English 10
Cut-off for incomplete assignments from Term 2 is midnight Tuesday, June 6. That means you will receive a zero on the assignments if they are not submitted by this time.
Note: Revisions can be submitted until the last day of classes - Tuesday, June 13.
Note: Revisions can be submitted until the last day of classes - Tuesday, June 13.
May 15 - 19
May 8 - 12
Monday - Short story The Skating Party
- Reading comprehension questions
Tuesday - Finish questions from yesterday
Wednesday - Globe Theatre virtual tour and assignment to be handed in by the end of class
Thursday - Begin reading Romeo and Juliet by William Shakespeare
- Read prologue = compare and contrast two film versions of the prologue (see video clips below)
Friday - Read Act I of Romeo and Juliet
- View Act I scene i of Franco Zeffirelli's film version of the play
- Reading comprehension questions
Tuesday - Finish questions from yesterday
Wednesday - Globe Theatre virtual tour and assignment to be handed in by the end of class
Thursday - Begin reading Romeo and Juliet by William Shakespeare
- Read prologue = compare and contrast two film versions of the prologue (see video clips below)
Friday - Read Act I of Romeo and Juliet
- View Act I scene i of Franco Zeffirelli's film version of the play
May 1 - 5
Monday - Lit. circle discussions for To Kill a Mockingbird.
- Computer lab to complete letter essay #2
Tuesday - View film versions of novels
- Compare and contrast the film to the novel using a graphic organizer which will be handed in for assessment
Wednesday - Finish viewing films and hand in graphic organizer
Thursday - Kahoot for new unit on Rebellion
- How do you write a good title?
- Peer Review of Letter Essay #2
- Revision work in computer lab 202
Friday - I am away at the Young Authors' Conference today
- Students will compare and contrast two poems and hand this assignment in for assessment
- Computer lab 202 = final class time given to revise and peer review letter essay #2
The cut-off date for letter essay #2 is next Thursday. I will not accept any after this date. If you were absent during on Tuesday and/or Wednesday you are still expected to view the film version of your novel and complete the compare and contrast assignment. All films are available online. The cut-off for this assignment is Thursday, May 11.
- Computer lab to complete letter essay #2
Tuesday - View film versions of novels
- Compare and contrast the film to the novel using a graphic organizer which will be handed in for assessment
Wednesday - Finish viewing films and hand in graphic organizer
Thursday - Kahoot for new unit on Rebellion
- How do you write a good title?
- Peer Review of Letter Essay #2
- Revision work in computer lab 202
Friday - I am away at the Young Authors' Conference today
- Students will compare and contrast two poems and hand this assignment in for assessment
- Computer lab 202 = final class time given to revise and peer review letter essay #2
The cut-off date for letter essay #2 is next Thursday. I will not accept any after this date. If you were absent during on Tuesday and/or Wednesday you are still expected to view the film version of your novel and complete the compare and contrast assignment. All films are available online. The cut-off for this assignment is Thursday, May 11.
Tuesday, April 18
The lit. circles for TKMB, Touching the Void group 2, and Ready Player One were held today. For the most part, these discussions were better than the first round but a couple individuals have yet to come prepared ready to discuss the novel. If you are having difficulty keeping up to the other group members in terms of pages read, then I suggest you go online, read some chapter summaries and move ahead in the novel. The cut-off for handing in Letter Essay #1 is this Friday. I will not accept any after this date. |
Thursday, April 13
We held lit. circles for 13 Reasons Why and Touching the Void group 1. Overall, these were much better than the first round. Preparation is key. Use your lit. circle log to record your thoughts and questions. Students were expected to read their novels during the class or complete the now overdue letter essay. On Monday there will be lit. circles held for TKMB, Touching the Void group 2, and Ready Player One. The goal is to have finished reading the novels by the end of next week. Read at home! |
Wednesday, April 12
Today students worked in the computer lab completing the letter essay. We decided to postpone the lit. circle discussions until tomorrow. So tomorrow these groups will be expected to come prepared for lit. circles: 13 Reasons Why, Touching the Void group 1, and To Kill a Mockingbird. Students should have completed the letter essay and handed it in for assessment today.
Today students worked in the computer lab completing the letter essay. We decided to postpone the lit. circle discussions until tomorrow. So tomorrow these groups will be expected to come prepared for lit. circles: 13 Reasons Why, Touching the Void group 1, and To Kill a Mockingbird. Students should have completed the letter essay and handed it in for assessment today.
Tuesday, April 11
I was not at the school today, so there was a sub. Students went to the computer lab to write letter essay #1. It was my expectation that students print a copy of what they completed today so I can see how productive they were. I have booked the lab for tomorrow so there will be some time to complete the writing assignment and address any difficulties the students may have experienced. Tomorrow's lit. circles include: 13 Reasons Why and Touching the Void Group 1.
