ENGLISH 11
WELCOME!
WEDNESDAY JAN. 13TH
A real mixed bag today - mini-assembly first and then the rest of the class was spent getting our debates ready. You will have about 15 minutes tomorrow to gather your group's thoughts/materials and then the debates begin.
A real mixed bag today - mini-assembly first and then the rest of the class was spent getting our debates ready. You will have about 15 minutes tomorrow to gather your group's thoughts/materials and then the debates begin.
Monday Jan. 11th
Students were reminded to hand in their Argument and Persuasion booklets for marking. We then brainstormed 3 debate topics and divided into teams. These teams began preparing for Wednesday's debate by brainstorming ideas and doing a bit of research.
Tomorrow will be the last opportunity for teams to do more research and get their arguments together.
Students were reminded to hand in their Argument and Persuasion booklets for marking. We then brainstormed 3 debate topics and divided into teams. These teams began preparing for Wednesday's debate by brainstorming ideas and doing a bit of research.
Tomorrow will be the last opportunity for teams to do more research and get their arguments together.
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.
To Hand in TODAY: The booklet from this week, your ad, your rough and final draft of your persuasive letter, and a draft of your personal response.
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.
To Hand in TODAY: The booklet from this week, your ad, your rough and final draft of your persuasive letter, and a draft of your personal response.
Wednesday Jan. 6th
Students finished the Slideshare from yesterday as well as began a small assignment on designing an ad using the principles from the Slideshare. Students are to choose either a public service ad or a product ad and design a one page ad which includes 2 of the persuasive techniques from Slideshare, a slogan and a targeted demographic. On the back of the ad, the student should label the 2 techniques used, as well as his/her intended demographic. Students may use the computer to cut and paste images. You do not have to draw.
Students finished the Slideshare from yesterday as well as began a small assignment on designing an ad using the principles from the Slideshare. Students are to choose either a public service ad or a product ad and design a one page ad which includes 2 of the persuasive techniques from Slideshare, a slogan and a targeted demographic. On the back of the ad, the student should label the 2 techniques used, as well as his/her intended demographic. Students may use the computer to cut and paste images. You do not have to draw.
Tuesday Jan. 5th
From there we looked at the rough drafts of our letters, labelled which of the 6 methods from The Science of Persuasion 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.
From there we looked at the rough drafts of our letters, labelled which of the 6 methods from The Science of Persuasion 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.
Monday Jan. 4th
We began the What is the 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. You will need to get the handouts from me tomorrow. For tomorrow you should have finished your rough draft of your persuasive letter and finished filling in the chart for The Science of Persuasion.
REMEMBER: this entire unit will be submitted as a package on Friday or Monday depending upon how long the argument section takes us.
We began the What is the 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. You will need to get the handouts from me tomorrow. For tomorrow you should have finished your rough draft of your persuasive letter and finished filling in the chart for The Science of Persuasion.
REMEMBER: this entire unit will be submitted as a package on Friday or Monday depending upon how long the argument section takes us.
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Friday Dec. 18th MERRY CHRISTMAS!
Last day for Lord of the Flies projects or vocab. Students finished their Kahoots or worked on LOF work. A few chose to go to the basketball game while others worked in the library on missing work. |
Wednesday Dec. 16th
Students began their Kahoots for Act V. 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, the translation for Macbeth is due by the end of Friday along with any missing Lord of the Flies vocabulary or projects.
Students began their Kahoots for Act V. 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, the translation for Macbeth is due by the end of Friday along with any missing Lord of the Flies vocabulary or projects.
Monday Dec. 14th
Students did a quick Kahoot review then wrote the Act III quiz. After, we read the first two scenes of Act IV and filled an old Act IV quiz with this material. Students were to read scene 3 on their own and finish the old quiz. This will be handed in.
Students did a quick Kahoot review then wrote the Act III quiz. After, we read the first two scenes of Act IV and filled an old Act IV quiz with this material. Students were to read scene 3 on their own and finish the old quiz. This will be handed in.
Friday Dec. 11th
Students read to the end of Act III and watched it on video. There is a quiz on Monday on this act. There is a practice quiz on the Handouts page. It is your job to review it and if you have questions, you must ask prior to the quiz. I expect you will have attempted the practice and we will go over those you are unsure of.
Students read to the end of Act III and watched it on video. There is a quiz on Monday on this act. There is a practice quiz on the Handouts page. It is your job to review it and if you have questions, you must ask prior to the quiz. I expect you will have attempted the practice and we will go over those you are unsure of.
Thursday Dec. 10th
Students saw their quiz marks from yesterday. We then read Act III to the end of scene 4 and students who had not finished their translations worked on these.
Students saw their quiz marks from yesterday. We then read Act III to the end of scene 4 and students who had not finished their translations worked on these.
Wednesday Dec. 9th
Students did the Act II quiz as a partner quiz for those who were on time. We then worked on our Transforming 50 lines of Shakespeare. It is due on Friday.
Students did the Act II quiz as a partner quiz for those who were on time. We then worked on our Transforming 50 lines of Shakespeare. It is due on Friday.
