Thursday, September 29, 2011
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
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.
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
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.
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
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
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
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
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
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.
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
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
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.
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
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).
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
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.
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
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
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.
·
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
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
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)
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
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.
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
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.
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