I was not at the school today, so there was a sub. Students went to the computer lab to write letter essay #1. It was my expectation that students print a copy of what they completed today so I can see how productive they were. I have booked the lab for tomorrow so there will be some time to complete the writing assignment and address any difficulties the students may have experienced. Tomorrow's lit. circles include: 13 Reasons Why and Touching the Void Group 1.
Monday, April 10
Today we held lit. circles for Touching the Void Group 2, To Kill a Mockingbird, and Ready Player One. About half the students were prepared with some notes and something to contribute to the discussion. Students were reminded to read their novel at home as well as during the class time provided. Next week is the last week for lit. circles so your novel must be fully read by the end of next week the latest.
Today we held lit. circles for Touching the Void Group 2, To Kill a Mockingbird, and Ready Player One. About half the students were prepared with some notes and something to contribute to the discussion. Students were reminded to read their novel at home as well as during the class time provided. Next week is the last week for lit. circles so your novel must be fully read by the end of next week the latest.
Thursday, April 6
We started the class with a fire drill and then we went to the library for lit. circles and reading. Only half the students in today's lit. circles came prepared with something written down in their lit. logs to discuss. You can't just 'wing it'. You are being assessed on your preparedness and your ability to stimulate a conversation about your novel. Use the ideas in your lit. log and if your are still having difficulties ask me for help. Today is the cut-off for children's books and short stories. |
Wednesday, April 5
Today students had the option of going to the library to read their novel and prepare for the lit. circle discussions tomorrow or working on the letter essay in the computer lab. Remember: you only need to have read the first few chapters to begin writing the letter essay which is basically a reflection on your first impressions of the novel, in terms of: character development, plot, conflict, theme and author's style. You are evaluating the novel in terms of strengths and weaknesses not summarizing it! Letter essays are an opportunity to speak your mind about what you are reading, but in a friendly yet critical way. Use some of the openers below to help you write your letter essay but remember to add transition words so your piece flows! Tomorrow's lit. circles are 13 Reasons Why and Touching the Void group 1. Come prepared!
Writing about Reading: Some Openers
I was surprised when/ angry about/ satisfied with/ moved by/ incredulous at...
I liked the way the author...
If I were the author I would have... The main character...
The structure of this book...
The resolution of the problem...
I didn’t agree with...
Why did...
I noticed how the author...
I’d compare this author to... The character development... The climax of the plot...
I’d say a theme of this book is... I understood...
I don’t understand why the author... This book reminded me of... The narrative voice...
The genre of this book...
I wish that...
I couldn’t understand...
I rated this book a ____ out of ten because...
I was struck by / interested by / convinced by this passage: “. . .” It shows . . . about the author’s writing.
Today students had the option of going to the library to read their novel and prepare for the lit. circle discussions tomorrow or working on the letter essay in the computer lab. Remember: you only need to have read the first few chapters to begin writing the letter essay which is basically a reflection on your first impressions of the novel, in terms of: character development, plot, conflict, theme and author's style. You are evaluating the novel in terms of strengths and weaknesses not summarizing it! Letter essays are an opportunity to speak your mind about what you are reading, but in a friendly yet critical way. Use some of the openers below to help you write your letter essay but remember to add transition words so your piece flows! Tomorrow's lit. circles are 13 Reasons Why and Touching the Void group 1. Come prepared!
Writing about Reading: Some Openers
I was surprised when/ angry about/ satisfied with/ moved by/ incredulous at...
I liked the way the author...
If I were the author I would have... The main character...
The structure of this book...
The resolution of the problem...
I didn’t agree with...
Why did...
I noticed how the author...
I’d compare this author to... The character development... The climax of the plot...
I’d say a theme of this book is... I understood...
I don’t understand why the author... This book reminded me of... The narrative voice...
The genre of this book...
I wish that...
I couldn’t understand...
I rated this book a ____ out of ten because...
I was struck by / interested by / convinced by this passage: “. . .” It shows . . . about the author’s writing.
Tuesday, April 4
I introduced the writing assignment Letter Essay #1 which is due next Tuesday. Students should be reading their novels with the letter essay criteria in mind. We went to the library to read and some students went to the computer lab to finish their short story or children's book.
I introduced the writing assignment Letter Essay #1 which is due next Tuesday. Students should be reading their novels with the letter essay criteria in mind. We went to the library to read and some students went to the computer lab to finish their short story or children's book.
