Friday, June 16, 2011

Today, we discussed further the final exams. You will write your essay exam in class on Monday. You can start as soon as the bell for block one rings. You will then write your multiple choice, comprehension exam on Wednesday, June 22, at 9:00 a.m., in room 205.

Wednesday, June 15, 2011

Today, we discussed the critical/analytical essay with some depth, using Macbeth as an evidentiary example. Be sure to be here for the next two days if you want to do well on the written final.

Tuesday, June 14, 2011

Today, you were given some reading excerpts and questions to answer in preparation for your multiple choice comprehension final.

Monday, June 13, 2011

Today, you answered questions on a reading that was given to you last week. The reading was a short story entitled "In Her Eyes".

Friday, June 10, 2011

Today, I gave you all the information necessary for the final exam (the 5 ws). I have pasted this below. I also handed out a list of words that will help you if you know them (from the final exam) and gave you time to look them up. I then gave you the reading "In Her Eyes" to read for Monday (you won't have questions until then).


*Your in class essay is on Monday, June 20 during your regular class time. You WILL get to write right into lunch hour (see how much I care? I am giving up my lunch for you!!!!!)

You Multiple choice exam is on Wednesday, June 22 at 9 am in room 205. Your supervisor will be Ms. V.


Your in-class essay on the 20th:
· You will be allowed to have pens, pencils, a highlighter, your Fit to Print, a dictionary and a thesaurus. You will be allowed to refer to the following for your evidence:
o Your approved independent novel
o Lord of the Flies
o Pymalion
o Macbeth
o “A Modest Proposal”

The multiple choice exam
o 70 questions
o 24 pages of readings (some are poems…so not full pages)
o There will be poems, a play, a Shakespearean excerpt, an essay, a reading with grammar errors…

Thursday, June 9, 2011

Today, you wrote your Macbeth/Shakespeare exam.

Wednesday, June 8, 2011

Today, we finished watching Macbeth. I returned all assignments to you and remind you once again that you have a multiple choice exam tomorrow which will include reading comprehension as well as questions pertaining to this play. Review the summaries in preparation for this.
I also gave you two handouts: one of preparing for the exam and one on themes from the play which you should know well for the final.

Tuesday, June 7, 2011

Today, you watched the older version of Macbeth (I couldn't upload a more modern one and we haven't received it at the library yet... sorry).

Monday, June 6, 2011

Today, we finished reading the play Macbeth. I then instructed you to write an overview of the play in as much detail as possible. I then handed out Act V questions. These are due for Wednesday.
Tomorrow, we will watch the film version (if it has arrived).

Thursday, June 2, 2011

Today was a catchup day for questions on Macbeth. If you had everything in, you were instructed to use this time to study the Shakespearean terms list which I handed out before.

Wednesday, June 1, 2011

Today, you read up to the end of Act IV (page 205) of Macbeth. You were then given questions to answer (you will get class time tomorrow for catch-up).

Tuesday, May 31, 2011

Today, you wrote a character quiz on Macbeth. I then gave you Act III questions to answer each day after the corresponding reading. These are due the day after we finish all of Act III in class. We also read up to Act III, Scene 5 (page 155).

Monday, May 30, 2011

Today, we read up to Act 3, scene 2 (page 125) of Macbeth. I made the decision not to hand out questions for Act 2 and may not do this for Act III depending on involvement.

Friday, May 27, 2011

Today we read up to the end of Act I of Macbeth. You have questions already which need to be answered for Monday.

Thursday, May 26, 2011

Today, I handed out a sheet of Shakespearean terms you need to learn as well as questions for Act I to answer as we read. We then read Act I, Scenes 1 and 2 of Macbeth.

Wednesday, May 25, 2011

Today, we delved further into Shakespeare but talked specifically about Macbeth. I did an overview of the play as well as of the characters. We also chose the "actors" for act 1.

Tuesday, May 24, 2011

Today, you went to the library and took out the play Macbeth. I then introduced Shakespeare, discussing his life and life in the Elizabethan era. I also discussed Iambic Pentameter, archaic words, and Shakespeare's methods of alterning word syllables (apostrophes: contractions). I then gave you an introductory sheet on Macbeth, which you are to have read for tomorrow.

