Tues. June 17, 2014: Test Prep/Cheat Sheet

Today, students worked on cheat sheets (they must be submitted by the end of school tomorrow - no exceptions) and test prep. The test is on Friday at 1:00 in the regular classroom (208).

Mon. June 16, 2014: Reading test prep

Today, you were given the reading "The Betrayal" to read actively and then answer questions for. I also discussed what a point form cheat sheet is and reminded you that it is due on Wednesday (or earlier).

Fri. June 13, 2014: Test Prep Comprehension

Today, I gave you a reading that you were already exposed to one (Life and Death in Shaghai). You were to read it actively and answer the questions. The advantage this time is that you get access to the dictionaries to aid you in both the readings and the questions (which I handed in after the readings were complete).
I then gave you an explanation/exercise sheet on apostrophe usage.

Thurs. June 12, 2014: Test Prep Draft and possible single source questions

Today, you were given seven possible single source questions for your final exam. I will be using two of them on the final (with some alteration to simplify the language).
I then gave you a copy of the October, 2013 "Draft" reading and questions in order to help you identify the areas that you need to work on. I stressed timing yourself in this activity so you get a realistic understanding of how much time you will need to be successful on the final.

Wed. June 11, 2014: Poetry Analysis

Today, you analyzed the poem "Sisters."  Those who answered the questions as homework (as instructed) were placed in groups to arrive at consensus. We then reviewed the answers on the board.

Tues. June 10: Test Prep: Poetry Rading

Today, we reviewed the answers from the poem, "1956: Ambition of the Eldest Son." I then gave you the poem "Sisters" by P.K. Page to read actively. You were then given questions to answer in long form. These are to be completed for tomorrow's class.

Mon. June 9, 2014: Poetry Analysis 1956

Today, I gave you two sheets: "How to Analyze Poetry," and "How to Read Actively in a Test Situation." Using the poem you were to have read on Friday, we practiced the steps on how to read a poem. I then gave you seven questions on the poem that you were to read using your process of elimination skills. These were due at the end of class.

Fre. June 6, 2014: Multi Genre Essay

Today, I went over how to write a well formed multiple source essay. You will need to do one of these on the final (the question has been provided to you). I then gave you the poem "Ambition of the Eldest Son" to read for Monday's class.

Thurs. June 5, 2014: Run ons and Fragments

Today, we discussed and identified sentence run ons and fragments. I explained how to correct them and then gave you some exercises to do. The purpose is to avoid these in your final essays and to answer the question about them correctly in the "draft" reading you will study as part of the final. If you were not here, see me for help.

Wed. June 4, 2014: Test Prep Handout and Text Discussion

Today, I handed out a test prep sheet explaining what your exam will look like as well as the expectations. I also gave you the question options for writing assignment One.
We then looked on Blogspot to review what we have read and categorize the readings as major and minor (minor sources can only be used for the multi-source essay; major sources can only be used for the single source essay).

Tues. June 2, 2014: Short Story Reviews

Today, I had the students break up into groups of three and discuss/summarize each of the three Sinclair Ross stories they were to have read for today. In addition, I did a check to see if they read the stories actively (as per instructions). When finished, each student should be able to explain each story.

Mon. June 2, 2014: INS Writing Activity

Today, your independent novel study was due. As a final activity, you were given a writing assignment (book review) to complete in which you could reference your journal to help you. This was a one hour activity. If you were not here, the journal is due on the first day back at school. You will also have to come in at lunch that day to do the assignment. 

Tomorrow, you will have to have the Sinclair Ross short stories actively read when you arrive in class.

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.

Wed. Apr. 30, 2014: Essay Writing Workshop

Today, students worked on their essays. They are due on Friday, May 2.

Tues. Apr. 29, 2014: In Class Essay Assignment

Today, I presented students with their in-class essay assignment options, a formal essay layout sheet (review) and a sheet on editing and revising essays. I am not posting the essay topics here. If you were not here, these sheets are in your portfolio.
This assignment is due on Friday, May 2. This means you have four days to complete it. Keep in mind that the final exam involves writing two essays and answering questions relating to three readings. In other words, you will be expected to be able to write an essay in an hour.

Mon. Apr. 28, 2014: Discussion about Problem Sentences

Today, we discussed some common areas of concern when it comes to sentence construction. We touched upon the use of the word "you", tense agreement, pronoun agreement, the importance of proofing-reading, and the importance of checking content for reader understanding.

