Thurs. June 16, 2016: Test Prep: Excerpt Reading

Today, students actively read and then answered questions relating to the second reading type that they will see on their test. We will review the answers tomorrow.

Wed. June 15, 2015: Test Prep: Draft Review Completion

Today, we finished discussing the draft review and moved on to the excerpt reading.

Tues. June 14, 2016: Exemplar Essay Discussion

Today, the students were provided with an exemplar one source essay. They got into groups and analyzed it for content and pattern of argument. I then instructed them to reflect on their last in-class essay to determine what changes they could make to improve their overall mark on the final essay

Mon, June 13, 2016: Test Prep: Draft Review

Today, we started going over the draft questions from the practice test you received on Friday. We examined questions 1 to 3.

Thurs. June 9, 2016: Test Prep

Today, we reviewed the final. If you were not here, it is imperative that you either see me or talk to a trusted classmate as one of the final essay questions has been supplied.

Wed. June 8, 2016: Hamlet Test

Today, students wrote their Hamlet comprehension exam. If a student wasn't here, he or she will have to write it either at lunch tomorrow or on Tuesday of next week.

Tues. June 7, 2016: Hamlet Essay: In class

Today, students wrote their in-class Hamlet essay. Tomorrow, they will write their Hamlet comprehension exam and also have to submit their independent novel study.

Mon. June 6, 2016: Hamlet Essay Prep

Today, we finished watching the film version of Hamlet and then the students prepared their cheat sheets for tomorrow's in-class essay.
keep in mind that I will only accept them up to the start of class tomorrow (they are officially due at the end of school today).
Keep in mind also that you have a Hamlet comprehension exam on Wednesday.
Also keep in mind that your independent novels studies are dead-lined for Wednesday as well.

Mon. May 30, to Fri. June 3, 2016: Hamlet Reading, Film and Essay

On Monday, we read up to Act IV, Scene 6 of Hamlet.
On Tuesday, students were given essay topics and instructions on an in-class essay that will be written next Tuesday (the play itself should be read by the end of this class or early in tomorrow's).
On Wednesday, they should be done and the students will start watching the feature film (and taking notes on the differences between the film and the play itself.)
On Thursday and Friday, the students should continue viewing the film and preparing their cheat sheet for the in-class essay on Tuesday.
The Essay assignment is posted below:

ELA B30

Shakespearean Timed Formal Essay

Time Allowed: sixty minutes

Instructions: Using the Shakespearean play we studied in class, answer either a. b. c. or d.

a.       When it comes to the main character, determine if he is cunning or crazy. Defend your position. OR b.      Is the main character a person who could be defended as basically good or one who could be seen as basically bad? Defend your position. OR c.       Examine the actions of the main character. Based on our earlier unit, could he be defined as brave (heroic) or cowardly? Defend your position                                                              OR d.      Examine the differences between the text version of the Shakespearean play read in class and the film version viewed in class. Why did the director or script writer choose to make differences to the film? Defend your position.

I am allowing you to have the question early so you can prepare; I am also allowing you to bring in a cheat sheet of no more than 50 words. If the cheat sheet has more than 50, then it will not be allowed. Your planning should involve gathering your evidence, studying essay format, and honing up on any areas of mechanics or punctuation where you have deficits.

Further considerations:

·         You must write in dark blue or black ball-point pen (not felt tip as they bleed through).

·         You must double-space (this allows you room to cross out errors and fix in the line above).

·         You will be allowed to use a dictionary.

·         You will be given a planning page (you cannot bring one in with you).

·         All electrical devices must be off your person (if you bring them in the room, put the item(s) in the day care).

Fri. May 27, 2016: Hamlet Act III Completion

Today, we finished reading Act III of Hamlet. The students then wrote a quiz. If you were not here, you will need to do the alternative. The alternative questions have been put in your portfolios.

Thurs. May 26, 2016: Hamlet Act III continued

Today, we continued reading Hamlet. We got up to Act III, scene III, page 89 (the end of this page).

