ENGLISH HONOURS 11
WELCOME TO HONOURS 11. IT IS MY HOPE THAT ALL WHO COME HERE WILL BE INSTILLED WITH A PASSION FOR ENGLISH AND BE INSPIRED TO SHARE THEIR PASSION WITH OTHERS.
FINAL EXAM: TUESDAY JAN. 26TH 9 AM
VAULE:20%
VAULE:20%

Tuesday Jan. 19th
WHERE HAVE I BEEN?
We've been busy with debates. The exception was Friday when neither of the remaining debate teams were able to debate due to various circumstances. In that class, we went through the sample final exam for set up and began the m/c sections. We will complete these tomorrow. We did the last debate today. You can all be very proud of your debates. Well said and well prepared. Regardless of what some said today , you're all winners in my books.
WHERE HAVE I BEEN?
We've been busy with debates. The exception was Friday when neither of the remaining debate teams were able to debate due to various circumstances. In that class, we went through the sample final exam for set up and began the m/c sections. We will complete these tomorrow. We did the last debate today. You can all be very proud of your debates. Well said and well prepared. Regardless of what some said today , you're all winners in my books.

Wednesday Jan. 13th
Yesterday students continued to work on their debates as they did today. Students must be read to debate tomorrow. NO SKIPPING! Your team needs you.
Yesterday students continued to work on their debates as they did today. Students must be read to debate tomorrow. NO SKIPPING! Your team needs you.

Monday Jan. 11th
Students are reminded that any late material must be submitted by the end of the week. This includes your Kahoot code as well as the translation and your individual projects.
Only 2 weeks left. We watched the end of Nathan's project then viewed Nylan's project /documentary on science fiction. Both were very well done. Thanks for sharing your work with us.
We then brainstormed our debate questions and came up with 3 questions:
1. Does allowed Syrian refugees into Canada harm Canada in any way?
2. Is humanity inherently good or evil?
3. Does electronic communication degrade/harm human interaction?
Students got into their assigned groups and began brainstorming all of their arguments. The goal is to research tomorrow and start to form our opening arguments on Wednesday. Thursday is debate day.
Students are reminded that any late material must be submitted by the end of the week. This includes your Kahoot code as well as the translation and your individual projects.
Only 2 weeks left. We watched the end of Nathan's project then viewed Nylan's project /documentary on science fiction. Both were very well done. Thanks for sharing your work with us.
We then brainstormed our debate questions and came up with 3 questions:
1. Does allowed Syrian refugees into Canada harm Canada in any way?
2. Is humanity inherently good or evil?
3. Does electronic communication degrade/harm human interaction?
Students got into their assigned groups and began brainstorming all of their arguments. The goal is to research tomorrow and start to form our opening arguments on Wednesday. Thursday is debate day.

Friday Jan. 8th
Students watched the Vimeo Video on Why Video Games are Positive. You can see this by going to the MORE tab, scrolling down to the Semester 1: English 11 - 2 tab and scrolling down this page. We then filled in the notes page and chose one of the videos or articles to write a paragraph of personal response to. Students' paragraphs should either agree or disagree with the video/article and discuss why using references to the video/article.
REMEMBER Hand in your individual projects ASAP.
Students watched the Vimeo Video on Why Video Games are Positive. You can see this by going to the MORE tab, scrolling down to the Semester 1: English 11 - 2 tab and scrolling down this page. We then filled in the notes page and chose one of the videos or articles to write a paragraph of personal response to. Students' paragraphs should either agree or disagree with the video/article and discuss why using references to the video/article.
REMEMBER Hand in your individual projects ASAP.

Wednesday Jan. 6th
Students finished the Advertising Slideshare notes and we had a discussion about whether advertising has changed - Internet, vocabulary, etc. Also, we read through/discussed the 4 methods of argument a student can use in an essay. Students read the 2 argumentative articles on Fast Food and did the m/c questions for each.
Students finished the Advertising Slideshare notes and we had a discussion about whether advertising has changed - Internet, vocabulary, etc. Also, we read through/discussed the 4 methods of argument a student can use in an essay. Students read the 2 argumentative articles on Fast Food and did the m/c questions for each.

Tuesday Jan. 5th
Students finished watching The Science of Persuasion and filling in the note grid. From there we looked at the rough drafts of our letters, labelled which of the 6 methods from the video we had used and added any more of the 6 which were missing. A final draft will be due on Friday. Also, we watched the Slideshare Persuasion in Advertising for the 6 methods as well as watched up to slide 18 . Tomorrow we will finish this process.
What's with today's graphic? This was voted Best Ad of 2015. What methods does it use? What emotions does it target?
Students finished watching The Science of Persuasion and filling in the note grid. From there we looked at the rough drafts of our letters, labelled which of the 6 methods from the video we had used and added any more of the 6 which were missing. A final draft will be due on Friday. Also, we watched the Slideshare Persuasion in Advertising for the 6 methods as well as watched up to slide 18 . Tomorrow we will finish this process.
What's with today's graphic? This was voted Best Ad of 2015. What methods does it use? What emotions does it target?

Monday Jan. 4th
Although all students were here, we'll summarize our activities . We began the What is Difference assignment for Argument and Persuasion unit and then watched The Science of Persuasion (You can find it at the More Tab and Semester 1: English 11- 1). We filled in the corresponding worksheet for notes. NOTE: we still have the last few minutes of the video to watch tomorrow and finish the notes.
Students are reminded to be sure to hand in their Individual Projects this week unless you have been given an exception.
Although all students were here, we'll summarize our activities . We began the What is Difference assignment for Argument and Persuasion unit and then watched The Science of Persuasion (You can find it at the More Tab and Semester 1: English 11- 1). We filled in the corresponding worksheet for notes. NOTE: we still have the last few minutes of the video to watch tomorrow and finish the notes.
Students are reminded to be sure to hand in their Individual Projects this week unless you have been given an exception.

