Welcome to Grade 10 English!
Reminders:
Writing minutes journal
Short Stories:
Romeo and Juliet Folders Edition
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Wednesday January 22nd:
Exam Review:
On Monday we reviewed Rhetorical Devices, read and annotated MLK speech and also watched it.
Today we will be looking at how to do well with the writing component of the exam:
200 – 300 words, half – two-thirds of a page limit. As you know, you will be provided with a two essays exploring the same topic from opposite perspectives. First you will need to read the essays for understanding and annotate them, noting key features of the text in their annotations. (We will go over the key features together).
It is very important that you:
deconstruct the question, so that you fully understand what it asks you to do. This is very important as the very first sentence they write MUST answer the question explicitly.
This form of writing is succinct. It is not an essay. Being succinct is an important skill. The idea is that students communicate their levels of understanding of the: text, question & concepts using textual evidence that is relevant and in which the techniques within are well explained in relation to the question.
What I am looking for in a Short Answer Response:
Understanding of the texts
Understanding why the text is constructed the way it is. What is the purpose? Who is it written for? How effective was it and proof.
Understanding how you are being asked to read the text – what should you be looking for? This directly relates to the question you are being asked.
Understanding key words in the question and how to relate them to the text.
Understanding how to write short answer response.
And finally, how to use the text to answer the question.
Steps to writing a Short Answer Response.
· Read the question first so you know what you are reading for. (You may want to read it two or three times!)
· Skim the passage. The entire passage. Think about genre, generic conventions, purpose, use of rhetorical devices including ethos, pathos and logos.
· Pen and highlighter – annotate with the question in mind. You know the passage by this stage and should be able to take a more analytical approach.
· Take the time to understand the passage. Don’t just think, ‘I don’t know that word’ or ‘I don’t understand’. You can work it out. Put it in context. Think about it.
· Plan. This is important. Take a few minutes to think and plan. It will save you time in the long run.
· This section is all about showing your comprehension. Think about ideas, themes, language features, visual elements and how they all work together to create meaning for the reader.
· Begin with a strong opening sentence. State your intention for the passage. What are you going to address? Use key words from the question and elaborate.
· THIS FORM OF WRITING IS not necessarily meant to be one paragraph. Students may divide their writing into 2 paragraphs, a new idea should have a new paragraph.
· Use short quotes but lead into them with contextual information.
· Explain your points well – quickly, to the point, but with depth.
· Include techniques. Please do this. And after mentioning them, analyse the intention behind using them. Write about a few together but they must be analysed.
· Use connecting and varied sentence beginnings.
· Be closer to the 300 word limit, not the 200 word limit.
· Write a concluding statement. Make it have impact. It does not have to summarize the text or the question. It should make a comment on both, but not just repeat information.
· Every word counts. So repeating information is a waste of words.
Now look at the exam review I gave you last week. See how you can improve keeping this information in mind. Practicing this style of answering an exam question multiple times is important. At the very least, look at the two essays on gender and practice answering the questions for both of the essays. You have got this!
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Tuesday January 21st:
Strike day
Monday January 20th:
*Please note that we had a full period
of exam prep. The videos I tried to upload
here for those absent would not load. Your
classmates took detailed notes. If you were absent
you should take a good look at the notes.
Friday January 17th:
* Hand in your completed exam review for triangulation marks!
ISU presentations
Thursday January 16th:
ISU presentations and exam review
Wednesday January 15th:
ISU presentations
Exam review completion (hand in)
Tuesday January 14th:
Today we had ISU presentations and I handed out important exam review. You'll have some time to do the exam review today and tomorrow in class. Plan to have it finished and ready to hand in at the end of class tomorrow.
* Don't forget that the expectation is that you have finished reading:
Monday January 13th
1) * All ISU work is due today at the start of class today! If you need to print something, your work is considered late!
- If you are behind...Plan to stay in after school today or make sure to work really hard so that you don't have to lose anymore marks on your ISU.
Please hand in your:
-Excellent Process notes
Research Paragraph
Creative element
*You need to be ready to present at a moments notice starting today.
Your presentation should be formatted like this:
a) Introduce your novel and sell it to us (convince us to read it)
b) Share your media display (remember that your media display needs to be an advertisement and a prop to help you speak about your novel.
c) Share your entire persuasive research paragraph if there's time. If there isn't enough time...Give us the highlights
d) Answer questions about your novel
Next:
4) Short Story Analysis Review
5) Read:
* Tomorrow we will be looking at two different essays debating the same topic from opposite perspectives!
Friday January 10th:
1) * All ISU work is due today at the start of class Monday.
- If you are behind...Plan to stay in after school today or make sure to work really hard so that you don't have to lose marks on your ISU.
Please hand in your:
-Excellent Process notes
Research Paragraph
Creative element
*You need to be ready to present at a moments notice starting Monday.
Your presentation should be formatted like this:
a) Introduce your novel and sell it to us (convince us to read it)
b) Share your media display (remember that your media display needs to be an advertisement and a prop to help you speak about your novel.
c) Share your entire persuasive research paragraph if there's time. If there isn't enough time...Give us the highlights
d) Answer questions about your novel
2) Presentation Draw and Sign-up
3) Writing minutes:
Questions about, "The Lottery"
4) Short Story Analysis Review
5) Read:
6) If time = Catch-up!
Thursday January 9th:
*Lots of housekeeping today because of yesterday's snow day! I hope you used your time wisely!
