Fri. Dec. 18, 2015: Poetry Analysis Cont.

Today, you were to hand in your analysis (active reading) of the poem "Grandmother." I then gave you an exercise in which you identify the stylistic devices in sentences. There are many that can be found. This is to help you prepare for your exam on the Monday you return (January 4).  The exam will test your understanding of the figurative devices we have been using (MOSES sheet) as well as ability to comprehend poetry.
Our last unit will involve a Shakespearean play. Have a great break.

Thurs. Dec. 17, 2015: Poetry Analysis Continued

Today, we worked through the poem "Two Prisoners." I then gave students the short poem "Grandmother" to actively read for tomorrow's class.
The students will have a poetry exam on the first day back after the break. Be sure to study the figurative devices sheet in preparation (MOSES sheet).

Wed. Dec. 16, 2015: Poetry Analysis "Two Prisoners"

Today, you were given the poem "Two Prisoners" to analyze using your poetry reading steps and your figurative devices sheet. The goal is to ensure you are learning these devices.

Tues. Dec. 15, 2015: Poetrey Analysis Cont.

Today, you handed in the poem you analyzed yesterday: "My Parents Kept me from Children who were Rough," by Stephen Spender.
I then checked them and returned them. At this point, we analyzed them as a class to ensure the basic expectations are being met. We then examined some of the rebuttal poems that students wrote for "Have I Missed Anything?"
There is no formal homework tonight; however, students need to work on memorizing their stylistic devices sheets.

Tues. Dec. 14, 2015: Poetry Analysis

Today, you handed in your answers for the poem "Did I Miss Anything?" I then gave yo the poem "My Parents kept me from Children who were Rough" by Stephen Spender. You were instructed to analyze this poem using all the steps already presented. This is due at the end of class.

Fri. Dec. 11, 2015: Analysis of "Did I Miss Anything?"

Today, students worked on answering questions relating to the poem "Did I Miss Anything?" This could be done in pairs or individually, though most benefit from pairing up. The answers are due for Monday.

Thurs. Dec. 10. and Fri. Dec. 11, 2015. Poetry Analysis Continued

Today, we analyzed the poem assigned yesterday ("Did I Miss Anything?"). I did this with you on the board to ensure understanding. I then gave you the questions you will answer for this poem. They will be due on Monday.

Wed. Dec. 9, 2015: Poetry Introduction Continued

Today, we continued to review the steps to actively reading poetry. I added one item to your sheet on active reading: you must paraphrase the stanzas or lines in order to ensure you understand the meaning of each section.
We finished actively reading "Jamie." I then gave you the poem "Did I Miss Anything" by Tom Wayman to analyze. You should have completed the first few steps (up to figurative devices identification). We will continue with this piece tomorrow.

Tues. Dec. 8, 2015: Intro. to poetry unit

Today, we reviewed the purpose of poetry and I handed out the "How to Actively read Poetry" sheet. We then applied the rules to the poem "Jamie." We did not finish all the steps today,s o we will carry on tomorrow.

Mon. Dec. 7, 2015: Stylistic Devices Review

Today, some of you still needed to print/review your essays. Unfortunately, the cart was being updated. I ended up putting students who needed the time into computer labs around the school. The students who were finished worked on memorizing their stylistic devices sheet.
We will start a new unit tomorrow.

Tues. Dec. 1 to Fri. Dec. 4, 2015: Writing Class

For the rest of the week, students will work on entering their essays into their student folders (using correct computer usage steps) and editing/revising their papers. The DEADLINE for their essays is MOnday, December 7.

Mon. Nov. 30, 2015: Writing Class

Today, you worked on the rough copy of your essay.

Fri. Nov. 27, 2015: Essay Assignment

Today, you were given your essay assignment for this unit as well as an editing sheet. The essay will be due on December 4. Keep in mind that the first writing should only take you two full classes and the the rest should be revision.

Thurs. Nov. 26, 2015: Introduction to Essay Writing: The Introductory Paragraph

Today, I introduced paragraph writing, focusing on the introduction and the importance of having a thesis, main points, and evidence. I also gave you a blue sheet entitled "How to Write the Seven Sentence Critical/Analytical Introductory Paragraph."

Wed. Nov. 25, 2015: Of Mice and Men Exam

Today, students wrote their unit exam. If they missed, the student will have to make arrangements to write the alternative. Tomorrow, we will start preparing for the unit essay. It is important that you attend so you understand the expectations.

