May 29, 2014--Three Things I Know to be True...Connection through Poetry
Today we watched Sarah Kay's Ted Talk "If I Should Have a Daughter". We then began writing a poem of our own related to her speech titled "Three things I know to be true". For full details, please see the attached file.
Homework: poem is due on THURSDAY
Homework: poem is due on THURSDAY
sarah_kay_3_things.pdf | |
File Size: | 138 kb |
File Type: |
May 26, 2014--Rhyme and Sound
Today in class we discussed rhyme and repetition--two elements that poets and lyriciist utilize in order to create meaning for the reader.
Please see the attached file for a refresher or if you missed class.
For homework: Finish your "in the photograph" poem
Please see the attached file for a refresher or if you missed class.
For homework: Finish your "in the photograph" poem
rhyme_and_rep_ppt..pdf | |
File Size: | 239 kb |
File Type: |
May 20, 2014--Intro to Poetry
Today in class we embarked on our final unit together in ELA 10--poetry/exam prep. With only 4 weeks left, it's going to be fast paced! Today in class we discussed what poetry is and then looked at two songs dealing with small-town origins and how one experience can mean very different things for different people. We then began writing a synthesis essay considering both texts as well as our own perspectives on coming from a small town.
Homework: finish your essay
See powerpoint for reference!
Homework: finish your essay
See powerpoint for reference!
poetry_lesson_1_powerpoint.pdf | |
File Size: | 1881 kb |
File Type: |
May 12, 2014--Romeo and Juliet
Today we began our brief foray into drama--specifically Shakespeare's Romeo and Juliet. We discussed Shakespeare's background, his works as well as how drama looked in the 16th/17th Century. Please see the attached pdfs for reference!
In C block we began watching Baz Luhrmann's film version of the play. This will form the basis of our week :)
For homework: finish any owing work!
In C block we began watching Baz Luhrmann's film version of the play. This will form the basis of our week :)
For homework: finish any owing work!
May 5, 2014--Narrative Paragraphs cont.
Today in class we worked on our narrative paragraphs.
Struggling getting started?
Begin by brainstorming a list of possible occurrences that might happen to you while travelling. You could be pick pocketed, kidnapped, mistaken for someone else. You could get food poisoning, stung by a jellyfish or accused of smuggling. Maybe you meet someone famous, or hold a koala bear :) The possibilities are endless :)
From your brainstorm, pick the topic you think you will best be able to turn into a narrative--consider that you will need a good intro, climax and resolution.
Once you have picked a topic, generate as many details as possible being sure to answer the 5 w's + h questions (who what where when why and how).
After compiling your details, try and place them on a plot diagram (intro, inciting incident, climax and denouement).
If you are satisfied with the framework, start writing! Be sure when you write to incorporate strong language--verbs, nouns adjectives and adverbs--that will create a clear, vivid picture for your readers.
Homework. C block: your good copy of your narrative should be ready to go tomorrow.
A block: you should have all your details compiled and be ready to start your rough draft in class tomorrow.
Struggling getting started?
Begin by brainstorming a list of possible occurrences that might happen to you while travelling. You could be pick pocketed, kidnapped, mistaken for someone else. You could get food poisoning, stung by a jellyfish or accused of smuggling. Maybe you meet someone famous, or hold a koala bear :) The possibilities are endless :)
From your brainstorm, pick the topic you think you will best be able to turn into a narrative--consider that you will need a good intro, climax and resolution.
Once you have picked a topic, generate as many details as possible being sure to answer the 5 w's + h questions (who what where when why and how).
After compiling your details, try and place them on a plot diagram (intro, inciting incident, climax and denouement).
If you are satisfied with the framework, start writing! Be sure when you write to incorporate strong language--verbs, nouns adjectives and adverbs--that will create a clear, vivid picture for your readers.
Homework. C block: your good copy of your narrative should be ready to go tomorrow.
A block: you should have all your details compiled and be ready to start your rough draft in class tomorrow.
May 1, 2014--Narrative Paragraph Intro/Descriptive Writing cont.
C block: We began today's class with a mini lesson on the narrative paragraph. Narrative paragraphs, narrate, or tell a story. Like a story, they must incorporate the story elements: introduction/exposition, inciting incident, rising action, climax and denoument. In addition to this, they must also answer the 5 W + H questions (who, what, where, when, why and how). Of course, in order to be interesting the paragraph should make use of sensory details and descriptive language.
For Homework: Finish your good copy of your descriptive paragraph if it is not yet handed in. Also, complete your narrative worksheet pkg. and your rough draft. For criteria, please find the rubric attached below.
For Homework: Finish your good copy of your descriptive paragraph if it is not yet handed in. Also, complete your narrative worksheet pkg. and your rough draft. For criteria, please find the rubric attached below.
narrative_paragraph_rubric.doc | |
File Size: | 37 kb |
File Type: | doc |
April 29, 2014--Descriptive Paragraphs cont.
In today's class we practiced gathering information for writing descriptive paragraphs.
When you are writing a descriptive paragraph, it is important to consider what image or impression you are hoping to leave your reader with. Start by considering the object of your description (person, place, event/experience, thing etc.) and ask yourself how each of the 5 senses interacts with this topic (e.g. a Hawaiian Pizza would involve several senses, but taste would be dominant).
Next, consider the various ways that sense is activated. E.g. when you are tasting a Hawaiian pizza you are tasting, pineapple, ham, cheese etc... but that's boring! You need to take those details and make them interesting. Grab the attention of your reader and make their mouths water with descriptions of smokey ham, fresh buffalo mozzarella, and a wood-fired crust.