Friday Dec. 18th
Students worked on any MIAs from Lord of the Flies, finished their Kahoots ( please send your username and password via email so I can mark) and the last of the Macbeth work (translations). Happy Holidays! Merry Christmas!
Students worked on any MIAs from Lord of the Flies, finished their Kahoots ( please send your username and password via email so I can mark) and the last of the Macbeth work (translations). Happy Holidays! Merry Christmas!

Wednesday Dec. 16th
Students read to the end of Act V and then began their Kahoots for the act. They are required in pairs or 3s to create a Kahoot of at least 20 questions ( 1 must concern imagery and 1 must involve irony) for Act V. To submit, send me your username and password for this Kahoot. You may send this up to the end of Christmas holidays. Also, students are reminded that they need to submit their 50 lines of translation in before the end of Friday. Many have asked for extensions for their personal projects. These extensions were granted.
Students read to the end of Act V and then began their Kahoots for the act. They are required in pairs or 3s to create a Kahoot of at least 20 questions ( 1 must concern imagery and 1 must involve irony) for Act V. To submit, send me your username and password for this Kahoot. You may send this up to the end of Christmas holidays. Also, students are reminded that they need to submit their 50 lines of translation in before the end of Friday. Many have asked for extensions for their personal projects. These extensions were granted.

Tuesday Dec. 15th
Students did the Kahoot from yesterday and then read to the end of Act IV. They are to finish the Act III and IV 'quiz' sheet and hand it in.
Students did the Kahoot from yesterday and then read to the end of Act IV. They are to finish the Act III and IV 'quiz' sheet and hand it in.

Monday Dec. 14th
We did the Act II quiz and then we read into Act III. At the end we did a Kahoot on Act III bit did not get to the end. We will finish tomorrow.
We did the Act II quiz and then we read into Act III. At the end we did a Kahoot on Act III bit did not get to the end. We will finish tomorrow.

Friday Dec. 11th
We watched the film version of Act II and then students went to the library to work on their translations as it was very cold in our classroom. Remember that the Act II quiz is on Monday.
We watched the film version of Act II and then students went to the library to work on their translations as it was very cold in our classroom. Remember that the Act II quiz is on Monday.

Thursday Dec. 10th
Students got their quizzes back and read to the end of Act II. We then did an exercise about Translation of 50 Shakespearean lines( See Handouts tab). We will continue to work on this tomorrow. There will be a quiz on Act II on Monday.
Students got their quizzes back and read to the end of Act II. We then did an exercise about Translation of 50 Shakespearean lines( See Handouts tab). We will continue to work on this tomorrow. There will be a quiz on Act II on Monday.
Wednesday Dec. 9th
Students watched the film version of Act I and then did the quiz. We then read Act II scenes 2 and 3. We started sc. 4 , just the first porter's speech. If you were missing, you will need to write the quiz and read the scenes. Check out No Fear Shakespeare for more assistance if you're confused.
Students watched the film version of Act I and then did the quiz. We then read Act II scenes 2 and 3. We started sc. 4 , just the first porter's speech. If you were missing, you will need to write the quiz and read the scenes. Check out No Fear Shakespeare for more assistance if you're confused.

TUESDAY DEC. 8TH
Students finished Act I and did the Kahoot for scenes 1 - 3. We then added to our What is a Man and What is a King charts. There will be a quiz on Act I tomorrow. We will first watch the video of the Act then write the quiz. Be ready. If you missed, read the No Fear Shakespeare version online for more help.
Students finished Act I and did the Kahoot for scenes 1 - 3. We then added to our What is a Man and What is a King charts. There will be a quiz on Act I tomorrow. We will first watch the video of the Act then write the quiz. Be ready. If you missed, read the No Fear Shakespeare version online for more help.

Monday Dec. 7th
Macbeth began today. Students discussed what they knew about the Shakespearean era and then volunteered to read roles . We read from Act I scene 1 to Act I scene 3. If you were missing, you need to go on-line and read this section of the play. I suggest No Fear Shakespeare to figure out what's going on if you're struggling. We ended with students keeping track of What is a man ? and What is a king?
Macbeth began today. Students discussed what they knew about the Shakespearean era and then volunteered to read roles . We read from Act I scene 1 to Act I scene 3. If you were missing, you need to go on-line and read this section of the play. I suggest No Fear Shakespeare to figure out what's going on if you're struggling. We ended with students keeping track of What is a man ? and What is a king?

Last class time to work on projects. We also looked at how to create a Works Cited page. I suggest going to the Purdue University page and looking at their samples of either APA or MLA works cited. For the purpose of this assignment, you may choose either style. You might also consider Easy Bib. which will gather your citation and all you need to do is alphabetize the entries when you've finished.
Thursday Dec. 3rd
Students continued to work on their projects. Tomorrow we will look at the Works Cited APA format so we can tie that up.
Students continued to work on their projects. Tomorrow we will look at the Works Cited APA format so we can tie that up.

Tuesday Dec. 1st
Students worked on their individual projects today and yesterday. They also got their LOF exams back. Students may retest all but the essay portion next Monday and do revisions for the essay ASAP. Tomorrow we are in the library due to the classroom being required for the grade 12 LPI. Go directly there.
Students worked on their individual projects today and yesterday. They also got their LOF exams back. Students may retest all but the essay portion next Monday and do revisions for the essay ASAP. Tomorrow we are in the library due to the classroom being required for the grade 12 LPI. Go directly there.

Friday Nov. 27th
Students continued to work on their individual projects.
Students continued to work on their individual projects.
Thursday Nov. 26th
Still working on individual projects
Still working on individual projects
Wednesday Nov. 25th
Students continued working on their individual projects.
Students continued working on their individual projects.

Tuesday Nov. 24th
Students finished their exams. Those who had finished yesterday began their individual projects on how text is affected by culture and history. See Handouts tab if you missed the handout. By tomorrow you should have your subject for your project firmed up. We will have the rest of the week to begin putting together your materials.
Students finished their exams. Those who had finished yesterday began their individual projects on how text is affected by culture and history. See Handouts tab if you missed the handout. By tomorrow you should have your subject for your project firmed up. We will have the rest of the week to begin putting together your materials.