Tues. Nov. 24, 2015: Apostrophes continued

Students needed more work on understanding apostrophe usage, so we worked as a class to address their problems (on the board). Keep in mind that you have a comprehension multiple choice exam tomorrow. You do not want to miss it as the alternative is not necessarily multiple choice. Study your notes and vocabulary from Of Mice and Men.

Mon. Nov. 23, 2015: Apostrophes and test/assignment discussion

Today, we discussed the assignments that are due. Everything related to the novel Of Mice and Men was dead-lined for today. I am extending it to tomorrow. Anything not handed in at that point will not be accepted as the mark is cumulative.

We also decided that the comprehension exam for this novel (M.C) will be on Wednesday, November 25. If you miss it, you will have to write an alternative.

I have informed the students that we will be working on an essay from the end of the week until Friday, December 4.

Today, we worked on understanding Apostrophes (contractions and possessions). You were shown Powerpoints on both of these. They can found in your "15 Common Errors" booklet under #13. I also gave you an additional handout of explanations (entitled "Chapter 14") and exercised for both contractions and apostrophe possessives. If you were not here, you need to do both of these.

Thurs. Nov.19 & Fri. Nov. 20: Film: Of Mice and Men

For these two days, students watched the film Of Mice and Men and made comparisons in their notes (and differences) between the film and the novel. If you did not see it, you will have to make arrangements to do so (lunch).

Wed. Nov. 18, 2015: Of Mice and Men: Final Chapter

Today, students were to read the final chapter in the novel Of Mice and Men. They were given "Chapter Six Questions" to answer as well as a vocabulary sheet on Chapters Five and Six to Complete. These are due by next Monday. The reason for this length of time is that many of the questions involve having to search for specific evidence and thesis creation.

Tues. Nov. 15, 2015: Chapter Five Of Mice and Men

Today, students were to read Chapter Five of the novel Of Mice and Men and ensure all answers to questions (chapters 3, 4 and 5) are handed in by tomorrow's class. I have not handed these back yet, so there is still time to catch-up. If you were not here, the questions are in your portfolio. Come in in the morning and get them (you only need to answer questions 1 thru 5 of the Chapter 5 questions).

Tues. Nov. 10 AND Mon. Nov. 16, 2015: Of Mice and Men

For Monday's class, you are to have read up to the end of Chapter Four (Page 83). You are also to complete the questions for Chapters 1 thru 3 and also do the Chapter 3 vocabulary assignment.

On Monday, you will be given questions to answer on Chapter four. If you are caught up on the readings, you should be able to complete these in class.

Mon. Nov. 9, 2015: Reading Class Of Mice and Men

Today, you wrote a summary of Chapter One and Two from Of Mice and Men. I then gave you a terminology matching exercise to complete, a sheet of terms you might not be familiar with but will come across in Section Three, and questions for Chapter/Section Three. You are to have this section filled in and the readings completed for tomorrow's class.

Fri. Nov. 6, 2015: Reading Class: Of Mice and Men 16-37

Today, you are to read the second chapter in the novel Of Mice and Men and answer the questions for this section (they are already with you as they are attached to the chapter one questions). The pages for this section are 16-37.

Thurs. Nov. 5, 2015: Reading Class

Today, you were to begin reading your novel Of Mice and Men. You were also provided reading questions to answer for this section. You should have this section and these questions read for tomorrow's class. The section is 1 - 16.

Wed. Nov. 4, 2015: Of Mice and Men Introduction Cont.

Today, we reviewed the Great Depression. I read some short anecdotes about the conditions in Canada as far as trying to survive went. I then handed out the article "Canada Hardest Hit" which students actively read in-class. If you were not here, it is in your portfolio. I then handed out a synopsis of the story and a biography about John Steinbeck (we read it as a class) and a sheet on the idioms you will read in Chapter One (some are the same as they are today: for example, in hot water). You are to have this read for tomorrow. You are also to bring the book to tomorrow's class.

Tues. Nov. 3, 2015: Introduction to Of Mice and Men

Today, I introduced the novel Of Mice and Men. This meant the students did a journal that ties to the idea of homelessness and then engaged in a discussion about boom and bust cycles. We then watched part of a video about the 1920s (what led to the "bust") and then, specifically, focused on the prairies and soil erosion.
The students fund it difficult to grasp not having a job, being able to get a job, or being able to sell items (no one to buy them in a true "bust", or no one to buy them at the price expected).
We will continue this introduction tomorrow.

