Thursday, June 11, 2009

Today, we went over the second part of the Part A exam; the critical Analytical essay. I presented you with exemplars from previous years which we discussed.

Wednesday, June 10, 2009

Today, we went over the first reading assignment on the exam, the personal response to texts. I presented you with previous exemplars that were at least a satisfactory, which we discussed.

Tuesday, June 9, 2009

Today, you read the English exam bulletin as well as a previous Part A exam. Bring this to class tomorrow.

Monday, June 8, 2009

Today, you will write an in-class essay on A Doll's House.

Friday, June 5, 2009

Today, you will write your modern drama unit exam (readings with multiple choice questions). You will write your unit essay on A Doll's House on Monday, so be sure to know it. I will pick a topic from the list you have of previously used ones.

Thursday, June 4, 2009

Today, you will write a comprehension exam on the play A Doll's House. You will then actively read and answer questions in preparation of tomorrow's multiple choice modern drama unit exam.

Wednesday, June 3, 2009

Today, we will read Act III of A Doll's House. YOU WILL HAVE A COMPREHENSION EXAM ON THE PLAY ITSELF TOMORROW. You are then to answer the following questions:
2. In this act, Helmer frequently refers to the beauty or ugliness of appearances. Why is there so much stress on his sensitivity to the way things look?
5. How does Ibsen heighten Nora's disillusionment in the scene that follows Hemler's reading of the first letter?
10. What options did Nora have that you would expect her to consider before leaving? What would you have done in a similar circumstance? Is her leaving justified? Explain.

Tuesday, June 2, 2009

Today, we read Act II of A Doll's House. You are then to answer the following questions listed below:
1. What is the purpose of the opening scene between Nora and the nurse?
2b. What further plot complication is suggested by the conversation between Nora and Mrs. Linde after the nurse leaves?
4. In terms of the plot, why could Ibsen not allow Dr. Rank to retired Nora's bond from Krogstad?
7. Although Krogstad is committing blackmail against a helpless and basically innocent victim, Ibsen tries to avoid letting him become the exaggerated villain of melodrama. Does he succeed? Justify your opinion.

Monday, June 1, 2009

Today, you wrote your novel review (in-class). You also had to hand in your novel study assignment. I have been very clear that this assignment must be in today as it must be marked and back to you in time for5 final study purposes. You have until the end of the day to get it in or accept a zero (again, I have stated this on more than one occasion). If you read this and have questions or concerns, I will be at the school until 4ish. You can certainly call after classes or between 11:40 and 2pm as I have a break then.

Thursday, May 28, 2009

Today, we will read Act 1 of A Doll's House. Remember taht your novel study map and questions are due on Monday. You will also write a book review on your independent novel in-class on Monday as well.

Thursday, May 28, 2009

Today, we will read Act 1 of A Doll's House. There will then be questions that you will answer.

Wednesday, May 27, 2009

Today, we finished the notes on A Doll's House and reviewed Act 1. You also created a visual of the stage.

Tuesday, May 26, 2009

Today, I will introduce our Modern Drama unit. You will get the text On Stage 3 and we will discuss changes between the modern era and that of Shakespearean theatre. I will also introduce the play A Doll's House.

Monday, May 25, 2009

Today, you will write your critical analytical essay using Hamlet as your evidence.

Friday, May 22, 2009

Today, you will write your Shakespearean comprehension exam (M.C.). Your essay exam on Hamlet will take place on Monday. Be sure to study.

Thursday, May 21, 2009

Today, we will finish watching Hamlet. We will then mark the Act 2 questions that were handed in on May 9 (so you get them back for study purposes). You have your Shakespeare M.C. exam tomorrow as well. I will hand out a practice reading to familiarize you with these. You will also have your essay exam on Monday so you need to be VERY familiar with the play. To prepare, pull out the sheet of previously used exam questions and work through them in relation to the play. It really does help to create an outline (as we did when we worked one on one) and follow it, being sure to address the QUESTION.

Wednesday, May 20, 2009

Today, you will continue to watch Hamlet.

