Students will answer questions to accompany the reading they were supposed to have read called "The Truth About Sharks" byJoan Bauer.
This story is in their Passage 12 textbook.
The questions are as follows:
Questions (value: 14)
1. Does the beginning of this story present a realistic view of family relationships (value: 2)
2. Is the dialogue realistic? Support your answer with examples (value: 2)
3. Comment on the realism of Beth’s character. Do you think she’s a typical young adult? Explain. (value: 2)
4. What contributed to Madge Groton jumping to the conclusion that Beth was shoplifting? (value: 2)
5. Beth sees a similarity between her predicament and being attacked by a shark. How are the two situations similar? (value: 2)
6. Do you think Beth was adequately compensated for the injustice done to her? Explain why or why not. (Value: 2)
Monday, March 12, 2007
Monday, March 12, 2007
Today we worked on comma rules, finishing off what we started on Thursday. I have posted the rules below:
The Comma
The comma is the most frequently used and the most frequently misused punctuation mar,. the omission of a necessary comma can distort the meaning of a sentence. Unnecessary commas (“comma-it is”) can distract the reader and give the sentence a jerky quality. Perhaps nothing is so sure a sign of a competent writer as the correct use of commas, so it is very important that you master them. This chapter presents four rules that will give you a good indication of when you should use a comma. If the sentence you are writing is not covered by one of the four rules remember this:
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.
e.g.,
Required subjects are math, English, bookkeeping, and business
law.
Walk up the hill, turn left, go two blocks, and you’ll be there.
Henry went to the show, Joan went home in tears, Norah and Phil
talked until dawn, and I went upstairs to bed.
The comma before the and at the end of the list is optional; use it or leave it out,
but be consistent.
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.
e.g.,
Writing business letters isn’t difficult, if you’re careful.
The phrase “if you’re careful” is not essential to the meaning of the sentence, so
it’s separated from the rest of the sentence by a comma.
Stephen Leacock, one of the world’s great humorists, was a
professor of economics at McGill.
The phrase “one of the world’s great humorists” means the same as “Stephen
Leacock.” The two expressions refer to the same person, so the second is set off
by commas. When a nonessential word or phrase occurs in the middle of a
sentence, rather than at the beginning or the end, be sure to put commas both
before and after it.
If it were up to me, Judy, I’d hire you right now.
The word “Judy,” the name of the person spoken to, is unnecessary to the
meaning of the sentence, so it’s set off by commas.
Rule #3 : Place a comma between independent clauses when they are joined by
these transition words.:
and nor for
or but yet
so
e.g.,
It was a good party, but last year’s was better.
I’m not speaking to her, so you’ll have to tell her.
I can’t make it to class, yet I feel I should go.
Ross is a good student, for he studies hard.
Be sure that the sentence contains two independent clauses rather than a single
subject and a multiple verb.
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.
Practice exercise for Comma Rule #1
Insert commas where necessary in the following sentences.
Be sure to pick up the cups limes and ice.
Women and children are traditionally the first people into the lifeboats.
Labatt’s Molson’s and O’Keefe are major breweries and patrons of sport and culture.
I am going to hire a cleaning man to clean floors dust furniture scour the oven and wash clothes.
We’re tired of watching pretty faces belonging to people who can’t act: Jessica Simpson Paris Hilton Brittany Spears and most of the male actors out there.
Americans and Canadians share a continent and a similar cultural heritage.
We are going to see The Tempest Julius Caesar or The Merry Wives of Windsor this weekend.
How can a man or woman choose between Paul Martin and Stephen Harper?
Tim stomped into the room threw himself into a chair drained a six-pack of Budweiser and crushed the cans against his forehead.
Three things that can hinder your relaxation at a cottage are rainy weather black flies and unwanted guests.
The Comma
The comma is the most frequently used and the most frequently misused punctuation mar,. the omission of a necessary comma can distort the meaning of a sentence. Unnecessary commas (“comma-it is”) can distract the reader and give the sentence a jerky quality. Perhaps nothing is so sure a sign of a competent writer as the correct use of commas, so it is very important that you master them. This chapter presents four rules that will give you a good indication of when you should use a comma. If the sentence you are writing is not covered by one of the four rules remember this:
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.
e.g.,
Required subjects are math, English, bookkeeping, and business
law.
Walk up the hill, turn left, go two blocks, and you’ll be there.
Henry went to the show, Joan went home in tears, Norah and Phil
talked until dawn, and I went upstairs to bed.
The comma before the and at the end of the list is optional; use it or leave it out,
but be consistent.
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.
e.g.,
Writing business letters isn’t difficult, if you’re careful.
The phrase “if you’re careful” is not essential to the meaning of the sentence, so
it’s separated from the rest of the sentence by a comma.
Stephen Leacock, one of the world’s great humorists, was a
professor of economics at McGill.
The phrase “one of the world’s great humorists” means the same as “Stephen
Leacock.” The two expressions refer to the same person, so the second is set off
by commas. When a nonessential word or phrase occurs in the middle of a
sentence, rather than at the beginning or the end, be sure to put commas both
before and after it.
