Friday, June 16, 2011

Have a great summer and a great time pursuing the future you aspire to!!

Wednesday, June 15, 2011

Today, you went over a practice PDE in preparation for your exam tomorrow. I also did a lesson on how to identify the meanings of words in context.

Tuesday, June 14, 2011

Today, I gave you a practice PDE to complete to help you prepare for your Part B final.

Monday, June 13, 2011

Today, you wrote Part A (essay: written) of your provincial examination.

Friday, June 10, 2011

Today, I finished reviewing for Monday's Part A exam. I also handed out a student guide for this exam (as wll as for Part B) for students to read.

If you weren't here, you can find information pertaining to the exams by going to:

http://education.alberta.ca/admin/testing.aspx

go to diploma examiniations and click. From here, you can find out about the exams for all your classes (I told them to go to examples of student writing to see the essays handed in in previous years and what scores they got).

Thursday, June 9, 2011

Today, we worked on approaching the personal response. We looked at the June 2010 examples of students' writings to see what a 60, 80 and 100 per cent looks like.

Wednesday, June 8, 2011

Today, you wrote your Shakespeare multiple choice exam. Make sure you are here tomorrow and Friday so we can discuss the exams you are writing next week.

Tuesday, June 7, 2011

Today, you wrote a critical/analytical response with Hamlet as your evidentiary source.

Monday, June 6, 2011

Today, we looked at the personal response to texts assignment from the January 2011 pronvincial exam. You then wrote one. I was able to circulate and help you with this as it is for preparation purposes. Remember that you will write the critical/analytical response tomorrow and then the M.C. exam for Shakespeare on Wednesday,

Thursday, June 2, 2011

Today, you were to read, analyze and answer questions from the excerpt from Topsy Turvy. You need to have this completed for Monday. If there was time left over, you were instructed to study the terms/words lists I have handed out over the term in preparation for the final. You were allowed to pair up for this review.

Wednesday, June 1, 2011

Today, we watched the rest of the feature film Hamlet.

Tuesday, May 31, 2011

Today, you wrote your Hamlet quiz. We then began watching the feature film. I also informed you that you will write a personal response to texts in class on Monday, June 6, your Shakespeare essay on Tuesday, June 7, and your Shakespeare comprehension reading exam on Wednesday, June 8. Your part A PDE is on Monday, June 13.

Monday, May 30, 2011

Today, we finished reading Hamlet. You then wrote a quiz for Act V. Tomorrow, you will write an exam on the play itself. We will then watch the film version. On Thursday, you will write the Shakespearean comprehension exam.

Friday, May 22, 2011

Today was a short class due to the pancake breakfast. We only read up to Act 5, scene 1, line 95, of Hamlet.

Thursday, May 26, 2011

Today, we finished reading Act IV of Hamlet. We then read and marked a reading quiz on this act.

Wednesday, May 25, 2011

Today, we read up to Act 4, scene 5, line 109, page 243 (or, tot he point where Laertes enters the castle to confront Claudius about his father's death).

Tuesday, May 24, 2011

Today, we just about finished Act III of Hamlet (page 199, line 183).

Thursday, May 19, 2011

Today, we read up to Act III, Scene 2 of Hamlet. We stopped after the Dumb Show (line 133).

Wednesday, May 18, 2011

Today, we finished Act II of Hamlet. You then wrote a quiz on this act. Tomorrow, we will be in room 206. (Thursday) as my room will be used for Grade Nine PATs.

Tuesday, May 17, 2011

Today we read up to the middle of Act II, scene II of Hamlet. We finished right when the four or five players enter the scene (page 117, line 418).

Monday, May 16, 2011

Today, we finished reading Act I of Hamlet. You then wrote a quiz on this act. We then read part of Act II, scene i (up to Polonius saying he would go to the King (page 89, line 102)).

Friday, May 13, 2011

Today, we read up tot he end of Act I, scene 4 of Hamlet. I then asked you to answer the following questions:

1. In the role of court psychologist, write a brief report on Hamlet’s character. You have been present at the court session and have also overheard Hamlet’s soliloquy. This will be an assessment of Hamlet’s state of mind and its causes.

