Fri. Dec. 19, 2014: Catch up

Today, those of you who hadn't finished reading Oryx and Crake (or hadn't finished the questions) worked on that. Others worked on their independent novel study (which is due on Monday, January 5). Others asked for additional reading activities to help with the test on January 5 and on the final. I presented these as requested.
For Monday, January 5, you need to be prepared to do the following:
* answer a summary question about the novel Oryx and Crake.
* Actively read and answer questions (using process of elimination) on a reading provided.
* answer a summary question about the independent novel

* hand in your independent novel study assignment.

Tues. Dec. 9 to Fri, Dec. 19: Oryx and Crake/Questions

On Tuesday, we discussed the novel. You were then presented with a reading calendar (pasted below) that you are expected to follow. You were also given jot questions to answer that will be due on Friday, December 19 (you will have a test on this on Monday, January 5).

Some of you read at slower rates than others. As you can see, this plan only covers the school days (not the weekends), so, if you need the time, plan to read on the weekend.

Tues, Dec. 9: Read through Section 4 (page 111)

Wed. Dec. 10: Read through Section 6 (page 176)

Thurs. Dec. 11: Read through Section 8 (page 264)

Fri. Dec. 12: Read through Section 10 (page 316)

Mon. Dec. 15: Read through Section 12 (page 394)

Tues. Dec. 16: Read through Section 13 (page 421)

Wed. Dec. 17: Read through Section 14 (page 436)

Thurs. Dec. 18: Read through Section 15 (page 443)

Fri. Dec. 19: Review (teacher guided)

I was also planning on giving you an essay for this unit, but am putting that on hold (part of the final). Keep in mind that your independent novel study assignment is due on Monday, January 5.

Mon. Dec. 8, 2014 M.C. Comp. Test and Intro to Oryx and Crake

Today, you wrote a unit comprehension exam in which you had to demonstrate process of elimination and active reading. The test consists of two short poems and a two page short story as well as 23 multiple choice questions. The exam is created to be written in 45 minutes.
Students are then to read Section 1 and 2 of the novel  Oryx and Crake (up to page 40).
I will also hand out jot note questions to be answered during the reading (which should take 45 minutes). This is to be completed for tomorrow's class. These questions cover the whole novel; those who read ahead can get this done as they proceed. Keep in mind that the novel should take 7 to 9 hours to read (based on Grade nine reading abilities), to pace yourself accordingly.
In addition, I will also hand out a sheet on the characters and objects referred to (it will be helpful).
If you are not here, I am assuming you have the novel and can read the pages.

Thurs. Dec. 4, 2014 & Fri. Dec. 5: Writing Class/notes on Attention-getters

Today, you worked on essay writing/revision. I also gave you a handout of my Powerpoint on attention-getters. Read it. If you need help, see me. If you were not here, it is in your portfolio.
Reminder: you will write a reading comprehension exam on Monday (M.C., process of elimination and active reading).

Also, pick up the novel Oryx and Crake from the library and start reading it in preparation for the next unit.

Tues. Dec.2 to Fri. Dec. 5, 2014: Essay Writing Labs

Today, students were given additional information about how to write a multi-genre essay. I then gave them their essay writing choices. If you were not here, the instructions will be in your portfolio. In addition, I gave them a sheet explaining how to effectively use quotations/sources. This will also be in your portfolio if you were absent.
The essay assignment will be due at the end of the day on Friday. It must be revised and follow the formats indicated on the instructions page.

Mon. Dec. 1, 2014: Poetry discussion; essay discussion

Today, we went over the answers to the poem "1956..." I then gave you a sheet entitled "How to Write a Critical Analysis Introduction in Seven Sentences (general layout)." We went over it (it contains a student example with errors not revised) so you have something to refer to when writing. I also explained that the topic sentence is an attention getter and does not refer to your sources of evidence (the texts). You will receive your essay question options tomorrow so be here.

Fri. Nov. 28, 2014: 1958:" reading analysis

Today, we discussed and analyzed the poem "1958: Ambition of the Eldest Son." I then gave you questions to answer regarding this poem. These are to be completed for Monday (or Tuesday, if you were absent).

Thurs. Nov. 27, 2014: Poetry Analysis Questions

Today, I modeled how to answer process of elimination questions. We have done this before, so this was reinforcement. You were put into groups of three to answer the remaining seven questions and given 45 minutes to do so. Most of the groups managed to complete the task. I instructed you to hand them in either way.
I then gave you the poem "1956: Ambition of the Eldest Son" by Dale Zieroth to actively read tonight in preparation for tomorrow's class.