If it were up to me, Judy, I’d hire you right now.
The word “Judy,” the name of the person spoken to, is unnecessary to the
meaning of the sentence, so it’s set off by commas.
Rule #3 : Place a comma between independent clauses when they are joined by
these transition words.:
and nor for
or but yet
so
e.g.,
It was a good party, but last year’s was better.
I’m not speaking to her, so you’ll have to tell her.
I can’t make it to class, yet I feel I should go.
Ross is a good student, for he studies hard.
Be sure that the sentence contains two independent clauses rather than a single
subject and a multiple verb.
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.
Practice exercise for Comma Rule #1
Insert commas where necessary in the following sentences.
Be sure to pick up the cups limes and ice.
Women and children are traditionally the first people into the lifeboats.
Labatt’s Molson’s and O’Keefe are major breweries and patrons of sport and culture.
I am going to hire a cleaning man to clean floors dust furniture scour the oven and wash clothes.
We’re tired of watching pretty faces belonging to people who can’t act: Jessica Simpson Paris Hilton Brittany Spears and most of the male actors out there.
Americans and Canadians share a continent and a similar cultural heritage.
We are going to see The Tempest Julius Caesar or The Merry Wives of Windsor this weekend.
How can a man or woman choose between Paul Martin and Stephen Harper?
Tim stomped into the room threw himself into a chair drained a six-pack of Budweiser and crushed the cans against his forehead.
Three things that can hinder your relaxation at a cottage are rainy weather black flies and unwanted guests.
Thursday, March 8, 2007
Thursday, March 8, 2007
The students are going to read the short story “The Truth About Sharks” on page 263 in Passage 12.
We are going to talk about commas today. We will get through rule # 1. The notes are below.
The Comma
Four Comma Rules:
Rule # 1: Use commas to separate items in a series of three or more.
We are going to talk about commas today. We will get through rule # 1. The notes are below.
The Comma
Four Comma Rules:
Rule # 1: Use commas to separate items in a series of three or more.
Wednesday, March 7, 2007
Wednesday, March 7, 2007
Today we will mark the questions for “The Flying Machine.” Make sure your fishbone is handed in as well as the questions for “The Ideal Bakery” that I gave you yesterday.
We will then move on to the Short Story “The Truth About Sharks”
We will then move on to the Short Story “The Truth About Sharks”
Tuesday, March 6, 2007
Tuesday, March 6, 2007
Journals: Do the one for today and then hand them in.
Today you will finish working on your fishbone for the short story “The Flying Machine” by Ray Bradbury. I want to mark the questions today as well (the ones that were assigned yesterday).
If you finish early, I will hand out the excerpt from the short story “Ideal Bakery.” You are to read this actively and then answer the questions. Put your reasons down as well. This will be due Thursday, March 8.
Today you will finish working on your fishbone for the short story “The Flying Machine” by Ray Bradbury. I want to mark the questions today as well (the ones that were assigned yesterday).
If you finish early, I will hand out the excerpt from the short story “Ideal Bakery.” You are to read this actively and then answer the questions. Put your reasons down as well. This will be due Thursday, March 8.
Monday, March 5, 2007
Monday, March 5, 2007
The students will finish the notes on Short Stories that they were working on last week.
You are then to create a Fishbone graphic organizer for the story “The Flying Machine” by Ray Bradbury (page 206 in Passages 12). This was assigned on February 28 so all of you should have read it by now.
I will be handing out an exemplar of a fishbone for you to refer to. Unfortunately, it doesn't transfer well into this format so I can't attach it.
You are then to create a Fishbone graphic organizer for the story “The Flying Machine” by Ray Bradbury (page 206 in Passages 12). This was assigned on February 28 so all of you should have read it by now.
I will be handing out an exemplar of a fishbone for you to refer to. Unfortunately, it doesn't transfer well into this format so I can't attach it.
Friday, March 2, 2007
Friday, March 2, 2007 Short Stories
We will continue to examine the short story and I will fill in the rest of the lecture notes.
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. 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
Today you are writing a written response to finish off your essay unit. If you miss an exam, you will need to arrange to make it up within the week. The library is open Wednesdays after school to allow for this. Otherwise, you need to make arrangements with me.
Tuesday, February 27, 2007
Today you are writing your multiple choice comprehension exam for the essay unit. There will alos be terminology questions attached.
Monday, February 26, 2007
Today we will mark "from Caroline "Mother Fulham: The Lady Kept Pigs. I will then discuss the examination you will be taking tomorrow (M.C.) as well as the one you will write on Wednesday (Written Response). Any time you have left over is to be used to work on your cue cards (which are due Wednesday, as well).
Thursday, February 22, 2007
Friday, February 23, 2007
Today you will actively read "from Caroline "Mother" Fulham: The Lady Kept Pigs."
You will then answer the questions. This will involve picking a multiple choice answer and explaining why you chose it. You will also need to pick a second choice.
If you have time left over, you are to work on your terminology.
You will then answer the questions. This will involve picking a multiple choice answer and explaining why you chose it. You will also need to pick a second choice.
