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).