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.