Thurs. Apr. 17, 2014: Feature Film

Today, we finished watching the feature film Life of Pi. I also reminded students that, while I haven't assigned anything for the holidays, they have their independent novel studies due on the first school day in June. In other words, this would be a good time to work on that assignment.

Wed. Apr. 16, 2014: Film Viewing

Today, you watched the first part of Life of Pi.

Tues. Apr. 15, 2014: Unit Exam

Today, you wrote your unit exam for the novel unit. If you were not here, you need to make arrangements to write this before the holidays.

Mon. Apr. 14, 2014: Test Prep and Notes on Theme

Today, you handed in your readings assignments for the novel Life of Pi. If you were not here, it is due tomorrow.
I then gave you a sheet to help you with the exam tomorrow. In addition, we discussed the various themes found in the novel. If you were not here, you need to arrange to get these notes (or copy from a classmate).

Fri. Apr. 10, 2014: Final Reading Class

Today, students worked on their novel questions and readings for the novel Life of Pi. Those who completed this activity now have time to work on their independent novel studies. The questions and readings are due at the start of class on Monday, April 14. 
Your exam on the novel as well as general reading comprehension questions will be on Tuesday. The essay portion of the exam will be completed after the break.

Thurs. Apr. 9, 2014: Reading Class

Today, students worked on their novel questions and readings for the novel Life of Pi. Those who completed this activity now have time to work on their independent novel studies. The questions and readings are due at the start of class on Monday, April 14.

Wed. Apr. 9, 2014: Reading Class

Today, students worked on their novel questions and readings for the novel Life of Pi. Those who completed this activity now have time to work on their independent novel studies. The questions and readings are due at the start of class on Monday, April 14.

Tues. Apr. 8, 2014: Reading Class

Today, students worked on their novel questions and readings for the novel Life of Pi. Those who completed this activity now have time to work on their independent novel studies. The questions and readings are due at the start of class on Monday, April 14.

Fri. April 4, 2014: Reading Class

Today, the students continued reading their novels and answering questions.

Fri. Apr. 3, 2014: Reading Class

Students continued to read and answer questions on the novel Life of Pi. for further instructions, review yesterday's blog.

Wed. Apr. 2, 2014

Today, students continued reading, answering questions and studying the vocabulary for the novel Life of Pi. The novel readings and all work booklets are due at the start of class on Monday, April 14. Keep in mind that things can be handed in at any time (if you finish a booklet, you can hand it in and get it back quickly).

Tues. Apr. 1, 2014 Life of Pi. All Questions

Today, you wrote an exam on the first part of the text Life of Pi (Chapters One to Twenty-nine).
I then gave you five booklets containing vocabulary and questions for the rest of the text. All the questions that state "essay" need to be changed to "paragraph" as that is all I expect.
The novel needs to be read, the questions need to be answered and submitted, and the vocabulary needs to be familiar for Monday, April 14.
You will have a test on this novel (and comprehension) on Tuesday, April 15.
If you were not here, the booklets are in your portfolio.

Mon. Mar. 31, 2014: Life of Pi Chpt. 23-36

Today, I informed you that you will have a quiz on the first 29 chapters of the novel Life of Pi. This quiz will consist of multiple choice comprehension questions, vocabulary questions, and two paragraph questions.
I also gave you the vocabulary and questions for chapters 23-36 which need to be completed (along with the readings) for Wednesday's class.

Fri, Mar. 28, 2014: Reading Class

Today, you were instructed to have Chapters 1-29 of the novel Life of Pi Read. I also gave you questions to answer (in paragraph form - NOT essays!). If you were not here, the questions are in your portfolio. Do not answer the last question. Questions are due at the start of class on Monday.

Thurs. Mar. 27, 2014 Def. of Eastern/Western Religions

Chapters 15 to 24 of the novel Life of Pi, refers to three religions: Christian, Islam and Hindu. In order to understand the context, students were presented with a PowerPoint in order to answer the Chapter 15 questions (and the text). If you were not here, you will need to research the Chapter 15 questions out fully. Students were then instructed to start reading the next chapters (I will expect you to have read up to Chapter 24 and answer the related questions for the start of Friday's class).

Wed. Mar. 26, 2014: Life of Pi

·        Students were instructed to hand in their Chapter questions for Chapters 9-15.

·        Students were placed in groups of three.

