Wednesday, August 29, 2007
Tuesday, September 4, 2007
Welcome! Today I am going to go over the course outline and classroom expectations. If you are not here (late register; simply absent) it is up to you to ask me for a course outline and to read it carefully on your own. I am a stickler for the details - doing this will save both of us from clashing.
Sunday, March 18, 2007
Monday, March 19, 2007
You are starting your Poetry unit today. I will be handing out an itinerary that barring changes, should be pretty accurate. Below are the notes and first assignment. This is due tomorrow.
Purpose
The purpose of poetry is to express fully the emotions and imagery that might not easily be captured in an essay or story. What often makes reading it so difficult is that many of us think in terms of black and white. Figurative language, with its use of symbolism, connotations, etc., can make the task of reading poetry accurately a bit of a challenge. It’s important then, that you take the time to read it accurately and look for the literal and underlying meaning in what is being presented.
English 30: Poetry Unit: Introductory Assignment
Define the following poetic terms. You may use a computer to do so and may work in pairs (if you are not being disruptive). Keep in mind that “cut and paste” will not work. I want you to re-word the definitions into your own words. By doing this, you’ll have a higher rate of retention.
Terms to define:
Terms to define:
· pastoral
accent
· personification
allegory
· pun
alliteration
· requiem
allusion
· paradox
analogy
· simile
apostrophe (make up an example as well)
· sonnet
ballad
· stanza
blank verse
· idyll
cacophony
· imagery
couplet
· imperfect rhyme (make up an example as well)
connotation
· irony
denotation
· juxtaposition (give me an example as well)
elegy
· metaphor
epic
· onomatopoeia
free verse
· oxymoron
haiku
· parody
hyperbole
Due Date: Tuesday, March 20
If you want to read ahead, read the poem “An Old Man’s Winter Night,” which will be handed out upon request.
Purpose
The purpose of poetry is to express fully the emotions and imagery that might not easily be captured in an essay or story. What often makes reading it so difficult is that many of us think in terms of black and white. Figurative language, with its use of symbolism, connotations, etc., can make the task of reading poetry accurately a bit of a challenge. It’s important then, that you take the time to read it accurately and look for the literal and underlying meaning in what is being presented.
English 30: Poetry Unit: Introductory Assignment
Define the following poetic terms. You may use a computer to do so and may work in pairs (if you are not being disruptive). Keep in mind that “cut and paste” will not work. I want you to re-word the definitions into your own words. By doing this, you’ll have a higher rate of retention.
Terms to define:
Terms to define:
· pastoral
accent
· personification
allegory
· pun
alliteration
· requiem
allusion
· paradox
analogy
· simile
apostrophe (make up an example as well)
· sonnet
ballad
· stanza
blank verse
· idyll
cacophony
· imagery
couplet
· imperfect rhyme (make up an example as well)
connotation
· irony
denotation
· juxtaposition (give me an example as well)
elegy
· metaphor
epic
· onomatopoeia
free verse
· oxymoron
haiku
· parody
hyperbole
Due Date: Tuesday, March 20
If you want to read ahead, read the poem “An Old Man’s Winter Night,” which will be handed out upon request.
Friday, March 16
You are writing an in class Multipel Choice unit exam for the short story unit. If you are not here, you will need to make arrangements with Mrs. Watts.
Thurday, March 15
You are writing an in-class short story unit written response.
If you are not here, you will need to make arrangements with Mrs. Watts.
If you are not here, you will need to make arrangements with Mrs. Watts.
Wednesday, March 14, 2007
Wednesday, March 14, 2007
Today, we will discuss the in-class response they will be doing tomorrow as well as the fourth rule of commas. I have placed the notes for commas and the notes about tomorrow's exam below:
The Comma
WHEN IN DOUBT, LEAVE THE COMMA OUT!
There are four comma rules
Rule #1 : Use commas to separate items in a series of three or more.
Rule #2 : Use comma(s) to separate from the rest of the sentence any word or
expression that is not essential to the sentence’s meaning or that means the same as something else in the sentence.
Rule #3 : Place a comma between independent clauses when they are joined by these transition words.:
and nor for
or but yet
so
Rule # 4 : Put a comma after any word or group of words that comes before an independent clause.
e.g.,
Charlie, you aren’t paying any attention. (The second rule applies
here, too.)
Though tattered and torn, the book was worth a fortune.
Wherever you go, remember me.
If that’s all there is, we’d better buy more.
Until he got his promotion, he was quite friendly.
Final note: Never place a single comma between a subject and its verb:
right: Adam and Liz are going into business.
wrong: Adam and Liz, are going into business
Two commas between a subject and its verb are all right, however, if they are setting off nonessential material:
Adam and Liz, both recent graduates, are going into business.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
The Comma
WHEN IN DOUBT, LEAVE THE COMMA OUT!
There are four comma rules
Rule #1 : Use commas to separate items in a series of three or more.
Rule #2 : Use comma(s) to separate from the rest of the sentence any word or
expression that is not essential to the sentence’s meaning or that means the same as something else in the sentence.
Rule #3 : Place a comma between independent clauses when they are joined by these transition words.:
and nor for
or but yet
so
Rule # 4 : Put a comma after any word or group of words that comes before an independent clause.
e.g.,
Charlie, you aren’t paying any attention. (The second rule applies
here, too.)
Though tattered and torn, the book was worth a fortune.
Wherever you go, remember me.
If that’s all there is, we’d better buy more.
Until he got his promotion, he was quite friendly.
Final note: Never place a single comma between a subject and its verb:
right: Adam and Liz are going into business.
wrong: Adam and Liz, are going into business
Two commas between a subject and its verb are all right, however, if they are setting off nonessential material:
Adam and Liz, both recent graduates, are going into business.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
Wednesday, March 14, 2007
“War” by Timothy Findley (in Viewpoints 12)
Students will watch a video on this story in order to demonstrate how much more in-depth the readings are.
We will then discuss it as a class, looking at similarities, differences and the different interpretations that came from the viewing versus the reading.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
Students will watch a video on this story in order to demonstrate how much more in-depth the readings are.
We will then discuss it as a class, looking at similarities, differences and the different interpretations that came from the viewing versus the reading.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
Monday, March 12, 2007
Tuesday, March 13, 2007
Journal: What types of reactions can you remember having in a situation where you’ve felt betrayed (as Neil did in “Wars”)? Describe the reaction(s) and situation.
We will mark the questions from "Four Seasons”
I usually break these down for discussion. I still want to look at all of it to determine active reading and thoughtful responses to arrive at answers.
Hand them in once they are marked.
“War” by Timothy Findley (in Viewpoints 12)
Students are to answer questions 1, 2, and 3 on pages 136 and 137 of their text.
You may work on these in pairs but keep in mind that the questions are due tomorrow and that the absence of one of them is not an excuse to get them in.
Reminder: you have an in-class essay exam on Thursday in which you will need to understand “War”, “Outside Edges” and “Miss. Brill” (as they will need to refer to at least one of these in their writing) and a short story multiple choice comprehension exam on Friday, March 16.
We will mark the questions from "Four Seasons”
I usually break these down for discussion. I still want to look at all of it to determine active reading and thoughtful responses to arrive at answers.
Hand them in once they are marked.
“War” by Timothy Findley (in Viewpoints 12)
Students are to answer questions 1, 2, and 3 on pages 136 and 137 of their text.
You may work on these in pairs but keep in mind that the questions are due tomorrow and that the absence of one of them is not an excuse to get them in.
Reminder: you have an in-class essay exam on Thursday in which you will need to understand “War”, “Outside Edges” and “Miss. Brill” (as they will need to refer to at least one of these in their writing) and a short story multiple choice comprehension exam on Friday, March 16.
Monday, March 21, 2007
You guys are going to get to use this class time to get caught up on novel study (readings), the questions for "Miss Brill", and the reading “The War” by Timothy Findley.
Thursday, March 8, 2007
Thursday, March 8, 2007
The students are going to read the short story from “Four Seasons” which was due today but they are confused. I am allowing time to talk to other students and debate their answers.
I am then going to hand out the questions for “Miss Brill”. These are due on Monday. I have pasted them below:
Miss Brill: Questions
Answer each of these questions fully. Be sure to use specific supporting evidence from the story, including quotations, as you respond to the questions below. You may do this in pairs, but keep in mind that if someone is not here on the day it is due and it can’t be handed in, you will both be considered late.
1. There is evidence in the story that Miss Brill might be experiencing some mental or emotional problems. What parts of the story support this interpretation?
2. On a related note, throughout most of the story, Miss Brill seems to experience reality not as it is but as she would prefer to see it. What parts of the story support this interpretation?
3. What do we know about Miss Brill's life? How might some of the facts of her life contribute to her problem with reality?
4. What details in the story suggest that Miss Brill might be having some health problems and might even be reaching the end of her life?