Tuesday Dec. 8th
Students did a Kahoot quiz online in preparation for tomorrow's Act II quiz. We then did "Transforming 50 line of Shakespeare" which is due on Thursday. Consult No Fear Shakespeare for help in comprehension. If you want to try the Kahoot quiz again go to the Kahoot website and search quizzes for Macbeth Act II made by englishqueen7.
Students did a Kahoot quiz online in preparation for tomorrow's Act II quiz. We then did "Transforming 50 line of Shakespeare" which is due on Thursday. Consult No Fear Shakespeare for help in comprehension. If you want to try the Kahoot quiz again go to the Kahoot website and search quizzes for Macbeth Act II made by englishqueen7.
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Monday Dec. 7th
Quizzes were returned and those who missed them finished them up. We then read to the end of Act II. We went down to the library for a presentation on Explore ( an opportunity to learn French through an immersion program). When we got back, students used their old practice quiz and filled in the questions left. These will be helpful on Wednesday's Act II quiz. Students may bring a 'cheat sheet' of drawings, but no words may be used. If you were missing, go to No Fear Shakespeare and read the act online with modern translations. |
Thursday Dec. 3rd
Students watched a video version of Act I of Macbeth as well as filled in a practice test in preparation for tomorrow's quiz.
Suggestion: Go on-line and do as many quizzes as possible for Act I.
Students watched a video version of Act I of Macbeth as well as filled in a practice test in preparation for tomorrow's quiz.
Suggestion: Go on-line and do as many quizzes as possible for Act I.
Wednesday Dec. 2nd
Students will be going to an assembly in the gym.
Students will be going to an assembly in the gym.
Tuesday Dec. 1st
Yesterday we began reading Macbeth. Students took parts to read and we got to the end of Act I scene 4. As an exit pass, students had to produce 10 facts /events from today's reading. It is essential that students NOT miss any class during Macbeth if they are having trouble deciphering.
Yesterday we began reading Macbeth. Students took parts to read and we got to the end of Act I scene 4. As an exit pass, students had to produce 10 facts /events from today's reading. It is essential that students NOT miss any class during Macbeth if they are having trouble deciphering.
Friday Nov. 27th
Students had the opportunity to re-write last week's Lord of the Flies exam. Disappointingly, only a few students took this opportunity. Parents, please ask you student if he/she did so. Those with who did not re-write, worked on getting in their projects. Monday is the beginning of a new unit. It is imperative all students be there to understand the beginning of the play.
Students had the opportunity to re-write last week's Lord of the Flies exam. Disappointingly, only a few students took this opportunity. Parents, please ask you student if he/she did so. Those with who did not re-write, worked on getting in their projects. Monday is the beginning of a new unit. It is imperative all students be there to understand the beginning of the play.
Thursday Nov. 26th
Students continued to work on their projects. Remember that tomorrow is the re-test for those sections which you want to improve marks in.
Students continued to work on their projects. Remember that tomorrow is the re-test for those sections which you want to improve marks in.
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Wednesday Nov. 25th
LOF re-test on Friday. Students went to the lab or library to work on their projects. Those who lally-gagged will be asked to finish their projects on Thursday, considering they have time to goof off. You know who you are. 
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Tuesday Nov. 24th
The last of the seminars we shown today. After these seminars, students were given the choices for the novel project we are working on this week. Students selected a project and began working on it. It is due on Friday. |
Monday Nov. 23rd
Students got their exams for Lord of the Flies back. They watched the end of the video from Friday. They need to finish the chart from Friday and hand it in by this coming Friday. Tomorrow we will be starting a project (individual) on Lord of the Flies. There will be a re-test on Friday for those who wish to improve their LOF exam mark.
Students got their exams for Lord of the Flies back. They watched the end of the video from Friday. They need to finish the chart from Friday and hand it in by this coming Friday. Tomorrow we will be starting a project (individual) on Lord of the Flies. There will be a re-test on Friday for those who wish to improve their LOF exam mark.
Friday Nov. 20th
Due to the fact that many students were absent initially, we did not do the seminars today. These will be completed on Monday when all students are back. If you missed your seminar, be prepared for Monday. Last CHANCE! Students who had not finished the exam, worked on their essays while others finished off vocabulary. 40 minutes into class we began watching the 1993 version of Lord of the Flies. Students will be constructing a comparison/contrast graphic organizer in terms of plot, characters, symbols, theme, setting. This will be handed in for a mark. We still have about 40 minutes left in the video . We will finish this on Monday. If you were missing, you can find this version at uTube. WARNING: there is some rough language so if you prefer the more PG version you can borrow the b/w one from me. You still need to do the comp/contrast graphic organizer.
Due to the fact that many students were absent initially, we did not do the seminars today. These will be completed on Monday when all students are back. If you missed your seminar, be prepared for Monday. Last CHANCE! Students who had not finished the exam, worked on their essays while others finished off vocabulary. 40 minutes into class we began watching the 1993 version of Lord of the Flies. Students will be constructing a comparison/contrast graphic organizer in terms of plot, characters, symbols, theme, setting. This will be handed in for a mark. We still have about 40 minutes left in the video . We will finish this on Monday. If you were missing, you can find this version at uTube. WARNING: there is some rough language so if you prefer the more PG version you can borrow the b/w one from me. You still need to do the comp/contrast graphic organizer.
