ENGLISH 11 - 3
ENGLISH ELEVEN FINAL EXAM: WEDNESDAY JUNE 10TH
9 A.M.
DON'T BE LATE!!!!
9 A.M.
DON'T BE LATE!!!!
Tuesday June 9th
We reviewed the correct format for Synthesis and I showed them a sample answer. This is on the Handouts tab for your reference. We then discussed the composition question and I reminded them to stay away from 'lame' endings like "And then I woke up..." We spent the last part of the period working on odds and ends and sharing a pancake breakfast compliments of Ms. Palamar's class.
Thanks!
We reviewed the correct format for Synthesis and I showed them a sample answer. This is on the Handouts tab for your reference. We then discussed the composition question and I reminded them to stay away from 'lame' endings like "And then I woke up..." We spent the last part of the period working on odds and ends and sharing a pancake breakfast compliments of Ms. Palamar's class.
Thanks!
Monday JUNE 8TH
Students finished the synthesis part of the practice as well as the multi-paragraph composition. Tomorrow we will have time for anyone who has not done the multi-paragraph composition to do so. We will also be reviewing the marked portions and discuss where the strengths and weaknesses were.
Students finished the synthesis part of the practice as well as the multi-paragraph composition. Tomorrow we will have time for anyone who has not done the multi-paragraph composition to do so. We will also be reviewing the marked portions and discuss where the strengths and weaknesses were.
Friday June 5th
Students got their m/c section back from yesterday and we reviewed how to write a synthesis question. We then did the synthesis section of the practice exam (5% of term bin). Most did not finish and will be finishing on Monday as well as writing the Multi-paragraph Composition for marks.
Students got their m/c section back from yesterday and we reviewed how to write a synthesis question. We then did the synthesis section of the practice exam (5% of term bin). Most did not finish and will be finishing on Monday as well as writing the Multi-paragraph Composition for marks.
Thursday June 4th
Students did the multiple choice section of the Practice Exam (5% of term). We then went down for Colours Day.
Students did the multiple choice section of the Practice Exam (5% of term). We then went down for Colours Day.
Wednesday June 3
Students were reminded that their Cornell notes are due by the end of the week. Also today we went to see the Drama 11/12 class' version of Romeo and Juliet. Very funny!
Students are reminded that although Colours Day begins at 9:30 tomorrow, we will be doing the first part of our practice test first. DOn't be late.
Students were reminded that their Cornell notes are due by the end of the week. Also today we went to see the Drama 11/12 class' version of Romeo and Juliet. Very funny!
Students are reminded that although Colours Day begins at 9:30 tomorrow, we will be doing the first part of our practice test first. DOn't be late.
Tuesday June 2
Students reviewed a sample final exam paying particular attention to the wording of the instructions for Synthesis Written Response. Students then did the m/c as an assignment. Those finished early worked on missing Cornell notes as well as the ballad work from yesterday. Some still have not handed in the Sonnet questions from last Friday. This Friday is the last day to do so.
Tomorrow we will be treated to the Drama 11/12 play "Romeo and Juliet, eh?" a Yukon version of a Shakespearean classic.
Students reviewed a sample final exam paying particular attention to the wording of the instructions for Synthesis Written Response. Students then did the m/c as an assignment. Those finished early worked on missing Cornell notes as well as the ballad work from yesterday. Some still have not handed in the Sonnet questions from last Friday. This Friday is the last day to do so.
Tomorrow we will be treated to the Drama 11/12 play "Romeo and Juliet, eh?" a Yukon version of a Shakespearean classic.
MONDAY JUNE1st
Students were to hand in their Sonnet homework from last Friday and we corrected the m/c from "Diving into the Wreck".
We then had a lesson on ballads by looking at this page <http://www.math.grin.edu/~simpsone/Connections/Poetry/Forms/ballad1.html > and discussing the characteristics of a traditional ballad. We then chose ballads and created a comic strip complete with captions and thought/word bubbles. These are due by the end of Friday.
Students were to hand in their Sonnet homework from last Friday and we corrected the m/c from "Diving into the Wreck".
We then had a lesson on ballads by looking at this page <http://www.math.grin.edu/~simpsone/Connections/Poetry/Forms/ballad1.html > and discussing the characteristics of a traditional ballad. We then chose ballads and created a comic strip complete with captions and thought/word bubbles. These are due by the end of Friday.
Friday May 29th
Students had a lesson on the difference between Shakespearean and Italian sonnets and had a handout to complete and hand in. If you did not finish, you need to do so on your own time and hand into the bin. We finished with an exam sample of m/c of the poem "Diving into the Wreck". This is a review piece which you need to finish as we will be taking it up on Monday.
Students had a lesson on the difference between Shakespearean and Italian sonnets and had a handout to complete and hand in. If you did not finish, you need to do so on your own time and hand into the bin. We finished with an exam sample of m/c of the poem "Diving into the Wreck". This is a review piece which you need to finish as we will be taking it up on Monday.
Thursday May 28
We did the inquest today/ A really solid effort guys. I was impressed in general by all of you who were well prepared. You know who you are.
We did the inquest today/ A really solid effort guys. I was impressed in general by all of you who were well prepared. You know who you are.
Wednesday May 27th
Students were given a brief description of the final exam and worked on samples of m/c for the informational text. The INQUEST did not happen DUE TO TOO MANY ABSENCES> GET HERE ON TIME YOU CHICKENS!!!! Tomorrow is the day.
Students were given a brief description of the final exam and worked on samples of m/c for the informational text. The INQUEST did not happen DUE TO TOO MANY ABSENCES> GET HERE ON TIME YOU CHICKENS!!!! Tomorrow is the day.
Monday May 25th
Students read to the end of the play. We then saw one of the Shrinks. Many were not ready - insert Grumpy Cat face here. Students looked back at the Inquest assignment from Friday and chose one of the characters to create a script for Wednesday's inquest. They were also reminded that they have a Cornell notes page to do for their chosen scene.
Students read to the end of the play. We then saw one of the Shrinks. Many were not ready - insert Grumpy Cat face here. Students looked back at the Inquest assignment from Friday and chose one of the characters to create a script for Wednesday's inquest. They were also reminded that they have a Cornell notes page to do for their chosen scene.
Friday May 22nd
Students wrote their partner quizzes for Acts III and IV then two groups showed their Shrinks. It is the expectation that if your Shrink was not ready today, it will be on MONDAY . We then read Act V scene i.
Students wrote their partner quizzes for Acts III and IV then two groups showed their Shrinks. It is the expectation that if your Shrink was not ready today, it will be on MONDAY . We then read Act V scene i.
Thursday May 21st
We finished the end of Act IV today and worked on our Sh. Shrinks. There will be a partner quiz tomorrow on Acts III and IV. Choose your partner wisely. Those who arrive late will roll the dice as to whether there are other partners left and may have to write without a partner.
BE ON TIME!!!!
Students should also be ready with their Shrinks tomorrow.
We finished the end of Act IV today and worked on our Sh. Shrinks. There will be a partner quiz tomorrow on Acts III and IV. Choose your partner wisely. Those who arrive late will roll the dice as to whether there are other partners left and may have to write without a partner.
BE ON TIME!!!!
Students should also be ready with their Shrinks tomorrow.
Wednesday May 20th Student PD Day
HOPE YOU HAD FUN!!!!
HOPE YOU HAD FUN!!!!
Tuesday May 19th
Students first got back their comp/contrast rough drafts which will need to be submitted in final copy form next Tuesday May 26th. Many have not submitted the rough draft yet. GET ON WITH IT!!!
