Welcome to English 11
Tuesday, May 22 - Friday, May 25
I hope everyone had a relaxing long weekend! Now it is time to buckle down and work! We finished viewing the movie versions of the novels on Tuesday and I gave a handout on how to write a compare and contrast essay that included an exemplar and an essay outline. Unfortunately, many students were not able to begin working on the essay this week because they needed more time to complete the novel study tasks.
Students will need to work on the assignments and essay at home as an adequate amount of class time was given; we began the novel study on April 19th!
The symbolism assignment and 2 novel study tasks were due Friday, May 25.
The compare and contrast essay is due on Monday.
Thursday, May 17 - Friday, May 18
Due to technical difficulties we had to postpone our movie watching until Friday. Students worked on the novel study tasks in class. On Friday, students who read The Lovely Bones began viewing the movie in class. The movie version of Animal Farm was viewed in the library. They were to fill in a graphic organizer which I gave them, comparing and contrasting different aspects of the film and novel, including: setting, character, plot, and theme. On Monday we will finish the movie.
The rest of the class had not finished reading their novel so they need to do so tis weekend if they are to view the movie.
Wednesday, May 16
Today students worked on the novel study tasks. Students should be finished reading their novel by now. Tomorrow we view the movie versions of the novels and students will be expected to compare and contrast the novel to the movie.
The symbolism assignment and 2 novel study tasks are due Friday, May 25.
Tuesday, May 15
We held our lit. circle discussion, but we were missing a number of students. The students who did participate were well-prepared for the most part, and some insightful ideas were shared. Students were to share a powerful passage as well as a passage with imagery. They were also to choose a central character and discuss whether or not the character was believable. Students also worked on the novel study tasks which are due next Friday.
Monday, May 14
Students worked on the novel study assignments and prepared for the lit. circle discussion that will be held tomorrow.
Friday, May 11
Today students worked on the novel study whether it was reading their novel, preparing for the next lit. circle discussion, or working on the novel study assignments.
Cut-off for handing in: Questions on stereotypes in Hollywood films from the video "Reel Injun".
Thursday, May 10
I introduced the novel study assignments and then we were called down to the gym of the MADD presentation.
Wednesday, May 9
We held our lit. circle discussion and everyone who was present participated really well. We were missing a few students. Remember these discussions are evaluated and are worth marks in the speaking category that makes up 20% of your mark. You need to be in class and participating in order to earn the marks.
Tuesday, May 8
Students read their novels and prepared for the lit. circle discussion which will be held tomorrow. Students should be half way through their novels by now. Students should also be recording the symbols from their novel on the chart provided.
Be prepared with notes for the literature circle discussion tomorrow.
Monday, May 7
We went to the library for book talk and activities with Canada Reads author Joel Sutherland. He is best known for his Haunted Canada series of chilling true Canadian ghost tales and stories about haunted buildings. He told us about his latest fiction story set where we learnt about the tuberculous epidemic, sanitariums, and haunted hidden tunnels under a sanitarium in western Canada. We did a mad lib as a group and learnt how mad libs can help you get beyond writer's block.
Friday, May 4
I was a chaperone for the Young Authors Conference at F.H. Collins, so there was a sub. Students read their novels and created notes for the lit. circle discussions that will be held early next week.
Tuesday, May 1 and Thursday, May 3
We continued the novel study. We held a lit. circle discussion as a class since the class is quite small. Students did a great job evaluating the effectiveness of the hook and summarizing the story for students who are not reading the same novel. I also gave a note on other ways of contributing to a lit. circle discussion: read and discuss a powerful passage, find and explain interesting words or difficult words, make connections to the real world past or present, pose thought-provoking questions about the plot or characters. On Thursday, I gave the info for the symbols assignment which included step-by-step instructions, a chart, and a rubric for assessment. I explained the assignment and gave examples of symbols in the world and in literature. Students were also able to identify some symbols in their novel. They should record the symbols on the chart provided. Students are expected to read their novel daily, in class and also at home.
Monday, April 30 and Wednesday, May 2
We viewed the video Reel Injun, stopping intermittedly to discuss and answer a set of questions. The answers to these questions are due by the end of Tuesday's class. If you missed one of these classes, you can find the video on YouTube; you are responsible for completing the questions and they will be assessed.
