Tues.Nov. 29, Wed. Nov. 30, and Thurs. Dec 1, 2016: Viewing The Merchant of Venice

Since Shakespeare was meant to be viewed, we are going to start with viewing the film. You will need to use the dramatis personae to figure out who people are and then try to understand the plot. This is actually your goal right now. You will watch and jot down what is going on (don't overdue it as you want to SEE the film). We will then read the play after and clear up comprehension concerns.

We will start reading the play on Friday. You will be assessed on participation. If you miss a day, you will have to do questions in order to ensure you understand what you missed. You really don't want to miss!

Fri. Nov. 25, 2016: Intro. to The Merchant of Venice.

Today, I showed a Powerpoint explaining the themes and plots of The Merchant of Venice. If you were not here, the notes are in your portfolio.

Thurs. Nov. 24, 2016: Iambic Pentameter

Today, we finished our discussion about the black plague and moved on to learning about iambic pentameter. If you were not here, these notes are in your portfolio.
It is imperative that you do not miss days during this part of the course. Shakespeare can be understood if in class: it's pretty hard to understand reading it on your own.

Wed. Nov. 23, 2016: Shakespeare Introduction Continued

Today, we continued with the introduction for this unit. If you were not here, I have placed the Powerpoint notes in your portfolio. Please read them actively.

Tues. Nov. 22, 2016: Introduction to Shakespeare

Today, we discussed the history (early) of Shakespeare, including the political and religious colour of his early years.
If you were not here, the notes are in your portfolio.

If you have missed a test or reflection activity, be in here at lunch to catch-up.

Mon. Nov. 21, 2016: Assess & Reflect Activity

For those students who completed the exam on Friday, today was used to answer questions about your self-regulation in regard to how you did. You were given your exam back and provided questions to answer. If you were not here, this will have to be completed at lunch ASAP. Those who had not written the exam were allowed this time to do so. Again, however, those students will have to come in at lunch to do the assess and reflect activity. If you have not written the exam, you will need to make arrangements to do that ASAP.

Fri. Nov. 18, 2016: Unit Exam

Today, you wrote your unit exam for short stories. If you were absent and did not write it prior, you will need to arrange to write the alternative at lunch next week. I am suggesting Tuesday.

Thurs. Nov. 17, 2016: Test Prep

Today, Students paired up to study for their exam. I explained the need for rote memorization as well as providing examples and reasons or purposes for usage.
Those who will not be here for the test tomorrow, need to either write today at lunch or write an alternative at lunch next week.

Wed. Nov. 16, 2016: "Wars" and Test Prep. Discussion

Today, I showed a Powerpoint about "Wars." (slides 11-17). Which you needed to take notes on. If you were not here, see me for the notes.
I also gave you a test prep. sheet for Friday's exam, which we discussed. I have pasted it below.

ELA B10

Short Story: Test Prep

This is a reading comprehension, multiple choice exam.

·         There will be three readings that you will have to read actively (at a MINIMUM this means highlighting/BRIEF paraphrasing).

·         You will have 20 minutes to read and answer questions on each reading.

·         There are 27 questions in total.

·         If you are the first period class and want to start 20 minutes earlier, you may.

·         If you are the third period class and want to stay 20 minutes later, you may.

·         The test HAS been created to be written in less than an hour based on grade nine reading expectations (215-260 wpm/3664 = 17 to 14 minutes x 2 (active reading) = 36 to 28 minutes. Each question should, on average, take 30-45 seconds (14 – 21 minutes).

·         In order to do well on this exam, you must study your MOSES sheet (this is necessary for ANY ELA exam in high school).

·         The multiple choice section must also be actively read (highlight unknown words and detractors) and must be approached using process of elimination (remember: if your first choice is wrong but the second choice (the one you left blank) is correct, I will give you half marks).

