Wed. Sept. 30, 2015: Connotation and Denotation: Reading Activity

Today, we discussed what is meant by positive and negative connotation and denotation. We then created some examples of positive and negative denotations. If you were not here, this sheet is in your portfolio. Connotations are important to understand as they tie to tone: an incorrect word choice can offend your reader.
I then gave to the reading "Political Correctness Laughed off Stage" to read actively (see steps posted in earlier Blogs and your notes). If you were not here, this is in your portfolio. I expect it to be completed for tomorrow's class (for discussion).

Tues. Sept. 29, 2015: Sask Careers

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.

You are also to hand in your Commas Worksheets.

Fri. Spet. 25, 2015: Understanding Tone

Today, we discussed what tone is and how to avoid it. If you were not here, you will find information in your portfolio. With the time left over, students worked on completing their assignments that are due for Tuesday ("Commas: Chapter 7" and story critique revision).

Thurs. Sept. 24, 2015: Group Critique Revision

Today, students were placed in groups to discuss their book critiques. They then had to fill in a reflection sheet on the changes that could be made to their critiques. I then examined what each student came up with and have allowed those students to resubmit by Tuesday's class.

 If you were not here, make sure your book critique is submitted by Tuesday's class.

Wed. Sept. 23, 2015: Commas

Today, I discussed outstanding assignments and how to use the results from the pre-test to help you improve. If you have not handed in the pre-test or the introductory paragraph, you need to do so ASAP as I will be marking everything this weekend.
I then gave you a Powerpoint on the comma. In it, we discussed what a dependent and independent clause is and the ways to ensure that two independent clauses can be joined together (there are four rules: they are in your "15 Common Errors" booklet).
I then gave you handout on the four comma rules for use in dependent situations  (Entitled "Chapter 7). These are to be read actively and completed for Tuesday, September 29 and submitted.

Be sure to have your book critique submitted prior to tomorrow's class as we will be using them. If you haven't submitted the critique by the deadline, an alternative assignment will be provided.

Mon. and Tues. Sept 21 and 22: Writing/Reading Lab

On Monday and Tuesday, you were given class time to work on your book critique for We are Canada.
By Tuesday, however, most are to be working on their independent novel study (reading). If the article critique  is complete and a student did not bring a novel, the student will be provided with an alternate reading assignment to complete, which must be submitted.

Fri. Sept. 18, 2015: Text Critique

Today, students started working on a book critique (I am Canada). They will have today and Monday to complete this assignment on the computer. To do it successfully, they will have to refer to their "Understanding Text Critiques" handout as well as their "MLA Citation" handout. Some may also need to review the "Computer Usage Steps" instructions. Be sure to bring a novel to class on Monday and Tuesday in case there is extra time.

Thurs. Sept. 17, 2015: Active Reading

Today, you were given a text to actively read. The title is We are Canada.  It is to be actively read by the end of class today and submitted. If you were not here, the reading is in your portfolio. If you also missed yesterday's class, I have posted the notes on how to read actively on the blog for that day.

Wed. Sept. 16, 2015:

Today, we reviewed how to write a text critique.
I started this by discussing "The Boy Who Cried Wolf." we then dtermined the summary, what is relevant and the purpose from the author's, students and initial audience's point of vieww.
 You were given a handout about this. If you were not here, it is in your portfolio. I also gave you notes on active reading. That information is presented below:

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 then gave them the text "Life and Literature in Early Britain" to read actively for tomorrow's class.

Tues. Sept. 15, 2015: Initial Novel Study Activity

Today, I reaffirmed the submission requirements expected at this grade level (first and last name, class designation and date in the upper right hand corner). I also discussed the importance of proofing work before submission to catch lack of capitals on proper nouns, lack of periods, and misspelling of words that are being copied directly.

Today, you were to all have your novels here. I gave you the assignment entitled "Independent Novel: Initial Activity."
You were to complete this assignment in-class. You must see me if you weren't here and allow time to do it as it is a timed activity and must be done as the introduction to the novel study.

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

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.

Writing La/Novel Check

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.

You were also to have your novel for today's class. Be sure to have it for Monday. If it is not here on Tuesday, you will not be able to do an assignment.

Thurs. Sept. 10, 2015: Writing Lab

Today, you were given class time to work on your paragraph and pre-test. I have extended the deadline for these two assignments to the end of the day on Monday, September 14.
You will also have to email me the paragraph at:

dawn.benoit@nwsd.ca

Wed. Sept. 9, 2015: Writing Lab

Today, you were given time to work on the computers (paragraph creation) and/or work on your pre-test (using the "15 Common Errors" booklet to aid you).
These assignments are both due on Friday,

In addition to a hard copy submission, I also want you to email me your paragraph to:

dawn.benoit@nwsd.ca

These need to also be sent by the end of the day on Friday. See me if you are having difficulties.

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

Today, you were given three different handouts:

1. Computer Usage Steps
2. Grade 12 English Language Arts Pre-Test
3. Paragraph Writing Assignment
4. 15 Common Errors explanation booklet

We discussed that students were to have all supplies here for today and novels registered for Friday.

We then discussed the two assignments that you will be doing this week (both due at the end of class 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 (Page 6).
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: Introductory Discussion on Landscape and People

Today, you were instructed to get out a piece of paper and write down the words to the National Anthem. We then discussed why so few were able to do this. I then gave you a poem by Duke Redbird entitled "I'm a Canadian," which we read as a class, discussing what makes a person a Canadian instead of, say, someone from somewhere else. I then had student form groups and, using pencil crayons, attempt to label Redbird's images onto the landscape of the  country they were provided.

Be sure to have a USB stick (as well as the rest of your supplies) for Tuesday.

Thurs. Sept. 3, 2015: MLA Citation

I then gave a brief overview of MLA formatting. I handed a booklet entitled "MLA Citation Booklet" 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 a text organized the above information on it so it was in 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.

Wed. Sept. 2, 2015: Independent Novel Study Information:

Today, we reviewed the course outline. Be sure to get your supplies for next Tuesday. I then gave you two handouts: The first one was your major independent novels study assignment options; the second one was your novel study choices. We discussed this assignment at length and set up some dates. If you were not here, these handouts are in your portfolio. Please see me for further clarification.

The independent novel study dates are as follows:

Friday, September 11: Must have chosen the novel and have it in class (from teacher approved list or
                                     with teacher approval).
Friday, October 9:       First month check-in
Friday, November 6:   Second month check-in
Friday, December 4:   Third month check-in

Wednesday, January 6, 2016: Novel study is due. There will be no extensions on this assignment due to the time it takes to carefully assess as well as the large amount of time given to complete this project.

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.