Fri. Dec. 20 Hamlet exam

Today, you wrote your comprehension exam on the play Hamlet (the text we read was your source). Keep in mind that your novel study is due ont he first day back after the winter break.

Thurs. Dec. 19 Hamlet film

Today, you carried on watching Hamlet (1990). Keep in mind that you have a comprehension exam on the play (NOT THE FILM VERSION) tomorrow.

Wed. Dec. 18 Hamlet Film

Today, we began to watch the 1990 version of Hamlet (with Mel Gibson). I started the viewing at the 4 minute mark in order to save some time as it will not fit into two days. I ended the film at 103:52 minutes (where we will pick up again tomorrow). Keep in mind that you will write your comprehension exam on Friday. If you can't be here, you need to write it today or tomorrow.

Tues. Dec. 17 Hamlet completion

Today, we read the rest of the play Hamlet. You were then reminded that your questions need to be answered and handed in (this is not a problem if you have been working on them as you go).
We will watch the film tomorrow and Thursday and then you will write your Hamlet comprehension exam on Friday.  This exam will consist of matching (fill in the blanks) multiple choice, and true/false questions.
Also keep in mind that your independent novel study assignment is due when you return from the Winter break.

Mon. Dec. 16 2013 Hamlet

Today, we read up to Act 5, scene 1 line 90  (on page 130) of Hamlet. I informed you that you will be writing a comprehension test on the play as soon as we finish it so work on your questions and be here. It's hard to catch-up on play reading by yourself. I am anticipating the test will be on Wednesday.

Fri. Dec. 13 Hamlet

Today, we read up to Act 4, scene 5, line 126 (page 115) of Hamlet.

Thurs Dec. 12 Hamlet

Today, we read up to Act 4 of Hamlet.

Wed. Dec. 11 Hamlet cont

Today, we read up to Act 3, Scene 3 , line 23 (page 89) of Hamlet.  I reminded you to keep working on your questions so you don't fall behind.

Tues. Dec. 10 Hamlet

Today, we finished reading Act 3, Scene 1, line 41 (page 71).

Mon. Dec. 9 Hamlet cont...

Today, we read up to Act II, scene 11, line 306 (finished reading page 52) of Hamlet. Keep working on your questions as you go.

Fri. Dec. 6 Hamlet

Today, we finished reading Act I of Hamlet. I then gave you some time to work on your reading questions.

Thurs. Dec. 5 Hamlet

Today, you handed in the quesitons that were due. We then read up to Act 1, scene 3, line 88 (page 22) of Hamlet. This is where Laertes takes his leave and Ophelia is left with her father. Keep in mind that you should be answering the questions given to you as you read. I gave you a few minutes to do this today.

Wed. Dec. 4 Hamlet

Today, I discussed the layout of the book that we will read the play Hamlet from. We then assigned roles for the characters in Act I. We then read Act I, sene 1 (the end of page 8 in this text).
I also gave you questions for the whole play (reading questions: they can be answered in point form) and also remonded you that the questions I gave you yesterday need to be answered for tomorrow.
If you ever miss a class when we are reading Hamlet, go to google and type in "no fear shakespeare Hamlet". It will give you the original and a modern version so you will be able to keep up on the readings.

Tues. Dec. 3 Hamlet Intro

Today, I presented you with a number of questions that you should be able to answer by the end of class. They are as follows:

Questions you need to be able to answer by the end of today’s class:

1.      What is the nature of ambition and power?
2.      What gives a person status?
3.      Is status achieved the same way in all societies?
4.      Is status achieved the same way within a society?
5.      Why is status important?
I then sent you to the library to get a copy of the play Hamlet. If you were not here, you need to get this.

I then introduced you to the play Hamlet. I started by giving you a sheet on the historical background of the play. I explained the "Hierarcy of Kings (Fuedal system)" showing how power was distributed and how ambition played out in the play. I then did an overview on the board explaining the families of Fortinbras, Hamlet, and Polonius; their places of origin; their relationships to each other (in the past) and then moved on to the present situation in Denmark (the king's death and Ophelia's order to avoid being around Hamlet). We then discussed what happened in relation to Hamlet's father, the arrival of the ghost, his issues with his mother and Claudius, and how this ends up (a tragedy).