Monday Nov. 23
Students wrote the Lord of the Flies exam. Those who still need a bit of time to finish the essay will do so tomorrow. It was nice to see so many people had prepared and done the sticky note passages for writing. Bravo!
Students wrote the Lord of the Flies exam. Those who still need a bit of time to finish the essay will do so tomorrow. It was nice to see so many people had prepared and done the sticky note passages for writing. Bravo!

Friday Nov. 20th
The last of the seminars - games and puppet theatre. It was fun.
Remember to prepare for Monday's test by sticky noting relevant passages.
The last of the seminars - games and puppet theatre. It was fun.
Remember to prepare for Monday's test by sticky noting relevant passages.

Thursday Nov. 19th
Students watched the b/w version of Lord of the Flies. Be ready to do your seminars tomorrow if you did not do so on Wednesday. Remember there is an exam on Monday for the novel. Prepare with sticky notes.
Students watched the b/w version of Lord of the Flies. Be ready to do your seminars tomorrow if you did not do so on Wednesday. Remember there is an exam on Monday for the novel. Prepare with sticky notes.

Monday Nov. 16th
Students are working on finishing the novel for the end of today as well as working in their mini-seminar groups. If you were missing, check out the handout at the Handouts tab as well as contact your group members to decide what you will be doing for your part of the seminar on Wednesday.
Students are working on finishing the novel for the end of today as well as working in their mini-seminar groups. If you were missing, check out the handout at the Handouts tab as well as contact your group members to decide what you will be doing for your part of the seminar on Wednesday.

Tuesday Nov. 10th
We read ch. 8 then played Two Truths and A Lie to get ready for Thursday's Ch. 1 - 8 quiz. Each student was assigned a chapter and they had to make up two truths and a lie about the chapter. The class had to guess which one was the lie. A sample 1 - 6 quiz is at the Handouts section. Check it out. You can look at the answer key on Thursday before the quiz.
We read ch. 8 then played Two Truths and A Lie to get ready for Thursday's Ch. 1 - 8 quiz. Each student was assigned a chapter and they had to make up two truths and a lie about the chapter. The class had to guess which one was the lie. A sample 1 - 6 quiz is at the Handouts section. Check it out. You can look at the answer key on Thursday before the quiz.

Monday Nov. 9
Students did their campaign speeches for the grade 10 class. They were great. Also, they did a self/peer evaluation of the work they did for the campaign project. The winner for this mornings election was Ralph with Piggy a close second.
Students did their campaign speeches for the grade 10 class. They were great. Also, they did a self/peer evaluation of the work they did for the campaign project. The winner for this mornings election was Ralph with Piggy a close second.

Wednesday Nov. 4th
Students went over the various rhetorical devices one could use in a speech and in their election groups they chose an excerpt of a famous speech and saw if they could find any of the devices/techniques in the handout. From there, students began working on their campaigns. These are to be ready for Friday morning.
Students went over the various rhetorical devices one could use in a speech and in their election groups they chose an excerpt of a famous speech and saw if they could find any of the devices/techniques in the handout. From there, students began working on their campaigns. These are to be ready for Friday morning.

Tuesday Nov. 3
Today we finished off ch. 6 and looked over the Leadership Campaign in preparation for tomorrow's class. This handout is available at the Handouts tab. There are 2 documents to open. We divided into groups and rolled a dice to assign each group's character.
Today we finished off ch. 6 and looked over the Leadership Campaign in preparation for tomorrow's class. This handout is available at the Handouts tab. There are 2 documents to open. We divided into groups and rolled a dice to assign each group's character.
Monday Nov. 2
We reviewed the summaries from last Friday and brainstormed all of the problems they were examples of.
We reviewed the summaries from last Friday and brainstormed all of the problems they were examples of.

Friday Oct. 30th
Students went to the library to read to the end of ch. 5 and to get their 6 vocabulary words per chapter finished. They are reminded that they will be responsible for those 4 pages of the novel to summarize for Monday.
REMEMBER: Nov. 1st midnight is the cut off for MIAs. Don't forget.
Students went to the library to read to the end of ch. 5 and to get their 6 vocabulary words per chapter finished. They are reminded that they will be responsible for those 4 pages of the novel to summarize for Monday.
REMEMBER: Nov. 1st midnight is the cut off for MIAs. Don't forget.

Thursday Oct. 29th
Students finished off their first round of the survival game for the first 30 minutes. Group 1 realized why I am not a math teacher!
We then began to read ch. 4 and 5. Over the next 2 days we will be reading these chapters and finding 6 vocab. words per chapter. students will use these words and write a sentence with each to show their understanding. Also, I assigned each student who was here to today a section to summarize for these 2 chapters. If you are not at volleyball but were away today, you need to summarize pages 1-2 - the end of ch. 5. We will be sharing these summaries on Monday when the volleyball teams are back.
REMINDER: Nov. 1st is the cut off for MIAs for term 1.
Students finished off their first round of the survival game for the first 30 minutes. Group 1 realized why I am not a math teacher!
We then began to read ch. 4 and 5. Over the next 2 days we will be reading these chapters and finding 6 vocab. words per chapter. students will use these words and write a sentence with each to show their understanding. Also, I assigned each student who was here to today a section to summarize for these 2 chapters. If you are not at volleyball but were away today, you need to summarize pages 1-2 - the end of ch. 5. We will be sharing these summaries on Monday when the volleyball teams are back.
REMINDER: Nov. 1st is the cut off for MIAs for term 1.

