Friday, December 16, 2011

Today, we finished the powerpoint on the introduction of Animal Farm. Over the holidays, you are to read the novel and answer the questions in point form. I am posting the questions here for you.

Animal Farm
Instructions: Answer each of the following questions in list form if you choose. They must be highly detailed.
Questions: Chapters 1 to 3

1. Explain the most important ideas of Animalism (value: 3)

2. List the Seven Commandments. (value: 7)

3. Describe (give a detailed account of) the Rebellion. (value: 7)

4. Describe (give a detailed account of) the hay harvest (including its outcome).(value: 5)

5. Describe the education of the animals. How does the education of the animals work out? (value: 4)

6. What happened to the milk and apples? How does this align itself to the Seven Commandments? How is this “change” explained? (value: 3)


Questions: Chapters 4 to 6


1. Describe and explain the growing conflict between Napoleon and Snowball as well as the events leading up to the eventual outcome. (value: 7)


2. What is the importance of the windmill in the story? What does it represent in the real world? (value: 2)

3. Describe (give a detailed account of ) the Battle of the Cowshed. (value: 7)

4. Tell how the pigs corrupt the Seven Commandments. (value: 3)

5. What is a scapegoat? Explain how the pigs make use of scapegoats. (value: 3)

Questions: Chapters 7 – 10


1. Describe the purge, in detail, from the beginning to the end. (value: 8)

2. What becomes of “Beasts of England”? Why? (value: 2)

3. Describe the negotiations for the pile of lumber. (value: 5)

4. Describe the Battle of the Windmill. (value: 6)

5. Describe what happens to Boxer. (value: 5)

6. Describe the final scene and explain its meaning. (value: 7)

Thursday, December 15, 2011

Today, I introduced the novel Animal Farm. If you were not here, I have placed information on it in your portfolio. As part of the discussion, we defined totalitarianism, socialism, communism and fascism. These are types of government that you will need to look up.

Wednesday, December 14, 2011

Today, you wrote your Shakespeare unit exam. We will begin our novel study unit tomorrow (it will be on the novel Animal Farm).

Tuesday, December 13, 2011

Today, we finished watching The Merchant of Venice. We then discussed tomorrow's exam (it is multiple choice and both a Shakespeare comprehension and a Merchant of Venice comprehension exam). We also reviewed how to use process of elimination to answer the questions when referring to a reading.

Monday, December 12, 2011

Today, you watched the feature film The Merchant of Venice. Keep in mind that you have a Shakespeare comprehension exam on Wednesday.

Friday, December 9, 2011

Today, we finished reading The Merchant of Venice. We will watch the film on Monday and Tuesday, and write a comprehension exam on Wednesday (the essay on this will be one of two options for the final).

Thursday, December 8, 2011

Today, we continued reading The Merchant of Venice. We finished up to Act 4, Scene I, line 215.

Wednesday, December 7, 2011

Today, we read up to Act 3, Scene 2, line 174 of The Merchant of Venice. We finished right after Portia gave Bassinio a ring for him to wear and never take off.

Tuesday, December 6, 2011

Today, we read finished reading Act II of The Merchant of Venice. I then assigned you to answer question 3 on page 116 and hand it in. I have pasted it below for those who weren't here.

Make a list of the possible reasons why Portia's father insisted that potential suitors never seek another bride. Discuss whether you think this is a fair condition for playing the "lottery."

I also defined the term enjambment which means the continuation of meaning, without pause or break, from one line of poetry to the next.

Monday, December 5, 2011

Today, we read up to Act II, Scene 6 or the Merchant of Venice (page 82). Be sure to keep up with your readings if you are not here. You can find them online, so knowing what Scene we completed (5) will indicate where you should be. I also had you hand in your commas assignments from last week.

Friday, December 2, 2011

Today, we finished marking the Act One questions for The Merchant of Venice. In doing this, I explained mythological allusion (A myth is a traditional story about heroes or supernatural beings (fiction)), and historical allusion (Historical means based on the past, or describing people who lived in the past or events that happened in the past).
I also explained the difference between hyberbole and understatement.
Finally, we discussed the terms connotation and denotation, using the word "sponge".