Wed. May 25, 2016 INS Time

Due to the fact that so many students are involved in track and field, I gave the classes today to work on their independent novel study, which is deadlined for Wed. June 8.

Tues. May 24, 2016: Hamlet Act III Scene 1

Today, we marked the Act II quiz for Hamlet and then assigned new roles for Act III and read Act III Scene 1.

Fri. May 20, 2016: Hamlet: Act II

Today, we completed reading Act II of Hamlet and wrote a quiz. If you were not here, you can see me for alternative questions.

Thurs. May 19, 2016: Hamlet: Act II

Today, we read all of Act Two scene one, and part of Act Two, scene 2 (page 52, line 288). We ended at the part where Guildenstern has told Hamlet that they were sent for by the king.

Wed. May 18, 2016: Hamlet Act One Completion

Today, we finished reading Act I of Hamlet. I then had the students write a ten minute summary. After this, I explained Act quizzes and we did one for this act. I also had the students pick out the character roles for Act II.

Tues. May 17, 2016: Hamlet Act I continued

Today, we read up to Act I, Scene Five (page 30, line 41) of Hamlet.

Mon. May 16, 2016: Hamlet: Act I

Today, we read Act I, scenes 1 and 2, ending when Hamlet is going to say his soliloquy after the court (page 14, line 129).

Fri. May, 13, 2016: Hamlet Intro. Continued

Today, I presented students with an overview of the play. I focused on unintended consequences, mentioned the Jung and Freud's complexes and introduced the characters and basic plot.

Tues, Wed. & Thurs. May 10, 11 & 12, 2016: Hamlet Introduction

On these days, the students were introduced to the text Hamlet. This included information on Shakespeare's time as far as the theatre, politics, religion and rights were concerned.
On Wednesday, students were given a booklet in their portfolios that they were to read actively. Once they were finished with the reading, they were to ask the instructor for the questions. This should all be done by the end of class on Thursday. Students should be ready to read starting on Friday.

Mon. May 9, 2016: Three Month Novel Study Check

Today, students got their last class day to work on their independent novel study. Keep in mind that the deadline for the project is Wednesday, June 8.

Fri. Apr. 29, 2016: Unit Exam (poetry)

Students wrote their unit exam today. If you were not here, you will need to see me about writing the alternative. Bring your independent novels for Monday (and every day, actually) in case you get time to read.

Thurs. Apr. 28, 2016: Test Prep

Today, I reviewed the exam with the students. the following was on the handout presented. Please remember that, if you miss this exam, you will have to write an alternative.

Poetry Test: Test Prep Sheet (ELA B30)

In order to do well on the upcoming exam, you will need to study and apply the steps to reading poetry. On an exam, I will NOT mark you on questions, summary, purpose or topic so you will NOT need to demonstrate these. I WILL mark you on title analysis, rhyme scheme, stanzas, lines, punctuation highlight, layout anomaly identification, highlighting unknown words (though you will not be able to look them up; it still helps with identification), and highlighting and defining literary devices.

You will also need to know the following literary devices from your literary devices sheet:

Irony                                        Paradox                          Simile

Alliteration                              Metaphor                       Parallelism

Allusion                                   Metonymy                      Personification

Prolepsis                                  Onomatopoeia              Satire

Hyperbole                                Oxymoron                      Pun

In addition, some of the following words may be unfamiliar to you (if they are, look them up and study them within the context of sentences):

Reinforce

Emphasize

Convey

Parallelism (parallel)

Contrast

Implication (implied, implies)

Paradox (paradoxical)

Pathos

Perception

Exhibitionist

Marvel

Metaphorically

illustrate

chaos

customariness

ineptitude

attainable

narrative

Thurs. Apr. 21, to Tues. Apr. 26, 2016: Poetry Analysis

Today, students were given poems based on the choices they requested yesterday. These poems will need to all be submitted by next Wednesday (they are to do a full poetry analysis on each one, using the twelve steps).All poem analysis must be submitted by Wednesday. The students will then get a review day with me on Thursday and their unit exam on Friday.