·        Students were provided with a felt to write with and an 11X13 sheet of paper with a chapter heading on it (9,10,11,12,13,14,15)

·        Students were then given 3.5 minutes to put down all the details they could come up with regarding the chapter presented on their sheet of paper.

·        Students were then instructed to move the paper to the next table clockwise.

·        Each group was then to read the information written about the chapter they received and add to it.

·        This was done until every group read and added to every chapter

·        On the last move, the students were to add questions based on the information presented (fruitful questioning).

·        These were then placed on the board and discussed (students took notes).

Students were reminded use evenings (such as this one) to work on their INS as they were not given a class reading to complete.

Tues. Mar. 25, 2014: Life of Pi Readings & Questions

Students were to hand in their answers for Chapters six to eight (homework check).

·        Notes were created on the board in order to demonstrate the ease in creating notes for the INS activity as well as determining questions from the notes.

·        Students were then instructed to read Chapters 9-14 and answer the accompanying questions which were handed out yesterday. Some of these questions involve research completion. I have some books in the class which were presented for use,. Students also can do this portion of the assignment using the Internet.

Mon. Mar. 24, 2014: Life of Pi Discussion and Questions

Today, you handed in your answers to the Life of Pi questions provided on Friday (and also posted on this Blogger site on that date). We then discussed Chapters 2 to 5. I showed you how to make notes of chapters when doing short ones for your INS. I also showed how questions can arise from these notes. I then went over the answers you submitted.
After this, you were provided with vocabulary for Chapters 1-22. I then gave you questions to answer for tomorrow which are as follows:

Read Chapters 6 and 7 and answer the following questions:
1. Pi's house is both overheated and overstocked. Any guesses as to why?
2. What is the difference between and atheist and an agnostic?
3. Describe Mr. Kumar.
4. Why is Mr. Kumar so important to Pi?
5. Why does Pi dislike agnostics more than atheists?

Read Chapter 8 and answer the following:
1. How does Pi's father teach him that "an animal is an animal?"
2. How does Ravi, Pi's older brother, terrorize him after the Tiger incident?

Fri. Ma. 21, 2014 Life of Pi Questions

Today, you were given questions to answer on Chapters One to Five of Life of Pi. I have pasted the questions and instructions below. These are due for Monday.

Life of Pi: Questions

 

INSTRUCTIONS: On a separate sheet of paper, answer each question FULLY. Keep in mind the importance of using correct grammar/punctuation/sentence structure.

 

Study Questions

Chapters 1–2

 

1.      How does the three–toed sloth survive?

2.      Anthropomorphism is the attribution of human characteristics to nonhumans. Find examples of anthropomorphism.

3.      Describe some examples of imagery, figurative language from this section.

4.      In chapter 2, in italics, who is the narrator and who is the subject?

 

Chapters 3–5

 

1.      Describe how Pi comes to be named after a French swimming pool.

2.      Pondicherry Zoo, which once loomed so large in Pi’s life, is now only a place of memory. Describe a childhood experience or place which has “shrunk” in your memory.

3.      Pi does not agree with people who “think animals in the wild are ‘happy’ because they are ‘free’”. Why?

4.      Describe how and why Piscine Molitor Patel becomes Pi. Describe a similar name change in your school experience.

5.      Pi writes his name on the blackboard with every teacher during the day. He says that “repetition is important in the training not only of animals but also of humans”.  Explain.

Thurs. Mar. 20, 2014 Life of Pi Chpt. 1 Critique

Today, I read Chapter One of Life of Pi out loud. Students worked to create a text critique at the same time. It was due at the end of class.
Some terms that came out of this were: allusion, personification, connotation, and understanding the meaning of a word in context.

Wed. Mar. 19, 2014 Life of Pi Author's note and Critique

Today, I finished reading the first part of the book (Author's note) to you. We then discussed it. This then led to the creation of a text critique (class created). The students who were here copied it down as we developed it. If you were not here, talk to one of your classmates for a copy (or see me if all else fails).