If you look up the word "sponge" it will be defined as a porous, ocean creature or a porous fabric used to absorb. This is known as a denotation (the exact dictionary meaning of a word).

If you figure out, contextually, what the word "sponge" means in The Merchant of Venice, it means a drunk. Not only is this a different meaning (not an exact denotation), but the meaning is negative.

If you figure out, contextually, what the word "sponge" means if the teacher says it to the smartest student in class, it means someone who learns quickly (absorbs knowlege). Not only is this a different meaning (not an exact denotation), but the meaning is positive.

Connotation means either a different meaning for a word or, more often, an emotional meaning different from the denotation being added to it (positive or negative). You need to know this as part of understanding figurative language and choice of words.

I also gave you a worksheet to do on proper use of question marks, sentence fragments and complete sentences. If you were here, this is due for Monday. If you were not here, it is in your portfolio.

Thursday, December 1, 2011

Today, we discussed commas again. I then handed out another exercise. I expect you to have these rules for punctuation memorized. I then had you get into groups of four (co-ed) to discuss your answers to The Merchant of Venice (Act One). We then marked a number of them.

Wednesday, November 30, 2011

Today, we finished reading Act One of The Merchant of Venice. I then gave you questions to answer. I have pasted these below. The students had class time to answer them and then were expected to complete them for homework.
Study Questions -- Act 1

Answer each question thoroughly. Write down act, scene, and line references to note where you find textual evidence of your answers.

1. What does Bassanio want from Antonio? Why?
2. What is Antonio’s financial situation? What is Bassanio’s financial situation?
3. What does Antonio tell Bassanio in response to his request? How will Antonio help Bassanio?
4. In what way does Antonio’s comment at Act 1, Scene 1, lines 184-186 seem to contradict his comments at Act 1, Scene 1, lines 42-46? How might you account for this apparent contradiction?
5. What is the relationship between Antonio and Bassanio like? How do you know?
6. What kind of personality does Gratiano have? How do you know?
7. What is the main point behind Portia’s comments at Act 1, Scene 2, lines 12-17?
8. What is the “lottery” that Portia’s father has devised for her future & decreed in his will?
9. Explain what Portia specifically thinks of each of these suitors and how you know it:
a. the Prince from Naples (Neopolitan)

b. Count Palatine

c. the French Lord

d. the English Baron

e. the Scottish Lord

f. the young German
11. What does Portia say about the newly-arriving prince from Morocco? What are the possible meanings of Act 1, Scene 2, lines 129-131?
12. What does Bassanio ask of Shylock, specifically?
13. What is the idea behind Shylock’s comments at Act 1, Scene 3, lines 33-37? Why does he say this?
14. Why doesn’t Shylock like Antonio? What harm does Antonio cause Shylock? (HINT: look in more than one place in the text)
15. What is Antonio’s point in Act 1, Scene 3, lines 99-101?
16. What does Antonio think of Shylock? How do you know?
17. What “deal” does Shylock make with Antonio? Why does Antonio agree to it?

19. In this act, find examples of the following literary devices/techniques:
a. simile

b. metaphor

c. hyperbole

d. mythological allusion

e. historical allusion

Tuesday, November 29, 2011

Today, we discussed and marked the comma exercise from last week. We then read The Merchant of Venice up to about halfway through Act I, Scene 3 (page 41: about halfway down). If you were not here, be sure to read up to this pont.

Monday, November 28, 2011

Today, I assigned roles and then we read Act One, Scenes One and part of Scene Two of The Merchant of Venice. If you weren't here, we read up to halfway through page 27. You need to have this read for tomorrow if you want to stay caught up. If you are confused, be sure to read the summary pages at the beginning of each scene as they tell you what happens in that scene in language that is easier to understand.