Wed. Apr. 20, 2016: Poetry Analysis

Each student has been provided with a random poem that has been approved by Saskatchewan Education. They have been instructed to read it actively using the twelve steps on how to read a poem and their stylistic devices sheet.

Students then picked out an additional four poems to study (independent analysis). These poems will be given to them for tomorrow's class.

They will be due on Wednesday, April 27 (Dead-lined).

Their exam will be on Friday, April 29.

Tues. Apr. 19, 2016: Poetry Unit Introduction

Today, I gave out the sheet "How to Read Poetry" and the poem "The Grandmother." As a class, we applied the twelve steps to the poem. If you have me last semester in A30, you are already familiar with this process.
I then had you use the remaining time to study your stylistic devices sheet.

Reminder: Be sure to bring in your highlighters as they are necessary for this unit.

Wed. Apr. 13 to Fri. Apr. 15, 2016: Essay Writing

For the duration of this week, you will work on your essay. The information pertaining to it is in earlier blogs. It is due at the end of the day on Friday.

Tues. Apr. 12, 2016: Lord of the Flies Film Completion

Today, we finished watching the 1990 version of Lord of the Flies. Students then started to work on outlines for their essay in which they address the question: Why did the director make the changes he did?

Mon. Apr. 11, 2016: Lord of the Flies Modern Film

Today, students viewed the modern version of the film Lord of the Flies to determine the differences and to prepare to answer the question "Why did the director choose to make changes?" We got up to 47:54 minutes. We will continue watching tomorrow.

Fri. Apr. 8, 2016: Two Month INS Check-In

Today, students brought their independent novels to class and did a two month check in. Realistically, most should be finished with the reading (I purposely did not assign work over the break so they could meet this objective). We will view our second film for this unit starting on Monday.

Thurs. April 7, 2016: Lord of the Flies unit exam

Today, you wrote your unit exam. We will then move on to a more modern version of this text. The comprehension exam had to be written now before the next film as the differences can be confusing.

Instead of our two month novel study check in being next Monday, it has been moved up to tomorrow (that way we don't interrupt the film).

Wed. Apr. 6, 2016: Lord of the Flies: Feature Film One Completion

Today, we finished viewing Peter brook's version of the film Lord of the Flies. I then allowed time to study for tomorrow's exam. I also informed the students that if they attend the school's play on Monday or Tuesday, I can give them an alternate assignment to fix an area of concern. See me if you need more details.

Tues. Apr. 5, 2016: Lord of the Flies Feature Film One Continued

Today, I handed out a test prep sheet to every student (it is in their portfolios). The comprehension exam for this unit (as already stated) will occur immediately after the first film, so I recommend studying now.
We then watched the film up to the point when Simon comes down from the mountain. If you were not here, I can let you view it at lunch.

Mon. April 4, 2016: Lord of the Flies Feature Film One

Today, you were to hand in your reading questions for the novel, Lord of the Flies. We then did a ten minute timed writing activity.
I then explained the next essay you will write. We will view two movies: one is Lord of the Flies from 1964 and the other one is a more modern version. We will watch the earlier version and take notes on the differences between the novel and the film. After this film, you will write your comprehension exam. You will then watch the more modern version of the text and take notes on the similarities and differences between the text and the earlier version.
At then end of all this, you will write an essay of a comparative nature in which you will examine two or more of the texts presented to determine what the directors' purpose was in altering the text when changed to film.

Thurs. Mar. 24, 2016: Lord of the Flies: Chapter Two

Today, you wrote a ten minute journal relating to a question about chapter two of The Lord of the Flies. I then showed you an example in order to reinforce the pattern that can be followed in order to do these things with greater ease while under pressure.
The goal for you now is to get the rest of the novel read and answer the questions you were presented with. These are dead-lined for the first day after the break.

I have attached some of the questions here.