Wed. Nov. 26, 2014: Poetry Analysis: "Sisters"

Today, we analysed the poem "Sisters" by P.K. Page. I modeled the steps and you added to the analysis you were to have completed as homework. In the end, you were presented with three questions to answer. This needs to be completed for class tomorrow (pasted below).

We also discussed this poem in connection to Canadian themes (relationships, geography, Weather (place in time)

• Compared to when we started, did reading the poem over and analyzing it make it understandable?
• From this poem, what have you learned about the relationship between siblings?
• Based on your own experiences, do conflicts such as this occur between siblings? Explain.

Tues. Nov. 25, 2014: Themes of Ross' Stories

Today, we went over another question from your "15 Common Errors" exam. The discussion centred on sentence fragments. I brought up the allusion of Sesame Street ("On of These Things is not like the Other") to show that process of elimination and grouping has been with us since we began to investigate our environments. If you were not here, read up non sentence fragments in your booklet "15 Common Errors (#1)."

I then discussed some of the common themes present in the three short stories we have read. I am attaching the notes below.

I then handed out a copy of "How to Read a Poem." It is very similar to reading a short story. If you were not here, it is in your portfolio.

Finally, I handed out the poem "Sisters" by P.K. Page. You are to read and analyze it tonight. If you were not here, it is in your portfolio. It is a short reading, so come in before class and get it/read it.

Themes found in Ross' Stories

Mon. Nov. 24, 2014: Discussion of answers for "Lamp at Noon"

Today, I did an observation of work completion on the answers for the short story "Lamp at Noon" bu Sinclair Ross. We then discussed them as a class, focusing on the need to examine evidence when arriving at answers. We also discussed "expository," "irony," "conflict," and "climax" in terms of using process of elimination to figure these out.
The students then were to submit their sequel to the story. They have now had extra time to complete it so they all should be in.

Fri. Nov. 21, 2014: Catch-up Day

Today, you worked on catching up with the questions you were given for the short story "The Lamp at Noon." This assignment includes the completion of a sequel which must be completed independently. It was due today; however, with so many students missing because of the ice storm, it is due on Monday.

Thurs. Nov. 20, 2014: Apostrophe Possessives/ characterization

Today, we went over another question from your grammar exam. We discussed plural agreement and apostrophe possessives.

You were then given an assignment to complete as part of a group. The only question that you need to do on your own is question nine; however, IF YOU WERE NOT HERE, or you were put in another room to complete the readings, the other questions need to be completed on your own.

"The Lamp at Noon" Questions
INSTRUCTIONS: Either by yourself (if absent) or in a group, answer the following questions. All of the answers can be in jot notes except for question nine. I will be marking this one as a writing assignment.

1. Describe the expository information for this story as it relates to setting.
2. What point of view is being used to convey this story? How do you know this? Is this a good choice? Why or why not?
3. What is the main conflict of this story? Provide evidence to prove this (at least three pieces).
4. Give three examples of how the wind is personified. What is the effect of this on the mood of the story?
5. What is the wife so upset about? Why? Provide the context for this (history).
6. Why is the husband not giving in to her? Explain his reasons and provide the context (history).
7. What is the climax of of this story? How do you know this is the climax? Explain.
8.omit
9. What do you think happened to this couple after this? Write a sequel that addresses this (paragraph form).

Wed. Nov. 19, 2014: Catch up and mechanics.

Today, we discussed another question from the recent grammar/mechanics exam. This one examined the use of commas, sentences, and semi-colons. After this, I then reminded students that they have to have their short story readings completed, and get their sentence analysis (stylistic devices) completed so we can refer to them regularly. This class was used for catch-up. If a student was finished, the student was reminded to work on his or her independent novel study.

Tues. Nov. 18, 2014: Short stories

Today, we worked on another writing error question from your exam (pronoun agreement, apostrophe usage, commas, capitals). You were then placed in groups to work through some sentences that demonstrate figurative language. We will refer to these in upcoming classes so finish them on your own.
I then gave you the short story "Lamp at Noon" by Sinclair Ross, which is to be read for Thursday.

Mon. Nov. 17, 2014: Summary The Painted Door

Today, we started with a discussion about one of the questions on the exam about 15 common errors. This one addressed the following sentence:
Every one of the members of the basketball team are there.
We discussed what is meant by restrictive qualifiers and the "to be" verbs.

I then instructed you to write a five minute summary on the short story they were to read for this weekend ("The Painted Door" by Sinclair Ross).
I also wrote the summary and have posted it below (unedited) so you can look at it as a reference to the first paragraph of an essay.