Wednesday Oct. 28th
NOV. 1 : ALL MIAs due. It's a Sunday so use email if the missing assignments are not in by the end of Friday.
Students had a pop quiz on Ch. 1 - 3 then went down to the lab to register for edmodo. If you missed, see Handouts English 12 and look for edmodo participation form. Use the link on this handout to get to the forum and I will accept and place you in the right group. If you have any trouble, we can iron this out when you're back. When each student got on edmodo, they were accepted, refreshed their pages and went to the Lord of the Flies tab. They scrolled down to the bottom of the page and answered Discussion Question #1 as well as posed their own question and responded to someone else. Sample responses and questions (good and bad) can be seen on the Sample Posts tab under Lord of the Flies.
THOSE GOING TO DAWSON FOR VOLLEYBALL:
READ TO THE END OF CH. 5.
FOR EACH CHAPTER, FIND 6 VOCAB. WORDS AND WRITE SENTENCES FOR EACH SHOWING YOUR UNDERSTANDING OF ITS MEANING THROUGH CONTEXT.
KEEP UP YOUR SYMBOLS CHART AND CIVILIZED/UNCIVILIZED CHART.

Tuesday Oct. 27th
Students got an update on what they still need to hand in before Nov. 1st. NOTE: The final draft of the narrative essay is NOT due until Tuesday Nov. 3rd. Students looked at their rough drafts and compared them to the narrative essay rubric. If you were missing, get this rubric from me and assess your draft. Then make any necessary changes and hand in the rough, the rubric and your final draft.
We discussed how word origins can give us clues to word meaning. We did a quick little fun exercise about etymology of some strange words and then students began to read ch. 3 of Lord of the Flies. While reading, they are to choose FOUR (not 6) words which are challenging and do the following:
a. List each word and guess its meaning.
b.Find the word origin of each word using either the dictionary or the Internet. Write it under your guess.
c. Write a sentence for each word using context to show your clear understanding of the word.
Also, prepare 2 questions and 2 observations on ch. 3 for tomorrow's class.
Students got an update on what they still need to hand in before Nov. 1st. NOTE: The final draft of the narrative essay is NOT due until Tuesday Nov. 3rd. Students looked at their rough drafts and compared them to the narrative essay rubric. If you were missing, get this rubric from me and assess your draft. Then make any necessary changes and hand in the rough, the rubric and your final draft.
We discussed how word origins can give us clues to word meaning. We did a quick little fun exercise about etymology of some strange words and then students began to read ch. 3 of Lord of the Flies. While reading, they are to choose FOUR (not 6) words which are challenging and do the following:
a. List each word and guess its meaning.
b.Find the word origin of each word using either the dictionary or the Internet. Write it under your guess.
c. Write a sentence for each word using context to show your clear understanding of the word.
Also, prepare 2 questions and 2 observations on ch. 3 for tomorrow's class.

Friday Oct. 23
Students added to their symbols chart for Ch. 2 and began a new chart called Civilized versus Uncivilized. We then broke into our survival islands and came up with a 3 minute version of Ch. 2 to earn a new item from the box. Students drew a new item as well as a Challenge Card and began working on their plan to earn more survival points.
Students added to their symbols chart for Ch. 2 and began a new chart called Civilized versus Uncivilized. We then broke into our survival islands and came up with a 3 minute version of Ch. 2 to earn a new item from the box. Students drew a new item as well as a Challenge Card and began working on their plan to earn more survival points.

Thursday Oct. 22
We discussed our symbols chart and students began to read ch. 2 of Lord of the Flies, "Fire on the Mountain". For this chapter students are to :
a. Find 6 new vocab. words (You may want to note the pg. #)
b. Write down each word and guess at its meaning. Please note the method you used. See strategies from graphic on Oct. 21.
Ex. Efflorescence: light . Word structure/roots: Florescent lighting
c. Look up the meaning of each word . If you are incorrect, write the correct meaning.
Ex. Brilliantly shining
d. Write a sentence for each word, providing enough context to show your knowledge.
The sun's efflorescence caused me to have to use my sun glasses to shield my eyes from its brilliance.
Keep adding to your symbols chart and check with others for the master chart we are constructing.

Wednesday Oct. 21
Students learned about the various strategies to decipher vocabulary and then using the pool of words from yesterday's assignment, discussed how they would use these strategies. Finally, they were to choose 6 from the brainstormed list and created 6 sentences which used the words in context to show understanding. Also, we shared our questions and observations from ch. 1.
Students learned about the various strategies to decipher vocabulary and then using the pool of words from yesterday's assignment, discussed how they would use these strategies. Finally, they were to choose 6 from the brainstormed list and created 6 sentences which used the words in context to show understanding. Also, we shared our questions and observations from ch. 1.

Tuesday Oct. 20th
Remember to hand in the rough draft of your analogy along with your narrative essays ASAP.
Today students read Ch.One "The Sound of the Shell" from Lord of the Flies. Students had 3 tasks for the chapter:
1.List 6 new or difficult vocab. words.
2. Come up with 3 questions and 4 observations about the chapter.
3. Start a t-chart for symbols. One on side put the symbols from ch. 1 and on the other what you feel they represent.
Remember to hand in the rough draft of your analogy along with your narrative essays ASAP.
Today students read Ch.One "The Sound of the Shell" from Lord of the Flies. Students had 3 tasks for the chapter:
1.List 6 new or difficult vocab. words.
2. Come up with 3 questions and 4 observations about the chapter.
3. Start a t-chart for symbols. One on side put the symbols from ch. 1 and on the other what you feel they represent.