If you have time left over, you are to work on your terminology.
Thursday, February 22, 2007
Today, we will go over common writing errors and look at some ways to improve your writing. I will also be giving you a small reading in order to ensure you understand active reading. This will be in your portfolio if you are absent.
Thursday, February 22, 2007
Today, we will go over common writing errors and look at some ways to improve your writing. I will also be giving you a small reading in order to ensure you understand active reading. This will be in your portfolio if you are absent.
Wednesday, February 21, 2007
Wednesday, February 21, 2007
You are to hand in your visual reflection from yesterday (I will give you a few minutes in class to finish).
You are then going to work on another persuasive writing assignment. During this time, I am hoping to call you up to the desk to discuss your visual reflection.
If you finish both assignments, you are to work on your terminology. Remember, it is due on Wednesday, February 28.
You are then going to work on another persuasive writing assignment. During this time, I am hoping to call you up to the desk to discuss your visual reflection.
If you finish both assignments, you are to work on your terminology. Remember, it is due on Wednesday, February 28.
Tuesday, February 20, 2007
Tuesday, February 20, 2007
Today you will start with a journal:
How influenced are you by the media?
We are then going to examine and write on another visual reflection. This time, you are going to fill in a chart and start really examining your own opinions about what you see (if you recall, I told you last time you did one of these to focus on what you see and what it means - now I want you to add what you think about the topic and perhaps details from your own experience).
If there is time left over, we will work on terminology.
How influenced are you by the media?
We are then going to examine and write on another visual reflection. This time, you are going to fill in a chart and start really examining your own opinions about what you see (if you recall, I told you last time you did one of these to focus on what you see and what it means - now I want you to add what you think about the topic and perhaps details from your own experience).
If there is time left over, we will work on terminology.
Wednesday, February 14, 2007
Wednesday, February 14, 2007
Today, we are going to look at the differences between fact and opinion and do a number of activities in relation to this.
Monday, February 12, 2007
Tuesday, February 13, 2007
Today, I want to go over Defining Vocabulary in Context. We will do a number of activities in class related to this. If you have time left over, you are to work on your cue cards. Keep in mind that these are due on February 28.
Monday, February 12, 2007
Today, we are going to examine how to interpret and write on a visual. We will go over one as a class, and then I will be providing one for you to do on your own.
Responding to a Visual Reflection
Just as there are main ideas in a piece of writing, there are also main ideas in a visual. In order to do well on your PDEs, you must be as strong in reading, interpreting and understanding these as you need to be in reading, interpreting and understanding passages.
In order to do well, follow these steps:
1. Read any captions that come with the picture
2. Using the margins, break down what you see into the five W’s
3. Write down any emotive qualities the picture seems to leave you with
4. Write down any questions the picture DOESN”T answer
5. Determine what the picture means. Explain why you think it means what it does (this is the main point from YOUR perspective)
Responding to a Visual Reflection
Just as there are main ideas in a piece of writing, there are also main ideas in a visual. In order to do well on your PDEs, you must be as strong in reading, interpreting and understanding these as you need to be in reading, interpreting and understanding passages.
In order to do well, follow these steps:
1. Read any captions that come with the picture
2. Using the margins, break down what you see into the five W’s
3. Write down any emotive qualities the picture seems to leave you with
4. Write down any questions the picture DOESN”T answer
5. Determine what the picture means. Explain why you think it means what it does (this is the main point from YOUR perspective)
Friday, February 9, 2007
We are going to look at how to find the main idea in a passage. There are also a number of exercises that we did (and marked) as a class.
Finding the Main Idea
In a crime there’s a motive. There’s also a motive behind every piece of writing. In order to find out, you have to ask yourself:
· Why did the author write this?
· What idea is he trying to convey (get across)?
· WHAT YOU ARE REALLY ASKNG IS:
What is the writer’s main idea?
Finding the main idea determines the who, what, when, why and where the writer will write about, as well as the how he will write.
Subject vs. Main Idea
There is a difference between the subject of a piece of writing and its main idea.
The post office is merely the subject of the passage (the who or what the passage is about). The main idea must say something about this subject. The main idea of a text is usually a statement about the subject that requires evidence of proof to prove it is true (a thesis).
All the sentences in the passage will all relate to that main idea and serve as “evidence” that the assertion (opinion about the subject) is true. The main idea must be general enough to hold al of these ideas together.
Thus the main idea of a passage is:
· An assertion (opinion of position) about the subject
· The general idea that controls of holds together the paragraph or passage
Topic Sentences
Most of the time, this sentence is at the beginning, but not always, it can also be found at the end and sometimes in the middle. Whatever the case, you know it’s a topic sentence if it is an assertion, and it needs “proof”. The proof is found in the facts and ideas that make up the rest of the passage. (Not all passages provide a clear topic sentence that states the main idea.)
Finding the Main Idea
In a crime there’s a motive. There’s also a motive behind every piece of writing. In order to find out, you have to ask yourself:
· Why did the author write this?
· What idea is he trying to convey (get across)?