Tuesday, May 19, 2009

Today, you wrote your exam on Hamlet. We will then watch the film Hamlet (the one starring Mel Gibson). The reason for watching this after the exam is to ensure that the differences do not sway you in your answers. The reason for watching this at all is to ensure that you have an "ear" for Iambic pentameter. Once we finish this film, you will do a Shakespearean Readings comprehension and an essay on the play itself.

Friday, May 15, 2009

We finished reading Hamlet today. There are two questions you need to answer (presented below). These are to be handed in on Tuesday at the BEGINNING of class.

You will also have a quiz on the play itself on Tuesday.

1. Revenge: in addition to Hamlet, what other characters in this play seek revenge?

Who, why, and how? What is the outcome?

2. Madness: Is Hamlet really “mad” or is he faking it? Pick a side and defend it with evidence.

Thursday, May 14, 2009

Today, we finished Act 4 of Hamlet (page 271). Tomorrow, we will start on Act 5.

Wednesday, May 13, 2009

Today, we read up to Act 4, Scene 4 in Hamlet (page 229).

Tuesday, May 12, 2009

Today, we read Act Three of Hamlet(p. 133) up to page 163 (when the player king falls asleep). You also had to hand in your questions from Act Two.

Monday, May 11, 2009

Today, we will carry on with our reading of Hamlet. You will finish reading Act 2, from pages 115 to 127. You will then answer the following questions:

English 30
Hamlet: Act 2 Questions for Study
INSTRUCTIONS: Answer these on a separate sheet of paper.
Act 2
Scene 1:
1. At the opening of this scene, where is Polonius sending Reynaldo?
2. Why does Polonius send him on this journey?
3. By what trick is Reynaldo supposed to get information about Laertes?
4. What does this reveal about Polonius's character?
5. How would you describe the effect of Polonius's rambling speech to Reynaldo in lines 50-67?
6. How does Ophelia describe Hamlet's appearance to her?
7. What is Polonius's conclusion about Hamlet?
Scene 2:
8. At the beginning of scene 2, for whom has Claudius sent?
9. Why has he sent for them?
10. What news do Voltimand and Cornelius bring back from Norway?
11. In lines 76-80, what request does Norway make of Claudius?
12. What is humorously ironic about Polonius saying, "Brevity is the soul of wit"?
13. In lines 158-165, what plan is formed to test Polonius's hypothesis that Hamlet is mad from rejected love?
14. Hamlet calls Polonius a "fishmonger". Why?
15. In lines 204-209, what does Polonius say about the contrast between madness and sanity?
16. Why does Hamlet tell Rosencrantz and Guildenstern that "Denmark's a prison"?
17. In lines 293-310, what reason does Hamlet give to his friends for his current condition?
18. According to Rosencrantz and Guildenstern, why are the players traveling?
19. Hamlet realizes that Rosencrantz and Guildenstern cannot be trusted. What does he let them know in lines 376-377?
20. Why does Hamlet call Polonius "Jephthah" in line 407?
21. In lines 447-515, Hamlet and the First Player recite lines from a play. This play tells how Pyrrhus slays the Trojan king Priam to avenge his father's murder. How is Hamlet like Pyrrhus? How is he unlike Pyrrhus?
22. In lines 531-539, what two questions does Hamlet ask the First Player?
23. What causes Hamlet to exclaim, "O, what a rogue and peasant slave am I!"?
24. In the passage beginning with line 586, what plan does Hamlet devise?
25. In lines 596-601, why does Hamlet feel he must have evidence of Claudius's guilt?
26. In thinking about Act 2, list examples of one or more characters spying on another character.
27. Make a list of character traits Hamlet possesses, as seen in Acts 1 & 2.

Friday, May 8, 2009

Today, we read up to page 115 in Hamlet. We stopped when the players arrived at the castle.

Thursday, May 7, 2009

Today, we will read from Act 1, Scene 3 on (page 43 on). We will finish all of Act One (scene 5) and will start Act two tomorrow.
Below are the questions you are to answer for tomorrow.
These are point form or short answer responses.
Act I

1. Why have Marcellus and Bernardo invited Horatio to join them on their watch?

2. Who is Laertes and what request does he make of the King?

3. How does Hamlet feel about his mother and why?

4. What are Ophelia’s brother’s and father’s concerns about her in relation to Hamlet?

5. Briefly describe the murder of the king as told to Hamlet by the Ghost.

6. We learn the religious leanings of this time in Denmark from the Ghost. What evidence does he provide to support that Denmark is a predominantly Catholic nation?