Friday, April 20
Students went to the library to write the poetry terms quiz and then they read their novels and worked on their notes.
Thursday, April 19
Today I was home sick, so there was a sub. Earlier this week students chose from a collection of novels that were peer and teacher selected: Indian Horse, The Help, Animal Farm, Lord of the Flies, To Hell and Back, Alive, The Martian, The Lovely Bones. Students began reading their novel for the novel study and they were expected to make notes on the first few chapters. I gave a note template to record the effectiveness of the hook, setting, imagery, characters and students also needed to include quotes for support.
Wednesday, April 18
Last night I marked all the Macbeth Cornell note assignments using an assessment rubric. I returned the assignments today and students revised their work, paying careful attention to the rubric and the notes/suggestions I wrote on their work. Afterwards, students either finished writing the rant poem (these are past due!), studied for the upcoming poetry terms test, or reading their novel.
Tuesday, April 17
Today was the last day to work on the Cornell note assignment for one scene of Macbeth. Students worked diligently and most handed in the assignment by the end of the class.
The Cornell note assignment for Macbeth is due by the end of class today.
Quiz on the poetry terms this Friday.
Grammar quiz next Tuesday.
Monday, April 16
Today I introduced the novels for the novel study. Students will choose their novel tomorrow and we should begin reading later this week. We spent the class in the library working on the Cornell note assignment which is due by the end of tomorrow's class.
The Cornell note assignment for Macbeth is due tomorrow.
Quiz on the poetry terms this Friday.
Friday, April 13
It's Friday the 13th! Are you superstitious? In Shakespeare's day, most people were very superstitious. We are going to the library to work on the Cornell note assignment for Macbeth and will be using the laptop computers.
The Cornell note assignment for Macbeth is due next Tuesday.
Thursday, April 12
We viewed the video below as a quick review and then discussed the key ideas and themes in Macbeth. Next, I gave a note on the Cornell note assignment. I went over the expectations for the assignment as well as the two exemplars included in the note package. Lastly, students went to the library to complete the Act II-III quiz and then they began work on the Cornell note assignment.
Wednesday, April 11 Sea of Pink Day!
Today students wrote an open book, partner quiz for Acts II and III. Most students finished the quiz before the end of the class and then they were expected to read Act V which is the last act! Macbeth is Shakespeare's shortest and bloodiest tragedy.
Tuesday, April 10
Students finished the Act I quiz and then they read Acts III and IV. Lastly, I showed a short video about how Shakespeare's Macbeth is still relevant today.
Monday, April 9
Today students read Act II of Macbeth. We discussed the key events and then students went to the library to write an open book (graphic novel and original text) quiz on Act I. They could choose to work with a partner on the quiz. No one was able to finish the quiz, so we will spend a little time during tomorrow's class working on it.
Reminder: Rant poem is now past due.
Friday, April 6
We began reading Macbeth using graphic novels. Students read Act I and then we went to the library to work on completing and revising assignments.
The cut-off for term three assignments is midnight tonight.
The first draft of the rant poem is due today.
Thursday, April 5
We played a murder mystery game based on the murder of King Duncan in Shakespeare's Macbeth. Students took on character roles and used clues to ask questions of other characters and finally came up with an official accusation. Students did a great job! We went to the library for the last half hour of class to work on completing and revising assignments.
The cut-off for term three assignments is midnight tomorrow.
The first draft of the rant poem is due tomorrow.
Wednesday, April 4
Students spent the class in the library finishing the visual for the poem autopsy assignment that was supposed to be completed and handed in before the spring break, but was not:( The cut-off for this assignment is this Friday at midnight. Basically, I expect your notes for the poem autopsy and three illustrations to be put together in the form of a poster, Prezi, PowerPoint, or Keynote. Students also worked on the rant assignment which is due this Friday.
