" section in their Macbeth text and the section "Leading Characters in the Play."

Mon. May 2, 2016: Macbeth Introduction

Today, the students signed out the play Macbeth. They were then given a sheet entitled "Getting Acquainted with Shakespeare" to read actively.
They were then given questions to answer in relation to the reading. This is due at the end of class.
During the next two days, the students are also to read the "About the Play" section in their Macbeth text and the section "Leading Characters in the Play."

Fri. Apr. 29, 2016: Poetry Unit Exam

Students wrote their unit exam today. If you were not here, you will need to see me about writing the alternative.

Thurs. Apr. 28, 2016: Test Prep

Today, I provided some important information about tomorrow's poetry exam. I am pasting this information below. Please keep in mind that, if you miss this exam, you will have to write an alternative.

Poetry Test: Test Prep Sheet

 In order to do well on the upcoming exam, you will need to study and apply the steps to reading poetry. On an exam, I will NOT mark you on questions, summary, purpose or topic so you will NOT need to demonstrate these. I WILL mark you on title analysis, rhyme scheme, stanzas, lines, punctuation highlight, layout anomaly identification, highlighting unknown words (though you will not be able to look them up; it still helps with identification), and highlighting and defining literary devices.

You will also need to know the following literary devices from your literary devices sheet:

                       

Allusion                                               Assonance                               Alliteration

Euphemism                                         Irony                                       Foreshadowing

Hyperbole                                           Imagery                                   Metaphor

Onomatopoeia                                     Oxymoron                               Personification

Pathetic fallacy                                   Repetition                               Rhetorical question Simile                                                      Symbolism                              Synecdoche    

In addition, some of the following words may be unfamiliar to you (if they are, look them up and study them within the context of sentences):

quatrains                     

couplets

cinquains        

the five senses

parallel (structure)                                          

reinforces

perception                                                      

monotony

resolve                                                            

emphasis

register                                                           

figurative/literal language

tone                                                                

remorseful                              

anxious

Wed. Apr. 27, 2016: "Dana Moran"

Today, we analyzed the poem "Dana Moran." Students were then given time to work and arrange the alternative assignments with me. these are due on Friday. I also informed them that I would be given them information on the exam tomorrow.

Tues. Apr. 26, 2016: "Jamie" Analysis

Today, we analyzed the poem "Jamie" which students handed in at the start of class. Those who did not complete it will need to request an alternative.
For tomorrow, students are to have actively read the open "Dana Moran." we will then analyze it as a a class.

Mon. Apr. 26, 2016: "Jamie" Analysis

Today, you were given time to work on a poetry analysis for the poem "Jamie." it is due tomorrow.

Fri. Apr. 22, 2016: "My Parents...." Poetry Analysis

Today, students were to hand in their poem "My Parents kept me from Children who were Rough," which we then analyzed. Those who did not hand this in will need to get an alternative from me as this one can no longer be accepted as it has been marked as a class.
Students wanting to be caught up can start analyzing the poem "Jamie" this weekend. You will get class time on Monday to complete it.

Thurs. Apr. 21, 2016: Poetry Analysis

Today, students were given three poems to analyze: "Jamie," "My Parents Kept me from Children who were Rough," and "Dana Moran."
"My Parents Kept me from Children who were Rough," is to be analyzed for tomorrow's class.
"Jamie" is to be analyzed for Tuesday's class.
"Dana Moran" is to be analyzed for Wednesday's class.

We will then have Thursday to review for your poetry unit exam on Friday. For this exam, you need to know your stylistic devices and be able to apply the steps on how to read a poem. You also will need to have your own highlighters (as per the course outline).

Wed. Apr. 20, 2016: Poetry Analysis "Two Prisoners"

Today, students were to hand in the poem "Two Prisoners" that they were to have analyzed using the twelve steps on how to read a poem and the stylistic devices sheet. If a student did not submit this, that student can get an alternative as we went through this one as a a class.

The students then did a reflection activity in which they examined their own approach to assignment completion. This was a timed activity. They got ten minutes to do it. If a student wasn't here, this can be made up at lunch.

