Fri. June 17, 2016: Test Prep

Today, we continued with the draft questions/answers.

Thurs. June 16, 2016: Test Prep: Draft

Today, we completed the draft questions we started examining yesterday. I also showed you some examples of faulty language usage.

Wed. June 15, 2016: Test Prep: Draft Discussion

Today, we discussed the first five questions of the draft reading as preparation for the exam. If you have not done so, answer the last five tonight.

Tues. June 14, 2016: Test Prep: Draft

Today, I gave the students a prototype of the fist reading assignment they will see on their final exam. They then worked through it. We will review it tomorrow.

Mon. June 13, 2016: Test prep

Today, I explained to the students what will be on their final exam. If a student was not here, that student needs to see me or photocopy the notes from a classmate.

Thurs. June 9, 2016: Test Prep

Today, you finished the play and answered a number of group questions as a review.

1. Describe the relationships amongst the characters as children.
2. Describe the relationships amongst the characters as adults.
3. Compare Danielle's relationship to her mother to Ralph and Shelley's relationship with their mother. How do these relationships affect them both as children and as adults?
4. Provide two examples of incorrect or inconsistent grammar. Why did the scriptwriter choose to deviate?
5. What is the symbolism of the horse?

Wed. June 8, 2016: Drama Reading

Today, we continued reading The Girl who Loved Her Horses. We will read Scene Nine tomorrow.

Tues. June 7, 2016: Girl who Loved Her Horses: Reading

Today, we discussed and began reading the play Girl who Loved her Horses by Drew Hayden Taylor.
We will start Scene Five tomorrow.

Mon. June 6, 2016: Drama MC discussion and handout of play

Today, we discussed the multiple choice questions students answered on Friday. I then gave out the play we will read over the course of the next few days. This play will be able to be used as a source for the final critical analytical essay (on the final) so it important to attend.

Tues. May 31, 2016 to Fri. June 3, 2016: Drama Introduction and Preparation

On Tuesday, I handed out "How to Read Poetry" and "defining Character Traits." I also showed students a general powerpoint about Drama. If you were not here, these are in your portfolio.

On Wednesday, students formed gender neutral groups and read the excerpt from Monkeyshines.
When finished, they, as a group, applied process of elimination skills to the multiple choice questions and submitted them (one per group).

On Thursday, students formed gender neutral groups and read the excerpt from Seeds.
When finished, they, as a group, applied process of elimination skills to the multiple choice questions and explained their results as requested and then submitted them (one per group).

On Friday, students finished the Seeds assignment if it was not completed yesterday and then worked on their independent novel studies. Keep in mind that these are deadlined for Wednesday, June 8.

Mon. May 30, 2016: Poetry Exam (M.C.)

Today, students wrote their poetry comprehension exam. If a student was not here, the student will have to contact me upon returning to write the alternative.

Thurs. May 26, 2016: Poetry M.C. Continued

Today, students were given the multiple choice question for some of their active readings. The goal is to demonstrate and understand how to successfully approach this task.

Keep in mind that your M.C. exam is on Monday.

Tues, May 24, 2016: Poetry Analysis Continued

Students needed more time with their analysis of five poems so I have extended the deadline to tomorrow at the end of the day.

Tues. May 17, 2016 to Tues. May 24: Poetry Continued

Today, students were given M.C. questions to answer in relation to the poem "Sisters" by P.K. Page.
Each student was then given an independent poem to analyze using the MOSES sheet and the "How to Read Poetry" Sheet.

On Wednesday, the students were provided with four other poems to analyze (once we discussed their first full analysis). These are to be analyzed and submitted by the end of Tuesday's class. They can hand them in individually as they are completed.

Mon. May 16, 2016: Poetry Introduction

Today, you were given the handout "How to Read Poetry." We discussed this and then, using our MOSES sheets, applied the steps to the poem "Sisters" by P.K. Page.
If you were not here, the steps and the reading are in your portfolio.

Fri. May 13, 2016: novel Unit Exam

Today, the students wrote their novel unit exam. If a student missed the exam, that student needs to see me about writing the alternative.