· WHAT YOU ARE REALLY ASKNG IS:
What is the writer’s main idea?
Finding the main idea determines the who, what, when, why and where the writer will write about, as well as the how he will write.
Subject vs. Main Idea
There is a difference between the subject of a piece of writing and its main idea.
The post office is merely the subject of the passage (the who or what the passage is about). The main idea must say something about this subject. The main idea of a text is usually a statement about the subject that requires evidence of proof to prove it is true (a thesis).
All the sentences in the passage will all relate to that main idea and serve as “evidence” that the assertion (opinion about the subject) is true. The main idea must be general enough to hold al of these ideas together.
Thus the main idea of a passage is:
· An assertion (opinion of position) about the subject
· The general idea that controls of holds together the paragraph or passage
Topic Sentences
Most of the time, this sentence is at the beginning, but not always, it can also be found at the end and sometimes in the middle. Whatever the case, you know it’s a topic sentence if it is an assertion, and it needs “proof”. The proof is found in the facts and ideas that make up the rest of the passage. (Not all passages provide a clear topic sentence that states the main idea.)
Thursday, February 8, 2007
Thursday, February 8, 2007
We are going to mark the assignments you handed in yesterday and then go over terminology that you need to get on to cue cards for study purposes. I will also take some time and discuss your letters on an issue with you.
Wednesday, February 7, 2007
Wednesday, February 7, 2006
Today we are going to examine how to read accurately, which means actively.
You are going to take some brief notes on how to read actively.
You are then going to do three activities involving active reading (Practice passage #1; Practice passage #2, and excerpt from the opening of an untitled essay which starts with “John Steinbeck’s Grapes of Wrath….”)
I will then hand out your essay terminology that you need to get onto cue cards for study purposes.
Getting the Essential Information
The first step in increasing your reading comprehension is to learn how to get the basic information. Like a good detective, you start with the basic facts. To get the facts, you have to be an active reader, looking for clues in what you read.
You have to be able to:
Find key information:
o Facts
o The 5 W’s (who, what, when , where, why & how)
Imagine for a moment you are a detective. You have just been called to the scene of a crime; a house has been robbed. What’s the first thing you should do when you arrive?
a) Check the fridge
b) Have something to eat
c) Get the basic facts of the case
The answer of course is c), get the basic facts of the case: The who, what, when, where, why and how. What happened? To whom? When? Where? How did it happen? And why?
What are the Facts?
Lets start with a definition. A fact is:
- Something that we know of for certain to have happened
- Something that we know for certain to be sure
- Something that we know for certain to exist
Much of what you read is designed to provide you with facts. Some things, such as owner’s manuals are presented in a way that seems straightforward; other things won’t be so easy, especially when the reading is especially dense or complicated (welcome to English class!) To make it easier, ask yourself these questions as you read:
- What facts am I expected to know?
- What am I to learn or be aware of?
- What happened?
- What is true?
- What exists?
You are going to take some brief notes on how to read actively.
You are then going to do three activities involving active reading (Practice passage #1; Practice passage #2, and excerpt from the opening of an untitled essay which starts with “John Steinbeck’s Grapes of Wrath….”)
I will then hand out your essay terminology that you need to get onto cue cards for study purposes.
Getting the Essential Information
The first step in increasing your reading comprehension is to learn how to get the basic information. Like a good detective, you start with the basic facts. To get the facts, you have to be an active reader, looking for clues in what you read.
You have to be able to:
Find key information:
o Facts
o The 5 W’s (who, what, when , where, why & how)
Imagine for a moment you are a detective. You have just been called to the scene of a crime; a house has been robbed. What’s the first thing you should do when you arrive?
a) Check the fridge
b) Have something to eat
c) Get the basic facts of the case
The answer of course is c), get the basic facts of the case: The who, what, when, where, why and how. What happened? To whom? When? Where? How did it happen? And why?
What are the Facts?
Lets start with a definition. A fact is:
- Something that we know of for certain to have happened
- Something that we know for certain to be sure
- Something that we know for certain to exist
Much of what you read is designed to provide you with facts. Some things, such as owner’s manuals are presented in a way that seems straightforward; other things won’t be so easy, especially when the reading is especially dense or complicated (welcome to English class!) To make it easier, ask yourself these questions as you read:
- What facts am I expected to know?
- What am I to learn or be aware of?
- What happened?
- What is true?
- What exists?
Tuesday, February 6, 2007
Tuesday, February 6, 2007
Today you are going to write a journal (What do you think should be done about the issue of cell phone usage in the school?)
You are then going to write your first letter about a position on an issue.