Parent-teacher interviews are tonight and tomorrow night from 7 to 9 pm. Please let parents know. Further, I will only be there until 8 tomorrow (Wed.). Please schedule with this in mind.

Mon. Nov. 2, 2015: Comprehension Exam

Students wrote a multiple choice comprehension exam today. They were then instructed to go to the library and take out the novel Of Mice and Men. If you were not here, you will have to see me to write an alternative and get the book out.

Fri. Oct. 30, 2015: Test Prep

Today, students were given a list of words they may not be familiar with but will be on their exam on Monday. They were to define these. In the time remaining, students studied their figurative language terms sheet and reviewed the notes for active reading and process of elimination for exams.

Be here Monday to write the exam. If you are not, an alternative exam will be offered.

Thurs. Oct. 29, 2015: Analyzing Answers Critically

Today, students formed groups and then read and examined the answers they came up with for the two short stories they were given as practice. The goal was to arrive at group consensus using process of elimination skills.
Tomorrow, students will be given a list of words to know for the the exam.

Wed. Oct. 28, 2015: Approaching Multiple Choice Exams

Today, I handed back your readings from the practice reading comprehension exam you wrote yesterday. I then did a Powerpoint for you on how to approach these exams. If you were not here, the notes are in your portfolio. I then gave back your answers sheet and instructed you to go over it tonight, actively approaching the questions. You need to bring this in for tomorrow's class.

Tues. Oct. 27, 2015: Active Reading for M.C. Exams

The exams that take place in this class are often tied to reading comprehension. Today, you were given two readings: from "Eat, Sleep. Jump High for Smarties," and "History Lesson." you were instructed to actively read both of these and then answer the corresponding multiple choice questions. You should be able to do this in the class time given. If you were not here, the assignment is in your portfolio.

The students will write their first comprehension exam on Monday, November 2.

Mon. Oct. 26, 2015: Figurative Language

Today, I gave you all a sheet containing all the figurative language that you should be able to use and identify by the end of the term. We went over most of these in class. You were to read over the rest for homework.
If you were not here, a copy of this is in your portfolio.

Thurs. Oct. 22, 2015: Letter Writing Assignment

Yesterday, you were given your first letter writing assignment. It will be due at the end of the day on Friday, October 30. If you are not a fast writer, keep in mind that I am here at lunch on Friday, Tuesday, and Wednesday, and that the library opens at lunch at 12:20. You can also access computers during RTI.
This assignment will need to be saved in your computer student folder and submitted in hard copy form.

Wed. Oct 21, 2015: Writing Assignment/Discussion on Tone

Today, we reviewed the letter writing assignment that I handed out to you yesterday. You have two choices when it comes to the topic and perspective of the letter. We went over these as a class. I also gave you a handout on the business letter format, which we also discussed.
I also gave a mini-lecture on tone and showed a letter that demonstrated tone (what to avoid).
The letter assignment is due at the end of the day on Friday. It must be submitted in hard copy and saved on the student server in your folder.

Tues. Oct. 20, 2015: "Possibility of Evil" and Major Assignment Handout

Today, we discussed the answers to the questions for the short story "The Possibility of Evil." I then gave students two handouts: One on how to write a letter and the other one on letter choices (the major assignment). We did not have time to discuss these today. Instead, students were instructed to read them before class so we can have a discussion and set due dates tomorrow.

Fri. Oct. 16,2015: "The Possibility of Evil" Questions

Today, you were to have actively read the short story "The Possibility of Evil." You are now to answer the questions that have been put in your portfolio. These are to be completed for Tuesday.

Here are the questions for those who were absent Friday:

“The Possibility of Evil”: Questions

For each of these questions, you must flip the question into the answer and then answer it. This will help you organize your thoughts when we get down to essay writing. Failure to do this will effect the mark.

1.       How many paragraphs are in this short story (be sure to number them in pencil for future reference)? Which two appear to start differently in formatting than the rest? How are they different?

2. What is Miss Strangeworth’s first name? How old is she?

3. What is the most time that Miss Strangeworth has ever spent outside of her town?

4. What evidence, from the grocery store, does the author give to prove that Miss Strangeworth is well known in her town?