Once you have your details in place, you need to organize them logically (it needs to make sense). Use spatial organization for sight-heavy pieces. Otherwise, chronological (the order in which something happens) is likely your best option.
1. pick a topic
2. how do the five senses interact with this topic? compile details
3. make your details interesting
4. organize your details in a way that makes sense
5. write it!
6. read it. Is it interesting? if not, revise!
For Homework: Have all your details ready to go! We will write and peer edit tomorrow!
When you are writing a descriptive paragraph, it is important to consider what image or impression you are hoping to leave your reader with. Start by considering the object of your description (person, place, event/experience, thing etc.) and ask yourself how each of the 5 senses interacts with this topic (e.g. a Hawaiian Pizza would involve several senses, but taste would be dominant).
Next, consider the various ways that sense is activated. E.g. when you are tasting a Hawaiian pizza you are tasting, pineapple, ham, cheese etc... but that's boring! You need to take those details and make them interesting. Grab the attention of your reader and make their mouths water with descriptions of smokey ham, fresh buffalo mozzarella, and a wood-fired crust.
Once you have your details in place, you need to organize them logically (it needs to make sense). Use spatial organization for sight-heavy pieces. Otherwise, chronological (the order in which something happens) is likely your best option.
1. pick a topic
2. how do the five senses interact with this topic? compile details
3. make your details interesting
4. organize your details in a way that makes sense
5. write it!
6. read it. Is it interesting? if not, revise!
For Homework: Have all your details ready to go! We will write and peer edit tomorrow!
April 28, 2014--Descriptive Paragraph intro.
Today in class we discussed descriptive writing. The purpose of a descriptive paragraph is to describe an event, place, person or thing for the benefit of the reader. The goal is to create a clear, vivid image in the mind of those reading your piece. This can be accomplished through the use of powerful language: descriptive adjectives, strong verbs, precise nouns and figurative language (similes, metaphors, personification etc.). In addition to powerful writing, the order of the descriptive paragraph is key to clarity. As a general rule, descriptive paragraphs are ordered either spatially--based on the order in which you see something, or chronologically--based on the sequence in which something happens.
For homework:
A block, compile your details for your descriptive paragraph. We will write our rough drafts tomorrow.
C block, consider what aspects of your destination you might like to write a descriptive piece on.
Also, your expository paragraphs are now overdue. GET THEM DONE 😄
For homework:
A block, compile your details for your descriptive paragraph. We will write our rough drafts tomorrow.
C block, consider what aspects of your destination you might like to write a descriptive piece on.
Also, your expository paragraphs are now overdue. GET THEM DONE 😄
descriptive_paragraphs.pdf | |
File Size: | 153 kb |
File Type: |
April 25, 2014--Peer Editing and Good Copies
Friday's class was spent working on peer editing and writing our good copies of our expository paragraphs. P
With your good copy you need to turn in the following:
For homework: Complete your good copy and peer edit.
With your good copy you need to turn in the following:
- rough draft
- peer edit (the one your friend/classmate filled out about YOUR paragraph)
- good copy
- information sheet
- expository rubric
For homework: Complete your good copy and peer edit.
April 24, 2014--Rough Drafts
Today in class we worked on composing our expository paragraph rough drafts :)
For homework: finish your rough drafts so you are ready to peer edit tomorrow.
For homework: finish your rough drafts so you are ready to peer edit tomorrow.
April 23, 2014--Expository Paragraphs
In today's class we discussed the expository paragraph--it's purpose as well as it's composition. The expository paragraph is designed to explain and inform on a certain topic. This could be directions on how to bake the perfect cake, or the evolution of rap music. As a general rule, an expository paragraph is comprised of 3 main parts: the introduction, the body and the conclusion. For more details/to fill in any gaps, please see the attached pdf. below.
For homework: You should have your graphic organizer filled out and have a general idea of what you have to say. Tomorrow we will spend half the class drafting and half the class proofreading.
For homework: You should have your graphic organizer filled out and have a general idea of what you have to say. Tomorrow we will spend half the class drafting and half the class proofreading.
expository_paragraphs.pdf | |
File Size: | 1023 kb |
File Type: |
April 22, 2014--Travel Writing Unit Intro
Today in class we began our writing unit--our TRAVEL writing unit *insert excitement here.* For this unit we are imagining we are travelling to the foreign destination of our choice. Today we picked out location and began researching our country. This information will help form the foundation of our expository writing piece (details to follow tomorrow!).
If you misplace your worksheet, please find it attached below. Remember, NO Wikipedia!
If you misplace your worksheet, please find it attached below. Remember, NO Wikipedia!
country_questions.doc | |
File Size: | 19 kb |
File Type: | doc |
April 16, 2014--TKAM the movie...
Today we finished up the TKAM movie. As many of you noticed, there were many discrepancies between the novel and the book. This is often the case whenever a book is adapted for film. Of th parts of the story that were left out or were represented differently, which frustrated you the most? What did you think about the acting? Do you feel each character was cast appropriately? Would you have done it differently?
Remember TOMORROW is the TKAM test! Here is a heads up regarding your paragraph questions:
1. Compare and Contrast Harper Lee’s To Kill a Mockingbird with the film adaptation.
2. Discuss Calpurnia’s role as a mother figure to Scout and Jem Finch.
3. Mr. Dolphus Raymond pretended to be something he was not for the benefit of those around him. What did he gain by this farce and what did he lose? Do you agree with his choice? Why or why not?