Thursday, May 19, 2011

Today, you wrote your modern drama comprehension unit exam.
We will start the Shakespeare unit on Tuesday.

Wednesday, May 18, 2011

Today, we finished watching My Fair Lady. Remember that you have a reading comprehension exam on Poetry tomorrow. We will be in room 204 for this class as the Grade Nine PAT is taking place in my room during that block.

Tuesday, May 17, 2011

Today, you wrote your quiz on the play Pygmalion. You then watched the film version of this play (My Fair Lady) paying attention to the differences between this version and the one we read.

Monday, May 16, 2011

Today, we marked the Act sheets for Pygmalion. Tomorrow, you will have an exam on this play to test for understanding. You will then watch the film version. Finally, you will have a unit exam on Plays in general on Thursday. This is an exam to test your ability to read and understand plays. It is multiple choice.

Friday, May 13, 2011

Today, I finished reading the afterward for Pygmalion. I then handed out Act V and afterward questions. You need to get all of these in for Monday.

Thursday, May 11, 2011

Today, we finished reading Pygmalion. I then began to read the afterward to you. Tomorrow you will finish all the questions so, to stay ahead, you can do the Act IV questions tonight (I will hand out the rest tomorrow).

Wednesday, May 11, 2011

Today, we marked the Act II questions for Pygmalion, and then read Act IV (we ended two pages short of the ending). We will mark the Act III questions tomorrow.

Tuesday, May 10, 2011

Today, we read Act III of Pygmalion. You also had to hand in Act II questions. I then handed out Act III questions which are due tomorrow.

Monday, May 10, 2011

Today, we read the rest of Act II of Pygmalion. I then handed out questions for Act II, allowing those who were missing last week to read and catch up.

Thursday, May 5, 2011

Today, we discussed the Act I answers and then read Act II up to page 53 (where Doolittle is introduced). There is no homework for you this weekend as a result.

Wednesday, May 4, 2011

Today, we read Act I of Pygmalion. You were then instructed to answer the questions (handed out yesterday - if you weren't here they are in your portfolio) for tomorrow. These are reading answers, which means short and to the point (fragments are okay).

Tuesday, May 3, 2011

Today, I introduced the play Pygmalion, by George Bernard Shaw
Students were given the following:
o Pygmalion terms (1 to 5)
o Analysis
o Summary
o Characters
o Study Guide Act 1
· These were read, highlighted and discussed in preparation of beginning the reading of the play tomorrow. If you were not here, these are in your portfolios.

Monday, May 2, 2011

Today, we reviewed the play excerpt I Had a Job I liked. Once. Basically, we reread it and then examined the questions using process of elimination. I also stressed the need for you to look up all unknown words in order to improve your vocabulary.

Friday, April 29, 2011

Today, you were given a copy of the short story "The Witch", by Shirley Jackson. You then had to rewrite it in script form. This was a PIG assignment (pairs, individually, groups of three). It was due at the end of class; however, if you didn't finish, it is due on Monday.

Thursday, April 28, 2011

Students were given the excerpt from the play I Had a Job I Liked. Once.
They then formed groups of four (one for each character and one to read the stage directions) and read it.
· When they are finished, they are to answer the questions provided.
If you were not here, you would have to do this independently. See me if you need the questions.

Wednesday, April 27, 2011

Today, you started a new unit; Modern Drama. You were given a booklet entitled "English 20-1 Drama Unit: Introduction". You were to follow the instructions on the top of this booklet and then hand in the article critique you created.

Tuesday, April 26, 2011

Today, you wrote your novel reading comprehension exam (m.c.). You will start the new unit (Modern Drama) tomorrow.

Thursday, April 21, 2011

Today, you wrote a critical/analytical essay on the novel Lord of the Flies. On Tuesday, you will write your comprehension reading exam (M.C.)

Wednesday, April 20, 2011

Today,we discussed essay writing in preparation for your exam tomorrow. It will be a critical/analytical one on Lord of the Flies. We reviewed essay format in some depth.

Tuesday, April 19, 2011

Today, I provided notes on the allegories in Lord of the Flies (psychological, religious..). These can be found online (everyone was here).
For tomorrow, you need to answer questions 11 and 12 in chapter 12 of your questions booklet and do this FULLY.
You also had to hand in your group questions from yesterday today.

