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.