Romeo and Juliet books haven't been turned in by:
Ameer, Aaron, Talis and Brier
Brayden's ISU presentation...Thank-you for being prepared and good luck in Switzerland!
ISU Work Period
*Everything is due Monday but work like it's all due tomorrow! Presentation draw and sign up is tomorrow
Also, take the time to read the following short story: (Don't forget!!!)
This is a classic! We'll have a writing minutes activity based on the short story tomorrow.
A great time to read every night is for 30 mins-45 mins right before bed.
One thing I'm noticing is that for quite a few of you, your writing is reflecting that you aren't reading enough. One of the best ways to improve your writing is to read every single day. You should ALWAYS have a book on the go!!! It's a great mindfulness activity, reduces stress and of course makes you smarter!
Enrichment Activity:
There's still time to improve your grade! Write a Persuasive Essay on a Debate topic! Better yet, get a friend to write a Persuasive Essay from the opposite perspective. Come and see me for the outline and to discuss a topic.
-Remind me to hand your Romeo and Juliet tests back today. For the most part these were well done. For some of you...
You need a lot of help with Essay outlines and Writing Skills. You may want to consider extra help and lots of practice with writing before the exam.
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Wednesday January 8th:
Snow Day!
Please finish your ISU so that we can do debates!
At the very least, finish your's up so you have time to do an Enrichment Debate essay!
Ms. B : )
Tuesday January 7th:
ISU work period
Checklist:
Have you read the novel?
(Overdue)
Have you taken excellent process notes?
(Overdue) * You should have one detailed summary/reading and writing strategy for approximately every 25 pages of your novel
Have you chosen a research topic, followed the instructions and used the outline to write your paragraph?
Have you created your media display? * Think advertising and be persuasive? Use rhetorical language for a great mark! Previous students have:
-Made a commercial
-Written and performed a song or jingle
-Made a poster display for their book
-Created beautiful artwork representing an important theme
-Created a beautiful collage
-Doing something digital is fine but it can be a time suck for your presentation (it takes time to set-up and time is something you/we don't have much of)
*** Bring your supplies in this week so that you can work on your creative wow factor!
Lastly...
-Have you written a script for you 3-5 minute book talk, practiced and timed your presentation?
Monday January 6th:
Welcome Back!
The expectation is that your ISU novels and process notes are almost completed or are fully complete by now and that you are thinking about/working on your Media displays/Presentations.
Make sure you're giving yourselves time to work on your ISU's
Revisit debate topics and Debate framework
As a group, decide on a topic and start researching like mad... You have today and tomorrow. Wednesday is an in class group essay writing period for the first half and for the second half it's putting it all together and rehearsing!
* Review rhetorical devices and infuse your work with them. This will make for much more powerful debates!
-Work on your ISU's (all novels and process notes should be completed by now. If they aren't, you are behind).
-You need to work on your research paragraphs and your media displays
* Change of plans today... Many of you seem behind and these ISU's need to be AMAZING!!! We will try to get back to debates once we wrap up ISU's.
*For those of you looking for Enrichment opportunities to increase your grades you can:
a) Deliver your ISU presentations early
b) Write a Persuasive Essay for the Debate unit and submit by Friday. See me for topics
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Friday December 20th:
This is important information that your classmates received today:
Guideline for Debate Speeches
Team Introduction (Designate one person to introduce your team’s position]:
Begin with an acknowledgement of your audience, an introduction of the topic, and your position on the issue:
Ms./Mr. Moderator, fellow debaters, classmates, and [Your Teacher], my debate partner(s) and I feel very strongly that [inserted your clearly stated position on the issue] because [list ALL of your arguments, in the same order in which you intend to discuss them].
Each Debater’s Argument and Supporting Evidence (1-2 min)
Acknowledge your audience again (see above), restate your overall team position, and then indicate the particular argument you intend to elaborate on.
e.g. Mr./Ms. Moderator, fellow debaters, classmates, and [My Teacher], my debate partner and I firmly believe that [inserted your clearly stated position on the issue] because [list ONLY those arguments you intend to discuss now, in the same order in which you intend to discuss them].
State each argument in your own words, followed up by your comments, personal experience, supporting facts, examples, statistics, comparisons/contrasts, quotations, paraphrasing, and summaries from CREDIBLE sources that MUST be mentioned. Make sure that the audience hears your views backed up by support, not just a pastiche of “copied and pasted” research; do not substitute other people’s thinking for your own. You must supply the WHO/WHAT/WHEN/WHERE background of your research to lend weight to your argument.
e.g. First, (state argument in your own words and elaborate upon it)...
According to (credible source–who, what, when, where), (insert support).
“According to an Ipsos-Reid poll of 3500 Ontario residents in 2006, considered accurate within +/- 3% 19 times out of 20.”
“Dr. Angus Cameron of the Cambridge Research Institute in New South Wales, Australia, conducted a study of 1,500 cancer patients in 2004, revealing that...”
Make smooth transitions between your points.
To conclude your speech, summarize your argument(s) and restate your position.
e.g. Because (insert your arguments), we strongly believe that (insert your position).
Team Conclusion (Designate a person to summarize all your arguments and restate your overall position.):
(Acknowledge your audience again) Our evidence from a, b, c, and d (i.e. whatever/whoever your sources are) clearly shows that (summarize your arguments). Therefore, it is essential that (outline your position again and the action you think should be taken).
Rebuttal Maximum 2 min: (Any team member(s) may rebut after taking very careful notes about what your opponent has said)
Quote, paraphrase, or summarize what your opponent just said that you intend to attack; however, (Insert your rebuttal and provide as much support as you can.). NO NEW ARGUMENTS MAY BE INTRODUCED.