In addition to the issue itself, I will be providing you with an outline. The outline is presented below:
English 30-2
How to Write a Letter Regarding a Position
Introduction:
1. Introduce yourself (“My name is…”)
2. Tell them who you are (I am the president. .student… etc”)
3. Explain what the issue is (I am here today to discuss…..”)
4. Tell them your position on the issue (“I want to recommend that the board accept/not accept/ this issue….”)
5. Tell them your reasons (3 if you can find them!)
Body (make this as large as three paragraphs or as small as one – it all depends on your number of reasons and evidence)
1. Supply your first reason (as listed in the sentence in the introduction as first)
2. Provide one to three pieces of evidence from the readings that support it, and state who said it and how it supports what you believe
3. Supply your second reason (as listed in the sentence in the introduction as second)
4. Provide one to three pieces of evidence from the readings that support it, and state who said it and how it supports what you believe
5. Supply your third reason (as listed in the sentence in the introduction as third)
6. Provide one to three pieces of evidence from the readings that support it, and state who said it and how it supports what you believe
Conclusion:
1. Show the reader that you have proven your position (“With all these reasons: ________ it is apparent that (the issue) should be/not be put in place/allowed, etc.”)
2. State what exactly you want from your audience (Once again, I want to urge you to vote yes/no/support/not support the issue)Thank them for their time. (“Thank you for allowing me to present (name of board you are representing or yourself) views on this is
You are then going to write your first letter about a position on an issue.
In addition to the issue itself, I will be providing you with an outline. The outline is presented below:
English 30-2
How to Write a Letter Regarding a Position
Introduction:
1. Introduce yourself (“My name is…”)
2. Tell them who you are (I am the president. .student… etc”)
3. Explain what the issue is (I am here today to discuss…..”)
4. Tell them your position on the issue (“I want to recommend that the board accept/not accept/ this issue….”)
5. Tell them your reasons (3 if you can find them!)
Body (make this as large as three paragraphs or as small as one – it all depends on your number of reasons and evidence)
1. Supply your first reason (as listed in the sentence in the introduction as first)
2. Provide one to three pieces of evidence from the readings that support it, and state who said it and how it supports what you believe
3. Supply your second reason (as listed in the sentence in the introduction as second)
4. Provide one to three pieces of evidence from the readings that support it, and state who said it and how it supports what you believe
5. Supply your third reason (as listed in the sentence in the introduction as third)
6. Provide one to three pieces of evidence from the readings that support it, and state who said it and how it supports what you believe
Conclusion:
1. Show the reader that you have proven your position (“With all these reasons: ________ it is apparent that (the issue) should be/not be put in place/allowed, etc.”)
2. State what exactly you want from your audience (Once again, I want to urge you to vote yes/no/support/not support the issue)Thank them for their time. (“Thank you for allowing me to present (name of board you are representing or yourself) views on this is
Monday, February 5, 2007
We ended up finishing off the activity assigned last class. Each group presented. It is important to keep in mind that generalities about human nature, evidence and facts, as well as "witness" type statements, can all be used to support a point of view.
Thursday, February 1, 2007
Thursday, February 1, 2007
Today we are going to discuss the importance of understanding the difference between opinion and evidence, especially when it comes to pursuading others to agree with us. The activity you are then going to do will involve working as a group (no choice!). You are going to count off into groups of four. We are then going to go over to the room next door where I will provide each group with an envelope. Your group will choose someone to be the dealer. That person will deal out the slips of paper in the envelope (upside down). Each person, one by one, will then turn over one of their strips. They will read it out loud and the person on their left has to determine if it is fact or opinion. The group will then either agree or disagree. You must have group consensus before writing "evidence" or "opinion" on the back of it.
Repeat this action until all of the strips have been labelled.
Once this is done, you are then going to group them separately as "evidence" and "opinion". I will then hand out the next part of the assignment which will be to pick a side on an issue and use the bast material you have to support it. One of you will be the "speaker" who will present your argument once your group has glued it onto a piece of chart paper (disgarding what you don't want or can't use). You will then present it to the class.
Repeat this action until all of the strips have been labelled.
Once this is done, you are then going to group them separately as "evidence" and "opinion". I will then hand out the next part of the assignment which will be to pick a side on an issue and use the bast material you have to support it. One of you will be the "speaker" who will present your argument once your group has glued it onto a piece of chart paper (disgarding what you don't want or can't use). You will then present it to the class.
Tuesday, January 30, 2007
Wednesday, January 31, 2007
Today we are going to examine what an essay is and what goes into one (parts of an essay).
Here are some notes from this class:
The purpose of an essay is to explain
We use them everyday (an instruction manual is an essay; a tourist brochure is an essay; an opinion piece is an essay; a letter is an essay; an article is an essay)
Essays are used to show perspective, explain a position, instruct on how to do something or persuade someone around to your point of view.
Essays can be very long or very short; what matters though, is that they will always have an introductory paragraph, at least one body paragraph, and a concluding paragraph
The introductory paragraph is the most important in that it will get your reader interested or turn them off from reading further.
Questions to accompany “Keep it to yourself, please”
INSTRUCTIONS: You may do this with a partner.