Wed. & Thurs. May 11 & 12, 2016: Test Prep

For these classes, students will practice active reading and process of elimination skills by studying three readings: from The Englishman's Boy, from The Diviners, and "Christmas of the Ants." I am not here, but the substitute will have the key for these. Keep in mind that your exam is on Friday (reading comprehension).

Tues. May 10, 2016: Third Month Novel Study Check-in

Today, the students did their third and final novel study check-in. All should be finished reading their novel and working on their major projects.

I also handed out a test prep sheet for Friday's comprehension exam. If you were not here, it is in your portfolio,

Mon. May 9, 2016: Presentation

Today, you had a school wide presentation.

Fri. Apr. 29, - May 5, 2016: Oryx and Crake Completion and Essay Topic

Today, students were to have finished reading Oryx and Crake and to have done citations for Sections 12 to 15 as well as chapter summaries and "what is relevant." These are due today.
I also handed out the major assignment to you (the essay). I am posting it here in case you are absent.
The essay must be typed and saved in your student folder in order for me to accept it. The printed copy in the box is due on Thursday of next week.

ELA A30

Novel Unit: Shift Centres, Blur Margins

One focus of this unit was to examine perspectives and voices that are present in Canada and captured and represented by its authors.

INSTRUCTIONS: Using the novel reading we have studied in class, respond to ONE of the following questions using a critical/analytical essay format (in other words, a formal essay using evidence coming from the readings).

1.      What is the theme of this novel that Margaret Atwood is trying to impart upon her audience (what message is she trying to get across to the reader)?

2.      Prior to adulthood, both Jimmy, Crake, and Oryx react differently to moments of stress or tension. How do these differences impact the outcome of each as they reach adulthood?

3.      A number of social justice issues are present in this novel. What are some of the issues and how have these issues resulted in unintended consequences?

4.      Crake believes that if civilization is destroyed, then it could not be rebuilt. Based on what is happening to the Crakers, is this playing out in reality or not?

This is to be a five paragraph, formal essay that is to be edited and revised. To complete this, keep in mind the steps of the writing process (reading, questioning, arriving at a thesis, outlining, rough, revision.). Also keep in mind that it needs to be entered into your student folder and must meet all the computer layout requirements.

This assignment is due on Thursday, May 5. It will need to be printed and handed in.

Tues. Apr. 26 - Fri. Apr. 29, 2016: Oryx and Crake

During these remaining days, students will independently read the remaining sections of Oryx and Crake. They are still to cite the sources and make notes on what is relevant as well as summaries.

Fri. Apr. 22, 2016: Discussion of Section 11 of Oryx and Crake

Today, we reviewed Section 11 of Oryx and Crake. I also assigned the first four chapters of Section 12 ("Pleebcrawl," BlyssPluss," "MaddAdam," and "Paradice.")

Thurs. Apr. 21, 2016: Oryx and Crake: Sections 9 and 10 Discussion

Today, you were provided with a reading question for this section.
We then discussed these sections in more detail (as well as the question answered)
I then assigned students to read Section 11 for tomorrow's class (creating a summary and what is relevant).

Wed. Apr. 20, 2016: Section review

Today, I gave students a question that they would be able to answer if they have read up to Section 11 in Oryx and Crake. We then discussed the novel up to this point.
Tomorrow, I will provide another question from these sections so we can further our discussion. be sure they are read.

Mon. Apr. 19, 2016: INS Two Month Check In

Today, students read their independent novels and filled in their two month novel study check in. Be sure to have Chapters 7 through 10 read for tomorrow's class (Oryx and Crake pages 145 - 261). .

Thurs, April 14 & Fri. April 15, 2016: Reading Time

For the duration of this week, students need to read, summarize and create a what is relevant for Sections 7 thru 10 (pages 145 - 261).
Keep in mind that students will get two full class days, three nights and a long weekend to do this.
Be sure to bring your independent novel to class on Tuesday so you can do the two month novel check.