Remember that your team is playing to win the debate, but to win marks,
speak slowly and clearly, and make all points with emphasis and appropriate drama and energy. The debate speech is an oral communication marks, but students who are particularly good at rebutting may earn
(T) thinking bonus marks towards their essay outline mark.
Board Games
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Thursday December 19th:
Many students were absent today even though English class is still in full swing! If you've been absent please
send me an email about what you're doing to stay caught up.
A few reminders...
1) You should have completed at minimum your 4th process note by now and you should be reading a minimum of 25 pgs per day to stay on track. Process notes are to be written down after each time you read.
2) If you were absent please make a list of 10 possible debate topics for our class debates. Put a star beside your top 3!
*Your classmates came up with some great ideas!
Thanks very much to Brynne for the thoughtful and delicious Christmas gift! That really made my day : )
ISU Reading
Intro to Debate
Possible debate topics (examples):
- Gambling on single sports events should be allowed.
- The casino being proposed to take the place of Ontario Place in Toronto should be supported.
- Mixed Martial Arts (MMA) bouts should be banned in Canada.
- Parents should be allowed to use medical procedures to select the gender of their offspring.
- Safe-injection sites should be supported across Canada.
- Brothels should be legal
- Terminally ill patients should have the right to get professional medical help bringing about their own deaths.
- Capital punishment should be reinstated in Canada.
- The online surveillance bill introduced by the Harper Conservative government should be supported.
- Is year-round education is a good idea?
- Should people be fined for not recycling?
- Should the legal voting/driving/drinking age be lowered or raised?
Writing Minutes:
Make a list of possible debate topics (minimum 10) and circle your top three
Tuesday December 17th:
Writing Minutes Rant (see yesterday)
Rhetorical devices (handouts are posted in Google Classroom 1 & 2)
Writing Minutes (Continued from yesterday after a brief recap) * See Monday
ISU reading and Process Notes
Intro to Debate Unit
ISU reading & Reading and Writing Strategy.
Monday December 16th:
-I hope you read your ISU novel this weekend and that you got started on your process notes (please review how these should be done for me)
* No process notes = no ISU presentation or grade
We'll spend some time going through the ISU in stages (it is very detailed, I hope you've had a good look at the entire ISU assignment posted in our Google Classroom).
Presentation Dates
A lottery of names will be held to determine the presentation order in the fairest manner possible. Everyone should be ready by Monday, January 13th. Presentations will take place on:
Monday, January 13th
Tuesday, January 14th
Wednesday, January 15th
Thursday, January 16th
Friday, January 17th
- Dates may be subject to change
- Be ready to present early if need be (for example if we get through more presentations than expected, you may be called on to present. The expectation is that you’re in class earning peer evaluation marks and are prepared to present any day from Monday January 13th on.
ISU Reading Expectations
- Read and demonstrate an understanding of information, ideas, opinions, and themes from a range of literary and informational texts, both contemporary and from historical periods, and from different cultures
- Plan and make an oral presentation independently, adapting vocabulary and using methods of delivery to suit audience, purpose, and topic (e.g., identify purpose and audience; gather ideas and information; plan, create, rehearse, and revise presentation, and assess your work independently and with help from peers)
- Present ideas and information logically and coherently using effective organizational techniques
- Use language conventions to speak competently and effectively, using a level of language appropriate to the context
- Consider the characteristics of the intended audience in selecting an appropriate form and developing the content of a presentation (e.g., include background information the audience needs to know in the introduction)
- Use knowledge of a range of media forms, purposes, and audiences to select and/or create media works that are the most accessible or appealing to the intended audience
Purpose and Audience
Prepare and present a Book Talk about your book to interest as many people as possible in reading it themselves. Your peers do not want to hear about a book that you would not recommend to them, so choose carefully between your two books.
Instructions
First, you must have already submitted the Reading Journal (process notes) for this book as required before your Book Talk (no Journal, no Book Talk). Your Book Talk should be brief but entertaining. In a talk of three to five minutes give your listeners several reasons why they will enjoy reading the book. Prepare cue cards with just the main points (not every word) of your talk on them, and fill in the rest of what you want to say on the spot, allowing you to make more eye contact with your audience. You might remind yourself with a cue card, when beginning your talk, to “Take a deep breath. Look at your audience.” Remember the feedback you received about your presentation skills in previous units; accentuate your strengths, and work on areas in need of improvement. Practise your book talk alone and with other people until you achieve a smooth delivery. After presenting your Book Talk and Media Display to a group of your peers or family members, listen to their comments about what to add and remove; adjust your Book Talk or Media Display as needed. Don’t chew gum. Show enthusiasm!
Intro to Persuasive Writing (this will help you with your ISU)
Writing Minutes:
An Intellectual Rant (Persuasive Speech)
You are to write a short speech of 20-25 sentences on a topic that means something to you. You should do a first draft by recording yourself speaking for as long as you want about the topic. Then winnow all your first thoughts, sift through them, pan for the gold of your best and most powerful phrases, and then edit.
Marks are given not for having the most important topic, or for the most complex argument, but for your accurate, creative, and effective use of rhetorical devices, poetic devices and sentence variety types. That is to say, it will be marked on your demonstrated knowledge of the devices and sentence types, and your ability to deploy them effectively to create a powerful, persuasive argument. If you repeat some of your content in places, that is okay; the marks are not for the logic but for the way your argument is phrased.
