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.