Friday, November 25, 2011

Today, we were sidetracked by a discussion about comma usage. Some time ago, I gave you a booklet covering how to use various types of punctuation. I then had given you a comma exercise to complete. As a class, it was poorly done. We discussed what a simple sentence was (one that has a noun, a verb and makes sense, as well as has proper punctuation). This is also called an independent clause. We then discussed what a sentence fragment is (one that lacks either a noun or a verb so it doesn't make sense by itself). This is also called a dependent clause.
I then gave them the following exercises to do. What they had to do was put commas in the sentences where they are needed and then tell me the rule which applies underneath (from that punctuation handout). If you were not here, I still expect these to be completed for Monday.

English Commas Exercise Two

INSTRUCTIONS: Using the rules given to you, add commas where they are needed in the following sentences. Then, in the space given, tell me which rule applies.

1. Linda and Nancy sent out invitations planned the menu decorated the house and waited for their guests.

Rule: _______________________________________________________________

2. “Well” Debbie sighed “the parade is over.”

Rule: _______________________________________________________________

3. “I haven’t memorized that poem yet” said Joe.

Rule: _______________________________________________________________

4. Polly asked “Do you know Steven Haines?”

Rule: _______________________________________________________________

5. Please write letters to Mrs. Rogers Dr. Young and Mr. Lundell.

Rule: _______________________________________________________________

6. Well there is only one day of vacation left.

Rule: _______________________________________________________________

7. Carrie entered the room sat down and began to speak.

Rule: _______________________________________________________________

8. The campers noticed several things: first the moss on the trees; second the damp dirt; and third the broken twigs.

Rule: _______________________________________________________________

9. “The engine failed” noted the mechanic “due to poor maintenance.

Rule: _______________________________________________________________

10. The man on the porch is Mr. Oldani a carpenter.

Rule: _______________________________________________________________

Thursday, November 24, 2011

Today, we finished with the introduction to The Merchant of Venice. I then went over the Dramatis Personae with you (the list of characters). For tomorrow, using this list (which is in the book on page 5) and the powerpoint slide handout given to you, you will be quizzed to see if you can identify the following characters:

Prince of Morocco
Prince of Arragon
Antonio
Bassinio
Gratiano
Lorenzo
Shylock
Launcelot Gobbo
Portia
Nerissa
Jessica

Wednesday, November 23, 2011

Today, we further introduced ourselves to the play The Merchant of Venice. We discussed slides 6 and 7 and learned some things about the differences between Christians at the time of this play, and Jews at the time of this play. I also explained usury and venture trading. If you were not here, you need to look these up. If you were not here, also ask me for a copy of the slide sheet.

Tuesday, November 22, 2011

Today, we discussed iambic pentameter and then I started a discussion about The Merchant of Venice (Powerpoint). Keep in mind that you are writing a quiz on Shakespearean terms tomorrow.

Monday, November 21, 2011

Today, I introduced the Shakespeare unit. I discussed the following:

1. Why Read Shakespeare?

2. The history of Shakespeare and London… to a point

Terms you need to know for… Wednesday

If you were not here, look online to research the first two. The terms you need to know are listed below.

Shakespeare: Terms to Know

You are to study these terms for a quiz on Wednesday. You will need to know EXACTLY what they mean.

Here are some expressions that appear frequently in Shakespeare but are not in use today:

· Prithee – please
· By my troth (rhymes with “oath”) – truly; upon my word
· I trow (rhymes with “how”) – I trust; or I think
· Coz (rhymes with “buzz”) – cousin, relative
· Marry – really? Or, really!; an expression used in reply to a question (suggests surprise or indignation)
· Anon – soon, or right away
· Bootless – useless
· Fie – exclamation expressing disgust or outrage (an “F” word in its day)
· Sirrah – sir; but also may imply anger or contempt (talking down to)
· For the nonce – for the time being
· Ay – yes
· A’ - he

Elizabethan language also contains many old verb forms that we no longer use:

· Thou art – you are
· Thou dost – you do
· Thou know’st – you know
· Thou see’st – you see
· Thou did’st – you did
· He hath – he has
· He doth – he does
· He durst – he dares
· Methinks – I think
· Woul’t – would you


Often letters are omitted in words for the sake of the sound of the line of poetry:

· Ne’er - never
· O’er – over
· O’ – of
· I’ – in
· ‘t – it
· Ta’en – taken
· E’en – even

Obsolete words (those out of general use):
· Favour – meaning approval
· Owe – to possess
· Gouts – drops
· Clept – named
· Cling – wither

Archaic words (those which are old-fashioned):

· An – if
· Moe – more
· Sooth – truth
· Quoth – said
· Afeard - afraid

Thursday, November 17, 2011

Today, you had an assembly, so there was no class.

Wednesday, November 16, 2011

Today, you were given a handout on punctuation. It specifically explains how to use commas, semicolons, colons, dashes, hyphens, possessives, question marks, and quotation marks. You were to read it actively and then come to me for questions (these questions are on comma usage). These are due today (or by class tomorrow if you are struggling).

Tuesday, November 15, 2011

Today, students wrote their Modern Drama Multiple choice unit exam.

Monday, November 14, 2011

Today, you wrote your in-class essay for the modern drama unit. Tomorrow you will write your comprehension exam for this unit (M.C.).

Thursday, November 10, 2011

Today, we discussed the planning you need to do when you are outlining an in-class essay. You have your second essay on A Thousand Clowns on Monday. YOu then have your modern drama unit exam on Tuesday.

Wednesday, November 9, 2011

Today, we discussed the questions for A Thousand Clowns. I also stressed the importance of layout (students had their own papers to mark in order to see what they need to improve). Specifically, we talked about properly doing headers, titles, page numbers, numbers for questions, spacing, and flipping questions fully into answers.

Tuesday, NOvember 8, 2011

Today, we read the last of the play A Thousand Clowns. We discussed the ways in which Murray conformed and the possible outcomes of his action to do so. I then handed out questions for you to answer for Act III. These are due tomorrow.

Monday, November 7, 2011

Today, we read up to near the end of Act III of A Thousand Clowns. If you were not here, you are to read up the top of page 111 (stop after Nick brings out his ukulele).

Friday, November 4, 2011

Today, we finished reading Act Two of A Thousand Clowns. I then handed out the questions and allowed class time to answer them. I am pasting them here for those who were absent. they are due on Monday.


A Thousand Clowns: Act 2 Questions

1. When Albert comes back to tell Murray about the Welfare Board's decision, he reveals a great deal about his true character in a long speech. What do we learn about Albert which we didn't know before? Provided evidence.

2. Murray keeps making jokes about the people in charge of the Chuckles show. Underneath the jokes, however, he is trying to express his thoughts about the world of children: What are some of Murray's thoughts? Provide evidence.

3. To satirize means to ridicule individuals, ideas, customs, or situations in order to achieve humour and/or to achieve change. When Murray says, “'I've been attacked by the Ladies Home Journal! ", what is he satirizing? Identify three other points of satire in the play, and explain briefly what is being satirized by each.

4. "Maybe you're wonderfully independent, Murray, or maybe, maybe you're the most extraordinarily selfish person I've ever met." In your opinion, which view of Murray is the right one? Why? Provide evidence.

Thursday, November 3, 2011

Today, we read most of Act II of A Thousand Clowns (stopped at the top of page 93). We will finish Act II tomorrow.

Wednesday, November 2, 2011

Today, you answered six questions about Act I of A Thousand Clowns. These are due for tomorrow.

Tuesday, November 1, 2011

Today, we discussed what is meant by the terms "objective" and "subjective". We then read the rest of Act One of A Thousand Clowns. I then instructed the students to locate 10 allusions in Act One and then look up what they actually refer to and write this down. We then discussed the allusions and realized there are probably as many as 20. I then showed examples of writing which was not proofed before it was handed in. I stressed that taking this final step can reduce embarrassment later on.