We then read Act IV scenes i and ii and half way through scene iii. The last few minutes were spent on working on Shakespearean Shrink.
Students first got back their comp/contrast rough drafts which will need to be submitted in final copy form next Tuesday May 26th. Many have not submitted the rough draft yet. GET ON WITH IT!!!
We then read Act IV scenes i and ii and half way through scene iii. The last few minutes were spent on working on Shakespearean Shrink.
Thursday May 14h
This morning we looked at our Macbeth assignment list and removed the Coat of Arms from the list (We are running short of time). Students also got the handout Shakespearean Shrink. We read to the end of Act III then began working on the Sh. Shrink in partners or as lone wolves. Students will be expected to present their Shrinks next Thursday May 21st. I will have the LOF foldables and timelines marked over the weekend and an updated mark for Tuesday.
This morning we looked at our Macbeth assignment list and removed the Coat of Arms from the list (We are running short of time). Students also got the handout Shakespearean Shrink. We read to the end of Act III then began working on the Sh. Shrink in partners or as lone wolves. Students will be expected to present their Shrinks next Thursday May 21st. I will have the LOF foldables and timelines marked over the weekend and an updated mark for Tuesday.
Tuesday May 12 I am at a meeting. Students should have watched the first two acts of Macbeth and be ready for a quiz tomorrow. Remember that the foldable is due along with all things from Lord of the Flies TOMORROW.
Monday May 11th
Students were reminded that this Wednesday May 13th is the cut off for all Lord of the Flies work. Also, some have yet to hand in their peer/self reviews for LOF campaigns. I cannot give out mark sheets without your input.
We finished Act I scene vii and all of Act II today. Students will have a quiz on these two acts on Wednesday. Tomorrow you will be watching the video version and making a small cheat sheet which you can bring to the quiz.
Students were reminded that this Wednesday May 13th is the cut off for all Lord of the Flies work. Also, some have yet to hand in their peer/self reviews for LOF campaigns. I cannot give out mark sheets without your input.
We finished Act I scene vii and all of Act II today. Students will have a quiz on these two acts on Wednesday. Tomorrow you will be watching the video version and making a small cheat sheet which you can bring to the quiz.
Friday May 8th
Students did a peer/self assessment for their leadership campaign groups for Lord of the Flies. Also they did a survey about their use of technology for their Animal Symbolism project. They got their LOF exams back and we went over these. Students may do revisions for the Freud and essay sections as long as THEY INCLUDE THE ORIGINAL EXAM with their revisions. All revisions are due on or before May 29th.
We finished with reviewing the sections we read yesterday, reading the next scene and reading Macbeth soliloquy "when tis done". Students had to come up with 4 reasons why not to kill the king based on Macbeth's soliloquy as their exit ticket.
Students did a peer/self assessment for their leadership campaign groups for Lord of the Flies. Also they did a survey about their use of technology for their Animal Symbolism project. They got their LOF exams back and we went over these. Students may do revisions for the Freud and essay sections as long as THEY INCLUDE THE ORIGINAL EXAM with their revisions. All revisions are due on or before May 29th.
We finished with reviewing the sections we read yesterday, reading the next scene and reading Macbeth soliloquy "when tis done". Students had to come up with 4 reasons why not to kill the king based on Macbeth's soliloquy as their exit ticket.
THursday May 7th
Students had a sub today - Thanks Miss Wood. They did the following:
a. Peer reviewed their rough drafts for Lord of the Flies comparison/contrast. Both the review and rough draft were to be submitted into the bin.
b. Read the end of yesterday's scene from Macbeth as well as scene v.
c. Worked on their foldables and timelines.
Students had a sub today - Thanks Miss Wood. They did the following:
a. Peer reviewed their rough drafts for Lord of the Flies comparison/contrast. Both the review and rough draft were to be submitted into the bin.
b. Read the end of yesterday's scene from Macbeth as well as scene v.
c. Worked on their foldables and timelines.
Wednesday May 6th
Studnts were reminded that May 13th is the cutoff for all Lord of the Flies. They were also reminded that their rough drafts for the Lord of the Flies movie versus novel comparison are due TOMORROW. They will be needing them for tomorrow's activity and to hand in. I will be away tomorrow but will be popping in and out to check on progress.
We went over the handouts for Macbeth Unit - How do I get Marks and the Cornell notes information including a sample. Students chose a scene or scenes to produce a page of Cornell notes for. See me for which scenes are still available.
We finished by reading the end of Act I scene iii and the beginning of scene iv. We checked out our own horoscopes for today and discussed our own reactions to them and will be comparing them to Macbeth and Banquo's reactions from this scene.
Studnts were reminded that May 13th is the cutoff for all Lord of the Flies. They were also reminded that their rough drafts for the Lord of the Flies movie versus novel comparison are due TOMORROW. They will be needing them for tomorrow's activity and to hand in. I will be away tomorrow but will be popping in and out to check on progress.
We went over the handouts for Macbeth Unit - How do I get Marks and the Cornell notes information including a sample. Students chose a scene or scenes to produce a page of Cornell notes for. See me for which scenes are still available.
We finished by reading the end of Act I scene iii and the beginning of scene iv. We checked out our own horoscopes for today and discussed our own reactions to them and will be comparing them to Macbeth and Banquo's reactions from this scene.
Tuesday May 5th
Students brainstormed what they knew about Shakespeare and then played a murder mystery game of who killed Duncan. This game allowed students to learn the names of many of the characters as well as a part of the plot. Students then read Act I scene 1 and 1/2 of scene 2. Tomorrow we will be reading our horoscopes as part of the lesson for the play. If you have any concerns about this activity, please let me know and I will formulate another lesson for you.
Students brainstormed what they knew about Shakespeare and then played a murder mystery game of who killed Duncan. This game allowed students to learn the names of many of the characters as well as a part of the plot. Students then read Act I scene 1 and 1/2 of scene 2. Tomorrow we will be reading our horoscopes as part of the lesson for the play. If you have any concerns about this activity, please let me know and I will formulate another lesson for you.
Monday May 4th
Students watched the Simpsons version of Lord of the Flies - Das Bus - and finished their comparison/contrast outlines. A rough draft needs to be finished for Thursday May 7th. |
Friday, May 1st
Finished off movie and the comparison/contrast planner to be ready for Monday. |
Thursday April 30th
Students had the first 3o - 40 minutes to work on finishing off their essays from yesterday. We then began watching the 1990 version of Lord of the Flies, which we will finish tomorrow. Students will be writing a comparison/contrast essay based on this movie and the novel. If you missed it, you are expected to borrow the movie from me and complete your graphic organizer comparing plot, character, setting and symbol.
Students had the first 3o - 40 minutes to work on finishing off their essays from yesterday. We then began watching the 1990 version of Lord of the Flies, which we will finish tomorrow. Students will be writing a comparison/contrast essay based on this movie and the novel. If you missed it, you are expected to borrow the movie from me and complete your graphic organizer comparing plot, character, setting and symbol.
Wednesday April 29th
Students wrote their exam on Lord of the Flies. If you missed this exam, it's important that you arrange to write it at lunch or after school.
Some students did not have enough time to finish the long answer portion. They will have 20 minutes at the beginning of tomorrow's class to complete their essay response.
Students wrote their exam on Lord of the Flies. If you missed this exam, it's important that you arrange to write it at lunch or after school.
