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.