Fri. Feb. 28, 2014 Punctuation, Evidence

Today, we finished with the last two questions from the draft questions: punctuation and title creation.
We discussed when and how colons are used as well as dashes (look these up if you were not here). We then discussed the key three elements in a paragraph (topic/subject, main point(s) and evidence) and examined a paragraph to ascertain what was present and what was missing.
In addition, we discussed how titles are formed using topic/subject and/or main point.

Thurs. Feb. 27, 2014 Draft Discussion

Today, we continued our discussion of the multiple choice questions you answered earlier in the week (that relate to the draft from the Ed. Prototype).
We talked about tenses, unity, tone, and punctuation.

Wed. Feb. 26, 2014: Process of elimination and group work

Today, we went over the multiple choice questions you answered in groups (using process of elimination techniques and grammar guides) for the draft reading the other day. We answered questions 1-5. These questions addressed the following writing skills or concerns: sentence fragments, paragraph unity, transitions, main idea reinforcement, apostrophes.

Mon. Feb. 25, 2014 Active Reading, discussion, process of elimination

Today, students were put into groups to answer (verbally) the “Questions for Analyzing any Text” as they relate to the text you were assigned to read for today. We then discussed questions as a class.         Students were then given ten multiple choice questions to answer in connection to this draft.  We quickly reviewed the importance of “process of elimination” skills as well as the need to refer to their “15 Common Errors” help sheet to answer these questions. They were to put the names of all group members on one sheet and hand it in. If you were not here, you will have to complete these on your own. They are in your portfolio.

Monday, February 24, 2014 Intro to active viewing/reading/course

Today, I introduced the course itself. The notes you took were as follows:

A30: Canadian Literatuve for a Canadian Focus:

* What makes us Canadian?
* How are we impacted by Canadian Themes?
* How does Canada's history, ethnicity, regionalism (size),and  geography impact us as a nation?
* How do other view us? Are we worthy of praise or do we need to examine and learn from our mistakes?
* How do we learn about our history: about ourselves as a nation?

We then watched a video on the history of Canada (http://www.youtube.com/watch?v=c_dr0ZVRvR0&safe=active) which was just over eight minutes in length. The video discussed the history of the country from the first settlers up into the 1970s. I explained to students that active viewing involves note-taking and then showed them how I managed to get three pages of notes while viewing the video.
We then discussed what the history is not showing us by what it is showing us (a very pro Anglo / British perspective; a lack of Aboriginal or female perspective, and a minimizing Francophone perspective). From this, I explained that oral traditions, which existed as a form of communication prior to arrival of Europeans, were impacted by smallpox and then were not entirely adapted in their original form. As a result, much of what we know about Aboriginals in the initial years after European advancement come from a European perspective, meaning that other minorities have been left out.

I then went over how to read actively. I have pasted these notes below:

How to Read Actively (Abridged)

(During and a bit of After)

 

1.      Analyze the title (before your read). Write down in one or two words what it might mean.

2.      Count the number of paragraphs (this is a “before” activity but, oh well). Put the numbers beside them.

3.      Read the first paragraph

a.       If it is an essay

                                                              i.      Highlight the thesis (or main points)

                                                            ii.      Highlight and define unknown words, allusions, phrases (allusions are references to historical times, books plays, people, etc that the writer would expect the reader to be familiar with).

                                                          iii.      Paraphrase the paragraph (in one or two words!!!!!!!)

4.      Read and do steps for ALL paragraphs.

5.      Summarize work at the end (three sentences only!)

6.      Determine topic and purpose.

7.      Come up with fruitful questions.

HOMEWORK: Actively read the text I presented to you (without a title) that starts with the sentence: "It has been said that 'Canada is the only country in the world that knows how to live without an identity." You must have this done for tomorrow's class so we can discuss it.

Thurs. Feb. 13, 2014 Pre test

Today, I handed out the pretest assignment and the guide to understanding it. This assignment, along with the independent novel study "Before" activity and the "Career Cruising" activity completion are all due on Monday, February 24, 2014.
Thes students used their time today to complete these as well as the introductory paragraph, which is due tomorrow.