7. What are the ghost’s instructions regarding the queen?

Wednesday, May 6, 2009

We are going to start reading Hamlet today. Keep in mind that this is a revenge tragedy that also has a number of important subplots (Revenge, Rejected love, Madness, Family pressures). Information on these can be found on page two of the text (though we will also discuss them in-depth).
We ended up reading Act I, Scenes 1 and 2. (up to page 40).

Tuesday, May 5, 2009

Today, you had a quiz on Shakespearean words (see yesterday's blogger for list) and then I explained Iambic pentameter. You then did an in-class activity and a take home one. The take home one is included here and is due tomorrow.

Reading Shakespeare: Skill Enhancement #2

INSTRUCTIONS: Read the following sonnet through as you would any poem:
Highlight unfamiliar words or phrases and look them up.
Search for literary devices, highlight and define
Paraphrase the poem line-by-line
Sonnet # 18

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed,
And every fair from fair sometime declines,
By chance, or nature's changing course untrimmed:
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow'st,
Nor shall death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st,
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.

Monday May 4, 2009

Today, I will introduce the Shakespeare unit. We will take the book out of the library, discuss the times that Shakespeare was writing in, and I will give you an overview of the play (five minutes or less). In addition, you will be given a list of archaic words that you will be quizzed on tomorrow (listed below).

English 30-1
Hamlet

There are two different types of language present in a Shakespearean drama. The one that is unique is Shakespeare’s combination of words. He does this in order to create a rhyme scheme of stressed and unstressed syllables. By changing the words (contracting them, in many cases), he is able to maintain his scheme. Other words will be unfamiliar as they are no longer used in everyday language. English is a living language, which means, unlike Latin, the language is always changing. These words are known as archaic. Below is a list of words you will come across in Act One. I expect you to study them tonight as you will be quizzed on them tomorrow.

’gainst against
thou you
ne’er never
’gins begins
sooth truth
thy your
thee him/her
whence where
hast has
quoth said
o’ of
i’ in
doth does
is’t is it
o’er over
hath has
thine belonging to
’twere it were
’tis it is
afeard afraid
durst dared

Thursday, April 30, 2009

Today you wrote your poetry unit exam.

Wednesday, April 29, 2009

Today, you were given terms and definitions that you must learn for the poetry exam and for the end of the year. These were broken into sets of ten. You formed groups and rotated through them in order to ensure they were examined, understood, and hopefully retained. Your poetry unit exam is tomorrow.

Tuesday, April 28, 2009

Today, we went over the visuals you created from the poem "Lucy in the Sky with Diamonds" (and listened to the song, of course). This was a class discussion to discern how well the task was collectively met. After this, you were placed into two groups and, reaching consensus, had to use the images and paste them in order and with enough visuals to successfully show what could be definitively seen in the lyrics.

Monday, April 27, 2009

You major assignment must be handed in today (no exceptions).
We will be in an assembly watching Dawyne Peace. Your job is to ligically think about what his thesis is and what evidence he is presenting to support it.

Friday, April 24, 2009

Today, you will finish your major assignment for the poetry unit.

Thursday, April 23, 209

Today you will work on your major assignment for the poetry unit.

Wednesday, April 22, 2009

Today, you are to hand in your major analysis of "Prophet" poem (already it is a day late! so 10 per cent off). We will be working on another poem, "Ambition of the Eldest Son" (doing step one and two and mc questions). If you were not here, it is in your portfolio.

Tuesday, April 21, 2009

Yesterday, you were given the poem from "Prophet Of the New World: A Poem For Voices". Today, you will analyze it doing step one, step two and then doing the questions and justifying it. This is due at the end of class today. It is also a major assignment. You do NOT have to do step #2 questions 6, 7, 8, 3, or 5.

Monday, April 20, 2009

Today, we went over the homework you had from Friday in which you were to do a poetry analysis and questions on the poem "Gifts". A number of you didn't complete it. As a result, I took the mark but am allowing you to make it up tomorrow with another assignment.

