Tues. - Fri., Dec 19-22, 2017: Reading Classes

For these days, students will work on completing the novel reading of Bear. If they finish early, they will work on their independent novel study, which is dead-lined for January 12, 2018.
On Friday, students were to submit a question they wouldn't mind answering using this novel. I will tally them up and make my decision.

Mon. Dec. 18 to Fri. Dec. 22, 2017: Reading Class

You must have the have The Bear read for Friday's class. If you have it read, use this time to work on your independent novel study. You also handed in an essay question choice for an essay you will rite when you return from the holidays (in-class).

Thurs. Dec. 14 & Fri. Dec. 15, 2017: The Bear "Before" Questions

You have been instructed to go to the library and get the novel, The Bear, by Claire Cameron. You have also been given "before" questions to have answered by the end of class on Friday. It is essential these are done at this time as they are "before" reading activities.

I have linked the questions below for those who are absent.

Before Activity for The Bear

1.      Examine the book. What colours are present on the cover (front and back)?

2.      Symbolically, what do these colours most often represent (think positive and negative connotation and then expand)?

3.      Create a citation for this book using MLA formatting (“MLA Citation” booklet or Fit to Print).

4.      What is the image on the cover? What mood in the reader should this image reflect? Why (again, think positive and negative connotation and then expand).

5.      There is also an image on the binding (side). What does this image reflect about the personalities of both characters represented? Provide as much detail and connotation as you can.

6.      Paraphrase the information presented on the cover about what the book is about. Think of the five W’s to do this. From this, and from the visual clues, create a well-formatted three sentence summary. Don’t forget to include author, genre and title.

7.      Open the book up and read “Praise for The Bear.” After reading it all, determine the following:

·         How many reviews are presented?

·         How well-known are the “sources” of the reviews? How many have you heard of yourself? Write them down and then determine if what you know makes them positive or negative sources to rely on for an accurate review.

·         What stands out the most in the reviewers’ minds about the text?

·         Based on these reviews, what might “click” with you and allow you to have some interest in the text? Explain.

8.      There is a quote by Thornton Wilder prior to the “Contents” page. Read it and reflect. What do you think this means?  Explain.

9.      Examine the “Contents” page. How many sections are you going to have to read to complete this story? Write them down and then write down the number of pages per section.

10.  When the pages without writing and ends/beginnings of chapters are calculated, there are, in total, 229 pages of reading you will have to do. Through calculations, the average number of words on a page is 243. This means you will have to read 55647 words in total. The average reading time for this text is based on the grade nine objective of 215 – 260 wpm. To figure out the time, I divided the total word number by the reading time to get the time in minutes and then divided this number by 60 to get the hours. At 215 words per minute, it will take 4.5 hours. At 260 wpm, it will take 3.5 hours. Ask your instructor for your reading time (based on your Reading Plus assessment). How long will it take you to read the novel? 

11.  Based on your hours of reading as indicated by your scores, imagine I am giving you seven days (a week) to read this. How are you going to meet this objective? Explain.

Wed. Dec. 13, 2017: Reflection of Play Essay (returned already)

Today, students completed an assess and reflect activity using the returned essay, on The Girl Who Loved Her Horses. The purpose is to identify problems and then fix them in the revision stage on the next essay. Some of you have handed in your multi-source essay. While you are doing this activity, I reviewed what was handed in and returned it for further revision. I should have a CLEAN hard-copy submitted by the end of the day. BE SURE IT IS ALSO IN YOUR ELA A30 WORD FOLDER.

Tues. Dec. 12, 2017: Short Story M.C. Exam

Today, you wrote your short story M.C. exam. If you were not here, you will need to see me to request an alternative.

Mon. Dec. 11, 2017: Editing of Essay & Test Prep

Today, I gave the students a review for their test tomorrow and time to revise their essays. Many have need of revision.
The test will be on short stories. They will read two stories using active reading and then, using active reading and process of elimination, answer the questions. If they have time left over, they can work on their novel study.

Fri. Dec. 8, 2017: Attention-Getters

Today, we discussed the importance of attention-getters in essays (actually, anywhere!) and some common types and examples. What I want you to do is to try out three types and apply the BEST to the essay you were to hand in yesterday. I also plan on doing something else with this essay on Monday.
I am also putting some examples of attention-getters that previous students generated in your portfolios.
FYI: Your short story reading comprehension (MC) will be on Tuesday.