Tues. Apr. 12, 2016: Oryx and Crake Section Six Part One

Today, we discussed part one of Section Six of Oryx and Crake ("Oryx" and "Birdcall"). For tomorrow, read and create summaries/what is relevant sections for "Roses" and Pixieland Jazz." Pages 127 - 144.

Mon. Apr. 11, 2016: Oryx and Crake Section Five Discussion

Today, we discussed Scetion 5 of Oryx and Crake. For tomorrow, read Section Six "Oryx" and "Birdcall." Pages 113 to 126..

Fri. Apr. 8, 2016: Oryx and Crake: Section 4

Today, we discussed section four of Oryx and Crake. For Monday, you need to be caught up to the end of Section 5 (page 110). You also need to do citations for these chapters, three sentence summaries, and list what is relevant in each one.

Thurs. April 7, 2016:Oryx and Crake Section 3 Discussion and Reading Assignment for Friday

Today, we discussed Section Three of Oryx and Crake. Tonight, read and do "What is Relevant" notes and citations for every chapter of Section Four (pages 49 to 87).

Tues. Apr. 5, 2016: Oryx and Crake

For tomorrow's class, you are to read pages 15 to 36 of Oryx and Crake and create what is relevant notes and a summary (three sentence) for each chapter.

Mon. Apr. 4, 2016: Oryx and Crake Introduction

Today, the students signed out Margaret Atwood's novel Oryx and Crake. We discussed how this is a dystopic novel with graphic language which suits the colloquialism of this era (even if we don't like it). The purpose of this novel is to feel uncomfortable. Atwood chose this tone in order to render her message that change needs to be actively pursued. We also cited the first three chapters and I instructed you to read these and list "what is relevant" for tomorrow's class.

Atwood, Margaret. “Mango.” Oryx and Crake. Toronto: Vintage Canada, 2009. 3-5. Print.

Atwood, Margaret. “Flotsam.” Oryx and Crake.   Toronto: Vintage Canada, 2009. 6-9. Print.

Atwood, Margaret. “Voice.” Oryx and Crake.   Toronto: Vintage Canada, 2009. 10-12. Print.

Thurs. Mar. 24, 2016: Essay Revision

Today, you were given your rough copy of your essay back in order to type it in, demonstrate computer usage steps, and work on revision. It was due at the end of the class.

Wed. Mar. 23, 2016: In class essay

The students wrote an in class essay today on the subject of Canadian Themes. If a student was not here, that student can come in the morning, in a spare, or at lunch to get this step completed.

Mon. & Tues. Mar. 21 & 22, 2016: "The Painted Door"

Today, you were provided with a third reading by Sinclair Ross: "The Painted Door."
For Wednesday, you are to have read all three of the readings you have received actively and addressed the following question:

Using your "Canadian Themes" sheet, identify three themes present in this story. Provide three pieces of evidence to prove each one.

You will then have to do this for the other two stories. I will accept chart form responses.

You must also create a three sentence summary of each one.

Fri. Mar. 18, 2016: "Lamp at Noon"

Today, you handed in the questions and the reading for "A Field of Wheat" by Sinclair Ross. I then gave you the reading "Lamp at Noon" to actively read over the weekend. Be sure to write a summary and a sentence about purpose.
If you were not here, you will need to get this from your portfolio Monday morning and do the assignment so you can be caught up for the class.

Thurs. Mar. 17, 2016: "A Field of Wheat" Questions

Today, we reviewed the short story "A Field of Wheat," by Sinclair Ross. I also gave out his biography and a sheet on Canadian Themes. I also reviewed active reading.
Students were then given questions to answer in relation to this reading. These are due for tomorrow's class. If you were not here today, stop by in the morning and get these questions so that you can still get them done for class.

Wed. Mar. 16, 2016: "Field of Wheat" Reading Assignment

Today, you were given a short story "A Field of Wheat" by Sinclair Ross. It is to be read actively, summarized and the purpose written down.

Mon. Mar. 14, 2016: Literary Devices

Today, the students hunted down literary devices in sentences. There were 20 of them to do.

