Fri. May 30, 2014: Reading Class

Today, you were given class time to read the three short stories presented earlier in the week (look back at earlier blogs to reference these). These must be read actively for Tuesday.
You also have to have your novel studies completed for class on Monday.

Thurs. May 29, 2014: Reading Class

Today was a reading day. You have two short stories to read actively (see yesterday's blog). For those who chose not to hand in their questions for the short story "The Painted Door" yesterday, I offered alternative questions which were handed out. These are due tomorrow.

Wed. May 28, 2014: Short Stories Handed Out

Today, you were to finish the answering the questions for the short story "The Painted Door" by Sinclair Ross. I then gave you a biography about Sinclair Ross (read as a class).
For Tuesday, you are to have actively read two other short stories: "Lamp at Noon", and "A Field of Wheat", which are both written by Sinclair Ross.
For Monday. you are to hand in your independent novel study. There will be an activity associated with it given to you to do during this class.

Tues. May 27, 2014: "The Painted Door" Reading and Questions

Today, you were to read and answer questions on the short story "The Painted Door". They will be due at the end of class tomorrow.
Keep in mind that your novel study is due on Monday (so if there is any time left in class, you need to focus on that assignment).

Mon. May 26, 2014: Intro to Canadian Themes/Short Story "Painted Door"

Today, I gave you a handout about Canadian themes, which we then discussed in-depth. I then gave you a handout of questions for a short story in order to ensure you understood the terms that appeared on it. Some of you needed help with "point of view" so I gave you the notes presented below. In addition, I gave you the short story "The Painted Door" by Sinclair Ross. You will have to read it and complete the questions for Wednesday.

Point of View:
Omniscient: Narrator shares the thoughts and/or feelings of more than one character.
Limited Omniscient: Narrator shares the thoughts and/or feelings of one character only.
First person: The "I"  or "we" point of view.
Third person: The "he", "she" or "it" point of view.
These can be blended (Third person limited omniscient)

The second person point of view (the "you" point of view) is rarely used in this type of writing.

Fri. May 23, 2014: Drama Unit Exam

Today, you wrote your Drama Unit exam. If you were not here, you will have to make arrangements to write it at another time.

Thurs. May 22, 2014: Practice Reading for Drama

Today, we discussed how to do well on a comprehension exam (you have one tomorrow; see yesterday's blog for more details). I gave you the excerpt from Sticks and Stones and then reviewed active reading (see below). You then read the play actively and came up to me for a quick discussion. You were then given questions to answer using process of elimination (also reviewed). I then marked these and returned them for revision.

How to Actively Read for an Exam
 Highlight the five Ws when they first appear (including in the italicized parts that show context and also in the expository information)
Highlight unknown words (it's like seeing a deer on the highway; doing this will heighten your awareness and keep you focused).
Put question marks at spots of abrupt/confusing changes
paraphrase paragraphs/passages/chunks of dialogue in one or two words.
Highlight and identify literary devices.

Wed. May 21, 2014: Test Prep and Play Presentation

Today, I  discussed the students STEAL sheet results from yesterday's class to determine the usefulness of the information they collected about the characters they were examining. We compared these sheets to previous charts to see what is or isn't effective in preparing information for arguments.
The students were informed that they will write their unit exam on Friday. I gave them a copy of the short story "Girl Who Loved Her Horses" in order to see how a summary is changed for the theatre. I also provided a list of words you should know for the exam.
In the exam, you will be asked questions about drama and scripts. You will be asked to read two excepts and answer questions. You will also be instructed to address questions based on the short story or the play Girl Who Loved Her Horses.

Tues, May 20, 2014: STEAL Development using play

Today, you were to hand in your assignment from last week (the questions and the script)
You were then instructed  to form groups of THREE.
Each group was presented with a STEAL chart assignment and one 11X17 sheet of paper.
The instructions explain how the group you are in is supposed to analyze one of the characters in the play The Girl Who Loved Her Horses.

·        The assignment is due at the end of class (as indicated on your sheets).

·        If you finished early, you were to work on your independent novel study which is due on the first class day in June.

Fri. May 16, 2014: Drama Script Development

Today, you were to work on completed a script proposing an ending to the play Girl who Loved her Horses. This was due at the end of class with the rest of the questions.

