Monday, March 30, 2009
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 19, 2009
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...
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
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)
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
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
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
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
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
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
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
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.
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
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
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.
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.
Monday, March 2, 2009
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.
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