To answer the questions, you can use either what you know or the play itself. I want these questions answered for Thursday.

Mon. Dec. 2 Justice Unit Exam

Today, you wrote your unit exam. This was a 25 questions multiple choice exam on the Novel Night, and then a written response on the same novel (a choice of four questions). If you were not here, you will have to make immediate arrangements to write it either before or after school or at lunch.
Tomorrow, we start our unit on Hamlet (Doubts and Fears).

Fri. Nov. 29 Presentation and Test prep

Today, we watched the last scheduled presentation. If you haven't presented, we will see you at lunch on Monday. Also, I explained the exam (25 M.C. questions and a choice of four questions to answer just one of as an essay). If you were not here, speak to classmates for notes.

Thurs. Nov. 28 Presentations

Today, students presented their research presentation. We have one more to do tomorrow. I will then give you information for Monday's exam.

Wed. Nov. 27 Research Presentation

Today, you were given your last class to create your research presentation. We will start to show them tomorrow. If all goes as planned, you will have your Night exam on Friday.

Tues. Nov. 26 Research Paper Test

Today, you worked on your research presentation which should be ready to show on Thursday, November 28. If all goes as planned, you shuld be writing your test for this unit (the novel Night) on Friday, November 29. The test will be a written response and multipole choice comprehension questions. If the presentations are not all seen on Thursday, the test could be bumpted to Monday.

Mon. Nov. 25 Research project

Today, you completed the "Tell it from Me" survey and then still had forty minutes to work on your presentation, which is to be ready to show on Thursday, Nov. 28.

Fri. Nov. 22 Research project

Today, you worked on your research presentation for Thursday.
I added a "wikipedia citation" to your "works cited" list. Do it as explained below:

Title of info. "Wikipedia." Wikimedia Foundation, date last modified. Web. Date you were on it.

So....
Rwanda. "Wikipedia." Wikimedia Foundation, 13 Nov. 2013. Web. 22 Nov. 2013.

Thurs. Nov. 21 Research Paper work class

Today, you worked with your partner on your research paper. You will have until Thursday to show this to us as we will be involved in a survey on Monday that will cut into your time.

Wed. Nov. 20 Research Presentation

Today, you continued to work on your research presentation. It was supposed to be ready for presentation on Wednesday of next week but, due to a survey you have to fill in on Monday, you will have until Thursday to show.

Tues. Nov. 19 Research Paper

Today, we discussed what is meant by "Justice." We did a google search, found information, and cited it correctly as shown below:

Justice

According to Wikipedia, justice is “concept of moral rightness based on ethics, rationality, law, natural law, religion, equity and fairness…[Wiki].”

Moral means a set of standards indicating what is right and what is wrong. They can be internal or external in their development.

Injustice, simply put, means “unfair.”

I then handed out your majore assignment for this section. I have pasted the information below. Keep in mind that the presentation date is Wednesday, November 27. The students formed groups today and many picked the situation they want to examine. It is a first-come-gets-it format so you MUST see me before you start working on this.

B30

Visual/Multimedia Presentation

 

Through our understanding of the past, we can make changes to the present and to the future. It just takes thoughtful reflection, a true understanding of all aspects of the human condition, and the ability to see ourselves for what we are and what we are capable of – either in the positive or the negative.

 

Assignment:

 

Using the United Nations Definition of Genocide, research a situation that can be defined as such. My only condition here is that it must be a 20^th or 21^st century incident.

 

You are to:

·          define the situation

·         provide the expository and context (history)

·         provide at least one first person account of the situation

·         create a Powerpoint which provides visuals to reinforce your text and to support your assertions, but DOES NOT state everything you are saying. Its purpose is to expand, not to repeat

·         explain how the situation you are presenting is defined as Genocide

·         demonstrate how the situation could have been avoided, minimized, or stopped at the time.

·          Show how we can benefit from the knowledge you have provided by connecting it to the world today.

·         Cite all sources as indicated in the “Plagiarism” handout I provided you already.

·         Provide me with a copy of your written work and “Works Cited” page.