Monday, October 31, 2011

Today, we read more of A Thousand Clowns. We finished off on page 78 (about halfway down). We are still in Act One, but near the end.

Friday, October 28, 2011

Today, we discussed the proper use of the words "that" and "which".
We then began to read A Thousand Clowns. We got halfway through page 63.

Thursday, October 27, 2011

Today, we finished reading the summary of the Acts for the play A Thousand Clowns. There were also a number of words defined (conventions, stuffy, ambiguous), as well as others reinforced (positive/negative connotations).

Wednesday, October 26, 2011

Today, we discussed how to answer multiple choice questions so the person marking them can be sure they are marking the choice the student wants them to. We then discussed the play A Thousand Clowns. We only got as far as Act One in the summary, so we will continue with this tomorrow.

Monday, October 25, 2011

Today, you filled in a survey for the administrators which cut into our time a bit. I then handed out the text On Stage One (If you were not here, I have it at my desk), which you are to bring to class tomorrow. In addition to this, you were placed in groups to discuss/debate your answers to the excerpt Monkeyshines. These were to be handed in.

Friday, October 20, 2011

· Give students 30 minutes to work in their groups to finish up their questions for Monkeyshines
· Hand out the short answer (multiple choice questions) on Monkeyshines for them to complete ON THEIR OWN (spread them out to accomplish this). They are to think about their answers using process of elimination to arrive at the best choice
· When finished, they are to hand these in and read their novels (they all have novels to read)

Thursday, October 20, 2011

Today, we discussed Drama. I then read to you an excerpt from the play Monkeyshines. If you weren't here, this is in your portfolio). You were then put into groups of three and given questions to answer (you will get about 20 minutes to complete this tomorrow).

Wednesday, October 19, 2011

· Students are to save their novel reading until the end of class today.
· Handout the paper entitled “Drama”
· Handout the questions entitled “Introduction to Drama: Questions to Accompany the “Drama” Worksheet (should say “reading” but…..)
· Instruct students to read the reading and then follow the instructions on the questions sheet (read them out)
· Stress that they are to do this work on their own.
· It is due at the end of class
· If they finish early, they are to hand it in and read their novels

Tuesday, October 18, 2011

Today, we marked the Poetry Unit exam.

Monday, October 17, 2011

Today, you wrote your poetry unit exam. Tomorrow, we will start the modern drama unit.

Friday, October 14, 2011

Today, we discussed Monday's poetry unit exam. I explained that it was reading comprehension (3 poetry readings and multiple choice questions). I also explained that you need to study all terminology, as it can appear in the answers. In addition, you will have to specifically explain the steps to reading poetry (they also appear earlier in my Blogger) as well as the sentences I expect in an introductory paragraph of an essay (I have pasted these below). I am doing this


Introductory Paragraph for a Five Paragraph Critical/Analytical Essay

Sentence One: Attention grabber about the topic (which is NEVER going to be the book/story you read). The purpose is to introduce the topic and get the reader interested.

Sentence Two: Explains sentence one or shows a cause/effect relationship which ties the two closer to the topic.

Sentence Three: Introduce the “Text” (title, author, genre, overview).

Sentence Four, Five and Six: Summary of the “text” (sequential) as needed to support your main points.

Sentence Seven: Thesis (an arguable opinion about the topic). You can then include the main points (3) you will use to prove your thesis.

Thursday, October 13, 2011

Today, we discussed poetry analysis going over the poem "At Seventeen". Your homework tonight is to answer 10 questions about the poem. I have pasted the questions below. These need to be answered fully (flipping the question into the answer).
RESPONDING CRITICALLY TO POETRY
“SEVENTEEN” (Value: 21)

1. Who is the speaker in the poem? (value: 1)

2. How does the speaker feel about the subject of the poem? How is this communicated? (value: 4)

3. What are the dominant images? How do the images support the poet's theme? (value: 4)
4.
5. Does the poet use symbolism to represent anything? How do the symbols develop the poem’s meaning? (value: 2)