4. Bravery and courage are prominent in this story. Explain how Scout and Jem’s understanding of these changed throughout the story.
5. How does Harper Lee challenge traditional gender roles through the character of Scout Finch?
Regarding assignments: Comic book/news article was due today. Your compare/contrast paragraph is due tomorrow. If they are not in by Tuesday April, 22 you will need to work during your lunch hours in the DLC.
Remember TOMORROW is the TKAM test! Here is a heads up regarding your paragraph questions:
1. Compare and Contrast Harper Lee’s To Kill a Mockingbird with the film adaptation.
2. Discuss Calpurnia’s role as a mother figure to Scout and Jem Finch.
3. Mr. Dolphus Raymond pretended to be something he was not for the benefit of those around him. What did he gain by this farce and what did he lose? Do you agree with his choice? Why or why not?
4. Bravery and courage are prominent in this story. Explain how Scout and Jem’s understanding of these changed throughout the story.
5. How does Harper Lee challenge traditional gender roles through the character of Scout Finch?
Regarding assignments: Comic book/news article was due today. Your compare/contrast paragraph is due tomorrow. If they are not in by Tuesday April, 22 you will need to work during your lunch hours in the DLC.
April 14, 2014--Scottsboro and TKAM: Compare and Contrast
In today's classes we used the information gathered from the Scottsboro Boys documentary to help us create a compare and contrast T-chart for the purpose of writing a paragraph.
We also discussed the test format: This test is comprehensive and will cover the whole of the novel. We will write the test on Thursday April 17th. If you need to make other arrangements, please speak with me as soon as possible.
The test will be comprised of the following questions:
25 matching (on characters)
10 fill-in-the-blank
20 multiple choice
15 True or False
10 short answer
1 paragraph
Assignment due dates. Not sure what to do with that extra hour? FINISH YOUR ASSIGNMENTS :)
Comic strip/ news article -- Wednesday April 16th
Compare and Contrast worksheet and paragraph -- Thursday April 17th
C-Block: Your jury duty assignment is now overdue!
We also discussed the test format: This test is comprehensive and will cover the whole of the novel. We will write the test on Thursday April 17th. If you need to make other arrangements, please speak with me as soon as possible.
The test will be comprised of the following questions:
25 matching (on characters)
10 fill-in-the-blank
20 multiple choice
15 True or False
10 short answer
1 paragraph
Assignment due dates. Not sure what to do with that extra hour? FINISH YOUR ASSIGNMENTS :)
Comic strip/ news article -- Wednesday April 16th
Compare and Contrast worksheet and paragraph -- Thursday April 17th
C-Block: Your jury duty assignment is now overdue!
April 9, 2014--The Trial
Today in class we broke down the trial of Tom Robinson into 6 distinct parts: Heck Tate's testimony, Bob Ewell's testimony, Mayella's testimony, Tom's testimony, Atticus's speech and the final verdict. We then used this information to begin working on a comic strip project. Alternatively, if you prefer, you may choose to do a newspaper article instead. See me for further details if you would like to write the article.
This is due Wednesday, April 16th.
Please see the attached assignment outline and rubric as needed.
This is due Wednesday, April 16th.
Please see the attached assignment outline and rubric as needed.
comic_book_assignment--trial.docx | |
File Size: | 282 kb |
File Type: | docx |
April 8, 2014--Jury Duty
A block: today we started off with our POS quiz. We then continued to work on the questions for chapters 18-21.
For Homework: read chapters 22-23 of TKAM
C block: we began today's double block with our POS quiz. We then worked on our "jury duty" assignment. For this activity we reviewed the physical, testimonial and behavioural evidence put forth by both the defense and the prosecution in the case of Tom Robinson.
For Homework: finish your jury duty assignment and read chapters 22-23 of TKAM
For Homework: read chapters 22-23 of TKAM
C block: we began today's double block with our POS quiz. We then worked on our "jury duty" assignment. For this activity we reviewed the physical, testimonial and behavioural evidence put forth by both the defense and the prosecution in the case of Tom Robinson.
For Homework: finish your jury duty assignment and read chapters 22-23 of TKAM
April 7, 2014--Chapters 18-21 TKAM
Today in clsas we started working on the questions for chapters 18-21 in To Kill a Mockingbird.
For homework: finish questions AND study for your quiz. It's going down tomorrow for real :)
For homework: finish questions AND study for your quiz. It's going down tomorrow for real :)
novel_-_mockingbird_-_chapters_18-20.docx | |
File Size: | 15 kb |
File Type: | docx |
April 3, 2014--Ritalin and TKAM
C-block: For Thursday's class you had the priviledge of attending a performance by celebrated slam poet, Ritalin. However, you are not exempt from a little homework! This weekend fill out the Q &A sheet for chapters 16 &17. Also, read chapters 18-21 (this INCLUDES 21 meaning 4 chapters). In addition, it would be wise to review your parts of speech handout as there will be a quiz on Monday.
A-block: Ms. Herdman spent Thursday's class with you working on the chapter questions for 16 & 17 of TKAM.
For homework: finish the questions and read chapters 18-21 (that is 4 chapters!). Also, be sure to review your parts of speech handout for Monday's quiz.
A-block: Ms. Herdman spent Thursday's class with you working on the chapter questions for 16 & 17 of TKAM.
