Mon. June 19 - 21, 2017: Test Prep

During these days, students will work on prototype readings in preparation for the multiple choice portion of the exam, creation of an acceptable cheat sheet for the multi-source essay, and prepping for the major essay (single source).
The sheet for studying include the following:
* The "16 Common Errors" booklet
* The MOSES Stylistic/figurative Devices sheet
* How to write a multi-source essay
* How to write a single source introductory seven sentence paragraph.
* poem prototype reading and questions
* Excerpt prototype reading and questions
* Draft reading/questions/answers (already given and discussed)

Thurs. June 15, 2017: Test Prep: Understanding how to Write a Multi-Source Essay.

Today, we went over how to structure a multi-source essay in preparation for the final. Keep in mind that you get a cheat sheet of fifty words/symbols that has to be created by the end of day on Wednesday, and, if you want your own dictionary/thesaurus, I need these by then as well.
I also put a copy of a revised "How to write a multi-source introduction" in your portfolio to help you plan.

I also showed you a list of possible single source questions

Wed. June 13, 2017: Play Completion/ Final Discussion

Today, we finished reading the play, The Girl who Loved her Horses. We then discussed the themes present in the story. I then moved on to explaining the final exam.

Tues. June 13, 2017: Drama Reading Continued

Today, we continued reading The Girl who Loved Her Horses.

Mon. June 12, 2017: Drama Reading

Today, we began reading the play The Girl who Loved Her Horses by Drew Hayden Taylor.  We got up to page three, column two almost at the end of the italics.

Fri. June 9, 2017: Post Novel Study Reflection

Today, I gave you the post-novel study reflection to complete. We will began the reading The Girl who Loved Horses on Monday. Be here as it will be an option on your final.

Thurs. June 8, 2017: from Seeds Question Discussion

Today, students were placed in groups to discuss their answers to the questions about the novel excerpt Seeds. I then had them gather in larger groups to examine consensus. They were then given the answers. Tomorrow, I will introduce the major drama piece and we will probably start reading it. Be here as it is something you can use on the final.

Wed. June 7, 2017: Modern Drama Introduction

Today, you were introduced to the modern drama unit (the shortest one we will do!). With the help of Bryan, we read through an excerpt from the play Seeds. I then had you work on answering questions (paired up or not: your choice). These are due for tomorrow's class. I am unable to publish them due to copyright concerns.

Mon. June 5, & Tues. June 6, 2017: Novel Study Completion Time

Your novel study is dead-lined for the end of the day on Wednesday, June 7. As luck would have it, we are between units, so I am giving you today and tomorrow to work on it. I cannot give you Wednesday as it will hold us up too much.

Fri. June 2, 2017: Essay: Final Edit

Today, you took your edited paper and made changes for re-submission. You then handed in the whole package of what you have done with this final copy on the top.
REMINDER: You have your novel study DEAD-LINED for June 7 (Wednesday). You have known about this date since the beginning of the semester and have been reminded of it often. Be sure to have your assignments handed in on or before that date.

Thurs. June 1, 2017: Peer Editing of Essays

Now that you have done the second revision, it is time to get your paper peer edited and edit someone else. This class will be used to do this, You will get a clean editing checklist and write "Edited by (with your name inserted) and then, following the steps, read the paper and check off the problems you have looked for or identified. The goal here is to have someone else's paper improve and have yours do the same. This is a non-friend moment. You are an editor. You are editing a paper, not a person. This is to be done for tomorrow's class (so that you can get yours and do another revision prior to submission).

Wed. May 31, 2017: Revision #2

Today, you had your essay for revision, You also handed in your "Assess and Reflect: The 16 Common Errors" activity.

Fri. May 26,- Tues. May 30, 2017 Self-directed Research/Learning

On these days, I gave you a self directed learning sheet. You were instructed to locate all papers and the draft and figure out the areas that you are having trouble and then do a web search for Powerpoints and exercises that help with figuring out how to improve. I have pasted the worksheet here. Keep in mind that you will also get Monday and possibly Tuesday to work on this.