Thursday Nov. 19th
Students wrote the Lord of the Flies exam. If you didn't have time to finish the essay portion, you will do this tomorrow for 40 minutes. Also we will finish off the seminars. Show up and don't leave your group holding the bag.
Students wrote the Lord of the Flies exam. If you didn't have time to finish the essay portion, you will do this tomorrow for 40 minutes. Also we will finish off the seminars. Show up and don't leave your group holding the bag.
Wednesday Nov. 18th
We got through 1/2 of the seminars today. We will do the rest on Friday, as I have to be away tomorrow at the grade 12 retreat. Students have a Lord of the Flies exam tomorrow. Remember to memorize the origins of the characters' names and to prepare by bookmarking/sticky noting any sections/quotes you may want to use. Remember the strategy for the long answer/essay portion: Choose 2 of the 4 possible topics and brainstorm your answer. Sticky note/book mark any parts of the novel you feel might help you in writing this answer. You are allowed your novel and your symbols chart so have them handy.
If you miss this exam, you must be excused by a parent or be at the Grade 12 retreat if you're graduating this year. NO SKIPPING. There will be no do-overs for skippers. Come and do your best. Revisions are an option as long as you write the original test.
We got through 1/2 of the seminars today. We will do the rest on Friday, as I have to be away tomorrow at the grade 12 retreat. Students have a Lord of the Flies exam tomorrow. Remember to memorize the origins of the characters' names and to prepare by bookmarking/sticky noting any sections/quotes you may want to use. Remember the strategy for the long answer/essay portion: Choose 2 of the 4 possible topics and brainstorm your answer. Sticky note/book mark any parts of the novel you feel might help you in writing this answer. You are allowed your novel and your symbols chart so have them handy.
If you miss this exam, you must be excused by a parent or be at the Grade 12 retreat if you're graduating this year. NO SKIPPING. There will be no do-overs for skippers. Come and do your best. Revisions are an option as long as you write the original test.
Tuesday Nov. 17th
Students were given a Handout "What do I need to know for the Lord of the Flies exam" available at the Handouts tab. Students were told that they will have short answer on A, B and F and a choice of a long answer/essay for C,D,E, G. It is suggested that students use sticky notes to mark possible information they could use from the novel to answer the questions. I also suggest the students pick 2 of the 4 possible essay topics and note /bookmark which parts of the novel could help them with this question. I will be showing them some more ideas tomorrow.
Students then worked on their seminars for tomorrow's class. These should be ready to roll at the start of the class.
Our novel exam in on Thursday and you can bring your novel with the bookmarks/sticky notes to use during the exam. BUT NO CHEAT NOTES for symbols, names or Freud.
Students were given a Handout "What do I need to know for the Lord of the Flies exam" available at the Handouts tab. Students were told that they will have short answer on A, B and F and a choice of a long answer/essay for C,D,E, G. It is suggested that students use sticky notes to mark possible information they could use from the novel to answer the questions. I also suggest the students pick 2 of the 4 possible essay topics and note /bookmark which parts of the novel could help them with this question. I will be showing them some more ideas tomorrow.
Students then worked on their seminars for tomorrow's class. These should be ready to roll at the start of the class.
Our novel exam in on Thursday and you can bring your novel with the bookmarks/sticky notes to use during the exam. BUT NO CHEAT NOTES for symbols, names or Freud.
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.
Tuesday Nov. 10th
Students read ch. 8. There will be a ch. 1-8 quiz on Thursday. Check the Handouts tab for a sample of an old 1 - 6 quiz. You can check your answers on Thursday before the quiz.
Students read ch. 8. There will be a ch. 1-8 quiz on Thursday. Check the Handouts tab for a sample of an old 1 - 6 quiz. You can check your answers on Thursday before the quiz.
Monday Nov. 9th
Election Day. The winner of this year's election was Jack because "He's massive" and he appeared to have a plan to survive. The students then did their self/peer evaluations.
Election Day. The winner of this year's election was Jack because "He's massive" and he appeared to have a plan to survive. The students then did their self/peer evaluations.
Friday Nov. 6th
Campaigns were postponed as some students were coaching or reffing volleyball. These will be done on Monday. Student were assigned a set of pages to Summarize in pairs. These will be handed in. We will also be adding to the symbols charts.
Campaigns were postponed as some students were coaching or reffing volleyball. These will be done on Monday. Student were assigned a set of pages to Summarize in pairs. These will be handed in. We will also be adding to the symbols charts.
Wednesday Nov. 4th
Students read through a handout on what techniques they could use in making a powerful speech. Then they went into their election groups and worked on their campaigns. These need to be ready for Friday.
Students read through a handout on what techniques they could use in making a powerful speech. Then they went into their election groups and worked on their campaigns. These need to be ready for Friday.