2. Jot down what Polonius is actually advising Laertes to do or not do while he is off at university. Do this in the language of today.
3. Observe the relationships in the Polonius family and make notes on your observations. Consider the relative position of men and women in the family, parent-child roles, and the hierarchy of authority

Thursday, May 12, 2011

Today, we started reading the play Hamlet. We read all of Act I Scene 1 and then Act II up to the point after Hamlet's soliloquy. If you have the play we are using, we ended on page 31, line 128. If you are going on line and reading it (it is available there), use the first instructions to determine where to end or read to the end of Act II.

Wednesday, May 11, 2011

Today, I finished introducing the play Hamlet. I gave an overview of the play on the board. If you were not here, please photocopy this from another student and get an explanation.

Tuesday, May 10, 2011

Today, we finished examining the reading I handed out yesterday. We then discussed iambic pentameter and why Hamlet is a worthwhile read.
We will start reading it tomorrow.

Monday, May 9, 2011

Today, I handed out an excerpt from Henry IV, Part 2, Act IV, scenes i, ii. for you to read, summarize and answer questions about. This was a whole class activity.

Thursday, May 5, 2011

Today, you wrote your poetry (m.c.) exam. We will start the new unit (Shakespeare: Hamlet) on Monday.

Wednesday, May 4, 2011

Today you handed in your personal poem. We then discussed the answers to the poem "For the Lost Adolescent". You have a comprehension exam (m.c.) on poetry tomorrow. Be sure to study figurative devices (including hyperbole, character types, irony types, synecdoche, points of view, sarcasm, metonymy), as well as the expected structure of a 7 sentence essay introduction (this will be on there as well as matching questions on the devices above.

Tuesday, May 3, 2011

Today, you were given the questions for the poem "For the Lost Adolescent" to answer.
We also began journaling using texts from the personal response to texts assignment (Alberta Education formatting).

Monday, May 2, 2011

Today, we marked the poem "Blessed is the Man".
We also discussed the major assignment - which students will have to present to the class.
I then handed out the poem "For the Lost Adolescent" by Deborah Digges.
Students were to read it actively, as well as summarize it and identify the thesis on the page. Time left over was to gbe used to complete the major assignment.

Friday, April 29, 2011

Today you were given your major assignment for this unit entitled "Ferlinghetti - What to Prepare!!!"
This assignment is due next Wednesday (but will not be given any more structured class time). If you were not here, see me for the instructions.

Thursday, April 28, 2011

Today, you were given the poem "Autobiography" to read (by Laurence Ferlinghetti). You were then to anwser the questions provided. Everything given is due on monday

Wednesday, April 27, 2011

Today, you were to hand in your answers to the poem "Blessed is the Man". You were then given the booklet "The Nature of Poetry" to read and complete the activities in (which you could do in pairs). This is due for tomorrow. You were also given an additional handout on meters.

Tuesday, April 26, 2011

Today, we discussed the answers to the poem "An Old Man's Winter Night". You were then givent he poem "Blessed is the Man" to read actively, You were then to answer the questions provided

Thursday, April 21, 2011

Today we discussed the poem "An Old Man's Winter Night". You then were given questions to answer (long form) for over the break.

Wednesday, April 21, 2011

Today,we discussed the poem "An Old Man's Winter Night". I then gave you questions to pair up and answer (long form). These were due at the end of class. If you weren't here, these are in your portfolio.

Tuesday, April 20, 2011

Today, I introduced the poetry unit. I gave you a handout of terms you need to know as well as a handout entitled "Poetry 1" with information in it relating to this unit. You were to read these tonight. I also gave you the poem "An Old Man's Winter Night" and notes on how to read a poem. These are in your portfolios if you weren't here.

Tuesday, April 19, 2011

Today, you wrote your comprehension exam for the novel unit. I also handed out a booklet on terms to read tonight.

Monday, April 18, 2011

Today you wrote an in-class essay on the novel 1984 or a novel you read during your independent novel study. There is an appointment sheet on the corner of my desk. You need to sign up to go over your essay with me in order for this one to be marked (the meeting is compulsory). Tomorrow, you will write a comprehension reading multiple choice exam for the unit.

