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).