Tuesday Nov. 3rd
We reviewed ch. 6 and were put into groups for the leadership campaign (see handout). The election/speeches will be on Friday in this period. Be prepared.
Monday Nov. 2nd
Students finished giving their summaries of ch. 5 then we moved on to read ch. 6. They were to find 6 vocab. words and write a sentence with each.
ALL SIX CHAPTERS OF VOCABULARY ARE DUE ON FRIDAY.
We reviewed ch. 6 and were put into groups for the leadership campaign (see handout). The election/speeches will be on Friday in this period. Be prepared.
Monday Nov. 2nd
Students finished giving their summaries of ch. 5 then we moved on to read ch. 6. They were to find 6 vocab. words and write a sentence with each.
ALL SIX CHAPTERS OF VOCABULARY ARE DUE ON FRIDAY.
Friday Oct. 30th
Students finished reading ch. 5 and worked on summarizing their section. At 1:00 we shared our summaries up to the middle of the chapter and began a list of the issues which came out of these chapters. On Monday we will finish this process.
Students finished reading ch. 5 and worked on summarizing their section. At 1:00 we shared our summaries up to the middle of the chapter and began a list of the issues which came out of these chapters. On Monday we will finish this process.
Thursday Oct. 29th
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 102-104 the end of ch. 5. We will be sharing these summaries tomorrow when in the last 30 minutes of the class. BE READY.
REMINDER: Nov. 1st is the cut off for MIAs for term 1.
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 102-104 the end of ch. 5. We will be sharing these summaries tomorrow when in the last 30 minutes of the class. BE READY.
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 library to register for edmodo. Some also worked on reading ch. 4 . (If you did not get to do your edmodo registration today, you will do it tomorrow. )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/UNCIV
Tuesday Oct. 27
Tuesday Oct. 27th
Students got an update on what they still need to hand in before Nov. 1st.
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.
Tuesday Oct. 27th
Students got an update on what they still need to hand in before Nov. 1st.
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
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.
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.
Thursday Oct. 22
Students are to choose 6 words from ch. 2 and do the following:
a. Make a guess on what each one means and identify which strategy they used. See graphic from yesterdays post.
b. For each word, look up the meaning. If your guess is incorrect, write the correct meaning.
c. Write a sentence for each word, using the word in context to show meaning.
They are also to read all of ch. 2.
Students are to choose 6 words from ch. 2 and do the following:
a. Make a guess on what each one means and identify which strategy they used. See graphic from yesterdays post.
b. For each word, look up the meaning. If your guess is incorrect, write the correct meaning.
c. Write a sentence for each word, using the word in context to show meaning.
They are also to read all of ch. 2.
Wednesday Oct. 21st
We finished the end of ch. 1 of Lord of the Flies. Students then looked at their list of 6 vocab. words and discussed which strategies students used to decipher words: context, root words, knowledge of foreign languages, or brainstorming similar words. For each of the 6 words they came up with they were to identify which method would be best in deciphering. Next, they were put into groups and shared their questions and observations from Ch. 1. Today's sharing was not evaluated -- a practice run. In future these sharing moments will be evaluated.
We finished the end of ch. 1 of Lord of the Flies. Students then looked at their list of 6 vocab. words and discussed which strategies students used to decipher words: context, root words, knowledge of foreign languages, or brainstorming similar words. For each of the 6 words they came up with they were to identify which method would be best in deciphering. Next, they were put into groups and shared their questions and observations from Ch. 1. Today's sharing was not evaluated -- a practice run. In future these sharing moments will be evaluated.
Tuesday Oct. 20th
Students are reminded that Nov. 1 is the cut off for all MIAs from the first unit.
We started reading Lord of the Flies ch. 1. Students looked for 6 new words and wrote them down, made a t-chart of all of the symbols they found in the chapter and were to form 3 questions and 4 observations about the chapter.
Students are reminded that Nov. 1 is the cut off for all MIAs from the first unit.
We started reading Lord of the Flies ch. 1. Students looked for 6 new words and wrote them down, made a t-chart of all of the symbols they found in the chapter and were to form 3 questions and 4 observations about the chapter.
Monday Oct. 19th
Students are reminded of the upcoming cut off for missing assignments : Nov. 1st. Get those things in please.
We played a Survival Game today in preparation for tomorrow's Lord of the Flies. If you were missing, you will be assigned to a group when you are back. Students were also issued their novels.
Students are reminded of the upcoming cut off for missing assignments : Nov. 1st. Get those things in please.
We played a Survival Game today in preparation for tomorrow's Lord of the Flies. If you were missing, you will be assigned to a group when you are back. Students were also issued their novels.
Tues Oct. 13 - Thurs Oct. 15
Where have we been? Last week kept us really busy working on our narrative essays . Students' final drafts should be in along with any missing unit one work. The final cut off for missing work is NOV. 1st. See me if you need a list. Students were away on Thursday for various things including visiting the legislature. We had a catch up day to finish off missing work.
Where have we been? Last week kept us really busy working on our narrative essays . Students' final drafts should be in along with any missing unit one work. The final cut off for missing work is NOV. 1st. See me if you need a list. Students were away on Thursday for various things including visiting the legislature. We had a catch up day to finish off missing work.
