Friday, December 16, 2011

Today, we discussed iambic pentameter. You were to paraphrase one of the sonnets as part of understanding Shakespeare.

Thursday, December 15, 2011

Today, I gave you Sonnet 18. We discussed how Shakespearean sonnets have 14 lines, which consist of three quatrains and a couplet. We then discussed what a syllable was and watched a video. Finally, the students tried their hand at interpreting this sonnet, which we then discussed. If you were not here, I have put a copy of this sonnet in your portfolio. You can also find it online (Shakespeare: sonnet 18).

Wednesday, December 14, 2011

Today, I discussed more of the history of England during the late 1500s, early 1600s. Specifically, we discussed entertainment, more of hygiene, the black plague and religious discrimination.

Tuesday, December 13, 2011

Today, I introduced Shakespeare. We watched a video on his films. I then presented a powerpoint showing some details about him as a man (this will be in your portfolio if you weren't here). I then discussed why people went to see his plays:
1. Universal themes
2. universal plots
3. inventor of "modern" language
4. really entertaining!

Monday, December 12, 2011

Today, we looked at slides of various types of people, discussing the stereotypes associated with them. The goal is to give you an understanding that stereotypes are, for the most part, negatively and improperly applied to a group as a whole. This will be a necessary concept to understand when we start examining The Merchant of Venice.

Friday, November 9, 2011

Today, I introduced the play we will be studying in our Shakespeare unit (The Merchant of Venice) through a discussion about stereotyping (groupwork was involved as well). In addition, your marks for the poetry exam are on home logic. The average was 69%.

Wednesday, December 7, 2011

Today, students finished working on their major poetry assignment. If they had time left over, they used it to study for tomorrow's poetry unit exam. To do well, they need to understand everything in their PowerPoint handout, their literary terms sheet, and their instructions on how to read poetry (these are also posted in previous blogger notes). It is a multiple choice exam.

Tuesday, December 6, 2011

Today, you were given time to work on your major assignment. I also reminded you to be sure to go over the types of poetry for your exam on Thursday (as well as the literary devices). These can be found on page 48 of your Resourcelines text.

Monday, December 5, 2011

Today, you wrote a quiz on literary devices. If you were not here, you will need to come in this week and write it at lunchtime. I then discussed pathetic fallacy and juxtaposition with you to ensure understanding. If you were not here, look in your portfolio for the notes. You then were able to work on your major assignment for the rest of the class. Keep in mind that this is due for Thursday, December 8.

Friday, December 2, 2011

Today, I went through the poem "Cockpit in the Clouds" with you. We reviewed figurative devices and marked the questions (which you then handed in).

I also informed you that you would have a quiz on Monday on the following figurative devices:

R – epetition: repetition, repetition, repetition
R – hetorical question: a question asked but desiring no answer
A – llusion: when an indirect reference is made to literature, history, pop-culture
A- lliteration: the repetition of sounds at the beginning of consecutive words
A-ssonance: the repetition of a vowel sound in consecutive words
P – ersonification: giving human qualities to inanimate objects
P- athetic fallacy: when the weather reflects the mood
S- ynecdoche: when a part stands for the whole (behind bars – for prison)

O – nomatopoeia: when the word sounds like itself. Ex: bang, crash
H – yperbole: exaggeration for effect

F – oreshadowing: when an element in the story hints at what’s to come
I – magery: when the author’s word choice deliberately creates vivid pictures
J – uxtaposition: when 2 images are placed side by side to reinforce a message
I – rony: when the opposite of what is expected is said, happens, etc.

Thursday, December 1, 2011

Today, we marked the last comma exercise.
I showed you how to properly lay out your Canadian poem for your major assignment (most have chosen one now so this seemed like a good idea).
I then gave them a handout on essays to further reinforce what we have been talking about in class.