1. What is the writer’s purpose in writing this column? Keep in mind that there is probably more than one.
2. How does the writer suck you in to reading it? Is this approach effective? Explain.
3. What is the tone of this essay? (Tone is the author’s attitude toward the subject)
4. What is the mood of this essay (mood is the overall feeling produced in the audience by the text)
5. Is this a serious piece or a humourous piece?
6. Locate three pieces of evidence (fact or generalities about humans) in this essay. Write them down.
7. Locate three pieces of opinion in this essay. Write them down.
The Reading: Keep it to yourself, please
by Dawn Adam, Spotlight Editor
Once upon a time there were millions of little children. These children had to be taught how to do things and how not to do things, so that they would grow up and become polite, well mannered members of their communities. These children learned that urinating in the swimming pool is not a good thing, that defecating on their neighbour’s steps is not a good thing, and that they must always put their candy wrappers in the garbage and not on the ground.
The parents of these children were proud. They had done a good job of raising them up to be productive and inoffensive. They all patted themselves on the back and went strolling on their merry way. They did not realize, until it was too late, that they had missed teaching their children a very important point; if it is in our mouth and there is no place to put it then keep it inside.
The only realized the error of their ways when they saw these otherwise seemingly well adjusted young people horking indescribably chunks of items unto the sidewalk ….
“Oh my!” they cried in disgust and shock.
“How could we not have taught them how revolting such an act is?” they lamented.
Give me a break.
I just had to get that off my chest. Why is it that some full grown adults, in this case I’m including anyone of legal age (and anyone who likes to think they are full grown), feel they need to leave little pieces of themselves all over the sidewalks and anywhere else that they feel the urge?
A few weeks ago, I was more than a little surprise to see a teenage girl create her own little “prize” (as demonstrated by the sinus sucking sounds she was producing) and, with great gusto, deposit it through air born propulsion, some distance away. It was, I suppose, a rather good shot. I’m sure the people in the food court where she did it were all really impressed…. Likewise, I’m sure the janitor, who had to clean it up, applauded her for all her creativity….
Please. Spitting is just down-right disgusting.
Recently, I had the opportunity to ask a guy I didn’t know why he was living these little presents all over the place (he was depositing them regularly – about one ever 20 or so feet – forcing me to walk around them like pylons in an obstacle course).
“I’ve got a cold,” he responded defensively. “What am I supposed to do?”
Perhaps swallow it? Spit it into a napkin and throw it away when the opportunity arises? Keep it in your nose instead of working so hard (guessing from the sounds…) to produce the product in the first place?
I suppose the whole thing wouldn’t bother me so much if it was only an activity practiced by a select few; the rare, unschooled, unrefined individual who is incapable of understanding the importance of respecting the rights of others, but it seems to be extremely common these days. I can’t even specifically lay it on the heads of this recent generation of young people who are currently using spitting as a way to mark where they’ve been or where they are traveling. As unfortunate as it is, adults, undeniably mostly men, also perform this act with a certain amount of vigor and pride.
Let’s get one thing straight; expelling body parts in front of others, regardless of what orifice it’s coming out of, is simply disgusting and crude.
I have had many moments in my life when the need to urinate has been almost unbearable. Most of the people I know also can come up with moments such as this. It doesn’t hit when there is a toilet within reach either (otherwise I’d never have let it get to that point!). Nope. It hits when I am out and about – at some sort of even that makes it hard to slip away (like on a drive, in the middle of a really good movie or at a concert). Yet not once has this urge caused me to lose my bladder on the front walk. If it ever did happen, I know that I would be humiliated for life at having so little control over my own bodily functions. Taken a step further; I would be apologetic over the incident, not defiant.
We human beings, living in what most of us would like to think of as polite society, wouldn’t even think of squatting down on a main street and leaving a parcel that would require a pooper-scooper. We wouldn’t think of performing this task because we know how truly disgusting that would be. When will the spitters get the message that, to some viewers, what they are doing is equally disturbing?
For the record, let me add that I have yet to meet one woman who finds this habit charming or endearing.
“Oh, look! Isn’t he just the hottest? Did you see how he placed his spit with so much force on the sidewalk in front of that old woman? He’s got so much class!” Sorry spitters. Most women react to this discharge barely managing to keep themselves from leaving a much bigger parcel of waste : Toying with our gag reflexes is not wise.
Here are some notes from this class:
The purpose of an essay is to explain
We use them everyday (an instruction manual is an essay; a tourist brochure is an essay; an opinion piece is an essay; a letter is an essay; an article is an essay)
Essays are used to show perspective, explain a position, instruct on how to do something or persuade someone around to your point of view.
Essays can be very long or very short; what matters though, is that they will always have an introductory paragraph, at least one body paragraph, and a concluding paragraph
The introductory paragraph is the most important in that it will get your reader interested or turn them off from reading further.
Questions to accompany “Keep it to yourself, please”
INSTRUCTIONS: You may do this with a partner.
1. What is the writer’s purpose in writing this column? Keep in mind that there is probably more than one.
2. How does the writer suck you in to reading it? Is this approach effective? Explain.
3. What is the tone of this essay? (Tone is the author’s attitude toward the subject)
4. What is the mood of this essay (mood is the overall feeling produced in the audience by the text)
5. Is this a serious piece or a humourous piece?
6. Locate three pieces of evidence (fact or generalities about humans) in this essay. Write them down.
7. Locate three pieces of opinion in this essay. Write them down.
The Reading: Keep it to yourself, please
by Dawn Adam, Spotlight Editor
Once upon a time there were millions of little children. These children had to be taught how to do things and how not to do things, so that they would grow up and become polite, well mannered members of their communities. These children learned that urinating in the swimming pool is not a good thing, that defecating on their neighbour’s steps is not a good thing, and that they must always put their candy wrappers in the garbage and not on the ground.