Friday, April 15, 2011

Today, we finished watching the novel 1984. We then talked about the ways governments maintain control. From this list (inserted below) you were to come up with three examples of each. This is in preparation for your exam (critical/analytical essay) on Monday. Propaganda Indoctrination Controlled Participation People are allowed to feel as if they are contributing to the country somehow Direction of Popular Discontent Scapegoating Terror and Force

Thursday, April 14, 2011

Today, we began watching the film version of 1984. I also informed the students that the test dates for this unit will be next Monday (Critical/analytical essay) and Tuesday (reading comprehension m.c.). I then began to outline how a totalitarian government gets into power (after chaos, charismatic, control of military), moving on to how they stay in power (fear, propaganda). We will finish the film and the notes tomorrow.

Wednesday, April 13, 2011

Today, we finished watching the documentary "The Human Experiment." We then discussed how obediance to authority can be safe but not always the best choice. This was then tied to the novel 1984. Keep in mind that you will be watching the video of this tomorrow, then writing the comprehension exam on Friday and the in class critical/analytical essay on Monday (this is later than indicated in your course outline and also in the reverse order. This is to allow some of you time to complete the novel).

Tuesday, April 12, 2011

Today, we discussed the impact of external controls on one's actions. This was examined personally and then in relation to the novel 1984. One of the decisions reached regarding journals is that I will present visuals as well as the question in a format used by Alberta Education in order to prepare you for this task later on.

Monday, April 11, 2011

Today, we discussed why people listen to authority (in relation to the novel 1984). I also showed a clip of the Milgrim Experiment in order to show how powerful authority can be on our decisions.

Friday, April 1, 2011

Today, you worked on your questions and readings. Have a great spring break!

Thursday, March 31, 2011

Today you were given the quiz questions for part Two of 1984. You were then given all the prereading vocabulary for section Three and for the Appendix. These, as well as the study questions, need to be completed when you return after the break. I took in the part one questions today as well to make sure you are on track timewise.

Wednesday, March 30, 2011

Today, you completed the prereading activity for Two: IX and X (hand these in). You then read for the duration of the class.

Tuesday, March 29, 2011

Today, I handed out a reading quiz for section one of 1984. You then worked on reading section two. I also handed out the prereading vocabulary for section two: V, VI, VII, VIII.

Monday, March 28, 2011

Today, we discussed Part One of 1984. I then handed out the prereading vocabulary worksheets for Part Two: I, II, III, IV. These are to be handed tomorrow. Also, realize that you should read at the same rate as the vocab sheets. In this case, you should read to up to page 122. Of course, keep in mind that you will have the spring break to catch up (don't panic).

Thursday, March 24, 2011

Hand out Day Three Pre-reading terminology sheets: “One: VII, VIII”. Read all of Section One (up to page 88) for Monday. This includes answering the reading questions as you proceed. Keep in mind that the purpose of the questions is to ensure you read actively (for understanding) not to slow you down so much that you give up. These are meant to be answered in fragments.

Wednesday, March 23, 2011

Today, you filled in a question sheet on the reading you were to have read last night. This led into a rather lengthy conversation of the importance of doing assigned readings when asked in order to stay on top of this course. You then were to complete Prereading vocabulary worksheets for "One: I, II, III", and "One, IV, V, VI". Keep in mind that the novel, and the reaading questions, need to be completed by the time you return to school after the break. This means that this novel needs to be your focus.

Tuesday, March 22, 2011

Today, we discussed the exam from yesterday, reviewing one of the readings as a class. I then handed out the following: “1984: Overview”, “1984: Author Biography”, “1984: Pre-reading vocabulary worksheets”, and “1984: Study guide/questions”.

You are expected to read this tonight for discussion tomorrow.

Monday, March 21, 2011

Today, you wrote your multiple choice exam for the short story unit. Be sure to pick up the novel 1984 from the library as that is your next unit.

Friday, March 18, 2011

Today, you wrote an in-class essay for the short story unit. If you weren't here, you need to arrange a time to write it next week.