"The Painted Door" Summary

A number of you have yet to finish the reading, so I gave you this remainder to do so. If you were finished, the time should have been used to read your independent novel.

Fri. Nov. 14, 2014: Verb and restrictive/ M.C. Review

Today, I gave a mini lesson on one of the questions from the Common Writing Errors exam. We discussed what a restrictive and non restrictive qualifier is (see #15 in your "15 Common Errors" booklet) and then discussed when to use (and with which subjects) the verb "to be." If you were not here, I have placed a sheet on this in your portfolio.

I then had you break into groups to discuss your answers to the questions on the short story "A Field of Wheat." I then had you get into larger groups for discussion. Finally, we discussed them as a class (the goal was to reach consensus; a couple of the questions proved ambiguous so they were worth the discussion).

I then handed you a reading entitled "The Painted Door" by Sinclair Ross. This is to be read actively. I have assigned it for completion for Monday but probably won't start addressing it until Tuesday.

If you were not here, it can be found online (do a Google Search). It is also in your portfolio.

Thurs. Nov. 13, 2014: Stylistc Devices

A number of students missed the exam yesterday or did not finish completing their reflection 2 on their independent novel study. As a result, I gave them the following assignment on the board. This also includes the direction of tomorrow's class:

Thurs. Nov. 13, 2014

A number of students need to write the exam from yesterday, so this will be a quiet class.

·         Work on completing your independent novel study reflection #2

·         Pull out your stylistic devices sheet

·         Pull out “A Field of Wheat”

·         In each paragraph, locate at least one literary device.

o   Write it down on a sheet of paper in the manner which follows

o   Metaphor: “He was a clown.” (p. 4, 104).    The "p" stands for "paragraph" and the "101" is the page number. From this, we know that we are to refer to the fourth paragraph on page 104 to find this line in context.

·         This will be a long task

In addition, we will go over the answers to this reading tomorrow.

IF YOU DID NOT FINISH THIS ASSIGNMENT BUT FINISHED A PAGE OF IT, I WILL ACCEPT THAT THE WORK YOU DID MATCHED THE TIME GIVEN; HOWEVER, THE MORE YOU DO THE MORE YOU LEARN.

Wednesday, Nov. 12: Errors Exam/Novel Update

Today, you wrote an exam on common errors. You then completed a two month independent novel check in activity. If you have not finished answering the questions on the short story "A Field of Wheat", then get it done as we will discuss these tomorrow.

Fri. Nov. 7, 2014: Active Reading/Group

Today, you returned to your groups to work on the process of elimination questions for "A Field of Wheat." First, I put my copy of active reading up on the projector and read the highlights and paraphrases. This is because we have already read it three times and I wanted to show you how good highlighting and paraphrasing can help you over time (in your future studies) if it is down correctly.

I reviewed point of view with the class (first person, third person, omniscient, limited omniscient). If you were not here, you will need to do a web search on these terms.

You then went back to answering questions as groups.
If your group did not finish the questions (most did), you will have to complete them on your own. We will discuss these in class on Thursday.

REMINDER: On Wednesday, you will be having a multiple choice exam on the 15 common errors (see booklet). You will also bring your novel so that you can do a two month check in (and read). If you do not bring your independent novel on Wednesday, then I will give you a reading to actively read and then to process of elimination questions on.

Thurs. Nov. 6, 2014: Process of Elimination on MCs

Today, I reread "A Field of Wheat" with you. We then reviewed the first question that we answered yesterday, I then broke you into groups to discuss and answer the rest of the questions. This took most of the class. I have linked the questions here. If you were absent, they were given to you (or are in your portfolio) from Tuesday.
I am not giving you any work to do at home with this. If you have time, read your independent novel and study your common errors for your quiz next Thursday.

Wed. Nov. 5, 2014: Active Reading

Today, you were to have read "A Field of Wheat" actively. I then modeled what I would have done to actively read this for an essay. I have attached this below (be kind; it may not transfer well!).
We then started examining how to intellectually approach process of elimination multiple choice questions. I handed out the questions (attached below). We got through analyzing the first one. I have also attached that one below. If you were absent, you will still need to see me for more of an explanation. If you are here tomorrow, it will start to make sense.
I did not assign any additional work for tonight (leave the rest of the questions alone; we will answer them together), but I did remind you that your independent novel needs to be read.
I also discussed why you need to study the 15 common errors and also informed you that you will have a quiz on Wednesday of next week, so study your booklet ("15 Common Errors").