A30 Reflection Activity

1.      During our latest discussion relating to the DRAFT final prototype, what areas do you need to work on?

2.      Based on all the comments I have presented you with this year so far, what areas (ALL) are you having trouble in (yes, based on MY perceptions!)?

  

3.      You were instructed to go on-line and Google Powerpoints for each specific area of concern (e.g.: Tense Powerpoint; How to create effective titles Powerpoint’). Which areas did you search out?

4.      Did you find any Powerpoints that were informative AND entertaining for you? Write these down, tell me what they meant to teach, tell me what you liked about each one, and judge how effective (out of ten) each one was. In other words, I want to know from you what might work for another student like you when it comes to learning.

 5.      You were instructed to go on-line and Google exercises for each specific area of concern (e.g.: Tense exercises; tense children’s exercises; tense ESL exercises, etc). Which areas did you search out?

 6.      Did you find any exercise Powerpoints that were informative AND entertaining for you? Write these down, tell me what they meant to teach, tell me what you liked about each one, and judge how effective (out of ten) each one was. In other words, I want to know from you what might work for another student like you when it comes to learning.

  

7.      Based on your experiences with this activity, what have you learned academically that you were unsure of before? List everything you can think of.

  

8.      Based on your experiences doing this exercise and other personal perceptions, what do you need in order to learn in a way you will be successful? Please take this question seriously. It helps BOTH of us (I ALSO learn from your perceptions and DO change my approaches!).

  

9.      APPLICATION: Please see your instructor and kindly ask for you latest essay BACK so you can apply what you now KNOW to your paper and make it better. Submit this first version (aka rough copy) with your improved version so your instructor can assess your learning.

 1.      During our latest discussion relating to the DRAFT final prototype, what areas do you need to work on?

2.      Based on all the comments I have presented you with this year so far, what areas (ALL) are you having trouble in (yes, based on MY perceptions!)?

  

3.      You were instructed to go on-line and Google Powerpoints for each specific area of concern (e.g.: Tense Powerpoint; How to create effective titles Powerpoint’). Which areas did you search out?

  

4.      Did you find any Powerpoints that were informative AND entertaining for you? Write these down, tell me what they meant to teach, tell me what you liked about each one, and judge how effective (out of ten) each one was. In other words, I want to know from you what might work for another student like you when it comes to learning.

  

5.      You were instructed to go on-line and Google exercises for each specific area of concern (e.g.: Tense exercises; tense children’s exercises; tense ESL exercises, etc). Which areas did you search out?

6.      Did you find any exercise Powerpoints that were informative AND entertaining for you? Write these down, tell me what they meant to teach, tell me what you liked about each one, and judge how effective (out of ten) each one was. In other words, I want to know from you what might work for another student like you when it comes to learning.

  

7.      Based on your experiences with this activity, what have you learned academically that you were unsure of before? List everything you can think of.

8.      Based on your experiences doing this exercise and other personal perceptions, what do you need in order to learn in a way you will be successful? Please take this question seriously. It helps BOTH of us (I ALSO learn from your perceptions and DO change my approaches!).

9.      APPLICATION: Please see your instructor and kindly ask for you latest essay BACK so you can apply what you now KNOW to your paper and make it better. Submit this first version (aka rough copy) with your improved version so your instructor can assess your learning.

Thurs. May 25, 2017: Draft Answers Continued

Today, we finished marking question 9 and 10 of the draft questions (title creation and punctuation). I also talked a bit more about self directed learning to solve problems.

Wed. May 24, 2017: Draft Discussion Continued

Today, we discussed questions eight and nine of the Draft questions. They examined the following:
Tone
punctuation

We finished tone but were just working through question nine on punctuation.

Tues, May 23, 2017: Draft Work in Prep. for Final

Today, we went over questions 4, 5, 6, and 7, of your Draft prototype reading. This means we discussed the following:

Sentences to Reinforce the Main Idea
Apostrophes (#15 in your "16 Common Errors" Booklet)
Time Shifts (Verb Tenses: #12 in your 16 Common Errors Booklet)
Unity

I also provided you with a sheet on transition words (blue: in your portfolio) to help you with questions we discussed in Friday's class.