Tues. Apr. 19, 2016: Poetry Analysis Continued

Today, we reviewed the poem "Grandmother." If a student has not submitted this, the student will be offered an opportunity to do an alternative.
I also reminded students that the poem "Ernest Mott" was due at the start of class but that I will extend the deadline to the end of the day (if a student has not submitted this, the student will be offered an opportunity to do an alternative).
I then gave out the poem "Two Prisoners" by Raymond Souster. If you were not here, you can find this poem through a google search (I did).
This analysis is due tomorrow. Be sure to do all twelve of the steps from your "How to read Poetry" sheet and use your MOSES sheet to identify figurative devices.

Thurs. April 14 & Fri. Apr. 15, 2016: Poetry Readings

During these two days, you are to actively read "grandmother" and "Ernest Mott," using the steps on how to read poetry that we have worked on. These are to be in to me on Tuesday.

Wed. Apr. 13, 2016: How to Read a Poem Continued

Today, we finished all twelve steps of "How to Read a Poem" using the poem "The West Wing" to create an example.
Keep in mind that you must memorize the stylistic devices (MOSES) terms and you will need highlighters for this unit (as per course outline).
You will also have a test soon, though I have decided Tuesday is too early.

Tues. Apr. 12, 2016: Poetry Unit Introduction

Today, the students were instructed to get out their stylistic devices sheet (MOSES) and the "How to Read a Poem" sheet from their portfolios.

We then reviewed all the stylistic devices (you need to know these: you are having a test on Tuesday of next week. Study them).

I then gave them the poem "The West Wind" and we did steps 1 - 3 from out "How to Read a Poem" sheet. We will continue these steps tomorrow so you all know how to do this correctly.

Mon. Apr. 11, 2016: Common Errors Review

Today, I discussed a number of writing problems using examples from former students. The areas we discussed are all in the "15 Common Errors" booklet.
They included the following:
Not using "you" in formal papers
Checking for misplaced modifiers
tense agreement
checking for fragments and run-ons
removing slang and colloquial language

We will be starting the Shakespeare unit next.

Fri. Apr. 8, 2016: Paragraph Revision

Today, you were to have your rough copy of the paragraph.
I also ensured you all had a copy of your "MLA Citation" booklet, the "15 Common Errors" booklet and the steps on how to write a stand-alone paragraph.
From here, you were to get a computer and, using the "computer usage steps" in your "MLA citation" booklet, you were to input your paragraph into your "ELA B10" folder and do revisions. This is to be submitted by the end of the day.

Thurs. April 7, 2016: Of Mice and Men Comprehension Exam

The students watched the last ten minutes of the feature film, making notes on the similarities and differences between the text and the film. They have to write a paragraph for tomorrow's class in which they answer the following question:

Compare the movie to the text. What differences appear?
Why did the director choose to make these changes?

They will need to do this using the format of how to write a paragraph, which they already have.

The students then wrote their comprehension exam for this text. They were given pretest suggestions earlier to help prepare. The test is based on the book; however, the film is very close to the book so it probably will help those who are not strong readers.

The students are to bring their hand-written paragraphs to class tomorrow in order to correctly input them into the computer (and revise).

Tues. Apr. 5, 2016: Of Mice and Men Viewing and Assignment

Today, we viewed the film Of Mice and Men. The assignment relating to this (a paragraph of comparison) is stated on yesterday's blog. We got up to 52 minutes of the film. If you were not here, you need to view it. I will have it available at lunch.

Mon. Apr. 4, 2016: Test Prep and Video Paragraph

Today, the students handed in their reading questions for Of Mice and Men. They then wrote a timed summary to demonstrate that each student read the novel. I then went over what they need to know for the comprehension exam for this novel (they will write on Thursday or Friday at the latest, depending on when we finish the film). I then gave them the assignment to complete after viewing the film which I have pasted below.

Of Mice and Men

Exam Prep

This exam is meant to see whether you examined words in context and understood the context of the novel as a whole.