Tuesday, April 3
Welcome back! Today I introduced the rant assignment. We reviewed the Beat poets of the 1950's and discussed the fact that their poems often expressed their frustration with certain aspects of society, culture and politics. We also viewed a video of the opening ceremonies of the 2010 Winter Olympics in Vancouver where Shane Koyczan presented his spoken word poem We Are More. We discussed the fact that in We Are More, Shane Koyczan is ranting against the stereotypes of Canada and Canadians with references to hockey, our politeness, and our love of the outdoors. Next, we read a sample rant written by Karen Mahoney called Roundabouts in which she describes her frustration with drivers who have not mastered the "circle of cement". Lastly, we went through the steps to writing a rant (see handout). I also gave a note with info on the structure of a rant - intro, middle, end. We brainstormed some topics of frustration and exasperation. Most students could name at least a couple pet peeves. Students spent the rest of the class choosing a topic, and writing a list of reasons for the frustration. Some students were able to start taking ideas from their list and turning them into sentences or fragments for the poem. The poem should be at least 20 lines in length.
The first draft of the rant poem is due this Friday.
The cut-off for term three assignments has been extended to this Friday:)
Friday, March 15
Students will finish the visual component of the poem autopsy and submit the assignment for assessment by the end of the class today.
Due today: Poem Autopsy Assignment
Wednesday, March 14 - Thursday, March 15
Students chose their poem for the poem autopsy assignment and they created notes on all the sections using the booklet they were given in class and the class model notes. The notes were due by the end of Thursday's class.
Tuesday, March 13
Today students continued the in-class poem autopsy activity. Students defined several difficult words, drew a five-frame cartoon of the key images as I read the poem aloud and added corresponding quotes from the poem. We discussed the meaning of the poem and its theme. Lastly, I explained and gave a paper copy (see handouts tab) of the poem autopsy assignment that students will work on individually this week. I also gave a rubric for the assignment which we discussed, and I asked students for their input regarding any changes or additions to the rubric. Tomorrow students will choose a poem for this assignment.
Monday, March 12
Students learned how to do an in-depth analysis of a poem, a.k.a. a poem autopsy, using Michael McClure's For the Death of 100 Whales as an example. This was an in-class activity where they were given a note (see Poem Autopsy in the handouts tab) and were asked to focus on one of the following sections from the note: form and structure, grammar, imagery, phonology, lexis, and poetic voice. Each student put their ideas on poster paper to share with the rest of the class. Good work today!
Thursday, March 8
Today students gave their mini grammar lesson to the class. Well done! The lessons were engaging and the Kahoot games were entertaining.
Reminder: There is no school tomorrow. Have a great long weekend!
April 4 - Cut-off for term one assignments and revision work. No exceptions.
Wednesday, March 7
Tuesday, March 6
I introduced the mini-grammar assignment. Students worked with an assigned partner and were given two of the eight sentence errors from the Language Proficiency Index Test: run-ons, incomplete sentences, dangling modifiers, misplaced modifiers, faulty parallel structure, faulty reference of a pronoun, faulty subordination coordination, and faulty subject-verb agreement. They worked in the library to create a mini lesson that they will present to the class on Thursday. Each team is required to create a one-page note with a definition of the error, two erroneous sentences with corrected sentences, references, and an engaging a activity or game.
Mini grammar lesson is due: Thursday, March 8
First draft of argumentative essay is due March 7
Monday, March 5
We marked the multiple choice questions on the unit test and then students created the works cited page for their essay. Some students were unable to complete this activity as they did not have the required four online sources. Those students are expected to complete this on their own time. The argumentative essay is due Wednesday, March 7.
Friday, March 2
Today students wrote the unit test. It took the entire class to complete it. Students are expected to work on their argumentative essay this weekend. The first draft of the essay must be handed in by March 7.
Thursday, March 1
Students worked on the argumentative essay. Progress is being made. I did have to review how to cite supporting research within the essay, APA style. Some students were including the URL address or the name of a website after a quote, but I explained that this info goes at the end of the essay in a works cited/references page. We also reviewed some terminology from the terms booklet for the test tomorrow, including: anecdotal evidence, expert testimony, statistical evidence, and case study.
Reminder: The unit test is tomorrow. It will consist of one news article, 12 multiple choice questions, and 2 print ads.