Thursday Oct. 8th
Students were reminded that their poetry autopsy assignment is due tomorrow. Also, if you've not done your comparison/contrast, please get it in. Time is running short and if you want a mark for this report card, it needs to be done.
We discussed what makes a good story teller besides Robert Smallwood who is rumoured to be an expert. We then thought of an event which has happened in the past and wrote a 5 sentence story about it. JUST THE FACTS. We then exchanged and had our partners ask us questions about what they wanted to know that wasn't in the story. We heard things like "How old were you when this happened?" or "Why were you there?"
Our next step was to divide a piece of paper into 8 sections and do a cartoon of the event including dialogue and thoughts. Finally, we are beginning to write the event using the cartoon as a guide. Students should have a draft of at least the first 1/2 of their event ready for tomorrow.
Students were reminded that their poetry autopsy assignment is due tomorrow. Also, if you've not done your comparison/contrast, please get it in. Time is running short and if you want a mark for this report card, it needs to be done.
We discussed what makes a good story teller besides Robert Smallwood who is rumoured to be an expert. We then thought of an event which has happened in the past and wrote a 5 sentence story about it. JUST THE FACTS. We then exchanged and had our partners ask us questions about what they wanted to know that wasn't in the story. We heard things like "How old were you when this happened?" or "Why were you there?"
Our next step was to divide a piece of paper into 8 sections and do a cartoon of the event including dialogue and thoughts. Finally, we are beginning to write the event using the cartoon as a guide. Students should have a draft of at least the first 1/2 of their event ready for tomorrow.
Wednesday Oct. 7th
Students continued working on their Poetry Autopsy but today I walked them through each stage and they made notes as we moved along. They will need to submit this assignment by the end of Friday.
Students continued working on their Poetry Autopsy but today I walked them through each stage and they made notes as we moved along. They will need to submit this assignment by the end of Friday.
Tuesday Oct. 6th
We went down to the computer lab and used the EBSCO database to find a poem. We printed these poems and then came back to class to begin the poetry autopsy assignment. Using our Poetry Analysis handouts, students began making notes for their poems. We will be finishing this tomorrow. Be sure to bring your poems.
Also, if you have not finished your rough draft of your personal response to one of the slam poetry videos, you're behind. Get it done. We will be looking at choose from your previous response and this one and creating a final draft on Thursday.
We went down to the computer lab and used the EBSCO database to find a poem. We printed these poems and then came back to class to begin the poetry autopsy assignment. Using our Poetry Analysis handouts, students began making notes for their poems. We will be finishing this tomorrow. Be sure to bring your poems.
Also, if you have not finished your rough draft of your personal response to one of the slam poetry videos, you're behind. Get it done. We will be looking at choose from your previous response and this one and creating a final draft on Thursday.
Monday Oct. 5th
We did a peer/self evaluation for our partners in the Gallery Walk. Those who have not done the Gallery Walk need to do so ASAP.
We then finished watching Harry Baker (see Honours 11 tab) and Suli Breaks below as examples of slam poetry. Students discussed what makes an effective personal response and we went to the lab to type out our rough drafts of personal responses. Also, some of those who had finished the personal response discussed their comparison/contrast essay with me and are working on a final draft for next week.
MANY have not done a rough draft yet. You're behind. Get it done. If you need help, see me.
We did a peer/self evaluation for our partners in the Gallery Walk. Those who have not done the Gallery Walk need to do so ASAP.
We then finished watching Harry Baker (see Honours 11 tab) and Suli Breaks below as examples of slam poetry. Students discussed what makes an effective personal response and we went to the lab to type out our rough drafts of personal responses. Also, some of those who had finished the personal response discussed their comparison/contrast essay with me and are working on a final draft for next week.
MANY have not done a rough draft yet. You're behind. Get it done. If you need help, see me.
Friday Oct. 2
Students who missed yesterday's presentations did their presentations today. Thanks to those who peer evaluated.
The poetry work from Wednesday that was not finished was finished off today.
We then looked at two pieces of slam poetry - A TED talk by Shayne Koyczan and one from Lemon Anderson. IF YOU MISSED THESE VIDEOS, GO TO THE ENGLISH HONOURS TAB AND LOOK UNDER YESTERDAY'S DATE. We discussed the difference between their styles. On Monday we will watch the final slam poem video from Harris then write a paragraph of personal response.
Students who missed yesterday's presentations did their presentations today. Thanks to those who peer evaluated.
The poetry work from Wednesday that was not finished was finished off today.
We then looked at two pieces of slam poetry - A TED talk by Shayne Koyczan and one from Lemon Anderson. IF YOU MISSED THESE VIDEOS, GO TO THE ENGLISH HONOURS TAB AND LOOK UNDER YESTERDAY'S DATE. We discussed the difference between their styles. On Monday we will watch the final slam poem video from Harris then write a paragraph of personal response.
Thursday Oct. 1 WHERE HAS THIS PAGE BEEN????