Wednesday, November 30, 2011

Today, you were given the poem "Cockpit in the Clouds" to actively read and analyze. When finished, you were provided with questions to answer using process of elimination. Be sure to define terms in the spots provided as part of explaining why you didn't choose them as answers. This is due for tomorrow. I have pasted the poem and questions below.

Cockpit in the Clouds

Two thousand feet beneath our wheels
The city sprawls across the land
Like heaps of children's blocks outflung,
In tantrums, by a giant hand.
To east a silver spire soars
And seeks to pierce our lower wing.
Above its grasp we drift along,
A tiny, droning, shiny thing.

The noon crowds pack the narrow streets.
The el trains[1] move so slow, so slow.
Amidst their traffic, chaos, life,
The city's busy millions go.
Up here, aloof, we watch them crawl.
In crystal air we seem to poise
Behind our motor's throaty roar-
Down there, we're just another noise.

Dick Dorrance
[1] El trains – trains that are elevated or raised above the ground


VI. Read the poem "Cockpit in the Clouds" and answer questions 35 to 37.

32. “Up here, aloof, we watch them crawl” is mainly an example of

A. simile
B. metaphor
C. alliteration
D. personification

Not ______ because: ___________________________________________________
_________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________

33. “The city sprawls across the land” (line 2) is mainly an example of

A. simile
B. metaphor
C. alliteration
D. personification

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________



34. The title “Cockpit in the Clouds” is an example of which of the following?

A. metaphor and synecdoche
B. alliteration and synecdoche
C. repetition and metaphor
D. metaphor and alliteration

Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________


35. The word "tiny" (line 8) is used to describe the size of the

A. wing
B. plane
C. crowds
D. buildings

Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
(62.2 % provincially correct: Recognize an object referred to by the use of a particular word in a poem)


36. The use of italics for the last line of the poem reinforces the

A. noise of the plane's engines
B. difference in speed of travel
C. speaker's feeling of insignificance
D. distance between the city and the plane
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________

(63% provincially correct: Recognize the effect intended by the use of italics in a poem.

37. The point of view expressed in this poem would most likely be that of a

A. pilot
B. motorist
C. pedestrian
D. flight attendant

Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________

(80.8% provincially correct: Draw a conclusion about the point of view expressed in a poem

Tuesday, November 29, 2011

Today, we marked the comma exercises 44 to 54. They were returned to you to fix and also to ensure that the next set is correct. I want these in for tomorrow (homework!).
We then discussed the poem "Comparing Beginnings," which we analyzed as a class. I also provided you with the answers to the questions you did. I have to admit that, when I reviewed them, I found that the pairing out and answering using process of elimination seems to be working. Keep up the great work!

Monday, November 28, 2011

Today, you were to hand in your “Comparing Beginnings” readings and questions (if you weren't here on Friday) as well as your comma exercises worksheet
.

You were then given class time to work on your major assignment
which is due on December 8. In addition to Canadian poems, you could also choose to analyze Canadian lyrics.

Friday, November 25, 2011

Today, I handed out the major assignment for this unit. If you were not here, it is in your portfolio. The due date for this poetry analysis is Thursday, December 8, 2011.
you were then given (if you didn't receive it yesterday) the questions for the poem "Comparing Beginnings." I allowed you to work in pairs to do this activity. If you were not here, I have posted the questions below so you can do them independently at home. They are due for Monday. In addition, you are to fix the comma errors for questions 44 to 54 of your commas exercises so we can mark them on Monday. If you are not here, they are either with you or in your portfolio. Be sure to come in in the morning and get them so you can review your earlier answers (and make changes) before class.

Read and analyze the poem “Comparing Beginnings and then answer the questions that follow FULLY.