For homework: finish the questions and read chapters 18-21 (that is 4 chapters!). Also, be sure to review your parts of speech handout for Monday's quiz.
tkam_chapters_16-17_questions.docx | |
File Size: | 15 kb |
File Type: | docx |
April 2, 2014--More P.O.S. and TKAM
C block: today's class began with a reading quiz of chapters 14 & 15. We then continued looked at the parts of speech with a review of prepositions, interjections and conjunctions. We then discussed "gender boxes" and how our ideas of what masculinity and femininity look like and how they are shaped. After this, we took chapters of TKAM and looked for quotations relating to how males and females are supposed to act/be.
For homework: Read chapters 16-17
A block: today's class began with a reading quiz of chapters 14 & 15. We then continued looked at the parts of speech with a review of prepositions, interjections and conjunctions. Then we began working on the questions for chapter 14 and 15.
Homework: Finish any undone work and read chapter 16 and 17
For homework: Read chapters 16-17
A block: today's class began with a reading quiz of chapters 14 & 15. We then continued looked at the parts of speech with a review of prepositions, interjections and conjunctions. Then we began working on the questions for chapter 14 and 15.
Homework: Finish any undone work and read chapter 16 and 17
April 1, 2014--Adjectives, Adverbs and Streaks
In today's class we began by reviewing adjectives and adverbs. We then revamped a boring paragraph to make it more vivid and interesting in the mind of the reader. We then considered Aunt Alexandra's ideas on family "streaks." You need to answer the following for 3 marks:
1. What did Aunt Alexandra mean by streaks?
2. what is problematic with this method of categorizing people/families?
3. if you were to apply a streak to your own extended family, what would it be?
For homework: Read chapters 14/15 (C block also answer questions!)
Reading quiz tomorrow!
1. What did Aunt Alexandra mean by streaks?
2. what is problematic with this method of categorizing people/families?
3. if you were to apply a streak to your own extended family, what would it be?
For homework: Read chapters 14/15 (C block also answer questions!)
Reading quiz tomorrow!
tkam_qs_1415.docx | |
File Size: | 14 kb |
File Type: | docx |
March 31, 2014--Parts of Speech and Pt. 2 TKAM
Today in class we began by reviewing nouns, pronouns and verbs. We then worked on using precise nouns and strong active verbs to add interest to our writing--and communication in general :)
We then began part two of To Kill a Mockingbird.
For Homework: Finish reading chapters 12 and 13 and answer the accompanying questions.
We then began part two of To Kill a Mockingbird.
For Homework: Finish reading chapters 12 and 13 and answer the accompanying questions.
tkam_chapters_12_13_questions.docx | |
File Size: | 14 kb |
File Type: | docx |
March 12, 2014--TKAM 10 & 11 and Quiz info.
Today in class we began working on the comprehension questions for chapters 10 & 11. We also discussed tomorrow's quiz on part 1 of TKAM.
Quiz format: 44 marks
The quotations we have covered in class are found on the following pages:
15--Calpurnia commenting on Mr. Radley
18--Dill considering the Turtle
31-32--Calpurnia on being kind to company
39--Atticus suggests putting on another's skin
60--Miss Maudie discusses the Bible and whiskey
65--Atticus asks, how would you like it?
119--Why killing a mockingbird is a sin
For the quotations you must be able to answer who said it, who the listener(s) was(were), and what the significance (meaning/importance) of the statement is.
Quiz format: 44 marks
- character matching- 11 questions
- voacbulary matching- 10 questions
- multiple choice- 5 questions
- short answer questions (based on chapter questions)- 7 questions
- quotations- 3 questions (5 options, choose your best 3).
The quotations we have covered in class are found on the following pages:
15--Calpurnia commenting on Mr. Radley
18--Dill considering the Turtle
31-32--Calpurnia on being kind to company
39--Atticus suggests putting on another's skin
60--Miss Maudie discusses the Bible and whiskey
65--Atticus asks, how would you like it?
119--Why killing a mockingbird is a sin
For the quotations you must be able to answer who said it, who the listener(s) was(were), and what the significance (meaning/importance) of the statement is.
novel_-_mockingbird_-_chapters_10-11.docx | |
File Size: | 15 kb |
File Type: | docx |
March 11, 2014--TKAM Chapters 7-9
C-Block: In today's class we reviewed our questions from chapters 4/5/6 and began working on the questions from 7/8/9.
For homework: read chapters 10 & 11 (the end of Part 1).
A-Block: we worked our way through chapters 7 and 8 today.
For homework: Finish your questions from today and read through chapter 11.
For homework: read chapters 10 & 11 (the end of Part 1).
A-Block: we worked our way through chapters 7 and 8 today.
For homework: Finish your questions from today and read through chapter 11.
novel_-_mockingbird_-_chapters_07-9.docx | |
File Size: | 16 kb |
File Type: | docx |
March 10, 2014--TKAM Chapters 4-6
C-Block: In today's class we began with a quick "did you do your reading quiz." We then discussed some significant aspects of chapters 1-3 and then began working on our comprehension questions from chapters 4-6.
For Homework: Finish Questions for 4/5/6/ Also, please read chapters 7/8/9. Also, remember that your MLK speech analysis and character traits were due today.
A-Block: In today's class we began with a quick "did you do your reading quiz." We then discussed some significant aspects of chapters 1-3 and then began working on our comprehension questions from chapters 4-6.
For Homework: Finish Questions for 4/5/6. Read Chapter 7, we will finish 8 and 9 during our double block tomorrow.
For Homework: Finish Questions for 4/5/6/ Also, please read chapters 7/8/9. Also, remember that your MLK speech analysis and character traits were due today.