Monday Oct. 19th
Today students were reminded to get in their analogy drafts as well as their final drafts of their narrative essays ASAP.
We then began to play the survival game in anticipation of tomorrow's Lord of the Flies. If you were missing, we have assigned you to a group and the group have come up with an initial strategy based on the 5 items they drew from the game.
Today students were reminded to get in their analogy drafts as well as their final drafts of their narrative essays ASAP.
We then began to play the survival game in anticipation of tomorrow's Lord of the Flies. If you were missing, we have assigned you to a group and the group have come up with an initial strategy based on the 5 items they drew from the game.
Tues, Wed, Thurs...
Sorry for the lack of posts . We've been busy working on our slam poems as well as writing a narrative essay. Students began by writing a 5 sentence story about something which happened to them. We then brainstormed what makes a good story and exchanged our 5 sentence stories for feedback. students asked questions about the information they wondered about in the 5 sentence story. We began by writing a story using the 5 sentence idea but remembering to fill in the blanks with good storytelling. Once we had our rough drafts, we looked over them and looked for Show Don't Tell and active voice with dialogue. Students also worked on their analogy poems. Today was awesome! We held a Poetry Cafe and wow were the readers amazing. Parents, you should ask your students about it. A-M-A -Z-I-N-G! |

Friday Oct. 9th
First 30 minutes we worked on rehearsal and writing of our poems for next week's Poetry Cafe. We then learned about the concept of analogy and looked at Ted Hughs' poem "Thistles" . You can read it at http://famouspoetsandpoems.com/poets/ted_hughes/poems/13801 . Students listened to a sample which is posted at the front - titled "Monkshood". Students were to come up with an analogy to write with next week. We are going to write in poem form again.
First 30 minutes we worked on rehearsal and writing of our poems for next week's Poetry Cafe. We then learned about the concept of analogy and looked at Ted Hughs' poem "Thistles" . You can read it at http://famouspoetsandpoems.com/poets/ted_hughes/poems/13801 . Students listened to a sample which is posted at the front - titled "Monkshood". Students were to come up with an analogy to write with next week. We are going to write in poem form again.

Thursday Oct. 8th
Students practiced oral reading of poems for next Thursday's Poetry Cafe. They got into groups and performed 3 different versions of "To My Sad Daughter" by Michael Ondatje.
Students practiced oral reading of poems for next Thursday's Poetry Cafe. They got into groups and performed 3 different versions of "To My Sad Daughter" by Michael Ondatje.
Wednesday Oct. 7th
Since so many students were away the remaining students asked to work on the things they had not quite finished. We also watched some more slam poetry including the one above. If you have not written your personal response you may use the poem above.
Since so many students were away the remaining students asked to work on the things they had not quite finished. We also watched some more slam poetry including the one above. If you have not written your personal response you may use the poem above.

Tuesday Oct. 6th
Holy Moley! I am so excited to see how keen some of you are on writing slam poetry. We spent the class working on slam poems or poems of a kind of your choice. I wrote some prompts on the board and we will continue to work with them tomorrow and Thursday. Students asked that we move the Poetry Cafe to next Thursday so they have time to rehearse and write. Remember that you need to write at least 1 poem (not necessarily a slam one) and read/perform one poem. This can be for the group at the Cafe, on video green screen or a private reading or recording to send to me.
Holy Moley! I am so excited to see how keen some of you are on writing slam poetry. We spent the class working on slam poems or poems of a kind of your choice. I wrote some prompts on the board and we will continue to work with them tomorrow and Thursday. Students asked that we move the Poetry Cafe to next Thursday so they have time to rehearse and write. Remember that you need to write at least 1 poem (not necessarily a slam one) and read/perform one poem. This can be for the group at the Cafe, on video green screen or a private reading or recording to send to me.
Monday Oct. 5th
I have marked all of the Gallery Walk presentations from the peer reviews but I now need your self/partner review if you had a partner. I will be typing up the comments and marks in the next few days. If you still have a Gallery Walk to do, please get it finished by the end of the week.
We then reviewed what makes an effective personal response and brainstormed ideas to write about. We watched Suli Break's "Why Parents are the Hardest to Please" and Sara Kaye's "If I had A Daughter" and wrote a paragraph of personal response. I also returned the poem autopsy's and reviews. Students are to write a final copy of the review for next Tuesday. Also, many autopsy's need to have added details and examples. You may revise at any time.
We are going to write some slam poetry for Friday's Poetry Cafe. Bring a mug and your best poetry.
I have marked all of the Gallery Walk presentations from the peer reviews but I now need your self/partner review if you had a partner. I will be typing up the comments and marks in the next few days. If you still have a Gallery Walk to do, please get it finished by the end of the week.
We then reviewed what makes an effective personal response and brainstormed ideas to write about. We watched Suli Break's "Why Parents are the Hardest to Please" and Sara Kaye's "If I had A Daughter" and wrote a paragraph of personal response. I also returned the poem autopsy's and reviews. Students are to write a final copy of the review for next Tuesday. Also, many autopsy's need to have added details and examples. You may revise at any time.
We are going to write some slam poetry for Friday's Poetry Cafe. Bring a mug and your best poetry.

Friday Oct. 2
Some students who did not present yesterday did their presentations today. We then looked at the poem from last Wednesday, "For the Death of 100 Whales" and discussed the importance of allusions to Goya and DH Lawrence. We discussed how our views of the poem changed and how these 2 allusions were presented. Finally, we discussed how Beat poetry and Slam poetry were different. We watched the slam poem "Prime Numbers" below and will be writing a paragraph of personal response on Monday.
Some students who did not present yesterday did their presentations today. We then looked at the poem from last Wednesday, "For the Death of 100 Whales" and discussed the importance of allusions to Goya and DH Lawrence. We discussed how our views of the poem changed and how these 2 allusions were presented. Finally, we discussed how Beat poetry and Slam poetry were different. We watched the slam poem "Prime Numbers" below and will be writing a paragraph of personal response on Monday.
Thursday Oct. 1
Where has the page been? Unfortunately, the power outage took my ability to post on Tuesday and I have been away for the last day and 1/2 at meetings. On Tuesday students worked on their Gallery Walks and rehearsed. On Wednesday students did a handout called Beat and Slam Poets - see the Handouts tab. Students were broken into groups to look at the Beat poem "For the Death of 100 Whales". In their groups they generated 3 questions they had about the poem and 3 things they thought they understood. They then traded groups and attempted to answer the other groups' questions. From there they brainstormed what makes a good slam poem and watched two videos "To This Day" by world champion slam poet Shayne Koyczan and "Please Don't Take My Air Jordans" by Lemon Anderson. I have posted them below. They will be writing a paragraph of personal response to these once they see the third one tomorrow.
Today we had several Gallery Walks. You should ask your student how they went. I thought they were fantastic with so many interesting stories and presenters.
PHEW!!!! that's it.
Where has the page been? Unfortunately, the power outage took my ability to post on Tuesday and I have been away for the last day and 1/2 at meetings. On Tuesday students worked on their Gallery Walks and rehearsed. On Wednesday students did a handout called Beat and Slam Poets - see the Handouts tab. Students were broken into groups to look at the Beat poem "For the Death of 100 Whales". In their groups they generated 3 questions they had about the poem and 3 things they thought they understood. They then traded groups and attempted to answer the other groups' questions. From there they brainstormed what makes a good slam poem and watched two videos "To This Day" by world champion slam poet Shayne Koyczan and "Please Don't Take My Air Jordans" by Lemon Anderson. I have posted them below. They will be writing a paragraph of personal response to these once they see the third one tomorrow.
Today we had several Gallery Walks. You should ask your student how they went. I thought they were fantastic with so many interesting stories and presenters.
PHEW!!!! that's it.
Monday Sept. 28th
Change of plan... meeting on Wednesday instead. Students continued to put together their posters which took more time than I realized. They will be finishing them off tomorrow and rehearsing. I also gave out slips of missing work. See me if you were missing so you know what you still owe me.
Change of plan... meeting on Wednesday instead. Students continued to put together their posters which took more time than I realized. They will be finishing them off tomorrow and rehearsing. I also gave out slips of missing work. See me if you were missing so you know what you still owe me.