1. The first line of the poem implies that the speaker and the speaker’s friend have shared a youthful desire for

A. danger
B. freedom
C. rebellion
D. companionship

Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________

2. The context of lines 2 to 6 suggests that the man’s response was motivated by

A. expectation of reward
B. desire for social change
C. concern for the child’s safety
D. admiration of the child’s courage

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________


3. The impression created by the old woman wearing a flannel cap in the daytime (line 13) is one of

A. oddity
B. boldness
C. sickliness
D. innocence

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________


4. The poet’s description of the old neighbor woman’s actions (lines 14 to 16) serves mainly to indicate the woman’s

A. extreme loneliness
B. absurd appearance
C. sincere hospitality
D. musical talent

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________


5. The mother scolds the child (lines 21 to 26) because the mother’s fear has been increased by her

A. distrust of the old man
B. distrust of her children
C. attitude toward dancing
D. jealousy of her neighbours

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________


6. The description “dangerous places that looked green and peaceful” (lines 30 t0 31) is an example of

A. irony
B. simile
C. exaggeration
D. personification

Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________


7. The phrase “siren music” (line 32) serves to reinforce that freedom is

A. enjoyable and childish
B. chaotic and frightening
C. tempting but hazardous
D. desirable but impossible

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________


8. The phrase “siren music” (line 32) is also known as

A. a metaphor
B. repetition
C. an allusion
D. an onomatopoeia

Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________

Thursday, November 24, 2011

Today, we marked questions 34-43 of your commas booklet. I will return them after I mark them for further revision. I then handed out the poem "Comparing Beginnings" for you to analyze. I have pasted this poem below. I want it fully analyzed for tomorrow's class so we can work in pairs on the questions.

COMPARING BEGINNINGS

Both of us have early memories of escape.
You, when you were three years old,
walked out an open window and up a hill.
The day was hot: you were free and peaceful.
A black man found you
and coaxed you home again.
You learned later that the hill
was the home of dangerous snakes.

At the same age I ran away
out of our backyard, across the road
to the home of an old neighbour woman
with a face like a nutcracker
who wore a flannel cap[1] in the daytime.
She fed me sugar cookies
and played on the cranked-up gramophone
a record of fiddle music
to which I danced on the kitchen floor
while her old bachelor brother
step-danced and snapped his fingers
on the other side of the room.
And my mother came to take me home
and scold me
and said to my father later
that she didn't trust the old bachelor brother
one little bit:
he was no better than he should be.

After that escape,
you and I both
wore halters to prevent us from straying
into dangerous places
that looked green and peaceful
where there might be siren music[2]
or poisonous snakes.

Elizabeth Brewster
Contemporary Canadian poet,novelist, and short story writer

[1] flannel cap-nightcap; a cap worn in bed
[2] siren music-in Greek mythology, music of the sea nymphs who sang seductively to travellers at sea, causing them to steer their ships onto the rocks

Wednesday, November 23, 2011

Today, you were put into groups to discuss your answers for the poem "Billy Paris." the purpose was the discuss how you arrived at answers and then, through the discussion, arrive at a consensus (agreement). We then formed larger groups until we only had two. I then had one person from each group come up and write down their answers, which we then discussed. In the end, I provided the answers and gave you an additional question to show how process of elimination helps arrive at answers. Be sure that you hand in your comma exercises (page 3) for tomorrow so I can mark them as a class.

Tuesday, November 22, 2011

Today, we marked questions 22 to 33 in our commas booklet (the second page). I then returned the booklet to you to make sure that you are following the rules correctly and to review page three for marking tomorrow. We then discussed group work, focusing on whether we like it (most did) and what problems there are when it is being done. The top three problems are working with people you don't like, off-task behaviour, and one person doing most of the work. In order to try to solve this, I had you choose a partner to work with tomorrow and put the names in the marking box. I then had you work independently answer (long form) questions on the poem "Billy Paris". These are due tomorrow.

Monday, November 21, 2011

Today, I paired you up to work on reviewing the poem "Billy Paris" which was due today. We then discussed the nine steps, examining how to arrive at the theme (brainstorm topic words to arrive at what the message might be; make it more universal/general). I then gave you the following notes on how to answer multiple choice questions effectively.