6. How would you describe the tone of this poem? What develops this tone? Is it suitable to the content of the poem? (value: 3)

7. Why would the poet choose this form? (value: 1)

8. How are the lines in the poem arranged on the page? How is this arrangement significant? (value: 2)

9. Does the poet's style suit the content of the poem? (value: 1)


10. Does the writer use any figurative language? What? (value: 3)

Wednesday, October 12, 2011

Today, we marked the answers to the questions on the poem "Jamie". My focus was on proper layout and answering questions fully (flipping the question into a statement as part of the answer). You also were to have handed in the 20 sentences in which you were to define figurative devices (assigned on Monday). Please have this in for tomorrow.

Tuesday, October 11, 2011

Today, you worked in pairs to complete a literary terms activity involving 20 sentences. These were due by the end of class today.

Thursday, October 6, 2011

Today, you were given the poem “At Seventeen”. You were to actively analyze this (you already have the eight steps and have practiced this skill). You are to hand this in once it is completed. If there is time left over, you are to read their novel (independent). Hopefully, this will mean no homework!

Wednesday, October 5, 2011

Today, I handed out the questions you are to answer about the poem you analyzed yesterday ("Jamie"). These are due today and can be completed in pairs.

Tuesday, October 4, 2011

Today, I worked one on one with students to help them with some errors they are still having with typesetting their assignments. They also actively read the poem "Jamie". This was due for the end of class.

Monday, October 3, 2011

Today, we reviewed how to properly complete assignments on the computer. I have posted these below. I also handed back your answers to "Did I Miss Anything?" so you can correct them and then added two more questions for you to complete:
11. Does the poet’s style suit the content of the poem?
12. Write a rebuttal to this poem from the perspective of a student.

This work, in its entirety, is to be handed in by the end of class today.

English 10-1: “Did I Miss Anything?”Layout Problems

1. Is your work in 12 point?

2. Is your work in Times New Roman?

3. Did you put both your first and last names in the header?

4. Did you put the class name in the header?

5. Did you put the date in the header?

6. Is your header aligned right?

7. Did you insert the page number on the bottom right of the page (NOT FOOTER!!!!)

8. Did you centre your title?

9. Did your title tell me what the work following is about? “Did I Miss Anything?” Answers

10. Did you bold the title?

11. Did you properly attribute the poem by putting the title of it in quotation marks?

12. Did you leave ONE space between the title and the questions?

13. Did you leave ONE space between each answer?

14. Did you properly insert numbers for the questions?

15. Did you answer the question by flipping it into the statement first?

Friday, September 30, 2011

Today, you were given questions for the poem "Did I Miss Anything?" to complete in pairs. These were due by the end of class.

Thursday, September 29, 2011

Today, we discussed the poem "Did I Miss Anything", focusing on the way you read it yesterday and the analysis you completed. I also gave you some additional notes on what poetry is to appeal to (the Five senses) and how hard it is to appeal to each one when using only writing as the tool.

Wednesday, September 28, 2011

Today, I gave you the poem "Did I Miss Anything?" Your task was to read it actively (using the steps I gave you yesterday and completing these right on the page).
I then allowed you to pair up (after 30 minutes) to discuss your answers as well as to complete the task.
At the end of class, you were to put both of your names on one of the papers (fixing mistakes first) and hand it in.

If you were not here, I have put this poem in your portfolio.

Tuesday, September 27, 2011

Today, I gave you the poem "Hams". I then instructed you on how to properly read a poem. I have pasted the information below (ignore the numbers though as I removed one from the steps):
1. Look at the title of this poem. What might it mean? Write what you think down.
2. Look at the layout of the poem. Note the number of stanzas, lines, rhyme schemes and any layout that deviates from a flush left set up. Write these down.
3. Read the poem through, highlighting and paying attention to periods, commas and other punctuation marks (read it properly). During this read, also highlight words that are not familiar.
4. Look up the definitions of the highlighted words and put them right on the page.
5. Examine the poem once more. Identify any figures of speech you see and define them. Identify allusions, research and write them down as well.
6. Reread the poem again. Now, try to paraphrase the stanzas (put in your own words succinctly).
7. Identify the speaker of the poem (it is NOT the writer but the persona)
8. add a theme based on what you have paraphrased.