The parents of these children were proud. They had done a good job of raising them up to be productive and inoffensive. They all patted themselves on the back and went strolling on their merry way. They did not realize, until it was too late, that they had missed teaching their children a very important point; if it is in our mouth and there is no place to put it then keep it inside.
The only realized the error of their ways when they saw these otherwise seemingly well adjusted young people horking indescribably chunks of items unto the sidewalk ….
“Oh my!” they cried in disgust and shock.
“How could we not have taught them how revolting such an act is?” they lamented.
Give me a break.
I just had to get that off my chest. Why is it that some full grown adults, in this case I’m including anyone of legal age (and anyone who likes to think they are full grown), feel they need to leave little pieces of themselves all over the sidewalks and anywhere else that they feel the urge?
A few weeks ago, I was more than a little surprise to see a teenage girl create her own little “prize” (as demonstrated by the sinus sucking sounds she was producing) and, with great gusto, deposit it through air born propulsion, some distance away. It was, I suppose, a rather good shot. I’m sure the people in the food court where she did it were all really impressed…. Likewise, I’m sure the janitor, who had to clean it up, applauded her for all her creativity….
Please. Spitting is just down-right disgusting.
Recently, I had the opportunity to ask a guy I didn’t know why he was living these little presents all over the place (he was depositing them regularly – about one ever 20 or so feet – forcing me to walk around them like pylons in an obstacle course).
“I’ve got a cold,” he responded defensively. “What am I supposed to do?”
Perhaps swallow it? Spit it into a napkin and throw it away when the opportunity arises? Keep it in your nose instead of working so hard (guessing from the sounds…) to produce the product in the first place?
I suppose the whole thing wouldn’t bother me so much if it was only an activity practiced by a select few; the rare, unschooled, unrefined individual who is incapable of understanding the importance of respecting the rights of others, but it seems to be extremely common these days. I can’t even specifically lay it on the heads of this recent generation of young people who are currently using spitting as a way to mark where they’ve been or where they are traveling. As unfortunate as it is, adults, undeniably mostly men, also perform this act with a certain amount of vigor and pride.
Let’s get one thing straight; expelling body parts in front of others, regardless of what orifice it’s coming out of, is simply disgusting and crude.
I have had many moments in my life when the need to urinate has been almost unbearable. Most of the people I know also can come up with moments such as this. It doesn’t hit when there is a toilet within reach either (otherwise I’d never have let it get to that point!). Nope. It hits when I am out and about – at some sort of even that makes it hard to slip away (like on a drive, in the middle of a really good movie or at a concert). Yet not once has this urge caused me to lose my bladder on the front walk. If it ever did happen, I know that I would be humiliated for life at having so little control over my own bodily functions. Taken a step further; I would be apologetic over the incident, not defiant.
We human beings, living in what most of us would like to think of as polite society, wouldn’t even think of squatting down on a main street and leaving a parcel that would require a pooper-scooper. We wouldn’t think of performing this task because we know how truly disgusting that would be. When will the spitters get the message that, to some viewers, what they are doing is equally disturbing?
For the record, let me add that I have yet to meet one woman who finds this habit charming or endearing.
“Oh, look! Isn’t he just the hottest? Did you see how he placed his spit with so much force on the sidewalk in front of that old woman? He’s got so much class!” Sorry spitters. Most women react to this discharge barely managing to keep themselves from leaving a much bigger parcel of waste : Toying with our gag reflexes is not wise.
Wednesday, January 24, 2007
Tuesday, January 30, 2007
We will go over the course outline, classroom expectations, dates, etc. I have pasted this information below for your convenience. Refer to it if you are in doubt about something. Keep in mind that journals are needed for Thursday, February 1 (I will sell them for a dollar), cue cards are needed A.S.A.P. Please call me at 826-8931 if you have any questions or concerns.
In addition, each student was given a reading and M.C. questions to do. Please check your box for these. The following questions also had to be answered in relation to your readings.
1. Hand in multiple choice questions
2. Get a piece of paper and answer the following questions
3. What was the purpose of your reading?
4. How many paragraphs was your reading?
5. How many paragraphs was your reading?
5. Was your reading meant to be funny, serious, ---- what?!
6. How did it try to get your attention?
7. From what you remember, list all the things that go into an essay
Course Outline English 30-2
Welcome to English 30-2! This course is being presented in a slightly unusual way this semester but don’t panic! I will be sure to create lessons that suit your level and mark you accordingly. 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 expression and relating various works of literature to ourselves and to the society in which we live.
