Mon. June 16, 2014: Test Prep Readings Practice

Today, students were given a readings booklet and a questions booklet to help them prepare for the format of the final. They were also reminded that their cheat sheets are due on Thursday. I also explained what a cheat sheet looks like by referring to an exemplar (point form - no complete sentences).
The stories they were fer the following:
"The Dragon" by Ray Bradbury
from In the Land of Dreamy Dreams by Ellen Gilchrist
from Leg by Steven Polasky

Thurs. June 12, 2014: Test prep Conventions

Today, I reminded you that I can provide individual help/assignments when requested. I want you to come to RTI so we can discuss this.
I also gave you are reading (a draft) and questions to answer. The purpose is to ensure that you are reading critically and that you are aware of writing conventions in preparation for your own written work (final).
We then discussed the answers.

Tues. June 10, 2014: Personal Response Paragraph Prep

Today, I went over the expectations for writing a personal paragraph. I then gave out an activity entitled "Understanding Paragraphs" in which you had to answer questions (analyze the paragraph to determine how successful the writer was a proving his or her thesis). You did not have to do question five. This is due for class on Thursday.

Fri. June 6, 2014: Writing the Multi-source Essay

Some of you have asked if you can use more than one source for your final essay. In order to ensure that you are familiar with the essay structure, I decided to introduce you to this type of essay and then explain the format, adding information that you need to use in both types. I really am stressing the importance of including an attention getter at the beginning and the need to provide evidence that supports your main points/thesis rather than just a plot summary.
If you are having trouble, see me in RTI for additional support.

Wed. June 4, 2014: Apostrophe Presentation

Today, I did a presentation on the use of the apostrophe (both for contractions and to show possession). You were then given work to practice your understanding of the concept. If you were not here, the work is in your portfolio. You can meet with me at lunch or during RTI for a tutorial on this.

Mon. June 2, 2014: Reflection on marking and test prep

Today, you handed in your essay self-assessment (rubrics). I then gave you information on your upcoming final exam. If you were not here, it is in your portfolio. See me at lunch to get more of an explanation. I then gave a Powerpoint on the importance of parallelism in writing. If you were not here, see me about this as well.

Thurs. May 29, 2014: Essay Discussion (Part II)

Today, I continued on with the discussion on essays. We examined more student work (again, anonymous) and students made notes on ways to improve. After this, I handed back their essays from last week. Their task now is to mark their own papers (based on my notes and the rubrics which were provided again last class). On Monday, once these are turned in, I will give them my marking sheet so they can see how accurate they are (the goal is to ensure they understand what is expected of them).

Tues. May 27, 2014: Essay Discussion

Today, I handed you a copy of the marking rubrics. You already have received this, but I want to discuss it further prior to returning your latest essay.
On the board, we examined some pieces of writing from this essay assignment (anonymous). These were chosen randomly.
We examined the patterns presented and how they matched up to the expectations provided and focused a great deal on what a thesis/main point is and what is acceptable evidence (too many of you are missing this crucial piece).
We will finish this discussion on Thursday.

Fri. May 23, 2014: Short Story Essay

Today, you wrote an in class essay on the short story "The Possibility of Evil". If you were not here, you will have to make arrangements to complete an alternate.

Wed. May 21, 2014: Essay Prep

Today, you were provided with two possible essay questions, one of which you will be instructed to write an essay on. This essay writing will be in-class and will be written during Friday's class. I am allowing you to make a jot form sheet of notes but I am only allowing this to be done in class or under my direct supervision (if you were not here today, you will have to come in at lunch, during RTI, or in the morning to create it). You will have to see me for the question as well.

Mon. May 12, 2014: Questions for Short Story

Today, you handed in the worksheets on verbs and passive sentence structures which were due today. You then wrote a timed summary of the short story "The Possibility of Evil." I then gave you questions for this story, as well as additional explanation of expectations. Question One might still be confusing. Either try it or skip it. Make sure you have the rest completed for Next Tuesday's class.