A-Block: In today's class we began with a quick "did you do your reading quiz." We then discussed some significant aspects of chapters 1-3 and then began working on our comprehension questions from chapters 4-6.
For Homework: Finish Questions for 4/5/6. Read Chapter 7, we will finish 8 and 9 during our double block tomorrow.
novel_-_mockingbird_-_chapters_04-6.docx | |
File Size: | 16 kb |
File Type: | docx |
March 6, 2014--Catching up...
A-block: Class today was spent catching up. We read chapters 2 & 3 and answered the corresponding comprehension questions.
FOR HOMEWORK:
FOR HOMEWORK: Please see the list above. Any questions, email me at [email protected]
*NOTE* audiobook versions of TKAM are all over the internet. Just remember to be sure you can locate the information in the text when needed (you will need it). A good idea would be to FOLLOW ALONG with your book whilst listening. A good link is here https://sites.google.com/site/rlatinilrhsd/english-i/literature/to-kill-a-mockingbird/to-kill-a-mockingbird-audiobook
You can either use the youtube, or, if you have Dropbox, download the whole thing :) Happy Reading!
FOR HOMEWORK:
- Finish the "I Have a Dream" Speech worksheet
- character trait analysis sheet
- Finish your questions for chapters 1,2 & 3
- Read chapters 4, 5 & 6 (have a solid understanding for Monday)
FOR HOMEWORK: Please see the list above. Any questions, email me at [email protected]
*NOTE* audiobook versions of TKAM are all over the internet. Just remember to be sure you can locate the information in the text when needed (you will need it). A good idea would be to FOLLOW ALONG with your book whilst listening. A good link is here https://sites.google.com/site/rlatinilrhsd/english-i/literature/to-kill-a-mockingbird/to-kill-a-mockingbird-audiobook
You can either use the youtube, or, if you have Dropbox, download the whole thing :) Happy Reading!
tkamb1-3traits.doc | |
File Size: | 26 kb |
File Type: | doc |
March 5, 2014--I Have a Dream and TKAM
C-Block: In today's class we finished our introductory discussion to To Kill a Mockingbird. We then listened and responded to Martin Luther King Jr's "I Have a Dream Speech." Finally, we signed out our novels.
For Homework: Read chapters 1-3 of TKAM; for MONDAY have your "I Have a Dream Speech" worksheet ready to turn in :)
A-Block: Today during our double block we began with Martin Luther King Jr.'s "I Have a Dream Speech". We then worked on the accompanying worksheet (DUE MONDAY!). We then signed out our novels and read Chapter 1 together as a class.
For Homework: Read Chapters 2 & 3 and have questions for Chapter 1 completed.
For Homework: Read chapters 1-3 of TKAM; for MONDAY have your "I Have a Dream Speech" worksheet ready to turn in :)
A-Block: Today during our double block we began with Martin Luther King Jr.'s "I Have a Dream Speech". We then worked on the accompanying worksheet (DUE MONDAY!). We then signed out our novels and read Chapter 1 together as a class.
For Homework: Read Chapters 2 & 3 and have questions for Chapter 1 completed.
tkam_intro.pdf | |
File Size: | 2748 kb |
File Type: |
March 4, 2014--Intro to TKAM
A and C Blocks: Today in our classes we finshed working on our pre-reading questions from yesterday and then discussed some important background information about the novel, To Kill a Mockingbird. This information included, the Civil War, the Great Depression, the Jim Crow Laws and the Scottsboro Boys trial. This information is critical in our study of the novel as it provides us with context as to the issues dealt with in the story.
For Homework: Please complete any overdue work ASAP :)
For Homework: Please complete any overdue work ASAP :)
February 27, 2014--Short Story Unit Test
C Block: TEST DAY! CONGRATS on finishing the short story unit! Monday we will begin our pre-reading exercises for Harper Lee's classic novel To Kill a Mockingbird.
Homework: Please finish your Hunger Games essay and story elements sheet for Monday!
A Block: During today's first block we wrote our short story unit test; congratulations on finishing! In our second block we finished viewing the Hunger Games movie and then began working on an introduction/outline for one of several essay questions (please see Hunger Games Essay Info pdf. for February 25).
Homework: FInish all Hunger Games related work for Monday (story elements and essay).
Homework: Please finish your Hunger Games essay and story elements sheet for Monday!
A Block: During today's first block we wrote our short story unit test; congratulations on finishing! In our second block we finished viewing the Hunger Games movie and then began working on an introduction/outline for one of several essay questions (please see Hunger Games Essay Info pdf. for February 25).
Homework: FInish all Hunger Games related work for Monday (story elements and essay).
February 26, 2014--Study Session
A and C Block: Today we studied tomorrow we test! See you then :)
February 25, 2014--Study Material
Please find the full story elements notes attached for your studying pleasure :)
short_story_-_02_-_notes_-_grade_10_-_story_elements_in_literature.pdf | |
File Size: | 125 kb |
File Type: |
February 25, 2014--The Hunger Games cont.
A Block: Today in class we continued our viewing and analysis of The Hunger Games.
C Block: Today during our double block classes we finished viewing and analyzing The Hunger Games. We then selected an essay question based on the film to respond to and began crafting an outline and introductory paragraph.
For homework: ensure your story elements sheet for the movie is complete. Also, have your completed outline and introductory paragraph ready to go for tomorrow's class.
C Block: Today during our double block classes we finished viewing and analyzing The Hunger Games. We then selected an essay question based on the film to respond to and began crafting an outline and introductory paragraph.