The words you will need to understand and be able to apply in the text all appeared in the text: They are as follows:

Morosely                                 scoff                            grizzled

Derogatory                              apprehensive   complacently

Reprehensible              fawning                       indignation

Woe                                         skeptically                   crestfallen

Despair                                                aloof                            decisive

Pantomime                              receptive                      gloomy

Reserved                                 righteous                     mock

Dejected                                  cringing                       itinerant

You will need to KNOW the story: This means the setting, (5 ws), all the relationships between characters, the characters, what each character wants, what problems each character has, the messages the readers should be getting from this novel.

Of Mice and Men

Video Assignment

Compare and contrast the movie version and the print version of the story Of Mice and Men. Be sure to describe similarities AND differences in the setting, character development and plot. Make notes on these as you watch the video. DO NOT focus only on plot. Approximately 1/3 of your paragraph should be devoted to plot, 1/3 to setting, and 1/3 to character development. Your final product should be approximately 15 sentences long including your topic sentence and concluding sentence. The video will take two classes to watch. The paragraph will be due the class after we finish the viewing. This is a MAJOR assignment. No lates.

Tues. Mar. 22, to Thurs. Mar. 24, 2016: Of Mice and Men

On Tuesday, I reviewed the expository information from the start of Of Mice and Men. The students were then given a questions booklet. They are to have the book read and the questions answered the first day they return after the holidays (this is a DEADLINE).
I have posted the questions below so those who are absent can keep up.

Of Mice And Men

Study Guide Questions

Chapter 1

 

1.      Identify and give a physical description of Lennie and George.

2.      What is George's first complaint to Lennie?

3.      What trouble did George and Lennie have in Weed?

4.      What is in Lennie's pocket? Why does he have it?

5.      George bursts into a long speech about what he could do if he were alone. What could he do?

6.      Lennie offers to go away and live in a cave. What is George's response?

7.      Why are George and Lennie different from the other "guys like us that work on ranches"?

8.      What are George and Lennie going to do someday?

9.      What two things does George want Lennie to remember?

10.  Why did George want to camp overnight instead of going another quarter of a mile to

the ranch?

 

Chapter 2

 

1.      What does George answer when the boss asks what he is trying to put over?

2.      Identify and describe Curley.

3.      The swamper said, "Seems like Curley ain't givin' nobody a chance." Explain.

4.      What advice does George give Lennie after Curley and the swamper leave?

5.      Identify Slim and Carlson.

6.      What does Slim have that Lennie wants?

 

Chapter 3

 

1.      Slim and George have a long conversation. Slim says it's funny how George and Lennie go around together. What is George's answer?

2.      Identify and describe Candy.

3.      What did Carlson do with his Luger? Why?

4.      What card game does George play?

5.      Describe Curley' s wife. What's the problem about her?

6.      What is Lennie's job going to be on their little farm land?

7.      What does Candy want when he hears about George 's and Lennie's plans? What is he willing to contribute?

8.      Why did Curley fight with Lennie? What happened?

 

Chapter 4

 

1.      Identify and describe Crooks.

2.      Lennie tells Crooks about the land. What is his reply at first?

3.      What does Crooks want when he believes there might really be land?

4.      Why did Curley's wife come to the barn?

5.      Why did Crooks change his mind after Curley's wife left?

 

Chapter 5

 

1.      What happened to Lennie's puppy? What is his reaction?

2.      Why did Curley's wife come to see Lennie?

3.      What did she tell Lennie?

4.      Why did Lennie kill Curley's wife?

5.      What was George's reaction when he found out about Curley's wife's death?

6.       What was Curley's reaction to his wife's death?

 

Chapter 6

 

1.      How and why did George kill Lennie?

2.      Who is the only one who really understands what George did? Explain.

Mon. Mar. 21, 2016: Introduction to novel

Today, students went to the library and signed out the novel Of Mice and Men. If you were not here, please do this before your next class.
I then showed students a Powerpoint in order to introduce the text. If you were not here, I have placed it as an attachment below.
As a class, we decided that it is reasonable for students to read the first chapter of this text (pages 1-16) for tomorrow's class. Be sure to do this.