Chapters 1-5

Wed. Mar. 23, 2016: Lord of the Flies: Chapter One review

Today, students wrote a timed journal on Chapter One of the novel.
I then showed them a timed journal to show how one should be structured.
Students were then presented with the first allegory identified in their novel: The Psychological (based on Freud's beliefs of personality).
I then gave them the remainder of their class time to read Chapter Two.

Tues Mar. 22, 2016: Lord of the Flies Introduction and reading

Today, I introduced this novel. If you were not here, either see me to view the powerpoint or ask a friend for the notes. For tomorrow's class, you were to read all of chapter one.
I also gave you questions to answer for this novel. They may be done in point form. The reading of the novel and the questions are DEADLINED for the first day back in class after the break. Don't let this one slide.

Mon. Mar. 21, 2016: Unit Exam (M.C.)

Today, students wrote their unit exam, which was reading comprehension using active reading and process of elimination. If you were not here, you will need to see me about writing an alternative.

Fri. Mar. 18, 2016: Test Prep

The students will be writing a multiple choice comprehension exam on Monday, so we prepped for it today. If you miss this exam, you will have to schedule to write the alternative (normally, it tests the same objectives but is a long answer rather than a multiple choice).
There will be three readings and 24 questions.

Mon. Mar. 14, 2016, to Thurs. Mar. 17: Multi-Source Essay

During this time, students will be working on a multi-source essay. It will be due at the end of class on Thursday.
I also handed out a sheet on how to lay out an introductory paragraph for a multi-source essay.

Fri. Mar. 11, 2016: "The Lowest Animal" Critique

Today, you completed a text critique for the editorial (essay) "The Lowest Animal," by Mark Twain. If you haven't been here, this reading can be found on-line.

I also handed out the essay question that you will be working on next week (It will be due on Thursday).

Thurs. Mar. 10, 2016: The Lowest Animal Active Reading

So far in this unit, various perspectives of what a hero is as well as societal ideals have been examined over time. Today, students were given the reading "The Lowest Animal" by Mark Twain. This satirical piece has us examine how we have altered our own nature to wreak havoc and learn a low position as far as "animals" are concerned. This is to be read actively for tomorrow.
In addition, I wanted you to answer the following question:

According to Mark Twain, do our ideals help or hinder us when compared to other animals. Explain.

The Lowest Animal

Wed. Mar. 9, 2016: Ideals and Perspectives: The Baby box

Today, we discussed the reading you were given to actively read last night.  This reading is a good one for ensuring understanding of the five Ws and to reflect on the standards of perfection (ideals) a society has and how these standards can impact lives.

You then created a critique on this reading focusing on this idea of differing perspectives in both the "So what" section and the "What is Relevant" section.

Tues. Mar. 8, 2016: Modern Hero/Ideals

Today, I did a summary check to determine if students had read the editorial "Man int he Water." I then showed video of this event (you can find it on YouTube).

I then handed out the reading " 'The Drop Box' Where Disabled Babies go to Live" for students to actively read for tomorrow's class.

I have pasted the reading below

'The Drop Box' Where Disabled Babies go to Live"

Mon. Mar. 3, 2016: INS One Month Check In

Today, you had a reading class and completed your independent novel study one month check in. If you were not here or did not bring your novel, you will have to do this activity at lunch. It is a timed (sixty minute) activity.

Fri. Mar. 3, 2016: "What Men Live By" Critique

Today, students created critiques for the short story, "What Men Live By" by Tolstoy. It will not be accepted after the start of classes on Monday (it is due today). If you do not finish it, then you will have to see me for an alternative (you still will have to actively read it, however).

DON'T FORGET: MONDAY IS YOUR ONE MONTH NOVEL STUDY CHECK.

Thurs. Mar. 3, 2016: "Robin Hood" Critique and new reading

Today, students worked on and submitted critiques for "Robin Hood and the Three Squires." They also have the reading "What Men Live By" to have read for tomorrow's class (they will do a text critique on it as well).

Wed. Mar. 2, 2016: Active reading M.C.

Today, we reviewed the answers students arrived at for "What Are You Anyway." I also gave another handout about approaching multiple choice comprehension exams. If you were not here, this is in your portfolio.