Fri. Mar. 11, 2016: Test Review

Today, we finished reviewing the exam.

Thurs. Mar. 10, 2016: Test Review/Discussion

Today, we reviewed one of the texts from the exam you wrote yesterday.

Tues. Mar. 8, 2016: Test Prep

Today, we examined the reading "Time to Split." The purpose of this is to prepare students for the reading comprehension exam they will write tomorrow.

If you miss this exam, you will have to see me to write the alternative at lunch hour. I recommend being here for this exam as the alternative writing will not be the same (though it will test the same objectives).

To prepare for this exam, study your figurative/stylistic devices sheet (MOSES), and your handout explaining how to approach a multiple choice exam.

Mon. Mar. 7, 2016: INS One Month Check In

Today, you had a reading class and completed your independent novel study one month check in. If you were not here or did not bring your novel, you will have to do this activity at lunch. It is a timed (sixty minute) activity.

Fri. Mar. 4, 2016: Novel Study

Today, a number of students were absent so students were given this time to read their novels and catch up on assignments. On Monday, we will discuss the reading "Time to Split" as well as the multiple choice questions.

DON'T FORGET: MONDAY IS YOUR ONE MONTH NOVEL STUDY CHECK.

Wed. Mar. 2, 2016: Process of Elimination

Today, we went over the steps to successfully approach a multiple choice exam. I handed out a blue booklet on it (if you were not here, it is in your portfolio). I then gave you the reading "Time to Split" to actively read. If you were not here, come in before school/lunch and get it.
I also gave you questions to answer using the process of elimination skills outlined in the booklet. These are also in your portfolio. You will get time in  class tomorrow to finish them.

Wed. Feb. 24, to Tues.Mar 1. 2016: Persuasive Writing Assignment

Today, I gave you a bundle of papers that you will use to write a speech. I have attached the assignment and the readings below. They are also in your portfolio if you were absent.

This assignment is due at the end of the day on Tuesday, March 1.

Speech Assignment
Stephane Dione speech
Costas Menegakis speech
Linda Duncan Speech
Rick Dykstra speech
Stella Ambler speech

Tues. Feb. 23, 2016: Canadian Issues

Today, we examined the issues surrounding the National Anthem (word choice). We will continue this tomorrow.
I also handed out the MOSES sheet to you.

The following notes were placed on the board as part of our discussion.

O Canada

* has religious elements
* contains repetition ("free")
* has four stanzas (more than the one we hear)
* patriarchal (only mention of women is submissive)
* Archaic language (thro' thee)
* initially French
* focus on language (nature/length/landmass)
* focus on freedom (fighting for freedom; protect our Dominion)
* propagandist (Canada is for certain people; the courageous, the humble, the strong, the hard working)

Questions about the Anthem

* What year was it written and what was the purpose?
* Why this anthem?
* Has any of it (in meaning been changed)?
* Are any of the lyrics offensive?
* Does the anthem still represent Canadian views?

Questions to consider if changing the lyrics

* Political correctness
* demographics
* repercussions
* Cost to implement
* Copyright concerns

Mon. Feb. 22, 2016: Introduction to Unit

Today, students attempted to write down the words to the National Anthem; most did not know all of them.
We then discussed what makes us Canadian, with a focus on stereotypes.
I then referred students back to the sheet entitled "Questions for Analyzing any Text." We then briefly discussed active reading on the page.
The students were then given a reading to read (O Canada) actively.
I then gave them a second reading, "Political Correctness Laughed Off Stage" by Peter C. Newman, to read for tomorrow's class.

Fri. Feb. 12, 2016: Comma Usage Continued

Today, we discussed #8 and # 15 in your "15 Common Errors" booklet. These sections, along with #2, all refer to comma usage. I showed a Powerpoint and provided example sentences to support what the booklet explains.
Over the break, keep in mind that I have chosen not to build in course work. This is done in order to allow you the time needed to read your independent novel. Use your time wisely and get this done.