Monday, April 18, 2011

Today, you answered some paragraph questions in paired groupings. If you were not here, they are listed below. In addition to this, I provided you with notes (discussion) about the symbols present in the novel Lord of the Flies (also inserted below). Keep in mind that your exams are coming up. Lord of the Flies: Symbols A symbol is something concrete that represents another idea or thing. The Conch Shell – Law and order (civilization, democracy, authority). It is the actual vessel of political legitimacy and democratic power. As the boys lose their grasp on civility the conch loses its power; both fade and are destroyed. The Glasses – technology/logic/reason (science, insight, wisdom, knowledge). The Fire – hope and rescue (let it go out… shows they have given up) The Island – at FIRST symbolizes paradise… but THEN symbolizes isolation. It is microcosm of the world as a whole The Parachutist – adult supervision The Masks – savagery/ loss of civilization The Beast – savagery (evil, fear, superstition) the dark side of human nature The Lord of the Flies – chaos and evil The Butterflies – Simon’s goodness and harmony with nature Questions to answer in paragraph form: 1. While the island appears to be a paradise, there are hints as early as chapter one that let the reader know this might not be the case. How does Golding let the reader know, in Chapter One, that the island is a dangerous place? Give two examples of possible danger that he refers to (value: 3) 2. From the beginning of the novel, we can see that the boys think man is good (that where they come from is good: that their laws and values etc ). Why do the boys believe in the natural goodness of man? (value: 1) 3. What is the importance of names, naming, and the loss of names in the story? (value: 3) 4. Give three examples of Jack’s becoming more primitive and animalistic (value: 3) 5. Define irony and point out one example of it being used in the novel. As a hint, look again at chapter one (value: 2) 6. Compare Ralph’s use of power with Jack’s use of power (value: 10) 7. What does the conch symbolize in the novel? How does the author make us understand its significance? (value: 2) 8. Piggy’s glasses and his limited vision are important in the novel. How are they significant, and what theme(s) do they represent? (value: 4)

Friday, April 15, 2011

Today, we finished watching the film Lord of the Flies. I then showed the newer version on double speed to compare. What came out of this is that the novel itself is the only "true" source and that reading it is necessary if a student wants to ace an essay.

Thursday, April 14, 2011

Today, we began to watch the film version of The Lord of the Flies. If you haven't done so yet, make sure you finish the questions for the novel (we will mark them on Monday).

Wednesday, April 13, 2011

Today, we finished watching "The Human Experiment." We then discussed it in relation to the novelm The Lord of the Flies. I then provided notes on this novel, defining allegory and its connection to the novel itself. I have pasted them here for those who were not present. These can also be found through an inquiry search on the Internet. Allegory is a form of extended metaphor, in which objects, persons, and actions in a narrative, are equated with the meanings that lie outside the narrative itself. The underlying meaning has moral, social, religious, or political significance, and characters are often personifications of abstract ideas as charity, greed, or envy.Thus an allegory is a story with two meanings, a literal meaning and a symbolic meaning. The boys as a whole can represent humanity as a whole (a microcosm of the world they came from). · The island is the entire world · The boys’ rules become the world’s varying governments (two tribes are two countries, and so on). · The boys’ fighting is equivalent to a war. · The only time we pull out of the allegory is at the very end of the novel, when the other “real” world breaks through the imaginary barrier around the island.

Tuesday, April 12, 2011

Today, we discussed the effect of external controls on behaviour. We then discussed the strength authority has on our decisions. They watched more of the video the human experiment to reinforce these issues.

Monday, April 11, 2011

Today, we discussed the potential leaders in the novel Lord of the Flies. I also established the deadline for the questions for Monday, April 18, 2011.

Wednesday, March 30, 2011

Today, you wrote your poetry comprehension unit exam (M.C.; matching). When finished, you were to read "Lord of the Flies" Chapter One: the Sound of the Shell and answer the reading questions for this.

Tuesday, March 29, 2011

Today, you wrote a personal response to texts assignment (essay) to complete your poetry unit. Tomorrow, you will write the multiple choice comprehension exam. Be sure to study your terminology.