For homework: ensure your story elements sheet for the movie is complete. Also, have your completed outline and introductory paragraph ready to go for tomorrow's class.
hunger_games_essay_info.pdf | |
File Size: | 57 kb |
File Type: |
February 24, 2014--The Hunger Games
A-Block: we began class with a writing response considering what supplies we would take with us for a wilderness survival trip. We then began watching the first Hunger Games movie with the aim of applying the elements of story to the film. We will continue with this tomorrow.
For Homework: several of you are overdue on your assignments. Please have these completed for tomorrow. Otherwise you will spend lunch in the DLC.
C-Block: we began class today with a paragraph response based on Thursday's film festival, We then began viewing the Hunger Games aiming to apply the elements of story to the film.
For those who will be away tomorrow. Please finish the story elements chart with as much detail as possible (THIS IS FOR MARKS). Also, draft a detailed outline and an introductory paragraph based on one of the following essay topics. Only the outline and intro! I want to okay your outline/intro before you begin to write. This will ensure you attain a mark more suited to your abilities :) This essay will be 4 paragraphs. That means a solid intro, conclusion and 2 well-developed, supporting paragraphs.
Essay Topics:
For Homework: several of you are overdue on your assignments. Please have these completed for tomorrow. Otherwise you will spend lunch in the DLC.
C-Block: we began class today with a paragraph response based on Thursday's film festival, We then began viewing the Hunger Games aiming to apply the elements of story to the film.
For those who will be away tomorrow. Please finish the story elements chart with as much detail as possible (THIS IS FOR MARKS). Also, draft a detailed outline and an introductory paragraph based on one of the following essay topics. Only the outline and intro! I want to okay your outline/intro before you begin to write. This will ensure you attain a mark more suited to your abilities :) This essay will be 4 paragraphs. That means a solid intro, conclusion and 2 well-developed, supporting paragraphs.
Essay Topics:
- Compare and Contrast the Hunger Games film with the movie. What are the pros and cons of each representation of the story?
- In the Hunger Games, each District watches the broadcast of the Games--even when they disapprove. Consider, in light of the Hunger Games, our own society's obsession with reality television and celebrity.
- Consider the role of Haymitch as a mentor to Katniss and Peeta. Is he good? What does he have to offer? What does he lack?
- What is Katniss’s greatest strength in the Games, and what is her greatest weakness?
- In what ways does Katniss’s hunting experience prepare her for the Games, and in what ways does it fail to prepare her?
hunger_games_elements.docx | |
File Size: | 14 kb |
File Type: | docx |
February 20, 2014--This and That
C-Block: For today's class we watched the documentary "Solar Mamas" as part of the GFSS Film Festival. We will have a discussion of this film on Monday.
For homework: have your comprehension questions including the essay response completed for Monday!
A-Block: In today's class we continued our work on our comprehension questions from "A Sound of Thunder".
For Homework: completed questions including essay are due on Monday
For homework: have your comprehension questions including the essay response completed for Monday!
A-Block: In today's class we continued our work on our comprehension questions from "A Sound of Thunder".
For Homework: completed questions including essay are due on Monday
February 19, 2014--Irony, Moral and Theme in "A Sound of Thunder"
A-Block: Today in class we discussed irony, moral and theme in "A Sound of Thunder." We then began working on our comprehension questions.
HOMEWORK: Hero essays are overdue.
C-Block: In today's double block we began with silent reading before we began a discussion of irony, theme and moral in "A Sound of Thunder". For our double block, we began discussing the essay in terms of CAKE! We then worked on our comprehension questions. For tomorrow's class we will be attending the film festival so any incomplete work will be due on MONDAY.
HOMEWORK: see above.
HOMEWORK: Hero essays are overdue.
C-Block: In today's double block we began with silent reading before we began a discussion of irony, theme and moral in "A Sound of Thunder". For our double block, we began discussing the essay in terms of CAKE! We then worked on our comprehension questions. For tomorrow's class we will be attending the film festival so any incomplete work will be due on MONDAY.
HOMEWORK: see above.
February 18, 2014--"A Sound of Thunder" cont.
A-Block & C-Block: In today's classes we began by watching the Ray Bradbury Theatre's film interpretation of "A Sound of Thunder." We then spent the remainder of class working on identifying the story elements. This round we are completing our elements using DIRECT QUOTATIONS from the text to support our assertions.
FOR HOMEWORK: finish up you story elements. We will discuss them in class tomorrow
FOR HOMEWORK: finish up you story elements. We will discuss them in class tomorrow
February 17, 2014--"A Sound of Thunder"
C-Block: Today in class we began with a journal response on time travel. We then covered a list of vocabulary terms for our newest short story, Ray Bradbury's "A Sound of Thunder." Bradbury's tale is one of far-reaching cause and effect. In order to ensure our understanding of this within the story we looked at several types of cause and effect: the domino effect, the ripple effect and the butterfly theory. We then read through the story individually looking for evidence of foreshadowing within the text.
HOMEWORK: for those who have not yet completed question #7 and/or their hero essay, please turn those in tomorrow
A-Block: Today in our first block we began with a journal response on time travel. We then covered a list of vocabulary terms for our newest short story, Ray Bradbury's "A Sound of Thunder." Bradbury's tale is one of far-reaching cause and effect. In order to ensure our understanding of this within the story we looked at several types of cause and effect: the domino effect, the ripple effect and the butterfly theory. We then read through the story individually looking for evidence of foreshadowing within the text.