Some students did not have enough time to finish the long answer portion. They will have 20 minutes at the beginning of tomorrow's class to complete their essay response.
Tuesday April 28th
Students had a final notes/summary lesson. Focus of the lesson:
a. The name origins of the characters and how this ties to the characters. If you were missing, check out the linkhttps://quizlet.com/539664/lord-of-the-flies-symbols-and-characters-flash-cards/.
2. Freud review - id, ego and superego
3. Essay question choices - check out the sample on the Handouts page.
Students may bring in their foldables as well as their novels for the test. I suggest preparing by selecting an essay question and bookmarking sections/passages which you may want to use as examples.
Students had a final notes/summary lesson. Focus of the lesson:
a. The name origins of the characters and how this ties to the characters. If you were missing, check out the linkhttps://quizlet.com/539664/lord-of-the-flies-symbols-and-characters-flash-cards/.
2. Freud review - id, ego and superego
3. Essay question choices - check out the sample on the Handouts page.
Students may bring in their foldables as well as their novels for the test. I suggest preparing by selecting an essay question and bookmarking sections/passages which you may want to use as examples.
Monday April 27th
Students who missed the ch. 4 - 6 quiz or the 7 - 9 quiz did so in the library. There are still a few who have not completed these so get on it please. The absolute latest date is Wednesday May 13h for any novel work including missed quizzes. Students who had finished these quizzes worked on finishing the novel. Tomorrow we will be working on novel summary notes so it's essential to be present. The summary of the notes will be posted but nothing substitutes for your presence to gain understanding. The novel exam is this Wednesday.
REMINDER: By next Monday May 4th all of the Animal Symbolism projects must be in. The
Students who missed the ch. 4 - 6 quiz or the 7 - 9 quiz did so in the library. There are still a few who have not completed these so get on it please. The absolute latest date is Wednesday May 13h for any novel work including missed quizzes. Students who had finished these quizzes worked on finishing the novel. Tomorrow we will be working on novel summary notes so it's essential to be present. The summary of the notes will be posted but nothing substitutes for your presence to gain understanding. The novel exam is this Wednesday.
REMINDER: By next Monday May 4th all of the Animal Symbolism projects must be in. The
Friday April 24th
Students did a partner quiz for ch. 7 - 9 and then worked on reading ch. 10 or working on their foldables. Students are expected to have finished to the end of ch. 12 by the end of Monday's class. All things for Lord of the Flies must be handed in by Wednesday May 13th. This is an absolute cut off date.
Students did a partner quiz for ch. 7 - 9 and then worked on reading ch. 10 or working on their foldables. Students are expected to have finished to the end of ch. 12 by the end of Monday's class. All things for Lord of the Flies must be handed in by Wednesday May 13th. This is an absolute cut off date.
Thursday April 23
HAPPY BIRTHDAY WILLIAM SHAKESPEARE!
Students read ch. 9 in preparation for the ch. 7 - 9 quiz tomorrow. They were reminded to keep an eye on their unit checklist to be sure they are on track. Also, the due date for Animal Symbolism projects has been changed to May 4th so students have the weekend to finish them off. This is a MAJOR project so get it done well.
HAPPY BIRTHDAY WILLIAM SHAKESPEARE!
Students read ch. 9 in preparation for the ch. 7 - 9 quiz tomorrow. They were reminded to keep an eye on their unit checklist to be sure they are on track. Also, the due date for Animal Symbolism projects has been changed to May 4th so students have the weekend to finish them off. This is a MAJOR project so get it done well.
Wednesday April 22nd
We reviewed the upcoming events including the fact that on May 12th I am attending an inservice about technology in the classroom and curriculum redesign. Students will be asked to fill in a brief survey next week regarding using/or not using technology in their Animal Symbolism project. We then got into a very enlightening discussion about using technology in the classroom, online learning, etc. Thank you to all who participated and contributed valuable insights. We finished by discussing the end of ch. 8.
BAND STUDENTS - we did not get to reading ch. 9. Our aim for tomorrow will be to read ch. 9 and 10 (and 11 and 12 before next Monday).
Our quiz will be Friday. SOrry for another postponement.
We reviewed the upcoming events including the fact that on May 12th I am attending an inservice about technology in the classroom and curriculum redesign. Students will be asked to fill in a brief survey next week regarding using/or not using technology in their Animal Symbolism project. We then got into a very enlightening discussion about using technology in the classroom, online learning, etc. Thank you to all who participated and contributed valuable insights. We finished by discussing the end of ch. 8.
BAND STUDENTS - we did not get to reading ch. 9. Our aim for tomorrow will be to read ch. 9 and 10 (and 11 and 12 before next Monday).
Our quiz will be Friday. SOrry for another postponement.
Tuesday April 21st
Students began breaking down ch. 8 in terms of Jack's move to take power and Ralph's response. We were then called down to the gym for a Workplace Safety presentation from a young man who had been electrocuted on a worksite. The ch. 7 - 9 quiz will be postponed until Thursday. We will finish ch. 9 tomorrow and work on foldables.
Students began breaking down ch. 8 in terms of Jack's move to take power and Ralph's response. We were then called down to the gym for a Workplace Safety presentation from a young man who had been electrocuted on a worksite. The ch. 7 - 9 quiz will be postponed until Thursday. We will finish ch. 9 tomorrow and work on foldables.
Monday April 20th
Students broke into groups to break down a section of Ch. 7 or 8 then posted these findings on paper at the front. We had an opportunity to review most of the work they came up with on Ch. 7 although many are still reading into ch. 8. We had an interesting discussion on the choice of language of literature (ie. racial slurs) and why such language would be considered appropriate at the time of the novel's writing. We discussed modern examples where racial slurs have become 'trendy' or ok if used by the group which is usually offended by the term. The key issue was should be eliminate such slurs from literature or does it serve a purpose?
BELOW IS AN INTERESTING VIDEO ON THE SUBJECT - JUST SOME FOOD FOR THOUGHT.
BONUS: Write a short paragraph on your reaction to the video.
Students broke into groups to break down a section of Ch. 7 or 8 then posted these findings on paper at the front. We had an opportunity to review most of the work they came up with on Ch. 7 although many are still reading into ch. 8. We had an interesting discussion on the choice of language of literature (ie. racial slurs) and why such language would be considered appropriate at the time of the novel's writing. We discussed modern examples where racial slurs have become 'trendy' or ok if used by the group which is usually offended by the term. The key issue was should be eliminate such slurs from literature or does it serve a purpose?
BELOW IS AN INTERESTING VIDEO ON THE SUBJECT - JUST SOME FOOD FOR THOUGHT.
BONUS: Write a short paragraph on your reaction to the video.
Friday April 17th
It's Friday, Friday, Friday! Students went to the library where we could read to the end of ch. 8 and work on our foldables. The expectation is that all students will have finished ch. 8 before they're back to school on Monday. GET READING!
It's Friday, Friday, Friday! Students went to the library where we could read to the end of ch. 8 and work on our foldables. The expectation is that all students will have finished ch. 8 before they're back to school on Monday. GET READING!
Thursday April 16th
Students did a ch. 4 - 6 quiz and then went for their last instalment of computer lab time for the Animal Symbolism project. Students going away next week for Band and other various trips need to see me before they leave so that they can have me sign their homework sheet and know what material needs to be done when they are back. Use the calendar as a guideline only.
Students did a ch. 4 - 6 quiz and then went for their last instalment of computer lab time for the Animal Symbolism project. Students going away next week for Band and other various trips need to see me before they leave so that they can have me sign their homework sheet and know what material needs to be done when they are back. Use the calendar as a guideline only.