Friday Sept. 25th
Students did more work on their Gallery Walk work and Mrs. Estabrook came by to give a lesson on What Makes A Good Poster. Students are to be ready to put their posters together on Monday as well as rehearse. Also the retests have been moved to Monday, as I am away at a meeting all day and it's easy for a class to do without my being there.
Students did more work on their Gallery Walk work and Mrs. Estabrook came by to give a lesson on What Makes A Good Poster. Students are to be ready to put their posters together on Monday as well as rehearse. Also the retests have been moved to Monday, as I am away at a meeting all day and it's easy for a class to do without my being there.

Thursday Sept. 24
Due to the Yukon-wide Internet failure, I did not post yesterday. Today students worked on their Gallery Walk again with the goal of being ready to type up the info for their posters tomorrow. All notes on the story should be ready.
Also, some still have not finished their Poetry Reviews. Let's get those finished.
Re-test of Fiction Terms and Devices quizzes tomorrow.
Due to the Yukon-wide Internet failure, I did not post yesterday. Today students worked on their Gallery Walk again with the goal of being ready to type up the info for their posters tomorrow. All notes on the story should be ready.
Also, some still have not finished their Poetry Reviews. Let's get those finished.
Re-test of Fiction Terms and Devices quizzes tomorrow.
Wednesday Sept. 23
Tuesday Sept. 22

Monday Sept. 21
Students were given back the quizzes they wrote Friday. There will be another retest of both on next Friday for those who wish to write one. They also got their rough drafts of their personal responses back. Students looked at the rubric they got with this assignment and looked for a thesis and specific details on their rough drafts. They will be writing another response rough draft for the slam poetry we will look at in the next week and then choose their best response to make a final draft.
We finished the class by working on our poetry reviews. A draft should be finished for Wednesday.
Students were given back the quizzes they wrote Friday. There will be another retest of both on next Friday for those who wish to write one. They also got their rough drafts of their personal responses back. Students looked at the rubric they got with this assignment and looked for a thesis and specific details on their rough drafts. They will be writing another response rough draft for the slam poetry we will look at in the next week and then choose their best response to make a final draft.
We finished the class by working on our poetry reviews. A draft should be finished for Wednesday.

Friday Sept. 18th
Students did the re-test as well as the fiction terms quiz. We then began work on our poetry reviews. If you were missing, you can find these at the Handouts tab. You will need to have the Writing a Poem Review and the Sample Poem Review. DO NOT PANIC! You are not required to write as lengthy review as the sample. You are required to write a 3 paragraph review , the first paragraph being one which describes and summarizes the poem with quotes as support and the other two may be two areas of your choice from the brainstorming questions on Writing a Poem Review. You may use I and I am looking for 'evaluation' and analysis. Hence, you can comment on the things you like or disliked as well as parts which puzzled you.
I am still missing some final drafts from "The Interlopers". Please get these finished ASAP.
Other upcoming due dates:
You should have your Poem Autopsy ready to submit and be ready to work on your review on Monday. The review should be ready for next Wednesday.
Students did the re-test as well as the fiction terms quiz. We then began work on our poetry reviews. If you were missing, you can find these at the Handouts tab. You will need to have the Writing a Poem Review and the Sample Poem Review. DO NOT PANIC! You are not required to write as lengthy review as the sample. You are required to write a 3 paragraph review , the first paragraph being one which describes and summarizes the poem with quotes as support and the other two may be two areas of your choice from the brainstorming questions on Writing a Poem Review. You may use I and I am looking for 'evaluation' and analysis. Hence, you can comment on the things you like or disliked as well as parts which puzzled you.
I am still missing some final drafts from "The Interlopers". Please get these finished ASAP.
Other upcoming due dates:
You should have your Poem Autopsy ready to submit and be ready to work on your review on Monday. The review should be ready for next Wednesday.

Thursday Sept. 17th
Students practiced for their retest on terms as well as the fiction terms quiz with a game of Jeopardy. You can practice by going to the website at <http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1478192#.VftWrM4niTL> You can also go to SuperTEacher Tools.us and search using PCSSEnglish11.
After a hearty game of Jeopardy, we finished our Poetry Autopsy. Tomorrow we will look at how to write a review.
Students practiced for their retest on terms as well as the fiction terms quiz with a game of Jeopardy. You can practice by going to the website at <http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1478192#.VftWrM4niTL> You can also go to SuperTEacher Tools.us and search using PCSSEnglish11.
After a hearty game of Jeopardy, we finished our Poetry Autopsy. Tomorrow we will look at how to write a review.