Wednesday, February 28
Students continued to work on the argumentative essay. It is taking longer than I expected, but everyone is working diligently. We also did some review for the unit test on Friday. We reviewed the purpose, audience and methods of persuasion for the print advertisements from the Slideshare earlier in the unit. Students should understand and be able to apply these persuasive techniques: bandwagon, repetition, testimonial, humour, emotional appeal, and rhetorical question.
Tuesday, February 27
Today students began typing up the argumentative essay. Many students did not have the outline completed or all the research completed, so it was difficult to type up the essay. It is expected that students will work on the first draft outside of class time.
Reminder: The test on the argument and persuasion non-fiction unit is this Friday.
Thursday, February 22
Thank you to all the students who participated in Experiential Day today.
Monday, February 19 - Wednesday, February 21
I gave another note on embedding quotations which also included how to use the ellipsis (...) and brackets [ ]. We discussed in-text citations and read a paragraph where we determined which sentences required a citation. I gave a reference booklet on in-text citations and we went through the ways to cite short and long quotations with and without an author, APA style. We also discussed how to create a Works Cited page a.k.a. bibliography/reference page. I gave an argumentative essay checklist and two sample draft essays that we read in class. Students worked with a partner to determine which criteria were met in each essay. We then discussed the strengths and weaknesses of each essay and noted what revisions were required. I also showed students how to access the school library databases in order to find articles for their topics. We spent time in the library doing research on the lap top computers each day. I decided that, due to the nature of many of the topics, no book source is required; however, four reputable online sources are required.
All research and the outline for the argumentative essay should be completed for Tuesday, February 27.
Friday, February 16
We did a bit more practice integrating quotations. I gave a note and we discussed the three basic rules to follow when choosing quotations (see green booklet that was given in class). Students practiced integrating a quote at the beginning, in the middle and at the end of a sentence and used proper punctuation in each case. Afterwards, students went to the library and used the lap top computers to research their argumentative essay topics. They are expected to be recording their research and their sources in the booklet they were given.
Wednesday, February 14
We tried to play a Kahoot game to assess student understanding of the definition of sexual harassment and examples of sexual harassment, but the internet was not cooperating:(. We will try tomorrow! We finished discussing the key ideas from yesterday's articles and students worked in groups to answer some overarching questions about sexual harassment in society. Students put their ideas on poster paper and we discussed them. Afterwards, students participated in a barometer activity where I read a statement and they placed themselves along a line, one end of which was strongly agree and the opposite was strongly disagree. Great participation and discussion! And lastly, I gave a note on personal responses and asked students to write a personal response to the video, articles and discussions we have had over the last three classes on the #MeToo Movement and sexual harassment in our society. Students only had a few minutes to get started on this, so we will spend some time during tomorrow's class working on the written response.
Thursday, February 15
Today I went over the booklet on the argumentative essay that was given yesterday. Students chose a topic and began doing research on the lap top computers. We discussed reputable sources versus non-reputable sources and how to determine if a source is reputable. Next, students used the lap top computers to begin researching their topics.
Tuesday, February 13
We did some more activities from lesson plans the New York Times created for teaching about the #MeToo Movement and sexual harassment in our society. Students worked individually to read and summarize the main ideas of a news article from a collection on various topics related to sexual harassment. They completed a graphic organizer for four different points of view in the article and expanded with quotes and explanation for two of the points of view. Each student shared the key ideas and points of view with the class and we discussed some of the controversial ideas. A couple students required extra time to complete this activity so they should do so for homework and be ready to share their ideas tomorrow.
The irony paragraph is now past due. I am still missing a few!
Monday, February 12
Today we continued our non-fiction unit with a video, discussion and a news article on sexual harassment and the #MeToo Movement. Students participated in a think-pair-share activity to assess what they knew about the topic and then they viewed the video below for some historical context. While viewing the video, they used a graphic organizer to record information regarding the definition of sexual harassment. After discussing the key ideas in the video, students read a news article and were asked to highlight and label examples of: loaded language/words, statistical evidence, anecdotal evidence, and expert testimony. They were also given a set of questions to answer after they read the article. If the work was not completed in class, it must be done for homework.
Friday, February 9
Students typed up the literary response paragraph and handed it in for assessment. Many had not completed the outline.