Words to know that appear on the exam:

Mood (we added this to your MOSES sheet)

Atmosphere

Animated

Despondent

Dejected

The purpose of a text (theme, message we are supposed to take away)

Melancholy

Undertaking

Sophisticated

Naïve

Triumphant

Emergence

Defiance

Contrast

Dominant

Prudent

Devout

Convey

Condemnation

Contempt

Perception

Ironically (irony)

Conscious

Unconscious

Reluctant

Wed. Nov. 16, 2016: "Wars" and Test Prep. Discussion

Today, I showed a Powerpoint about "Wars." (slides 11-17). Which you needed to take notes on. If you were not here, see me for the notes.
I also gave you a test prep. sheet for Friday's exam, which we discussed. I have pasted it below.

ELA B10

Short Story: Test Prep

This is a reading comprehension, multiple choice exam.

·         There will be three readings that you will have to read actively (at a MINIMUM this means highlighting/BRIEF paraphrasing).

·         You will have 20 minutes to read and answer questions on each reading.

·         There are 27 questions in total.

·         If you are the first period class and want to start 20 minutes earlier, you may.

·         If you are the third period class and want to stay 20 minutes later, you may.

·         The test HAS been created to be written in less than an hour based on grade nine reading expectations (215-260 wpm/3664 = 17 to 14 minutes x 2 (active reading) = 36 to 28 minutes. Each question should, on average, take 30-45 seconds (14 – 21 minutes).

·         In order to do well on this exam, you must study your MOSES sheet (this is necessary for ANY ELA exam in high school).

·         The multiple choice section must also be actively read (highlight unknown words and detractors) and must be approached using process of elimination (remember: if your first choice is wrong but the second choice (the one you left blank) is correct, I will give you half marks).

Words to know that appear on the exam:

Mood (we added this to your MOSES sheet)

Atmosphere

Animated

Despondent

Dejected

The purpose of a text (theme, message we are supposed to take away)

Melancholy

Undertaking

Sophisticated

Naïve

Triumphant

Emergence

Defiance

Contrast

Dominant

Prudent

Devout

Convey

Condemnation

Contempt

Perception

Ironically (irony)

Conscious

Unconscious

Reluctant

Tues. Nov. 15, 2016: Marking: "After You, My Dear Alphonse"

Today, students marked these questions. I will mark the last two as they are personal. If a student did not submit these questions, I am offering to provide an alternative today at lunch,

Thurs. Nov. 10, 2016: Working/catch-up Class

Today, students were given time to complete their readings and questions. On Tuesday, We will mark the questions for "After You, My Dear Alphonse," and "War," so they need to be completed in order to avoid doing an alternative.

You will write your comprehension exam on Friday. Please study the figurative devices in preparation (MOSES sheet). I will provide you with a more detailed list for the test prep on Wednesday.

If you are missing the questions on either reading or are missing the reading "After You, My Dear Alphonse," they can be located on previous blogs.

Wed. Nov. 9, 2016: "War" Questions

Today, students were provided with plot questions related to their short story reading "War," by Timothy Findley.

If a student was not here, the reading is in his or her portfolio. The questions are also in the portfolio, but I am also pasting them below.

On Tuesday, I will expect the following to have been submitted:

"After You, My Dear Alphonse" reading and answers to questions.
"War" reading and answers to questions.

We will be writing a unit reading comprehension exam (for short stories) next Friday.

I also had you add the definition of "Mood" to your MOSES sheet (it means the feelings a reader picks up while reading a text).

Tues. Nov. 8, 2016: Reading " War"

Today, students were to have handed in their questions for "After You, My Dear Alphonse." Due to some absences, some are still missing. In order to allow those students to get caught up, I presented the students with the last reading for this unit "War" by Timothy Findley.  I gave them class time to actively read this. If more time is needed, it will be homework. If you were not here, you will have to retrieve this story from your portfolio.

Mon. Nov. 7, 2016: Reflect and Assess: Motivation and the Essay

Today, I briefly discussed the use of "because" in an essay as some of you are incorrectly using it.
I then instructed you to hand in your answers to "After You, My Dear Alphonse."
I then had you pull out the following sheets:

·         Your returned “Personality” essay

·         “How to Write a Critical Analysis Essay Introduction in Seven Sentences”

·         “15 Common Errors” booklet

·         “How to Capitalize Titles in MLA Style”

·         Your “Step Three” essay assignment sheet

·       

I I then provided you with an Essay Editing Checklist (created from the notes we developed: it is on the blog) and the Blog dates that indicate when this essay was worked on.