Thurs. Feb. 11, 2016: Comma Splices, Run-ons and Sentence Fragments

Today, we reviewed the "15 Common Errors" booklet examining points number one and two: sentence 

fragments and run ons/comma splices. We then did some group activities with sentences to solidify our 

understanding of these.

If you were not here, actively read these two sections and search out exercises on-line.

Wed. Feb. 10, 2016: Novel Study and Catch-up

Today, the students were allowed to read their independent novels. Those not caught up on assignments were allowed this time to do so.

Tues. Feb. 9, 2016: Understanding the Rubric

Today, I discussed the marking rubric with the students, explaining how each mark is determined. Papers will be returned tomorrow.

I also handed out the "15 Common Errors" help booklet to those who do not already have it.

Mon. Feb. 8. 2016: INS Initial Timed Reading Activity: Determining Reading Time

Today, all students brought their novels to class and did the first time activity in order to determine reading time as well as a reflection activity. The minimum amount of time needed for this activity is 30 minutes. If you were not here, you need to come in at lunch ASAP to do this.

Fri. Feb. 5, 2016: Personal Response Paragraph

Fri. Feb. 5, 2016: Personal Response Paragraph

Today, you were given instructions on how to write a personal response paragraph (see attached) as well as your first paragraph writing assignment (see below). This is to be completed in class or submitted by the end of the day at the latest.

Paragraph Assignment


How to Write a Personal Response Paragraph

Keep in mind that the text critique assignment is also due and the INS activity is due on Monday.

Also, you need your novel here and your supplies here for Monday!

Thurs. Feb. 4, 2016: Text Critique Creation

Today, students created text critiques for the text they have worked on this week. They were given the handout "Understanding Text Critiques" to assist them in doing this correctly (pasted below).

Understanding Text Critiques

One of the students put the template for critiques on Student Media. Check there and use it to save set-up time.

Wed. Feb.3, 2016: Text Review: Citation and Questioning

Today, you were to have read the text assigned to you yesterday. I then broke the students into groups to discuss the reading. They were to ensure they all agreed on citation and met basic summary outcomes. They were then to answer the question"So what? How can Canadian beliefs influence regional or national decisions or norms?"

Tues. Feb. 2, 2016: MLA Citation Introduction and Novel Study Dates/Info/Assignment

Today, I gave students the information regarding their choices for their final independent novel study assignments. If a student wasn't here, it is in the student's portfolio. We determined that the deadline for the independent novel studies and any other work will be Wednesday, June 8.

I then gave them the first assignment relating to the novel study, which is a pre-reading activity. I have attached it below. Students are to do this activity for Monday, February 8. Failure to complete this will result in an NHI as it is a pre-reading activity and we will start reading on Monday.

INS Pre-Reading Activity

I then gave the students a handout entitled "MLA Citation" booklet. If a student was not here, these are in front of the student portfolios (some have these from last semester). We went through it as a class, discussing what plagiarism is and how to avoid it, as well as how to layout the first page of an essay and where to find the computer usage steps to do this accurately.
Finally, I gave the students each a copy of a Maclean's article to actively read for tomorrow's class and to create a citation for as well as a summary.

Mon. Feb. 1, 2016: Introduction

Hi all. Information that you need to understand this course, its objectives, due dates and what has been going on in class will be posted here. If you are absent, preparing for an exam, or looking for missing documents, this is the best place to go. I expect that, if you are absent, you will go here first. Coming to me to ask what we did doesn't impress me as I spend a good deal of time making sure that you can do this on your own. Making this a final stop on a weekend just to make sure you are caught up for Monday is also a good idea.

Today, I went over the course outline (see attached and click on it). Keep in mind your first deadline (to get your supplies) is for MONDAY, FEBRUARY 8.

Course Outline

Today, I also discussed your independent novel study and gave you a list of novels that you can choose from for this (see attached and click on it). You need to have a novel here for MONDAY, FEBRUARY 8.

Approved Independent Novel Study Choices

You were also given a course outline review sheet to complete for the next class (see attached and click on it).

Course Outline/Classroom Expectations Review Sheet