Thursday, February 8
Today students were supposed to have their outlines completed so they could type up the first draft of the literary response paragraph. Disappointingly, only half the class had the work completed. Finish the outline tonight!
Wednesday, February 7
Students wrote a grammar pre-test that was not for marks, rather it was a diagnostic assessment tool. The results will help me plan future lessons. Afterwards, students worked on their outline for the literary response on irony in The Interlopers, adding a hook and a conclusion. They also reviewed how to smoothly integrate quotations.
Tuesday, February 6
We watched a 10 minute video version of the short story, The Interlopers, which we read yesterday, and students were to note at least three ironies. Next, we discussed the answers to the questions that students wrote on poster paper yesterday. I gave a note on how to write a literary response as well as an outline. We discussed the note and students began working on the outline. Students will be writing a literary response paragraph on the use of irony in The Interlopers.
Monday, February 5
Today I gave a booklet with the terms and devices students are required to know in this course. We went over the fiction terms section and added to the notes. We did a quick review of the different types of irony (dramatic, situational and verbal) using cartoons (see handouts tab) and a short video (see below). Afterwards, I gave some fiction terms questions students were to answer after reading the short story, The Interlopers. I read the story aloud and stopped to discuss certain aspects such as the irony in the story or any unfamiliar words. Students worked individually or in pairs and put the answers to two or three questions on poster paper. We will discuss the answers tomorrow. Good work today, except for one sleepy student!
Friday, February 2
Most students presented their commercials today. They were really well done. Students took turns presenting to two students and peer reviewing their classmates' presentations. Students who have not completed their commercial are expected to do so on their own time and then make arrangements with me to present during lunch or class time.
Thursday, February 1
Since we missed a class due to the mini assemblies last week and therefore started this project a day behind the other grade 11 class, I gave students today's class to finish up the project. Students are expected to present their commercial tomorrow, no exceptions!
Wednesday, January 31
Today was the last day to work on the commercial project and students should have completed their script by the end of class. I provided two sample scripts and read each aloud. We discussed the strengths and weaknesses of each script, and then students used laptop computers in class to work, work, work! Presentations are tomorrow. Be ready!
Tuesday, January 30
We spent the first part of class discussing slogans or taglines in more depth. I discussed the characteristics of slogans and we viewed some examples from a website (press button below). Afterwards, students worked on the commercial project. The visual for the presentation should have been completed by the end of the class.
Monday, January 29
We worked on the commercial project today. I discussed the timeline with students, which is as follows:
Jan. 29 - rough draft of 10-frames for commercial should be completed
Jan. 30 - final copy of 10-frame visual on poster board or computer should be completed
Jan. 31 - script for presentation should be written and you should spend time in class practicing for the presentation
Feb. 1 - gallery walk-style presentations (present twice each time to two classmates who will be assessing you)
Feb. 2 - create commercial (optional) - necessary if you are aiming for an A on this project
Friday, January 26
Today we viewed a Ted Talk to learn why videos, such as those posted by teens eating Tide Pods, go viral. Each student was given one question to answer while listening to the Ted Talk and we discussed the answers afterwards. Next, I introduced the commercial project. Students were given a booklet of info including: the learning outcomes, a step-by-step planner, graphic organizer, more examples of persuasive methods, and an assessment rubric. I showed a number of examples both strong and weak, and we discussed the expectations for the finished product. Students began working on the project in class.
Reminder: Letter of Introduction was due today!
Thursday, January 25
We started class by viewing a newscast about the Tide Pod Challenge (press button below to view newscast) and then we watched a commercial created to persuade teens from eating Tide Pods (see below). Students were asked to identify the methods of persuasion used in the commercial. They came up with four methods. Nice work. Afterwards, we viewed the Slideshare on persuasive techniques (see below). Students worked with a partner to identify the purpose, audience and methods of persuasion used in three of the print ads in the Slideshare. We went to the library and used the laptop computers for this assignment and students were to hand it in by the end of class for assessment.
Wednesday, January 24
We finished the video from yesterday and then we went to the cafeteria for an assembly regarding courses for next year, and the rules regarding vaping, hall passes and cell phones in the school.
Tuesday, January 23