Sorry folks but Tuesday's power outage took out this page and I was at meetings on Wednesday too.
UPDATE:
Tuesday we worked for the final day on our Gallery Walk posters. Students were in the library with a sub putting all of this together.
Wednesday: Students were divided into small groups and assigned a poem to decipher and identify the various attributes. Many were not finished. They will finish these tomorrow.
Thursday: Great job on the Gallery Walks. I was very pleased with the posters and with those who presented. Well done.
Students finished the class by talking about strategies for deciphering poetry.
Those who did not present today will be presenting tomorrow or Monday depending upon which arrangement I made with you.
Sorry folks but Tuesday's power outage took out this page and I was at meetings on Wednesday too.
UPDATE:
Tuesday we worked for the final day on our Gallery Walk posters. Students were in the library with a sub putting all of this together.
Wednesday: Students were divided into small groups and assigned a poem to decipher and identify the various attributes. Many were not finished. They will finish these tomorrow.
Thursday: Great job on the Gallery Walks. I was very pleased with the posters and with those who presented. Well done.
Students finished the class by talking about strategies for deciphering poetry.
Those who did not present today will be presenting tomorrow or Monday depending upon which arrangement I made with you.
|
Monday Sept. 28th
Change of plan. I am here today but not Wednesday. Students did their re-tests and had a visit from Mrs. Estabrook to hear a talk on What Makes a Good Poster. They had about 25 minutes left and some worked on typing their material for the poster while others worked on finishing their notes. Tomorrow we will be putting together our posters so have your materials ready. |
Friday Sept. 25th
Students did more work on their Gallery Walk work. 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.
NOTE: Many students still have not handed in the writing assignments or devices poster. If your student is one of these people, I will be contacting you shortly.
Students did more work on their Gallery Walk work. 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.
NOTE: Many students still have not handed in the writing assignments or devices poster. If your student is one of these people, I will be contacting you shortly.
Thursday Sept. 24
Students looked at the rubric for the rough draft of their comparison/contrast and are to evaluate their draft then turn both the draft and the rubric in to me. MANY did not have this draft finished. Remember folks, that anything not completed by the end of Friday will result in a quick parental call on Sunday. If you have things for me over the weekend, remember to send them using the email address on the home page of this Homework page.
We then went to the library where students worked on the Gallery Walk either in pairs or individuals. A few completed the missing work and are aware that they are responsible for having their Gallery Walk notes for tomorrow.
Re-test for devices and fiction terms tomorrow.
Students looked at the rubric for the rough draft of their comparison/contrast and are to evaluate their draft then turn both the draft and the rubric in to me. MANY did not have this draft finished. Remember folks, that anything not completed by the end of Friday will result in a quick parental call on Sunday. If you have things for me over the weekend, remember to send them using the email address on the home page of this Homework page.
We then went to the library where students worked on the Gallery Walk either in pairs or individuals. A few completed the missing work and are aware that they are responsible for having their Gallery Walk notes for tomorrow.
Re-test for devices and fiction terms tomorrow.
Monday Sept. 21
Students got back their work from last week including the fiction terms quiz from last Friday and the re-test for devices. They also got back their personal responses and we looked over the rubric to self evaluate. Students are to keep this personal response with my comments on it. We will be doing one other personal response and then choosing the best one to do a final draft.
Students continued to work on their comparison/contrasts or on the missing work from last week. Students are to be coming in at lunch to catch up and those not caught up by Friday will be getting a notice for their parents to be aware of the problem.
All students should have their rough drafts of the comparison/contrast in on Wednesday.
Students got back their work from last week including the fiction terms quiz from last Friday and the re-test for devices. They also got back their personal responses and we looked over the rubric to self evaluate. Students are to keep this personal response with my comments on it. We will be doing one other personal response and then choosing the best one to do a final draft.
Students continued to work on their comparison/contrasts or on the missing work from last week. Students are to be coming in at lunch to catch up and those not caught up by Friday will be getting a notice for their parents to be aware of the problem.
All students should have their rough drafts of the comparison/contrast in on Wednesday.
Friday Sept. 18th
Students did their devices re-test as well as the fiction terms quiz. We then went back to the computer lab to work on finishing off the following:
1. Final drafts of "The Interlopers"
2. Devices posters.
3. Comparison/contrast rough draft
The c/contrast rough draft is due on Monday. The other two pieces were due this week and last.
Students did their devices re-test as well as the fiction terms quiz. We then went back to the computer lab to work on finishing off the following:
1. Final drafts of "The Interlopers"
2. Devices posters.
3. Comparison/contrast rough draft
The c/contrast rough draft is due on Monday. The other two pieces were due this week and last.
Thursday Sept. 17th
We reviewed for tomorrow's re-test of the devices and the quiz on fiction terms by playing Jeopardy. Thanks Connor for all your help today as my assistant. You can access the Jeopardy game at <http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1478192#.VftWrM4niTL> and practice your terms.
Also, the irony paragraph on "The Interlopers" in final draft form was due today.
After the Jeopardy game, we went down to the lab to use out outlines to begin our comparison/contrast rough drafts which should be ready for Monday. Many of you did not have your outline ready. FROWN.