1. Highlight and define unknown words in the question.
2. Using a different coloured highlighter than already used in your analysis, highlight the passages referred to in the question.
3. Use process of elimination to answer the questions (cross out answers which are not possible).
4. As you are crossing out answers, think about why each one is being eliminated.

For tomorrow - and for this whole unit - you must have four different coloured highlighters. This was expected and part of your supply list.

Thursday, November 17, 2011

Today, we marked the first page of the comma exercises which were due on November 15. I gave them back to you to fix. I want the booklet back on Monday. We then finished discussing the steps I want you to follow when reading poetry. I am pasting them below. In addition, you need to actively read the poem "Billy Paris", which I have also posted below. This is also due for Monday.

How to Read Poetry

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. Look up allusions and write them down.

6. Reread the poem again. Now, try to paraphrase the stanzas (put in your own words
succinctly).

7. Look for connotations in the word choices (positive and negative).Connotation is the
emotional added meaning of a word.

8. Determine who the speaker of the poem is

9. Finally, add a theme based on what you have paraphrased. What should we learn
from this? What is the point?

VIII. Actively read the poem “Billy Paris, below, using each of the steps I have given you. Once you are finished, show it to me and then I will give you questions 45 to 48 to answer fully.





Billy Paris

This term I don’t have a lunch period,
Too many subjects to make up.
So while I learn new nouns in Mr. Brewer’s Spanish class,
I munch on some potato chips.

Two days ago he laid down the law:
“No snacking while speaking Spanish.”
Yesterday I got even.

I pulled out from my bad
A checkered tablecloth,
Two Candlesticks,
One bowl,
One spoon,
And a thermos full of soup.

I slowly set the table,
Said a blessing (in Spanish) over the food,
And named every object with perfect accent.

Mr. Brewer stood there, dumbstruck.
Then he began to laugh.
The class joined in.
You know, school doesn’t have to be so grim.

Wednesday, November 16, 2011

Today, we finished reviewing the introductory power point for hte poetry unit. I then had you look at pages 47 to 50 in your Resourcelines text, which gives you much of the same information. I then began to go over the way I expect you to analyze poetry. If you were not here, you will get them tomorrow.

Tuesday, November 15, 2011

Today, you were given a handout on the comma rules. This is in blue as I want you to hold on to it for the year (you must learn these!). You were instructed to read the rules over. You were then given questions to answer. In order to do well, you MUST follow the instructions. As a class, you did poorly on the last exercise which was mostly due to not following the instructions. Read carefully.
These are to be handed in by the end of class. If you finished early, you were to read your novel.

Monday, November 14, 2011

Today, we marked the commas worksheet. I then introduced the poetry unit. You were given a handout which you will refer to as we discuss this. If you were not here, it is in your portfolio.

Thursday, November 10, 2011

Today, in respect for Remembrance Day, we watched to video Alive Day. You also had to hand in your comma exercise from yesterday if you hadn't already done so.

Wednesday, November 9, 2011

Today, we finished our discussion on comma rules. I then gave you an exercise to complete, If you were not here, the comma rules and exercises are in your portfolio.

Tuesday, November 8, 2011

Today, you wrote your Novel Unit exam (comprehension; M.C.). Tomorrow, we will start the poetry unit.

Monday, November 7, 2011

Today, you wrote your first in-class essay. This will be used as a first essay - one that will be the starting point in learning how to successfully write one. I will be booking appointments to meet and go over your essay with you (the list is on my desk). As you don't have spares, appointments will be in the morning, at lunch, and after school. Remember that you write your multiple choice exam on the novel tomorrow.

Friday, November 4, 2011

Today, I went over the structure of an essay in preparation for your exam on Monday. You will need to understand the novel Flowers for Algernon in order to do this test well. On Tuesday, you will write your multiple choice exam for the novel unit. It will consist of questions from the novel as well as reading comprehension.

Thursday, November 3, 2011

Today we discussed the "Take your child to work day" event from yesterday. We then discussed the paragraph building activity we did on Tuesday (marked it). After this, we discussed how sentences without appropriately placed commas can alter the meaning in an unintended way.