Thurs. May 8, 2014

Today, I gave you the definition of passive sentences as well as active sentences and provided you with an exercise to complete to ensure you understand the difference (you are discouraged from writing in passive voice). I then gave you an activity to complete on strong vs. weak verbs (which ties to the active sentence activity). Both of these need to be completed for Monday.

I then gave you the short story "The Possibility of Evil", written by Shirley Jackson. This must be read (and highlighted) for the start of Monday's class. If you were not here, it can be located as a PDF by doing a Google search (type in the title and the word "reading").

Tues. May 5, 2014: Letter Writing Workshop

Today, the students typed in their rough drafts of their letter, which they wrote from Luke's perspective. It is due by the end of the day (I want a printed copy as well as the letter placed in their student file).

Friday, May 2, 2014: Letter Assignment

Today, I handed out a major assignment that is due at the end of class on Tuesday. I will put the basic instructions here; however, you need to see me at lunch on Monday for further clarification if you were absent on Friday:

Imagine that you are Luke and that you have just spoken to your neighbour about what to do to get your uncle to keep Dan. Instead of talking to him, you have decided to write him a letter.

In a business latter format (it is in your portfolio), write a letter to your uncle proposing what you are willing to do to keep Dan. In this letter, you must explain the situation, make your proposal, and explain how such an arrangement will benefit everyone (be specific). I expect this to be a three paragraph letter:

* Paragraph One: introduction and explanation about why you are writing to your uncle (purpose)
* Paragraph Two: body explaining what the benefits would be
* Paragraph Three: the conclusion and wrap up reminding the uncle of the benefits of accepting your proposal as well as a thank-you for considering it.

See me for other details regarding layout as it will impact your mark. You will have the computers on Tuesday to type this letter in. If you were not here, create a rough copy in advance.

Wed. Apr. 30, 2014: Personality Paragraphs

Today, students handed in their personality chart on the characters from the short story "The Little Business Man".
Students then formed gender-diverse groups of four in which the people in the groups normally did not work together. They were then instructed to look at their sheets (they were returned) and, as a group, determine which trait was most evidenced for each character. They were then to pick three characters that have well-supported character traits and create a new chart, jotting down three pieces of evidence for one character trait for each of the three characters. This was due at the end of class. If you were not here, see me and I will explain (the above explanation is pretty vague). Keep in mind that, although I only see you every other day, I am still available to you everyday in the mornings, everyday (except Thursday) at lunch, during RTI, and after school (if you let me know).
In addition, we also examined the assignment handed in today to ensure that the students were meeting expectations regarding layout, titles, organization and expectations.

Mon. Apr. 28, 2014: Questions and New Assignment

Today, we finished marking the answers to the questions for the short story "The Little Business Man."
You were then provided with the following assignment. It is due on Wednesday at the start of class:

Assignment Two:

 Examine all the characters in this story. For each one, come up with the strongest  personality trait. Using a chart, present the evidence that supports your assertion. Here is an example of what is expected using a different text. Note that this one only shows two characters. You will have to show six.

Personality Chart for “Are You My Mother?”

Character	Personality Trait	Evidence
The Crane Driver	Kind	Helps bird into tree
Bird	Naive	Cannot tell what his mother should look like

Wed. Apr. 16, 2014: Assignment Submission/Assembly

Today, you had an assembly regarding picking courses for next year. Prior to this, we started marking the assignment "The Little Business Man". I focused on the following.

 “The Little Business Man”: Answers (value: 48)

Seven marks for complete answers (read each one through and see if the student flipped the question into the statement – even for question five!!!!)

Five marks for having both first and last names in the upper right hand corner

Five marks for having the date in the upper right hand corner.