Monday, March 28, 2011

Today, the last three presenters showed us their poetry analysis assignment. I then discussed how to write an introduction for a personal response to texts in order to show you how comparable this is to writing one for a critical/analytical response. Tomorrow, you will write a personal response for your poetry unit. Remember, you can use the pronoun "I" as well as less formal language, but stay away from text lingo, slang or expletives. Your unit final (comprehension) is on Wednesday. I also instructed you to go to the library and take out the novel Lord of the Flies. Please ensure you have this for Thursday (the library is open at lunch).

Thursday, March 24, 2011

Today, we finished most of the poetry analysis presentations. There are still three to do, which we will do at the start of class on Monday.

Wednesday, March 23, 2011

Today, you began to present your poetry/lyric analysis to the class. We will finish these tomorrow.

Tuesday, March 22, 2011

The students today were given this class to work on their major analysis assignment. Keep in mind that the dates for exams are not changing just because of this. The exam (in-class essay) will te on March 29 and the multiple choice exam will be on March 30.

Monday, March 21, 2011

Today you wrote a quiz on terminology and essay layout. I then allowed them the rest of this class time to work on their major analysis asignment which was handed out last week.

Friday, March 18, 2011

Today we discussed introductory paragraphs in essays. We then discussed the major assignment for this unit (which was handed out) and a quiz you will do on literary terms on Monday as well as how to outline an essay the way I want it.
The literary terms include:
irony
alliteration
allusion
prolepsis (look this one up!)
paradox
metonomy
metaphor
onomatopoeia
oxymoron
simile
parallelism
personification
satire
pun

Thursday, March 17, 2100

Thursday, March 17, 2011
Today you were given the poem "Nauseous Nocturne" to analyze. These were handed in at the end of class so that I have some understanding of the pace requirements for analysis. If you were not here, the poem is pasted below:A Nauseous NocturneBy Bill WattersonAnother night deprived of slumber,Hours passing without number, My eyes trace 'round the room. I layDripping sweat and now quite certainThat tonight the final curtain Drops upon my short life's precious play.From the darkness, by the closetComes a noise, much like a faucet Makes: a madd'ning drip-drip-dripping sound.It seems some ill-proportioned beast,Anticipating me deceased, Is drooling poison puddles on the ground.A can of Mace, a forty-five,Is all I'd need to stay alive, But no weapon lies within my sight.Oh my gosh! A shadow's creeping,Omnious and black, it's seeping Slowly 'cross a moonlit square of light!Suddenly a floorboard creakAnnounces the bloodsucking freak Is here to steal my future years away!A sulf'rous smell now fills the roomHeralding my imm'nent doom! A fang gleams in the dark and murky gray!Oh, blood-red eyes and tentacles!Throbbing, pulsing ventricles! Mucus-oozing pores and frightful claws!Worse, in terms of outright scariness,Are the suckers multifarious That grab and force you in its mighty jaws!This disgusting aberrationOf nature needs no motivation To devour helpless children in their beds.Relishing despairing moans,It chews kids up and sucks their bones, And dissolves inside its mouth their li'l heads!I know this 'cause I read it notTwo hours ago, and then I got The heebie-jeebies and these awful shakes.My parents swore upon their honorThat I was safe, and not a goner. I guess tomorrow they'll see their sad mistakes.In the morning, they'll come inAnd say, "What was that awful din We heard last night? You kept us both from sleep!"Only then will they surmiseThe gruesomeness of my demise And see that my remains are in a heap.Dad will look at Mom and say,"Too bad he had to go that way." And Mom will look at Dad, and nod assent.Mom will add, "Still, it's fitting,That as he was this world quitting, He should leave another mess before he went."They may not mind at first, I know.They will miss me later, though, And perhaps admit that they were wrong.As memories of me grow dim,They'll say, "We were too strict with him. We should have listened to him all along."As speedily my end approaches,I bid a final "buenas noches" To my best friend here in all the world.Gently snoring, whiskers seemingTo sniff at smells (he must be dreaming), He lies snuggled in the blankets, curled.HEY! WAKE UP, YOU STUPID CRETIN!YOU GONNA SLEEP WHILE I GET EATEN?! Suddenly the monster knows I'm not alone!There's an animal in bed with me!An awful beast he did not see! The monster never would've come if he had known!The monster, in his consternation,Demonstrates defenestration, And runs and runs and runs and runs away.Rid of the pest,I now can rest, Thanks to my