Thurs. Dec. 7, 2017: Writing Class

Students are working on their multi-source essay. I have dead-lined the essay for the end of the day. I NEEDS to be in your school folder and identified as a short story essay.

Wed. Dec. 6, 2017: Writing Class

Today, students worked on their multi-source essays. Initially, I wasn't going to allow more class time for it, but we are having computer issues. The paper will still be due tomorrow (at the end of the day) but you will get class time to complete the assignment tomorrow.

Tues. Dec. 5, 2017: Writing Class

Today, students continued to work on their essays. See yesterday's blog for more information.

Mon. Dec. 4, 2017: Essay Assignment

Today, you were given your essay assignment. I have linked it below. It is due for the end of the day on Thursday. I will give you today, tomorrow and Wednesday to work on it in class. The extra time is to be used for personal revision (out of  class).
On Thursday, I will introduce the novel.

Essay Assignment

Fri. Dec. 1, 2017: "The Painted Door" Discussion

Today, we discussed the short story "The Painted Door." I focused on the theme that lack of communication can negatively impact relationships.
We also watched the twenty-minute short of this on You Tube.

Thurs. Nov. 30, 2017: "Shining Houses" Discussion

Today, we discussed the short story "Shining Houses." I went through the conflicts (main and secondary), main character personality evidence as well as characteristics of Mrs. Fullerton, and then went into quite a discussion about how things really don't change all that much over time. People still suffer from peer pressure at both the micro- level (small community) as well as at the international level (there was some talk about immigration and politics as this is becoming a heated issue in the present).
Tomorrow, we will discuss "The Painted Door," and, hopefully, "The Jade Peony." Review both of these before class.

Wed. Nov. 29, 2017: Discussion of "Outside Edges"

Tomorrow, we will discuss "Shining Houses."

Wed. Nov. 22 - Tues. Nov. 28, 2017: Short Story Introduction and Readings

Today, we reviewed common Canadian literature themes and topics. I then handed out a number of short stories to be actively read. All of these will be in student portfolios if the student is absent; however, many can also be found online. These are to be actively read (I am pasting the active reading steps below). They should all be actively read for Tuesday, November 28, 2017.

"Outside Edges" by Ivan Doran
"The Jade Peony" by Wayson Choy
"War" by Timothy Findley
"The Harness" by Ernest Buckler
"Write Me Sometime" by Taien Ng-Chan
"The Shining Houses" by Alice Munroe
"The Painted Door" by Sinclair Ross

How to read a short story in any situation

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

2.Read the first paragraph. Be sure to highlight the five Ws (who, what, where, when, why, and how). This paragraph is the expository paragraph, so spend time focussed actively on it.

3. Paraphrase the paragraph using topic words (history, Bob’s characteristics,                    sad about crops)

4. Repeat all steps with the rest of the story

5. Summarize the story after reading (3 sentence summary)

6. Determine the theme of the story (what does the author want us to take away from this?)

Tues. Nov. 21, 2017: Novel Study Check In

Today, the students did an independent novel study check in to show me how well they have been able to tackle this independent assignment, which is dead-lined for January 12, 2018. Reading is just the first part of the assignment. The students then have a project to choose and complete, so it is important that they practice self-regulation.
I am pasting the assignment for those who are not here below. If you cannot bring it in, email it to me (dawn.benoit@nwsd.ca)

ELA 30

Independent Novel: First Ongoing Check-In

Many of you put down this “after break” as the point you hoped to complete reading your  independent novel. In fact, some of you have completed the reading of your novel; others have, unfortunately, just begun. Today, I want you to do the activities below. If you have finished your novel, use this time to work on the major assignment.

Title of Novel (properly attributed!):________________________________________________

Author: _______________________________________________________________________

Pages read so far (put down the page number you are on at the start of class): _______________

What was your initial deadline for reading this novel? _________________________________

Have you met your reading plan goal? Explain why or why not: __________________________ ____________________________________________________________________________________________________________________________________________________________

So far, which characters have you “met”? What do you know about them? __________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Summarize the novel up to this point (the five Ws, what is important: Make me understand what is going on so far): IF YOU HAVE NOT STARTED READING, USE THIS SPACE TO EXPLAIN YOURSELF. If you have finished the reading, put down “Completed” and then turn to the next page.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Continued

Write down the time that you are now starting to read (if it is 9:15, 10:15, etc.) ______________

Write down the time that you finish reading in this class: ________________________________

How many pages (approximately) did you read? ______________________________________

IF YOU HAVE COMPLETED THE READING: What will your final project be? What have you done to prepare for this final product (e.g., looked up formats for editorials and examined a number of good ones or a number of good letters/format if heading that way, or doing thumbprints for a video)? How much have you actually done so you will meet your deadline early enough to have plenty of time for revision? Are you planning to meet or beat the deadline? What is your “hoped for” completion date? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mon. Nov. 20, 2017: Drama Exam (M.C.)