Five marks for having the class designation in the upper right hand corner (ELA B10 or ELA 10B)

Mon. Apr. 14, 2014: "The Little Businessman"

Today, you handed in your active reading of "The Little Businessman." I then gave you a timed (10 minute) writing activity in which you created a nine to twelve sentence summary of this text. I then gave you questions to answer in relation to this text. These questions were due at the end of class. If you were not here, the questions are in your portfolio.

Thurs. Apr. 10, 2014 "The Little Businessman"

Today, you ere given three handouts: the first, was a general handout about short stories; the second was a handout providing reading strategies for short stories; the third was the short story "The Little Businessman" by Morley Callaghan. You are to read this story using the strategies provided. This is to be completed for Monday, April 14 (before class. I will use the completion as a homework check).

Tues. Apr. 8, 2014: Short Story Introduction

Students viewed a PowerPoint on the short story. It covered what a short story is, what is present in one, characterization, point of view, and the plot line. If a student wasn't here, this information can be attained by borrowing notes from a classmate, meeting with me during RTI or before school to view the PowerPoint, or by doing independent research on line.

Fri. Apr. 3, 2014: Essay Completion and Submission

The essay students have been working on for the last six classes was due at the end of class today. Those who submitted on time will have a "not entered" placed on their progress reports. Those who have not submitted their essays will receive an NHI which does impact their mark until the assignment is submitted.

Tues. Apr. 1, 2014 Writing Class

Today, you worked on your essays which are due at the end of class on Thursday.

Fri. Mar. 28, 2014 Writing Class

Today, the students worked on their essays. These are due on April 3.

Wed. Mar. 26, 2014: Essay Creation

Today, students worked on their essays. About half have begun to write a rough copy on the computer. If is due on April 3 so there is still plenty of time to work on content and organization.

Mon. Mar. 24, 2014: Major Essay

Today, students were given the class to work on their major essay (which is due on April 3). This is meant to be an in-class essay assignment which means all steps should be performed in class. Most students created a thesis and collected evidence for main points today (only one started working on a copy on the computer). As long as you have a direction (thesis) and the main points planned, you are on track.

Thurs. Mar. 20, 2014: Essay Introduction

Today, I reminded students about the steps of active reading (in a test), which includes highlighting (5 w's, unknown words, question marks, literary devices), and of the importance of using process of elimination in test situations.
I then gave them their unit essay questions and instructions. These are to be completed on April 3. They are to be completed on the computers at school using the "computer usage steps" which were handed out today. They are also to be titled "Unit Three Essay."

Tues. Mar. 18, 2014 Unit Three Exam

Today, you wrote your exam for this unit. We will follow this up with an essay that you will start working on on Thursday.

Fri. Mar. 14, 2014 Feature film & test prep

Today, we finished watching The Boy in the Striped Pajamas. I discussed "pathetic fallacy" with you in more detail. I then reminded the students that all outstanding assignments are due at the end of the day. The unit exam is on Tuesday. Students were given the remainder of their class-time to work on their test prep information.

Wed. Mar. 12, 2014: Feature Film Viewing

Today, we continued to watch the feature film, The Boy in the Striped Pajamas. You were encouraged to identify differences between the text and the novel (there are many, which we discussed). I then reminded the students to have their outstanding assignments (including thechapter analysis) in by the end of class on Friday. The unit exam will be on Tuesday. We will then work on an essay.

Mon. Mar. 10, 2014

Today, We began to watch The Boy in the Striped Pajamas. You will write your exam for this novel and for reading comphrension on Tuesday, March 18. I handed out a text prep sheet to you. If you were not here, it is in your portfolio. We will then work on an essay. I am reminding you again that all assignments are now due. You will have until Friday to get them in. Your mark will then be an average of the assignments in total.

Thurs. Mar. 6, 2014 Final Questions for the Novel

Today, I handed out the questions for Chapters 18 to 20 (there were none given for Chapter 17). All questions prior to this should have been handed in today. In addition, your "Reflect and Assess" sheet needs to be handed in so I can start gathering resources for you. The questions handed out today are due on Monday.