5. In what ways does Miss Brill change because of the comment from the young man near the end of the story? What realization does Miss Brill experience?
6. Create a character sketch for Miss Brill. Be sure to consult the “characterization” section of the short story handout I gave you.
7. What might be three or four good topics for the body paragraphs of an essay on "Miss Brill"? What might be the most logical order for those ideas in an essay?
I am then going to hand out the questions for “Miss Brill”. These are due on Monday. I have pasted them below:
Miss Brill: Questions
Answer each of these questions fully. Be sure to use specific supporting evidence from the story, including quotations, as you respond to the questions below. You may do this in pairs, but keep in mind that if someone is not here on the day it is due and it can’t be handed in, you will both be considered late.
1. There is evidence in the story that Miss Brill might be experiencing some mental or emotional problems. What parts of the story support this interpretation?
2. On a related note, throughout most of the story, Miss Brill seems to experience reality not as it is but as she would prefer to see it. What parts of the story support this interpretation?
3. What do we know about Miss Brill's life? How might some of the facts of her life contribute to her problem with reality?
4. What details in the story suggest that Miss Brill might be having some health problems and might even be reaching the end of her life?
5. In what ways does Miss Brill change because of the comment from the young man near the end of the story? What realization does Miss Brill experience?
6. Create a character sketch for Miss Brill. Be sure to consult the “characterization” section of the short story handout I gave you.
7. What might be three or four good topics for the body paragraphs of an essay on "Miss Brill"? What might be the most logical order for those ideas in an essay?
Wednesday, March 7, 2007
Wednesday, March 7, 2007
Today, we are going to mark the question portion from the short story “Outside Edges.”
Make sure your fishbone is handed in as I will most likely put it under the major assignment category.
I then want you to work on the reading from “Four Seasons.”
I have placed the questions and readings in your portfolio.
If you want to get ahead, the short stories we still have to read are “Miss Brill” and “War.” I will hand out “Miss Brill” today. “War” is in your Viewpoints 12 (page 120).
Make sure your fishbone is handed in as I will most likely put it under the major assignment category.
I then want you to work on the reading from “Four Seasons.”
I have placed the questions and readings in your portfolio.
If you want to get ahead, the short stories we still have to read are “Miss Brill” and “War.” I will hand out “Miss Brill” today. “War” is in your Viewpoints 12 (page 120).
Tuesday, March 6, 2007
Tuesday, March 6, 2007
Journal: You will do the journal today and then hand them in for marking.
You are to hand in the questions I gave you yesterday to accompany your reading of “Outside Edges.”
I am then giving you class time to work on your in-depth fishbone about the story
If you finish early, I will hand out the excerpt from Four Seasons, which they are to read actively and answer fully. The due date for this will be Thursday, March 8.
You are to hand in the questions I gave you yesterday to accompany your reading of “Outside Edges.”
I am then giving you class time to work on your in-depth fishbone about the story
If you finish early, I will hand out the excerpt from Four Seasons, which they are to read actively and answer fully. The due date for this will be Thursday, March 8.
Monday, March 5, 2007
Monday, March 5, 2007
I will hand out the terminology that we didn’t get to last week.
You are then going to work on questions and a fishbone for the short story “Outside Edges, which was assigned on Friday, March 2.
I will provide you with an exemplar of a fishbone as well as the questions, which I have pasted below.
Short Story: Outside Edges
By Ivan Dorin (Value: 60)
INSTRUCTIONS: Read the short story, then answer the following questions. Be sure to answer them fully (complete sentences). You can work in pairs to do this, but if someone is absent when you are to hand it in, then it will effect your mark as well (swim together – sink together).
1. What is David’s goal? (value: 1)
2. Why is it important to him? (value: 1)
3. What obstacles must he overcome to reach his goal? (value: 3)
4. In what ways to people help him along his way? (value: 6)
5. How does his personal goal eventually become a shared vision with others? Give examples
of two people and back with facts/dialogue to prove it. (value: 5)
6. Would you describe David’s goal as “obsessive? Why or why not? Support your position
with evidence. (value: 5)
7. Is David’s goal realistic? Why or why not? (Value: 3)
8. Does David Achieve his goal? How? Explain. (Value: 3)
9. Create a fishbone for this story. Make sure that you develop using your handout on short stories. In order to do well on this, you will need to include the following:
· Characteristics (look at the sub-categories in handout) (v: 10)
· Plot (v:4)
· Setting (v: 3)
· Point of View (v: 3)
· Theme (v: 5)
· Miscellaneous terms as they apply (v: 8)
Use an 11 X 17 sheet of paper and colour if you choose. In addition to the above, I will mark you on spelling, grammar, and neatness.
You are then going to work on questions and a fishbone for the short story “Outside Edges, which was assigned on Friday, March 2.
I will provide you with an exemplar of a fishbone as well as the questions, which I have pasted below.
Short Story: Outside Edges
By Ivan Dorin (Value: 60)
INSTRUCTIONS: Read the short story, then answer the following questions. Be sure to answer them fully (complete sentences). You can work in pairs to do this, but if someone is absent when you are to hand it in, then it will effect your mark as well (swim together – sink together).
1. What is David’s goal? (value: 1)
2. Why is it important to him? (value: 1)
3. What obstacles must he overcome to reach his goal? (value: 3)
4. In what ways to people help him along his way? (value: 6)
5. How does his personal goal eventually become a shared vision with others? Give examples
of two people and back with facts/dialogue to prove it. (value: 5)
6. Would you describe David’s goal as “obsessive? Why or why not? Support your position
with evidence. (value: 5)
7. Is David’s goal realistic? Why or why not? (Value: 3)
8. Does David Achieve his goal? How? Explain. (Value: 3)
9. Create a fishbone for this story. Make sure that you develop using your handout on short stories. In order to do well on this, you will need to include the following:
· Characteristics (look at the sub-categories in handout) (v: 10)
· Plot (v:4)
· Setting (v: 3)
· Point of View (v: 3)
· Theme (v: 5)
· Miscellaneous terms as they apply (v: 8)
Use an 11 X 17 sheet of paper and colour if you choose. In addition to the above, I will mark you on spelling, grammar, and neatness.
Friday, March 2, 2007
Friday, March 2, 2007 Short Stories
We will continue to examine the short story and I will fill in the lecture notes up to theme. You will be expected to read the short story “Outside Edges” on pages 48 – 58 in Viewpoints 12. This needs to be read for Monday.
Thursday, March 1, 2007 Short Stories
Today, you will be given a lecture outline on short stories, which you will add to while we examine the history, of, what goes into, and terms relating to the short story (If you were not here, you'll find it in your portfolio). This unit will be short (ha ha – get the pun?). We only have ten classes and two of them will be taken up by an in-class essay (Wednesday, March 14) and an in-class comphrehension/terminology exam (Thursday, March 15). The goal is to read and analyze three short stories.
Monday, February 26, 2007
Wednesday, February 28, 2007
You are writing an in-class essay today. I cannot provide you with information on it here except to tell you that you can bring in your Fit to Print text, and a dictionary and thesaurus. You will be able to write this exam on computer or by hand (if you use the computer, double check to make sure you are signed in under your own name and that it hasn't defaulted to guest - also, be sure to save often - at least after every paragraph).
Tuesday, February 27, 2006
There will be no journal today due to the exam.
You are writing your Essay Unit M.C. exam today. If you miss it, you will be able to write the alternate exam in the library after school on Wednesday. If you cannot do this, you need to make arrangements with me ASAP.
You are writing your Essay Unit M.C. exam today. If you miss it, you will be able to write the alternate exam in the library after school on Wednesday. If you cannot do this, you need to make arrangements with me ASAP.
Monday, February 26, 2007
Today we will mark "Peace is an Ongoing Issue" (assigned on Friday). I will then discuss the unit exams scheduled for Tuesday and Wednesday. Remember that your terminology cue cards are also due for Wednesday.
Test Tomorrow.
Read four essays and answer the Multiple Choice questions attached.
Answer the terminology questions provided (probably 20 of them)
Test Tomorrow.
Read four essays and answer the Multiple Choice questions attached.
Answer the terminology questions provided (probably 20 of them)
Thursday, February 22, 2007
Friday, February 23, 2007
Today, you are going to actively read "Peace is an Ongoing Issue."
You are then going to answer the questions as indicated (multiple choice with justification).
If there is time left over, you are to work on your terminology.
You are then going to answer the questions as indicated (multiple choice with justification).
If there is time left over, you are to work on your terminology.
Thursday, February 22, 2007
Journal: One of the happiest moments in my life was…..
We are going to read and go over the exercises in the notes entitled “Keeping the Reader with You.
The purpose of this activity is to reinforce the importance of both proper tone and transitions in the students.