As we have discussed, the final will address the conventions you should have mastery of as a student finishing grade twelve. It is important that you read the explanations on what the terms mean and, if needed, see me for extra help or exercises or go online and find real time exercises (as I have shown you in class: these are great tools, so take advantage of the computer age and use them).

We will finish up with the draft answers tomorrow.

Fri. May 19, 2017: Draft Discussion

Today, I returned your last set of essays, We also discussed the "Draft" questions I provided you with earlier. I went over questions 1, 2, and 3 (finding a main point, transitions, sentence fragments). If you were not here, do a powerpoint search on each of these and find questions to aid you (real time) as they will appear on the final.

Mon, May 15 - Thurs. May 18, 2017: Writing Classes and Essay Submission

For these days, you are working on your essay, which is due by the end of the day on Wednesday.

Fri. May 12, 2017: Test prep/Essay assignment

Today, we went through the rest of the terms presented in the reading questions that could appear on your exam. The test is tentatively scheduled for next Thursday. I am pasting the terms here for you to study:

I then handed out your essay question. I am pasting it below (the date is also posted on it).

You need to know the following terms:

Point of view

Assertions

pathetic fallacy

similes.

Anthropomorphism

personification.

onomatopoeia

Egocentric.

irony

initial incident

analogies

inferred

animosity

anecdote

Colloquial

dialect

jargon

hierarchy of needs

Freud’s Theory of Personality: Id, Ego, Superego

Introvert/extrovert

Stream of consciousness writing

Empathy

conflict

The Bear: Essay

Spring, 2017

The novel, Bear, provides a strong example in which to address a number of questions from the objectives of this course. Below are such questions. Choose one and then, using the novel as your source, answer the question in essay form.

Keep in mind that the question itself is rather ambiguous in form. You will have to determine the topic word and then create an answer to the question. I generally do this by charting.

1.      How does Canada’s physical landscape influence the relationships and interactions with the main character and others?

2.      How are the landscapes of mind and heart of the main character as important as the physical landscape she is in?

3.      What is revealed about the psychological landscapes (the way she perceives where she is) of the main character in the text read?

4.      How has the representation or understanding of the physical landscape changed throughout the text studied?

Things to consider:

·         You need to follow the seven sentence introductory paragraph layout to ensure you are starting off on the right foot for your organization mark.

·         You need to use your editing checklist to ensure that your convention mark, as well as content and organization mark are as high as possible.

·         You need to remember that repetition of words brings down your vocabulary mark and repetition of ideas lowers your content mark.

·         You need to have your paper properly presented. It needs to be saved in your “ELA A30” folder under “Bear Essay.”

·         It needs to be in 12 point, Times New Roman font, with zero spacing before and after paragraph lines (see me if you need help).

·         It must follow MLA format (first page layout, header and page number, work cited page).

The paper will be due on Wednesday, May 17, 2017.

Thurs. May 11, 2017: Test Prep for The Bear

Today, we went through The Bear questions to determine what might be focused on in an exam. We discussed the following terms:

Point of view

Assertions

pathetic fallacy

similes.

Anthropomorphism

personification.

onomatopoeia

Egocentric.

irony

initial incident

analogies 

We will complete this list and then I will set the test/essay date.

Wed.May 10, 2017: Final "Draft" Exercise

Today, you were presented with a prototype reading and multiple choice questions similar to what you will face on the final. If you were not here, I recommend you get here early tomorrow to do it so you can benefit from the class discussion.

Tues. May 9, 2017: Novel Questions Completion or Novel Study

Today, students handed in the questions that are due at the end of the day that relate to the novel Bear. I am moving the deadline for these questions and reading completion to tomorrow.

Wed. May 3 - Fri. May 5, 2017: Novel Reading and Questioning

For the rest of the week, students will be reading the novel Bear, and answering the questions for Part One and Part Two of the text (they will not have to answer questions on the rest of the novel).
The novel is to be read for Tuesday's class.

Tues. May 2, 2017: Novel Reading & Questioning

·         Students are reading the novel The Bear and answering questions (Part One).

·         I have placed Part Two questions in their portfolios. If they have finished the Part One questions, they are to hand them in.