Wednesday, November 2, 2011

Today, you went with your parents (or another guardian) to a workplace off of the schoolgrounds. We will discuss your experiences tomorrow.

Tuesday, November 1, 2011

Today, we finished watching the movie Flowers for Algernon. We then discussed paragraph structure again (see earlier blog). You then did a paired activity in which you organized an essay from slips of paper. These were handed in ata the end of class. Have fun with your parents tomorrow!

Monday, October 31, 2011

Today, we watched the first half of the feature film Flowers for Algernon.

Friday, October 28, 2011

Today, we discussed the differences between a fact and an opinion. We then did some group exercises on this. You also wrote a quiz on Progress Report 17 and were to complete the vocabulary on Progress Report 14 and Progress Report 17 (handed out). These are due on Monday.

Thursday, October 29, 2011

Today, we discussed the structure of a properly written persuasive paragraph (main point, followed by examples to prove it, followed by a sentence or two explaining how the examples prove the main point). I then allowed time to catch up on novel reading, answer the Progress Report 17 questions and update independent novels.

Wednesday, October 26, 2011

Today, we marked progress reports 15-16 and assorted multiple choice quizzes surrounding the readings. Students are expected to have the final report read for tomorrow as well as the questions completed by the end of the class tomorrow.

Monday, October 25, 2011

Today, I informed the class that they have until Thursday to finish reading the novel Flowers for Algernon. Today, they were instructed to finish the questions for Progress Report 15/16 and do the vocabulary for Progress Report 15/16.

Friday, October 21, 2011

· Today, you are to read Progress Report 16 (pages 221- 278) and answer the questions y9ou have for this.
· If you finish early, hand these in and read Progress Report 17.

Thursday, October 20, 2011

Today, you wrote a quiz on Flowers for Algernon, Progress Report 14. We then marked Progress Report 12 and 13 answers, Progress Report 14 answers, and the Progress Report 12-13 quiz.
You were to have read up to progress report 15 by today. Read ahead through Progress report 16 if you have done this.

Tuesday, October 18, 2011

Today, we marked a bunch of questions relating to Flowers for Algernon. For tomorrow, you need ot have read Progress Reports 14 and 15 (up to 221).
We also focused on the meaning of the concepts "describe" and "react".

Monday, October 17, 2011

Today was a catch-up day. All questions pertaining to anything prior to Progress Report 14 MUST be in for tomorrow as they will be marked in class.

Friday, October 14, 2011

Today, You handed in your Progress 11 Vocabulary, your Progress Report 11 questions, wrote a quiz on Progress Report 11, and then worked on reading Progress Report 12 (pages 113 to 132), completing Progress Report 12 vocabulary, and answering Progress Report 12 and 13 questions. For this weekend, read Progress Report 13 (pages 132 to 165). If you want to keep reading (some have finished reading it), go for it. Keep in mind that you are supposed to read for 2 hours a week outside of class and that most of you read at a speed of about 35 pages per hour.

Thursday, October 13, 2011

Today, you wrote a quiz on the first 10 project reports for Flowers for Algernon (M.C.). You then were given time to re-submit your answers for project report questions 9-10. I then gave you the vocabulary for porject 11. You were to have read up to page 113 by last Tuesday so this should not involve any additional reading. You then had to answer the questions you already have for project 11.
Everything above is due for tomorrow.

Wednesday, October 12, 2011

Today, we marked the vocabulary terms for Flowers for Algernon, as well as questions for project reports 1-8. Be sure to have read up to progress report 12 (page 113) for tomorrow (you were to have done this for Monday!).

Tuesday, October 11, 2011

Today, we discussed the proper use of possessives and contractions. If you weren't here, the explanation is in your portfolio. Also, be sure to get all of the homework from last week in to me (see previous days for assignments). You also need to read up to progress report 12 for tomorrow (page 113).