Of Mice and Men Introduction

Fri. Mar. 18, 2016: Essay Completion

Today, the students completed their essays. I will extend the due date to Monday, but there will be no more class time set aside to do this.

Thurs. Mar. 17, 2016: Major Assignment Step three: Essay

Today, we discussed the expectations of a paragraph (reviewed the ones the students submitted having to do with personality).

Each paragraph has to have the following:
Introduction of topic
thesis/main point
evidence/examples (three pieces)
connections between evidence and main point explained

I then gave the students the essay assignment I have pasted below:

You will now write a five paragraph essay in which you answer the following question:

                               How does a person’s personality impact outcomes?

 In order to do this, you have already come up with some personality traits that can be used in your THREE body paragraphs. You now must look at each character and determine how that person’s personality has led to the outcomes (the life) that person is living now.

 You must use the short story “Harrison Bergeron.” You must use three characters.

 

As they already completed the creation of the three personality paragraphs yesterday (and I have returned them), they should be able to complete the two paragraphs (introduction and conclusion) and type it in by the end of the day tomorrow.

Wed. Mar. 16, 2016: Major Assignment Steps 1 & 2

Today, the students were to hand in their paragraph assignment from yesterday. They were then instructed to go to their portfolios and get out the sheet "Personality Traits."

Students then received step one and step two instructions for their major assignment. This assignment involves creating three paragraphs on personality. It is due tomorrow (in rough form).

I have attached the assignment below for those who were absent (it is also in the student's portfolio).

Major Assignment Steps One and Two

Tues. Mar. 15, 2016: "Harrison Bergeron" Continued

Today, we finished the notes on "Harrison Bergeron." I also had you do another summary activity to ensure that the story given out Friday to be read for Monday's class was read.
I then had you brainstorm traits about yourselves that would be above the "norm" in Harrison's world.
Finally, I assigned you to write a paragraph on the following:

  In a well-formulated paragraph, explain what traits about you would have to be "normalized" in Harrison's society.

 

Mon. Mar. 14, 2016: "Harrison Bergeron" Discussion

Today, we discussed the short story "Harrison Bergeron." The terms and concepts presented were as follows:
* utopia
*dystopia
* Freud's model of personality (Id, Ego, and Superego)
* propaganda
* genre
* How a society is controlled (totalitarian)

If a students was not here, the student can come in and get this information at lunch or do a Web Search.
We will continue this discussion tomorrow. Be sure to have the story read. It can be found on-line if you don't have it.

Fri. Mar. 11, 2016: Reading Activity

Today, I demonstrated active reading on the first part of "Harrison Bergeron." It is on-line if students were not here. For homework, students are to actively read the rest, focussing on locating metaphors as well.

Thurs. Mar. 10, 2016: Test Review

Today, we continued and completed out unit exam discussion and review. From this, students reinforced their understanding of active reading and the importance of memorizing the literary devices.

Wed. Mar. 9, 2016: Test Reflection: The Buyer

Today, we reviewed the exam from yesterday. I went through the short story "The Buyer." We approached it using process of elimination. The students also reviewed their exams to determine if they were meeting the marking standards. We will read the second story tomorrow.

Tues. Mar. 8, 2016: Comprehension and Stylistic Devices Exam

Today, students wrote their first comprehension exam. If a student was not here, that student will need to make arrangements to write the alternative exam at lunch. See me if this is the situation you are in.

Mon. Mar. 7, 2016: Test Prep

Today, we reviewed the short story active reading and questions activity for "History Lesson." This is in preparation for your reading comprehension exam tomorrow.

If you were not here, study the figurative terms that we have identified in class (MOSES) and study the booklet on how to approach multiple choice exams.

My policy about missing exams is that I will provide an alternative exam that meets the same objectives. I recommend that you be here for this one as this is the one that we will discuss and review.

The exam is tomorrow.

Fri. Mar. 4, 2016: Test Prep

Today, we went over one of the practice test readings and multiple choice answers. I explained marking and had you guys follow my examples. We will go over the second reading on Monday. I will also give you additional information on the test then.