Wednesday Sept. 16th
Students began dissecting their own poems for the Poetry Autopsy we practiced for yesterday. Students are going to continue this dissection tomorrow then try writing a review next. Remember there is retest for terms on Friday.
Students began dissecting their own poems for the Poetry Autopsy we practiced for yesterday. Students are going to continue this dissection tomorrow then try writing a review next. Remember there is retest for terms on Friday.

Tuesday Sept. 15th
We began the day with a fire drill then came back to learn about analyzing poetry. Students looked at the handout "Analyzing Poetry" at the Handouts tab and then were assigned a section to work on in groups using the poem"Dandelion". Be sure to get this poem from me tomorrow so you are aware of what's going on. Tomorrow we will be dissecting our own poem.
We began the day with a fire drill then came back to learn about analyzing poetry. Students looked at the handout "Analyzing Poetry" at the Handouts tab and then were assigned a section to work on in groups using the poem"Dandelion". Be sure to get this poem from me tomorrow so you are aware of what's going on. Tomorrow we will be dissecting our own poem.

Monday Sept. 14th
Students got back their terms quizzes from Friday. Any and all students are welcome to take the retest on this coming Friday.
I handed back the last of the paragraphs from "The Interlopers". I have moved the due date for the final draft to Thursday. Be sure to hand in the planner/outline, your rough draft, the pink sheet and your final draft.
We spent the rest of the class in the library looking for the rest of our material to use with this unit. Remember to bring your poems tomorrow so that we can learn how to do a poetry autopsy.
Students got back their terms quizzes from Friday. Any and all students are welcome to take the retest on this coming Friday.
I handed back the last of the paragraphs from "The Interlopers". I have moved the due date for the final draft to Thursday. Be sure to hand in the planner/outline, your rough draft, the pink sheet and your final draft.
We spent the rest of the class in the library looking for the rest of our material to use with this unit. Remember to bring your poems tomorrow so that we can learn how to do a poetry autopsy.

Friday Sept. 11th
We wrote the figurative devices quiz first then went to the library to learn about the EBSCO database and find material for next week. Students are to use the EBSCO database (available by going to the Library tab for PCSS to find 2 short stories and 2 poems. Those who did not work at the EBSCO site looked for stories and/or poems using print sources. On Monday we will return to the library to pick out the rest of our materials.
We wrote the figurative devices quiz first then went to the library to learn about the EBSCO database and find material for next week. Students are to use the EBSCO database (available by going to the Library tab for PCSS to find 2 short stories and 2 poems. Those who did not work at the EBSCO site looked for stories and/or poems using print sources. On Monday we will return to the library to pick out the rest of our materials.

Thursday Sept. 10th
Those who handed in their rough drafts of paragraphs for "The Interlopers" received them back. We noted some areas of strength especially quote integration.We also noted that ambiguous references to 'they' needed to be cleared up and use of the words "Big" and "Nice" could be substituted for stronger words. The final draft is due next Wednesday along with the outline/planner, rough draft and any peer review materials(pink sheet).
Students are reminded there is a devices quiz tomorrow. We also got a handout Terms for Unit One (Available at the Handouts tab). We looked at this sheet, reviewed meaning especially clarifying literary point of view. Students then completed a quick practice quiz.
To end the class, students read "The Moose and the Sparrow" and did the multiple choice questions which we will review tomorrow both of which are available at the Handouts tab.
Those who handed in their rough drafts of paragraphs for "The Interlopers" received them back. We noted some areas of strength especially quote integration.We also noted that ambiguous references to 'they' needed to be cleared up and use of the words "Big" and "Nice" could be substituted for stronger words. The final draft is due next Wednesday along with the outline/planner, rough draft and any peer review materials(pink sheet).
Students are reminded there is a devices quiz tomorrow. We also got a handout Terms for Unit One (Available at the Handouts tab). We looked at this sheet, reviewed meaning especially clarifying literary point of view. Students then completed a quick practice quiz.
To end the class, students read "The Moose and the Sparrow" and did the multiple choice questions which we will review tomorrow both of which are available at the Handouts tab.

Wednesday Sept. 9
We held a brief discussion about the 'million dollar question' of "What is theme?" Kyle was the winner of the imaginary Mahoney millions with "the idea of the story from the reader's perspective". we then came up with several theme statements from yesterday's class:
1. Desperate times bring out the worst in humanity.
2.Having children is a selfish act.
3.All humans are born with compassion unless they have a mental disorder.
4. There is no such thing as a selfless act; very act is driven by a selfish need.
5. It is your personal choice of what you take from your experiences.
6. Complete purity or evil does not exist. Individuals fall somewhere on the spectrum depending upon their experiences within their environments.
We then watched the two videos below and discussed them. Students wrote a paragraph of personal response (see Homework tab) to either ONE of the videos OR one of the theme statements above.
We held a brief discussion about the 'million dollar question' of "What is theme?" Kyle was the winner of the imaginary Mahoney millions with "the idea of the story from the reader's perspective". we then came up with several theme statements from yesterday's class:
1. Desperate times bring out the worst in humanity.
2.Having children is a selfish act.
3.All humans are born with compassion unless they have a mental disorder.
4. There is no such thing as a selfless act; very act is driven by a selfish need.
5. It is your personal choice of what you take from your experiences.
6. Complete purity or evil does not exist. Individuals fall somewhere on the spectrum depending upon their experiences within their environments.
We then watched the two videos below and discussed them. Students wrote a paragraph of personal response (see Homework tab) to either ONE of the videos OR one of the theme statements above.