Thursday, March 17, 2011

Today, you were given the pattern of argument that I like to use in essay writing in preparation of your in-class critical/analytical essay tomorrow. If you don't like this pattern, see Fit to Print to find one that you do like. I then handed out a list of previously used critical/analytical responses. I will be using one of these tomorrow for your exam. The purpose of doing this is to allow you some time to discuss approaches with classmates, as well as to think about structure and what is essential to include (ie: attention getter).
If you want, you can start the exam at 8 a.m. tomorrow. As some of you will, those who are not writing need to come in quietly with their pens, pencils, highlighters, Fit to Print text, dictionary, thesaurus and reading book (for after) already out of their binders and on their person so they won't disturb those who are writing already. Also, remember to put you phones in the day care so you will meet the standards set by Alberta Learning.

I am pasting the sheet you received in class here for those who were absent:

Below is a list of previously used essay topics. I will use one of these for your exam tomorrow. I want you to look at them, highlight the topic words, see if any of these are really the same question just worded a bit differently. Try to create attention getters for them. Try to create a thesis from them that can be specifically proven using evidence from one of the short stories you have used this term (as a class, write down the ones we have read or studied on the board so everyone will know). This is a five paragraph, formal essay without the personal. Look over your notes on how to write the paragraph and essay.

CRITICAL/ANALYTICAL RESPONSE TO LITERARY TEXTS ASSIGNMENT
Suggested time: 1.5 to 2 hours

January 2008

Discuss the idea(s) developed by the text creator in your chosen text about the interplay between fear and foresight when individuals make life-altering choices.

June 2008

Discuss the idea(s) developed by the text creator in your chosen text about how acts of courage develop and nurture integrity.

January, 2009

Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals struggle to restore honour and certainty.

June 2009

Discuss the idea(s) developed by the text creator in your chosen text about the significance of idealism and truth in an individual’s life.

January 2010

Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals pursue or compromise their happiness.

June 2010

Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals take responsibility for themselves and others.

January 2011

Discuss the idea(s) developed by the text creator in your chosen text about the conflict between pursuing a personal desire and choosing to conform.

Wednesday, March 16, 2011

Today, we answered and discussed the short story "The Shining Houses" and the short story "Horses of the Night."

Tuesday, March 15, 2011

Today, we discussed how to approach note-taking. I handed out a booklet entitled "English 30-1 Horses of the Night example" which we then examined as a class. I also had you refer to a sheet I handed out some time ago entitled "Reading a short story". I then assigned a short story critique for the short story "Horses of the Night." This, as well as any other assignments, are due for tomorrow so we can get them marked prior to your exam (in-class critical/analytical essay on Friday; multiple choice exam on Monday)

Inside Stories III - Second Edition
"Horses of the Night: - pp. 282 - 303
Margaret Laurence
(Short Story)
Background Information
The western provinces of Canada were severely affected by the economic Depression of the 1930s.
In particular, farmers, young people, small businessmen and the unemployed bore the brunt of
economic hardship. Local governments refused to aid single, homeless men although the federal
government established unemployment relief camps, paying men 20 cents a day for construction work
in the bush.
The title of this story comes from a line in Elegy XIII of Amores (The Loves), (not The Art of Love
as suggested on page 301 of this anthology) the first work by the Roman poet Ovid. In this elegy,
the speaker appeals to the goddess Eos (Dawn) to delay her arrival on behalf of all people who do
not wish the day to begin and especially on behalf of lovers who wish to spend more time in each
other' s arms.
1. Who is the narrator of the story? How old is she when Chris comes to visit? Where does the
narrator live and from where does Chris come?
2. Where does Chris stay while he is going to high school?
3. How does Vanessa feel when she hears her grandfather criticizing Chris's father? How does Chris
respond to these comments?
4. Since Vanessa is nine years younger than Chris, she is charmed by the fact that Chris talks to her
as an equal. What term or label does Vanessa give Chris?
5. When Chris babysits Vanessa, what does he do to amuse her and himself rather than doing
homework? What do his actions reveal about him?

6. Describe briefly Chris's home as he pictures it for Vanessa.
7. What does Chris hope to become?
8. During what period of time does the story take place? What are the effects of this era?
9. What are the name of Vanessa's parents?
10. Why is Chris unable to go to college in Winnipeg?
11. In the middle of page 289, what does Vanessa hope to do someday soon with respect to Chris?
12. As Chris packs his clothes, what does he imply he would like to be?
13. What does Chris believe to be the key to any dream or goal?
14. Instead of returning home to Shallow Creek after he graduates from high school, what does Chris
do?
15. What major changes have occurred in Vanessa's life since Chris left Manawaka?