·         This novel must be read for Tuesday, May 9.

I have pasted the Part Two questions below:

The Bear

Part Two: Pages 79 – 202 Reading Questions

INSTRUCTIONS: These are reading questions. They are meant to help you understand the material and to be able to participate in the discussion. Your exams are based on your understanding of the text, which ties into these questions. I will provide a completion mark for each section. Be as detailed as you feel you need to in order to retain information for essays/exams. Do these on a separate sheet.

Chapter 10 (pages 79-88)

1.      What is the significance of Jessica in relation to the narrator?

2.      From the expository in this chapter, describe the narrator’s mom in literal terms.

3.      What is Stick’s most important need while on the boat?

4.      Why is it important for STICK that the narrator uses a “momma voice” at times?

5.      Why is Gwen so important to the narrator?

6.      According to Freud, our personalities are made up of three parts: The Id, The Ego, and the Superego. In this chapter, what does the narrator do that she normally wouldn’t as the Superego is no longer in charge? (wipe her snot on her sleave)

7.         What are Stick’s needs when he’s off the boat? How do you know this? (security: holdingnna’s hands)

8.      Why is the beaver “mad” at the kids?

9.      What act of empathy does Anna show towards her brother in relation to the beaver?

10.  What realization does Anna come to at the end of this chapter?

11.  In novels, a conflict arises and then rising action occurs (think of smaller moments of either coming closer to reaching or further from reaching a goal). In this chapter, what is the rising action that could have led to a failure to attain a positive outcome?

Chapter 11(pages 89 – 102)

1.      Anna shows empathy for her doll, but at this point, she does not show much to her brother. Why is this?

2.      What time of the day is it? How do you know this?

3.       Is Anna an introvert or extrovert? How do you know this?

4.      Stream of consciousness writing is when a person writes what they are thinking regardless of the thought. Anna engages in this. Describe one scene in which she gets away from what is actually going on and instead engages in stream of consciousness thought.

5.      In this chapter, the children seem happy. Why is this? How does it tie to the idea of the Superego?

6.      What is it about Barbie that concerns some parents?

7.      Read the following sentence: “I am bored I don’t know what we should do.”

What is wrong with this sentence? What are three different things you could do to fix it?

8.      Read the following sentence: “I need a leash and a piece of grass is long enough but it is hard to tie around the dog’s neck and my fingers won’t.” What is wrong with this sentence? How can it be fixed?

Chapter 12 (pages 103 – 108)

1.      How is the sun sneakier than Jessica?

2.      What rising action in this chapter threatens to make the children less secure?

Chapter 13 (pages 109 – 121)

1.      How are the children adapting to their environment and trying to meet their needs?

2.      Why is it that Anna cannot let Stick be right on factual issues?

Chapter 14 (pages 122 – 129)

1.      In this chapter, Anna locates some berries and leaves that remind her of mint. Based on the description, what could they be?

2.      When it comes to the Id, ones desires can be so strong that a person will not think of the impact of actions on others. How is Anna fighting her own Id in order to help her brother?

3.      In this chapter, there is a comment about how some of Stick’s actions might be “The sort of thing that might make daddy go away.” Some earlier comments like this also appear. If this is foreshadowing, what might it mean in Anna’s mind?

Chapter 15 (pages 130 – 135)

1.      How much time has passed since the kids were put in the Coleman?

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Mon. May 1, 2017: Novel Reading Class

Today, students read their novels and answered Part One questions (The Bear).

Fri. Apr. 28, 2017: The Bear Discussion/Dates/Questions

Today, we discussed the answers to the beginning activity for The Bear. We then came up with dates to have the novel read (Tuesday, May 9) and I handed out the reading questions for part one. I have pasted these questions below and have also put them in your portfolio.

The Bear

Part One: Pages 1 – 77 Reading Questions

INSTRUCTIONS: These are reading questions. They are meant to help you understand the material and to be able to participate in the discussion. Your exams are based on your understanding of the text, which ties into these questions. I will provide a completion mark for each section. Be as detailed as you feel you need to in order to retain information for essays/exams. Do these on a separate sheet.