Wednesday, March 16, 2011

Today you were introduced with an example of a poem which had been analyzed. While it is not perfect (we made a number of changes) the steps are clearly represented. One of the discussions we had was about the speaker of a poem. I stress again here that the speaker of the poem is more than the writer. The speaker in the poem is the "person" who is narrating the story to the audience. You need to think about whose point of view is the poem coming from. The writer is the person who wrote the poem. The speaker is whose point of view it's from.Example:A girl in this class writes a poem from the perspective of her mother.

Tuesday, March 15, 2011

Today, I gave you information on the way you need to read poems. I have pasted it here for those who are absent.
I also then gave out a poem for you to analyze. If you weren't here, locate one on the web (or in your Viewpoints 11 text) and analyze it.

HOW TO READ POETRY
The first time you read a poem…
· Look over the entire poem before you read it.
o What does the title suggest? (write this down)
o Do you know anything about the poet?
o How long is the poem?(count stanzas and write down)
o Is it divided into stanzas?(how many? Write this down).
o What is the end rhyme scheme? (mark this and write it down).
o Is its layout on the page significant?
o Has the poet used a form, such as a ballad or sonnet, which carries with it some meaning?
· Read the poem all the way through the first time.
· Use the punctuation to help with meaning. Commas require a short pause, periods a full stop, and question and exclamation marks signal their own special meanings. If there is not punctuation at the end of a line, read on to maintain the flow of the idea.
The second time you read a poem…
· Read the poem more slowly this time, Study the context of puzzling or unclear parts. Highlight and then use a dictionary to check unfamiliar words or words used in an unfamiliar way.
· Highlight in a different colour, poetic language used and then write what type it is in the margins.
· Determine the poem’s speaker. Is it the poet? An object, animal, or abstract noun?
· Identify the poem’s context. Does it begin with an idea? An act? An event?
The third time you read the poem…
· Read the poem out loud and listen to the sounds of the words and how they add to the meaning of the poem.
· Look for repeated words. Poets often use repetition to emphasize the main idea or to enhance rhythm.
· Look up any allusions and write them down on the page.
· Paraphrase (put in your own words) lines or stanzas to help you understand the main ideas or events of a poem.
· Discuss the poem with others to hear others’ questions, interpretations and ideas.
At the end, summarize, in your own words, what the poem is about (5 w’s).

Monday, March 14, 2011

Today, I finished the introductory notes for the poetry unit (Powerpoint). If you were not here, these have been put in your portfolio. I also handed out a crossword to complete.

Thursday, March 10, 2011

Today, I introduced the poetry unit. You took notes on literary devices (imagery: metaphors, similes, extended metaphors, personification, hyperbole, irony, satire, symbolism, allusion, flashback, and foreshadowing).. I then introduced sound devices (rhythm, metre, rhyme, allitaration, onomatopoeia and repetition) but haven't defined them. We will finish the notes on Monday (I also read you a poem entitled "Hams").

Wednesday, March 9, 2011

Today we examined sentences from essays to figure out what common writing errors are in need of review. I have pasted these below.

1. Don't use "you" in an essay (it can turn the reader off if not used correctly). Change the "you" to "one" or use "him/he or her/she", or “A person” to vary the pronouns.

2. Proof your work and get rid of fragments. If it doesn't make sense, then you are not being successful at communicating your message. Misplaced modifiers, like the ones above, lead to ambiguity.

3. Proof your work and get rid of run -ons. If a sentence, like the ones above, contains two complete thoughts, then it needs to either be broken into two sentences, joined by a semi-colon, or made clearer through the use of commas.

4. Check tenses (and re-read for spelling errors). In the case above, this person has used "can" in present tense and "would" which should be "will".

5. Spell it out. In an English composition, all numbers with two digits are to be spelled out. The only exception to this is if they are part of a name, address or a decimal. All digits that are more than two numbers do not have to be spelled out.


6. Check the location of modifiers and make sure all thoughts are single to avoid confusion. Make sure you define terms that might be unfamiliar to your reader.