 

You will be given five class days to complete this task.

You may work in groups of two or three (maximum).

Your presentation should be ten to fifteen minutes in length

You cannot present on the Holocaust or Rwanda

 

You will be marked on:

·         Organization (presenting information in a logical, interesting sequence which the audience can follow).

·         Content Knowledge (knowledge of incident with explanations and elaboration)

·         Visuals (visuals used to reinforce the text and enhance the presentation)

·         Mechanics (no misspellings or grammatical errors either in Powerpoint or in written report)

·         Delivery (used a clear voice; correct, precise pronunciation of terms; used body language effectively; maintained eye contact with audience)

·         Overall presentation (showed knowledge, made a convincing case, demonstrated empathy for subject matter, engaged the audience, creatively displayed information

 

Check out: www.wikisummarizer.com/Page/Default.aspx for web search

Mon. Nov. 18 Night themes genocide

Today, I finished off discussing the "power of evil" theme in Night. I then showed you a Powerpoint on genocide, the conditions that are necessary to arrive at the defined act, and preventions that could work under various circumstances. If you were not here, look this information up on line as there is lots out there.
I am giving you this information in preparation of your reseach presentation, which I will hand out tomorrow.

Fri. Nov. 15 Night Themes

Today, you did a timed writing on how Elie changed during the course of the novel.
I then gave you notes on the themes of Night. The main one addressed was "Man's inhumanity against man." The minor ones addressed were "night", "faith", and "the power of evil." If you were not here, you will need to do a net search to locate these.

Thurs. Nov. 14 Night question completion

Today, we marked questions 60 to 80 as a class in order to ensure that we are all citing properly. For the rest of the class, you were to finish up the questions to the end of the novel. They are due tomorrow.

Wed. Nov. 13 Night final chapter

Today, you were to hand in all the Night answers up to and including 97 (questions 1 and 2). I then gave you the rest of the questions that will take you through to the end of the text. You are to have it read and the questions answered for tomorrow's class.

Tues. Nov. 12 Citation info

Today, I handed out a booklet on citation (how to do it correctly) and we read/highlighted and discussed the information. I then handed you back your last set of Night answers in order for you to correct the citation problems. By the start of class tomorrow, you need to have handed in all questions including answers 1-3 of pages 85 to 97.

Thurs. Nov. 7 & Fri. Nov. 8 Night 66-84

Today, you were to hand in your questions for pages 47-65 of the novel Night (I will still accept them tomorrow as some were missing on Monday/Tuesday and need catch-up time). You are to hand them in whether we have a class officially or not (if I am not in the room, slide them under the door. It will be locked so they will be secure).

I then discussed your answers to pages 23-28 to reinforce expections.

You were then instructed to read pages 66-84 and answer the questions I provided (mislabled as pages 63-80). These questions are due on Tuesday.

For Friday, you are to read pages 85-97 and answer the questions for this chapter (they were also handed out on Thursday and are due on Tuesday).

Wed. Nov. 6 Active Reading Review & Chpt 4 read

Today, you were given the following timed (10 mins.) activity:

What are the seven steps to reading actively? Which ones cannot be done in a text but should be completed on a separate sheet of paper?

 

We then discussed these, tweaking them to make them more relevant for your independent novel study as well as for texts that are not printed out (so you can't mark them up). The list we came up with is as follows:

Steps to Active Reading

1. Analyze the title (write it down: add one or two words to describe what it might mean).

2 Highlights or write down the five Ws, unknown words and allusions and then define them in your own words.

3. Paraphrase in a couple of words what you are reading after each paragraph or sequence of events.

4. Once done reading, summarize the text you read in three sentences.

5. Determine what the topic is and write it down.

6. Determine what the purpose is and write it down.

7. Come up with five questions that were not answered in this text.

Students then handed in their answers for chapter 3 (pages 29-47) and were given the questions to answer for this chapter (pages 47-65) for tomorrow.

Tues. Nov. 5 Chapter 4 and 3 (questions)

Today, I handed back your chapter one questions for Night. I reminded you to really check to make sure you are answering the question asked. I then handed out the chapter three questions for you to complete. You are also to finish reading chapter four for tomorrow (pages 47-65).