5. What didn’t Miss Strangeworth like what about Miss. Chandler?

6. Describe the paper that Miss Strangeworth used to write her letters on. How does it contrast with Miss Strangeworth’s usual stationary? Why does she have to have two types?

7. Summarize Miss Strangeworth’s suggestion (letter) to Mrs. Foster (in your own words!!!!).

8. Read the story over. This time, highlight all the examples of foreshadowing that you can find. Write down two examples of foreshadowing that the author used to hint that Miss Strangeworth’s character might not be all that “normal.”

9.      What is the setting of this short story (include general location as well as specific)?

10. List and explain all of the conflicts present in this story as they relate to the following characters (do this in list form). Tell me what their goal is and who their conflict is with:

·         Miss Strangeworth

·         Mr. Lewis

·         Linda Stewart

·         Mrs.Harper (she has two)

·         Mrs. Foster (she has two)

·         Mr. Crane

11. What is the point of view of this story?

12. What is the theme of this story (what are we supposed to learn from reading it?)       

Thurs. Oct. 15, 2015: "The Possibility of Evil"

Today, students were given the short story "The Possibility of Evil" to actively read for tomorrow's class. If you were not here, this story can be googled on-line, or you can come and get it from your portfolio in the morning and read it over lunch.

Wed. Oct 13, 2015: Short Story and Group Usage Discussion

Today, students were given a ten minute journal activity:

Discuss group work. What are the advantages and disadvantages of participating in group work? Provide examples to back up your advantages and disadvantages. What do you think of it?

We then discussed the merits of such activities.

From here, we discussed the answers from yesterday and discussed how they tied to the questions at the start of this unit.
We also discussed what is meant by degrees of responsibility.

Tues. Oct. 13, 2015: Short Story Comparatives Group Work

Today, students put themselves into gender neutral groups, assigned roles (leader, reader, note-taker), and then answered questions that have some debate to them. If you were not here, I have pasted the questions below. They are due tomorrow.

Thurs. Oct. 8, 2015: War Discussion

Today, we discussed the questions from yesterday about the short story "War." I also explained nostalgia and subplot.

Wed. Oct. 7, 2015: "War" Questions

Today, you were to have actively read "War." Many had; however, many also had not. I gave you questions to answer about the short story. If you were not here, these are in your portfolio. Be sure to be caught up for tomorrow.

Tues. Oct. 6, 2015: Short Story Reading War

Today, students continued with their active reading of the short story "War."

Mon. Oct. 5, 2015: War Short Story

Today, we reviewed the assignment addressed on Friday (personality) and then I introduced and handed out the short story "War" by Timothy Findley. Students are to actively read this story for tomorrow's class.

Fri. Oct. 2, 2015:

Today, we examined the second part of the questions for "The Little Businessman." If you were not here, we did not do anything new (it was review of personality traits). I did define the following terms:
empathetic
apathetic
introvert
extrovert

Thurs. Oct. 1, 2015: Marking Questions

Today, we marked the first half of the questions for "The Little Business Man." We will finish marking it tomorrow. If you did not submit this assignment, you will have to see me for an alternative.

Wed. Sept. 30, 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.

The journal was as follows:

Based on our review of the marking rubrics for writing assignments and the return of and review of your marked paragraph, do you feel your assessment is a fair representation of the work you submitted? Explain. What will you do in the future to improve your mark?

Tues. Sept. 29, 2015: Sask Career Login and Inventory

Today, all students created a log in for Sask Careers as well as completed four "Inventory" assignments. See me if you were not here.
If you were here and did register, you need to go into "Know Yourself" and then  "Inventory" and complete the following by the end of the weekend:

* Learning Styles Quiz
* Traits Quiz
* Multiple Intelligence Quiz
* Skills Quiz

If you have any trouble, see me or Mrs. Waterman as this is a requirement.

Thurs. and Fri. Sept. 24 and 25, 2015: Short Story Analysis

Today, you were given questions to answer in relation to the short story "The Little Business Man" by Morley Callaghan.
You will be given two class days to complete these as well as the weekend. They are due before class on Tuesday, September 29.
I have pasted the questions below as some of the students are absent:

ELA 10B

“The Little Business Man” Questions

 

Instructions: On a separate sheet of paper, answer each of these questions fully (flipping the question into the statement and answering it), neatly (if I can’t read it I can’t give it a stamp of approval!), and correctly (check sentence structure and spelling).

