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.