16. How old is Vanessa when Chris returns to Manawaka in two years, and in what sense has he
succeeded in one of his goals?
17. How confident is Vanessa that Chris will earn enough money to pay his way through college?
18. What other strategies to make money does Chris attempt?
19. What further devastating loss does Vanessa suffer?
20. How old is Vanessa when she visits Chris and why does she make this visit?
21. When Vanessa arrives at Shallow Creek, what disappoints her?
22. How do the members of Chris's family treat each other?
23. Does the lake match Vanessa's image of it when she was young?
24. Why does Chris admire Vanessa's father?
25. Why does Chris hesitate to believe in God?

26. In Chris's thoughts about God and the war, the reader can see some examples of foreshadowing.
List two examples.
27. Despite his distrust of the opinion that a war would be "a godsend" (298), what partly appeals to
Chris about the war?
28. What happens to Chris as a result of his joining the Army and going to war?
29. How does Vanessa feel that she has failed Chris?
(i COULDN'T POST THIS QUESTION HERE DUE TO SPACING PROBLEMS)
31. Why is it significant that Vanessa goes to college?
32. What does Vanessa understand now about Chris's "unreal solutions" (300)?

33. In his letter to Vanessa, Chris writes that he no longer lives in his body. Why does he make this
choice or make this comment?
34. The last line of the story can be read symbolically. Offer an interpretation of the line in reference to Vanessa.

Friday, March 10, 2011

Today, we discussed conformity. We then discussed the short story "The Shining Houses" by Alice Munro. I showed some images of urban sprawl and conformity and played the song "Little Boxes" for emphasis. I then handed out the questions for "The Shining Houses". I made a couple of changes to them so use the ones posted here.

Short Story: “Shining Houses”
By Alice Munro

INSTRUCTIONS: READ the short story: “Shining Houses”, then answer the following questions. There is already an extra point included for complete answers in the values (ie: value: 2 means one for the answer and one for a complete answer)

Describe Mrs. Fullerton (create a character sketch which contains history, current state, physical make-up, and words that describe her with evidence to support it)
Describe Mary (create a character sketch contains history, current state, physical make-up, and words that describe her with evidence to support it)
What is the main conflict in this story? Explain.
What other conflicts appear (name the types and the details)
Who is the protagonist? Explain who you know this.
Defend the position of the homeowners at the birthday party (their views)
Explain how the views of Mary differ (some implication is necessary here….brainstorm)
Brainstorm and come up with three possible outcomes for this situation (what will follow- how will the issue being addressed eventually resolve itself).
Why did the author pick this title?
11. Create a short story critique for “The Shining Houses.”

Wednesday, March 9, 2011

Today we discussed your answers for the short story "The Painted Door". I also took in the definitions of words and your explaination of the running metaphor in the short story.

Tuesday, March 8, 2011

Today, you handed in your answers about the short story "The Painted Door." We then discussed the story. One of the items that arose from this discussion was that many of you are not highlighting and defining words you don't know. I explained that this is crucial if you want to build your vocabulary up in preparation of the final. You homework tonight is to go through the story again, write out words you don't know (or are used oddly, depending on the context) and define them. I also want you to identify the running metaphor in this story and prove it, using evidence from the story itself. These are both due for tomorrow.

Monday, March 7, 2011

· We discussed the short story answers for "A Bolt of White Cloth", by Leon Rooke (marked them)
· You are also to read the short story “The Shining Houses” (in Viewpoints 12; take it out from the library if you weren't here today).
· Answer the questions for “The Painted Door” by Sinclair Ross (I have pasted them below)
These are due for tomorrow.

“The Painted Door” Questions

1. What are two types of conflict present in this story? Explain and give examples of where it is seen or where it shifts.

