"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.