In our second block, we looked at what makes a hero. We then began writing an essay on heroes.
For HOMEWORK: your essay is due in class on WEDNESDAY.
HOMEWORK: for those who have not yet completed question #7 and/or their hero essay, please turn those in tomorrow
A-Block: Today in our first block we began with a journal response on time travel. We then covered a list of vocabulary terms for our newest short story, Ray Bradbury's "A Sound of Thunder." Bradbury's tale is one of far-reaching cause and effect. In order to ensure our understanding of this within the story we looked at several types of cause and effect: the domino effect, the ripple effect and the butterfly theory. We then read through the story individually looking for evidence of foreshadowing within the text.
In our second block, we looked at what makes a hero. We then began writing an essay on heroes.
For HOMEWORK: your essay is due in class on WEDNESDAY.
short_story_-_06_-_a_sound_of_thunder_-_questions.pdf | |
File Size: | 58 kb |
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February 14, 2014--Irony, Theme and Moral in "History Lesson"; in-class essay
A-Block: Today in class we began with a journal response. We then considered irony, moral and theme within "History Lesson". To conclude our class we continued working on our comprehension questions.
FOR HOMEWORK: ensure your comprehension questions worksheet, as well as your story elements sheet, are complete for Monday.
C-Block: We picked up today's class with silent reading, we then compared and contrasted life on Venus (according to Clarke's story) with life on Earth. From here, we considered irony, moral and theme in the story. During our second block we watched a brief video on heroes in literature--the link is in parentheses--(http://www.youtube.com/watch?v=Hhk4N9A0oCA). We then considered the various types of hero present in our world: literary, super, everyday and unsung. We used this information to begin an in-class essay regarding heroes.
FOR HOMEWORK: finish your essay! Also, complete question 7 of the comprehension questions. These are due on Monday.
FOR HOMEWORK: ensure your comprehension questions worksheet, as well as your story elements sheet, are complete for Monday.
C-Block: We picked up today's class with silent reading, we then compared and contrasted life on Venus (according to Clarke's story) with life on Earth. From here, we considered irony, moral and theme in the story. During our second block we watched a brief video on heroes in literature--the link is in parentheses--(http://www.youtube.com/watch?v=Hhk4N9A0oCA). We then considered the various types of hero present in our world: literary, super, everyday and unsung. We used this information to begin an in-class essay regarding heroes.
FOR HOMEWORK: finish your essay! Also, complete question 7 of the comprehension questions. These are due on Monday.
short_story_-_01_-_history_lesson_-_story.pdf | |
File Size: | 111 kb |
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heroes.pdf | |
File Size: | 26 kb |
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February 13, 2014--Looking at life through reptilian eyes...
A-Block: We began class with a journal response in our shiney new notebooks. We then reviewed the portion of the text from "History Lesson" where the Venusians watched the film retrieved from Earth. We considered what assumptions the Venusians might have made about life on Earth based upon what they had seen. We then watched an early Walt Disney cartoon and inquired as to what an archaeologist viewing it might think about western culture at the time. Next, to take it one step further and personally connect to the text, we considered what an archaeologist might assume about our own personal lives if they were to encounter records of our social media activities 1000 years into the future: what do they think we value? What are our customs and morals? To end of class, we compared and contrasted Venus with Earth.
NO HOMEWORK!
C-Block: We started off today by recap(itulat)ing "History Lesson." We then began filling out the story elements chart for setting, protagonist/antagonist, conflict, climax and point-of-view. After this we reviewed the portion of the text from "History Lesson" where the
Venusians watched the film retrieved from Earth. We considered what assumptions the Venusians might have made about life on Earth based upon what they had seen. We then watched an early Walt Disney cartoon and inquired as to what an archaeologist viewing it might think about western culture at the time. Next, to take it one step further and personally connect to the text, we considered what an archaeologist might assume about our own personal lives if they were to encounter records of our social media activities 1000 years into the future: what do they think we value? What are our customs and morals?
NO HOMEWORK!
NO HOMEWORK!
C-Block: We started off today by recap(itulat)ing "History Lesson." We then began filling out the story elements chart for setting, protagonist/antagonist, conflict, climax and point-of-view. After this we reviewed the portion of the text from "History Lesson" where the
Venusians watched the film retrieved from Earth. We considered what assumptions the Venusians might have made about life on Earth based upon what they had seen. We then watched an early Walt Disney cartoon and inquired as to what an archaeologist viewing it might think about western culture at the time. Next, to take it one step further and personally connect to the text, we considered what an archaeologist might assume about our own personal lives if they were to encounter records of our social media activities 1000 years into the future: what do they think we value? What are our customs and morals?
NO HOMEWORK!
history_lesson_day_2.pdf | |
File Size: | 167 kb |
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February 12, 2014--"History Lesson"
C-Block:: we began today's class with a homework check/silent reading. After this, we finished up "Lenses" with a discussion of irony, moral and theme. We then submitted our completed worksheets for marking! Then we prepped our brains for our new short story, Sir Arthur C. Clarke's "History Lesson". We then read the story.
FOR HOMEWORK: please reread your copy of "History Lesson" making notes on any questions or points of interest in preparation for tomorrow's analysis of the story.
A-block: we began class with COURSE SELECTIONS for next year! YAY! After all that fun, we began prepping for our new short story, "History Lesson" by exploring some vocab and interesting bits of info about the author, Venus (planet) and the reptilian brain. We then began working on the story elements (setting, point-of-view, protagonist etc.) as well as comprehension questions.