Wednesday April 15th
Students worked on their foldables as well as read to the end of ch. 6. There will be a quick quiz on ch. 4 - 6 tomorrow before we go to the lab for our last Animal Symbolism session. We also had an informal discussion about the value/uses of graphic novels in connection to the iconic The Watchman and what role graphic violence plays in movie making and literature. Food for thought: Good graphic novels, like good literature, are capable of moving readers to reflect on unexamined aspects of their lives. Not all graphic novels will, of course, but the same might be said of much of the traditional literature on bookstore shelves." From Sean Connor's article "The Best of Both Worlds: Re-thinking the Literary Merits of Graphic Novels" <http://www.google.ca/search q=Graphic+novels+as+literature&oq=Graphic+novels+as+literature&aqs=chrome..69i57j0l5.4685j0j7&sourceid=chrome&es_sm=91&ie=UTF-8&gws_rd=ssl&safe=strict>
Students worked on their foldables as well as read to the end of ch. 6. There will be a quick quiz on ch. 4 - 6 tomorrow before we go to the lab for our last Animal Symbolism session. We also had an informal discussion about the value/uses of graphic novels in connection to the iconic The Watchman and what role graphic violence plays in movie making and literature. Food for thought: Good graphic novels, like good literature, are capable of moving readers to reflect on unexamined aspects of their lives. Not all graphic novels will, of course, but the same might be said of much of the traditional literature on bookstore shelves." From Sean Connor's article "The Best of Both Worlds: Re-thinking the Literary Merits of Graphic Novels" <http://www.google.ca/search q=Graphic+novels+as+literature&oq=Graphic+novels+as+literature&aqs=chrome..69i57j0l5.4685j0j7&sourceid=chrome&es_sm=91&ie=UTF-8&gws_rd=ssl&safe=strict>
Tuesday April 14th
Campaign prep for the first 40 minutes - rehearsal. The last 40 minutes were the speeches and election. All groups rocked this one! Well done!
Campaign prep for the first 40 minutes - rehearsal. The last 40 minutes were the speeches and election. All groups rocked this one! Well done!
Monday April 13th
Students continued to work on their campaigns which will be presented tomorrow in the last 30 minutes of class. Students who will be away this week need to be aware that on Wednesday there will be a ch. 3- 6 quiz, on Thursday we will have our last session in lab for Animal Symbolism and on Friday students should aim to have read to the end of ch. 8 by the end of class. Keep working on your foldables.
Students continued to work on their campaigns which will be presented tomorrow in the last 30 minutes of class. Students who will be away this week need to be aware that on Wednesday there will be a ch. 3- 6 quiz, on Thursday we will have our last session in lab for Animal Symbolism and on Friday students should aim to have read to the end of ch. 8 by the end of class. Keep working on your foldables.
Friday April 10th
Students went to the computer lab for their second last session on the Animal Symbolism project. Students were reminded to be sure to collate their own source /bibliography with their partner's. Reminder that the election campaign will be worked on Monday and if you have any role to fulfill prior to that day, please do it.
Students went to the computer lab for their second last session on the Animal Symbolism project. Students were reminded to be sure to collate their own source /bibliography with their partner's. Reminder that the election campaign will be worked on Monday and if you have any role to fulfill prior to that day, please do it.
Thursday April 9th
Students brainstormed all of the problems which surfaced from chapter 5 of the novel. They also used their checklist to see what items are still needed for the novel study. From the discussion, students went to the Leadership Campaign handout as well as watched the slide share below on Propaganda. Students gathered in their island groups and drew for which candidate they will be representing: Malaria Island has Ralph, Potato Island has Piggy and No Name Island has Jack. We will be continuing with this assignment on Monday and students will be expected to present on Tuesday in the last 30 minutes of class.
Students brainstormed all of the problems which surfaced from chapter 5 of the novel. They also used their checklist to see what items are still needed for the novel study. From the discussion, students went to the Leadership Campaign handout as well as watched the slide share below on Propaganda. Students gathered in their island groups and drew for which candidate they will be representing: Malaria Island has Ralph, Potato Island has Piggy and No Name Island has Jack. We will be continuing with this assignment on Monday and students will be expected to present on Tuesday in the last 30 minutes of class.
Wednesday April 8th
Students were reminded to consult their Lord of the Flies assignment checklist and hand in the first 3 items. We went to the lab to work on the Animal Symbolism project today. There are only 2 more classes in which to work on this project. Keep up.
Students are reminded that they need to have read Ch. 5 before they come to class tomorrow.
Students were reminded to consult their Lord of the Flies assignment checklist and hand in the first 3 items. We went to the lab to work on the Animal Symbolism project today. There are only 2 more classes in which to work on this project. Keep up.
Students are reminded that they need to have read Ch. 5 before they come to class tomorrow.
Tuesday April 7th
Students were reminded that term marks must be in by this Thursday. If you want your Lord of The Flies vocab or quiz on this report card, you must have these in ASAP. Students broke into groups of 4 and brainstormed the main symbols of ch. 1 - 4 and then as a class we discussed them. Students also were asked to think about the theme of the novel and contemplate how "For evil to flourish, the good must stand by and do nothing" applies to the novel.
For the last 30 minutes students were to read ch. 5 or work on their foldable/timeline. There will be a ch. 4 - 6 quiz next Monday April 13th.
Students were reminded that term marks must be in by this Thursday. If you want your Lord of The Flies vocab or quiz on this report card, you must have these in ASAP. Students broke into groups of 4 and brainstormed the main symbols of ch. 1 - 4 and then as a class we discussed them. Students also were asked to think about the theme of the novel and contemplate how "For evil to flourish, the good must stand by and do nothing" applies to the novel.
For the last 30 minutes students were to read ch. 5 or work on their foldable/timeline. There will be a ch. 4 - 6 quiz next Monday April 13th.
Thursday April 2nd
Ch. 1 - 3 quiz today. Students who have not handed in their 6 vocab. sentences need to do so ASAP. Also students are to write a personal response of 200 words to the question "Which character from the novel do you most like OR dislike? Explain using at least 3 reasons and support from the chapters." This is due on Tuesday. We were to have a fire drill today but it was postponed. Instead the students got a quick lesson on id, ego and superego and how to connect this concept to the novel. If you missed today's class, I have included a quick 5 minute video on this concept. Watch it and ask me any questions you may have on Tuesday.
NOTE Change in April's calendar next week - We are in the lab on Wednesday and Friday. I was not able to adjust the PDF above to reflect this change. BE AWARE.
Ch. 1 - 3 quiz today. Students who have not handed in their 6 vocab. sentences need to do so ASAP. Also students are to write a personal response of 200 words to the question "Which character from the novel do you most like OR dislike? Explain using at least 3 reasons and support from the chapters." This is due on Tuesday. We were to have a fire drill today but it was postponed. Instead the students got a quick lesson on id, ego and superego and how to connect this concept to the novel. If you missed today's class, I have included a quick 5 minute video on this concept. Watch it and ask me any questions you may have on Tuesday.
NOTE Change in April's calendar next week - We are in the lab on Wednesday and Friday. I was not able to adjust the PDF above to reflect this change. BE AWARE.