Like any other English course, this one requires you to give it your best when it comes to assignments and attendance. 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. 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 (letters) will be studied with respect to the purposes behind such writing and their usefulness in getting your own point across. I will work with you to try and help you rectify your writing difficulties with this form of communication. Students will also focus on thesis formation (pick a side), writing strategies, effective proofreading and fine-tuning their own writing voice and style.
Texts: Fit to Print, Passages 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: Passages 12
Time Frame: February 26 – March 15 (13 classes)
3. Film and Media: The Visual Approach
Students will learn to evaluate what they see based on subjective and objective approaches as well as purpose.
Texts/Visuals: Passages 12, clips, TBA
Time Frame: March 21 – April 10 (11 classes)
3. Modern Drama: The Pursuit of Happiness
Students will appreciate the impact Steinbeck 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: TBA
Time Frame: April 11 – May 8 (11 classes)
4. Poetry: The Voices of Life
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: May 9 – May 30 (11 classes)
5. 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: Fahrenheit 451
Time Frame: May 31 – June 8 (11 classes)
In addition to this, you will also be working in journals on Tuesday and Thursday, and on Grammar/writing concerns on Wednesdays.
Evaluation
Major Assignments 35%
Daily Work 30%
Unit exams 35%
School Mark: 50%
Provincial Diploma Exams (Part A and B): 50% (Dates TBA)
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. As you are in a 30 level course, I will allow you to bring in food or drink. HOWEVER…. These items are to be kept away from the keyboards and screens (drinks on the floor!).
· Garbage (food or otherwise) is to be deposited in those things known as “garbage bins”. The space between the terminals, under the keyboards or on the floor does not meet the same definition; therefore, don’t leave this stuff there! (that includes used Kleenex).
· 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!!!!
Any violation of the “computer use” policy will result in a suspension of your computer network access either for a shorter period of time; usually two weeks, or for the whole semester. Keep in mind that such a suspension will mean no computer access in any lab as you will have your log-on information itself suspended.
MORE 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!!!)
Supplies Needed:
· Dictionary (optional)
· Thesaurus (optional)
· Journal duo-tang
· Cue cards
· Pens (dark blue and black only)
· Pencils (as required)
· Highlighter (this is really important at this level)
· Eraser
· White-out.
In addition, each student was given a reading and M.C. questions to do. Please check your box for these. The following questions also had to be answered in relation to your readings.
1. Hand in multiple choice questions
2. Get a piece of paper and answer the following questions
3. What was the purpose of your reading?
4. How many paragraphs was your reading?
5. How many paragraphs was your reading?
5. Was your reading meant to be funny, serious, ---- what?!
6. How did it try to get your attention?
7. From what you remember, list all the things that go into an essay
Course Outline English 30-2
Welcome to English 30-2! This course is being presented in a slightly unusual way this semester but don’t panic! I will be sure to create lessons that suit your level and mark you accordingly. 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 expression and relating various works of literature to ourselves and to the society in which we live.
Like any other English course, this one requires you to give it your best when it comes to assignments and attendance. 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. 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 (letters) will be studied with respect to the purposes behind such writing and their usefulness in getting your own point across. I will work with you to try and help you rectify your writing difficulties with this form of communication. Students will also focus on thesis formation (pick a side), writing strategies, effective proofreading and fine-tuning their own writing voice and style.
Texts: Fit to Print, Passages 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: Passages 12
Time Frame: February 26 – March 15 (13 classes)
3. Film and Media: The Visual Approach
Students will learn to evaluate what they see based on subjective and objective approaches as well as purpose.
Texts/Visuals: Passages 12, clips, TBA
Time Frame: March 21 – April 10 (11 classes)
3. Modern Drama: The Pursuit of Happiness
Students will appreciate the impact Steinbeck 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: TBA
Time Frame: April 11 – May 8 (11 classes)
4. Poetry: The Voices of Life
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: May 9 – May 30 (11 classes)
5. 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: Fahrenheit 451
Time Frame: May 31 – June 8 (11 classes)
In addition to this, you will also be working in journals on Tuesday and Thursday, and on Grammar/writing concerns on Wednesdays.
Evaluation
Major Assignments 35%
Daily Work 30%
Unit exams 35%
School Mark: 50%
Provincial Diploma Exams (Part A and B): 50% (Dates TBA)
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. As you are in a 30 level course, I will allow you to bring in food or drink. HOWEVER…. These items are to be kept away from the keyboards and screens (drinks on the floor!).
· Garbage (food or otherwise) is to be deposited in those things known as “garbage bins”. The space between the terminals, under the keyboards or on the floor does not meet the same definition; therefore, don’t leave this stuff there! (that includes used Kleenex).
· 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!!!!
Any violation of the “computer use” policy will result in a suspension of your computer network access either for a shorter period of time; usually two weeks, or for the whole semester. Keep in mind that such a suspension will mean no computer access in any lab as you will have your log-on information itself suspended.
MORE 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!!!)
Supplies Needed:
· Dictionary (optional)
· Thesaurus (optional)
· Journal duo-tang
· Cue cards
· Pens (dark blue and black only)
· Pencils (as required)
· Highlighter (this is really important at this level)
· Eraser
· White-out.
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