Friday, April 17, 2009

Today you will analyze the poem “Gifts”
you are to read it actively doing “Step “1” activities. You are then to do “Step #2” analysis . Finally, you are to answer the questions I will hand out and justify your answers as well.
This is an independent activity (no pairing up).

Thursday, April 16, 2009

Today, you will learn how to read and analyze a poem.
We will examine the poem “Did I Miss Anything?”
I will hand out “Step #1: how to read a poem and “Step #2: Poetry long answer evaluation sheet” (on back of step one).
We will analyze the poem together doing all of the steps. This sheet needs to be with you in class every day for this unit (which is why it is in a different colour).

Wednesday, April 15, 2009

Today, you guys worked on your novel studies. We then went over some of the sentences you worked in pairs on from yesterday. There were a couple new words added to your terminology (hyperbole, understatement).

Tuesday, April 14, 2009

We started the poetry unit today. I introduced why poetry is important (the value of it in the past and today), and then handed out a terminology sheet (goldenrod yellow). I also defined a number of terms on the board which you had to add to your sheet. You were then broken into groups of two and given sentences to analyze and define in terms of literary language. There could be one or more than one type of literary device present. This will be worked on a bit more tomorrow.

Thursday, April 9, 2009

Today, you wrote a unit exam on the novel The Bean Trees. This essay should show us improvement as a result of the one-on-one meetings we have had over the past 5 weeks.
We will start a new unit (poetry) on Tuesday (we should have started today).

Wednesday, April 8, 2009

Today we reviewed the novel The Bean Trees by answering the questions you were assigned to answer over the holidays. We focussed on those that I felt might assist you in the essay test tomorrow.

Tuesday, April 7, 2009

Today, you were to show that you finished and comprehended the novel The Bean Trees. If you did this, you were given a success mark. If not, you were given a zero.
We then discussed the four questions handed out yesterday, summarized the novel, and reviewed some of the questions (which we will finish tomorrow).
I also reminded you to review the common themes used by Alberta Learning in preparation for your in-class essay on Thursday. These themes were handed out to you in early February.

Monday, April 6, 2009

Today, you are to hand in your questions from The Bean Trees. You are then to put yourself in pairs and, using a point form or a visual format (web, concept map, mind map), answer the following questions in depth (provide as much information as you can... remember... with TWO of you working on this, the expectations are higher. These will help you with the essay you will be writing on April 8 (or 9th... I might move it over due to this absence).

1. How do the characters in The Bean Trees demonstrate that the role of women in America in the twentieth century has changed? (remember... you will have to look at the role prior in order to answer this...)
2. List the social issues (you will need to define what this means to YOU) that Kingsolver presents in The Bean Trees and explain how these issues affect the lives of the novel’s characters.
3. Research the Cherokee Indian and Guatemalan peoples to learn more about the cultures Kingsolver refers to (again, this is the 70's).
4. How is the link between rhizobia (the microscopic bugs that live in the roots of legumes, turning nitrogen gas into fertilizer and allowing the plants to thrive in poor soil) and wisteria vines (“bean trees”) similar to the relationships that form between the women in the novel?

Friday, April 3, 2009

Today, you will work on your readings and questions.... Keep in mind that the questions will be discussed starting April 6th (in other words, due on that date...)

Wednesday, April 1, 2009

Students will continue on with their readings and independent novel study.

Tuesday, March 31, 2009

Students will continue on with their questions and readings for the Bean Trees and for their independent novel study.

Monday, March 30, 2009

Today, you will be doing the rewrite for the essay comprehension exam. As determined in class prior to the break, the test will have three readings instead of four and the mark will stand in place of the one received on the last exam. This was decided as a class prior to me handing the marks back in order to make sure everyone was on the same page (the last test had more than half the class with marks lower than the test before).

Friday, March 20, 2009

You will be given the questions for the rest of the Bean Trees today. These will be due on Wednesday, April 1.

Thursday, March 20, 2009

Remember to hand in your assignment from yesterday.
You will be given questions on The Bean Trees, “Chapter One: The One To Get Away”.
You will need to read pages 1 to 32 to answer them.
These questions are due tomorrow .
I have put the questions below...