A Field of Wheat Questions Long
A Field of Wheat Answer to first question long

Tues. Nov. 4, 2014: Active Reading

Today, I handed out "A Field of Wheat" by Sinclair Ross. We discussed how to read actively in a test situation as well as the purpose. I then went through the steps with the class, showing each step and actively reading the paragraphs (scaffolding). We completed the first page (I have attached the exemplar below). Keep in mind that active reading in a test situation is not as labour intensive; the goal is to ensure that you comprehend in the short term. Active reading in a class is more complex (see earlier notes).
Your homework is to actively read the rest of this story. This should take, on average, 20 minutes. If it is taking more than 30, see me to discuss the best approaches for increasing your reading time.

A Field of Wheat: Exam Active Reading Exemplar: page one

Mon. Nov. 3: Canadian Landscapes Introduction

Unit Four: Canadian Landscapes: The Psychological and Physical

 Today, you were introduced to a new unit. In this unit, we will attempt to arrive at answers to the following questions:

·         How does Canada’s physical landscape influence Canadians’ relationships and interactions with self and each other?

·         How are the landscapes of mind and heart as important as the physical landscapes of Canada?

·         What is revealed about the psychological landscapes of Canadians in visual, oral, print, and multimedia texts?

      We will study a number of texts (short stories and poetry as well as visual) that will help; with this task. 

      Today, I handed out a sheet entitled "Major Themes in Canadian Writing" which I discussed at length. I then handed out a sheet on the life and career of Sinclair Ross. As I read, I modeled active reading skills. 

      I then handed out a sheet explaining reading comprehension (active reading) on an exam as this is an area I will be addressing in this unit.

     If you were not here, the handouts are in your portfolio. Information about Sinclair Ross can also be found online (Wikipedia).

Fri. Oct. 31, 2014: Presentations/reflections

Today, we finished viewing the panel discussions. The issue today was whether bilingualism in signs/public sector should be enforced.
I then handed out a reflection activity that all students need to complete as part of their mark. It was due today. If you were not here, it is linked below. Please fill it in and submit it on Monday or your first day back.

Panel Presentation Reflection Activity

Thurs. Oct. 30, 2014: Panel Presentations

Today, three groups presented on Canadian issues. The issues were as follows:

Should the drinking age be changed?
Should Canada increase defence?
Should assisted suicide be lagalized?

We will finish these discussions tomorrow.

Be sure to bring your independent novel to class tomorrow (and all days, of course) in case we have time to read.

Wed. Oct. 29, 2014: Panel Presentations

Today, three of the groups presented. The issues discussed were as follows:
* Who should control technology (if it should be controlled at all)?
* Should health care services be publicly or privately funded?
* Should Canadian borders be better secured?

We discussed the importance of active viewing and what it looks like (eyes on the presentation, jot notes, questions written and discussed at end of presentation).

We also discussed what worked (standing, a gimmick, personal anecdotes, not reading off a paper, a strong pattern to present content).

Tues. Oct. 28, 2014: Writing Class

Today, you worked on completing your information gathering for your panel presentations. I have placed a marking rubric in each of your portfolios so you will be aware of what is expected in the presentation itself. I also spoke to about half the class about their progress.

Fri. Oct. 24, 2014: Panel Presentation Preparation/Research

Today, you worked in your groups on collecting information regarding the issue your group has decided to discuss. I stressed the importance of creating questions as part of this process, especially when the group will have to do individual work on their own. I also reminded the class to share contact information. Be sure to refer to the deadlines posted (presentation days) on yesterday's blog.

Thurs. Oct. 23, 2014: Panel Presentation Planning

Today, students provided the instructor with the issue their group will address. Dates for each group to present were also chosen. Students also provided the instructor with the name of the moderator in their group.
Students were reminded that they only get three hours of class time to prepare for this in their group settings.  They were also encouraged to share contact information and utilize technology outside of class (and time management) to be successful in this endeavor.

The presentations will go ass follows:

Group Three: Wednesday (first discussion)
Group One: Wednesday (second discussion)
Group Two: Wednesday (third discussion) MAY BE THURSDAY DEPENDING ON TIME!
Group Seven: Thursday (first discussion)
Group Four: Thursday (second discussion)
Group Five: Thursday (third discussion) MAY FE FRIDAY DEPENDING ON TIME!
Group Six: Friday (first discussion)

Wed. Oct. 22: Panel Discussion Assignment on Issue

Today, we finished reading the instructions for the panel discussion. I provided you with additional parameters regarding the roles of panelists, moderators and audience members (attached).