In addition to the reading, I will also hand out a sheet on transition words
The exercises are due for tomorrow.
We are going to read and go over the exercises in the notes entitled “Keeping the Reader with You.
The purpose of this activity is to reinforce the importance of both proper tone and transitions in the students.
In addition to the reading, I will also hand out a sheet on transition words
The exercises are due for tomorrow.
Wednesday, February 21, 2007
Wednesday, February 21, 2007
Today, you are to hand in your four paragraph assignments from yesterday. We will then go over the rest of the information and you will complete the remaining assignments. Understand that you will be expected to have these questions on paragraph development memorized, so don't just skip through it.
The two questions we are going to add to the four we looked at yesterday are:
5. Would a comparison be meaningful?
6. Would a quotation or paraphrase be appropriate?
Do the following exercises:
* Write a five to seven sentence paragraph comparing two of your favourite performers. Be sure to include a topic sentence at the beginning.
* Name the kinds of development used in the following paragraphs:
- "Computer Occupations," Paragraph 1.
- "In Defense of Video Games," paragraph 3.
- "The Dimensions of a Complete Life,” paragraph 3.
- “The Dimensions of a Complete Life,” paragraph 7.
- “The Dimensions of a Complete Life,” paragraph 16.
- “Computer Occupations,” paragraph 2.
- “Computer Occupations,” paragraph 4.
- “In Defense of Video Games,” paragraph 2
- “Look Who’s Listening!” paragraph 2.
- “Look Who’s Listening!” paragraph 3.
Paragraph Exercise # 8
Choose one of the following topic sentences. Write a paragraph of about 100 words, using at least two different methods of development.
True education takes place outside the classroom.
Money can’t buy happiness.
Horror movies are popular because…
_________ is the most interesting person I know.
The two questions we are going to add to the four we looked at yesterday are:
5. Would a comparison be meaningful?
6. Would a quotation or paraphrase be appropriate?
Do the following exercises:
* Write a five to seven sentence paragraph comparing two of your favourite performers. Be sure to include a topic sentence at the beginning.
* Name the kinds of development used in the following paragraphs:
- "Computer Occupations," Paragraph 1.
- "In Defense of Video Games," paragraph 3.
- "The Dimensions of a Complete Life,” paragraph 3.
- “The Dimensions of a Complete Life,” paragraph 7.
- “The Dimensions of a Complete Life,” paragraph 16.
- “Computer Occupations,” paragraph 2.
- “Computer Occupations,” paragraph 4.
- “In Defense of Video Games,” paragraph 2
- “Look Who’s Listening!” paragraph 2.
- “Look Who’s Listening!” paragraph 3.
Paragraph Exercise # 8
Choose one of the following topic sentences. Write a paragraph of about 100 words, using at least two different methods of development.
True education takes place outside the classroom.
Money can’t buy happiness.
Horror movies are popular because…
_________ is the most interesting person I know.
Tuesday, February 20, 2007
Tuesday, February 20, 2007
We will start with a journal:
What beliefs do you hold near and dear (religion, family, society, etc)? How similar or different are these from those you are in contact with?
We will then move on to look at paragraph development and the six questions one should ask when attempting to develop the best paragraphs possible for the topic at hand. (we went over the first four)
You will be provided with a handout and will be expected to answer exercises one thru five for tomorrow.
Here are the questions and a brief description in case you weren't here (the notes in their entirety will be in your file folder)
Developing Your Paragraphs
There are six questions you need to consider in orfer to decide the type of development you should use. The first four are:
1. Would a definition help your reader to understand?
2. Would examples help clarify the point?
3. Is a series of steps or stages involved?
4. Would specific details be useful?
Exercises to accompany each of these types:
1. Write a definition paragraph of four to six sentences based on the following topic sentence:
"Many people are puzzled when they first encounter the word "misogyny.""
2. Write a four to six sentence paragraph based on the topic sentence below, using the example method of paragraph development.
"My high school English class is preparing (or is not preparing) me for the writing demands of college or university. (Pick one side or the other).
3. Write a six to seven sentence paragraph developed as a series of steps telling your reader how to make or do something.
4.Write a five to seven sentence paragrpah describing an interesting looking person of your acquaintance. Be sure to include a topic sentence at the beginning.
These paragraphs are due tomorrow (Wednesday, February 21)
What beliefs do you hold near and dear (religion, family, society, etc)? How similar or different are these from those you are in contact with?
We will then move on to look at paragraph development and the six questions one should ask when attempting to develop the best paragraphs possible for the topic at hand. (we went over the first four)
You will be provided with a handout and will be expected to answer exercises one thru five for tomorrow.
Here are the questions and a brief description in case you weren't here (the notes in their entirety will be in your file folder)
Developing Your Paragraphs
There are six questions you need to consider in orfer to decide the type of development you should use. The first four are:
1. Would a definition help your reader to understand?
2. Would examples help clarify the point?
3. Is a series of steps or stages involved?
4. Would specific details be useful?
Exercises to accompany each of these types:
1. Write a definition paragraph of four to six sentences based on the following topic sentence:
"Many people are puzzled when they first encounter the word "misogyny.""
2. Write a four to six sentence paragraph based on the topic sentence below, using the example method of paragraph development.
"My high school English class is preparing (or is not preparing) me for the writing demands of college or university. (Pick one side or the other).
3. Write a six to seven sentence paragraph developed as a series of steps telling your reader how to make or do something.
4.Write a five to seven sentence paragrpah describing an interesting looking person of your acquaintance. Be sure to include a topic sentence at the beginning.
These paragraphs are due tomorrow (Wednesday, February 21)
Wednesday, February 14, 2007
Wednesday, February 14, 2007
Today, we will continue working on the readings and concept maps. If you are finished, you are to work on your terminology.
Monday, February 12, 2007
Tuesday, February 13, 2007
Today, we are going to continue working on outlines/concept maps for the three essays you received yesterday. I want to meet with each one of you individually to discuss this approach.
Monday, February 12, 2007
Today, we are going to go over paragraph development. You are going to read three different essays and outline all of them. You can do this either in point form or by using a concept map or web (or other graphic organizer). Make sure you do the following with each:
Read them actively
paraphrase them
write a brief summary
write what the main idea is and the support that it presented
define words you don’t know
Define the type of essay it is
Define the Pattern of argument
Read them actively
paraphrase them
write a brief summary
write what the main idea is and the support that it presented
define words you don’t know
Define the type of essay it is
Define the Pattern of argument
Friday, February 9, 2007
Friday, February 9, 2007
Today we worked on writing essay paragraphs.
* You are to read pages 53 to 85 in Fit to Print (and make notes)
* You are to read pages 19 to 23 in Fit to Print (and make notes)
* You are to read the essay "Computer Occupations" (in your portfolio)
* You are to answer the questions attached to it.
There are also some notes on what is expected in a paragraph. These are also in your portfolio if you were absent. The most important things to keep in mind though, is that any paragraph contains a topic sentence which introduces the main point (usually the first sentence) and then three or more sentences that specifically support of explain the topic.
I also explained your terminology assignment a bit more for clarity. Be sure to come and talk to me about this assignment if you are absent today as doing so will save you a lot of work and confusion.
* You are to read pages 53 to 85 in Fit to Print (and make notes)
* You are to read pages 19 to 23 in Fit to Print (and make notes)
* You are to read the essay "Computer Occupations" (in your portfolio)
* You are to answer the questions attached to it.
There are also some notes on what is expected in a paragraph. These are also in your portfolio if you were absent. The most important things to keep in mind though, is that any paragraph contains a topic sentence which introduces the main point (usually the first sentence) and then three or more sentences that specifically support of explain the topic.
I also explained your terminology assignment a bit more for clarity. Be sure to come and talk to me about this assignment if you are absent today as doing so will save you a lot of work and confusion.
Thursday, February 8, 2007
Thursday, February 8, 2007
Today, you are going to answer the following journal: "The thing I find I have the most trouble with in English class is...."
I then want to mark the answers to the questions from the essay excerpt "from THE FUTURE IS NOW"
I then want to mark the answers to the questions from the essay excerpt "from THE FUTURE IS NOW"
Wednesday, February 7, 2007
Wednesday, February 7, 2006
We started off class with novel study (be sure you have one for Friday).
You were all to have handed in your essay assignment from yesterday (from THE FUTURE IS NOW)
I then went over your essays with you. The essays have been returned. If you have any questions (or can't read my writing), stop by and see me and I'll explain it to you.
You were all to have handed in your essay assignment from yesterday (from THE FUTURE IS NOW)
I then went over your essays with you. The essays have been returned. If you have any questions (or can't read my writing), stop by and see me and I'll explain it to you.
Tuesday, February 6, 2007
Tuesday, February 5, 2006
Today you are going to write a journal (Topic: Describe a fear that you have. Is it rational? Explain).