Thursday, October 6, 2011

Today, you are to answer the progress questions for reports 9-10 (FULLY: you have these in the booklet you got yesterday), as well as the Vocabulary progress reports 9-10 (handed out today).
On your reading assignment sheet, I want you to write today's date (Oct 6) in the assigned spot. For Tuesday (October 11), I want you to have read report number 11 (up to page 113).

Wednesday, October 5, 2011

Today, you were to hand in your paragraph editing for Flowers for Algernon and to have read progress reports 1-8 in the book. You will be given a booklet of short answer study questions. You are to answer the questions for progress reports 1-8. You are also to fill in the sheet entitled Vocabulary progress resports 1-8. These are both due today. In addition, you will be given a sheet entitled Reading Assignment sheet. In it, there is a spot for "date assigned", Chapters, and "Complete by Date". Fill in the forst chapter section by putting in today as the completion date. You are to put October 5 beside chapters 9-10 and then tomorrow (October 6) as the complete by date. Basically, I want you to read these two progress reports for tomorrow.

Tuesday, October 4, 2011

Today, I introduced the Novel Flowers for Algernon. We discussed the concept of science fiction as well as whether it would be a benefit or a deficit to be able to be suddenly much more intelligent. I then read a couple of the progress reports Charlie wrote in order to introduce the way it is written and some of the expository information. I then assigned the students to read up to progress report 9 (page 34). Finally, I gave each student a passage from the early progress entries and had them rewrite it, fixing all the spelling/grammatical errors they could locate.

Monday, October 3, 2011

Since there were a number of students who hadn’t finished the exam on Friday, I gave this as a catch up class. Students who needed to fine tune their short stories did; those who had to write the exam did; those who wanted to read their novels could; and those who wanted to start reading Flowers for Algernon were given this opportunity.

Friday, September 30, 2011

Today, you wrote a unit exam for the short story unit. This was a multiple choice exam. If you were not here to write it, I will be available to supervise after school tomorrow.

Thursday, Sepember 29, 2011

Today, we prepared for the exam tomorrow, with a Teams Games Tournament using stylistic devices.

Wednesday, September 28, 2011

Today, you were given the whole class time to work on your short story. I changed the due date to Monday to allow you the weekend to work on it. Keep in mind that you will be writing your short story unit exam on Friday. This is a multiple choice, reading comprehension exam. The best way to study is to read regularly to help you strengthen your comprehension skills and to study the terminology you have been given.

Tuesday, September 29, 2011

Today, we worked more on answering multiple choice questions as a group. I went through the steps (answering in pairs, forming larger groups of four to reach consensus, forming groups of half the class size and reaching consensus, answers on board, discussion of problem questions).

Keep in mind that you have a short story due on Friday and also your multiple choice unit exam on that day. There is only tomorrow left to work on it in class (and I will give you the whole class).

Monday, September 26, 2011

Today, you were given questions to answer in pairs about the short story "Pies" (which you read on your own a week ago and also, the one I read to you on Friday).
To answer these questions successfully, you need to dot he following:
* highlight the words that appear in the question (or answer sources) in the story so you can look at the sentences or words around them to help you with context.
* cross out the wrong answers as you see them. Then, in the space provided, put down why that answer was eliminated (because it was the wrong answer is not fulfilling this activity. Putting down that it can't be B (simile) because it isn't comparing two things using the words "like" or "as" is.
* If you come to an answer that sounds right, put a star beside it and keep reading the rest for elimination (putting down the reasons).
* be sure to explain why you chose the one you chose to be the right answer.

When you are finished, hand these in and then work on your short story. You should have finished the plot line activity from Friday and be writing it now.Use your time wisely, keeping in mind that this is due on Friday!

Thursday, September 22, 2011

Today, we read the short story "Pies" as a class. I instructed students as to the paraphrasing and the words to highlight. Their homework is to define unknown words from this story in the margins on the page.
They also need to work on their short story. It is due on September 30. If you are a student and haven't yet been given the okay on the direction and theme you are taking, you can email me this weekend at dawn.benoit@nlsd.ab.ca
You can also phone me at (780)826-8931.