Wednesday, March 18, 2009

Today, we discussed the results of your recent M.C. exam and, as a class, decided to re-do it on March 30 (your first day back after holidays). You guys also decided to make it a three essay read instead of a four so that you would have a better shot at reading actively (and therefore, improve your marks).
I then introduced the next unit, which is the novel. Students went to the library and took out the novel The Bean Trees by Barbara Kingsolver. I also handed out a biography on her which we read actively (if you were not here, it is in your portfolio), and then I handed out the pre-reading assignment. This is due tomorrow (see attached). While question one cannot really be completed without having the novel, QUESTION 2 AND 4 CAN!!!!!!! So, do them.

Pre-reading ActivityThis assignment has prewriting activities that will not only help you when it comes time to write about Barbara Kingsolver's The Bean Trees, but will also help you get more out of reading the novel. The notes you make will be useful as you read as well as when you have writing assignments.
1. Look at the front and back cover of the novel. From this only, what can you glean
about the novel in way of:

SETTING -(time and place, including any specific settings)
CHARACTERS -(characters I'll meet in this novel, what happens to them, their relationships
to one another and to the setting)
THE SUMMARY-
BARBARA KINGSOLVER'S PURPOSE -
WHAT DO I EXPECT TO GET FROM READING THIS NOVEL? -
WHAT DOES THE TITLE MEAN? -

2. One issue this novel explores is the concept of adoption. Under what circumstances
would you support adoption? (paragraph at least: well supported)

4. What responsibility do you have toward people in society as a whole? (paragraph at
least: well supported)

Tuesday, March 17, 2009

Today, you are writing your unit exam (Essays). This is a multiple choice exam consisting of four readings and 27 questions. The aim is to take your time and read actively. If you follow the steps we have worked on and have also studied the terminology, you should do well.

Monday, March 16, 2009

Today, you will review how to do well on a multiple choice comprehension reading. Remember that you have a unit exam tomorrow (essay unit). This is, indeed, a multiple choice exam. Normally, you also write an essay; however, because we are marking the last ones together, it would not be fair for those who have not had one on one help to be marked the same as the others. In order to do well on this exam, you need to study your terminology. There should be some time for that today.

Thursday, March 12, 2009

Today, you will work with a partner and then others to defend your answers to the essay "Happiness". If all goes well, we will mark it and then have no homework.

Wednesday, March 11, 2009

Today, you will actively read the essay “Happiness”. You will then work on answering the questions. These will be due at the beginning of class tomorrow.

Tuesday, March 10, 2009

Today, we will form larger groups and discuss the answers that were arrived at from the essay “Parents as People with Children”. We will then mark this activity and, due to the weather and some missing students, we will hold off on the next activity until tomorrow.

Monday, March 9, 2009

Today, you are going to work on answering multiple choice questions using the essay we read last week (“Parents as People with Children”). These are set up differently than other types of multiple choice questions in that you have to justify your answer. You will answer them on your own and then, after I have okayed your work, you will be allowed to pair with another student. After this, once consensus is reached, groups of four will be formed for the same purpose. This is a great way to learn how to approach these logically and objectively, while taking off the pressure of failure.

Friday, March 6, 2009

Today, you are going to fill in a marking sheet on your essay, hand in the revised essay (with the rough copy, essay question sheet, short answers to your essay questions and a self marking sheet all stapled behind it: The instructor will hand this self-marking sheet out to you when you have completed today’s assignment), and work on a reading entitled “Parents as People with Children”.

In order to read a piece of literature successfully, one must do the following steps:

1. Look at the title and brainstorm and write down possible meanings of the story you get
from it (right on the page).

2. Using a highlighter (you may borrow from my desk), begin reading, highlighting key
information (5 w’s), words you don’t understand, and putting question marks beside any
“changes” in direction or meaning that seem odd.

3. AFTER EACH PARAGRAPH pause, see if you can remember what you read and, on the
page, paraphrase the paragraph based on what you remember (if you can’t remember, you
were NOT reading actively… read the paragraph over and attempt this again). PAUSING
AND PARAPHRASING AFTER EACH PARAGRAPH GUARANTEES THAT YOU ARE
NOT WASTING TIME…. ALL OF US HAVE READ SOMETHING IN ITS ENTIRETY
AND ENDED UP ON AUTOMATIC PILOT (remembering nothing). This way, you catch
yourself before you REALLY lose time!