7. Avoid repetition and shortcuts (such as…/ )

8. Check spelling and leave the slang out.

9. Leave out the obvious: Your goal is not to pad your paper with useless words. I don’t count letters, but ideas and successful argument of proof.

10. People… which of the 5 w’s refer to them? Not THAT, but WHO!!!! (use “Who” when referring to people)

11. Avoid passive sentences. They have less punch than you want
them to have. They almost take the emotional element away.

12. Make sure the terms you are using are explained.
"I thought about deacking but there was no way I could beat this
goalie. ')

13. Check for unintended puns: In order to get their attention, he wrote a satirical essay saying that they should eat the children so they are not put to waist.

Tuesday, March 8, 2011

Today, you wrote your unit exam for the essay unit. We will start the poetry unit tomorrow.

Monday, March 7, 2011

Today, you wrote your first in-class essay. You were given two topic choices, as well as the freedom to use an essay (only) as evidence, or use personal (write from the personal) or not. Keep in mind that you will write your first unit exam with me tomorrow. Study your terminology in preparation of this.

Monday, March 4, 2011

Today, you had to define the following words and then read the story "The Visitor" from your Passages textbook (page 117).

1. Plot
2. Exposition
3. Rising action
4. Climax
5. Falling action
6. Resolution
7 Static Character8. Irony
9. Point of view
10. first person
11. omniscient
12. limited omniscient
13. Objective
14. Protagonist
15. Antagonist
16. Conflict17. Dynamic character

Friday, March 4, 2011

Today, we discussed the in-class essay you will write on Monday. This essay will be personal (you can use your own experiences or those of others) as well as using ONE of the essays we have studied in this unit. In order to prepare, re-read and review at least two of these essays. You will only be allowed to bring a dictionary, thesaurus, and your Fit to Print text with you. In addtion to this, you have a unit comprehension exam on Tuesday. Study your terms.

Thursday, March 3, 2011

Today, we went over the steps in essay writing (critical/analytical essay) which you will write next week. If you weren't here, the notes are in your portfolio.

Wednesday, March 2, 2011

Today, you were assigned a paragraph of the reading from yesterday. You were to type it in, highlight the opinions contained in it, highlight the facts contained in it, and then higlight the main point (different colours of course). You were then to get these to me via the Internet or jump drive.

Tuesday, March 1, 2011

Today, I began by attempting to increase your understanding of what a fact is and what an opinion is. Halfway through the lecture I changed direction and had you read the essay "Where the World Began" by Margaret Laurence.
We discussed the opinions and facts that were present in it. I also wanted you to determine the thesis.
This essay starts on page 326 in Viewpoints 11. If you were not here, you need to read it and determine the thesis for tomorrow.

Monday, February 28, 2011

Today, you peer reviewed someone else's essay. Those who weren't here on Friday still have to write theirs.

Friday, February 25, 2011

Today, you wrote an argumentative essay in class. You were provided with the topic yesterday.

Thursday, February 24, 2011

Today, you prepared for an argumentative essay that you will put together tomorrow. If you weren't here, you need to look in your portfolio where you will find a slip of paper with your topic on it. I don't want you to stress over this essay. It is more for me to see what level of skill you are at and work on a plan to improve it. You also were to read pages 93 to 98 in Fit to Print and do a critique on it. This is due tomorrow.

Wednesday, February 23, 2011

Today, You answered multiple choice questions individually and then in long form as part of a group activity. This was to be done by the end of class. It is simply a beginning activity to get you used to working in cohesive groups.

Tuesday, February 22, 2011

Today, we discussed the answers/layout of the essay "Happiness". I then gave you the essay "Can Butterflies Cause Tornadoes?" to read actively.
You were then given questions to answer in relation to this essay. These are due tomorrow at the start of class.

Wednesday, February 16, 2011

Today, you handed in your article critique for Fit to Print. I then handed out long answer questions for the essay "Happiness". You broke into groups to complete these. If the group didin't finish, each person is responsible to do the remaining questions on their own this weekend.