Wednesday, September 21, 2011

Today, you picked out a theme for your story from the list provided.

1. the importance of striving to achieve personal goals,
2. the influence a person in a leadership role can have on others,
3. the importance of being kind to others,
4. the importance of being honest with yourself and others
5. the influence advice or suggestions from others can have on yourself or others
6. the importance of understanding the circumstances of another individual’s life
7. the importance of dealing with challenging situations
8. the impact of changing events on a person’s personality
9. the importance of contributing to society
10. the influence of role models

You then must decide what kind of conflicts need to be in the story to develop that theme
You then must create a plotline for this story and I must see it BEFORE you start writing (I must approve the idea first).

Tuesday, September 20, 2011

Today, we discussed the first two steps of the short story assignment (step 3 will be handed out tomorrow). I then gave students the short story "Pies". They were to read it actively based on instructions they already have. They were then to also highlight and define 10 examples of figurative language, highlight where irony is found, and highlight examples of dialect (this was discussed in class as well). This is due for tomorrow (step two of their short story assignment is also due for tomorrow)..

Monday, September 19, 2011

Setting of own story: (students are working on a short story in steps. This is step two. Step one was creation of your main character. I have marked these and put them in your portfolios).
· You are to think about where the story they will be writing could take place (house, mall, school, etc) in Alberta
· On an 11 x 17 sheet of paper, you will create a detailed map of the setting (if it takes place in a house, for example, include all rooms)
· You will then decide where the majority of the action will take place – and what kind of mood it will have (you already have a list of mood words – you need to write down the mood you want as well as how you will achieve this
· If you finish early you are to study their figurative Language sheet. Keep in mind that you have a unit exam coming up shortly and will need to know these terms in order to do well on it.

Friday, September 16, 2011

Today, we discussed plagiarism using a hypothetical situation. I explained how to protect their own work so no one else can easily take it. We then discussed the short story "On the Sidewalk bleeing." You were given questions to answer in pairs and hand in today (it's homework if you didn't).

Thursday, September 15, 2011

Today, we:
· Discussed setting and atmosphere (what this means and how the two are related)
· I gave you the handout “Elements of Setting and Atmosphere; as well as Eight Elements of Characterization.” (I also took in your characterization assignment from yesterday)
I then handed out a sheet on Atmosphere and mood terms, instructing you to locate and write down the antonyms for these words as homework.
· You were then given the reading“Golfing With Mr. Death”
· You were to read it actively (see below).

How to read a short story actively: (do this on the same page as the story - in the margins)
1. Highlight the 5 Ws
2. Highlight unfamiliar words - look them up and put down the definition in your own words
3. paraphrase each paragraph or group of dialogue sentences (what is the paragraph telling you?)
4. Summarize the story (do this on the back page. Tell me the beginning, middle and end)

Wednesday, September 14, 2011

Today, I reviewed how to do well on questions being handed in, we discussed the short story "The Rabbit", you finished a personality profile on your main character for a short story you will be developing, and I handed out the short story "On the Sidewalk Bleeding". This is to be read before tomorrow's class. You also have to fill in a characterization chart on the story's protagonist for tomorrow. If you were not here, the story and the chart are in your portfolio. Come in at lunch or in the morning to get them.

How to do Well on Questions You Hand in

1. Make sure you have put the names (first and last), Class, and date in the “header” (upper right hand corner).
2. Make sure you have a title that explains what these answers are. (“The Rabbit” Answers)
3. Make sure you show that the name of the short story is indicated by putting it in quotation marks!!!
4. Be sure to centre and bold your title
5. Be sure that your writing is in Times New Roman, 12 point font (ALL OF IT…EVEN THE TITLE!!!!)
6. Put a number on the answers
7. Capitalize the words in the title that are important and/or have more than two letters

“The Rabbit” Discussion

The protagonist is in the story throughout (so, if they are not there in the expository or are gone before the climax… they are probably not the protagonist!)