Mon. Nov. 4 Dehumanization

Today, you handed in your commas worksheet. You then wrote a five minute timed activity in which you addressed the following: What examples of dehumanization at work are present in the first three chapters of this novel?"
We then discussed the answers.
Our discussion led to the following examples:

Dehumanization in Night

 ·                     Ghettos (crowded, disease, hygiene issues, clean water).

·                     Losing wealth (means lack of food, lack of soap, shampoo, health care).
·                     Separated by gender (destruction of family units, societal connections).
·                     Cattle-cars (animal transportation!!!!; less than proper animal space and sanitary conditions)
·                     Shot like dogs (similes to animals take away the sense of man).
·                     Wear something that identifies a group.
·                     Curfew
·                     Tattoo of number (no name)
·                     Shaving off hair
·                     Clothing
·                     Beaten without consequence
I also handed you a list of glossary terms found in Chapters One to Three, which we discussed.
The students also handed in their Chapter Two answers.

Fri. Nov. 1 Night Chpt 2 and 3

Today, you handed in your active reading activity for Chapter Two of the novel Night. You then wrote a summary on the chapter (10 minutes).
I then handed out questions for Chapter Two, stressing that you need to write down the place you found the information (unless it is very general).
Finally, you weekend assignment is to read Chapter Three (pages 29-46).

Wed. Oct. 30

Today, we discussed some basic information about religion, specifically the differences (very general) between Judaism and Christianity (though Islam was also mentioned).
The purpose of this discussion was to provide context for students when reading the novel Night.
I then handed out Chapter Two of the novel which is to be read actively for Friday.

Thurs. Oct. 31 Essay concerns, commas

Today, you signed out the novel Night from the library, were given the rules for commas usage to read, were then given some comma exercises to complete (for Monday) in which you have to place commas in the sentences correctly, but also have to write down the applicable rule (paraphrase it but be accurate).
Finally, just a reminder that you are to actively read chapter two of Night and hand it in at the beginning of tomorrow's class for marking.

Oh, I also put the following notes on the board to provide context for "commas."

Independent clause/complete sentence/main clause
    - has a subject and a verb and makes sense standing alone.

Dependent clause/incomplete sentence/fragment/phrase
   - is missing a subject or a verb and does not make sense on its own.

Tues. Oct 29 Night Reading

Due to a mix-up yesterday, you are to actively read the first chapter of Night using the steps I indicated in yesterday's blog. This is due for tomorrow. I also took the questions for the first chapter of Night in today.

Mon. Oct. 28 Active Reading

You were given the first chapter of Night and questions to answer and hand in at the beginning of class today. I reviewed your exams and can see that most of you need to work on active reading skills, so that's what we did today. You were to use the steps below and actively read the chapter of Night for the end of class. If you were not here on Friday, the questions are due at the start of class tomorrow.

How to Read Actively (Abridged)

 

(During and a Bit of After)

 

 

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

 

2. Count the number of paragraphs (this is a “before” activity but, oh well). Put the numbers beside them.

 

3. Read the first paragraph

 

a. If it is a text passage (book, short story etc)

 

i. Highlight the thesis (or main points) found in each paragraph as you read (the five Ws at a minimum)

 

ii. Highlight and define unknown words, allusions,phrases (allusions are references to historical times, books plays, people, etc that the writer would expect the reader to be familiar with). Look these up and put the definitions down on the text itself if it is a photocopy.

 

iii. AFTER READING EACH PARAGRAPH, paraphrase the paragraph (in one or two words!!!!!!!) and write this in the margin if it is a photocopied text.

 

 

5. AFTER READING THE WHOLE TEXT, summarize work at the end (three sentences only!)

 

6. Determine topic and purpose and write this down.

 

7. IN ADDITION, as you read, if you don’t understand something or have a question, either write this down or, as a reading shortcut, just put a question mark in the margin. When you are finished reading, add the questions you have to the back of the page if there is room. A passage should evoke at least five questions, so that it what I am looking for.

Answer the five questions!!!!