Set up the speech as a series of single sentences, with the device or sentence type labeled. If only one part of the sentence employs the device, underline that part: see examples below. If you perform it verbally, you will receive up to a 10% bonus on whatever mark you earn. For example, if your speech gets 75%, you can get up to 7.5% bonus –based on your speaking ability. Don’t memorize it; however, you should know it well so you can speak emotionally and clearly. You won’t lose marks if you present, but if it is monotone, quiet and unclear, you may not earn a lot.
Friday December 13th:
Writing minutes
Library Thing
ISU reading
*Process note handout
Thursday December 12th:
-Take-up part 2 match/multiple choice questions and total
-Make up for the test is Friday after school
-ISU novel selection in the Library
The book list for your ISU is located on our school library website or here: List
Don't forget that an important element of your ISU is the following:
Persuasive Research Paragraph with Ethos, Pathos and Logos (Submit)
Instructions: For this section of the ISU you will select and research a current day issue that relates to your chosen ISU novel. You will write a persuasive rhetorical paragraph that convinces me of your viewpoint. Remember to follow the structure given to you in our Ethos, Logos and Pathos lesson; Intro/background, argument/thesis, proof, refutation, conclusion.
* Make sure that you've chosen a book that will not only engage you but will also connect to a current day issue. You may want to start with asking yourself: 1) What issues are important to me? 2) What would I like to learn about my issue? 3) What would I like the world to know about my chosen issue?
Wednesday December 11th:
Strike
Tuesday December 10th:
Unit Test
Monday December 9th:
Unit Test Review
Your test will include:
-Writing an essay outline and developing paragraph one including the thesis and your main arguments for your body paragraphs
-Matching characters and their character traits
-Multiple choice
-Queen Mab, Mercutio's Soliloquy
- Quote work: You will be expected to choose three quotes from a list and identify:
- a) the name of the speaker
- b) the person or persons to whom the speaker is speaking
- c) the circumstances surrounding the speech (context)
- d) what this speech reveals concerning theme or character
We'll practice
Also review Act Questions with your group
Friday December 5th:
* Many questions today about the Strike on Wednesday. I can't discuss my opinions in class but here's an article about the issues:
* One student asked why teachers are smiling in the photo if they aren't happy about the cuts. The teachers in the photo just received a surprise treat drop off of coffee and treats from a supportive citizen. It was really nice to feel the support of the community!
1. Group work 5 Minute Acts, marks, feedback and debrief with your group
2. Finish R&J film
3.Update about your unit test * we'll do it on Tuesday
Make sure to study on the weekend. Your test will include:
-Writing an essay outline and developing paragraph one including the thesis and your main arguments for your body paragraphs
-Matching characters and their character traits
-Multiple choice
-Queen Mab, Mercutio's Soliloquy
- Quote work: You will be expected to choose three quotes from a list and identify:
- a) the name of the speaker
- b) the person or persons to whom the speaker is speaking
- c) the circumstances surrounding the speech (context)
- d) what this speech reveals concerning theme or character
Thursday December 4th:
Unit Test
ISU Intro
Tuesday December 3rd:
Writing Minutes topic
ISU has been uploaded to Google Drive
Complete the film
Monday December 2nd:
Guest Speaker, Mindfulness with Heather
Friday November 29th:
Most students attended the Climate March
We talked a little about the ISU and
Watched Basketball
Thursday November 28th:
Soliloquy presentations
Continue the film
Wednesday November 27th:
Catch-up (what we didn't finish yesterday)
If time:
R & J full version modern
Tuesday November 26th:
Act 3, 4 & 5 plus answers to Act questions
Literacy practice results
Soliloquy presentations
Monday November 25th:
*Friday
Soliloquy recitals
1st 20 minutes (Act 3 & 4 quick rehearsals) while the rest of the group gets ready
A reminder that you are being evaluated today and that you also need to provide the answers to
the list of questions you were provided for your ACT.
Thursday November 21st:
Doctor's Without Borders Climate Change presentation
Wed. Nov 20th:
Soliloquy presentations
Rehearsals for 5 minutes Shakespeare Acts (don't forget you're presenting the answers to your Act questions right after your performance).
Tuesday November 19th:
1) Soliloquy recitation
2) Final Rehearsals for 5 Minute Shakespeare Acts. If you aren't prepared I suggest you arrange to get together at lunch or after school.
3) A reminder that Act questions are complete and ready to present after your 5 Minute Shakespeare Act
Monday November 18th:
-Writing minutes
- Soliloquy recitation practice
-Show examples
* Recitations begin tomorrow
-5 Minute Shakespeare rehearsals today! Performances are in order and are on Wednesday and Thursday. Have a back-up plan if someone from your group will be absent
The expectation is that your lines are memorized by now and that you have a stellar costume and props and that they're with you...Seriously!
-Things that will earn you serious performance marks: A set, music... Artwork!!!
Friday November 15th:
Soliloquy due
Group 5 minute Shakespeare due
Group Questions assigned for each Act (you will present these after you perform your 5 minute Act...You'll become the teacher so make sure you answer them well.
* Remember that one great way to increase your grade in this class is to have an enjoyment novel with you to silent read in class when you're ahead. Read at home, in the Cafeteria or the Library, the more you read the more your grade will increase
Thursday November 14th:
-Literacy activity (if you were absent, please come in at lunch to catch-up Friday)
-Soliloquy and Script writing (both are due tomorrow at the start of class) 5% off if late (for example if you have to run and get something, print or anything else that wastes class time it is late).