Thurs. Mar. 3, 2016: Multiple Choice Practice

Today, students were provided with two readings and multiple choice questions in order to practice their comprehension and process of elimination skills. If you were not here, these are in your portfolio.

Tues. Mar. 1, 2016: Approaching Questions

Today, we discussed the importance of staying caught up on assignments. Failure to stay caught up does not mean an automatic failure: what it means is that you will have to do alternatives to keep your mark up.

The alternative for "What are You Anyway?" is available upon request.

Mon. Feb. 29, 2016: Connotation and Summaries

Today, we discussed the summaries you wrote for the short story. I gave you a template to follow, which I put on the board as such:

Sentence one (and possibly two) are the attention getters about the topic.
Sentence three is the 5 w summary about the text:
            * In the ________________ (genre), ___________________________ (title)by ___________________ (author), the reader is introduced to _________________________ (main character or general characters), who ________________________________________ (situation).

Example: In the short story, "So What are You Anyway," by Lawrence Hill, the reader is introduced to a young girl who is dealing with the idea of colour as a result of her being on a plane ride alone.

I then discussed connotation and denotation with you. We did most of this on the board and with the aid of a worksheet (if you were not here, it is in your portfolio).

I then gave you questions to answer for the short story we read yesterday. You only have to do the written answer questions. We will do the multiple choice questions together tomorrow.

These are also in your portfolio (and both are attached).

Questions for "So What are You Anyway"

Connotation Explanation and Worksheet

Fri. Feb. 26, 2016: How to answer multiple choice exams successfully

 Today, you wrote a summary for the story you were to have read for today's class. These were handed in as a reflection activity.

I then gave you a Powerpoint on how to approach multiple choice questions on exams, which is also useful for approaching them in class.

I have pasted this link below:

How to approach multiple choice questions

Thurs. Feb. 25, 2016: Short Story Introduction and Reading

Today, I gave the students a handout on the short story (it is review from last semester).
We reviewed it as a a class.
I then gave them a short story to read ("So What Are You, Anyway" by Lawrence Hill).

This is to be actively read for tomorrow's class.

I have attached the story below for those who were not here.

The booklet on the short story will be in your portfolio.

Short Story Reading

Wed. Feb. 24, 2016: Introduction to Equity and Ethics

Today, students worked in pairs to define equity and ethics and to determine situations that are unfair or immoral.

I also had students hand in the reading assignment from yesterday. I have returned it to some to complete. If it is not in tomorrow, the student will do an alternative.

Tues. Feb. 23, 2016: Active Reading/Responding

Today, I reviewed the expectations for assignments (paragraphs). These notes come directly from the board.

When completing paragraph assignments (this includes journals/exit responses):

* they must be in pen (as per course outline)
* you must meet submission requirements (first and last name, class designation, date, in upper right-hand corner of the page: as per course outline)

*The response must be 9 to 12 sentences
* it must introduce the topic
* it must have a thesis
* it must provide examples to support your opinion (aim for three)
* it must have a conclusion (remind the reader of the thesis, but don't just restate)

The students were then given a sheet on active reading and a reading to practice these strategies on. This assignment is due for tomorrow. I have pasted both below for those who were not here.
If it is not completed for tomorrow, the student will get an NHI and an alternative will be provided if requested.

Adolescence article to actively read 

Active reading steps to use

Mon. Feb. 22, 2016: Teams Games Tournament on Nine Stylistic Devices

Today, we did a TGT on the nine Stylistic Devices that you were told to study during the break. See the previous blog for the terms.

Fri. Feb. 12, 2016: Figurative Devices Continued: Allusions and Metaphors

Today, we reviewed and solidified your understanding in metaphors, similes and allusions. We will play a game using all the terms we have studied so far on your first day back to class. The list of terms are below:

Metaphor
Personification
Oxymoron
Simile
Alliteration
Repetition
Assonance
Onomatopoeia
Allusion

If you were not here, go online and look up exercises and examples on these stylistic devices (there are LOTS).