 

1.      When does this story take place? How do we know this?

 

2.      Who is the protagonist in this story? How do we know this?

 

3.      Who is the antagonist in this story? How do we know this?

 

4.      What is the main conflict in this story? Describe it.

 

5.      From what point of view is this story being told? Cite evidence to prove this and be sure to put the page and paragraph (in brackets) where you found this evidence.

 

6.      Name the characters present in this story.

 

7.      Which character(s) could be described as dynamic? How do we know this?

 

8.      Which character(s) could be described as static? How do we know this?

 

Big Job!!!!!

 

A.     Write down the names of all the characters in a list/chart form

 

B.     For each character (including the dog), jot down all the personality terms you can apply to them (do this in chart form as well -and brainstorm – more is better).

 

C.     Now, using a highlighter, determine which three personality traits are most seen for each character (think of how we did this with the Pixar film Presto).

 

D.    Now, provide evidence for each trait that you have identified for each character (three traits = three examples FOR EACH CHARACTER).

Wed. Sept. 23, 2015: Reading Check/Comma Usage Review

Today, you were given the following journal question to answer: Summarize the short story you were to have read for today's class. Be sure to provide the beginning, the middle and the end in order to demonstrate that you read it all the way through.

I then discussed the progress reporting systems as students now have access to their marks. From here, we moved on to discuss the pre-test and the paragraph that students were to hand in over a week ago. I will still accept them as they have yet to be marked.

As not all of the students demonstrated completion of the short story, I decided to allow time for completion of assignments. The short story must be actively read and submitted for tomorrow's class or an alternative will need to be actively read to demonstrate the skills.

Tues. Sept. 22, 2015: Active Reading

Today, you will be given teh short story "The Little Business-Man" by Morley Callaghan. The topic ties in nicely with the "ethics" part of this course. You are to read it actively using the reading steps provided and be ready to submit them and discuss for tomorrow's class.

Mon. Sept. 21, 2105: Characterization in short stories

Today, I handed out the booklet I was unable to get printed last week entitled "The History of the Short Story."
We discussed it and then used it to examine traits (direct and indirect) as well as the plot line. We did this by viewing a Pixar short (Presto) and determined the main character, conflict, climax, resolution and personality traits. There are two characters in this story and BOTH have conflicts. In the end, students understood that opinions, such as personality, must be backed with examples/evidence.
I also handed out a sheet entitled "Active Reading" which reinforces the conversations we have already had. There is a typo in the example (cross out the "not" by "true" when describing "non-fiction) and add a must analyze the title as the first step. Be sure to bring this to tomorrow's class.

Fri. Sept. 18, 2015: Short Story Notes

Today, we continued with notes on the short story. I started by talking about tone and mood:

Tone is the emotion that the speaker has towards the subject. We can pick this up through word choice.
Mood is the emotion that the audience picks up from the text.

I also defined Polysyllabic and Monosyllabic words (see me or look up).

We then discussed point of view, characterization, and theme. I also brought up symbolism, foreshadowing and flashback.

Thurs. Sept 17, 2015: Short Story Introduction

As part of this unit on Equity and Ethics, students will be reading two short stories. Today, I introduced information on what short stories are, what is found in them, the purpose of them, and how they are developed. We talked about characterization (direct and indirect) as well as setting, what a protagonist is and what an antagonist is. If you were not here, you will need to come in and get the notes.

Wed. Sept. 16, 2016: Active Reading Steps/Assignment

   Today, we reviewed the importance of active reading (after reviewing the terms Ethics and Equity). The steps that I presented are as follows:

Steps for Active Reading:

Follow these steps if you are given a handout to read

1.      Question the reading by looking at the title and thinking about what it might mean. You will then write down a couple of words to show what you think.

2.      In short works, number the paragraphs.

3.      Read the first paragraph. It will contain a lot of the expository information.

a.       Highlight the five Ws (who, what, where, when, why, and how)

b.      If it is an essay, highlight any topic, thesis, or main point information.

c.       Highlight unknown words and allusions that you are not sure of. You will need to look these up and write them on the page close to the word you are defining.

d.      In a couple of words only, paraphrase the paragraph. This is not a rewrite. It is to be in the margin of the page.