2. Describe John's character. Support your assertions with evidence from the story.

3. Is John a flat/static character or dynamic? Explain.

4. Describe Ann’s character. Support your assertions with evidence from the story.

5. Is Anne a flat/static character or dynamic? Explain.

6. Who is the main character in this story? How do you know?

7. What is the main character’s conflict?

8. Describe the setting of the story.

9. How is the setting important to the overall story?

10. Sometimes to create mood and atmosphere a writer will use repetition. How has Sinclair Ross used this device?

11. What is the theme of this short story (like a thesis, guys)?

Friday, March 4, 2011

Today, I gave all the students copies of the following short stories: "The Destructors" by Grahame Green; "The Painted Door" by Sinclair Ross; and "An Occurrence at Owl Creek Bridge" which are to be read for Monday.
In addition to this, they have to write a short story critique for "A Bolt of White Cloth."

Thursday, March 3, 2011

Today, you answered questions for the short story "A Bolt of White Cloth", by Leon Rooke. To do this well, you need to re-read the story. I also gave out the glossary of fiction terms for you to start memorizing. As with the essay terminology, highlight the terms you know and then work at learning the ones you don't know.

Wednesday, March 2, 2011

Today I introduced the short story unit. You read the short story "A Bolt of White Cloth" by Leon Rooke (it was a handout)..
I then showed a powerpoint that you were to copy (about how to read the short story)
I then gave you two handouts: The Short Story history; and Responding to Story. If you weren't here, these are in your portfolios. I also added another word to your terminology: verisimilitude.

Tuesday, March 1, 2011

Today, we went over the multiple choice exam questions from the Essay unit.

Monday, February 28, 2011

Today, you wrote your unit exam for the essay unit (multiple choice). If you weren't here, you need tomeet with me to set up a time to write the alternative.

Friday, February 25, 2011

Today, you write an in-class personal response to texts assignment (major). If you weren't here, you need to meet with me to establish a time when you can write the alternative.

Thursday, February 24, 2011

Today, you did a Teams Game Tournament. If you weren't here, study your terminology. Also, your personal response to texts (in-class) will occur tomorrow. You can bring in any of the four readings on censorship and your Fit to Print text.

Wednesday, February 23, 2011

Today, you got into groups of three or four to discuss each essay and your answers (I did a homework check to ensure you had completed them). You also discussed the commonalities between all of them.
We then discussed what Alberta Learning means when they say “personal response to texts”(look at exam bulletin (looked at time, prose types) and Powerpoint on previous critical responses. Keep in mind that you are writing a personal response to texts assignment on Friday and will be able to bring in with you the booklet of texts on censorship and the Stephen King essay (as well as you Fit to Print text).

Tuesday, February 22, 2011

Today, we discussed the visual on censorship. I also did a homework check to see if you had answered the questions. I then allowed you time to answer the "Coda" questions and the "Censoring Huck Finn" questions. All three of the sets of questions from t his booklet are due at the start of class (come in early if you have to print anything out).

I have also moved your test dates forward. You will write your in-class essay on Friday, and your multiple choice unit exam on Monday. Study your terminology!

Wednesday, February 16, 2011

Today, we examined some errors appearing on article critiques. I then handed out a booklet with three texts to be analyzed. If you weren't here, these are in your portfolio. I expected you to be able to complete text one and two (questions and readings). If you did not, you will still have time to complete these on Monday.

Tuesday, February 15, 2011

Today, you were instructed to read pages 62 to 72 in your Fit to Print textbook and create an article critique from this.
This is due tommorrow.
You also need to study your terminology as you will be getting tested on those terms soon.

Monday, February 14, 2011

Today we discussed the answers for the essay "Why We Crave Horror Movies." This was a ful class discussion.

Friday, February 11, 2011

Today I went over the steps necessary for reading an essay in class (inserted below). I then handed out the reading "Why We Crave Horror Movies" by Stephen King. This is due for Monday (if you were here; Tuesday if you weren't).

In order to read an essay (or any other piece of literature)

1. Look at the title, brainstorm and write down possible meanings of the essay you get from it (right on the page).

2. Using a highlighter, begin reading, highlighting key information (5 w’s) (thesis, main points, evidence), words you don’t understand, and putting question marks beside any “changes” in direction or meaning that seem odd.


3. AFTER EACH PARAGRAPH pause, see if you can remember what you read and, on the page, paraphrase the paragraph based on what you remember (if you can’t remember, you were NOT reading actively… read the paragraph over and attempt this again). PAUSING AND PARAPHRASING AFTER EACH PARAGRAPH GUARANTEES THAT YOU ARE NOT WASTING TIME…. ALL OF US HAVE READ SOMETHING IN ITS ENTIRETY AND ENDED UP ON AUTOMATIC PILOT (remembering nothing). This way, you catch yourself before you REALLY lose time!