We reviewed for tomorrow's re-test of the devices and the quiz on fiction terms by playing Jeopardy. Thanks Connor for all your help today as my assistant. You can access the Jeopardy game at <http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1478192#.VftWrM4niTL> and practice your terms.
Also, the irony paragraph on "The Interlopers" in final draft form was due today.
After the Jeopardy game, we went down to the lab to use out outlines to begin our comparison/contrast rough drafts which should be ready for Monday. Many of you did not have your outline ready. FROWN.
Wednesday Sept. 16th
Students had a quick review of devices and were reminded of the upcoming re-test.
They will also test for the short fiction terms on Friday.
Students were to use their Venn/chart from yesterday or the one they constructed for "The Moose and the Sparrow" and fill in the planner for writing a comparison /contrast of two characters from a single story. This can be found at the Handouts tab if you were missing. This needs to be filled in and ready for tomorrow.
Students had a quick review of devices and were reminded of the upcoming re-test.
They will also test for the short fiction terms on Friday.
Students were to use their Venn/chart from yesterday or the one they constructed for "The Moose and the Sparrow" and fill in the planner for writing a comparison /contrast of two characters from a single story. This can be found at the Handouts tab if you were missing. This needs to be filled in and ready for tomorrow.
Tuesday Sept. 15th
Students did a quick review of the following examples and identified the figurative devices used as a prep for Friday's re-test:
1. The car wheezed as I turned the key. (personification; cacophony)
2. The black cat was attacked.(assonance: consonance)
3. Her smile was like sunshine on a winter's day.(simile; euphony)
We then read "Butcher Bird" and students constructed a Venn Diagram or chart which shows the differences between the father Harry and Mr. Garfield. The story is available at the Handouts tab.
Students did a quick review of the following examples and identified the figurative devices used as a prep for Friday's re-test:
1. The car wheezed as I turned the key. (personification; cacophony)
2. The black cat was attacked.(assonance: consonance)
3. Her smile was like sunshine on a winter's day.(simile; euphony)
We then read "Butcher Bird" and students constructed a Venn Diagram or chart which shows the differences between the father Harry and Mr. Garfield. The story is available at the Handouts tab.
Monday Sept. 14th
Students got their quizzes from Friday . In general, these were abysmal. Students will be doing a retest this Friday. We went over the terms again today and will be reviewing all week. LEARN YOUR TERMS.
We then went over the "Moose and the Sparrow" multiple choice and did a master list from the Venn diagrams of comparison between Moose and Cecil from the story. Many students did not have this done. FROWN. Students are to choose 3 points from the master list as well as supporting quotes. We will be using them tomorrow to begin to write a comparison/contrast piece.
Students got their quizzes from Friday . In general, these were abysmal. Students will be doing a retest this Friday. We went over the terms again today and will be reviewing all week. LEARN YOUR TERMS.
We then went over the "Moose and the Sparrow" multiple choice and did a master list from the Venn diagrams of comparison between Moose and Cecil from the story. Many students did not have this done. FROWN. Students are to choose 3 points from the master list as well as supporting quotes. We will be using them tomorrow to begin to write a comparison/contrast piece.
Friday Sept. 11th
Students did the terms quiz. We then read "The Moose and the Sparrow" and did the multiple choice sheet which accompanies it. Both can be found at the Handouts tab. Finally, students were introduced to the term 'character foils' and asked to create a Venn diagram or t-chart which compares Moose and Cecil from the story. Students are to come up with at least 4 points of comparison and include quotations of support for each point. These will be used on Monday.
Students did the terms quiz. We then read "The Moose and the Sparrow" and did the multiple choice sheet which accompanies it. Both can be found at the Handouts tab. Finally, students were introduced to the term 'character foils' and asked to create a Venn diagram or t-chart which compares Moose and Cecil from the story. Students are to come up with at least 4 points of comparison and include quotations of support for each point. These will be used on Monday.
Thursday Sept. 10th
Students were reminded of the upcoming quiz tomorrow. In preparation for the quiz, they created examples for the poetry terms from the handout "Literary Terms and Devices for Unit One" at the Handouts tab. Students are to know #1 and 2, #4-5, #8 - 10, #13 and #14, #16and #19.
We then introduced this unit's short fiction terms from the same handout by discussing which ones they felt they knew and which ones were new to them. To practice /apply this information we did a worksheet labelled Practice Test to ensure we were familiar with all of the concepts.
Students were reminded of the upcoming quiz tomorrow. In preparation for the quiz, they created examples for the poetry terms from the handout "Literary Terms and Devices for Unit One" at the Handouts tab. Students are to know #1 and 2, #4-5, #8 - 10, #13 and #14, #16and #19.
We then introduced this unit's short fiction terms from the same handout by discussing which ones they felt they knew and which ones were new to them. To practice /apply this information we did a worksheet labelled Practice Test to ensure we were familiar with all of the concepts.
Wednesday Sept. 9
Students were reminded of the upcoming quiz for the lit. Terms from last weeks practice quiz. Also some have yet to submit their paragraph concerning "The Interlopers".