Your goal today was to introduce yourself to the group and determine a Canadian issue you see as relevant. Tomorrow, I will ask each group what their issue is in order to ensure you are all on the right track.

Keep in mind that you need to keep reading your independent novel on days when there is no homework. You all chose your own books, so the experience shouldn't be painful.

Additional notes for panel discussion

We discussed presentation dates. It was decided that the presentations should be next Wednesday, Thursday, and, if needed, Friday.

We still have not discussed a fair way to determine which group will go when. This will be determined tomorrow.

Tues. Oct. 21, 2014: Issues: Panel Presentation

Today, we began class by getting into gender neutral groups and discussing the assignment from yesterday (what stereotypes were found, evidence, issues).
I modeled this activity with student input. The notes from this activity are inserted below:

Canadian Bacon Notes 

I stressed the following tips:

* When you view a film actively, you get more out of it.

* Notes from a visual, when used in an essay, are almost always paraphrased (from your head!!!!). Even when writing an essay from a text is it better to use quotation strings sparingly!!!!

I then handed out the next major assignment, an adaptation of a panel discussion. We read this actively, correcting and inserting information as needed (it was adapted from the Internet). We did not finish discussing it today; however, a copy of this assignment is pasted below:

Panel Presentation Assignment


The rest of it will be discussed tomorrow.

Monday, Oct. 20, 2014: Note-taking/film study

Today, we finished watching the feature film, Canadian Bacon. As a class, we discussed the stereotypes present. Students were then put into groups of three to determine the following:

U.S. Stereotypes and evidence
Canadian Stereotypes and evidence
Issues still unresolved addressed in this film.

This is to be a discussion, though jotting notes are important. The focus, however, is on engaging in a group and being a part of the discussion.

Fri. Oct. 17, 2014: Film/Note-taking

Today, we continued to watch the film Canadian Bacon. You also continued with note-taking regarding summary and stereotypes/satire. We stopped at 1:03:19.

Remember: You need to get caught up while you don't have additional assignments. Next week, you will be back to writing.

Thurs. Oct. 16, 2014: Film/Note-taking

Today, we worked on note-taking and group discussion. You watched the first 16 minutes of the film Canadian Bacon, filling in the stereotype sheet and the summary. I stopped the film a number of times to discuss the satire of the era and to show connections to political situations today so it is relevant. We will continue watching tomorrow.
At the end of class, I reminded you that essays are due and novels need to be read. If you guys use the non homework nights to work on these other things, your grades will be what they want.

Wed. Oct, 15, 2014: Film/Note-taking

Today, you were given a copy of a Powerpoint that I found online and altered. This Powerpoint explained what Satire is. If you were not here, a copy is in your portfolio.
I also gave you an assignment sheet that you will fill in when we start viewing the film, Canadian Bacon, tomorrow. The film is dated, making the satire out of reach in some places, but there is a strong focus on stereotypes. I want you to fill in the first column as we view the film. We will work as a group each class for a brief amount of time to fill in the second columns.
On the back of this sheet, I want you to create summary notes. This means jotting down the 5ws and any questions/observations you come across. Remember: the goal is to watch and enjoy the film so you will not be putting everything down (just what is relevant).

Tues. Oct. 14, 2014: Note-taking

Today, we discussed the importance of learning how to actively and efficiently take notes. If you were not here, the notes are in your portfolio.

Thurs. Oct. 9, 2014: Novel Study

Today, you were to bring your independent novel to class. An assignment was placed in your portfolio for you to fill in so that I know where you are in this activity. It was to be handed in at the end of class. If you were not here, it is in your portfolio.
Also, if you missed the test or did not get your writing in, make arrangements/submissions ASAP as marks must be updated.

Wed. Oct. 8, 2014: Unit Exam

Today, you wrote your first unit exam. This was a timed exam. If you missed it, you will have to see me next week to arrange a make-up exam. Keep in mind that your "Anthem" editorial and revisions to your introductory paragraph are now past due.

Tues. Oct. 7, 2014: Test Prep

Today, I discussed the exam with you. Tomorrow's exam will be reading comprehension (multiple choice). You will be allowed a dictionary. I gave you a list of words you may want to familiarize yourself with in order to cut down on searching time. You will be marked on active reading, using process of elimination skills in your answers, and in getting the correct answer. If you do not attend tomorrow's exam, you will be provided with an alternate comprehension exam.

Mon. Oct. 6, 2014: Writing Class

Today, you were allowed to use class time to work on your editorial and paragraph revision. These were both due at the end of class. Tomorrow, we will work on test prep.