4. ON THE PAGE define the words you have highlighted that you do not understand.

5. Once you have finished all of this, summarize in a paragraph on the second page of the
reading, what the essay is about.

6. Also on the page, write down the number of paragraphs in this essay (ie: “4 paragraph
essay”)

7. Now, bring this essay up to the instructor, show that you have done the steps, and ask for
the first set of questions. These, like the reading, are to be completed on your own. It
MUST be handed in by the end of class – whether you are finished or not.

If you have time after completing these steps, you may read or work on that essay that also must be handed in today to avoid late marks. The instructor will have self-marking rubrics (on mustard yellow paper) for you to fill out and attach to the essay.

Thursday, March 5, 2009

Today, many buses are not running… again. Check the message from yesterday and realize that your essays are due on your first day back. There is a reading and questions that those of you in class will do, but it is a paired activity so I can’t put it on here. Either way, no lates on the essay. Email me at the address provided yesterday (some have) and I will send you yours as an attachment.

Wednesday, March 4, 2009

Today, many buses are not running. You are to finish answering the essay questions from yesterday and revise your essay. If you are not here and reading this at home, you may not have access to your essay. HOWEVER… email me at dawn.benoit@nlsd.ab.ca and I will send it to you (I DO have access to your files and folders). What I am saying then is, you do not have an excuse for not getting this done UNLESS you do not have access to a computer at your house. If this is the case, I will need a note to confirm (for this lesson and for future assignments in which such access may be needed).

Tuesday, March 3, 2009

The buses are not running today; however, we are still doing news bureaus and looking at some of the major news of the day. Additionally, your first exam will be on Thursday, March 12 (M.C) and an essay on March 16. To do well, you need to have studied pages 1 to 29 in the handout booklet (green with gray cover) that I provided you, as well as the history of WWI up to but not including WWII. You will also need to study and consider the notes given to you by Mr. Hutchison.
English 30-1 Self Evaluation Assignment

INSTRUCTIONS: You have been given a copy of your essay. You are to read it now from an UNBIASED perspective (pretend it isn’t yours). You are to first edit it on the page when you notice an error. Then, you are to rewrite it (treat this first copy as a rough draft).

When you have completed this task, answer the following questions on a separate piece of paper. Staple this sheet, the answers and your rough draft to the BACK of your revised essay and hand in.

What was the topic of your essay?

How did you attempt to get the attention of your readers at the beginning?

What was the thesis of your essay?

What were the main points of your essay?

Did the thesis work as an umbrella? In other words, did all the main points support it? Explain.

Was the paper well organized? Did it follow a set pattern, making it easy for the reader to follow or did it jump around? Explain (SEE Fit to Print for an explanation on patterns and define it based on this text… you WILL have to do some reading).

Did you use a variety of vocabulary (polysyllabic and monosyllabic words)? Explain why you did or did not.

IN THE ROUGH DRAFT: were all of your sentences complete, well constructed and effective? If not, what problems did you discover that needed to be repaired? (try reading each sentence separately – from the bottom up – to make sure they are complete and can stand alone).

Did you use a variety of sentence patterns to make the piece easier to read and less choppy? Explain.

IN THE ROUGH DRAFT: were there grammatical/spelling errors in the rough draft? What were they?

From this list, pick one area that you feel you could use some help or work to improve upon.

March 2, 2009

Today, you are to hand in your assignment from Friday (the ten attention-getters). We will then go over some essay problems that I’ve found in essays over the years and should help you improve yours when you get it back this week for revision.

Thursday, February 26, 2009

Today, we will carry on with our discussion about creating effective essays. You will be introduced to attention-getters: how to create a good one and then given an overview of one way to create a strong introductory paragraph for a critical/analytical essay (not personal response). Additionally, you are to complete the assignment below based on the notes also attached.
An attention-getter is a sentence or two designed to get the reader interested in what you have to say.

