Parody Presentations

We are almost finished with the presentations of our parodies.  Tomorrow, block 5 will complete their presentations, and block 2 will finish up on Friday.

That will leave us with two classes next week, to prepare for the provincial exam.  We will do a complete walk-through of an entire exam, and I will give suggestions/tips for each section of the exam.  Please let me know if there is a particular section you would like me to focus on!

Final exam takes place on Monday June 25th at 9:00 am.

Reviewing the Elements of Fiction with "Crash"

We spent the past two classes watching the movie "Crash," with the goal of reviewing elements of fiction.  After we finished the movie, we spent time discussing aspects such as irony, symbolism, theme and characterization.  In particular, we noted the use of stereotypes in the film, but observed that only one character could really be classified as a stock character.  All other characters initially seemed to "fit" a stereotype; however, after some development to each story, the stereotypes dissolved and complex, unique characters emerged.

A reminder that if you haven't yet written a synthesis essay, you will need to do that this week.  Please see me to set up a time.

Also, the poetry re-test will take place next Monday, at 3 pm.

Synthesis Essay

We spent the past two weeks preparing for and writing a synthesis essay.  We read the article "Blindly He Goes... Up" and the short fiction piece "Versabraille", and, after practicing the multiple choice questions, students wrote a synthesis essay.  I will assess the essays using the Provincial Exam Rubric for Synthesis Texts, and students will receive a mark out of 24.

Please see me if you need to schedule a time to write this essay.  It must be completed at school.

Columbine: Who's Fault is it?

Today, I gave back the poetry tests, and we went over the answers to all the questions.  There will be a re-test in the coming weeks.  I will let you know when this will occur.

Then, we reviewed student responses to the article, "Should You Let Your Kid Drink at Home?"  Students had some very different opinions on the matter....

Finally, I gave out pre-reading questions for the article we will read next class, called "Columbine: Who's Fault is it?"  We will consider the points made by the author, as well as the stylistic and persuasive techniques used to make the argument.

"Should You Let Your Kids Drink at Home?"

Students completed their poetry final test last block.  If you were away, please see me to schedule a time to write it.

Today, we began a mini-unit on informational text.  We discussed the features of informational text and how reading non-fiction differs from reading fiction.  I gave out a Macleans article titled, "Should You Let Your Kids Drink at Home?" and we read through the article together, noting use of such techniques as anecdotal evidence, statistical evidence, expert testimony and case study.  We also discussed whether the tone was objective or subjective.

The article and questions to be answered can be picked up from the English 12 handout folder in my classroom.

A reminder that parodies are due on Friday (Block 5) and Monday (Block 2).

Synthesis Review/Test Preparation

We spent today's class going over our synthesis essays, noting some common errors.  I spent some time in class reviewing pronoun agreement and subject-verb agreement - minor errors - but errors we should nonetheless address!

I informed students of the POETRY TEST that will occur on Monday/Tuesday next week.  The format is as follows:

• 2 poems to read
• multiple choice questions for each poem (testing knowledge of poetic devices and comprehension of poem)
• short answer questions for each poem (testing knowledge of poetic devices and ability to support with evidence)

Students then either chose to take part in a quotation integration workshop (review of this skill) or to complete a practice poem, as review for the test.  It is called "Widow" and should be completed for Thursday's class.

Synthesis Essay - Practice Run

We have read "Wordsmith" and "The Gold Mountain Coat" in preparation for writing a synthesis essay next day.  Please bring the copy of both poem and story, as well as your plan for writing.  You are welcome to copy one (or both) of the model synthesis essays we completed in class together, to use as a guide while you write.  Check the links at the side.

Synthesis Essay Model

We have spent the past two classes constructing a model synthesis essay.  Working together as a class, we responded to the following topic: "Discuss the poets' views on war, as they are presented in "Dulce Et Decorum Est" and "The Soldier".  As we put together the essay, we spent time talking about the features of synthesis writing that it will be important to duplicate on future pieces.

Some of the features we discussed...

• hook at the beginning of the introduction
• thesis statement that presents both subjects, suggestion of a focus on either similarities or differences, and direction (in this case, what are the poets' views on war?)
• body paragraphs each focused on a different support point
• body paragraphs beginning with a topic sentence that introduces the paragraph
• use of textual evidence, integrated smoothly and explained by the author of the essay
• use of transitions between ideas and paragraphs, indicating focus on differences or similarities
• present verb tense
• conclusion which restates the thesis, but also provides "real world" relevance or "bigger picture" impact

I assigned reading of "Polyfilla", and asked students to annotate the poem, then answer the multiple choice questions, for next class.