Tuesday Sept. 7th
Students brought in their completed paragraphs and peer reviewed using the following symbols to show the presence of the following criteria:
Hook? place a check mark next to it.
Author and title? Place check marks next to each.
Key word IRONY?
For each point:
Label the 3 points #1, 2 and 3
Label the supporting quotes a, b and c
Label the explanation of how the author uses each irony as A, B and C
Check that all the quotes are integrated.
Conclusion? Did it tie into the hook ? was it effective?Place check mark.
Look for any uses of "I" and circle them. These need to be eliminated.
Formal English - look for specific words which need to be more formal. Underline.
We then filled in the marking rubric (I haven't filed it on the Handouts page so you will need get one from me) At this point students handed in their paragraphs for some feedback from me. The final draft will be due next Wednesday Sept. 16th/
Afterwards, students reviewed the various terms from last week's practice quiz and will be writing a quiz this Friday.
Finally, we had a very interesting discussion about whether humans are inherently good or bad. Students got into groups and brainstormed examples and rationale for their position.
Students brought in their completed paragraphs and peer reviewed using the following symbols to show the presence of the following criteria:
Hook? place a check mark next to it.
Author and title? Place check marks next to each.
Key word IRONY?
For each point:
Label the 3 points #1, 2 and 3
Label the supporting quotes a, b and c
Label the explanation of how the author uses each irony as A, B and C
Check that all the quotes are integrated.
Conclusion? Did it tie into the hook ? was it effective?Place check mark.
Look for any uses of "I" and circle them. These need to be eliminated.
Formal English - look for specific words which need to be more formal. Underline.
We then filled in the marking rubric (I haven't filed it on the Handouts page so you will need get one from me) At this point students handed in their paragraphs for some feedback from me. The final draft will be due next Wednesday Sept. 16th/
Afterwards, students reviewed the various terms from last week's practice quiz and will be writing a quiz this Friday.
Finally, we had a very interesting discussion about whether humans are inherently good or bad. Students got into groups and brainstormed examples and rationale for their position.

Friday Sept. 4th
Students brainstormed some ideas for hooks: quotes, rhetorical questions, questions, statements which connect to the reader. We also reviewed the rules in using quotations : ellipsis and using [ ] for words we have added or changed slightly for verb tense or flow. Students then worked on their rough draft which needs to be ready for Tuesday's class. REMEMBER, in writing, less is often more.
We finished by looking at a humourous slide show about irony on the Period Three:English 11 tab.
Students brainstormed some ideas for hooks: quotes, rhetorical questions, questions, statements which connect to the reader. We also reviewed the rules in using quotations : ellipsis and using [ ] for words we have added or changed slightly for verb tense or flow. Students then worked on their rough draft which needs to be ready for Tuesday's class. REMEMBER, in writing, less is often more.
We finished by looking at a humourous slide show about irony on the Period Three:English 11 tab.

Thursday Sept. 3
Students shared their various ironies from the story in the form of BUT statements and discussed the various uses of each irony. Next students began to fill in their paragraph organizer from "How to Write a Paragraph of Literary Analysis". Students are to have filled in these organizers and be ready to write a rough draft for tomorrow's class.
Students shared their various ironies from the story in the form of BUT statements and discussed the various uses of each irony. Next students began to fill in their paragraph organizer from "How to Write a Paragraph of Literary Analysis". Students are to have filled in these organizers and be ready to write a rough draft for tomorrow's class.

Wednesday Sept. 2
Students moved to the cafeteria due to the Hawaii like weather in the classroom. We began with writing a short letter of introduction. Ideas can be found on the Handouts page under Letter of Introduction. We then paired up and attempted a literary terms quiz regarding poetry terms (available at the Handouts tab). We learned that eu= gentle; phony/sonance = sound. We then corrected the quiz and discussed terms both new and old, specifically allusions and assonance. Students marked those items which they are still struggling with in preparation to studying them this week. Finally, students suggested 3 types of irony - situational, dramatic and verbal and began reading "The Interlopers"(available at http://www.eastoftheweb.com/short-stories/UBooks/Inte.shtml). Students are to read the story and find 3 ironies before tomorrow's class. Also, refer to yesterday's Food for Thought.
Remember to log into the Help section of the Teacher Pages and leave me a message if you haven't already. Also, please provide your letter of introduction to me ASAP.
Students moved to the cafeteria due to the Hawaii like weather in the classroom. We began with writing a short letter of introduction. Ideas can be found on the Handouts page under Letter of Introduction. We then paired up and attempted a literary terms quiz regarding poetry terms (available at the Handouts tab). We learned that eu= gentle; phony/sonance = sound. We then corrected the quiz and discussed terms both new and old, specifically allusions and assonance. Students marked those items which they are still struggling with in preparation to studying them this week. Finally, students suggested 3 types of irony - situational, dramatic and verbal and began reading "The Interlopers"(available at http://www.eastoftheweb.com/short-stories/UBooks/Inte.shtml). Students are to read the story and find 3 ironies before tomorrow's class. Also, refer to yesterday's Food for Thought.
Remember to log into the Help section of the Teacher Pages and leave me a message if you haven't already. Also, please provide your letter of introduction to me ASAP.

Tuesday Sept 1
Today we reviewed all of the changes and updates concerning bells and procedures. In addition we looked at the course outline specifically the Homework site procedure. Students are to go to the site and find the Help tab. Leave me a message by the end of the week to ensure you know how to operate the site.We also began an exercise on how technology can be used as a tool. We will finish this off tomorrow.
If you were missing today, you can access a copy of the course outline on the Handouts tab under English 11 Honours.
TESTING... TESTING.... If you have visited this website, please proceed to the Help tab and leave me a brief message or quote.
Food for Thought: What do you think is the Nature of Man? Is man primarily good, bad, or neutral? Be prepared to give examples.
Today we reviewed all of the changes and updates concerning bells and procedures. In addition we looked at the course outline specifically the Homework site procedure. Students are to go to the site and find the Help tab. Leave me a message by the end of the week to ensure you know how to operate the site.We also began an exercise on how technology can be used as a tool. We will finish this off tomorrow.
If you were missing today, you can access a copy of the course outline on the Handouts tab under English 11 Honours.
TESTING... TESTING.... If you have visited this website, please proceed to the Help tab and leave me a brief message or quote.
Food for Thought: What do you think is the Nature of Man? Is man primarily good, bad, or neutral? Be prepared to give examples.