Thurs. Feb. 11, 2016: Literary Devices Continued

Today, we continued working on literary devices (see yesterday's blog for more details). We worked on allusions, assonance, and oxymorons.
We did not get through all the examples of assonance. Your homework tonight is to find all the examples of assonance in sentences 10 to the end. If you were not here, you need to do them all.

Wed. Feb. 10, 2016: Literary Devices Continued

Today, we reviewed similes, personification and onomatopoeias. We then moved on to identifying repetition and alliteration. This was a muddy activity that took the whole class to compete. Our goal is to get through the central stylistic devices (MOSES RAAAPPS OH FIJI) before the break to ensure that all the students are familiar with these terms.

Tues. Feb. 9, 2016: Figurative Devices

Today, we went over the similes you identified yesterday. We also then identified personification and onomatopoeia on your figurative devices sheet. We will continue this tomorrow.
Be sure to get the ELA B10 Pre-Test in to me. If I don't get it, it will be a lunch hour activity.

Mon. Feb. 8, 2016: Rubric Discussion/MOSES/Simile Exercise

Today, you were to hand in your "15 Common Errors" pre-test.
I then discussed the marking rubric that I use (as well as other senior English teachers).

I then gave you a literary/stylistic devices sheet (MOSES) and a sheet of sentences.

Your task today was to identify and highlight all the similes present on this sheet of sentences.

Please have this completed for tomorrow.

Fri. Feb. 5, 2016: Catch-up

Today, students worked on catching up on formative and diagnostic assignments. By the start of class on Monday, they need to have done and submitted the following:

1. Course Outline: Review Sheet

2. ELA B10 Pre-Test on "15 Common Errors"

3. Personal paragraph (submitted in hard copy and stored in each students "ELA B10" folder as "Introductory Paragraph."

If a student has not completed/submitted these, the student will have to meet with me at lunch hour to catch up.

Thurs. Feb. 4, 2016: Paragraph Input/Computer Steps

Today, students signed out computers and typed their paragraph rough copies into a folder. To do this, they had to follow "Computer Usage Steps" found in their "MLA Citation" booklet, which was presented to them today (I have attached it below). They also had to follow first page layout expectations (also found in this booklet on page 6). Most finished this assignment today; however, I will allow some time for it tomorrow. If you were not here, work on your "15 Common Errors" pre test and be sure you have a rough copy of this paragraph ready to type.

MLA Citation Booklet

Wed. Feb. 3, 2016: Assessment: Introductory Paragraph

Today, you were provided with instructions regarding writing an introductory paragraph. While the instructions indicate that this needs to be typed, you do not need to do this as of yet (we will do this as a class to work on computer layout expectations). I have attached the assignment below. You are to hand in this paragraph at the start of class tomorrow.

Introductory Paragraph Assignment

Your grammar pre-test is due at the start of class on Monday, February 8 (the same day that you are to have your supplies here as well as an independent novel to read).

Tues. Feb. 2, 2016: 15 Common Errors Pre-Test

Today, students were given a booklet entitled "15 Common Errors." This booklet was also supplied to many of them in their A10 ELA class. The booklet explains these common errors that students should have already mastered, but many still have troubles with. The students were then provided with a pre-test to complete (using the booklet as a resource). This will be due on Monday, February 8 (beginning of class).

Mon. Feb. 1, 2016: Introduction

Hi all. Information that you need to understand this course, its objectives, due dates and what has been going on in class will be posted here. If you are absent, preparing for an exam, or looking for missing documents, this is the best place to go. I expect that, if you are absent, you will go here first. Coming to me to ask what we did doesn't impress me as I spend a good deal of time making sure that you can do this on your own. Making this a final stop on a weekend just to make sure you are caught up for Monday is also a good idea.

Today, I went over the course outline (see attached and click on it). Keep in mind your first deadline (to get your supplies) is for MONDAY, FEBRUARY 8.

Course Outline

If you were not here, be sure to read this document and do the assignment attached.

Course Outline/Classroom Expectations Review Sheet