Today, you wrote your Drama Unit Exam. Tomorrow, you will do a check in on your independent novel study. Remember to bring your novel.

Fri. Nov. 17, 2017: Catch-up Day

The test you were to have today has been moved to Monday (Volleyball). Today, students either went to watch the game or worked on their outstanding assignments.

Wed. Nov. 15 & Thurs. Nov. 16, 2017: Writing Class & Unit Exam Reminder

On these days, the students were given class time to complete their essays on personality. They are due at the end of the day today.

Tomorrow, you will write a drama reading comprehension exam.This exam will contain two reading play excerpts and be in a multiple choice format. I will be expecting active reading and process of elimination (which ups your mark).

Tues. Nov. 14, 2017: Essay Prep

Today, you were to write a rough draft for the essay that is due on Thursday.

Fri. Nov. 10: 2017: No Class

No class today. We were in a Remembrance Day Ceremony.

Thurs. Nov. 9, 2017: Group Discussions on Personality (Gallery Walk)

Today, students posted their work on STEAL on the walls and then we did a walk to get notes and to discuss the other traits different groups came up with. After this, students were given their essay topics and instructions for this unit. I have pasted this information below. You will get Tuesday and Wednesday to work on this in class. I am making the due date Thursday, November 16, at the end of the day (4:30)

ELA A30

Unit Two: Shift Centres, Blur Margins

One focus of this unit was to examine perspectives and voices that are present in Canada and captured and represented by its authors. Personality often ties into this.

INSTRUCTIONS: Using the play we have studied in class, respond to the following question using a critical/analytical essay format (in other words, a formal essay using evidence coming from the readings).

How does personality aid or hinder one’s ability to adapt to

situations in his or her life?

This is to be a five paragraph, formal essay that is to be edited and revised. To complete this, keep in mind the steps of the writing process (reading, questioning, arriving at a thesis, outlining, rough, revision.). Also keep in mind that it needs to be entered into your student folder and must meet all the computer layout requirements.

This assignment is due on ____________________________________________. It will need to be printed and handed in.

SEE THE BACK FOR AN EDITIING CHECKLIST AND CHECK OFF EACH ITEM WHEN YOU ARE SURE IT HAS BEEN OMITTED FROM YOUR ESSAY!

1.      No personal pronouns (except in quotes) no “I, you, we, us, me, your

2.      No Contractions I’ve I have could’ve could have

3.       No questions allowed

4.      Use the noun instead of a word used to describe it (or be sure to describe with enough detail not to be confusing).

a.       E.g.: Sinclair Ross used this because the wife keeps calling herself a fool over and over.

b.      They say that the beast was furry...

5.      Pronoun referencing: When you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her.

6.      Use of “who” or “that”: pronoun referencing: “who” refers back to a PERSON: are you referring to a person or a thing? Use “who” if it is a person whom you are referring to.

7.      No clichés/slang: a cliché is an overused phrase: “stands up to” “looks down on” “sucks” “trigger happy” “man with the plan.”

8.      Write your essay in present tense = verbs that end in “s” not “ed” – tense shifts are a serious error (see #12 in “16 Common Errors” Booklet.

9.      No possessive errors (Bob Brown’s binder = correct). See #15 in your “16 Common Errors” booklet.

10.  Ensure that your essay has word variety – have a thesaurus open when you are typing, and have a transition word list open when you are typing.

Mechanics

1.                  No spelling errors (check for red line and do synonym checks if in doubt).

2.                  No capitalization errors (capitals at the beginning of sentences, on proper nouns, on titles, etc.).

3.                  No sentence fragments (watch for sentences that start with “that” “because” “and” “but” “which” or “who”. (see #2 in your “16 Common Errors” booklet).

4.                  Subject verb agreement (they is = wrong. They are = correct). See #6 in your “16 Common Errors” booklet.