 

Friday, October 25, 2013

Today, I introduced the concept of genocide, discussed article 2 of the United Nations definition on genocide, and introduced the novel we are starting, Night, by Elie Weisel. I gave you copies of the first chapter as well as point-form questions to answer for Monday. If you were not here, these are in your portfolio. I am in the class when the doors open in the morning, so you can get the reading and questions then if you want to stay caught up.

Thurs. Oct 24 Test/Essay Discussion

Today, I handed out an interim report on student grades. We then discussed the problems present in the test itself and in the essay.

I stressed that they will get three hours in total to read, comprehend and answer 30 multiple choice questions, as well as to create two essays on a topic presented at the time of the exam. This means being able to do each step in about an hour (they had three in-class hours to create one essay, which many of them did not complete).

I then handed back their multiple choice exams (which were to be returned at the end of class). Individually, they were to do the following:

1. On a separate sheet of paper, write down the numbers of the questions you got incorrect.
2. Look at each question that was incorrectly answered and determine what problem of mechanics, grammar, punctuation or comprehension was not known or needs to be worked on.
3. Once you are finished, bring this up to me to review (and return your test).
4. Finally, you are to go to the back of the room, choose the tutorials that tie to the problems you found today and read them as homework or in RTI until you are confident that you have retained them.
6. Go on-line (or ask me) for exercises to help in specific areas. The great thing about going on-line is that they have real-time responses to your answers.

Wed. Oct. 23 Test

Today, you wrote your unit one, M.C. comprehension exam. If you were not here, you need to make arrangements to do so this week.

Tues. Oct. 22 Test Prep

Today, you were to work on preparing for tomorrow's exam using the sheets I gave you yesterday and the computers if you feel they are helpful.

Mon. Oct 21 M.C. Exam Prep

Today, I explained the difference in answering tests from the "old" way to the "new" one. Instead of looking for the right answer, it is more important to eliminate the wrong answers.
To do this, you look for the "throwaway" and cross it out, the "not likely" and cross it out and then argue through the last two thinking about whether each on is, to a lesser or greater degree, more probable, plausible or possible. You then circle the answer that fits best.

I then gave you a test prep booklet and one on unity, parallelism and transitions. Do this in preparation for your exam on Wednesday (you will have tomorrow to do so as well).

Fri. Oct. 18 Essay due

Today, you were to complete your essay. On Wednesday of next week, you will be writing a unit exam that will cover punctuation, grammar, mechanics and comprehension. Be sure that you have prepared by examining the steps on how to read a text as well as review your previous essay where I commented on problem writing areas. Look these up and study them until you are proficient.

Thurs. Oct. 17 Essay

Today, you continued workin on your essays which are due by the end of class tomorrow.

Fri. Oct. 11 - Fri Oct 18 Heroes Essay

Today, you were given your essay assignment for this unit.. If you were not here, it is in your portfolio. The due date is Friday, October 18 at the end of class.

Thurs. Oct. 10 Film Questions

Today, you got into groups and worked on your questions about the feature film Crash. These questions are due tomorrow.

Wed. Oct. 9 Feature Film

Today, we continued to watch the film Crash and examine the questions provided for it.

Tues. Oct 8 Film Cont

Today, we contineud to view the film Crash and to examine the questions presented yesterday. In addition, I gave you a copy of your marks and explained how, in these early stages, one assignment can have a great impact.

Mon. Oct 7 Heroes Film

Today, I introduced the film Crash. You were also supposed to hand in your response from Friday (many of you didn't; do so tomorrow).
In introducing the film, I gave you a sheet on courage (another factor when it comes to taking heroic risks), a sheet overviewing the fiolm itself (which we read actively), and then the questions (which we also went through in order to help you focus on the film).
We watched the film up to 26 minutes. If you were not here, I am here early tomorrow so you can come in and see it. It might also be available on Netflix. In addition, you can find a summary of the film on line to hep prepare youo for it (the sheets are all in your portfolio if you were absent).

Fri Oct 4 Heroes analysis

Today, I checked everyone's active reading assignment to ensure that the class followed the steps assigned yesterday. We then discussed the two texts "The Man in the Water" and "The Lowest Animal".  If you were not here today, you need to answer the following questions. All of them with the exception of the last one, can be completed in point form. They are due on Monday.
I also gave the class the definitions of connotation and denotation (also pasted below).