You will have a reading comprehension exam on Tuesday, March 8. It will test your reading comprehension, understanding of literary devices (MOSES) sheet, and process of elimination skills.
If you miss this test, you will need to see me to write the alternative. The alternative is more of a short answer (justify the choice) exam addressing the same outcomes.

Tues. Mar. 1, 2016: Sir Gawain Text Critique

Today, the students worked on completing an assignment: text critique for "Sir Gawain and the Green Knight." This is due at the end of the day. If a student has not submitted it by the time I return them, then that student will have to request an alternative to make up this mark and demonstrate objectives.

Mon. Feb. 29, 2016: Age of Chivalry and Ideals

Today, you handed in your assignment from Friday. If this is not in by the end of the day, then you will have to do an alternative.
We then viewed a Powerpoint introducing the Age of Chivalry and the poem Sir Gawain and the Green Knight. I have attached it below.

For this assignment, you are to actively read the Short story, being sure to create a three-sentence summary and a statement of purpose. You are then going to create a short story critique for this reading (the one I am giving you has been turned into a story rather than a poem). The critique must be in your student folder. It will be due at the end of class tomorrow.

If you are not here, you will need to come to school early tomorrow and get it out of your portfolio so you can have it actively read for class (you will have time over lunch).

Chivalry Powerpoint

Fri. Feb. 26, 2016: Beowulf Questions

Today, you were given questions to answer in relation to the text, Beowulf. All of these questions, with the exception of question 3 or 4, need to be in paragraph form (9 - 12 sentences).

Sentence 1 is an introduction to topic
Sentence 2 is an introduction to thesis
sentence 3, 4, 5, 6, 7 and 8 are evidence (3) and explanations
Sentence 9 is conclusion

These can be added to if needed to develop your ideas (hence the 12 sentence limit).

This assignment is due for Monday.

I have linked it below for those who are not in class today.

Beowulf Paragraph Questions

Thurs. Feb. 25, 2016: Beowulf Active Reading Discussion

Today, you were to have read the Epic Poem Beowulf for class. I handed out the sheet "How to Read Poetry" to those who did not have it and we reviewed the expectations (many are like the steps to reading any text).
I then read Beowulf out loud, drawing attention to stylistic devices (these were also handed out to students who did not have them) and how to highlight and paraphrase.

When we finished, we discussed the poem as a narrative of its time, comparing it with reactions today.

I have posted the sheets I handed out today down below.

How to read poetry

Stylistic devices sheet

Wed. Feb. 24, 2016: Beowulf Reading

Today, we finished the notes on Beowulf. I then gave you an excerpt from the poem. We actively read the context together. You were then instructed to actively read the poem itself on your own. I reminded you to always review an entire work, paying attention to subheadings and footnotes. You are to have it actively read for tomorrow.
If you were not here, the reading is in your portfolio. Collect it and read before school.

Tues. Feb. 23, 2016: Heroes Cont.

Today, you handed in your active reading from yesterday. We then went through questions that should have been answered in relation to this reading.
From here, I continued the talk about heroes and ideals. We left off discussing the Epic Poem Beowulf.

Mon. Feb. 22, 2016: Heroes Introduction and Reading

Today, I introduced the Heroes sub unit and the Unit itself. We discussed hero archetypes (Roman and Christian) as well as general heroic traits.
You were then provided with three papers:

1. Human Qualities and Ideals
2. Unit One: The Human Condition in Search of Self
3. Life and Literature in Early Britain

You are to read all of these and actively read the last one for tomorrow's class.

Fri. Feb. 12, 2016: Understanding Comma Usage: Continued

Today, we discussed #8 and # 15 in your "15 Common Errors" booklet. These sections, along with #2, all refer to comma usage. I showed a Powerpoint and provided example sentences to support what the booklet explains.
Over the break, keep in mind that I have chosen not to build in course work. This is done in order to allow you the time needed to read your independent novel. Use your time wisely and get this done.