Fri. Oct.3, 2014: Writing Class

Today, you worked on your paragraph revision and your Editorial. See yesterday's Blog for due dates.

Thurs. Oct. m2, 2014: Writing Class

Today, you were given class time to work on your papers (paragraph revision and Editorial). These are both due on Monday, October 6. You also will have  a reading comprehension exam on Wednesday, October 8 (Multiple choice). In addition, I will be asking you to tell me about your progress reading your independent novel (Tuesday).

Wed. Oct. 1, 2014: Writing class

Today, you worked on creating your editorial. I have changed the due date to the end of class on Monday, October 6, as you also have an introductory paragraph revision to complete. I also met with some of you to discuss your progress (you all received an updated copy in your portfolio).

Tues. Sept. 30, 2014: Editorial Assignment/notes

Today, I went over the next writing assignment: the editorial. I provided the due date (Friday at the end of class), and discussed how to use the sources supplied. I also gave you the following context:
You are an Member of Parliament. You have been asked to vote on an issue. Prior to this, you have been asked to share your opinion on the issue with the rest of the MPs. This "sharing" will also be seen by your constituents. You have to have an opinion, and you want to get the other MPs to agree, but you don't want to offend your constituents.
You will then examine your source material and organize a written response in which you state your position and support it. I do have notes for this class. If you were not here, they are in your portfolio.

Mon. Sept. 29, 2014: Rubrics Discussion

Today, you were informed that the answers to the questions to your introductory paragraph as well as the revisions, are due on Monday, October 6, 2014. I have now handed back all of the ones I received. If you wrote one but didn't get it back with my notes, see me.
We then spent most of our time discussing the rubrics used in an English class. They do not change. I gave you each a copy and then you added notes to make it more understandable. If you were not here, you will need to touch base with a classmate who was (the rubric is in your portfolio).

Fri. Sept. 26, 2014 Connotation; writing problems presentation

Today, I reviewed common writing errors by showing student examples of mistakes. All of the errors presented in class are evident in the "15 Common Errors" booklet that you have been provided. You need to get an understanding of proper mechanical application.
I also defined the following:

Denotation: the dictionary meaning of a word. There is no added emotional meaning.

                                   example: "up" means a direction above the plain.
                                   example:  "Shut" means "close"

Connotation: the added emotional feeling attached to a word (not all words have this!!!)

                                  example: "cool" means "good" (the denotation indicates a low temperature)

                                  example: "Shut up" means "be quiet" (the phrase is seen as negative!!!)

Connotations can be positive (as in the case of "cool") or negative (as in the case of "shut up"). A good writer chooses his or her words carefully so that the reader is not offended.
                           

Thurs. Sept. 25, 2014: Anthem Issue Reading

Today, I gave you the Maclean's article "Don't mess with the national anthem" to read actively and then to answer the "Questions for Analyzing any Text." If you were not here, Google this article. The author was Emma Teital and it is easy to locate.
This assignment should be completed for tomorrow's class.

Wed. Sept. 24, 2014

Today, I gave you another reading in relation to the issue of changing Canada’s national anthem ("Interim councillor calling for "O Canada" change). This one provides a lot of background on the anthem (something you will need for your first full writing assignment). It also provides you with a lot of opinions on the issue! I want you to do the following:

·       Actively read the article and the comments.

·       Determine who is in support of the change and who isn’t (I just write “yes” and “no” beside each comment).

·       Determine who has a logical argument and who is just rambling or is providing no opinion (I just write “log.” and “nope” beside the comment – create your own legend!!!

·       Do not hand this in (I will do a walk-through tomorrow). If you have time left over, read your novel.

·       Some of you also have received your paragraphs back. Start working on what I have instructed from you. 

      If you were not here, this article can be Googled and read at home. It will also be in your portfolio.

Tues, Sept. 23, 2014: Active Reading Discussion

Today, you were to have read the article "Political Correctness Laughed Off Stage" by Peter C. Newman. I did a walk-through to see if you achieved this task correctly. Using this article, I then modeled what active reading looks like. I also handed out a sheet entitle "Stylistic Devices" to help you identify figurative language. As we actively read, I explained what a cliche is and what satire is. You then added these definitions to your stylistic devices sheet. If you were not here, you will have to define these on your own or see me for an explanation. I also showed you how active reading can lead to further, fruitful questions (I am now wondering if a Canadian issue could be whether or not we should keep spelling things differently than the U.S. or just give in).
Your homework tonight is to read your independent novel.

Mon. Sept. 22, 2014: Anthem Cont.

