Tues. Sept. 29, 2015: Rubric Discussion

Today, we discussed the rubrics for writing assignments. I then handed back your paragraphs. You were given time to review the comments I made and then were instructed to answer a question in your journal. If you were not here, the paragraph was put in your portfolio.

Thurs. Sept. 24, 2015: Understanding plot

Today, you wrote a journal answering the following question: Summarize the article you were to have read for today. What was the main point the author was trying to get across to you?

We then discussed the article as it relates to the questions for this unit.

I then handed out "The History of the Short Story," which contains information on plot, characterization, setting etc (everything one should know in relation to short stories) which we then discussed.

At the end of that handout is a section of terms. Students need to study that section for a quiz on Tuesday, September 29.

The terms are as follows:

Atmosphere
Character foil
Cliché
Connotation
Denotation
Dialect
Episode
Flashback
Foreshadowing
Irony
Locale
Pathos
Stereotype
Style
Symbol
Tone

Tues, Sept. 22, 2015: Active Reading/Introduction to the Unit

Students were given the handout “Active Reading” which was gone over as a class.

Students were informed that they will have to practice these skills by actively reading the article “Adolescence: Challenges of the Teen Years.”

These are to be handed in by the start of the next class.

Fri. Sept. 18, 2015: Unit Introduction: Equity and Ethics

Today, we had a discussion about the questions in this unit that we will address:

·         1. Who and what is right?

·       2.   How does one attain empowerment?

·       3.   What is meant by degrees of responsibility?

·       4.   What is the balance between rights and responsibilities?

·      5.    What is the balance between justice and fairness?

TThe unit itself is about equity and ethics. The students were instructed to get into pairs and, using a dictionary, define these terms. From here, we brainstormed situations that might not be seen as equitable (fair). 

Wed. Sept. 16, 2015: Writing Lab/ Assignments Submissions

Today, students completed their paragraph and submitted it (using MLA layout guidelines) to me in both a hard copy and an electronic form.
The students also finished their "15 Common Errors" pretest, which was submitted in hard copy following basic in-class submission expectations.

Mon. Sept. 14, 2014: Writing Lab

The students continued to work on their paragraphs and "15 Common Errors" pre-test. These are both due at the end of the day on Wednesday, September 16. Please see further instructions by looking at the previous post.

Thurs. Sept. 10, 2015: Writing Lab

Today, the students worked on answering their pre-test and paragraph development.

Keep in mind that the paragraph must also be emailed to me at :

dawn.benoit@nwsd.ca


The deadline for these assignments has been changed to the end of the day on Wednesday, September 16.

Tues. Sept. 8, 2015: Assessment - writing an pre-test

Today, you were given four different handouts:

1. Computer Usage Steps
2. Grade 10 English Language Arts Pre-Test
3. MLA Citation Booklet
4. Paragraph Writing Assignment

We discussed that students are to have all supplies here for today.

We then discussed the two assignments that you will be doing this week (both due at the end of class on Monday).

One is a personal paragraph (explained in computer usage steps and handout on paragraph writing); the other assignment is a pre-test to determine writing concerns. To do this activity, you will need to refer to your "MLA Citation Booklet" handout.

If you were not here, these papers are in your portfolio. See me at lunch, in the morning before school or during RTI for help.

Thurs. Sept. 3, 2015: MLA Citation

Today, I gave a brief overview of MLA formatting (for a book: single author). I explained that the purpose of citing is so that someone else can find the same book to which another is referring. We discussed how the 5Ws are the key items:

Author (last name [comma] and then first name[period])
Title (underlined when writing by hand [period])
City of publication (no need for province/state or country [semicolon])
Name of publisher [comma]
year of this publication (the most recent date [period]
medium of publication (usually just a matter of putting down whether the student got it from print or from the web [period]).

We then took text information, located the above details, and organized them into a continuous line, double spaced, and then indented on the second line and on any additional lines if there are any:

Mayer, Mercer. All by Myself. Racine: Western 

          Publishing Company, 1983. Print.

 

The students were then given books and instructed to create a citation. Part of this was also to ensure they know how to hand in assignments (first and last name, date, and class in upper right hand corner). These were then submitted. If a student misses a step, the student can meet with me and do a make-up to demonstrate understanding. Students who are absent can also meet with me to do this assignment. The goal is to ensure understanding and proficiency.

I also reminded the students that they need their supplies for Thursday, stressing the need for a USB stick as we will be working on the computers.

Tues. Sept. 1, 2015: Introduction

 Today, I introduced this course to the students and provided them with a supplies' list that is to be met for next Tuesday.