    You were then given a handout entitled "Assess and Reflect: The Essay." This was an in-class assignment and is major. If you were not here, you will need to come in at lunch to do it.

Fri. Nov. 4, 2016: "After You..." Questions

Today, the students submitted their active readings for the short story "After You my Dear Alphonse." I then assessed for completion and returned. Students were then give the questions for this short story to answer. These are to be submitted for Monday's class.

I have pasted the questions below:

“After You, My Dear Alphonse”

By Shirley Jackson

Questions

Instructions: On a separate sheet of paper, flip the question into the answer and then answer the questions fully. Marks will be deducted for illegibility, punctuation, grammar and attribution.

1. What games do the two boys play? How are these games related to the idea of “growing up”?
2.  How does Mrs. Wilson behave towards Boyd that demonstrates her understanding of black boys?
3.  What seems to be Mrs. Wilson’s image of blacks and their relationships to whites” To what extent does Boyd’s family not fit into this picture?
4.  How does Johnny’s behaviour towards Boyd differ from that of his mother?
5.  Describe Boyd’s reactions in this situation. Of what importance has this incident been to him?
6.  Compare his first to his last “After you, my dear Alphonse”. Are there any differences? If so, explain.
7. Identify the point of view from which the story is told. How do you know that this is the point of view? Explain.
8. What is the story teller trying to influence the reader to understand?
9. Have you ever experienced a situation in which you or someone you know was judged based on some preconceived idea or stereotype? Explain the situation and how it impacted you
10. In our own society (Meadow Lake), what beliefs about people do we hold that might not be equitable (fair)? Explain.

Thurs. Nov. 3, 2016: Revising Class

Today, the students revised their essay (based on the editing instructions explained in the past two classes). If a student was absent, the paper is due the day the student returns to school. If a student has not done the essay, an alternative is available.

Students were then given the VERY SHORT short story "After You, My Dear Alphonse" to actively read for tomorrow's class. I have pasted the story below.

After You, My Dear Alphonse

Mrs. Wilson was just taking the gingerbread out of the oven when she heard Johnny outside talking to someone. “Johnny,” she called, “you’re late. Come in and get your lunch.”

“Just a minute, Mother,” Johnny said. “After you, my dear Alphonse.”

“After you, my dear Alphonse,” another voice said.

“No, after you, my dear Alphonse,” Johnny said.

Mrs. Wilson opened the door. “Johnny,” she said, “you come in this minute and get your lunch. You can play after you’ve eaten.”

Johnny came in after her, slowly. “Mother,” he said, “I brought Boyd home for lunch with me.

“Boyd?” Mrs. Wilson thought for a moment. “I don’t believe I’ve met Boyd. Bring him in, dear, since you’ve invited him. Lunch is ready.”

“Boyd!” Johnny yelled. “Hey, Boyd, come on.

“I’m coming. Just got to unload this stuff.”

“Well, hurry, or my mother’ll be sore.”

“Johnny, that’s not very polite to either your friend or your mother,” Mrs. Wilson said. “Come sit down, Boyd.”

As she turned to show Boyd where to sit, she saw he was a Negro boy, smaller than Johnny but about the same age. His arms were loaded with split kindling wood.

“Where’ll I put this stuff, Johnny?” he asked.

Mrs. Wilson turned to Johnny. “Johnny,” she said, “what is that wood?”

“Dead Japanese,” Johnny said mildly. “We stand them in the ground and run over them with tanks.”

“How do you do, Mrs. Wilson?” Boyd said.

“How do you do, Boyd? You shouldn’t let Johnny make you carry all that wood. Sit down now and eat lunch, both of you.

“Why shouldn’t he carry the wood, Mother? It’s his wood. We got it at his place.”

“Johnny,” Mrs. Wilson said, “go on and eat your lunch.”

“Sure,” Johnny said. He held out the dish of scrambled eggs to Boyd. “After you, my dear Alphonse.”