Chapters 1-4: The First Night (pages 3-24)

1.      From what point of view is this story written? How do you know this? Provide examples to support your assertion.

2.      Write a well formatted summary of this section of the text. Be sure to include the five Ws as well as the setting and attribution information.

3.      Explain the personalities of the parents from the narrator’s perspective. In order to do this correctly, be sure to pay attention to the details the narrator finds odd.

4.      Describe the narrator’s home environment (away from the camping trip!). Provide details to back up any assertions that might need them.

5.      What is pathetic fallacy? How is pathetic fallacy developed in this section (1 to 5)?

6.      The narrator uses a number of similes. Describe three that stand out. Why do they stand out? What impact do they have on your understanding of the story?

7.      Anthropomorphism is present in this section. What is anthropomorphism? How is it used? Why is it used? What suspense or irony does its usage add to this section?

8.      The narrator uses a number of examples of personification. List ten here. Why are they so important in our understanding of the way the narrator interprets what is happening to her? How do they add to the mood at any given time?

9.      The narrator uses a number of examples of onomatopoeia. How do these contribute to the mood of the story?

10.  Children are, by their very natures. Egocentric. This means that they focus on self when examining what is happening around them. For example, when parents of small children divorce, the children often think it is due to some fault of their own. How is the narrator showing she is egocentric? How is this ironic?

11.  At the end of chapter four, the night will end. Chapter five will start at daylight. What immediate needs or concerns will the children have upon awakening? Focus on the reality of their situation as well as the emotional impacts.

12.  What is the initial incident in this novel?

The Bear

Part One: Pages 1 – 77 Reading Questions

INSTRUCTIONS: Answer all of the following questions with as much detail as possible.

Chapters 5 - 7: Reunited

1.      Why is it important for the narrator to be able to personify Coleman?

2.      What do we learn about the narrator’s grandparents while she is contemplating the bear’s nose?

3.      How does the narrator describe the colour she sees on the bear’s mouth? How does the narrator describe the smell she gets from the bear’s mouth? How does she describe what the “dog” is doing after he leaves the Coleman? What is she literally seeing, smelling or hearing?

4.      Why is it important for the narrator to be able to come up with analogies when faced with the unfamiliar?

5.      In many situations, motivations come from the negative. What negative situation leads to the kids abandoning Coleman?

6.      How realistic is the narrator’s assault on her brother while they are in Coleman? Explain providing an example from your own experiences/observations.

7.      There are a lot of comments in chapter six about daddy being gone. Some of these comments involve the mother. From this, what can be inferred about the parent’s relationship?

8.      Another analogy appears when the narrator sees meat on the ground. How does she interpret what she sees? What is she really seeing?

9.      Describe why Anna has animosity toward her brother. Is this animosity normal? From your own observations, provide an anecdote to back up your assertion.

10.  What final promise does the mother give Anna in way of getting her to take her brother off the island?

The Bear

Part One: Pages 1 – 77 Reading Questions

INSTRUCTIONS: Answer all of the following questions with as much detail as possible.

Chapters 8 and 9: Into the Boat

1.      Colloquial dialect, and jargon, are all terms that indicate language usage. Colloquial means informal or everyday language, dialect means the unique accent one has, and jargon means the sort of nonsense language a group may use. In this story, Stick’s age is demonstrated through his use of language. What nonsense words does Stick use that help support his age? What do the mean?

2.      What motivates Anna to get Stick in the boat? What is her main objective? What is her secondary objective?

3.      What game does Anna play with Stick to get him to come to the canoe?

4.      Humans have a hierarchy of needs that can take precedence over wants. What needs are presented in chapter 8? How do Stick’s needs lead to his overall behaviour?

5.      Animals also have a hierarchy of needs. Compare stick’s need for food to that of the bear.

6.       Is behaviour without civilized control that different from behaviour of animals? Explain.

7.      Understanding consequences is a skill that comes with maturity. How are Anna and Stick different when it comes to consequences? Site examples.

Part One Question

Both parents attempt to save their children in their own way. What ways did they incorporate? In this situation, what would you have done differently?