After this, I am going to have each pairing group present at least one of their attention getters to the class for discussion.
We are then going to hand those attention-getters in.
I will be providing you with the reading from "The Future is Now"
You are to read it actively and answer the questions fully for tomorrow.
If you were not here, the reading will be in your portfolio
The questions are listed below:
from THE FUTURE IS NOW
Answer the following questions. Then in detail, explain why you chose the answer you did (how you came to it and why you didn’t pick something else). Be sure to also write down your SECOND choice
25. The “comic anticlimax” that the writer notes in line 10 is a reference to
A. “the farther away the better” (line6)
B. “deep shelters, bombproof cellars” (line 7)
C. “get under a stout table” (line 7)
D. “too nervous to throw them back” (line 9)
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
26. In context, the word “coddled” (line 12) means
A. warmed
B. pacified
C. restricted
D. submerged
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
27. The purpose of the details in lines 13 to 19 and the details in lines 24 to 36 is to
A. Elaborate on the nature of an urban setting
B. Introduce the contrasting ideas in this excerpt
C. Reinforce the writer’s subjective point of view
D. Illustrate the predictability of human responses
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
28. The writer believes that the sight of the lovers is “reassuring” (line 48) because it
A. represents an affirmation of life
B. provides distraction from the task at hand
C. reinforces the differences between generations
D. provides proof that customs are imported from elsewhere
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
29. The responses of both the young soldier and the young apprentice author (lines 64 to 72) reflect an attitude of
A. selfish greed
B. immature optimism
C. urgency and practicality
D. anger and frustration
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
30. The writer assumes that the young apprentice author has adopted her philosophical stance superficially rather than through careful consideration (lines 71 to 76) because the girl
A. habitually contradicted herself
B. expressed herself in a sarcastic manner
C. did not attempt to put her theory into practice
D. did not create the impression of being intellectually mature
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
31. The reference to the young apprentices author and the young man polishing the table suggest a contrast in
A. skill
B. attitude
C. knowledge
D. background
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
32. In the context of the whole excerpt, the writer is most comforted by the “quieting sense of the continuity of human experience” (line 53) through her observation of the
A. young soldier
B. young lovers
C. young apprentice author
D. young man polishing the table
Why you picked the choice you did: ____________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________What would your second choice have been? _______
After this, I am going to have each pairing group present at least one of their attention getters to the class for discussion.
We are then going to hand those attention-getters in.
I will be providing you with the reading from "The Future is Now"
You are to read it actively and answer the questions fully for tomorrow.
If you were not here, the reading will be in your portfolio
The questions are listed below:
from THE FUTURE IS NOW
Answer the following questions. Then in detail, explain why you chose the answer you did (how you came to it and why you didn’t pick something else). Be sure to also write down your SECOND choice
25. The “comic anticlimax” that the writer notes in line 10 is a reference to
A. “the farther away the better” (line6)
B. “deep shelters, bombproof cellars” (line 7)
C. “get under a stout table” (line 7)
D. “too nervous to throw them back” (line 9)
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
26. In context, the word “coddled” (line 12) means
A. warmed
B. pacified
C. restricted
D. submerged
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
27. The purpose of the details in lines 13 to 19 and the details in lines 24 to 36 is to
A. Elaborate on the nature of an urban setting
B. Introduce the contrasting ideas in this excerpt
C. Reinforce the writer’s subjective point of view
D. Illustrate the predictability of human responses
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
28. The writer believes that the sight of the lovers is “reassuring” (line 48) because it
A. represents an affirmation of life
B. provides distraction from the task at hand
C. reinforces the differences between generations
D. provides proof that customs are imported from elsewhere
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
29. The responses of both the young soldier and the young apprentice author (lines 64 to 72) reflect an attitude of
A. selfish greed
B. immature optimism
C. urgency and practicality
D. anger and frustration
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
30. The writer assumes that the young apprentice author has adopted her philosophical stance superficially rather than through careful consideration (lines 71 to 76) because the girl
A. habitually contradicted herself
B. expressed herself in a sarcastic manner
C. did not attempt to put her theory into practice
D. did not create the impression of being intellectually mature
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
31. The reference to the young apprentices author and the young man polishing the table suggest a contrast in
A. skill
B. attitude
C. knowledge
D. background
Why you picked the choice you did: ____________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What would your second choice have been? _____________________________
32. In the context of the whole excerpt, the writer is most comforted by the “quieting sense of the continuity of human experience” (line 53) through her observation of the
A. young soldier
B. young lovers
C. young apprentice author
D. young man polishing the table
Why you picked the choice you did: ____________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________What would your second choice have been? _______
Thursday, February 1, 2007
Monday, February 5, 2007
Today we are going to look at essay attention-getters. Simply follow the information below:
Essay Attention-Getters
Writing Introductions and Conclusions
Have you ever seen a cartoon showing a dog being led to a car with their owner saying something like “Come on, Buffy! We are going for a car ride!” The irony is that, unbeknown to poor Buffy, he’s on his way to the vets to be neutered. He was sucked in by a good opener; by the time he figures it out, it’ll too late….. No matter what you are writing about in an essay, you won’t have much success getting the reader to side with you if they fall asleep from the get-go! All too often the introduction is simply… boring. Effective essays begin with effective introductions – the type that makes the reader WANT to keep reading on.
The “sit up and take notice” paper (as compared to the “deep sigh and chuck in wastebasket” paper) is best attained by beginning not with a statement of your subject, but with a personal response type of situation (no use of “I” though please if it is a critical literary essay). This is known as the “Attention Getter.”
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.
EXERCISE #1
Read each of the following and determine what type of attention-getters they are. Write the number off to the side.
From an Essay about the importance out having emotional outlets….
I think that we’re all mentally ill; those of us outside the asylums only hide it a little better – and maybe not all that much better, after all. We’ve all known people who talk to themselves, people who sometimes squinch their faces into horrible grimaces when they believe no one is watching, people who have some hysterical fear – of snakes, the dark, the tight place, the long drop… and, of course, those final worms and grubs that are waiting so patiently underground. When we pay our ten or twelve bucks and seat ourselves at tenth-row centre in a theatre showing a horror movie, we are daring the nightmare.
From an essay about making amends…
Coming home from work the other day, I did what I always do, unlock the door, assess the mess in the living room, and lecture the dog on what is and is not a chew toy. Lately, it seems my shoes, especially my leather ones, have held her attention.
After all of this, I headed into my office to check the email. This little act a couple of weeks ago put me on a path that I would never have taken on my own – that of yearbook sleuth.
There was a message was from my brother asking if I could return the yearbooks.
From an essay about attaining world peace…
Peace is not the absence of war: peace is the absence of fear, peace is the presence of justice.. Peace, in fact, is a consequence. As it was defined in 1936 by R.B. Gregg, peace is “a bi-product of the persistent application of social truth and justice, and the strong and intelligent application of love; the price of peace is the price of justice.”
From an essay about overcoming difficulties
I am thankful that I have never had to experience real sorrow. I hope that I will not have to experience it for a long time, but I guess it is inevitable. The word sorrow always makes me think of geese and how, if you shoot one (or one of the life long parties dies), its mate becomes depressed. It will stop eating and die or will allow itself to become a victim of a gun or a predator without a struggle. To me, that is true sorrow; a hurt so bad it overshadows all aspects of one’s life; including survival.
From an essay dealing with the topic of why the Jews didn’t put up protests to Hitler early enough to stop the Holocaust…
There is a little known, albeit fascinating fact that demonstrates an extreme when it comes to tolerance. If a frog is put in a pan of water at room temperature, he will sit there rather placidly. If, for the sake of experimentation, the pan is then slowly heated up, the frog will still sit there. Taken to the extreme, the frog will sit in the pan until he is boiled to death. Who knows what goes through a frog’s mind at a moment like this? The reality is that if he does have a thought that it might be time to jump out – to make a last ditch attempt for freedom, it is probably already too late.
EXERCISE #2
Below are a number of themes (most, in fact) that Alberta Education has has thrown at students for their critical analytical response essay.
Examine them and see how many are duplicates in their meaning (cross the duplicates out). What you will see is the number of choices they will throw at you is really not that big.
Divide up what is left between you and a partner and write an attention-getter for each one. (We ended up only doing five per group and they were worked on in unison). I expect that each of you will use the different kinds at least once (though you may then rely on one type that you like).