-Make sure your rubric is attached to the Soliloquy
-Complete the iambic pentameter worksheet, this will help you say your lines and also help you to improve your soliloquys
-Bring in your costume
Wednesday November 13th:
-Soliloquy recap (due Friday...You will be presenting these)
-5 minute Shakespeare (scripts, props, sound effects and rehearsal due Friday). These must be memorized.
- If time: Innovation
Tuesday November 12th:
1st half they’ve been working on rough soliloquys. Please check to make sure they are complete (record) and have them work in small groups of 3. They need to #1. Read their work out loud to the group and record verbal feedback from peers and 2) rotate their work and have written feedback/edits. Next they need to improve their soliloquys. They need to look at the assignment and make sure they have everything on the list (this should be happening while working through each piece).
2nd half they should work with their groups on their 5 minute Shakespeare Acts
They’ve seen the following video:
https://www.youtube.com/watch?v=q1yz-NLJZwE
We’ve gone through this
This is the challenge
Thank-you!!!
Notes:
Monday November 11th:
Period 1: 8:45 - 9:45
Period 2A: 9:50 - 10:50 (Grades 9 & 11 will attend the assembly when called down.)
Period 2B: 10:55 - 11:55 (Grades 10 & 12 will attend the assembly when called down.)
Lunch: 11:55 - 12:55
Period 3: 12:55 - 1:55
Period 4: 2:00 - 3:00
Soliloquy concept check
https://www.youtube.com/watch?v=q1yz-NLJZwE
5 Minute Shakespeare work
Friday October 8th:
Continue with reading and following along with the play
Search for Romeo and Juliet
*Katie and Hailey know where we left off
https://www.criterionondemand.com/
Final 20 minutes is for working with your group on your Act
We'll spend some time on the Soliloquy and your 5 minute Shakespeare Acts on Monday
* Spend time getting to know your act very well this weekend (your groups are posted below)
Thursday October 7th:
Meditation: Headspace
Romeo and Juliet Act II and if time further
If there's a snow day tomorrow (doubt it) those people that are doing essay make-up writing it is still due on Monday at the start of class. Feel free to email me your essay and the questions you have on Friday before 2 pm ...
After 2 pm won't work for timely feedback
I am available all day at school until 4 pm if you are able to come to the building
Please let me know!
Homework: Acting, think about your character and a costume! You want these to be awesome!
Wednesday October 6th:
Work period (essay make-up)
Tuesday November 5th:
Essay make-up reminder:
You can ask me any questions that you might have about your essay after class today
I'll be here after school to help anyone that needs help with their essays.
*** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** ***
If you received below a level 3 and would like to be eligible to write the make-up essay you need to make all corrections and improvements to your marked essay by the start of class on Wednesday (no exceptions).
For those prepared, Wednesday will be the Essay Make-up work period
You'll be given the same essay topic, you can write a new essay from a fresh start or improve what you handed in
You must work really hard to improve your essay writing skills for 10 Academic English
You can come in for extra help on Tuesday or Friday after school this week until 4:15
If you don't take it seriously, your grade could decrease
The result of this make-up essay is your new mark (you don't get to choose between marks).
Soliloquy concept check
https://www.youtube.com/watch?v=q1yz-NLJZwE
Writing Minutes: Flip back to when you brainstormed top news stories including sports, music etc...
If time: 5 minute Shakespeare Act performance assignments:
Act 1 : Henry, Ben, Kareem, Katie, Tess, Hailey
Act 2: David, Russell, Brynne, John, Chloe, Robyn
Act 3: Kris, Brayden, Ameer, Yadmar, Aaron
Act 4: Noah, Sphie, Alex, Landon, Taiga, Kenji
Act 5: Talis, Ella, Sydney, Kenzie, Brier
Monday November 4th:
Question check:
Get together with your groups and discuss/complete the questions for scene 2, 3, 4 & 5
ACT 1 SCENE 2-- A Street
- In this scene Lord Capulet talks to Paris about marrying his daughter Juliet. What reasons does he give for not wanting Juliet to marry at this time? *Do you think he shows genuine concern for his daughter?
- What does Lord Capulet mean when he says “the earth has swallowed all my hopes but she” (line 14)?
- What is the dramatic irony in lines 70-85?
ACT 1 SCENE 3--A Room in Capulet’s House
*1. Describe the Nurse’s and Lady Capulet’s relationships with Juliet.
- When Lady Capulet asks Juliet how she feels about being married, what is Juliet’s answer (line 66), and what does it reveal about her character?
ACT 1 SCENE 4--A Street
*1. What does Romeo feel about love (lines 25-26)?
- How does Mercutio try to snap Romeo out of his depression?
- Look closely at lines 106-111. Why does Romeo feel uneasy about going to the party? What literary device is employed here?
- In what ways throughout this scene do we see how Mercutio is a foil to Romeo?
ACT 1 SCENE 5--A Hall in Capulet’s House
- We learn from Romeo’s soliloquy that he is struck by love at first sight when he sees Juliet at the party. Paraphrase Romeo’s speech (lines 44-53). To what does he compare Juliet?
*2. How does this speech about his love for Juliet compare to his speeches about being in love with Rosaline?
*3. Are you convinced that Romeo truly loves Juliet? Why or why not? What is the irony here?
*4. Tybalt recognizes Romeo’s voice and tries to start a fight. What two reasons does Lord Capulet give for stopping him (lines 65-74)?