Thurs. Feb. 11, 2016: Reading/Catch-Up

Today, students were given the option of reading their independent novels or getting caught up on assignments (some did not have their novels here). We will continue with the "15 Common Errors" tomorrow.

Wed. Feb. 10, 2016: Comma Splices, Run-Ons and Sentence Fragments

Today, we reviewed the "15 Common Errors" booklet examining points number one and two: sentence fragments and run ons/comma splices. We then did some group activities with sentences to solidify our understanding of these.
If you were not here, actively read these two sections and search out exercises on-line.

Tues. Feb. 9, 2016: Understanding the Rubrics

Today, I discussed the marking rubric with the students, explaining how each mark is determined. Papers will be returned tomorrow.

I also handed out the "15 Common Errors" help booklet to those who do not already have it.

Mon. Feb. 8, 2016: INS First In-Class Reading Activity: Determining Time

Today, all students brought their novels to class and did the first time activity in order to determine reading time as well as a reflection activity. The minimum amount of time needed for this activity is 30 minutes. If you were not here, you need to come in at lunch ASAP to do this.

Fri. Feb. 5, 2016: Personal Response Paragraph

Today, you were given instructions on how to write a personal response paragraph (see attached) as well as your first paragraph writing assignment (see below). This is to be completed in class or submitted by the end of the day at the latest.

Paragraph Assignment


How to Write a Personal Response Paragraph

Keep in mind that the text critique assignment is also due and the INS activity is due on Monday.

Also, you need your novel here and your supplies here for Monday!

Thurs. Feb. 4, 2016: Text Critique Creation

Today, students created text critiques for the text they have worked on this week. They were given the handout "Understanding Text Critiques" to assist them in doing this correctly (pasted below).

Understanding Text Critiques

One of the students put the template for critiques on Student Media. Check there and use it to save set-up time.

Wed. Feb. 3, 2016: Determining Citation, Summary and Purpose

Today, you were to have read the text assigned to you yesterday. I then broke the students into groups to discuss the reading. They were to ensure they all agreed on citation and met basic summary outcomes. They were then to answer the question"So what? What does the text indicate or say/teach us about human nature?"

Tues. Feb. 2, 2016: Introduction to Citation and novel study

Today, I gave students the information regarding their choices for their final independent novel study assignments. If a student wasn't here, it is in the student's portfolio. We determined that the deadline for the independent novel studies and any other work will be Wednesday, June 8.

I then gave them the first assignment relating to the novel study, which is a pre-reading activity. I have attached it below. Students are to do this activity for Monday, February 8. Failure to complete this will result in an NHI as it is a pre-reading activity and we will start reading on Monday.

INS Pre-Reading Activity

I then gave the students a handout entitled "MLA Citation" booklet. If a student was not here, these are in front of the student portfolios (some have these from last semester). We went through it as a class, discussing what plagiarism is and how to avoid it, as well as how to layout the first page of an essay and where to find the computer usage steps to do this accurately.
Finally, I gave the students each a text to actively read, summarize and do a citation on. This is due at the start of class tomorrow.

Mon. Feb. 1, 2016: Introduction

Hi all. Information that you need to understand this course, its objectives, due dates and what has been going on in class will be posted here. If you are absent, preparing for an exam, or looking for missing documents, this is the best place to go. I expect that, if you are absent, you will go here first. Coming to me to ask what we did doesn't impress me as I spend a good deal of time making sure that you can do this on your own. Making this a final stop on a weekend just to make sure you are caught up for Monday is also a good idea.

Today, I went over the course outline (see attached and click on it). Keep in mind your first deadline (to get your supplies) is for MONDAY, FEBRUARY 8.

Course Outline


Today, I also discussed your independent novel study and gave you a list of novels that you can choose from for this (see attached and click on it). You need to have a novel here for MONDAY, FEBRUARY 8.

Independent Novel Study Approved Novel Choices


You were also given a course outline review sheet to complete for the next class (see attached and click on it).

Course Outline/Classroom Expectations Review Sheet