 

 

Denotation: Dictionary meaning of a word (objective; without added emotion). E.g., “Tool”. It means any instrument used in work or used to achieve a purpose.

Connotation: An emotional meaning that has been added to a word. It can be positive OR negative OR both. E.g., “Tool”. (you are such a tool), is negative.

 

Comparing “The Man in the Water” and “The Lowest Animal”

 

Once both of these texts have been read actively, these questions should be really easy to answer.

1.      In the text, “The Man in the Water,” what is Roger Rosenblatt trying to get us to understand about people?

 

2.      In the text, “The Lowest Animal”, what is Mark Twain trying to get us to understand about people?

 

3.      What examples does Rosenthal provide to prove his thesis about people? List these.

 

4.      What examples does Twain provide to prove his thesis about people? List these?

 

5.      Based solely on the evidence presented, who best proves their case? Explain.

 

6.      On a personal, subjective level, what is your opinion about people? Are we capable of selflessness? If so, why does Twain even have an argument? Explain in a paragraph.

Thurs. Oct. 3 Active Reading

Today, I did a reading check and discovered a large number of students needed a review on how to read actively. I have posted the notes below. For homework, you are to actively read the essay "The Lowest Animal" by Mark Twain using these steps.

How to Read Actively (Abridged)

(During and a bit of After)

 

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

2.      Count the number of paragraphs (this is a “before” activity but, oh well). Put the numbers beside them.

3.      Read the first paragraph

a.      If it is an essay

                                                              i.      Highlight the thesis (or main points)

                                                            ii.      Highlight and define unknown words, allusions, phrases (allusions are references to historical times, books plays, people, etc that the writer would expect the reader to be familiar with).

                                                          iii.      Paraphrase the paragraph (in one or two words!!!!!!!)

4.      Read and do steps for ALL paragraphs.

5.      Summarize work at the end (three sentences only!)

6.      Determine topic and purpose (if not an essay)

Wed. Oct 2 Heroes cont

Today, we reviewed your answers for the questions to "Man in the Water." They were handed in prior to the discussion and will be used as a comprehension/homework check.

Tues. Oct. 1 Heroes cont

Today, you formed groups to discuss your answers for the text "Man in the Water." We then discussed them as a class attempting to make connections to the other texts as well as to the idea that no person is black or white in their traits or behaviours.

Mon Sept 30 Heroes cont

Today, I handed your essay back. Your job tonight is to read it through, look at ALL the comments, and then, using the rubrics, assign yourself a mark and hand it back in. I want this done for homework tongihgt (handed in tomorrow).

Today, you are going to answer questions for the reading "Man in the Water" by Roger Rosenblatt. The reading can be found online. The questions (also found online) are pasted below.

They must be answered FULLY.

You will also have to do an additional reading to answer one of the questions. The reading, "The Lowest Animal" by Mark Twain, is also online. Just do a search.

Fri. Sept. 27 Heroes cont

Today, we discussed how people can act in both heroic and unheroic ways depending on the circumstance (selfish, helpful, etc).
I then gave you the article "The Man in the Water" by Roger Rosenblatt. This article (in written form, which is what we are using), is available on the Internet by doing a google search. The first words are "As disasters go, this one was terrible but not unique..."
You are to read this, doing the during and after activities, for Monday.

Thurs. Sept. 26 Heroes cont.

Today, we discussed the video we watched yesterday and the short story we read earlier. Our discussion centred around what a hero is. What we came up with is that a hero does something outside of what is expected and that perspective matters a lot on whether one is seen as a hero or not. To aid in the discussion, I read two excerpts from the novel Escape from Camp 14 by Blaine Harden. I read pages 52-55 (his turning his mother in for a crime), and pages 92-93 (saving a woman from an assault). Since the protagonist in both cases is the same person and, in both cases is doing something that could be considered heroic depending on the perspective of an outsider, they represent the sides of personality and the ability to act in various ways (positive or negative).

