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.
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