Today, we discussed question 9 of your "Questions for Analyzing any Text" sheet. I presented starters of student work and then we crossed out what was not necessary (see below for a partial list):

I believe that the Anthem should be changed.

We should the Anthem SHOULD BE kept the same.

I feel as if we the Anthem should be changed.

Personally, I think the Anthem does not have to be changed.

I think the Anthem should stay the same.

I believe the Anthem should stay as is.

My response to this message is that the Anthem should stay the same.

I also explained what passive voice is (and active voice). More information on these can be found in your "15 Common Errors" handbook (#14). Passive voice should be used sparingly.

I also discussed the importance of writing for the reader; what I meant was the importance of choosing your words carefully as the tone could offend them. I gave you guys a handout about tone (it will be in your portfolios if you were not here). You are to have it read actively for tomorrow.
I then gave you the reading, "Political Correctness Laughed off Stage" by Peter C. Newman. You are to have it actively read for tomorrow

Fri. Sept. 19, 2014: Discussion about Reading "Atwood..."

Today, you were instructed to hand in the "Questions for Analyzing any Text" as they related to the article "Margaret Atwood joins prominent Canadian women in call for gender-neutral anthem 'restoration'".
We then discussed them as a class. I have linked the class notes below.
I then instructed you to answer question .9 in paragraph form.
While you completed this task, I handed back your answers and discussed them with you. You then submitted the paragraph when you completed it.
Be sure to read your independent novel when you are not provided with homework.

Class notes on "Atwood..."

Thurs. Sept. 18, 2014: Citing Sources

Today, a number of students asked for help with source citation, so we worked on this as a class. I have linked in the notes for those who were absent.

Citation Notes

Wed. Sept. 17, 2014: Canadian Issue Anthem Reading

Today, students were given an article relating to why some Canadians believe the national anthem should be changed. The article: "Margaret Atwood joins prominent Canadian women in call for gender-neutral anthem 'restoration', appeared in the Financial Post on October 1, 2013. I got it on line; if you were not here, download it (it will also be in your portfolio).
You are to apply the "steps to active reading" (see yesterday's Blog) as well as the "Questions for Analyzing any Text" (on a blue sheet). In addition, you will need your MLA abridged handbook (blue booklet) to answer the citation question.
These are due at the end of class.

Tues. Sept. 16, 2014: Anthem discussion/ active reading steps

Today, students were instructed to show me that they actively read the National Anthem and answered the question posed at the end of class yesterday. I then reviewed what I expect when it comes to active reading as well as the reasons (I have pasted these below: sorry for the mess!).

We then discussed the "issue" of the anthem (many want it changed) and determined how people might find it offensive.  We decided that four groups may want the lyrics changed. One of the items determined to be lacking, however, was actual evidence (examples) to show that the groups we picked might actually be offended.

The first group we chose were those who really didn't know the lyrics to the anthem. The students determined that their opinion could not be based on sound reasoning until they actually took the time to understand it. We had already established one example of people not knowing the words (our own class study from yesterday), but it was agreed that the sample was too small to apply to all of Canada (make it an issue). I then gave the students the article "Majority of Canadian students don't know the national anthem: UVic study" that appeared in the Financial Post on May 12, 2010. If you were not here, Google it (I got it on the Web).

As a class, we then applied the active reading strategies (below) to it while I read it out loud. One other thing we added was our own opinions about the article: it is valid; is it a wide enough study to represent the whole country; is it subjective. Keep in mind that the reflections you do when reading are how you come up with further ideas for topic development.

How to Read Actively (Abridged)

(During and a bit of After)

1.      Analyze the title (before your read). Write down in one or two words what it might mean.

2.      Count the number of paragraphs (this is a “before” activity but, oh well). Put the numbers beside them.

3.      Read the first paragraph

a.       If it is an essay

                                                              i.      Highlight the thesis (or main points)

                                                            ii.      Highlight and define unknown words, allusions, phrases (allusions are references to historical times, books plays, people, etc that the writer would expect the reader to be familiar with).

                                                          iii.      Paraphrase the paragraph (in one or two words!!!!!!!)

4.      Read and do steps for ALL paragraphs.

5.      Summarize work at the end (three sentences only!)

Mon. Sept. 15, 2014: Questions for Active Reading and Anthem

Today, you were instructed to write down the words to the national anthem in as much accuracy as possible. All but one student was not able to do this. This led to a discussion about whether the national anthem is important, why it is important, whether it should be changed, and if it actually creates or supports unity. Students worked in groups to discuss this after doing some individual reflection.
I then handed out two items: The words to "O Canada" (English), and "Questions for Analyzing any Text."