The class began with me posing the question of whether students felt that humans were inherently positive/good, inherently negative/bad or somewhere in between. From their responses we divided into groups to brainstorm reasons for our opinions. This was a difficult question and students struggled to prove their points. We then watched two videos which can be found at the Eleven Honours tab. From our discussion and these two videos, students were to write a paragraph of personal response ( see handout tab for more information) to one or more of the opinions either viewed on the video or discussed as a class. If you did not finish in class today, this is due tomorrow.
Students were reminded of the upcoming quiz for the lit. Terms from last weeks practice quiz. Also some have yet to submit their paragraph concerning "The Interlopers".
The class began with me posing the question of whether students felt that humans were inherently positive/good, inherently negative/bad or somewhere in between. From their responses we divided into groups to brainstorm reasons for our opinions. This was a difficult question and students struggled to prove their points. We then watched two videos which can be found at the Eleven Honours tab. From our discussion and these two videos, students were to write a paragraph of personal response ( see handout tab for more information) to one or more of the opinions either viewed on the video or discussed as a class. If you did not finish in class today, this is due tomorrow.
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.
Our second task was to look at consonance and assonance. We looked at the handout (See Handouts tab) and found examples of assonance by circling the vowels in words which are the same and connecting them then looking for consonance by underlining the ending sounds of words which are the same and connecting them.
Finally, we chose a term from the ones on last week's practice quiz and students are to produce a poster which portrays the term, the definition, an example and a visual which connects them. We spoke of the importance of neatness and visual appeal. This is due on Friday.
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.
Our second task was to look at consonance and assonance. We looked at the handout (See Handouts tab) and found examples of assonance by circling the vowels in words which are the same and connecting them then looking for consonance by underlining the ending sounds of words which are the same and connecting them.
Finally, we chose a term from the ones on last week's practice quiz and students are to produce a poster which portrays the term, the definition, an example and a visual which connects them. We spoke of the importance of neatness and visual appeal. This is due on Friday.
Friday Sept. 4th
Below are 4 quick videos for those of you who are still struggling with irony. Enjoy!
Today the class began with finishing off its outlines from yesterday and writing a rough draft using them. We also reviewed the rules for using /embedding quotations. The graphic for today's entry provides you with the rules if you are needing them. The expectation is that those who did not finish their drafts will have them ready for next Tuesday. In addition, students who finished were to find a device/term from last Wednesday's practice quiz and create a visual/poster which displays:
the term, the definition, an example and a visual which would help in remembering the term/concept. We will be working on these so choose and be ready to create after the weekend.
Below are 4 quick videos for those of you who are still struggling with irony. Enjoy!
Today the class began with finishing off its outlines from yesterday and writing a rough draft using them. We also reviewed the rules for using /embedding quotations. The graphic for today's entry provides you with the rules if you are needing them. The expectation is that those who did not finish their drafts will have them ready for next Tuesday. In addition, students who finished were to find a device/term from last Wednesday's practice quiz and create a visual/poster which displays:
the term, the definition, an example and a visual which would help in remembering the term/concept. We will be working on these so choose and be ready to create after the weekend.
Bonus: What type of irony is this? Why?
Thursday Sept. 3rd
We reviewed the concept of irony. We (Isaah and I) read the short story "The Interlopers" to the class stopping and starting when we encountered irony. Students then found 3 points of irony and wrote them as BUT statements. From there they were to transfer these to the outline in the handout "Writing a Paragraph of Literary Analysis" for the question "Discuss Saki's use of irony" . We will be using these for tomorrow's class and writing a rough draft.
We reviewed the concept of irony. We (Isaah and I) read the short story "The Interlopers" to the class stopping and starting when we encountered irony. Students then found 3 points of irony and wrote them as BUT statements. From there they were to transfer these to the outline in the handout "Writing a Paragraph of Literary Analysis" for the question "Discuss Saki's use of irony" . We will be using these for tomorrow's class and writing a rough draft.
Bonus: Write an example of each of the following using the graphic as a prompt:
a.Assonance
b.Consonance
c. Alliteration
d. Onomatopoeia
e. Personification
Wednesday Sept. 2
Students moved to room 107 due to the Hawaii like weather in the classroom. We then paired up and attempting to do 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. Finally, students suggested 3 types of irony - situational, dramatic and verbal and read "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.
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 room 107 due to the Hawaii like weather in the classroom. We then paired up and attempting to do 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. Finally, students suggested 3 types of irony - situational, dramatic and verbal and read "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.
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
If you were not able to attend today, please review both the course outline and write a letter of introduction along the guidelines from the Handouts tab.
Also, TEST... TEST... Please leave me a quick message at the Help tab if you managed to access this page.All students should have messaged me by the end of the week so I know you are aware of how to navigate this page.
If you were not able to attend today, please review both the course outline and write a letter of introduction along the guidelines from the Handouts tab.
Also, TEST... TEST... Please leave me a quick message at the Help tab if you managed to access this page.All students should have messaged me by the end of the week so I know you are aware of how to navigate this page.