4.      Repeat step three with all the rest of the paragraphs

5.      When finished, write a brief, three sentence summary on the bottom of the page.

I   I then gave the students the article ""Adolescence: Challenges of the Teen Years" by Nick Gallo. The students are to actively read this for tomorrow's class (many were almost finished at the end of class).

  If you were not here, this reading is in your portfolio. You will have to add these notes above to your running notes.

Tues. Sept. 15, 2015: Introduction to 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). 

Mon. Sept. 14, 2015: Writing Lab/Assignment Completion

Today, you completed your paragraph and the "15 Common Errors" pre-test. You then submitted a hard copy of both assignments into the "in" box and sent me an electronic copy of the essay. Some of you emailed it to me (at dawn.benoit@nwsd.ca) or brought me your USB to transfer it over. Those who did not do all the steps will have to meet with me to get an alternative or figure out what to do to get this one properly submitted.

Fri. Sept. 11, 2015: Writing Lab

Today, you worked on completing your paragraph and pre-test. You have until the end of class to finish these and hand them in.
You also need to email me your paragraph. The address is as follows:

dawn.benoit@nwsd.ca

If you cannot email it, we will need to move it using your USB.

Thurs. Sept. 10, 2015: Writing Lab

Today, you were given the class to work on your paragraph and pre-test. I have changed the deadline for these assignments to the end of the day on Monday, September 14.

In addition to handing both in, you will also need to email me the paragraph. Go to :

dawn.benoit@nwsd.ca

Wed. Sept. 9, 2015: Writing Lab

Today, students worked on completing their pre-test (using the "15 Common Errors" booklet) and their paragraphs (using the "Computer Usage Steps" and the "MLA Citation" Booklet).

These assignments will be due at the end of school on Friday.

In addition to submitting the hard copies, students also need to email Ms. Benoit a copy of their paragraph (in order to ensure they are meeting the ICT outcomes). Please email this to:

dawn.benoit @nwsd.ca

Tues. Sept. 8, 2015: Assessment of writing, grammar and time management

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
5. 15 Common Errors explanation booklet

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 the day on Friday).

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.

Fri. Sept. 4, 2015: Paragraph Review - Fact vs. Opinion

Today, we reviewed what the expectations are of and in a stand-alone paragraph. One must have a topic (thesis) that is arguable, evidence (examples) to prove it is a reasonable opinion, and have the examples (tie-ins to thesis) explained. It also must have a final sentence that restates the opinion, but in a creative way.

We also discussed the differences between a fact and an opinion.

The students were then to write down some personality traits they have and put down examples. They will need these for Tuesday.

Reminder: get supplies for Tuesday. A USB/Flash drive is a must as the students will be working on the computers.

                                What Are the Components of a Paragraph?
T – Topic Sentence – This is the main idea of the paragraph. There is only one main idea per paragraph.


R – Reason – This is why you wrote the topic sentence. It explains why you wrote it.


E – Example – This is an example that proves your topic sentence is true.


E – Explanation – Explain how your example makes your topic sentence true!


T – Topic Sentence Restated – Re-write your topic sentence in a different way to close your paragraph.

Thurs. Sept. 3, 2015: MLA Reinforcement

Today, we went over MLA citation for books, which was covered yesterday. This was a further formative class. I returned thepractice examples handed in yesterday, reviewed the steps, instructed the students to reflect and jot down their errors, and then turn over their paper and do another practice citation on the back page. Students were then instructed to hand these in. If you were not here, you need to review the Blogger notes from yesterday and meet with me at lunch to do a couple of practice citations so that you can master this primary step in referencing early.

Wed. Sept. 2, 2015: Creating Text Critiques: MLA Citation for Books

Today, I gave you a handout entitled "Understanding Text Critiques." We read it over as a class. I then read you a children's story in order to determine the "So What" of it (part of a text critique). We determined that, for this particular text, the "So What" that the author most likely wanted the audience to learn/understand is that it is okay to make mistakes as that is an important part of succeeding.

I then gave a brief overview of MLA formatting. I handed out the print information for this text (also in your portfolio) and explained that the purpose of citing is so that someone else can find the same book that you are referring to. 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 this story and organized it so it is a continuous line, double spaced (blog will not allow for this), 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.

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.