Monday, September 26, 2011

Today, I introduced the poetry unit. As there were a number of students who hadn't written the exam, this was a quiet class (so they could write). Your assignment was to read the booklet "The Least You Should Know About Poetry" and answer the accompanying questions (either on cue cards or on paper). This is a whole class activity. What isn't finished is homework.

Thursday, September 22, 2011

Today, students wrote their unit exam for short stories. We will start the poetry unit on Monday.

Wednesday, September 21, 2011

Today, you wrote your first in class, critical/analytical essay. I have set up a sign up sheet on the corner of my desk. I encourage all of you to sign up to meet with me to go over your essay one-on-one. Tomorrow, you will write your first multiple choice comprehension exam. You are expected to understand the literary devices you learned in grade nine (I handed them out again) as well as the parts of a sentence (adverb, adjective, noun, verb) and terms such as antonym and homonym (and connotation). Basically, this first exam lets me know what areas need to be reviewed more systematically, as well as checks to see how well you are reading overall.

Tuesday, September 20, 2011

Today, we discussed the layout of the essay as you will be writing one tomorrow as part of the completion of the short story unit. To do this, we discussed a previous exam question, and I gave you a handout on formatting the essay. I also gave you a copy of the literary devices sheet you initially got in grade nine in order to prepare you for Thursday’s comprehension (M.C.) exam. In addition to this, you also need to know the information on the short story, which is in your blue short story booklet. In addition, I showed you a pretty good essay on “The Possibility of Evil.”

Monday, September 19, 2011

Today, we discussed the short story "The Possibility of Evil". I expect that the work assigned will be completed for tomorrow (our discussions will aid you). In addition, you are to answer the following questions:


1. Look at the title. What does it mean?

2. The line “Miss Strangeworth never bothered about facts (p. 252, par. 7, line 1)” is meant to get us to think about our own actions. What does this line mean? How does this play out in our own lives? Have you ever demonstrated this same characteristic, or, have others ever treated you to a response based on not checking out the facts? Explain.

3. Does Miss. Strangeworth know that what she is doing is wrong? Explain.

4. Was the response from the town (cutting of the roses) justified? Explain.

5. How are the roses symbolic (both the red and the white)? Look for ALL references to the roses to come to an answer for this one.

6. BONUS QUESTION: There are two other symbols in here that I found: the pencil stub and the name of the main character. Defend these, explaining what they symbolize.

Friday, September 16, 2011

Today, I met with students to ensure that they are reading short stories actively and correctly. By the end of class, every student had received questions to answer (general ones; could be applied to any story). These are due for Monday.

Thursday, September 15, 2011

Today, I gave a mini lesson on the proper use of “a” or “an” as a single count word.
I then reviewed how I expect you to read a short story actively. I then handed out the short story “The Possibility of Evil”. Once you had read it actively, you brought it up to me to review. I then gave you questions to do. These are for homework.

Wednesday, September 14, 2011

Today, you discussed the process of elimination multiple choice questions you answered yesterday (in a bigger group). I then reviewed the best ways to arrive at the "right" answer. I then discussed attribution for titles. I have pasted this all below:

Tips for Getting the Right Answer of Multiple Choice Based Questions:

· Highlight the lines referred to in the question itself
· If answering these and not doing so in test form, look up and write down the definitions for EVERY word you don’t know (including in the questions and answers)
· Use process of elimination (eliminate wrong answers by considering WHY they are being eliminated to arrive at the possible “right” one(s).
· Cross out the wrong answers as you find them (if not on a test, write down why you are eliminating them (not A because…)

Proper Citation for Major and Minor Works

* If a work is considered major (you are referring to a novel, play, magazine, newspaper, feature film, the title of a TV show) be sure to put in italics if you are using the title in something of your own (referring to it). This only works if you are TYPING. If you are writing by hand, underline major works.
* If a work is considered minor (you are referring to a short story, an episode of a TV show, a magazine or newspaper article, or a poem) be sure to put quotation marks around the title in something of your own (referring to it).

