Mon. Apr. 3, 2017: Independent Novel Reading

Today, you were given this class time to read your independent novel or work on the major assignment.

Fri. Mar. 31, 2017: Step Two of Writing a Multi-Source Essay

Step Two: Applying the themes to other texts.

On your own, examine the other three stories you have read. Can you find enough evidence to tie any of these to the themes developed by Sinclair Ross? Locate evidence that would support this claim.

If you are really fortunate, you will discover that ONE THEME can be supported by THREE STORIES. See if this is possible (it makes essay writing easier).

FOR MONDAY: Bring your independent novel to read.

Thurs. Mar. 30, 2017: MADD Presentation

Today, we had a MADD Presentation in the gym.

Wed. Mar. 29, 2017: Themes Development

Today, you were put in groups to work on theme development. I have pasted the information below. If you were not here, you will need to do this on your own.

In groups of three, gender neutral, get out your short stories by Sinclair Ross and determine the general themes that are present (we already did this: they were more topic words then themes). Now, determine what the themes are that cover these stories (remember, a theme is NOT a topic; it is a “so what,” a general statement that is an opinion that can be applied to the piece and, ultimately, to other situations.

Tues. Mar. 28, 2017: Short Story Discussion

Today, we discussed the Sinclair Ross stories you were to have read for today (you are also to have read three additional stories actively for today). We discussed the topics found in these stories (similar) and then watched a national film board version of "The Painted Door." You can find this by pasting the address below.

https://www.youtube.com/watch?v=ywJHBjMwJPs

Fri. Mar. 24, 2017: Reading Time

Today, you read your short stories actively. Those who finished read their independent novel. These need to be read and summarized for Tuesday's class.

Thurs. Mar. 23, 2017: Reading Time

You have a number of short stories to actively read for Tuesday's class (and to create three sentence summaries for each). This class was dedicated to meeting this goal.

Wed. Mar. 22, 2017: Readings

Today, you were to read the short story "The Painted Door" by Sinclair Ross. You were then to get three additional short stories to read for Tuesday's class. These were sitting on the desk at the front of the room. If you were not here, you may need to see me to get additional copies. Each story was random (no other student has the same one).

Tues. Mar. 21, 2017: "The Lamp at Noon" Questions & "The Painted Door" Readings

Today, you were instructed to answer questions 6-10 for "The Lamp at Noon." I have pasted them below for those who were absent. I also gave out the reading "The Painted Door." If you were not here, it is in your portfolio.
If you want to read it, just google The Painted Door readings (I like the second one that pops up)

Here are the questions for "The Lamp at Noon." Be sure to answer these FULLY.

6. Why is the husband not giving in to her? Explain his reasons and provide the context (history).

7. What is the climax of this story? How do you know this is the climax? Explain.

8. Using your Canadian Themes sheet, identify three themes present in this story. Provide three pieces of evidence to prove each one. Keep in mind that the themes sheet is actually presenting topics. You have to create the “what about it…” Only then do you have a theme.

9. Based on what you know, is the ending of this story realistic? Provide a real life analogy that shows the same desperation and show me the comparison.

10. What do you think happened to this couple after this? Write a sequel that addresses this.

Mon. Mar. 20, 2017: "The Lamp at Noon" Discussion

Today, you wrote a summary for "The Lamp at Noon." We then discussed some questions. If you were not here or did not do the reading in time for the class (today), you will need to answer these questions for tomorrow. I have pasted them below:

“The Lamp at Noon” Questions

by Sinclair Ross

INSTRUCTIONS: Answer the following questions as requested and FULLY. I will be taking this in as a major assignment so I expect depth.

1.   Describe the expository information for this story as it relates to 

      setting.

2.   What point of view is being used to convey this story? How do you know this? Is this a good choice? Why or why not?

3. What is the main conflict of this story? Provide evidence to prove this (at least three pieces).

4. Give three examples of how the wind is personified. What is the effect of this on the mood of the story?

5. What is the wife so upset about? Why? Provide the context for this (history).

Fri. Mar. 17, 2017: "The Lamp at Noon" Reading

Today, I provided you with the short story "The Lamp at Noon," by Sinclair Ross. You are to read it actively.
If you were not here, a copy is in your portfolio. You can also google it, typing in The Lamp at Noon online reading and it will come up. This is to be read for Monday's class.

Thurs. Mar. 16, 2017: "A Field of Wheat" Answers

Today, we examined the answers for "A Field of Wheat" and reinforced the purpose of using process of elimination to arrive at a correct answer.

Wed. Mar. 15, 2017: "A Field of Wheat" Questions

Today, you answered questions for the short story, "A Field of Wheat." I have linked the questions below:

"A Field of Wheat" Questions

Tues. Mar. 14, 2017: Evaluation of "Field of Wheat"

Today, we discussed "A Field of Wheat" and examined a couple of questions. We will continue tomorrow.

Tues. Mar. 13, 2017: "A Field of Wheat" Questions & Discussion

Today, we discussed the reading "A Field of Wheat." I then gave you questions to answer in long form. I also discussed writing in margins (don't) and paraphrasing when active reading (do).