Monday, April 3
Today we began our novel study and literature circle unit. First, I gave each student a lit. circle log and explained my expectations. We discussed how students can contribute to a discussion about the novel they are reading and we went over the self and teacher assessment rubric. Next, as a class we did a practice lit. circle discussion using a flash-fiction piece called "Zombie March". I was impressed with the range of ideas contributed by many students. Finally, students received their novels and most used the rest of the class to read. Reminder: The cut-off to hand in short stories and children's books is this Thursday. |
Tuesday, February 21
Students read for 15 minutes and I was happy to learn that some students have already reached the goal of reading 800 pages of fiction or non-fiction. FANTASTIC! Remember to keep track of the pages you are reading and the different genres, etc from the reading list activity at the beginning of the course. Try to read a variety of genres. Next, we went over the answers to the poetic devices quiz and I reminded students there will be a re-write within the next two weeks if you would like to improve your mark. Many students did quite well. The childhood poems/paragraphs were returned and students are encouraged to make revisions and re-submit the assignment for further assessment and hopefully a higher mark. This assignment was well done overall, but some students were missing an illustration or had numerous grammatical errors. The rest of the class was spent writing a first draft of the children's book review. Due tomorrow: plot diagram of story, outline of review, and first draft of review. |
Monday, February 20
Today students read their books for 15 minutes and then went to the library to work on the children's book review that half the class started on Friday. The purpose of illustrations sticky note assignment is now past due and students should have a first draft of their children's book review ready for Wednesday's class.
Today students read their books for 15 minutes and then went to the library to work on the children's book review that half the class started on Friday. The purpose of illustrations sticky note assignment is now past due and students should have a first draft of their children's book review ready for Wednesday's class.
Friday, February 17
Students read for fifteen minutes and then I explained the book review assignment. I gave handouts, including: a criteria checklist, plot diagram, three exemplars and an outline/planning sheet. I discussed the criteria checklist and read the exemplars aloud during which students identified positives and suggestions for improvement for each review. We spent the last 45 minutes of class in the library either finishing the sticky note assignment from yesterday, revising the sticky note activity in order to achieve a higher mark, or writing a review of a children's book.
Students read for fifteen minutes and then I explained the book review assignment. I gave handouts, including: a criteria checklist, plot diagram, three exemplars and an outline/planning sheet. I discussed the criteria checklist and read the exemplars aloud during which students identified positives and suggestions for improvement for each review. We spent the last 45 minutes of class in the library either finishing the sticky note assignment from yesterday, revising the sticky note activity in order to achieve a higher mark, or writing a review of a children's book.
Thursday, February 16
Students read for fifteen minutes and then I read them a children's book, during which we discussed how the illustrations added information or supported the text. Next, I showed a PowerPoint on the purpose of illustrations and students filled in a note. Afterwards, I discussed the sticky note assignment and students, working individually or in pairs, chose a children's book from the collection and went to the library to work. Many students worked diligently and finished within the half hour time period. Well done! Students will have some time to finish this assignment in class tomorrow. |
There was a time when illustrators were the rock stars. What was the reason publishers decided to eliminate illustrations in adult novels?
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Wednesday, February 15
Today students read for twenty minutes and recorded the number of pages in their reading log. Next, we read an informative/persuasive essay about the important role illustrations played in novels, magazines, newspapers and catalogues before the camera became widely used, after which illustrations disappeared in novels. We added the word "illustration" and its definition to the Literary Terms Booklet each student received at the beginning of the course, and then we highlighted and reviewed all the fiction and drama terms in the booklet. Lastly, students were given time to work on the Jabberwocky/nonsense poem in class. Reminder: first drafts are due on Friday. |
Monday, February 13
Students read and then I we continued going over the answers to the practise quiz. Next, I reviewed plot and types of conflict using a couple of brief PowerPoint presentations. Students completed a chart on the different types of conflict in The Lion King. Finally, I discussed types of characters and referred students to the Literary Terms Booklet each student was given at the beginning of the course. Students completed a chart categorizing each of the characters in The Lion King in terms of character type. I am still missing some theme statements from last Friday. |
Friday, February 10
Today students read for 15 minutes and then recorded the number of pages in their reading log. Next, we discussed audience and why many modern children's films have elements that appeal to adults. Students viewed two video clips of the film the Lion King and then we listed the elements of film from the clips, such as: silly characters, music, physical humour, comic relief, animal characters, character foil, animation, and puns/play on words. We discussed which elements of film appeal to children, adults or both and students completed a chart. Afterwards, we reviewed theme and I gave a note about writing theme statements. Students worked individually or in small groups and wrote a theme statement for The Lion King. They also gave three pieces of evidence from the film to support their theme statement. Finally, I handed back Poetry Term Quiz #1 which was a practise quiz for the real thing that will be written Tuesday, February 14th.
Today students read for 15 minutes and then recorded the number of pages in their reading log. Next, we discussed audience and why many modern children's films have elements that appeal to adults. Students viewed two video clips of the film the Lion King and then we listed the elements of film from the clips, such as: silly characters, music, physical humour, comic relief, animal characters, character foil, animation, and puns/play on words. We discussed which elements of film appeal to children, adults or both and students completed a chart. Afterwards, we reviewed theme and I gave a note about writing theme statements. Students worked individually or in small groups and wrote a theme statement for The Lion King. They also gave three pieces of evidence from the film to support their theme statement. Finally, I handed back Poetry Term Quiz #1 which was a practise quiz for the real thing that will be written Tuesday, February 14th.
Tuesday, January 24
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