Your comprehension exam for the novel The Boy in the Striped Pajamas will be on Wednesday. We will then start working on an essay (major) assignment.

Tues. Mar. 4, 2014 Chapters 15, 16

Today, you wrote a quiz on Chapters 11-14 of the novel The Boy in the Striped Pajamas. I then had you fill in an "Assess and Reflect" sheet based on your most recent editing asssignments (mid-term, letter, paragraphs). You were to hand this in and then read Chapters 15 and 16 of your novel.
Questions for these chapters were also handed out and are due on Thursday.

Fri. Feb. 28, 2014, Chapters 13 and 14 Questions

Today, I handed back a number of assignments and reminded students that I am available in class, in the morning, at lunch and during RTI to discuss them (many want to discuss them privately, so I have made sure I am available). Today, they were reminded to hand in all late assignments and were then given questions for Chapters 13 and 14 to complete for Tuesday (there will most likely be a short quiz on Tuesday as well, in order to encourage reading completion).

Wed. Feb. 26, 2014: history of the Holocaust

Today, we discussed the events which led to WWII in relation to Germany and then the events in Germany which led to concentration camps and anti-semitism. I was only able to do this using a PowerPoint as my system keeps blocking me. If you were not here, try googling videos and you will find a lot of good explanations. Today, your letters and questions for Chapters 10 and 11 were also due.

Mon. Feb. 24, 2014 Chpt 10 quiz, 11 & 12 readings/letter

Today, you were to hand in your answers for questions on Chapters 7 to 10. Some of you were confused about the layout of the letter so I went over it. The due date is postponed until Wednesday.
You then wrote a quiz on these Chapters.
I then gave you questions for Chapters 11 and 12.

In addition to this, I met with a number of you to return your essays. I will do the same on Wednesday and Friday. If you end up not getting time with me, I am here in the morning (from 7:30 on) and at lunch (except for the first part of lunch on Tuesdays and Thursdays). You can come in then and I will return/discuss your essay with you.

Thurs. Feb. 13, 2104 Chpt 1-6 test; Quest and paragraphs

Today, you wrote your quiz for Chapters 1-6. I then had you answer the following questions in paragraph form:

·         What inequalities are present in chapters one to six of this novel?  Explain providing evidence.

·         According to the first six chapters in this novel, who decides what is right? How is it that this power is given? Explain and provide examples to support your assertion.

While you were working on these, I tried to meet with you all to discuss your last set of summaries. As usual, time ran out. I will get back to these after the holidays.

I want these paragraphs, which are due tomorrow if not completed for today, to be formal. Some items I want you to focus on are as follows:
do not use "you"
do not use contractions
check your capitals
"a lot" is two words
write out numbers up to 100.

I then gave you questions for Chapters seven to ten to answer for Monday, February 24 (your first day back after the break).

Tues. Feb. 11, 2014

Today, you wrote a summary of Chapters 1-6 of The Boy in the Striped Pajamas. For Thursday,
complete chapter 3 to 6 questions for The Boy in the Striped Pajamas that I handed out today. You will be quized on Chapters 1-6 on Thursday. I also discussed point of view, mood, and campitalzation.

Thurs. Feb. 6, 2014

Hi all. With the exception of ONE student who was absent on Tuesday, all of you should have read chapters one and two of The Boy in the Striped Pajamas. This means you will be able to hand in your sheet on comprehension speed and your answers to the questions for chapters one and two (you will keep the title analysis sheet with you until I request to see it.

The following is due to be completed for Tuesday, February 11:

* Examine the titles for Chapters 3-6 and do a title analysis for each one on the sheet you have kept.
*Read Chapters 3-6 of the novel The Boy in the Striped Pajamas (you should now have an understanding of your rading speed so you will h ave to plan your time accordingly).
Make sure you are famniliar with these first six chapters so we can discuss them on Tuesday.