Wed. Sept 25 heroes cont

Today, you viewed "Tsunami: Caught on Camera". 2004 Boxing Day Tsunami in Thailand and Indonesia. September 15, 2013.
From here, we discussed what a hero is in the modern day setting. For tomorrow, I asked you to answer a question that is relevant for both this viewing (which you can find online) and the story "And of Clay We are Created": Why is it that reporters are not supposed to help?

Tues. Sept. 24 Of Clay interpretation

Today, your first activity was to do the following:
"In a paragraph, summarize the story you read yesterday."
Once these were handed in, we discussed the short story. Those who hadn't read it were put aside to read it while the rest discussed in groups, what virtues and evidence support the three characters as being heroes (or not).

Mon Sept 23 rubrics and interpretation

Today, we discussed the rubrics assignment you completed on four introductory paragraphs last Friday. I then attempted to show possible connections between the topic of the paragraphs and heroism (or virtues). We then discussed what irony is (which ties to heroism in many cases). I then gave you the story "And of Clay We are Created" to read actively.

Fri. Sept. 20, 2013

Today, you were put into groups to analyze the effectiveness of four introductory paragraphs. These paragraphs also introduce you to a novel where "heroism" is one of the themes.

Thurs. Sept. 19 Effective Paragraphs

Today, I gave you a handout and small refresher in title attribution. We then discussed how to use "Who", "Whom" and "Whose" by finding a site on-line and scribing through it (how to do your own search for answers to writing errors).
I then handed out "The Introductory Paragraph" sheet which provides an overview of what a good introductory paragraph looks like. It also contains four introductory paragraphs to analyze as a group.

Wed. Sept. 18 grammar/punctuation review

Today, you handed in your answers for the questions for "Beowulf". I used some the the answers to show writing concerns. The ones we touched on were as follows:

title attribution
simple sentence
commas after introductory phrases
commas to join two complete sentences using FANBOYS
when to use "that" and "who"

If you were not here, do some Internet inquiry to discover what these norms are; if you don't "get" it, also do a search, or see me for extra help.

Tues. Sept. 17 Beowulf questions

Today, I handed out questions you are to answer about the epic poem "Beowulf". If you were not here, they are in your portfolio.
I also handed out a review sheet on how to read a poem. This will also be in your portfolio if  you did not receive it in class.

Mon. Sept. 16 After Strategies Beowulf

Today, we discussed the "after starategies for reading or viewing a text " (pasted belwo). You also had to hand in your journals with the "before' activities your your independent novel study.

 

 

After Strategies for Reading or Viewing a Text

 

1.      Recall, Paraphrase, Summarize, and Synthesize

·         So the point is…

·         This text was about…

·         The main idea is…

·         I learned…

·         A conclusion that I am drawing is…

·         The overall message was…

·         I need to re-view, listen again, re-read the part where…

 

2.      Reflect and Interpret (identify new knowledge or insight)

·         A question that I have is…

·         This is important and relevant because…

·         I wonder if…

·         What I learned was…

·         I want to know more about…

 

3.      Evaluate

·         I like/do not like…because…

·         This could be more effective if…

·         I would add or delete…

·         The most important message is…

·         The teaching in this is…

 

 

 

·         This is accurate/realistic/artistic because…

·         This was successful because…

 

4.      Analyze Craft and Technique

·         A “golden” line for me is…

·         This word/phrase/sentence/part stands out for me because…

·         I like how the presenter/author uses…to show…

·         The thing that I could relate to the most was… because…

 

5.      Response Personally (giving support from the text)

·         My first reaction was…

·         I thought…

·         I felt…

·         I enjoyed…

·         This reminds me of…

·         A similar story to this is…

 

6.      View Again, Listen Again, Read Again, and Represent, Speak, and Write to Deepen Understanding and Pleasure.

·         I could deepen my understanding and pleasure by re-viewing, listening again, re-reading…

·         I could share my thoughts and insights with others by:

o   Representing (e.g., creating a tableau, a graphic organizer, a storyboard)

o   Speaking (e.g., discussing, giving a dramatic reading, role playing).

o   Writing (e.g., a script, a narrative, a poem).