Risk Taking
Survival
Struggle to overcome human isolation
Turning points in life
Influence of an ideal on individual behaviour
Responding to challenges
Desire to escape
Isolation
Adversity on the human spirit
Effect or impact of significant experience on an individual’s life
Risk taking
Individual(s) response to challenge
Ability to be resourceful
Significance of an individual’s perspective
Individual’s ability to adapt to situations in his or her life
Characters’ responses to unfamiliar situations in their lives
Individual differences
Self-fulfillment
Self-respect
Struggle to maintain identity though commitment to a belief, cause, or goal
Effect of external or internal limitations on people’s lives
The outsider
Human imagination
Impact of individual choices
Individual responses to significant dilemmas
Dreams, goals, or ideals
Threatening forces
Conflict
Passion
Turning points
Pursuit of ideals
Perseverance
Circumstances that compel
Difficult situations
Desire to act independently with the need for security
Essay Attention-Getters
Writing Introductions and Conclusions
Have you ever seen a cartoon showing a dog being led to a car with their owner saying something like “Come on, Buffy! We are going for a car ride!” The irony is that, unbeknown to poor Buffy, he’s on his way to the vets to be neutered. He was sucked in by a good opener; by the time he figures it out, it’ll too late….. No matter what you are writing about in an essay, you won’t have much success getting the reader to side with you if they fall asleep from the get-go! All too often the introduction is simply… boring. Effective essays begin with effective introductions – the type that makes the reader WANT to keep reading on.
The “sit up and take notice” paper (as compared to the “deep sigh and chuck in wastebasket” paper) is best attained by beginning not with a statement of your subject, but with a personal response type of situation (no use of “I” though please if it is a critical literary essay). This is known as the “Attention Getter.”
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.
EXERCISE #1
Read each of the following and determine what type of attention-getters they are. Write the number off to the side.
From an Essay about the importance out having emotional outlets….
I think that we’re all mentally ill; those of us outside the asylums only hide it a little better – and maybe not all that much better, after all. We’ve all known people who talk to themselves, people who sometimes squinch their faces into horrible grimaces when they believe no one is watching, people who have some hysterical fear – of snakes, the dark, the tight place, the long drop… and, of course, those final worms and grubs that are waiting so patiently underground. When we pay our ten or twelve bucks and seat ourselves at tenth-row centre in a theatre showing a horror movie, we are daring the nightmare.
From an essay about making amends…
Coming home from work the other day, I did what I always do, unlock the door, assess the mess in the living room, and lecture the dog on what is and is not a chew toy. Lately, it seems my shoes, especially my leather ones, have held her attention.
After all of this, I headed into my office to check the email. This little act a couple of weeks ago put me on a path that I would never have taken on my own – that of yearbook sleuth.
There was a message was from my brother asking if I could return the yearbooks.
From an essay about attaining world peace…
Peace is not the absence of war: peace is the absence of fear, peace is the presence of justice.. Peace, in fact, is a consequence. As it was defined in 1936 by R.B. Gregg, peace is “a bi-product of the persistent application of social truth and justice, and the strong and intelligent application of love; the price of peace is the price of justice.”
From an essay about overcoming difficulties
I am thankful that I have never had to experience real sorrow. I hope that I will not have to experience it for a long time, but I guess it is inevitable. The word sorrow always makes me think of geese and how, if you shoot one (or one of the life long parties dies), its mate becomes depressed. It will stop eating and die or will allow itself to become a victim of a gun or a predator without a struggle. To me, that is true sorrow; a hurt so bad it overshadows all aspects of one’s life; including survival.
From an essay dealing with the topic of why the Jews didn’t put up protests to Hitler early enough to stop the Holocaust…
There is a little known, albeit fascinating fact that demonstrates an extreme when it comes to tolerance. If a frog is put in a pan of water at room temperature, he will sit there rather placidly. If, for the sake of experimentation, the pan is then slowly heated up, the frog will still sit there. Taken to the extreme, the frog will sit in the pan until he is boiled to death. Who knows what goes through a frog’s mind at a moment like this? The reality is that if he does have a thought that it might be time to jump out – to make a last ditch attempt for freedom, it is probably already too late.
EXERCISE #2
Below are a number of themes (most, in fact) that Alberta Education has has thrown at students for their critical analytical response essay.
Examine them and see how many are duplicates in their meaning (cross the duplicates out). What you will see is the number of choices they will throw at you is really not that big.
Divide up what is left between you and a partner and write an attention-getter for each one. (We ended up only doing five per group and they were worked on in unison). I expect that each of you will use the different kinds at least once (though you may then rely on one type that you like).
Risk Taking
Survival
Struggle to overcome human isolation
Turning points in life
Influence of an ideal on individual behaviour
Responding to challenges
Desire to escape
Isolation
Adversity on the human spirit
Effect or impact of significant experience on an individual’s life
Risk taking
Individual(s) response to challenge
Ability to be resourceful
Significance of an individual’s perspective
Individual’s ability to adapt to situations in his or her life
Characters’ responses to unfamiliar situations in their lives
Individual differences
Self-fulfillment
Self-respect
Struggle to maintain identity though commitment to a belief, cause, or goal
Effect of external or internal limitations on people’s lives
The outsider
Human imagination
Impact of individual choices
Individual responses to significant dilemmas
Dreams, goals, or ideals
Threatening forces
Conflict
Passion
Turning points
Pursuit of ideals
Perseverance
Circumstances that compel
Difficult situations
Desire to act independently with the need for security
Thursday, February 1, 2007
Today you are not going to be starting your journals (though I want them all here!). Instead, you are going to be writing your first in-class essay (I know - no warning - truly cruel!). If you are not here, do the assignment below. Time yourself and try to keep it to within an hour. Don't panic about your mark (famous last words!), what's important here is getting into the meat of the project.
English 30-1 Essay Assignment # 1
INSTRUCTIONS:
· Read the following prompter (in italics) and then the question (in capitals). From this, write a five paragraph critical literary essay (from an objective point of view)
· I also want page numbers on each page.
_____________________________________________________________
Obstacles may be defined as the external or internal factors that stand in our way from achieving a desired outcome. Literature often examines the obstacles that impose limitations on people’s lives.
EXAMINE THE EFFECT OF EXTERNAL OR INTERNAL OBSTACLES ON THE WRITER IN THE ESSAY “ONE LETTER IS ALL IT TOOK TO MAKE AMENDS”. WHAT IDEA DOES THE AUTHOR DEVELOP (GET ACROSS) REGARDING OBSTACLES? PROVIDE SPECIFIC DETAILS FROM THE ESSAY THAT WILL SUPPORT AND DEVELOP YOUR CONTROLLING IDEA.
_____________________________________________________________
Be sure that your thesis focuses on answering the underlined part of the above instructions!!!!!
English 30-1 Essay Assignment # 1
INSTRUCTIONS:
· Read the following prompter (in italics) and then the question (in capitals). From this, write a five paragraph critical literary essay (from an objective point of view)
· I also want page numbers on each page.
_____________________________________________________________
Obstacles may be defined as the external or internal factors that stand in our way from achieving a desired outcome. Literature often examines the obstacles that impose limitations on people’s lives.
EXAMINE THE EFFECT OF EXTERNAL OR INTERNAL OBSTACLES ON THE WRITER IN THE ESSAY “ONE LETTER IS ALL IT TOOK TO MAKE AMENDS”. WHAT IDEA DOES THE AUTHOR DEVELOP (GET ACROSS) REGARDING OBSTACLES? PROVIDE SPECIFIC DETAILS FROM THE ESSAY THAT WILL SUPPORT AND DEVELOP YOUR CONTROLLING IDEA.
_____________________________________________________________
Be sure that your thesis focuses on answering the underlined part of the above instructions!!!!!
Tuesday, January 30, 2007
Wednesday, January 31, 2007
We went over some of the parts of an essay:
Essay means to explain
Most often, you are explaining from your own point of view, though you could certainly include other points of view (both sides of an issue).
An essay can be used to inform, teach (how to), persuade, observe (narrate)
Most high school English essays are in-class under pressure affairs; as such, they usually consist of five paragraphs (Introduction, Body paracgraphs, 1,2,3, conclusion)
The introduction most often consists of: an attention getter, introduction to the issue, a summary of other pieces of literature referred to, a thesis and a road map (main points you will try to prove)
You are Then going to read the following editorial listed below
You are then going to answer the following questions
1. What goals might the writer be trying to achieve? In order to answer this question, you need to consider the context in which the essay was written as well as what is actually stated. List all the ones you can come up with.
2. Choose one of these goals and determine what limitations are standing between the goal and the author reaching it?
3. Discuss the themes presented in this essay with your partner. Write down the ones that present themselves. Which one would you and your partner support as being the dominant one? What support is there to convince you of this? List this support.
4. How does the author get the reader’s attention at the beginning of this essay?
5. Why is tone important when writing an essay? What is the tone of this essay? What evidence is there which supports your position? Brainstorm
6. If you were to rewrite this essay (say, as an editor) what would you keep, change, or add to make it better and/or more appealing?
7. Compare your own position regarding making amends to that of the author. Have you ever felt the same types of emotions? What emotions does the author express in this essay as having experienced them?