Tuesday, September 13, 2011

Today, we continued examining the short story "The Fatalist". Our focus has shifted onto how to approach multiple choice questions. We determined that the best approach is as follows:
1. Actively read the story (locate 5 ws, highlight changes in tone, paraphrase paragraphs, highlight unknown words, highlight figurative language, summarize the work). This isn't always possible in a test situation, but you still can look at the title, paraphrase, and highlight changes in tone).
2. Look at the question. If it has lines indicated (referred to) go back into the story and higlight those lines (in a different colour than the one you used for active reading)
3. Read the question. Keep in mind that one of the answers is what we call a throwaway (easy to dismiss). You will look at the answers determining what ISN'T the right answer, not for what IS (process of elimination approach)
4. Think about why you are eliminating it so your brain is thinking about it.
5. Do this with all of the other ones so you are left with ONE possible answer (or two - in which case, you have to thinking which one is less RIGHT).
Today, you will be answering these questions in pairs and writing down the reasons for eliminating answers.

Monday, September 12, 2011

Today, we finished the reading "The Fatalist". Your homework was to read it actively so that we could get on to the questions today. You were then allowed to pair up to answer the questions at the end of the reading. These are due at the end of class.

Friday, September 9, 2011

Today, we discussed how to actively read a short story (highlighting important plot words, paraphrasing, highlighting unknown words, defining literary devices as they appear, summarize entire work at the end, including a theme)
I then handed out the short story "The Fatalist"
I read this one in class up until the bell rang
You job this weekend is to finish reading it. You are then to read it AGAIN and do the following:

· Highlight the five W’s (who, what, where, when, why, how) if they appear.
· Highlight any changes in direction or tone that you also come across (or put a question mark down when you are being confused by a statement or change).
· Highlight and look up any words you are unfamiliar with. Write the definitions down on the page in your own words.
· Paraphrase what you have read after each paragraph (on the page)
· Summarize the piece as a whole and write this down at the end (the piece of literature was about….)
· Explain what you think the theme of the piece is.
·

Thursday, September 8, 2011

Today, you started class with a journal discussing conformity. I then reviewed the short story lesson we were working on yesterday. From here, I introduced what a theme and premise are.

Wednesday, September 7, 2011

Today, we reviewed the reading assigned yesterday. You then watched the short the Pixar Short “For the Birds”
After watching, you were to identify the plot, protagonist/antagonist, initial incident, conflict, Irony and theme.
We finished class during our discussion on theme (we will finish discussing this tomorrow)

Tuesday, September 6, 2011

Today, I read the children's book All By Myself byy Mercer Mayer. We then discussed the concept of values. From here, you wrote your first journal on that subject.
I then handed out the blue booklet entitled"Reading and Writing". You will notice that this is printed on blue paper. I will print most items I think are important for the whole term ont his so you can store them in a separate section of your binder.

Homework (if any): finish reading this booklet, highlighting terms you know. By doing this, you will know what you need to study to be an expert in this unit.

Friday, September 2, 2011

Today, I took attendance and then you had an assembly. Remember: you have to get your supplies and a novel to read for Tuesday.

Thursday, September 1, 2011

Welcome to this class. Today, you are getting a course outline which includes a list of necessary supplies. I expect that you will have these by Tuesday, September 6. This gives you the week, plus a long weekend to acquire them.
Hilroy Exercise book, 32 pages (comes in packs of four with various colours
Pens (blue and black only)
pencils·Binder with dividers
Loose leaf paper
Ruler (or other “straight line” item)
Highlighters (get a pack with four colours)
Flash drive (memory stick, USB, jump drive)
Approved Novel (I will give you a list of options)I also gave you a letter for your parents to sign, which is also due by September 6.