Synthesis Writing Introduction

Today, I presented information on synthesis writing: what it is, how and why we do it, and two main methods for organization.  We discussed block method and point by point method, and I indicated that block method will probably be more preferable for the exam piece.

Students were then asked to identify the features of synthesis writing in a model text, "An Ode to the User-Friendly Pencil".  I asked students to identify the following features:

• thesis statement
• whether the essay focuses on similarities or differences
• four point of comparison
• transition words and phrases used
• method of organization
• concluding argument

Block 2 will discuss these points first thing in Thursday's class.  Both classes should have notes on "The Soldier" prepared for Thursday, to discuss.

"Dulce Et Decorum Est"

On Tuesday and Wednesday this week, we spent some time analyzing the poem "Dulce Et Decorum Est," considering aspects such as figurative language, sound devices, imagery, setting, structure and theme.  Students were given a chart to fill out, as preparation for the paragraph that will be written in class on Thursday and Friday.  If you missed class and require a copy of the chart, you can find a link at the side here.

I will be providing students with three topics to select from, and paragraphs will be evaluated using the "Stand-Alone Text" rubric from the Provincial Exam.

Homework for Monday/Tuesday is to read "The Soldier" by Rupert Brooke and complete the chart.  We will be beginning a lesson on synthesis writing next week, and you will need to have read and thought about the poem in order to participate.

"Death Over Water"

We spent the past two classes reading and annotating a poem from a past Provincial Exam, called "Death Over Water."  We read the poem, and wrote our thinking on the page, first.  Then, I distributed multiple choice questions and students completed them.  We then went over the answers.  Then, I distributed the stand-alone text question that was given for this poem, and students generated a topic sentence in response to the question, as well as a list of textual evidence they would have used, if they had been writing a response.  We also went over these ideas.

Finally, I provided student sample responses to the paragraph topic, and I had them read over each student response.  Students were given a copy of the stand-alone text assessment rubric, and using the descriptions on the rubric, students gave each sample response a mark out of 6.  They also were asked to match the comment given by the markers for each response.  We discussed the features of the responses that were awarded 3s and 4s, and how they differed from those that scored 5s and 6s.

Students should anticipate a stand-alone text paragraph assignment after Spring Break.

Allusions in American Pie

We spent two classes listening to, and reading over, Don McLean's song "American Pie" in order to gain understanding of and appreciation for allusion in literature.  I presented a powerpoint slide show of images to assist with understanding of some of the allusions, as well as a CD of songs mentioned in "American Pie."  We talked through each reference, and I shared the stories that are linked to different allusions in the song.

The song is basically an allusive history of music from the 60s and 70s, and it is focused on "the day the music died," which was a day in 1959 when Buddy Holly, Richie Valens and the Big Bopper, three very famous musicians, were killed in a plane crash.  Don McLean mourns the loss of these three artists, as well as the evolution of music over the two decades after the crash, in his song.

Poems of Love and Death

After spending Valentine's Day choosing a love poem for "Steve and Edie's wedding," we shifted gears today and read "Holy Sonnet 10" by John Donne.  We spent the class working through the poem, talking about the poetic devices Donne uses (apostrophe, personification, metaphor, paradox...) and developing an understanding of the effect these devices have on our understanding of the poet's stance about death.

We then created an outline for a paragraph, and began writing the paragraph together.  We will continue writing the paragraph next day.

A reminder that "Autowreck" annotations are due now.  Please get these in to me ASAP.

"The Detroit State Poems: Marking"

We began today's class by reflecting on a scenario from three different perspectives: student, parent and teacher.  The scenario I presented was receiving an essay back with red marks, negative comments and a low grade.  I asked students to consider how they feel when this happens, how their parents might feel, and how a teacher might feel.

Then, we read a poem by Tom Wayman, entitled "The Detroit State Poems: Marking."  Students were asked to annotate the poem with a partner, making note of poetic devices used, as well as what they understood of each stanza.

We concluded class by watching a short clip from "Mr.D" on assessment.  I promise this is not really how teachers mark essays.  Promise.

http://www.youtube.com/watch?v=0fn_vAhu_Lw

"A Little Bit of Everything"

We spent today's class reviewing strategies for annotating a poem.  I modeled my own thinking about the song, "A Little Bit of Everything."  We discussed the importance of making detailed, comprehensive notes, both about poetic devices and meaning. 
Then, students wrote a paragraph, discussing the theme of the song.  The purpose of this paragraph is to inform me of students' strengths, and areas for future attention, with respect to writing about poetry.  Paragraphs will be returned early next week. 