One letter is all it took to make amends
By Dawn Adam, Editor, Spotlight
Coming home from work the other day, I did what I always do, unlock the door, assess the mess in the living room, and lecture the dog on what is and is not a chew toy. Lately, it seems my shoes, especially my leather ones, have held her attention.
After all of this, I headed into my office to check the email. This little act a couple of weeks ago put me on a path that I would never have taken on my own – that of yearbook sleuth.
There was a message was from my brother asking if I could return the yearbooks.
The yearbooks? What yearbooks? I vaguely recalled getting some handed to me at the end of each school year, but I hadn’t seen them in ages. Besides, what would he want with my yearbooks?
I wrote him back and found out it was his yearbooks he wanted. Confused, I informed him that I didn’t have them, and added in a humourous tone, that perhaps I’d used them to line a guinea pig or bird cage….
From this communication, I learned that my brother does not have the same sense of humour as myself. To put it mildly, he was on the warpath, now sure that I must have taken the books when I was a teenager, still had them and was holding them hostage.
The notion that I may have taken them was not a far-fetched one for him to reach. As the youngest child, I often stuck my nose where it didn’t belong. I was the irritating little sister, always getting into his stuff; taking his things was just part of the package. Money – yes. Cassettes? Sure, why not? But his yearbooks?
Besides concern over my brother’s state of mind (I really can’t repeat what he actually wrote due to the fact that this is a family paper), the communication left me feeling guilty. Had I, some time in the past, taken those yearbooks? Had I lost them? I couldn’t remember doing it, but he seemed so certain that it was me…. Did it really matter then, if I had taken them or not? Wasn’t it time to make amends for some of the obvious things I was guilty of doing? I decided to try to appease him and do my best to right the situation. I set out to locate copies of these yearbooks.
In order to search them out, I would have to contact people and institutions I hadn’t even thought of in years. The first order of the day was to find out which books he was looking for, and from which schools. It turned out he was missing all three of his high school books and one from grade nine.
It had been 17 years since he graduated from high school in Lethbridge; each year gone would make it all the more difficult to get copies. The first thing I decided to do was phone his old high school and see if they had any copies still kicking around. Makes sense right? School librarians most certainly must have copies of the yearbooks of their own students for just these reasons, so we can come in and look back, and perhaps copy them if we feel so inclined. They did keep them, I was told, but somewhere along the line, other previous students had stolen them.
My next step was to try and contact students from the high school who would have the yearbooks in question. I placed an advertisement in the Lethbridge Herald for four days, sure that it would get someone’s attention. Sure enough, after three days running, I received a whopping…. one call.
The call proved to be fruitless, not because the person didn’t have the yearbooks – he did; I guess I should say, he thought he did.
“They’re somewhere in my parents’ basement. I’ll look and see what I can come up with.” Alas, a yearbook thief had been tempted by his books as well. They couldn’t be located.
It seemed like I was hitting a dead-end. I couldn’t physically search them out – I lived too far away for that, and I wasn’t able to get them through paid ads or the school. That’s when it hit me: write a letter to the Editor.
I sat down and quickly composed my letter, explaining the need to obtain these yearbooks and the fact that I would compensate anyone willing to part with them for their time and effort. I sent the letter off – and waited.
A few weeks passed. By this time, having heard no reply, I assumed my search was at an end. I would forever have to put up with the glaring looks from my brother and would be shunned as a yearbook thief. Oh, the pain of it all. How would I bear it?
Last weekend, the faxes started rolling in.
“I saw your letter in the Herald and can sell you three of the books for $5 each.”
“I have the yearbooks in question and I would be glad to photocopy them and send them to you.”
These were just two of the many responses I received.
I was, and still am, overwhelmed by the response. My letter to the Editor had convinced people to help me out when a paid ad had failed. It proved to be a valuable tool to getting a message across which cost nothing more than a stamp and yet reaped a better result than any other route did.
The yearbooks are now on their way here. In a few short days, they’ll be in my brother’s hands, complete with congratulations in the back which mean nothing to him. But that’s all right. I will have made amends for something he felt I owed him.
I learned from this experience that you can right a wrong. My brother will have something back which he has wanted for some time and I will never have to worry about this issue again.
In the future, if I get an email from a family member stating I have something missing from their childhood, I’ll examine the feelings they are expressing and not simply put up a defense; after all, most of us want validation and not smug replies.
Essay means to explain
Most often, you are explaining from your own point of view, though you could certainly include other points of view (both sides of an issue).
An essay can be used to inform, teach (how to), persuade, observe (narrate)
Most high school English essays are in-class under pressure affairs; as such, they usually consist of five paragraphs (Introduction, Body paracgraphs, 1,2,3, conclusion)
The introduction most often consists of: an attention getter, introduction to the issue, a summary of other pieces of literature referred to, a thesis and a road map (main points you will try to prove)
You are Then going to read the following editorial listed below
You are then going to answer the following questions
1. What goals might the writer be trying to achieve? In order to answer this question, you need to consider the context in which the essay was written as well as what is actually stated. List all the ones you can come up with.
2. Choose one of these goals and determine what limitations are standing between the goal and the author reaching it?
3. Discuss the themes presented in this essay with your partner. Write down the ones that present themselves. Which one would you and your partner support as being the dominant one? What support is there to convince you of this? List this support.
4. How does the author get the reader’s attention at the beginning of this essay?
5. Why is tone important when writing an essay? What is the tone of this essay? What evidence is there which supports your position? Brainstorm
6. If you were to rewrite this essay (say, as an editor) what would you keep, change, or add to make it better and/or more appealing?
7. Compare your own position regarding making amends to that of the author. Have you ever felt the same types of emotions? What emotions does the author express in this essay as having experienced them?
One letter is all it took to make amends
By Dawn Adam, Editor, Spotlight
Coming home from work the other day, I did what I always do, unlock the door, assess the mess in the living room, and lecture the dog on what is and is not a chew toy. Lately, it seems my shoes, especially my leather ones, have held her attention.
After all of this, I headed into my office to check the email. This little act a couple of weeks ago put me on a path that I would never have taken on my own – that of yearbook sleuth.
There was a message was from my brother asking if I could return the yearbooks.
The yearbooks? What yearbooks? I vaguely recalled getting some handed to me at the end of each school year, but I hadn’t seen them in ages. Besides, what would he want with my yearbooks?
I wrote him back and found out it was his yearbooks he wanted. Confused, I informed him that I didn’t have them, and added in a humourous tone, that perhaps I’d used them to line a guinea pig or bird cage….
From this communication, I learned that my brother does not have the same sense of humour as myself. To put it mildly, he was on the warpath, now sure that I must have taken the books when I was a teenager, still had them and was holding them hostage.
The notion that I may have taken them was not a far-fetched one for him to reach. As the youngest child, I often stuck my nose where it didn’t belong. I was the irritating little sister, always getting into his stuff; taking his things was just part of the package. Money – yes. Cassettes? Sure, why not? But his yearbooks?
Besides concern over my brother’s state of mind (I really can’t repeat what he actually wrote due to the fact that this is a family paper), the communication left me feeling guilty. Had I, some time in the past, taken those yearbooks? Had I lost them? I couldn’t remember doing it, but he seemed so certain that it was me…. Did it really matter then, if I had taken them or not? Wasn’t it time to make amends for some of the obvious things I was guilty of doing? I decided to try to appease him and do my best to right the situation. I set out to locate copies of these yearbooks.
In order to search them out, I would have to contact people and institutions I hadn’t even thought of in years. The first order of the day was to find out which books he was looking for, and from which schools. It turned out he was missing all three of his high school books and one from grade nine.
It had been 17 years since he graduated from high school in Lethbridge; each year gone would make it all the more difficult to get copies. The first thing I decided to do was phone his old high school and see if they had any copies still kicking around. Makes sense right? School librarians most certainly must have copies of the yearbooks of their own students for just these reasons, so we can come in and look back, and perhaps copy them if we feel so inclined. They did keep them, I was told, but somewhere along the line, other previous students had stolen them.
My next step was to try and contact students from the high school who would have the yearbooks in question. I placed an advertisement in the Lethbridge Herald for four days, sure that it would get someone’s attention. Sure enough, after three days running, I received a whopping…. one call.
The call proved to be fruitless, not because the person didn’t have the yearbooks – he did; I guess I should say, he thought he did.
“They’re somewhere in my parents’ basement. I’ll look and see what I can come up with.” Alas, a yearbook thief had been tempted by his books as well. They couldn’t be located.
It seemed like I was hitting a dead-end. I couldn’t physically search them out – I lived too far away for that, and I wasn’t able to get them through paid ads or the school. That’s when it hit me: write a letter to the Editor.
I sat down and quickly composed my letter, explaining the need to obtain these yearbooks and the fact that I would compensate anyone willing to part with them for their time and effort. I sent the letter off – and waited.