Wed. Feb. 12, 2014

Today, you worked on your paragraph assignment. It (along with your outline and rough copy) is due at the end of class on Friday, February 14. I also ensured that you have the computer expectations today so you can put it in the system correctly (this is a must for this assignment to be completed).
I also handed out the "Career Cruising" assignment that also needs to be completed for Friday (a paragraph is, in rough form, a ten-minute activity. The students will need to complete three assignments by Friday if they don't want homework). This assignment also utilizes the computer (they are in the class for this purpose).

Fri. Feb. 11, 2014 Paragraph Introduction

Today, I gave you instructions for writing your first paragraph for me. The assignment is as follows:

Write a one paragraph self-introduction in which you describe a characteristic about yourself or your culture that you feel defines you as a Canadian.

I have placed instructions for how to lay this out in the school computer system (a requirement) as well as paragraph expectations, in your portfolio (I must have an outline and a hand-written rough copy as well as the typed final revised and edited product in the computer system).
The due date for this assignment is Friday, February 14 (by the end of class).

Fri. Feb. 7, 2014 Readings Questions Cont

On Wednesday, we began to discuss your answers to the reading questions (The Power of Habit: Why we Do What We Do...Charles Duhigg). Today, we finished discussing them.
Basically, we discussed how to determine the audience, find evidence, determine author's purpose and then instructor's purpose with an additional focus on how to respond to the purpose (student response to the message) which takes us into the next step: writing a solid paragraph.

Thurs. Feb. 6, 2014 Independent Novel Study Info

Today, you were given the instructions you are to follow for your Independent Novel Study (which will be due on the first day of class in June). You were also given a list of novel study choices. YOu are expected to have your novel for Tuesday, February 11.

Wed. Feb. 5, 2014 attribution, topic, speaker

Today, we reviewed the first five questions/answers in response to the reading you received on Monday (The Power of Habit: Why We Do What We Do in Life and Business by Charles Duhigg).
If you were not here, you may come to be at lunch and I will provide you with the information you missed (it is on my overhead) or you can do an Internet search and study up on the following:
Citation
Title attribution
How to determine topic
What is evidence
How to provide detailed information on a speaker

I also reminded the students that they need a Hilroy Exercise Book (they come in packs of four) for their Independent Novel Study, which will be introduced tomorrow.

Tues. Feb. 4, 2014: Understanding purpose

Today, you were put into groups to answer questions on the reading you received yesterday. I have pasted the questions below. A number of skills are being tested in this assignment including the following: title attribution, proper citation, topic identification, evidence identification, understanding audience, understanding purpose in context.

If you were not here, these need to be completed for the next class that you are here for.

Questions for Analyzing any Essay

 

1.      What is the title of the essay?

 

 

2.      What is the “Works Cited” information for this essay (properly presented in MLA format)

 

3.      What is the topic of this essay?

 

4.      What evidence is provided to support the topic of the essay?

 

5.      Who is the speaker of this essay?

 

6.      Who is the audience of this essay?

 

7.      What evidence is there to support that the audience is the one you chose?

 

8.      What is the purpose of reading this essay (think about the class you are in and what the teacher’s goal might be. There may be more than one!)

 

9.      What is your response to this message (you can agree and explain, providing evidence, or you can create a rebuttal providing evidence. You can do this in point form.

Mon. Feb. 3, 2014 Introduction & Supplies

Welcome to this ELA class.
My email address is: dawn.benoit@nwsd.ca

The course outline is in your portfolios; however, I am attaching the supplies to this as a way to ensure you get them even if you misplace your list.

SUPPLIES

There are a number of supplies that you will need to get. See me if any of these are a problem. I expect that you will be able to do this for Monday, February 10. This gives you a week and a weekend to accomplish this. The supplies needed are as follows:
·pens: dark blue or black ink only (ball point, no felt tips as they bleed)
·Highlighters (a pack of four distinct colours)binder with dividers (four dividers minimum)
·loose leave paper (pack of 100 minimum)
·pencils and erasers
·a USB stick for saving work
·an independent novel to read (see myself or the librarian if you need help with this one)

For tomorrow, you are to have read an excerpt from the novel The Power of Habit, by Charles Duhigg. If you were not here, you will need to come and get this from me as it will still need to be read.