Look for the “what is the problem” (conflict)?

Look for “who is causing the problem…” (the antagonist)?

Tuesday, September 13, 2011

· Today, you were informed that you will be writing a short story in this unit
· Today, you created a character profile with 10-20 attributes (physical, environmental, psychological, emotional)
· You were to include environmental details – where the character lives – imagine what character’s bedroom looks like, what posters on the wall, etc
· You described the character’s greatest fear, what and why, where it comes from
· You described what gives the character pain (emotional)
· You also had to come up with a scar that the character has, and create the story behind the scar
· You then created a visual which will include the following:
1. Name
2. Age
3. Ethnicity
4. Appearance
5. Residence
6. Pets
7. Religion
8. Hobbies
9. Single or married?
10. Children/siblings?
11. Temperament
12. Favorite colour
13. Friends
14. Favorite foods
15. Drinking patters
16. Phobias
17. Faults
18. Something hated?
19. Secrets?
20. Strong memories?
21. Any illnesses
22. Nervous gestures?
23. Sleep patterns?
24. Learning abilities?
25. Special talents?
· Imagining all these details will help you to get to know the character they are creating, but your reader won’t need to know much more than the most important things in the following four areas:
1. Appearance. Give the reader a visual understanding of the character.
2. Action. Shows the reader what kind of person the character is, by describing actions rather than simply listing adjectives.
3. Speech. Develops the character as a person – this means the character doesn’t simply announce important plot details
4. Thought. This brings the reader into the character’s mind, it shows them the characters unexpressed memories, fears, and hopes.

Monday, September 12, 2011

Today, we finished discussing the short story "The Rabbit". I then had you pair up and answer questions on this short story using the computer (if you chose to do this questions on your own, I allowed it).

Friday, September 9, 2011

Today, we discussed the steps you should take to read a short story. I then handed out the short story "The Rabbit." I read it out loud, while you looked for the 5 ws. After this, I added two more words to your list of literary terms (repetition and rhetorical question). Your task this weekend is to listen to and write down a rhetorical question you hear. This is needed for Monday. Monday is also going to be used to answer questions about this short story from today.

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 is and what connotations are. You then had to fill in a chart on connotations. If this was not completed in class, then it is homework for tomorrow.

Wednesday, September 7, 2011

Today, we reviewed the short story notes handed out yesterday.
We then watched the Pixar Short “For the Birds”. Working in pairs, you were instructed to determine the initial incident (inciting incident), the climax (with proof), the point of view, the type of conflict, the theme (we will discuss this by introducing the topic first and moving on from there), inferences with examples, and irony with examples.
Due to a fire drill, we ran out of time. For homework, you are to complete the inference sheet for We will also discuss themes tomorrow.

Tuesday, September 6, 2011

Today, You were read the story All By Myself by Mercer Mayer. You then wrote your first journal (on values).
I then had you form groups. Each group was given an envelope with sentences and phrases inside. Your task was to group them according to the figurative language categories we discussed on Friday. You then were to define the literal meaning of the metaphors and of the euphemisms. I then handed out the booklet "Literary Terms Analysis" which we read through (have this with you tomorrow).

Friday,September 2, 2011

Today, we discussed the objectives sheet for this course (you have a copy to put in the front of your binder). I then gave you a literary terms sheet (MOSES RAAAPS OH FIGI). We discussed the first five in depth, providing examples of them. For next week, you need to be sure you have the definitions for the following ones memorized:
Metaphor
Oxymoron
Symbolism
Euphemism
Simile
In addition, be sure to bring in your signed form and get your novel/supplies.

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 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)
In addition, you also need to aquire a novel from the approved list I gave you. This is needed in all classes at this level so that you can read during "down" time. In addition, you also need to get the form back to me with a signature from a parent. These are also expected back for September 6