Tues. Feb. 4, 2014 Merchant Essay: Critical/Analytical

Today, the students wrote their Merchant of Venice mid-term essay which they had been prepped for before the break.
Students were then given the following sheet to complete for Thursday's class.

ELAN B10

                                                            Tuesday, February 4, 2014

Today, you are writing your mid-term. When you have finished, hand it in with the question sheet attached and your essay choice circled.

You now need to do the following:

·         Go to the library and sign out the novel The Boy in the Striped Pajamas.

·         You will then go to your portfolio where you will retrieve three blue sheets/packages

o   Read the sheet entitled “The Boy in the Stripped Pajamas  by John Boyne: Novel Study Unit”. It will give you instructions for the other two handouts as well as an “assess and reflect” activity to help you understand your own personal reading times.

o   Examine the handout entitled “The Boy in the Stripped Pajamas: Chapter Title Analysis”. You are to analyze each chapter title BEFORE you read the chapter (just as you did with poetry) and write these down as assigned (you will need to do this for chapters one and two).

 

o   Examine the sheet entitled “The Boy in the Stripped Pajamas: Chapter One”. This handout contains the questions and explanations that you need to read/complete after reading chapter one and chapter two of the novel.

o   You are to have chapter one and two read and the activities completed for these chapters as well as the “assess and reflect” activity, by the start of class on Thursday, February 6, 2014.

Fri. Jan. 24, 2014

Today, you worked on researching for your in-class essay mid-term on February 4. While you were working, I continued calling on students to discuss an introductory paragraph written last week. I still have four students who were not met with. If you want to meet with me during test week, I will be available any day except Monday (as that is my test day). Please come in and see me. It will really help you down the road.

Wed. Jan. 22, 2, 2014

Today, you worked on essay preparation (I gave you the question on Monday). You will have to write your in-class essay mid-term exam on Tuesday, February 4. While you will not be able to bring any preparation materials into class, this time will allow you to work on your ideas and format, thus cutting down on the time needed to write.

Mon. Jan. 20, 2014

Today, I gave you to topic for your in-class essay (midterm) which will be done on Tuesday, February 4. Read the instructions carefully. If you were not here, they are in your portfolio. I also gave you two handouts: one is a proofreading checklist, and one is a revisioning checklist. Read these carefully. If you were not here, they are in your portfolio.

Thurs. Jan. 16, 2014

Today, we discussed essay conclusions. I then gave you the following assignment to complete for Monday's class:

Write a seven sentence essay introductory paragraph answering this question: How imporatn is friendship in achieving ones goals?

You must use The Merchant of Venice for your text.

Tues, Jan. 14, 2014

Today, I presented a PowerPoint on Essay structure. I also gave you a handout on how to structure an introductory paragraph in seven sentences. I also reviewed transitions by providing you with a list of transiton words and a worksheet. It is due on Thursday. If you were not here, it is in your portfolio. Retrieve it and get it completed.

Fri. Jan. 10, 2014 Finding the Main Point

Today, we discussed how to locate a main point in an essay (and create one). If you were not here, I put a copy of the PowerPoint in your portfolio. Pick it up Monday morning.
I also gave students questions to answer relating to finding the main point. These are also in your portfolio if you were not here. They are not labour intensive, so you should have no problem completing them for Tuesday's class.

Wed. Jan. 8, 2013 Merchant Themes Cont.

Today, we continued our discussion of the themes in The Merchant of Venice. For some of it, you worked in groups to come up with evidence. I am posting the class notes below:
Your midterm will also be the first day back after test week which, if I am not mistaken, is Tuesday, February 4.