“After you, my dear Alphonse,” Boyd said.

“After you, my dear Alphonse,” Johnny said. They began to giggle.

“Are you hungry, Boyd?” Mrs. Wilson asked.

“Yes, Mrs. Wilson.”

“Well, don’t you let Johnny stop you. He always fusses about eating, so you just see that you get a good lunch. There’s plenty of food here for you to have all you want.”

“Thank you, Mrs. Wilson.”

“Come on, Alphonse,” Johnny said. He pushed half the scrambled eggs on to Boyd’s plate. Boyd watched while Mrs. Wilson put a dish of stewed tomatoes beside his plate.

“Boyd don’t eat tomatoes, do you, Boyd?” Johnny said.

 "Doesn’t eat tomatoes, Johnny. And just because you don’t like them, don’t say that about Boyd. Boyd will eat anything.”

“Bet he won’t,” Johnny said, attacking his scrambled eggs.

“Boyd wants to grow up and be a big strong man so he can work hard,” Mrs. Wilson said. “I’ll bet Boyd’s father eats stewed tomatoes.”

“My father eats anything he wants to,” Boyd said.

“So does mine,” Johnny said. “Sometimes he doesn’t eat hardly anything. He’s a little guy, though. Wouldn’t hurt a flea.”

“Mine’s a little guy, too,” Boyd said.

“I’ll bet he’s strong, though,” Mrs. Wilson said. She hesitated. “Does he . . . work?”

“Sure,” Johnny said. “Boyd’s father works in a factory.”

“There, you see?” Mrs. Wilson said. “And he certainly has to be strong to do that—all that lifting and carrying at a factory.”

“Boyd’s father doesn’t have to,” Johnny said. “He’s a foreman.”

Mrs. Wilson felt defeated. “What does your mother do, Boyd?”

“My mother?” Boyd was surprised. “She takes care of us kids.”

“Oh. She doesn’t work, then?”

“Why should she?” Johnny said through a mouthful of eggs. “You don’t work.”  

“You really don’t want any stewed tomatoes, Boyd?”

“No, thank you, Mrs. Wilson,” Boyd said.

“No, thank you, Mrs. Wilson, no, thank you, Mrs. Wilson, no, thank you, Mrs. Wilson,” Johnny said. “Boyd’s sister’s going to work, though. She’s going to be a teacher.”

“That’s a very fine attitude for her to have, Boyd.” Mrs. Wilson restrained an impulse to pat Boyd on the head. “I imagine you’re all very proud of her?”

“I guess so,” Boyd said. “What about all your other brothers and sisters? I guess all of you want to make just as much of yourselves as you can.

“There’s only me and Jean,” Boyd said. “I don’t know yet what I want to be when I grow up.

“We’re going to be tank drivers, Boyd and me,” Johnny said. “Zoom.”

Mrs. Wilson caught Boyd’s glass of milk as Johnny’s napkin ring, suddenly transformed into a tank, plowed heavily across the table.

“Look, Johnny,” Boyd said. “Here’s a foxhole. I’m shooting at you.”

Mrs. Wilson, with the speed born of long experience, took the gingerbread off the shelf and placed it carefully between the tank and the foxhole. “Now eat as much as you want to, Boyd,” she said. “I want to see you get filled up.”

“Boyd eats a lot, but not as much as I do,” Johnny said. “I’m bigger than he is.”

“You’re not much bigger,” Boyd said. “I can beat you running.”

Mrs. Wilson took a deep breath.

“Boyd,” she said. Both boys turned to her. “Boyd, Johnny has some suits that are a little too small for him, and a winter coat. It’s not new, of course, but there’s lots of wear in it still. And I have a few dresses that your mother or sister could probably use. Your mother can make them over into lots of things for all of you, and I’d be very happy to give them to you. Suppose before you leave I make up a big bundle and then you and Johnny can take it over to your mother right away. Her voice trailed off as she saw Boyd’s puzzled expression.

 “But I have plenty of clothes, thank you,” he said. “And I don’t think my mother knows how to sew very well, and anyway I guess we buy about everything we need. Thank you very much though.”