There are several kinds of attention-getters to choose from:

interesting incident or anecdote related to your subject
statement of opinion that you intend to challenge
definition
quotation
little-known or striking fact.

Whatever choice you make, you want to be sure it suits the direction and tone of your essay.
You wrote an essay some time ago in which you addressed the following and related it to the short story we were working with:

Discuss the idea(s) developed by the text’s creator about an individual’s attempt to secure satisfaction or self-fulfillment

The Assignment:
Come up with an attention-getter (sentence or two… ) that you could place on an essay written about the above.
You are to do one for each attention-getter category (5)

Define what type they are.
Due Monday

Wednesday, February 25, 2009

Due to the number of students late in the morning lately, I will be handing out extra comprehension assignments if a student is late. The purpose of this is twofold: to ensure that being late isn't something that is ignored (it disrupts a class, especially during an exam), and also to help those students who didn't do well on the unit exam improve in their test skills.
Today, we will start with a journal and then move on to a discussion of essays. We will overview essay structure and purpose.

Tuesday, February 24, 2009

Today, you are writing your first unit exam (multiple choice, comprehension: Short Stories).

Monday, February 23, 2009

Today, we will go over some of the answers from “Shining Houses” and discuss the unit exam you will do tomorrow. Some of you are keen to get back to the essay I had you write a couple of weeks ago. We will start the essay unit on Wednesday with this rough copy being the one we tweak.

Friday, February 20, 2009

Today, you are going to finish working on your assignment. It must be in the hand-in box by the beginning of class on Monday.

Wednesday, February 18, 2009

Today, we reviewed how to complete an assignment successfully. You are going to be allowed an additional class to complete your "Shining Houses" questions; however, it will be entered as a major assignment, so use this time wisely.

Thursday, February 19, 2009

Today, you are going to go through the assignments you handed in yesterday and the day before (themes and questions). I am going to review them as a class and then allow you to expand upon them and resubmit. This assignment, in its entirety, will be recorded as your first major assignment and will be marked objectively and fully (including such items as content, quality of evidence, unity, spelling and sentence structure.

Wednesday, February 18, 2009

You are to have completed your theme assignment from yesterday. You are then to do the questions on “Shining Houses” for today (see assignment below). These can be done in partner (2 student) pairings but only if you are on task and working quietly. This assignment is due for tomorrow

Short Story: “Shining Houses”
By Alice Munro

INSTRUCTIONS: READ the short story: “Shining Houses”, then answer the following questions.

1. Describe Mrs. Fullerton (create a character sketch which contains history, current state, physical make-up, and words that describe her with evidence to support it)
2. Describe Mary (create a character sketch contains history, current state, physical make-up, and words that describe her with evidence to support it)
3. In ten sentences, summarize the short story
4. What is the main conflict in this story?
5. What other conflicts appear (name the types and the details)
6. Who is the protagonist?
7. Defend the position of the homeowners at the birthday party (their views)
8. Explain how the views of Mary differ (some implication is necessary here….brainstorm)
9. Brainstorm and come up with three possible outcomes for this situation (what will follow- how will the issue being addressed eventually resolve itself).
10. Why did the author pick this title?
11. What is the author’s theme? How does it tie in with the documentary we watched on human nature or reactions?
12. On an 11 by 17 sheet of paper, label and then create a plot line for this story. Be sure to be neat. Be sure to put all your names on the back of all the pages!!!.

Tuesday, February 17, 2009

Tuesday, February 17, 2009
Students will read the short story “Shining Houses” in their text Viewpoints 12 (pages 62 to 73). This story examines peer pressure and conformity on a society and on the individuals within it. Once this is read, students will work either independently or in pairs to defend the following themes present (see below).


Possible themes in "Shining Houses"

1. Creating and breaking stereotypes
2. Rights and responsibilities
3. Nature and the environment
4. Ethical and moral questions
5. Home and exile

Read the short story “Shining Houses” on pages 63 to 73 of Viewpoints 12. Then, with a partner, defend how each one of these could be seen as a theme. This may be completed in point form BUT you MUST present evidence and page/paragraph numbers.

Wednesday, February 11, 2009

Students will be writing an in-class essay on the short story we have studied in class. This will be a rough copy from which they will demonstrate what they know about format and also a tool that we will use to improve their skills.