1.      Law, Mercy and Revenge

 

Law: Bond

              Courtroom scene

              Casket situation

              Duke

              Lawyer (Portia, Balthasar)

              Citizenship laws (Jews)

 

Mercy: To show compassion, forgiveness

            Antonio shows Shylock compassion

            Antonio helping Bassanio

            Portia and Nerissa stop torturing their husbands

            Prince of Aragon is allowed to marry (silver casket)

            Duke shows Shylock compassion (allows him to live)

            Jessica gives Launcelot a coin

           

           

Revenge

            A revenger is often responding to what he or she thinks of as a “higher” law. They want to take the law into their own hands. However, Shylock has found a legal way to do this. He is not prepared to be merciful (as the Duke and Portia encourage him to be). When his law is found lacking and Antonio and the Duke show him mercy, it is something he doesn’t want. If he has his money taken and he’s forced to be a Christian, he will be unable to work (as a money lender) and will lose his religious identity.

 

Portia and Nerissa with husbands over the rings

Jessica stealing from her father

Antonio helping people with debts

 

2.      Greed vs. Generosity

 

Antonio sees Shylock as greedy

Antonio is generous to Bassanio

Antonio helps Christians by loaning them money

Bassanio wants Portia (greed?)

Nerissa and Portia give rings but they come with strings

 

 

3.      Reading and Interpretation

Reading is woven into the structures of prejudice and intolerance, love, law and justice – it is central to everyday life

 

Biblical scriptures (interpretive differences)

The riddles on the caskets

Portia in the courtroom scene

 

4.      Love and Friendship

 

Love

Shylock and Jessica

Portia and Bassanio

Jessica and Lorenzo

Portia and her father

Nerissa and Gratiano

 

Friendship

Lorenzo and Bassanio

Nerissa and Portia

Bassanio and Antonio

Lorenzo and Gratiano

Salanio and Salerio

Launcelot and Jessica (at beginning)

Launcelot and dad (?)

Monday, January 6, 2014

Today, we discussed the themes present in Merchant of Venice. There are six themes presented and then, as a class, we located main points/evidence to support that they were themes. We only got through two of them today. The notes are posted below:

Merchant of Venice

Themes

 

The Theme is the message or idea the author is trying to present us with. In larger works, such as novels and plays, there are more than one. In The Merchant of Venice, there were a number of plots which we spoke about at the beginning. Now, we will address the themes in preparation for your upcoming essay.

 

1.      Prejudice and Intolerance

2.      Human and Animal (the idea of humanity)

3.      Law, Mercy and Revenge

4.      Greed vs. Generosity

5.      Reading and Interpretation

6.      Love and Friendship

 

 

1.      Prejudice and Intolerance

Antonio’s treatment of Shylock (Jew)

·         Spits on him

·         Calls him “dog”

·         Kicks him

·         Accuses him of usury (which is the case), but yells about it in the Rialto

 

The way Jewish people are treated generally

·         Had to wear different clothing (red hat)

·         Forced to live in a ghetto

·         Had to practice their trade in allocated areas

·         Were not citizens

·         Curfews imposed on them

 

The way Shylock treats Launcelot

·         Not enough food

·         Rude to him

·         Improperly clothed

·         Overworked

 

The way Launcelot treats Jessica

·         She WILL go to hell!

·         Raising the prices of pork!!!

·         Basically implies that she is still a person of lesser status because of who her father is (unless she’s illegitimate!)

 

The way Portia talks about the prince of Morocco

·         Black skin is seen as bad

·         Would rather be dead than be married to him

·         Personality doesn’t matter if he is black

 

2.      The idea of humanity (man or animal)

When we talk about humanity – or inhumanity – we are talking about treating some as equal and others as not. If we can find a way to convince ourselves that others are, in essence, animals, then we find an easy way to justify our mistreatment of them.

 

·         Shylock tries to dehumanize Antonio

o   “Buys” Antonio’s flesh in the bond itself

o   Keep in mind that, at this time and right up to TODAY in some countries, people are STILL bought or held as slaves!!!

o   Ready to cut off the flesh in the courtroom scene (shows no remorse or hesitation)

o   Shylock, in frustration, attempts to explain that all people, at least on a biological level, are the same.