4. ON THE PAGE define the words you have highlighted that you do not understand.


5. Once you have finished all of this, summarize in a paragraph on the second page of the reading, what the essay is about.

6. Also on the page, number the paragraphs in this essay.

Thursday, February 10, 2011

Today, we worked in groups to justify student answers to the questions for the essay "The Almond Trees".

Wednesday, February 9, 2010

Today, you read your novel for 20 minutes. You were then instructed to read pages 24 to 30 in Fit to Print and write a chapter/section critique for it. This is to be done on the computer.
You were also instructed to answer the questions from page 30 on a separate sheet of paper.

Tuesday, February 8, 2011

Today, you wrote your first journal. We then read pages 19 to 22 in Fit to Print (if you were not here, read these). I then discussed using process of elimination to answer multiple choice questions. Finally, I handed out the multiple choice questions for "The Amond Trees". These are to be completed for tomorrow.

Monday, February 7, 2011

Today, you read your novel for 20 minutes (timed), writing down the page you started on and the page you finished on. We did this in order to assess how long reading a novel will take you so you can plan your time accordingly (if you were not here, do this at home and show me).
We then discussed the essay “The Almond Trees” by Albert Camus
* we discussed "thesis" (an arguable opinion) in-depth as many of you are not presenting this point the way it needs to be presented.
, We then discussed connotation (positive and negative) and denotation (these are in your terminology section).

Thursday, February 3, 2011

Today, we completed notes on how to structure an essay in an effective way. I have attached these notes below.
I then gave the students each a copy of "The Almond Trees". They are to read it actively and paraphrase it by paragraph on a separate sheet of paper. In addition to this, they are to look up words they do not understand and also write a summary and then a sentence identifying the thesis.

Critical / Analytical Essay

5 paragraph
· Introductory paragraph (seven sentences)
o Attention getter – something that gets the reader’s attention from the get-go and relates to the topic
o Introduce the text (genre, title, author, overview)
o Summary of text as it will relate to your thesis or main points (3 sentences)
o Thesis (an arguable position) and three main points
· Body paragraphs (3)
o Main point
o Evidence (3 pieces)
o Explain how evidence proves main points
· Conclusion
o Remind reader that, by proving your main points, you have shown that your thesis is a sound one
o Reflection relating to topic that shows a different cause/effect outcome
§ Eg: “had Amir intervened when he saw his half brother being abused, then he would not have suffered from the guilt of not intervening and might have led a more productive life.”

Wednesday, February 2, 2011

Today we had a guest speaker, author Bob Hayes, come in and present to us about writing, layout and publishing. After he left, we discussed what is expected in an essay. We initially wrote this out in a random format. I then put in into a format that works for me and also works for the markers at Alberta Learning (though a gifted writer will often stray, the points are still included and unified).

Tuesday, February 1, 2011

Today, I handed out the terminology you need to know for this essay unit. I then handed out the marking rubric for teh critical/analytical essay you will write as one of two pieces of writing at the end of the year. I had you read it and define terms you didn't know. I then had you read an exemplar from the June 2011 marking session. This activity involved a fair amount of group discussion. I also handed back your critique from yesterday for you to repair and resubmit.

Monday, January 31, 2011

Welcome to this class. Today, you are getting a course outline which includes a list of necessary supplies. I expect that you will have these by Monday, February 7. This gives you the week, plus a long weekend to acquire them.·
(Hilroy Exercise book, 32 pages (comes in packs of four with various colours·
Pens (blue and black only)·
pencils·
Binder with dividers·
Loose leaf paper· Ruler (or other “straight line” item)·
Highlighters (get a pack with four colours)·
Flash drive (memory stick, USB, jump drive)
Approved Novel (I will give you a list of options)
I also provided you with a letter to give to your parents. It needs to be signed and back to me by February 7, as well.
For tonight: You are to read pages 152 to 154 in Fit to Print and create an article critique of it as it relates to APA style. If you were not here, make sure you get to the library prior to class and pick this text up.