I read the words to the students, pointing out areas that might make people uncomfortable. Their task tonight is to read it actively, paraphrase the stanzas and define unknown words, and tell me why some people may not like the anthem.

Fri. Sept. 12, 2014: Writing Class - Assignments Due

Today was your last writing class for the three assignments that are due today. If you were not here, your assignments are due on Monday. Keep in mind that you are not to print your paragraph. I need to access it myself in order to see if you are entering it as per the "Computer Usage" instructions.

Thurs. Sept. 11, 2014: Writing Class

Today, you worked on the three assignments that are due at the end of class tomorrow. See back on the Blog for more information.

Wed. Sept. 10, 2014: Writing Workshop

Today, students were given class-time to work on the three assignments that are due by the end of class on Friday. These assignments include the following:

1. Introductory Paragraph (with proper lay-out as indicated on the last page of their MLA blue booklet and "Computer Usage Steps" sheet)
2. Career Cruising (two minor assignments as indicated on the handout explaining this activity)
3. Punctuation answer booklet

All of the students have now chosen novels for their independent novel study (the activities relating to this are due on Monday, January 5, 2015). I recommend that students start reading these novels A.S.A.P. as they may decide to switch to something else after the first 50 pages or so but need to do so early on in the semester.

Tues. Sept. 9, 2014: Writing Class: Career Cruising

Today, you were to work on your paragraphs, punctuation/grammar booklet and two steps for Career Cruising (which were presented to you today). I do not have this assignment in the system. If you were not here, it is in your portfolio. Please see me for help.

All of these assignments are due at the end of class on Friday;

Mon. Sept. 8, 2014: Writing Class/ grammara

Today, you worked on revising your introductory paragraph. I also spoke to most of you individually about your novel choice. You were to have a novel off the list you were given on the first day for today's class. If you were absent today, make sure you bring your choice with you tomorrow. I also need you to make sure your paragraph is in the system so I can make a copy of it at the end of class on Friday. See me for help.

I also gave you a booklet entitled "15 Common Writing Errors" and exercises to accompany it. These are also due on Friday (if you were not here, they are in your portfolio.

Fri. Sept. 5, 2014: Paragraph Activity

Yesterday, you discussed the maps that classmates created. These projects demonstrated writer biases (All teams but Riders suck), stereotypes (all Albertans have money), and, in some cases, a lack of knowledge (locations mislabeled or languages left out of the equation).

Over the course of the next week, you are going to do (1) a formative assignment relating to views on Canada,(2) a housekeeping assignment that you might have already completed in earlier years, and (3) a grammar/mechanics assignment so I can determine CLASS errors or weakness. 

Today, I gave you the first assignment which is a paragraph. It will be due on Friday, September 12. I also gave you a sheet on how to write a paragraph and a sheet on entitled "Computer Usage Steps." All of these are linked below.

I also gave you a blue booklet entitled "MLA Citation Booklet" which I cannot link here. If you were absent, a copy of it (and the rest of the sheets) will be in your portfolio.

Introductory Paragraph Assignment

Paragraph Writing

Computer Usage Steps

Thurs. Sept. 4, 2014: Mapping/Group Work

Today, you were placed in groups of three. The maps that were created yesterday were then given to you (one per person). Each person in the group read and explained the information on the map. After all were done, the students created a list called "Mapping Critique" in which they were to examine the map and determine the following:

Identify and explain the overt and implied messages conveyed
Infer the assumptions, interests, beliefs and values embedded in the text and the credibility and purpose of the author
Identify and analyze the artists/author's tone, attitude and bias

The larger purpose was to identify stereotypes that are often applied either directly or through inference, to a society - in this case, Canada.

This discussion will lead in to an activity you will receive tomorrow.

Wed. Sept. 3, 2014: Following Written Instructions

The activity we did in class today was given in order to ascertain your ability to work independently and your ability to follow instructions. You were given a map that you had to do specific activities for. If you were not here, you have missed out on this assignment; however, you will be given an alternative activity to complete.

Introduction: Tuesday, September 2, 2014

Welcome to ELA A 30.
My email address is: dawn.benoit@nwsd.ca

Please read the attached introduction and get the supplies indicated for next Monday.

Course outline

The following letter of introduction (which has also been handed out in class) to be given to your parent or guardian:

Letter to Parents

Parents and students also need to be aware that, due to the disruption to learning they cause,  this classroom is a no cell phone zone. Cell phones are to either not be brought in or turned off and then placed in a designated place in the classroom. If a parent needs to contact a student, it can be done through the school office.