Tuesday February 10, 2009

Today we finished answering the questions on "The Rocking horse Winner". You were then put into pairs and given the themes from previous departmentals to consider in relation with this short story (highlight the themse you could probably write on). I then had you and your partner get a sheet of paper and write down a thesis (based on the theme), a summary of the story, the main points you will argue to prove your thesis and the evidence you would use.
These were then handed in.
Tomorrow, you will write an in-class essay on this short story. It will be used as a rough draft copy from which we will develop better approaches to the task.

Monday, February 9, 2009

You were to have handed in your questions from “The Rocking Horse Winner” today for in-class marking and discussion. Today was also your first novel study day. Keep in mind that novel study is Monday, Wednesday, and Friday and Journals are Tuesdays and Thursdays.

Thursday, February 5, 2009

Today you will do your first journal and then answer questions relating to “The Rocking Horse Winner”. The questions are posted below, as are the instructions. This should be completed today (or Monday if you are not here) as we will mark it on Monday.

Short Story: The Rocking-Horse Winner
By D.H. Lawrence

INSTRUCTIONS: Answer each of these questions FULLY (this means complete sentences with the question flipped into a statement). You may work on this with a partner BUT you must maintain a volume of about 3 out of 10 (in other words, a volume that doesn’t extend beyond you two and into other groups). If the volume level is too high, I will give you ONE reminder… and then your group will cease to exist.

1. Describe the mother in this story (character sketch, background information,
relationship to children) (3)

2. What is always known but never spoken when it comes to this family? (1)

3. What does Paul's mom associated with the accumulation of money? (1)

4. What is Paul's explicit goal? (1)

5. What is Paul’s ultimate goal? (1)

6. What is Paul really hoping to get by achieving these goals? Why did he feel the need
to achieve this? (2)

7. What problems does Paul face in this story? (3)

8. Who does Paul form a "relationship" with? (2) Why? (1)

9 What evidence is there that Paul's mother is irresponsible with money? (two things).
What does the uncle say that foreshadows this? (3)

10. One of the central themes in this story is "ethical and moral questions". Prove this is
so. (3)

11. What connotations are associated with money? (4)

12. What is the irony that is presented in this story? (2)

13. What two major issues that are present today are present in this story? Explain. (5)

Wednesday, February 4, 2009

Today we will mark the introduction to "Rocking Horse Winner." As part of this, we will look closer at the concepts of "mood" and "tone" in writing (and watch a short video on it). You will then read the story itself.

Tuesday, February 3, 2009

Today you guys will finish playing the Teams games tournament on introductory terminology. We will then move into the short story unit. The first story we will study is "The Rocking Horse Winner" by D.H. Lawrence.
You will take overhead notes on the author and story. You will then have to answer the following questions based ONLY on the first chapter of the story (these were handed in today - tomorrow if you are absent). The story is on page 18 of Viewpoints 12. You only have to read the first chapter though.

Questions for First paragraph of the story ("There was.....)

1. What mood and tone are established in this opening?
2. What do you learn about the mother?
3. What elements in this passase clearly foreshadow coming events?
4. What other literary devices are used?
5. What predictions can you make about the rest of the story?
4.

Monday, February 2, 2008

Today, you guys participated in a Teams Games Tournament using terminology given to you last week. In addition, I handed out your novel study book list and major assignment sheet. You will participate in a short teams games session tomorrow so study!

Friday, January 30, 2009

Today, we will hit up the library and get two texts; Fit to Print, and Viewpoints 12. We will also go over the course outline and you will find out what you need to have in the way of supplies. Further, I will discuss the independant novel study assignment with you so we will all be good to go for Monday.

Thursday, January 29, 2009

Welcome to English 30. I am not here today as I am marking English 30 provincial exams (written part A). During the time we will be together, you will have to become very strong in the jargon that defines communication in the context of this classroom. Mrs. Normand will hand you a terminology list. You are to highlight the terms you know and then study the rest. You may do this by yourself, or with a partner (one). Mrs. Normand will pass around a sheet for you to put your names on so I know if you decided to "partner" or not. Other than that, be ready to be tested tomorrow.