FOR HOMEWORK: complete comprehension questions 1-6. Remember, if it says USE DIRECT QUOTES, you need to USE DIRECT QUOTES in order to gain marks!
FOR HOMEWORK: please reread your copy of "History Lesson" making notes on any questions or points of interest in preparation for tomorrow's analysis of the story.
A-block: we began class with COURSE SELECTIONS for next year! YAY! After all that fun, we began prepping for our new short story, "History Lesson" by exploring some vocab and interesting bits of info about the author, Venus (planet) and the reptilian brain. We then began working on the story elements (setting, point-of-view, protagonist etc.) as well as comprehension questions.
FOR HOMEWORK: complete comprehension questions 1-6. Remember, if it says USE DIRECT QUOTES, you need to USE DIRECT QUOTES in order to gain marks!
history_lesson_short_story.docx | |
File Size: | 26 kb |
File Type: | docx |
short_story_-_03_-_history_lesson_-_elements.docx | |
File Size: | 14 kb |
File Type: | docx |
February 11, 2014--Irony, Moral and Theme in "Lenses"
C-block: Today in class we began with a journal response. We then briefly discussed three common forms of irony in literature and then applied our newfound understanding to Silverman's "Lenses". We then recieved a handout providing a bit more information regarding the more complex story elements moral and theme to aid us in our analysis.
FOR HOMEWORK: Finish your story elements sheet for Lenses if not complete and answer 3 questions--one from each topic--on the "Lenses" question sheet provided in class today. DUE TOMORROW
FOR HOMEWORK: Finish your story elements sheet for Lenses if not complete and answer 3 questions--one from each topic--on the "Lenses" question sheet provided in class today. DUE TOMORROW
theme_and_moral_notes.pdf | |
File Size: | 90 kb |
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lenses_response_questions.docx | |
File Size: | 100 kb |
File Type: | docx |
irony.pdf | |
File Size: | 283 kb |
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February 6, 2014--"Lenses"
In today's class we finished our Elements of Story powerpoint and then read Leah Silverman's short story "Lenses". We then began filling out a graphic organizer about the story.
HOMEWORK: please finish your worksheet for Tuesday in preparation for class discussion.
HOMEWORK: please finish your worksheet for Tuesday in preparation for class discussion.
lenses-by-leah-silverman_1.doc | |
File Size: | 969 kb |
File Type: | doc |
story_elements_ela_10.pptx | |
File Size: | 231 kb |
File Type: | pptx |
February 5, 2014--Conflict and the Inciting Incident.
In today's class we completed our plot summary of Baker's "Grace Period." We then discussed the "inciting incident" as it applies to literature (and film etc.) as well as conflict. We then took this knowledge and applied it to BOTH the "True Story of the Three Little Pigs" and "Grace Period".
FOR HOMEWORK: if you did not finish applying conflict (including protagonist and antagonist) to the stories, please do so for tomorrow. For more in-depth instructions, please see the attached powerpoint below :)
FOR HOMEWORK: if you did not finish applying conflict (including protagonist and antagonist) to the stories, please do so for tomorrow. For more in-depth instructions, please see the attached powerpoint below :)
day_3--conflict_and_inciting_incident.pptx | |
File Size: | 994 kb |
File Type: | pptx |
February 4, 2014--Journalling, P.O.S. and Baker's "Grace Period"
Today in class we began by reviewing our plot-diagramming activity from yesterday's class. We then wrote our first journal response. After this we paired up to write a parts-of-speech assessment quiz (not for marks!) in order to see where we will need to focus for further lessons. THEN after a brief discussion of subplot we read Will Baker's short story "Grace Period." We finished off class with an analysis and discussion of the introduction (setting, character(s) and conflict).
NO HOMEWORK :)
NO HOMEWORK :)
February 3, 2014--Day 1: Getting to know you and PLOT.
Welcome to English 10! Today we started our new semester off with a double block. The first block was spent discussing WHY we study English, course expectations, class rules/respect and etc. and the Provincial Exam. We then partnered up and interviewed each other and then introduced our partner to the class for a possible 5 marks.
Second block we began our short story unit. We started off by reading "The True Story of the Three Little Pigs" and then discussing what makes a short story a short story (aka the CHARACTERISTICS of a short story).
introduction (includes exposition)
rising action (stuff gets real)
climax (the most INTENSE part of the narrative--stuff gets REALLY real!)
denouement (this is the "unknotting" of the story. Falling action and resolution fit into this).
We then applied our understanding of plot to "The True Story" by creating a plot diagram and flushing out the details of the story. To make a personal connection to the tale, we then considered a time we ourselves had been wrongly accused.
Homework: have your course outline signed and complete the above activity if you did not finish in class.
Second block we began our short story unit. We started off by reading "The True Story of the Three Little Pigs" and then discussing what makes a short story a short story (aka the CHARACTERISTICS of a short story).
- brief fictional prose narrative (aka it's a short story ;)
- one main character
- single plot
- limited setting
- based in truth or life-likeness
- ends with a feeling of finality (you are not left hanging wishing for an alternate ending)
introduction (includes exposition)
rising action (stuff gets real)
climax (the most INTENSE part of the narrative--stuff gets REALLY real!)
denouement (this is the "unknotting" of the story. Falling action and resolution fit into this).
We then applied our understanding of plot to "The True Story" by creating a plot diagram and flushing out the details of the story. To make a personal connection to the tale, we then considered a time we ourselves had been wrongly accused.
Homework: have your course outline signed and complete the above activity if you did not finish in class.