Wednesday April 1st
Students looked at the upcoming dates on the calendar above. Also clarification was given for the Animal Symbolism project. Students are reminded again that the ANALYSIS is the key part of this project. Pretty pictures and lists of stories are not enough. Also, be sure to include all of your sources in your project. We then read ch. 3 and did a group activity to summarize the action. There is a chapter 1 - 3 quiz tomorrow.
Be READY!
Students looked at the upcoming dates on the calendar above. Also clarification was given for the Animal Symbolism project. Students are reminded again that the ANALYSIS is the key part of this project. Pretty pictures and lists of stories are not enough. Also, be sure to include all of your sources in your project. We then read ch. 3 and did a group activity to summarize the action. There is a chapter 1 - 3 quiz tomorrow.
Be READY!
Tuesday March 31st
Students received the checklist for all of the assignments/quizzes for the Lord of the Flies unit. They also received the handout for the Foldables/Timeline assignment. We went down to the computer lab to work on the Animal Symbolism project. There are only 3 more lab slots to finish this. Many have not begun the analysis portion of the assignment.
NOTE: Above is the tentative schedule for April . Refer to it for pertinent dates and changes to dates.
Students received the checklist for all of the assignments/quizzes for the Lord of the Flies unit. They also received the handout for the Foldables/Timeline assignment. We went down to the computer lab to work on the Animal Symbolism project. There are only 3 more lab slots to finish this. Many have not begun the analysis portion of the assignment.
NOTE: Above is the tentative schedule for April . Refer to it for pertinent dates and changes to dates.
Monday March 3oth
Students went into small groups and came up with the key events of Ch. 1 and 2 from before the Break. They discussed and shared these chapters paying attention to characters and the WHY of events. We finished the class by talking about how to decipher vocabulary and students are to choose 6 words from Ch. 1 - 2 and write a sentence for each using each word in context.
Students went into small groups and came up with the key events of Ch. 1 and 2 from before the Break. They discussed and shared these chapters paying attention to characters and the WHY of events. We finished the class by talking about how to decipher vocabulary and students are to choose 6 words from Ch. 1 - 2 and write a sentence for each using each word in context.
Friday March 13th
Today we had a Beach Party for our survival game. Students planned their next strategy for the challenges as well as did a limbo challenge and a Balderdash challenge for items washed up on the beach. Students agreed to have read ch. 2 when they return from Spring Break in two weeks.
Today we had a Beach Party for our survival game. Students planned their next strategy for the challenges as well as did a limbo challenge and a Balderdash challenge for items washed up on the beach. Students agreed to have read ch. 2 when they return from Spring Break in two weeks.
Thursday March 12th
We went to the computer lab to work on our Animal Symbolism projects. Students are encouraged to use the EBSCO site found at our school's library site to find reputable and literary sources of information. Also, students were reminded that they have 4 classes after Spring Break to complete this assignment. Get a move on.
We went to the computer lab to work on our Animal Symbolism projects. Students are encouraged to use the EBSCO site found at our school's library site to find reputable and literary sources of information. Also, students were reminded that they have 4 classes after Spring Break to complete this assignment. Get a move on.
Wednesday March 11th
Students finished Chapter 1 and each island group had 1o pages to scan to find at least 6 new vocabulary words. They are to place each word on the whiteboard with a definition. Students will choose 10 of the words to write sentences which use context to show meaning. NOTE: Some students have yet to add a word or sentence. Some were still reading the chapter and need to have it finished by Friday.
BRUCE: I know I asked you for 6. Stick with that.
We began our island survival simulation challenge #1. Students need to have a strategy ready for Friday to deal with their new situation and their new item.
Tomorrow we are in the computer lab working on our Animal Symbolism project.
Friday will be our Beach Party where we will finish off the vocabulary lesson, read ch. 2 and do another challenge. Wear your best beach gear! Photo ops and selfies allowed.
Students finished Chapter 1 and each island group had 1o pages to scan to find at least 6 new vocabulary words. They are to place each word on the whiteboard with a definition. Students will choose 10 of the words to write sentences which use context to show meaning. NOTE: Some students have yet to add a word or sentence. Some were still reading the chapter and need to have it finished by Friday.
BRUCE: I know I asked you for 6. Stick with that.
We began our island survival simulation challenge #1. Students need to have a strategy ready for Friday to deal with their new situation and their new item.
Tomorrow we are in the computer lab working on our Animal Symbolism project.
Friday will be our Beach Party where we will finish off the vocabulary lesson, read ch. 2 and do another challenge. Wear your best beach gear! Photo ops and selfies allowed.
Tuesday March 10th
We went to the computer lab to continue our Animal Symbols projects. Students were provided with a handout of reputable and helpful websites which we can access through our school library. Look at the PCSS school library on-line catalogue page and try out Ebsco for a number of literature based websites..
We went to the computer lab to continue our Animal Symbols projects. Students were provided with a handout of reputable and helpful websites which we can access through our school library. Look at the PCSS school library on-line catalogue page and try out Ebsco for a number of literature based websites..
Monday March 9th
NEW UNIT!!!
Today we began our novel study of the Lord of the Flies. Students' names were drawn to decide which island group they were on. We then began the island survival simulation with each group selecting 5 items to take with them to the island. There was a specific process for this and we will be continuing our simulation on Wednesday. The groups created a 5 step action plan and a site for their camp. They have a map to indicate their location and will be using the map as they go along. If you were missing, you will be assigned a group when you return. Bruce you are on Island #1 with Jake, Zack, Megan, Emily and Leah.
We also read the first 3 pages of Lord of the Flies. We will finish the chapter on Wednesday.
NEW UNIT!!!
Today we began our novel study of the Lord of the Flies. Students' names were drawn to decide which island group they were on. We then began the island survival simulation with each group selecting 5 items to take with them to the island. There was a specific process for this and we will be continuing our simulation on Wednesday. The groups created a 5 step action plan and a site for their camp. They have a map to indicate their location and will be using the map as they go along. If you were missing, you will be assigned a group when you return. Bruce you are on Island #1 with Jake, Zack, Megan, Emily and Leah.
We also read the first 3 pages of Lord of the Flies. We will finish the chapter on Wednesday.
Thursday Mar. 5th
Another day in the computer lab on our Animal Symbolism project. Remember you late Louie's that all missing unit one work MUST be in by the end of tomorrow. Use email . Below is a helpful site for those working on their Animal Projects:<http://www.incredibleart.org/lessons/middle/animals2.htm#celtic> |
Wednesday Mar. 4
Students were reminded of the impending deadline for missing work from unit one - Friday at the latest. Students may email their work or send a photo by Friday midnight. We are starting the novel study on Monday. Students then chose to finish off any MIAs or to work on their animal symbolism project. Tomorrow we will be back in the computer lab. I gave a clarification lesson on commenting on the pictorial representations of their animals. Below is a sample. |
Sample response to this pictorial representation of the caterpillar:
This illustration comes from Alice in Wonderland by Lewis Carroll but the illustrator is Tenneil. The caterpillar is portrayed in a neutral way although he is smoking a hookah pipe. He is neither threatening or friendly since we can't see his face. The illustrator was influenced by his colleagues especially the author (aka Dodson) who "had driven him almost crazy by providing him with so much details and instructions, so he almost turned it down when he was asked to illustrate the sequel" ( Tenneil and His Illustrations). His style is typically Victorian and although many feel the hookah is evidence of drugs , according to the BBC article Is Alice in Wonderland Really About Drugs? it is our present society which interprets the caterpillar as a drug user. In reality according to the article people used the hookah to smoke tobacco. In terms of a symbol in the story, the caterpillar represents a search for identity as he asks Alice "Who are you?"