“We don’t have time to carry that old stuff around, Mother,” Johnny said. “We got to play tanks with the kids today.”

Mrs. Wilson lifted the plate of gingerbread off the table as Boyd was about to take another piece.

“There are many little boys like you, Boyd, who would be grateful for the clothes someone was kind enough to give them.”

“Boyd will take them if you want him to, Mother,” Johnny said.

“I didn’t mean to make you mad, Mrs. Wilson,” Boyd said.

“Don’t think I’m angry, Boyd. I’m just disappointed in you, that’s all. Now let’s not say anything more about it.”

She began clearing the plates off the table, and Johnny took Boyd’s hand and pulled him to the door.

“‘Bye, Mother,” Johnny said. Boyd stood for a minute, staring at Mrs. Wilson’s back. “After you, my dear Alphonse,” Johnny said, holding the door open.

“Is your mother still mad?” Mrs. Wilson heard Boyd ask in a low voice.

“I don’t know,” Johnny said. “She’s screwy sometimes.” “So’s mine,” Boyd said. He hesitated. “After you, my dear Alphonse.”

By Shirley Jackson

Found in the anthology Prose for Discussion, 2^nd Edition.

1184 words. Estimated active reading time: 15 minutes.

Wed. Nov. 2, 2016: Editing Discussion Continued

Today, I went over the rest of the essay editing checklist with you and also discussed conclusions.
Here are the notes from class. I will be giving you tomorrow's class to revise.

1.10. (style: continued)    Ensure that your essay has word variety – have a thesaurus open when you are typing, and have a transition word list open when you are typing.

Mechanics

1.                  No spelling errors (check for red line and do synonym checks if in doubt).

2.                  No capitalization errors (capitals at the beginning of sentences, on proper nouns, on titles, etc.).

3.                  No sentence fragments (watch for sentences that start with “that” “because” “and” “but” “which” or “who”. (see #1 in your “15 Common Errors” booklet).

4.                  Subject verb agreement (they is = wrong. They are = correct). See #3 in your “15 Common Errors” booklet.

5.                  Comma usage (see #2, #8, and #15 in your “15 Common Errors” booklet.)

6.                  No run ons (#2 in your “15 Common Errors” booklet).

7.                  Strong verb usage (run or fled)

Format

1.                  12 point, Times New Roman, spacing at zero, last name and page number in header

2.                  First page info. (name, teacher, class, date) and “works cited” page

Content

1.                  Following the introductory paragraph layout

2.                  Body paragraphs: start with a main point (opinion), provide evidence to support opinion and explain how evidence supports opinion.

3.                  A conclusion (the “so what”)

Mon. Nov. 1, 2016: Editing the Essay

Today, I provided students with a copy of their progress reports. I then returned the essay rough drafts that were submitted.

We then discussed essay expectations. Here are the notes from today's class. If you were not here, apply these to your rough copy.

You also need to actively read #10 (Tenses) and #13 (Possessive errors: apostrophe) in your "15 Common Errors" booklet.

Essay Editing Checklist

Highlight all “you” “I” “we” “us” “my” (Personal pronouns)

Highlight all contractions (words that have been joined and are supposed to have an apostrophe (‘) to show letters have been omitted).

Highlight all question statements (if the sentence starts with “how” or “what” or “where” you probably have a question statement.

Underline all words that refer to the topic (George or he, stubborn or it or this)

Style

1.      No personal pronouns

2.      No Contractions

3.      No questions allowed

4.      Use the noun instead of a word used to describe it (or be sure to describe with enough detail not to be confusing).

5.      Pronoun referencing: When you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her.

6.      Use of “who” or “that”: pronoun referencing: “who” refers back to a PERSON: are you referring to a person or a thing? Use “who” if it is a person whom you are referring to.

7.      No clichés/slang: a cliché is an overused phrase: “stands up to” “looks down on” “sucks”.

8.      Write your essay in present tense = verbs that end in “s” not “ed” – tense shifts are a serious error.

9.      No possessive errors (Logan Brown's binder = correct)