5. Look closely at lines 90-93. What threat does Tybalt make as he agrees to withdraw?
*6. In lines 93-106, Romeo and Juliet speak to each other. What type of poem do their lines form? Why do you think Shakespeare chose to put these lines in a poetic form?
- What does Romeo realize in lines 118-120?
- What types of conflict (internal vs. external) may be introduced to the play from here? Explain.
-------------------------------------------------------------------------------------------------------------------------------------------------------Soliloquy scaffolding continued
Asssign roles and read the play out loud together
Hand essays back @ 1:25
Explain make-up for those that struggled:
If you received below a level 3 and would like to be eligible to write the make-up essay you need to make all corrections and improvements to your marked essay by the start of class on Wednesday (no exceptions).
For those prepared, Wednesday will be the Essay Make-up work period
You'll be given the same essay topic, you can write a new essay from a fresh start or improve what you handed in
You must work really hard to improve your essay writing skills for 10 Academic English
You can come in for extra help on Tuesday or Friday after school this week until 4:15
If you don't take it seriously, your grade could decrease
The result of this make-up essay is your new mark (you don't get to choose between marks).
Friday November 1st:
1) Act 1 Scene 1 (following along with the play and Franco Zeffereli's version of Romeo and Juliet
https://learn360.infobase.com/p_ViewVideo.aspx?customID=561&ff=1
2) Questions from Wednesday...Be sure to have your questions completed
3) Soliloquy Challenge continued:...
For Cross Country Runners and others away at sports: Resource to help
The difference between a Soliloquy and a Monologue
* Don't get started on your Soliloquy at this point we're still learning about them. Be thinking about the news topics/modern day issues that are important to you/you're passionate about
* Today you've been assigned a scene from Act 1 to answer questions about (See Monday, your name should appear next to a scene. Be ready to share your answers on Monday
If time:
Thursday October 31st:
Halloween pranks and fun games session
Wed October 30th:
Group share: Yesterday's writing minutes about love
Act 1 Scene 1
ACT 1 SCENE 1—A Public Place in Verona (Book work)
- Charactize Benvolio and Tybalt according to their responses to the brawl.
- What warning does the prince give the street brawlers in Scene 1, Lines 78-100?
What is unusual about Romeo’s behavior, according to Benvolio and Lord Montague? What hero does this remind you of?
*4. When Benvolio asks Romeo what is the cause of Romeo's strange behavior, what does Romeo tell him? (Lines 161-165)
5. An oxymoron is a figure of speech that combines two contradictory elements, such as "deafening silence." List four of the oxymorons in lines 173-179.
Intro to Soliloquy Challenge
Act 1 Scene 2
Tuesday October 29th:
Group marks and class marks update
Writing Minutes:
What do you think causes two people to fall in love?
What factors can get in the way of two people falling in love?
Take-up Scavenger Hunt & prizes
Hand out R & J
Read the prologue together and translate
Assign Act 1 Scene 1
Questions
Monday October 28th:
-Group marks debrief
- Highest mark in the 90's and lowest in the 60's... There was a big difference in group anthologies...
Many groups had the discussion: "Who worked the hardest or I worked just as hard as everyone" and this is an important discussion but more importantly, what was the quality of the work you submitted? Was your work sloppy or polished? Did you hand your work in late? If you were absent, did you contact anyone in your group to let them know what was happening? Did you attempt to submit your work through an email or Google Docs? Was your work edited and revised enough or were there still mistakes? Was your work thorough and detailed? Did it explore themes or touch on topics (remember there's a big difference.
Suggestions moving forward:
-When you are having a group discussion provide constructive criticism. If you have a question for your teacher please be respectful when approaching the topic
-Part of being a group member is being responsible to the group for high quality work. If you don't think that because of your health, your schedule or your head space that you can contribute at a 10D level, communicate with your group so that they have the opportunity to do the work themselves and to submit a completed project on time.
-Intro to Romeo and Juliet
Friday October 25th:
Finish film
Thursday October 24th:
Writing Minutes:
The power of words
Ali the dog sledder
Wednesday October 23rd:
Chromebook (silent) work period (similar to Friday the atmosphere in here needs to be a test writing atmosphere
-Type your essays, use the MLA style guide, do a spell check, self-edit, print your work and submit your rough essay stapled to the back of your good copy essay
* Make sure you have the MLA style guide open on your chromebooks and that you refer to it
Tuesday October 22nd:
Last two Anthology presentations
Self-evaluations
Hand all writing minutes back
I need writing minutes and completed checklists from:
Noah, Brynne, Ameer, Yadmar, Alex, Maley, David & Brayden
Writing minutes topic:
Community Announcements
Opinion piece
A reminder that those who missed the essay writing period on Monday need to come after school to write their essays. You will have between 3 pm and 4:15 pm to write. Make sure to bring your quote work, thesis work and outline & also your novel process notes to staple to the back of your in class essay.
Monday October 21st:
Anthology presentations
Suggestions:
-In the future, when you present anthology work, have it projected so that the class can see it and learn from it.
-Many groups have not handed in completed packages. Until the packages are complete they are considered late and the package is marked at 5% off per day late.
-Share your work in google docs, exchange phone #'s and texting info...
-Have a master editor/project coordinator
-Make revisions after your work is edited and then have your work edited again so that you don't hand in a rough copy!
-Pay close attention to the level 3 and level 4 comments on the rubric!!!
Local news- Announcement, trees, TEDX
In class essay debrief
Friday October 18th:
Town Council announcement!