This illustration comes from Alice in Wonderland by Lewis Carroll but the illustrator is Tenneil. The caterpillar is portrayed in a neutral way although he is smoking a hookah pipe. He is neither threatening or friendly since we can't see his face. The illustrator was influenced by his colleagues especially the author (aka Dodson) who "had driven him almost crazy by providing him with so much details and instructions, so he almost turned it down when he was asked to illustrate the sequel" ( Tenneil and His Illustrations). His style is typically Victorian and although many feel the hookah is evidence of drugs , according to the BBC article Is Alice in Wonderland Really About Drugs? it is our present society which interprets the caterpillar as a drug user. In reality according to the article people used the hookah to smoke tobacco. In terms of a symbol in the story, the caterpillar represents a search for identity as he asks Alice "Who are you?"
Tuesday Mar. 3
We went to the computer lab to begin work on our Animal Symbols project. We will be going be there on Thursday. Remember that you must finish all missing assignments by this Friday.
We went to the computer lab to begin work on our Animal Symbols project. We will be going be there on Thursday. Remember that you must finish all missing assignments by this Friday.
Monday Mar. 2nd
Students were reminded that many still have not handed in their comparison/contrast rough drafts or individual poetry analysis. Friday is THE LAST DAY to hand these in. I realize this is a holiday but you may email them to me using First Class.
We looked at the newest project on animals as symbols and students who are up to date began to organize their projects. Students will be using this week as well as 2 days for the coming 3 weeks to work on this project. It is considered a MAJOR project and will require a number of skills. See Handouts tab for details.
Students were reminded that many still have not handed in their comparison/contrast rough drafts or individual poetry analysis. Friday is THE LAST DAY to hand these in. I realize this is a holiday but you may email them to me using First Class.
We looked at the newest project on animals as symbols and students who are up to date began to organize their projects. Students will be using this week as well as 2 days for the coming 3 weeks to work on this project. It is considered a MAJOR project and will require a number of skills. See Handouts tab for details.
Friday Feb. 27th
Students had 15 minutes to rehearse and put finishing touches on their presentations. We did all of the presentations which were ready today. If you were missing, or have been absent and got an extension, expect to present next week. WELL DONE EVERYONE! I WAS VERY PROUD OF YOU.
Students had 15 minutes to rehearse and put finishing touches on their presentations. We did all of the presentations which were ready today. If you were missing, or have been absent and got an extension, expect to present next week. WELL DONE EVERYONE! I WAS VERY PROUD OF YOU.
Thursday Feb. 26th
Students put the finishing touches on their Gallery Walk projects. Be ready to present tomorrow. There will be a 10 minute rehearsal in the beginning of the class as well as a brief 'training' to view and evaluate the projects.
Students put the finishing touches on their Gallery Walk projects. Be ready to present tomorrow. There will be a 10 minute rehearsal in the beginning of the class as well as a brief 'training' to view and evaluate the projects.
Wednesday Feb. 25th
Students worked on typing and constructing their posters/presentations for Friday's Gallery Walk. Tomorrow we will be rehearsing and looking at constructing evaluation criteria with a focus on what we did well last time and what we need to improve.
Students worked on typing and constructing their posters/presentations for Friday's Gallery Walk. Tomorrow we will be rehearsing and looking at constructing evaluation criteria with a focus on what we did well last time and what we need to improve.
Tuesday Feb. 24th
Students continued to work on their Gallery Walks. Their goal was to have all of their notes on the story finished by the end of the class. Tomorrow they will begin constructing their visuals and preparing to present on Friday.
Students continued to work on their Gallery Walks. Their goal was to have all of their notes on the story finished by the end of the class. Tomorrow they will begin constructing their visuals and preparing to present on Friday.
Monday Feb. 23
This morning students were reminded that unit one is coming to a close and all missing work must be submitted by MARCH 5th. Students who have not handed in their assignments need to do so ASAP.
REMINDER: Poetry analysis and comparison/contrast final drafts are due this coming Friday, Feb. 27th.
We started the Gallery Walk short story project today. Students could pair up or work alone to analyze a short story of their choice. Students spent the block finding a short story to work with and getting started. If you were missing, find the Gallery Walk handout at the Handouts tab and your Unit One Terms handout from the beginning of the semester as well as a short story to use. Tomorrow students will be working on this project and Friday all projects will be displayed/presented.
This morning students were reminded that unit one is coming to a close and all missing work must be submitted by MARCH 5th. Students who have not handed in their assignments need to do so ASAP.
REMINDER: Poetry analysis and comparison/contrast final drafts are due this coming Friday, Feb. 27th.
We started the Gallery Walk short story project today. Students could pair up or work alone to analyze a short story of their choice. Students spent the block finding a short story to work with and getting started. If you were missing, find the Gallery Walk handout at the Handouts tab and your Unit One Terms handout from the beginning of the semester as well as a short story to use. Tomorrow students will be working on this project and Friday all projects will be displayed/presented.
Wednesday Feb. 18th
Students were to hand in their final drafts for "The Chalk Outline" including the rough draft with commentary . We then got into groups and brainstormed 5 critical elements of an effective comparison/contrast essay. Students posted their responses at the back and we discussed what concepts were missing and what were some ideas which were repeated. I will be adding the missing elements tonight.
Those with a rough draft of their comparison/contrast essay exchanged with a peer and they did peer reviews using the rubric handed out today. Students need a final draft with the following work to hand in Friday Feb. 20th:
a. Both graphic organizers from "Butcher Bird" and "The Pin"
b. The outline from the comparison/contrast essay.
c. The rough draft with the peer review using the rubric.
d. A final draft
Students were to hand in their final drafts for "The Chalk Outline" including the rough draft with commentary . We then got into groups and brainstormed 5 critical elements of an effective comparison/contrast essay. Students posted their responses at the back and we discussed what concepts were missing and what were some ideas which were repeated. I will be adding the missing elements tonight.
Those with a rough draft of their comparison/contrast essay exchanged with a peer and they did peer reviews using the rubric handed out today. Students need a final draft with the following work to hand in Friday Feb. 20th:
a. Both graphic organizers from "Butcher Bird" and "The Pin"
b. The outline from the comparison/contrast essay.
c. The rough draft with the peer review using the rubric.
d. A final draft
Tuesday Feb. 17th
Students had a work day - some chose to work on their final drafts for "The Chalk Outline" while others worked on their rough drafts for the comparison/contrast for tomorrow. Those who did not work on this chose poems and began the poetry analysis of their poems using the Analyzing Poetry handout from last week. Students need to have analyzed their poems using note form with headings, subheadings and bullets. Also for each section of Stage Two 2 quotations are required.
Students had a work day - some chose to work on their final drafts for "The Chalk Outline" while others worked on their rough drafts for the comparison/contrast for tomorrow. Those who did not work on this chose poems and began the poetry analysis of their poems using the Analyzing Poetry handout from last week. Students need to have analyzed their poems using note form with headings, subheadings and bullets. Also for each section of Stage Two 2 quotations are required.
Monday Feb. 16
Reminder: This is short week. NO SCHOOL on FRIDAY.
Students added to the lists from last Friday then chose a short story to fill in the Comparison/Contrast essay planner for. This took all of the class. They will need a rough draft for Wednesday.
Students are reminded that they need to have found a poem or song lyrics to use for tomorrow's class.
They are also reminded that their final draft of their "The Chalk Outline" paragraph is due on Wednesday.