A few weeks passed. By this time, having heard no reply, I assumed my search was at an end. I would forever have to put up with the glaring looks from my brother and would be shunned as a yearbook thief. Oh, the pain of it all. How would I bear it?
Last weekend, the faxes started rolling in.
“I saw your letter in the Herald and can sell you three of the books for $5 each.”
“I have the yearbooks in question and I would be glad to photocopy them and send them to you.”
These were just two of the many responses I received.
I was, and still am, overwhelmed by the response. My letter to the Editor had convinced people to help me out when a paid ad had failed. It proved to be a valuable tool to getting a message across which cost nothing more than a stamp and yet reaped a better result than any other route did.
The yearbooks are now on their way here. In a few short days, they’ll be in my brother’s hands, complete with congratulations in the back which mean nothing to him. But that’s all right. I will have made amends for something he felt I owed him.
I learned from this experience that you can right a wrong. My brother will have something back which he has wanted for some time and I will never have to worry about this issue again.
In the future, if I get an email from a family member stating I have something missing from their childhood, I’ll examine the feelings they are expressing and not simply put up a defense; after all, most of us want validation and not smug replies.
Wednesday, January 24, 2007
Tuesday, January 30, 2007
We will be going over the course outline that I have pasted below. You will be expected to have a journal by Thursday, February 1, (I will sell you one for a dollar), cue cards A.S.A.P. and an independent novel in class for Monday, February 5 (the list of approved novels is at the end of this).
Welcome to English 30! This course is oriented towards academic students who enjoy the process of communication and who also enjoy literature. We will include all of the five strands of the Language Arts Program (reading, writing, speaking, viewing, listening and representing) with a major emphasis on written expression and relating various works of literature to ourselves and to the society in which we live.
This course requires your dedication and commitment to achieving your personal best. It requires you to look at and respond to more advanced and abstract concepts and philosophies in literature at a more mature level. You will be challenged in your thinking and expression. If you fall behind or find that you don’t understand something, it is important that you speak to me so that we can get you back on track. Do not wait until it is too late for any type of remedial action. I will make the effort to help or guide you, but ultimately YOU are responsible for YOU! I look forward though, to working together.
The semester will be divided into six units (plus prep). These units will provide a general framework for literary choices. Students will also work on word processing skills, and other computer technology skills.
UNITS OF STUDY:
1. Getting the Point Across: The Successful Attempt
Persuasive writing (essays) will be studied with respect to the history and influence of the “assai”, a study of the essay genre, and rectifying any remaining writing difficulties that students may have with this form of communication. Students will also focus on thesis formation, writing strategies, effective proofreading and fine-tuning their own writing voice and style.
Texts: Fit to Print, Viewpoints 12
Time Frame: January 31 – February 23 (14 classes)
2. Short Story: Values, Beliefs and Choices
A minimum of three short stories will be read and discussed with emphasis on interpretive literature, theme, symbolism, character, plot, irony, conflict, etc. Students will focus on what seems to be the author’s purpose in writing, achievement of that purpose, and other critical thinking skills. The ability to state and expand upon theme and purpose will be key.
Text: Viewpoints 12
Time Frame: February 26 – March 15 (13 classes)
3. Poetry: The Voices of Art, Love, Life and Death
This unit will further develop skills of poetic expression and response, and expose students to the full range of creative language and form. Knowledge and use of common poetry terms will be a focus.
Text: Viewpoints 12
Time Frame: March 16 –April 4 (13 classes)
4. Novel: Experiences that Change You Forever
This genre has the power to act as a social commentary, make us see ourselves in characters in conflict and depict the relationship between an author’s purpose and the nature of his/her work.
Texts: Pride and Prejudice, Night, Wuthering Heights, The Bean Trees,
To Destroy You is no Loss (TBA)
Time Frame: April 5 – April 30 (11 classes)
5. Shakespearean Drama: The Tragedy and Drama of Human Desires
Students will again have the opportunity to further their interest in and confidence with Shakespearean languages and develop an understanding of he complexity of characters, themes, plots, and skillful writing in the Elizabethan era.
Texts: Taming of a Shrew Hamlet, Othello, King Lear (TBA)
Time Frame: May 1 – May 23 (15 classes)
6. Modern Drama: The Pursuit of Happiness
Students will appreciate the impact of modern dramatists in changing drama to analyze real social, psychological and personal problems for “real” people. Our own aspirations, dreams, desires and ideals will be challenged through the study of this genre.
Texts: On Stage 3: A Doll’s House, Death of a Salesman, A Streetcar
Named Desire (TBA)
Time Frame: May 24 – June 7 (11 classes)
7. Test Prep: Part A and B
Students will gain confidence in writing both the Part A and Part B portion of the English 30-1 PDE exams. Many of these skills will transfer to other exams as well.
Time Frame: June 11 – June 12 (Part A Prep) Exam is on June 13
Time Frame: June 14 – June 15 (Part B Prep) Exam is on June 26
In addition to this, you will also be working in journals on Tuesdays and Thursdays, and an independent novel study on Mondays, Wednesdays and Fridays.
Evaluation
Major Assignments 35%
Daily Work 30%
Unit exams 35%
School Mark: 50%
Provincial Diploma Exams (Part A and B): 50%
Assignment Expectations:
· Name, class and date submitted are to be written in the upper right-hand corner of all work that is to be handed in (with the exception of essays, which are to have a cover page)
· Write assignments only on one side of the paper.
· All assignments that are being marked for editing (essays, paragraphs, etc.,) are to be double spaced.
· All assignments (unless otherwise specified) are to be written in dark blue or black ink or completed on a computer.
· Assignments that are written in pencil will be returned unmarked and must be re-submitted in ink. Work submitted in pencil will be considered “late work” as well.
Late Work:
· Most work will be accepted late and will have a maximum of 10% of the total possible mark deducted from the achieved mark for each delayed date.
· After THREE late days (-30%), the work will not be accepted for marks but still must be completed (then the “NHI” will be removed from Students’ Achieve).
· Occasionally, some work will not be accepted late (e.g., homework checks, in-class assignments, in-class group work). This will be specified at the time the work is assigned in class.
Absenteeism:
· If you are going to be absent, have a parent to call the office. If this is done in the morning, then I have it indicated on the computer when I do attendance (and will make sure you get copies of the assignments put in your portfolio).
· If an assignment is due on a day you are absent then it is due the day you get back. However, if your absence was planned and the assignment is a major one, you are expected to have it handed in before you go (ie; a holiday or field trip).
· If no one calls and there is no note, I will not treat the absence as an excused.
Classroom Expectations:
· This is a computer lab. No food or drinks (other than bottled water) are allowed.
· The computers are a privilege, not a right. Treat them well. Anyone who has been in this lab knows that it takes time to get a tech in to repair them.
· The NLSD has computer use policies in place that we are to follow. This means that accessing e-mail, chat rooms, “inappropriate” sites, or surfing aimlessly are not allowed.
· The computers are for teacher-approved and teacher-directed class use only. We have had recent situations in which misuse has placed an extreme burden on the system. When this happens things important to use – and you can get purged.
IMPORTANT!!!
Plagiarism is a crime. It is NOT excusable. Doing so can range in consequences from a zero on an assignment to expulsion (see Student Handbook).
REMINDER
Any cell phones that go off in my class become my property until the end of the day. They can then be collected from Mrs. Ripkens (any phones in the class during a test = zero!!!). Use the day care and save us both a lot of grief!!!
Supplies Needed:
· Dictionary (optional)
· Thesaurus (optional)
· Journal duo-tang
· Pens (dark blue and black only)
· Pencils HP and coloured (as required)
· Highlighter (this is really important at this level)
· Eraser
· Cue cards
Welcome to English 30! This course is oriented towards academic students who enjoy the process of communication and who also enjoy literature. We will include all of the five strands of the Language Arts Program (reading, writing, speaking, viewing, listening and representing) with a major emphasis on written expression and relating various works of literature to ourselves and to the society in which we live.
This course requires your dedication and commitment to achieving your personal best. It requires you to look at and respond to more advanced and abstract concepts and philosophies in literature at a more mature level. You will be challenged in your thinking and expression. If you fall behind or find that you don’t understand something, it is important that you speak to me so that we can get you back on track. Do not wait until it is too late for any type of remedial action. I will make the effort to help or guide you, but ultimately YOU are responsible for YOU! I look forward though, to working together.
The semester will be divided into six units (plus prep). These units will provide a general framework for literary choices. Students will also work on word processing skills, and other computer technology skills.
UNITS OF STUDY:
1. Getting the Point Across: The Successful Attempt
Persuasive writing (essays) will be studied with respect to the history and influence of the “assai”, a study of the essay genre, and rectifying any remaining writing difficulties that students may have with this form of communication. Students will also focus on thesis formation, writing strategies, effective proofreading and fine-tuning their own writing voice and style.