* A reminder to bring your compiled anthologies at the start of class
*Presentations are Monday
*Also remember your novels, quote work and essay outline and process notes all to be submitted with your in class essay tomorrow.
Thursday October 17th:
Essay writing work period
Thesis statement examples and identification with the class
Work period for essay prep
* A reminder to bring your compiled anthologies at the start of class
*Presentations are Monday
*Also remember your novels, quote work and essay outline and process notes all to be submitted with your in class essay tomorrow.
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Wed Oct 16th:
Essay work period
If time:
Tuesday October 15th: W- quote gathering & highlighting process notes, Th-Anthology presentations & essay prep, Fri-in class essays.
1) Revise your poetry anthology (The polished typed copy is due on Thursday when presentations begin)
*This was the first half of class
2) Comparative Essay (You were given a handout today and we talked about developing themes from topics and thesis statements from themes.
3) Essay checklist
4) Topics, Themes and Developing a thesis statement
5) Selecting passages (we'll do this tomorrow)
Friday October 11th:
Workshopping
Editing
* Good copies due Thursday
Thursday October 10th:
1) Take-up quiz
2) Book Review- Catchy title, Background, Summary, Recommendation and rating (3 paragraph minimum). Students wrote and handed in.
3) Anthology instruction and direction for rough copies due tomorrow
Intro people: This exemplar is meant to help you with your task:
A Thousand Splendid Suns is, in many ways, the story of Afghani women. The women of Afghanistan have faced severe struggles in both public and private spheres since the early 1980s. However, it is important to recognize that acts of resistance are a regular occurrence as well, even if many of those acts are met with severe consequences. In the story, Laila and Mariam are not only victims of abuse; they also resist. The women participate in acts of resistance that portray their great strength and courage in the face of adversity. The atrocities that the women and their families experience pose questions for the reader about various themes including:
-human inhumanity
- Systemic victimization of women by patriarchal institutions
- Spousal abuse - Resistance to victimization
- Power of Education (specifically for women)
- Absolute power and corruption
Julie Jackson, Cindy Maw, Kevin Corbit, John Watson and Valerie Cummings worked together to create a creative anthology that identifies and explores the hardships that the people of Afghanistan face on a daily basis. The group has included dialogues, stories and poetry that represent the novel’s themes, significant quotes, important passages and symbols that assist others to analyze the important lessons of the novel.
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Wednesday October 9th:
Take-up quiz (Thursday)
Slide 97-Definitions and questions (elbow partner work) add to your process notes
* You need to be finished the novel by tomorrow! (Thursday)
*Rough copy anthology is due Friday for workshop/editing session
Tuesday October 8th:
Dialogue Writing Minutes exercise (in binders...I have writing minutes)
Pop Quiz up to pg 210
Reading/Anthology work
Monday October 7th:
1) Catch-up reading, process notes etc...
2) Creative Writing Anthology Review
3) Finish Coconut Revolution if you were absent on Thursday
4) Group work (Poetry Anthology rough copies are due Friday)
Thursday October 3rd:
-Creative Writing Anthology Groups:
Group 1:
Kris, Brayden, Brier, Sydney, Ella, Chloe,
Group 2:
Hailey, Taiga, Ben, Yadmar, Henry, Noah
Group 3:
Mackenzie, Maley, Talis, Alex, Landon, Noah
Group 4:
Tess, Aaron, John, Ameer, Kenji, Sophie
Group 5:
Robyn, Katie, Russell, Kareem, David, Brynne
-Reading
Read up to 210 by Tuesday and take detailed process notes
Wed. October 2nd:
- Paragraph
-We watched the first 30 minutes
-Bonus: Can you list all the uses of the coconut listed in the film?
Be ready to work with your
-Creative Anthology Groups
Tuesday October 1st:
1) Autumn Peltier
2) Writing Minutes questions
3) Reading
4) Slides... Paragraph analysis & read up to 183 by Thursday
* A reminder that enrichment poetry and artwork is due tomorrow!
Monday September 30th:
Writing MInutes:
Friday March
Your weekend
Every Child Matters: Orange Shirt Day
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Hand back work (quizzes)
Poem/Artwork: Group submission? One poem was read Friday...No artwork
For enrichment marks at this point I'll collect these no later than Wednesday and groups will present them Wednesday
Expectation is that everyone has read up to pg 156
Coconut Revolution Continued (tomorrow)
If time 157-166 as a class,
Thank-you Kris for reading up to pg 161
- We get a detailed description of the rebels, Delores explains to Matilda that the rebels want girls (they've been drinking), Mr. Watt's approaches the rebels and is presented with a scary threat. He responds calmly and tells the group to sit down and listen. He introduces himself to the group as, "Pip".
Tomorrow:
slides
84, 85
Friday September 27th:
To those of you standing up for what you believe in today at the People's Climate March please know that
I support those who stand up for what they believe!!! Based on comments and questions Thursday, I don't
expect to see many of you today.
Thursday September 26th:
Writing Minutes:
To help you with your group poems
Using the lines uploaded to our Google Classroom create a powerful poem
Group work:
Create a powerful group poem and an artistic image to present
I'm making this a contest : )
Friday reading: Read 137 to 156
Wednesday September 25th:
Writing Minutes:
-Your reflection about today's Terry Fox event
-What makes a poem a poem (watch and reflect)
-Group poem
-Process notes
-Film
Tuesday Sept 24th:
Writing Minutes:
Greta and Friday
Hand-back quizzes & take-up 3rd quiz
Type up your best Process notes (one submission) and submit to Google Classroom
Group Poem Submission to Google Classroom (your best line from your writing minutes response today)
Class:
ENG2DPER4
Code:
nkzqe8
Read up to pg 156 by tomorrow
Monday September 23rd:
Expert Lessons
Writing Minutes:
PQ
Process note check:
For the most part, process notes are well done but a few of you don't have any and others are summarizing and not extending their work. Hopefully you took the note from the board about ways to extend your thinking/process notes
Novel work (Read up to pg 156 and complete your detailed process notes by Wednesday)
Paragraph work:
Write a paragraph which explains how and why the Redskins are creating fear and tension within the village.