Reminder: This is short week. NO SCHOOL on FRIDAY.
Students added to the lists from last Friday then chose a short story to fill in the Comparison/Contrast essay planner for. This took all of the class. They will need a rough draft for Wednesday.
Students are reminded that they need to have found a poem or song lyrics to use for tomorrow's class.
They are also reminded that their final draft of their "The Chalk Outline" paragraph is due on Wednesday.
Friday Feb. 13th
Students were reminded that their group poetry assignment from last week should be submitted ASAP. They were also informed that we will be writing our final drafts of our personal response to "The Chalk Outline" next week. They are due on Wednesday Feb. 18th.
We revisited the Allusions in "The Pin" handout and in pairs they discussed why the author used those allusions. We then made a comparison/contrast organizer for "The Pin" and students added their points for this story and those from "Butcher Bird" on a master list we will use on Monday.
Students were reminded that their group poetry assignment from last week should be submitted ASAP. They were also informed that we will be writing our final drafts of our personal response to "The Chalk Outline" next week. They are due on Wednesday Feb. 18th.
We revisited the Allusions in "The Pin" handout and in pairs they discussed why the author used those allusions. We then made a comparison/contrast organizer for "The Pin" and students added their points for this story and those from "Butcher Bird" on a master list we will use on Monday.
Thursday Feb. 12
UPDATE: As noted, I have been away for the past 2 days. On Tuesday students worked at our Quote Integration worksheet and students indicated that they're still not 100% confident that they can integrate quotes yet. We will keep working at this. We also looked at our comparison/contrast charts which the students made for the father from "Butcher Bird" and Mr. Garfield. We talked about our points and how we can look beyond the obvious to the subtle. We read "The Pin" and tomorrow we will revisit the Allusions in "The Pin" Handout to discover what the writer was trying to say by the use of each allusion. We will also be making a comparison/contrast organizer for "The Pin".
UPDATE: As noted, I have been away for the past 2 days. On Tuesday students worked at our Quote Integration worksheet and students indicated that they're still not 100% confident that they can integrate quotes yet. We will keep working at this. We also looked at our comparison/contrast charts which the students made for the father from "Butcher Bird" and Mr. Garfield. We talked about our points and how we can look beyond the obvious to the subtle. We read "The Pin" and tomorrow we will revisit the Allusions in "The Pin" Handout to discover what the writer was trying to say by the use of each allusion. We will also be making a comparison/contrast organizer for "The Pin".
allusions_in_the_pin.ppt | |
File Size: | 2590 kb |
File Type: | ppt |
Monday Feb. 9th
Students received their mark sheets for "The Chalk Outline" presentations as well as their rough drafts from the antagonist paragraph for this story. We discussed the idea of integration of quotations and students did a handout using one of the 4 methods on the handout. If you were missing, be sure to collect this. We then read "Butcher Bird" . Tomorrow students will be working on a comparison/contrast graphic organizer comparing the characters of Mr. Garfield and the father.
NOTE TO PARENTS AND STUDENTS: I am away at a 2 day in-service but there is PLENTY of work for you to do. DO NOT BE AWAY if you can help it. The Power Point above will help you in tomorrow's work. Emily you can access it here - you may want to watch it, work on the handout and then after reading the story "The Pin" revisit the handout to finish it.
Students received their mark sheets for "The Chalk Outline" presentations as well as their rough drafts from the antagonist paragraph for this story. We discussed the idea of integration of quotations and students did a handout using one of the 4 methods on the handout. If you were missing, be sure to collect this. We then read "Butcher Bird" . Tomorrow students will be working on a comparison/contrast graphic organizer comparing the characters of Mr. Garfield and the father.
NOTE TO PARENTS AND STUDENTS: I am away at a 2 day in-service but there is PLENTY of work for you to do. DO NOT BE AWAY if you can help it. The Power Point above will help you in tomorrow's work. Emily you can access it here - you may want to watch it, work on the handout and then after reading the story "The Pin" revisit the handout to finish it.
Friday Feb. 6th
Students drew cards to divide into groups with a specific poem to decipher using this week's Analyzing Poetry handout. Groups were responsible for assigning/dividing up the work as well as deciding on a method to show what they came up with . Most have chosen to write a report style piece. This is due on next Tuesday Feb. 10th. They are also reminded that they need to find a poem or song lyrics to use on next Thursday Feb. 12th.
Students drew cards to divide into groups with a specific poem to decipher using this week's Analyzing Poetry handout. Groups were responsible for assigning/dividing up the work as well as deciding on a method to show what they came up with . Most have chosen to write a report style piece. This is due on next Tuesday Feb. 10th. They are also reminded that they need to find a poem or song lyrics to use on next Thursday Feb. 12th.
Thursday Feb. 5th
COURSE SELECTION REALLY! The class selected their classes for the fall semester.
COURSE SELECTION REALLY! The class selected their classes for the fall semester.
Wednesday Feb. 4th
OOPS!!!! I GOOFED!!!! I had told students that today was the course selections. I got it wrong. Sorry. I will let you know when the actual session is. On the up side you have a chance to do a bit of investigating into what classes you may want to register for and what classes you need for your upcoming year(s). Students are actually doing course selections TOMORROW.
Students looked at the Analyzing Poetry handout and chose a section to be responsible for as well as a poem from last Friday to report on. Using the Puzzle Pieces handout, each student filled in her/his piece and we put them together on the board. Students then went up to another student's piece and added any examples or ideas she/he thought were applicable.
OOPS!!!! I GOOFED!!!! I had told students that today was the course selections. I got it wrong. Sorry. I will let you know when the actual session is. On the up side you have a chance to do a bit of investigating into what classes you may want to register for and what classes you need for your upcoming year(s). Students are actually doing course selections TOMORROW.
Students looked at the Analyzing Poetry handout and chose a section to be responsible for as well as a poem from last Friday to report on. Using the Puzzle Pieces handout, each student filled in her/his piece and we put them together on the board. Students then went up to another student's piece and added any examples or ideas she/he thought were applicable.
Tuesday Feb. 3rd
Remember that tomorrow we are doing our course selections.
Today we did a quick sheet on context clues and tone. If you were missing, be sure to get it from me.
We then reviewed our rough drafts for our paragraphs. You are to do the following to your draft if you have not already done so:
a. Place a check mark next to your hook.
b. Place a check mark next to the author and the title.
c. Underline the key words of the topic in your second sentence.
d. Number your 3 points as #1, 2 and 3.
e. Label each corresponding quote as A, B and C
f. Look for a conclusion.
Check for spelling and punctuation errors.
Hand in your rough draft with the reviewer's name attached. If you did not peer review, indicate Self Reviewed.
I handed out "Analyzing Poetry" and we had a discussion about theme in terms of the themes of the poems "Wolf Knife" and "The Last Wolf" from Friday. We will be using the handout of "Analyzing Poetry" Thursday in class.
Remember that tomorrow we are doing our course selections.
Today we did a quick sheet on context clues and tone. If you were missing, be sure to get it from me.
We then reviewed our rough drafts for our paragraphs. You are to do the following to your draft if you have not already done so:
a. Place a check mark next to your hook.
b. Place a check mark next to the author and the title.
c. Underline the key words of the topic in your second sentence.
d. Number your 3 points as #1, 2 and 3.
e. Label each corresponding quote as A, B and C
f. Look for a conclusion.
Check for spelling and punctuation errors.
Hand in your rough draft with the reviewer's name attached. If you did not peer review, indicate Self Reviewed.