Tuesday, February 15, 2011

Today you were instructed to read chapter 8 "Drawing a Conclusion" In your Fit to Print text.
You were then to create an article critique on this section.
You were also to answer (on a separate sheet of paper) question 2 (a,b, and c) on page 65 (these were to be done on a separate sheet of paper).
These are due tomorrow.

Monday, February 14, 2011

Today you read a short essay entitled "Happiness". You were then provided with multiple choice questions to answer. This is due for tomorrow, but might not be discussed until Wednesday. YOU DO NOT HAVE TO DO LONG ANSWERS!!!! JUST ANSWER THEM AS THEY ARE!!!!

Friday, February 11, 2011

Today we discuss theoutline you did for "A Modest Proposal" ·
I then read the essay out loud and showed you my outline as it matched each paragraph.
I also want all the questions assigned last Wednesday in to me for Monday.

Thursday, February 10, 2010

Today, we discussed the questions you were addressing for the essay "A Modest Proposal". I explained that you had to flip the question into the answer. I then read the paragraph at the bottom of page four and the top of page five in order to show them when Swift switches from his shocking solution to giving forth possible solutions. As students were still confused (and hadn't highlighted and defined unknown words), I instructed them to rewrite that paragraph in modern language. This was an in-class activity which I gave students (in pairs) 20 minutes to complete.
We then discussed the questions again. They will be due for tomorrow.

Wednesday, February 9, 2011

Today you were given a handout entitled "Tips for Successful Responses to Questions" which we went over as a class.
You were then given the questions for "A Modest Proposal" which you were to answer on the computer
I understand that some of you had difficulties with this assignment, so we will discuss it tomorrow. Do what you can on it tonight.

Tuesday, February 8, 2011

Today, we discussed stream of consciousness writing and journaling. You then did your first Journal: We then discussed Satire and connotation (positive, negative, and denotation). These are in your terminology list.
I then introduced Jonathan Swift (if you weren't here, look this up and find out about him and the historical context which he wrote in).
I then handed out and discussed the sheet "How to Read an Essay (if your weren't here, it is in your portfolio).
I then handed out the essay “A Modest Proposal”
You were to read it following the steps provided in “How to Read an Essay”
This is to be completed for tomorrow.

Monday, February 7, 2011

Today, you did a 20 minute novel read in order to learn how fast you are reading and how much time it will take you to read a novel. We then discussed the attention getter assignment from last week. You were put into groups to do this.
Finally, I handed back your Chapter/Section Critiques for Fit to Print for you to repair. These were then to be handed in once fixed.

Thursday, February 3, 2011

Today, we will discuss attention-getters, the essay intro layout, and examine and define attention-getters found within essays in the text Viewpoints 11. Basically, read the intro of each of the essays below and determine the type of intro it is (see below for types). Then, write down what you think the thesis of the paper is (you may have to read farther). This is due on Monday.


• Use an attention getter at the start on the introduction such as the ones listed below:
A. An interesting incident or anecdote related to your subject
B. A statement of opinion that you intend to challenge
C. A definition
D. A question (either one that is rhetorical or one the writer will answer in the course of the
essay)
E. A quotation F. A little-known or striking fact

The Readings

“Reaction” – Interaction by Diane Kenyon
“Wrong Ism” J.B. Priestly
“Where do You get Your Ideas From?” by Ursula K. Le Guin
“Marilyn Bell ‘ The Frightening Night and the Terrible Day” by June Callwood
From “Animation 101” by John Lesseter
“Surf’s Up” by Rick Green
“Fear of Science and Love of the Land” The Globe and Mail.
“One Boy Trouble” by Margaret Wente
“Life of a Sportswriter” by Allan Maki

Wednesday, February 2, 2011

Today, the students worked on completing their first Fit to Print critique. In addition to this, they studied their terminology or took novels out from the library.

Tuesday, February 1, 2011

Today, I handed out hte terminology list for the essay unit. You were instructed to highlight the terms you know and then study those you don't. I then had you create an exemplar critique on the computer. Finally, you were to read pages 56 to 60 in Fit to Print and create a critique in the same format as the copy of one I also provided. This will be due tomorrow, but you will have time to work on it in class. Also, I will review them and return them for correction so you will have a full understanding of my expectations with these types of readings.

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 gave you a letter to give to your parents to read and sign. This is also due back by February 7.