5.                  Comma usage (see #3, in your “16 Common Errors” booklet.)

6.                  No run ons (#4 in your “16 Common Errors” booklet).

7.                  Strong verb usage (run or fled)

Format

1.                  12 point, Times New Roman, spacing at zero, last name and page number in header

2.                  First page info. (name, teacher, class, date) and “works cited” page

Content

1.                  Following the introductory paragraph layout

2.                  Body paragraphs: start with a main point (opinion), provide evidence to support opinion and explain how evidence supports opinion.

3.                   A conclusion (the “so what”)

Wed. Nov. 8, 2017: Personality Chart Creation

Today, the students worked on groups to create their personality charts on the characters from the play we just read. This is due at the start of class tomorrow.

Tues. Nov. 7, 2017: Personality Discussions

Today, you were put into groups of three to deterimine personality traits and h ow STEAL helps define them. If you were not here, you can do this exercise on your own. I have pasted it below:

ELA A30: Indirect Characterization Assignment

for Girl who Loved Horses

1 

2.      Get out highlighters, the play Girl who Loved Horses, and your STEAL sheet.

. highlight all the indirect characterization you can find for just ONE of the characters (your  choice). 

4.      As a group, create a chart for the Horse (see below).

5.      Provide at least three characteristics (if possible) for this character AND evidence (quotes also work, just include the page number).

6.      Apply a personality trait to each of the categories.

Example chart:

Character                   Bob Brown                                                                Character Trait

Speech:
Thoughts:
Effect on others toward the character:
Actions:
Looks:

Mon. Nov. 6, 2017: Independent Novel Study

Today, I am giving you time to work on this. Look over your assignment sheet. Keep in mind the LAST part of the assignment, which is an essay. Use your time wisely.

Fri. Nov. 3, 2017: Reading of Play Continued

Today, we started reading at Scene 7, page 109.

Thurs. Nov. 2, 2017: Class put on Hold

We did not have a class today. Instead, your second period class was extended due to a secure and hold situation.

Wed. Nov. 1, 2017: Reading of Play

Today, we continued reading The Girl Who Loved Her Horses. We will start at Scene 7, page 109, tomorrow, so if you weren't here, read up to this point.

Tues. Oct. 31, 2017: Canadian Issues Exam Reflection

Today, your essays were returned to you and you were given questions to help you assess the results. If you were not here, the essay and the questions are in your portfolio for you to complete.

Mon. Oct. 30, 2017: Reading Play: Girl Who Loved Her Horses

Today, we read the first few pages (scene one and two) of the play "Girl Who Loved Her Horses." We finished at the bottom of column one on page 102. If you were not here, come and grab this from your portfolio and read before the next class.

Fri. Oct. 27, 2017: "Monkeyshines" Discusison

Today, the students and I read/reviewed the excerpt from Monkeyshines. We then examined the answers to the questions using process of elimination. We will begin our major reading on Monday.

Thurs.Oct. 26, 2017: Discussion of "Seeds"

Today, we discussed the answers to the drama excerpt "Seeds." Tomorrow, we will discuss the excerpt from "Monkeyshines."

Wed. Oct. 25, 2017: Seeds and Monkeyshines

Today, students continued working in their groups to read and discuss answers for the reading from yesterday and another givne today. We will discuss these by the end of class tomorrow.

Tues. Oct. 24, 2017: Characterization of Characters and Excerpt Reading

Today, we discussed the importance of characterization when reading a drama (direct and indirect). I gave you a handout on STEAL to help with this and characterization terms that you had to read, highlighting the terms you know and assessing whether the term is positive or negative. I then put you in groups and gave you a reading from Seeds to read out loud. After this, you were given questions to answer as a group using process of elimination.

Mon. Oct. 23, 2017: Introduction to Drama and Canadian Literature

Today, I showed you a Powerpoint on Drama and Canadian Literature to introduce our next unit.

Fri. Oct. 20, 2017: Fixed MIndset

Today, we discussed what it means to have a fixed mindset. The terms discussed were as follows:

Suspended Disbelief
Reality of situations beyond this above context
Fixed Mindset
Creation of a "Harold"

If you were not here, see if more more info.

Thurs. Oct. 19, 2017: Unit Test Reflection

Today, students were given back their unit exams and completed a reflection activity. If a student was not here, the student will have to come in and do this at lunch, as the exams are secured.