Thurs. May 15, 2014: Girl Who Loved her Horses Questions

Today, working either in groups of three or independently, you were to answer questions 1-11 (handed out yesterday) on the play Girl who Loved her Horses. Tomorrow, you will answer questions 12 (then everything is to be handed in).

Wednesday, May 14, 2014: Girl who Love her Horses Cont.

Today, we finished reading the play Girl who Loved her Horses. I then gave you questions to answer. While we discussed these (and determined that you could work independently or in groups of three), I told you not to worry about starting them until class tomorrow. If you were not here today, the questions are in your portfolio.

Tues. May 13, 2014: Girl who Loved her Horses reading

Today, we read more of the play Girl who Loved her Horses, by Drew Hayden Taylor. Roles were rearranged after scenes. Students were to add/highlight as part of the discussion. We got to page 110, column two, at the point where it says "Shelley dialed the phone."

Mon. May 12, 2014: Girl who Loved her Horses reading

Today, we began to read the play Girl who Loved her Horses, by Drew Hayden Taylor. Roles were assigned. Students were to add/highlight as part of the discussion. We got to page 103, column one, at the point where Ralph runs into Danielle.

Fri. May 9, 2014: Character Analysis

Today, I provided you with additional information about how to write an attention-getter. It was in booklet form. I expect you to have it read for Monday. I also reminded you that I am inviting any and all of you to meet with me individually to go over your essays. One on one instruction does help with comprehension and will help you achieve a higher mark on the next essay.
I then gave you a sheet explaining how to determine characterization (direct and indirect)m by using STEAL. It also contained a lengthy list of personality traits to help you do the following group activity:

Get into groups of three.
As a group, you were assigned to evaluate one of the following characters from the readings earlier this week: Dorothy, Isa, and Pat.
Read the play through in its entirety (and out loud). While reading, highlight any direct and indirect (STEAL) information you come accross.
When finished, get a sheet of paper and, as a group, examine the evidence you have found. From this, create a list of three personality traits for your characters and state at least three pieces of evidence (from STEAL) that support your assertions.
When finished, write down the direct characterization traits that the writer has provided you with.
This is due at the end of class.
If you were not here, see me and I will assign you a character to analyze on your own.

Thurs. May 8, 2014: Submission Expectations

Today, you had a presentation so we only had about fifteen minutes together. In this time, I explained to you that papers must be submitted with both the first and last names of all students (if in a group) on the page and that titles of texts used within the answers must be, at the minimum, properly attributed (major works underlined or italicized; minor works in quotation marks). I also stressed that you must create a title for the work you are submitting so I know what it is.

Wed. May 7, 2014: Drama Reading: Practice

There was a substitute in the room today. The instructions for today's class, which I wrote on the board, are as follows:

o   Hand in your M.C. answers from yesterday’s assignment.

o    form groups of three

o   These groups are not to include any of the students you worked with on the last drama reading (on Monday). I want you to work with new people as much as possible.

o   These groups also must contain at least one guy and one girl.

o   You are all to go into their portfolios and get the excerpt from the play Seeds.

o   Assign roles for the reading (director’s notes reader, Pat, Isa).

o   You are then to read it out loud to each other.

o   When finished, you are to answer the questions that are to be asked when reading a drama (you have these; you used them for Monday's class) and hand in one copy with all of your group members’ names on it.

o   Also, right near the end of class, be sure to get the multiple choice questions from the substitute to complete as homework. These are due tomorrow.

Tues. May 6, 2014: Drama Reading Comprehension

Today, students were broken into groups (gender mixed). They were provided with an excerpt from the play Monkeyshines. As a group, they had to divide up roles (and the director's notes) and then read the play actively (in this case, highlighting the five Ws). In reading, they were reminded that tone and diction matters if one is to understand the mood of the piece. When finished, the group was instructed to answer the questions they were provided yesterday (questions to answer when reading a drama). They were also provided with multiple choice questions to answer for Thursday. If you were not here, these are in your portfolio.

Mon. May 5, 2014: Drama Intro.

Today, I gave a Powerpoint as an introduction to our modern drama unit. If you were not here, you will need to come in at lunch to get the notes (or copy off of a friend). I also handed out a sheet entitled "How to Read a Play." If you were not here, it is in your portfolio.

Fri. May 2, 2014: Final Writing Class for Current Essay

Today, you were to complete your essay. While it was due at the end of class, I extended the deadline to the end of the day.
If you were not here, you need to see me at lunch on Monday.