I handed out "Analyzing Poetry" and we had a discussion about theme in terms of the themes of the poems "Wolf Knife" and "The Last Wolf" from Friday. We will be using the handout of "Analyzing Poetry" Thursday in class.
Monday Feb. 2nd.
Students were reminded to hand in their self/peer and group assessments so that I can produce a mark for the project. We then reviewed the handout Writing a Paragraph of Personal Response and students wrote a draft addressing this question: An antagonist is the character or force which causes conflicts for the protagonist. Who do you think is the main antagonist in "The Chalk Outline"? Write a paragraph of personal response including 3 points to support your argument as well as a quotation to support each point. Rough drafts are due tomorrow. We ended the class with a reference sheet on Tone. If you were missing, be sure to get this important sheet as we will be using it tomorrow. Also we ended with a game of Name that Tone. |
Friday Jan. 30th
Students watched the last presentation and handed in both their Peer Assessment of Presentation and Self/Group Evaluations. If you had left these at home be sure to submit them as they are part of your mark. We then got into pairs to discuss what was ironic in "The Interlopers". Many felt that most incidents were not truly ironic unless you were an English major (ha ha) or had more information about the characters. We then read two poems "The Last Wolf" and "Wolf Knife" and discussed how to approach poetry. See Handout tab for these two poems.
Students watched the last presentation and handed in both their Peer Assessment of Presentation and Self/Group Evaluations. If you had left these at home be sure to submit them as they are part of your mark. We then got into pairs to discuss what was ironic in "The Interlopers". Many felt that most incidents were not truly ironic unless you were an English major (ha ha) or had more information about the characters. We then read two poems "The Last Wolf" and "Wolf Knife" and discussed how to approach poetry. See Handout tab for these two poems.
Thursday Jan. 29th
We started with the remaining 3 groups left to present going to prepare while those who had already presented read the short story "The Interlopers" (available online at www.eastoftheweb.com/short-stories/UBooks/Inte.shtml) while we waited. Students were to be looking out for examples of irony. We then saw and evaluated 2 of the 3 presentations before watching the videos below on Verbal, Situational and Dramatic Irony. Students watched the uTube video on irony (below) and discussed just which signs were ironic and which were just plain funny. We ended by looking at the lyrics to "Ironic" by Alannis Morrisette and in pairs finding ironies and non-ironies. Our conclusion is that irony relies on knowing specifics to the case and what might be ironic to some ("rain on your wedding day" in the desert) might not be ironic if for example your wedding was in England in the late fall.
We started with the remaining 3 groups left to present going to prepare while those who had already presented read the short story "The Interlopers" (available online at www.eastoftheweb.com/short-stories/UBooks/Inte.shtml) while we waited. Students were to be looking out for examples of irony. We then saw and evaluated 2 of the 3 presentations before watching the videos below on Verbal, Situational and Dramatic Irony. Students watched the uTube video on irony (below) and discussed just which signs were ironic and which were just plain funny. We ended by looking at the lyrics to "Ironic" by Alannis Morrisette and in pairs finding ironies and non-ironies. Our conclusion is that irony relies on knowing specifics to the case and what might be ironic to some ("rain on your wedding day" in the desert) might not be ironic if for example your wedding was in England in the late fall.
alanis_morissette_lyrics_-_ironic.html | |
File Size: | 35 kb |
File Type: | html |
Wednesday Jan. 28th
Students were given about 35 minutes to put the finishing touches on their presentations and rehearse. We then viewed 3 presentations and students peer evaluated each. Tomorrow we will be watching the remaining three presentations. Students also filled in their self and peer assessment for their groups.
Students were given about 35 minutes to put the finishing touches on their presentations and rehearse. We then viewed 3 presentations and students peer evaluated each. Tomorrow we will be watching the remaining three presentations. Students also filled in their self and peer assessment for their groups.
Tuesday Jan. 27th
Students reviewed the rubrics on posters and Power Point and looked at two samples as well as a sample from the library for posters. Students then broke back into their groups to get ready for tomorrow's presentations. Many were to have taken the unfinished posters home and they will have only 15 minutes at the beginning of tomorrow's class to put the last minutes bits and pieces together as well as rehearse. Students are expected to present by the end of tomorrow's class.
Students reviewed the rubrics on posters and Power Point and looked at two samples as well as a sample from the library for posters. Students then broke back into their groups to get ready for tomorrow's presentations. Many were to have taken the unfinished posters home and they will have only 15 minutes at the beginning of tomorrow's class to put the last minutes bits and pieces together as well as rehearse. Students are expected to present by the end of tomorrow's class.
Monday Jan. 26th
Students worked in their groups from Friday. The goal is to have their presentations ready for Wednesday. They also got a marking rubric for the Oral Communications section of the assignment. Students will be working tomorrow on the presentations - making posters, Power Points, rehearsal, etc.
If you were missing, be sure to get in touch with your group members for an update.
Looking for ideas for your presentation? Try <file:///Users/admin/Desktop/18%20Tips%20for%20Killer%20Presentations.html> for tips on presenting.
Students worked in their groups from Friday. The goal is to have their presentations ready for Wednesday. They also got a marking rubric for the Oral Communications section of the assignment. Students will be working tomorrow on the presentations - making posters, Power Points, rehearsal, etc.
If you were missing, be sure to get in touch with your group members for an update.
Looking for ideas for your presentation? Try <file:///Users/admin/Desktop/18%20Tips%20for%20Killer%20Presentations.html> for tips on presenting.
Friday Jan. 23
Students discussed what requirements were needed for effective group work to fulfill the A4 PLO "Collaborate and work in pairs or groups". They were assigned a group to work on "The Chalk Outline" Group Activity and then began to read the story "The Chalk Outline". If you were missing and did not already get a copy from me, look at the Handouts tab and read the story. The following people were assigned to the following groups:
Stanley Murdoch as suspect: John L.
Carolyn as suspect:Laurie R.
Charles Berlin as suspect: Emily Moses
If you were missing check out the Handouts tab and look at the assignment for the group activity. You need to have read the story and come up with evidence for your suspect. When you rejoin your group on Monday, be prepared to contribute this information.We will be using today and Monday's class to prepare our presentations on our findings.
Students discussed what requirements were needed for effective group work to fulfill the A4 PLO "Collaborate and work in pairs or groups". They were assigned a group to work on "The Chalk Outline" Group Activity and then began to read the story "The Chalk Outline". If you were missing and did not already get a copy from me, look at the Handouts tab and read the story. The following people were assigned to the following groups:
Stanley Murdoch as suspect: John L.
Carolyn as suspect:Laurie R.
Charles Berlin as suspect: Emily Moses
If you were missing check out the Handouts tab and look at the assignment for the group activity. You need to have read the story and come up with evidence for your suspect. When you rejoin your group on Monday, be prepared to contribute this information.We will be using today and Monday's class to prepare our presentations on our findings.
Thursday Jan. 22
Welcome to English 11. This morning we went over the course outline with a particular emphasis on the 4 pt. grading system with the 3 categories of Oral Language, Comprehension and Writing and Representing. We then went over the Literary Terms for Unit One, available at the Handouts tab. Students did a practice quiz to see how much they remembered.
Welcome to English 11. This morning we went over the course outline with a particular emphasis on the 4 pt. grading system with the 3 categories of Oral Language, Comprehension and Writing and Representing. We then went over the Literary Terms for Unit One, available at the Handouts tab. Students did a practice quiz to see how much they remembered.