Wed. Oct. 18, 2017: Unit Test

Today, you wrote your Heroes unit test (multiple choice). If you were not here, you need to see me to arrange to write the alternative.

Thurs. Oct. 19, 2017: Unit Exam Reflection

Today, you were given your recent Unit Exam back in order to reflect upon it. There were a number of questions to address as part of this activity. This is NOT an activity you can do at home, as you test is secured. If you were not here, make arrangements with me to do this at lunch or during a spare.

Tues. Oct. 17, 2017: Test Prep.

Today, we discussed the test (multiple choice) that you will write tomorrow. I handed out a test prep sheet and showed a Powerpoint on the process of elimination. I will paste these below. Do not miss the test as you will then have to write an alternative.

Process of elimination Powerpoint

Test Preparation for Unit One

Tues. Oct. 10 - Fri. Oct. 13, 2017: Research Paper

On Tuesday, the students got back in their groups to discuss the critiques they were bringing to the table and then to arrive at a question each person in the group will answer for an essay (independent of others but using ONLY the critiques supplied). I am pasting the groups, questions and assignment expectations below. This paper is due on Friday, but I will allow you to get in in on Tuesday (before class: no more class time will be given to it).
Next Tuesday, we will discuss process of elimination on comprehension tests and then On Wednesday, you will write it.

ELA A 30

Major Issue Essay

In this unit, we have examined a number of articles describing how Canada has arrived at where they are today. You were then given the assignment of reading sixteen articles as a group and creating that many text critiques. If you did this job right, you divided the workload into four each and then discussed them. I then had you come up with a question those in your group would like to answer (on their own in the form of a research paper and using the critiques shared). Here is the breakdown by group. If you were not here, you are still obligated to write your essay on the question provided by your group. Further, you can only use the text critiques shared and MUST use three

Group One: Khalia Shortt. Taylor Harkness, Tanis Waskahat, Mathew Chuckrey:

            Essay Question: Why is it important for Canadians to recognize historically and

                                       currently both the glorious and the scandalous aspects of Canadian

                                        life?

Group Two: Mathieu Alexander, James Merasty, Maycie Bear, Cassidy Derocher:

            Essay Question: Why is it important for Canadians to recognize historically and

                                       currently both the glorious and the scandalous aspects of Canadian

                                        life?

Group Three: Erika Lai, Mikayla Daniels, Felicity McCallum:

            Essay Question: What perspectives have been dominant or privileged in Canada?

                                       Why?

Group Four: Cody Trimble, Daryl Malana, Kane Stileborn, Madison Strelezki:

            Essay Question: What societal issues concern Canadians?

Group Five: Cody Barden, Aiden Pearson, Ace Pascual, Brittaney Greedus:

            Essay Question: How have societal issues changed over the course of our

                                    nationhood?

Group Six: Tayler Hansen, Kari Derocher, Chelas Gardipy, Dylan Murray:

            Essay Question: What contributions have Canadian individuals made to the

                                    character of the Canadian community and/or global community?

Write a response in which you must

• Use at least THREE of the submitted critiques from your group which were submitted on the due date as your research to answer your question.

Answer your question independently of the others in your group (this is NOT a group essay!!!)

• support your point of view using your understanding of the issue from the readings

• Organize your response

• Proofread your response

Mechanics Editing Checklist

1.      No Spelling errors

2.      No capitalization errors

3.      No sentence fragments or comma splices (watch sentences that start with “that,” “because,” “and,” “but,” “which,” “who.”

4.      Subject verb agreement

5.      Comma usage

6.      Run on sentences

7.      Strong verb usage/word choices

Style Editing Checklist

1.      No contractions

2.      No possessive errors (the children’s bikes…=correct)

3.      No personal pronouns (I, we, me, us, you, our, your)

4.      No questions

5.      No “it” or “this” usage: use the noun and/or describe in more detail – what is the “it” or “this”?

6.      No clichés “Stands up to,” “looks down on,” “sucks,” “settle.”

7.      Write your essay in the present tense = verbs end in “s” – tense shifts are a serious error.

8.      Pronoun referencing: when you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her

Continued

9.      Use of who/that – pronoun referencing – “who” refers back to a person – check your usages of “that”: are you referring to a person or a thing? Use “who” if it is a person your are referring to.

10.  Ensure that your essay has word variety: have a thesaurus open when you are typing, and have a transition word list open when you are typing (page 116 in Fit to Print).

Format

1.      First page entries

2.      Work Cited page