- If absent please email to me saburke@scdsb.on.ca
- You MUST refer to the reading (up to page 136) in your answer.
- You SHOULD make inferences and predictions about how this situation may escalate in future chapters.
Friday September 20th:
Expert lessons
58/59
Video: Watch to the end
Read up to pg 136 * Your detailed process notes will be checked on Monday
Thursday September 19th:
Expert Presentations
Take-up Quiz
-Triggers for Conflict?
-Women's rights?
-Conflict Timeline?
-Solutions?
Many folks were missing. We watched 20 minutes of the guys football game at the end! I didn't assign additional work
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Wednesday September 18th:
Character continued:
Two writing exercises in your Writing Minutes based on character
Expert Presentations
Novel
Character work continued
* During Period 2 we had a fire alarm
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Tuesday September 17th:
-Expert Presentations x 5
-Writing Minutes: The roles we play in life...
-Reading/Reading strategy activity
Choose a character from the novel and describe 3 of their character traits, provide evidence (use quotes) (due at the start of class tomorrow)
Monday September 16th:
1. Pop Quiz
2. Ms. Burke's expert presentation (Bees...Example presentation)
3. Read up to pg 105 by Wednesday and update your process notes (make sure they're detailed)
4. Expert lessons start tomorrow!
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Friday Sept 13th:
Writing Minutes
Novel
Free Choice:
Catch -up
Expert Lesson
Reading
English game
Thursday September 12th:
Chromebooks/ Expert lesson session
* You will present starting Tuesday
Reading and process notes
Read pg # 50-82 by Monday
Take really good process notes
Remember that I give pop quizzes : )
Also... We talked about triangulation marks today and I mentioned this event:
http://www.wordsinthewoods.com/
I hope to see some of you there this weekend!
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Wednesday September 11th:
Take-up pop quiz
Quote Work homework check
Writing Minutes:
https://www.un.org/en/climatechange/climate-action-areas.shtml
https://www.youtube.com/watch?v=uRgJ-22S_Rs
https://theintercept.com/2019/09/06/greta-thunberg-naomi-klein-climate-change-livestream/
-Expert Lesson assigned
Tuesday September 10th:
Take-up pop-quiz
Homework check
Small group share
Running slideshow work...
Monday September 9th:
Writing Minutes topic:
Impressions
Pop Quiz (up to pg 49 in novel)
Mind map activity for homework:
Beliefs, Morals, Family etc... (due at the start of class tomorrow)
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Friday September 6th:
Collect good copies stapled to rough copies
Fact Share (Quote authors)
Questions/slideshow continued from yesterday Intro Slideshow Mr Pip
Reading and process notes.
Read up to pg 49
Thursday September 5th:
Fact Share
Edit Session (NEWGU)
Mr Pip Questions:
What do you learn about Mr. and Mrs. Pop Eye in the first few pages of the novel? What do you learn about the narrator?
Why do you think the narrator says that anyone who asked about the difference between a parasol and an umbrella would “get a hiding”? (3)
What does this sentence mean? “White stars and a full moon were more important when my grandfather grew up than they are now that we have generators” (4). Does it suggest or imply anything about the story to come?
At the end of the first chapter, the narrator remarks, “Our class was asked to write an essay on what we had seen, but I had no idea what it was about” (6). What have they seen? Do you know what it was about? Why don’t you think the narrator knows?
If time: Intro Slideshow Mr Pip
Wednesday September 4th:
Writing Minutes
Quote work
Bonus challenge
Rough copy check
Pip
From the:
TEACHING GUIDE
NOTE TO TEACHERS
Acclaimed writer Lloyd Jones compellingly unites history and literature in this heartbreaking, thought-provoking novel. Mister Pip’s young protagonist, Matilda, first encounters the wonders of literature against a tumultuous backdrop of social unrest. Examining the complicated political situation on the island on which Matilda lives through the personalities and experiences of its inhabitants, Jones deftly interweaves Matilda’s attempts to understand and master a classic English novel, Great Expectations, with her struggles to understand the chaotic world around her. As the story unfolds, her inner life is transformed by this new knowledge just as surely as her everyday life is disrupted by tragedy. In Mister Pip, abstract questions about literary interpretation and critical thinking are placed in direct and meaningful dialogue with issues of ethics and personal identity: this is a novel that will challenge students to think about themselves and the texts they read in new ways.
Homework:
Read up to the end of pg 22
Bonus facts about the author of your quote
Tuesday September 3rd:
Welcome to semester 1!
Introductions
-About the teacher
-Windmagic adventures...
Eng,Guidance,Enviro Science, Outdoor Ed... West, Banting,SWAC & Dual, CCI
Writing Minutes:
Read and listen to it twice
Write down lines that connected with you.
What did you think of the poem?
In your opinion is your generation apathetic and lethargic? What is your outlook?
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-5 Things Assignment Rubric
-5 Things Brainstorming Activity
-If time: Lost Generation