Texts: Fit to Print, Viewpoints 12
Time Frame: January 31 – February 23 (14 classes)
2. Short Story: Values, Beliefs and Choices
A minimum of three short stories will be read and discussed with emphasis on interpretive literature, theme, symbolism, character, plot, irony, conflict, etc. Students will focus on what seems to be the author’s purpose in writing, achievement of that purpose, and other critical thinking skills. The ability to state and expand upon theme and purpose will be key.
Text: Viewpoints 12
Time Frame: February 26 – March 15 (13 classes)
3. Poetry: The Voices of Art, Love, Life and Death
This unit will further develop skills of poetic expression and response, and expose students to the full range of creative language and form. Knowledge and use of common poetry terms will be a focus.
Text: Viewpoints 12
Time Frame: March 16 –April 4 (13 classes)
4. Novel: Experiences that Change You Forever
This genre has the power to act as a social commentary, make us see ourselves in characters in conflict and depict the relationship between an author’s purpose and the nature of his/her work.
Texts: Pride and Prejudice, Night, Wuthering Heights, The Bean Trees,
To Destroy You is no Loss (TBA)
Time Frame: April 5 – April 30 (11 classes)
5. Shakespearean Drama: The Tragedy and Drama of Human Desires
Students will again have the opportunity to further their interest in and confidence with Shakespearean languages and develop an understanding of he complexity of characters, themes, plots, and skillful writing in the Elizabethan era.
Texts: Taming of a Shrew Hamlet, Othello, King Lear (TBA)
Time Frame: May 1 – May 23 (15 classes)
6. Modern Drama: The Pursuit of Happiness
Students will appreciate the impact of modern dramatists in changing drama to analyze real social, psychological and personal problems for “real” people. Our own aspirations, dreams, desires and ideals will be challenged through the study of this genre.
Texts: On Stage 3: A Doll’s House, Death of a Salesman, A Streetcar
Named Desire (TBA)
Time Frame: May 24 – June 7 (11 classes)
7. Test Prep: Part A and B
Students will gain confidence in writing both the Part A and Part B portion of the English 30-1 PDE exams. Many of these skills will transfer to other exams as well.
Time Frame: June 11 – June 12 (Part A Prep) Exam is on June 13
Time Frame: June 14 – June 15 (Part B Prep) Exam is on June 26
In addition to this, you will also be working in journals on Tuesdays and Thursdays, and an independent novel study on Mondays, Wednesdays and Fridays.
Evaluation
Major Assignments 35%
Daily Work 30%
Unit exams 35%
School Mark: 50%
Provincial Diploma Exams (Part A and B): 50%
Assignment Expectations:
· Name, class and date submitted are to be written in the upper right-hand corner of all work that is to be handed in (with the exception of essays, which are to have a cover page)
· Write assignments only on one side of the paper.
· All assignments that are being marked for editing (essays, paragraphs, etc.,) are to be double spaced.
· All assignments (unless otherwise specified) are to be written in dark blue or black ink or completed on a computer.
· Assignments that are written in pencil will be returned unmarked and must be re-submitted in ink. Work submitted in pencil will be considered “late work” as well.
Late Work:
· Most work will be accepted late and will have a maximum of 10% of the total possible mark deducted from the achieved mark for each delayed date.
· After THREE late days (-30%), the work will not be accepted for marks but still must be completed (then the “NHI” will be removed from Students’ Achieve).
· Occasionally, some work will not be accepted late (e.g., homework checks, in-class assignments, in-class group work). This will be specified at the time the work is assigned in class.
Absenteeism:
· If you are going to be absent, have a parent to call the office. If this is done in the morning, then I have it indicated on the computer when I do attendance (and will make sure you get copies of the assignments put in your portfolio).
· If an assignment is due on a day you are absent then it is due the day you get back. However, if your absence was planned and the assignment is a major one, you are expected to have it handed in before you go (ie; a holiday or field trip).
· If no one calls and there is no note, I will not treat the absence as an excused.
Classroom Expectations:
· This is a computer lab. No food or drinks (other than bottled water) are allowed.
· The computers are a privilege, not a right. Treat them well. Anyone who has been in this lab knows that it takes time to get a tech in to repair them.
· The NLSD has computer use policies in place that we are to follow. This means that accessing e-mail, chat rooms, “inappropriate” sites, or surfing aimlessly are not allowed.
· The computers are for teacher-approved and teacher-directed class use only. We have had recent situations in which misuse has placed an extreme burden on the system. When this happens things important to use – and you can get purged.
IMPORTANT!!!
Plagiarism is a crime. It is NOT excusable. Doing so can range in consequences from a zero on an assignment to expulsion (see Student Handbook).
REMINDER
Any cell phones that go off in my class become my property until the end of the day. They can then be collected from Mrs. Ripkens (any phones in the class during a test = zero!!!). Use the day care and save us both a lot of grief!!!
Supplies Needed:
· Dictionary (optional)
· Thesaurus (optional)
· Journal duo-tang
· Pens (dark blue and black only)
· Pencils HP and coloured (as required)
· Highlighter (this is really important at this level)
· Eraser
· Cue cards
Independent Novel Study Choices:
(Availability: L= school libary, PL= Public Libary, PLO= Can be ordered in from the Plublic Library)
Full-length Fiction
1984 – Orwell (L)
All the Pretty Horses – McCarthy (PL)
The Apprenticeship of Duddy Kravitz – Richler (L)
The Ash Garden – Bock (L)
The Bean Trees – Kingsolver (L)
The Chosen – Potok (PL)
Chronicle of a Death Foretold – Marquez (PLO)
Crime and Punishment – Dostoevsky (L)
Davita’s Harp – Potok (L)
East of Eden – Steinbeck (L)
Great Expectations – Dickens (L)
The Great Gatsby – Fitzgerald (L)
Heart of Darkness – Conrad (PL)
House of the Spirits – Allende (PL)
The Lovely Bones – Sebold (T)
Life of Pi – Martel (T)
The Metamorphosis – Kafka (PLO)
Moonsignor Quixote – Greene (L)
The Mosquito Coast – Theroux (PLO)
My Name is Asher Lev – Potok (L)
No Great Mischief – MacLeod (PL)
The Outsider – Camus (PLO)
The Poisonwood Bible – Kingsolver (PL)
Pride and Prejudice – Austen (L)
Siddhartha – Hesse (PL)
Snow Falling on Cedars – Guterson (T)
The Stone Angel – Laurence (L)
The Stone Carvers – Urquhart (PL)
Things Fall Apart – Achebe (PLO)
Tuesdays with Morrie – Richler (PL)
Under the Ribs of Death – Marlyn (L)
The Wars – Findley (L)
Wild Geese – Ostenso (PLO)
Wuthering Heights – Bronte (L)
Ciderhouse Rules – Irving (L)
Shakespearean Plays
Henry VI Part I (L)
King Lear (L)
Othello (L)
The Taming of the Shrew (L)
The Tempest (L)
1984 – Orwell (L)
All the Pretty Horses – McCarthy (PL)
The Apprenticeship of Duddy Kravitz – Richler (L)
The Ash Garden – Bock (L)
The Bean Trees – Kingsolver (L)
The Chosen – Potok (PL)
Chronicle of a Death Foretold – Marquez (PLO)
Crime and Punishment – Dostoevsky (L)
Davita’s Harp – Potok (L)
East of Eden – Steinbeck (L)
Great Expectations – Dickens (L)
The Great Gatsby – Fitzgerald (L)
Heart of Darkness – Conrad (PL)
House of the Spirits – Allende (PL)
The Lovely Bones – Sebold (T)
Life of Pi – Martel (T)
The Metamorphosis – Kafka (PLO)
Moonsignor Quixote – Greene (L)
The Mosquito Coast – Theroux (PLO)
My Name is Asher Lev – Potok (L)
No Great Mischief – MacLeod (PL)
The Outsider – Camus (PLO)
The Poisonwood Bible – Kingsolver (PL)
Pride and Prejudice – Austen (L)
Siddhartha – Hesse (PL)
Snow Falling on Cedars – Guterson (T)
The Stone Angel – Laurence (L)
The Stone Carvers – Urquhart (PL)
Things Fall Apart – Achebe (PLO)
Tuesdays with Morrie – Richler (PL)
Under the Ribs of Death – Marlyn (L)
The Wars – Findley (L)
Wild Geese – Ostenso (PLO)
Wuthering Heights – Bronte (L)
Ciderhouse Rules – Irving (L)
Shakespearean Plays
Henry VI Part I (L)
King Lear (L)
Othello (L)
The Taming of the Shrew (L)
The Tempest (L)
Subscribe to:
Comments (Atom)