Tues. Mar. 18, 2014 Intro to Life of Pi

Today, I introduced the novel Life of Pi, by Yann Martel (you took it out from the library). We started our examination by looking at the title and the cover (see "INS Before Activity"). I then provided you with a Powerpoint that addressed the following. If you were not here, you will need to do a web search to fill in the particulars:

Yann Martel: Background on the author
Background of India during "The Emergency" (1975-77)
Expository information: why Pi left India
Classifications of novel
* postcolonial
*magical realism
* bildungsroman
* adventure story
* non fiction (but it IS a fiction)

Themes:
* importance of faith
* will to live

Motifs:
* territorial dominance
* hunger and thirst
* ritual

Symbols:
* Pi's name
* the colour orange

I then began to read to you the "Author's Note" which is indeed the first part of the story. I read pages V to VIII (just under four pages) stopping when the bell rang (VIII, par. 2).

Monday, March 17, 2014

Today, I went over the progress reports with each student who was present. Your unit essay is due at the end of the ay. You also need to take out the novel Life of Pi by Yann Martel for our next unit.

Fri. Mar. 14, 2014 Unit One Exam

Today, you wrote your unit one exam. Keep in mind that your essay is due on Monday at the end of the day. If you missed today's exam, you will have to come in and write it Monday at lunch as it cannot be reviewed until they have been written.

Thurs. Mar. 13, 2014: Essay and Test Prep

Today, students worked on their essay (which is due at the end of the day on Monday). This is the last class where they will be given computer time to work on it (I will be in the library for lunch today if they need it).
I also went over the expectations regarding tomorrow's exam:
* cell phones on the counter
* put all items (with the exception of pens, pencils, highlighters, erasers, sharpener) on floor at front of room
* sit only where there is a test (and possibly a Post-It note with your name on it if I have time)
* do not turn over tests until instructed
* there will be a readings booklet and a questions booklet
*actively read in the readings booklet
* use process of elimination skiils in the questions booklet
* When finished, bring the test to the instructor
* You were instructed to bring your independent novel to read if there is time
*retrieve it from the front of the room and read without disrupting others.

Wed. Mar. 12, 2014: Essay writing and "Assess & Reflect" activity

Today, students completed an “Reflect and Assess” sheet to identify areas of concern, areas each student is ready to work on improving and methods to achieve each student's goals.
These will be copied and returned ASAP in order to ensure that two of the errors identified by each student do not appear on that student's next piece of formal writing (which will be the essay: due Monday).

The rest of the class was used to work on the essay.

Tues. Mar, 11, 2014: Essay writing class

Today, you worked on preparing your essays, which are due next Monday. Keep in mind that your exam for this unit (reading comprehension) will take place on Friday.

Mon. Mar. 10, 2014 Unit One Essay and Test Info.

Today, you were given the instructions for your unit essay. This essay is due on Monday. March 24. If you were not here, the instructions and a reminder of revision sheet are in your portfolio.
I also marked your three active reading assignments and your text critique, which were due today.
Some of you haven't handed in your text summary paragraph. These are now past due.
Your unit exam (two readings with M.C. comprehension questions) will take place on Friday. I have put a test prep sheet in your portfolio.

Friday, Mar. 7, 2014 Summary Completion/Reading/Text Critique Creation

Today, you worked on completing your summary of Chapter 5 "Iroquois" (which also includes a "works cited" page).
You then worked on your readings (see titles in yesterday's blog) and your text critique (see yesterday's blog). The active reading and the text critique are all due on Monday (again, see yesterday's blog for more details).

Thurs. Mar. 6, 2014 Summaries, critiques and readings

Today, I reminded you that your summary for "Iroquis" is due tomorrow. I then presented you with a sheet on "Text Critique" which you are to use when you are asked to do any sort of research or reading outside of texts you can mark up.

I then gave you three readings that must be read actively for Monday;

" The Quebec Experience 1628-1834'

“Refugees: The Human Aspect”

‘Being Canadian”

 

I will do a homework check on these to ensure they are actively read.

You were then instructed to choose one of the three above texts and do an article critique on it (using the format provided on the sheet I presented to you today - but on a separate sheet of paper or typed.0

This article critique is also due on Monday

 

Tues. Mar. 4, 2014 "Iroquois" reading summary

Today, you were to have read the excerpt entitled "Iroquois". Your goal now is to create a summary. I gave you the summary instructions yesterday and I placed the citation information for this excerpt in your portfolio. You have until Friday to complete it. Keep in mind that you will have another summary also due on Friday. I will hand out that reading tomorrow.

Mon. Mar. 3, 2014 Summaries

Today, I have you a sheet explaining how to write summaries. We then discussed it. I then gave you a reading on the Iroquois that you are to have actively read for tomorrow's class.

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.