Narratives and Intro to Poetry

Last class, everyone wrote a narrative from a prompt.  I will be evaluating these using the Ministry of Education Assessment Rubric for Composition, taken from the Provincial Exam.  Please see me to write if you missed this class.

Today we began our poetry unit.  The goal of today's class was for students to access background knowledge of poetic terms and to practice annotating a poem.  We worked on recalling definitions and/or examples for various poetic devices (alone, and then with a small group), and then handed this list in.  Then, we listened to a song called, "A Little Bit of Everything" and students were asked to annotate the lyrics.  Annotating basically means that you put your thinking on the page.  Any questions you have, observations you make, devices you notice...all this gets written on the page.  There is a link on the sidebar to the lyrics page if you missed today.  Annotated lyrics are due next class.

Listen to the song here:  http://www.youtube.com/watch?v=yqhRK_g7WJc

Literature Circles Presentations

Tuesday and Thursday this week were dedicated to Literature Circle Presentations.  Please make sure you have filled out a peer/self evaluation form (see link at side if you are missing this) for your group members' and your own contribution to the project process.

Also, we spent time at the end of each class reviewing approaches and ideas for working with the narrative writing prompts.

You will be writing your final narrative in Tuesday's class next week.

Literature Circles Final

Friday's class was the Literature Circle individual final.  If you missed the class, you are responsible for setting up a time with me to make up the assignment. 

Group presentations begin on Tuesday, and your narrative will be written in class on Tuesday January 31st.

Final Presentation Planning Day

Today, I announced that Voice of the Mind, Cariboo Hill's annual writing contest, has begun!  Get your prose and poem entries to me before Feb. 10th.  There are big prizes to be won!

Groups were given today's class to finalize presentations for next week.  This is the last block of class time that will be dedicated to planning.

Presentation dates are as follows:

• Jan. 24th: City of Thieves (Parco's group), The Watchmen, Will Grayson, Will Grayson
• Jan. 26th: Anthem of a Reluctant Prophet, A Thousand Splendid Suns, City of Thieves (Ashyana's group)

Remember that your Lit. Circle individual final occurs on Friday.  Make sure you have your book with you.

I returned Lit. Circle assignments and peer/self assessments today, as well.

Collaborative Narratives

A reminder that dialogues are due!  I still have not received them from everyone....

Today, we wrote "collaborative narratives."  Students worked in groups of two or three, to write narratives prompted by a photo.  In the first round, groups wrote an outline for the narrative.  Then, each group received a new photo/outline from another group and continued to round two.  Round two was writing a beginning, round three was for rising action and climax, round four was falling action, and the final round was for writing a conclusion.  I will read the narratives tonight and share the most successful ones in class on Wednesday.

Wednesday is your Lit. Circle group's final day to plan for your presentation.  Friday is your Lit. Circle individual assignment, to be completed in class.

Criteria for SUPER AWESOME Narratives

I handed back the narratives that were written last week, and we generated a master list of criteria for SUPER AWESOME narratives.

Then, I handed out a worksheet on rules for dialogue, with an opportunity to practice adding punctuation and changing capitalization when using dialogue.  We went over this in class.

Finally, I asked students to create a short dialogue, with a goal of either developing character, developing conflict or advancing plot.  Obviously, be aware of all punctuation/capitalization rules when writing this dialogue.  The dialogue is due next class.

Literature Circle Projects

Today, I handed out the information regarding the Lit. Circle group presentation.  Groups will present on either Tuesday January 24th or Thursday January 26th.

Lit. Circle groups met to discuss the chunk they read over winter break, and after discussions occurred, students completed peer and self evaluations about the discussion process.  Evaluations were submitted today, unless you need more time to complete it.  If so, please bring it for Tuesday's class.

Groups chose the next chunk of reading, and circles will meet next Thursday.  This will be the second to last meeting.

Welcome Back!

I hope you had a restful, fun-filled break.  Congratulations on the food drive win!  You make me proud.  And, you make me a champion.

Today, I shared some of the titles of good books I read over break.  The best ones were Trash by Andy Mulligan, Love is the Higher Law by David Levithan, Carter Finally Gets It by Brent Crawford, I Will Save You by Matt de la Pena, and Please Ignore Vera Dietz by A.S. King.  All of these books are available from our school library.

After we talked about books, I handed back the "show, don't tell" writing samples students completed before the break, and then the class wrote narratives about their break.  These narratives will help me identify the components of narrative writing we still need to address in class, and provide good practice for the Composition section on the government exam.