I have posted the questions for "A Field of Wheat" below.

A field of wheat

Mon. Mar. 13, 2017: Introduction to Sinclair Ross, Active Reading Abridged

Today, I gave you background on our first author, Sinclair Ross (while encouraging efficient note-taking skills). I then went over how to read a text in a test situation (again, abridged) and handed out your first reading: from "A Field of Wheat." You were given a half an hour to read this actively. I have pasted notes below and linked in the background and the story below. Have it actively read for tomorrow's class.

Reading Comprehension on an exam is shorter than what is expected in class. It is important to time yourself so you can meet the objectives in the time indicated, but you still need to read actively in order to understand the material and not just get lost in it and have to re-read it!

Once again, let’s look at the steps and then apply them to one of the readings.

How to Read Actively in a Test Situation

1.      Analyze the title (before you read). Write down in one or two words what it might mean.

2.      Read the first paragraph. Be sure to highlight the expository information presented (the five Ws). Also, highlight unknown words or figurative devices you see as well as relevant information, such as main points.

3.      Paraphrase the paragraph. Basically, lift your head up (if you have to) and think about what you read; then, in as few words as possible (one or two!) write what the paragraph is about in the margin beside the paragraph.

Sinclair Ross: Background

"A Field of Wheat" reading

Fri. Mar. 10, 2017: Assess and Reflect

Today, you were given an assess and reflect activity in relation to your research essay.

Thurs. Mar. 9, 2017: Intro. to Short Stories

Today, you were introduced to the Canadian Short Story. I then allowed you time to read your independent novel. I have linked today's Powerpoint below.

The Canadian Short Story

Wed. Mar. 8, 2017: Unit Exam

Today, you wrote your unit exam. Those who were absent will need to make arrangements to write the alternative.

Tues. Mar. 7, 2017: Test Prep

Tomorrow, you will have your unit exam. Today, I prepped you. I have pasted the information for it below. If you miss the exam, you will have the opportunity to write an alternative.

ELA A 30 Unit One: Test Prep

Your exam will consist of two readings relating to Canadian Identity. There are twenty-three questions. They are all multiple choice.

Each reading must be read actively (highlighting main points, 5Ws and other pertinent information; basic paraphrasing).

Essay Excerpt:            Total word count: 1498. Approximate reading time: 6-7 minutes

                                    (18 – 21 minutes of active reading)

Biographical Text:       Total word count: 1285. Approximate reading time: 5-6 minutes

                                    (15 – 18 minutes of active reading)

TOTAL READING TIME: 33 – 39 minutes

Each question must be answered using process of elimination (eliminating the “wrong” answers to arrive at the best two and then circling the best one).

TOTAL M.C. ANSWERING TIME: 11-17 minutes

Timed Activity: 60 minutes only

You will be marked as follows:

M.C. questions

Meet submission expectations (name where indicated)          3

Highlight essential information as you read                           7

Cross out the two throwaways                                               4

Circle the answer you think is correct                                     5

Total correct answers                                                              56

                                                                                                75

Active Reading

Meet submission expectations (name where indicated)          3

Analysis of title (s)                                                                  2

Highlighting of essential information                                     10

Highlight unknown words                                                      6

Paraphrase (basic)                                                                   4

                                                                                                25

Total = 100

To do well on these types of exams, YOU NEED TO READ!!!!

You also need to study and memorize your MOSES (literary/stylistic devices) sheet.

Fri. Mar. 3, 2017: Reading Analysis/M.C. Prep

Today, we reviewed the active reading portion for "Women Engineers: Dismantling the Myths (see yesterday's blog)."
We then marked the multiple choice questions (see Yesterday's blog). The answers were as follows:

1. A                2. B                  3. C                 4. B                  5. A               6. C            7. D             8. B

Finally, after much crying and begging, the students convinced me to move the exam date to Wednesday, March 8 (okay... I was the one crying and begging). This allows me a bit more time to prepare you all.

Thurs. Mar. 2, 2017: Reading Analysis Test Prep.

Today, we discussed the answers for the "Lacrosse" reading you were to complete for today's class as well as the multiple choice questions. I have posted these below. If you were not here, you should still do this as practice (even though I can't award marks for it). I also handed out a booklet entitled "The 16 Common Errors. I have pasted it below.
I then handed out the reading: "Women Engineers: Dismantling the Myth" and the questions for it.
Please read and do. I have linked these below.


Lacrosse answers and discussion

16 Common Errors

Women Engineers" Reading

"Women Engineers" M.C.

Wed. Mar. 1, 2017: Test Prep: Process of Elimination

Today, I discussed your upcoming exam. The date is set for Tuesday, March 7. Most of the exam is reading comprehension.
I have placed a page entitled "Critical Reading Strategies" in each students' portfolio. I cannot publish it due to copyright (no link).
I presented a PowerPoint, which I have linked below.
I then provided students with a reading and questions to practice their skills. It is also linked below.
They were also provided with the MOSES stylistic devices sheet

Process of Elimination for Exams

Lacrosse Reading and Questions

MOSES Stylistic Devices Sheet