Fri. Dec. 19, 2014: The Lottery

Today, we finished watching the sequel "The Lottery." I then discussed some of the themes that appeared in the story:
* Human sacrifice
* scapegoaing
* bandwagon
* Why did all have to participate
* Who was the nicest person in the story (written)?

All of your short story active readings and quesions had to be in today. They will be returned when you come back. We will then work on an essay using them.

Tues. Dec. 16-19: Short Story completion/prep

Students have been given all the information they need to actively read and answer questions on the following short stories:
"Miss Brill"
"The Rocking-Horse Winner"
"The Lottery"

These active readings and answers to questions (as indicated) are due by the end of class on Friday. In addition, you will watch visuals on these and also work on your final project (the independent novel study is due on Monday, January 5).

Mon. Dec. 15: "Miss Brill" and "The Lottery"

Today, we viewed "Miss Brill" on YouTube. I then explained that you need to complete three assignments in order to get a full mark for this unit: "Miss Brill," "the Rocking-Horse Winner," and "The Lottery." This includes answering questions and actively reading each one. I then handed out the short story "The Lottery" by Shirley Jackson for you to read actively. If you were not here, I have put this in your portfolio. It can also be found as a reading on line (just Google it with the word "reading").

Thurs. Dec 11 and Fri. Dec. 12: "Miss Brill"

You were given the short story "Miss Brill" to read actively. Once this was done (and shown as completed) you were given the questions to answer on a separate sheet of paper. These are due at the start of class on Monday.

Wed. Dec. 10, 2014:" Rocking-Horse Winner" Cont.

Today, you were given class time to finish up your answers to the questions for "The Rocking-Horse Winner." You were then instructed to hand your answers as well as your active reading of the story itself. If you finished early, you were to work on your independent novel study. The projects are due on January 5.

Tues. Dec. 9, 2014: Rocking Horse Cont.

Today, we viewed "The Rocking-Horse Winner" on UTube. If you were not here, do so (1976 version). Notice the differences between it and D.H. Lawrence's version.
I will allow time tomorrow to work on the questions (make sure the story is actively read).

Mon. Dec. 8, 2014: "The Rocking-Horse Winner" Discussion

Today, we discussed the short story "The Rocking-Horse Winner." I provided you with Powerpoint notes on theme, stylistic devices and plot.
Students who had completed their homework were given the questions to answer. Others will get the questions once they demonstrate that the story has been actively read.

Fri. Dec. 5, 2014: "The Destructors" Discussion

Today, we discussed the short story "The Destructors" by Graham Greene. If you were not here, the story and information about it can be found online. If you were not here, I also am providing you with questions to answer as you missed the discussion. These are in your portfolio.
You were also given a copy of the short story "The Rocking-Horse Winner" by D.H. Lawrence to read this weekend.

Thurs. Dec. 4, 2014: "Paul's Case" Discussion

Today, we discussed the short story "Paul's Case," by Willa Cather. The focus was on personality. If you were not here, you need to see me for notes. If you were not here for the reading, Google it (it is online).
I then handed out the short story "The Destructors" by Graham Greene. You are to read this for tomorrow's class.
If you were not here, you can find the story online by Googling it.

Tues. Dec. 2, 2014: Short Story Intro. and "Paul's Case"

Today, I gave you a handout about the elements of a short story (review). I then explained that you will be reading five short stories before the holidays and listed them for you. They are as follows:

"Paul's Case" by Willa Cather
"The Destructors" by Graham Greene
"The Rocking-Horse Winner" by D.H. Lawrence
"Miss Brill" by Katherine Mansfield
"The Lottery" by Shirley Jackson

I then introduced the background information on "Paul's Case." The students were then given a copy of it to read actively. They will get additional time tomorrow.

Students were reminded to bring their independent novels to class for tomorrow.

Mon. Dec. 1, 2014: Final Discussion and Draft Reading

Today, I discussed the final with the students and informed them of what is still left to accomplish before the end of the term (Hamlet; short story/poetry comprehension; independent novel study assignment).
The final will consist of at least three readings (a draft, a poem and a short story). Students will be expected to be able to apply conventions to these, as well as literary devices and demonstrate comprehension skills. In addition to these readings, students will be creating two written responses: a full essay on one source and another essay utilizing three sources. We will be discussing these as we progress through this period before the holidays.
Today, students were given a draft reading with questions to complete. I then spoke to each student individually about their progress. If you were not here, this activity is in your portfolio.

Fri. Nov. 28, 2014: Writing Class

Today was the last day given to complete the revisions on your essay. They were due at the end of class, but I extended the deadline to the end of the day.

Thurs. Nov. 27, 2014: Writing Class

Today, you should be working on typing in your essay. It is due at the end of class tomorrow. If you are behind, you will run out of time to edit it.

Wed. Nov. 26, 2014: Writing Class

Students worked on a rough copy of their essay for this unit. The revised copy is due at the end of class on Friday.

Tues. Nov. 25, 2014: Writing Class

Today, you worked on your essay for this unit. You will have until the end of class on Friday to complete this assignment (submit a revised copy of an essay).

Mon. Nov. 24, 2014: Essay Assignment

Today, you were given your essay assignment for this novel study unit. I have actually provided you with five choices to choose from. If you were not here, the choices are in your portfolio. This will need to be types and submitted by the end of class on Friday.

Fri. Nov. 21, 2014: Novel Unit Exam

Today, you wrote your novel unit exam. If you were not here, you are to write it at lunch on Monday.

Thurs. Nov. 20, 2014: Test Prep

Today, we discussed the test that you will be writing tomorrow. I have pasted the class board notes below:

Test

·         You need to be able to summarize the novel.

·         You to be able to understand the story sequentially (in order)

·         You need to be able to identify the main characters AND their personality traits (with evidence as that is how you will be tested)

·         You will have to know the conflicts in the novel

o   Conflicts are problems that get in the way of what a person wants (I want to retire!!!!... my lack of funds is causing me problems).

o   Person vs. Self (id, ego, superego)

o   Person vs. Person (you vs. … Mr.s Waterman?)

o   Person vs. Nature (me… vs. cold)

§  Person vs. the supernatural

o   Person vs. fate

o   Person vs. society

·         Outcomes

·         Symbols (conch, glasses, fire, sea (water), lord’s head, creepers, masks)

·         Allegories (religious, psycho-social, microcosm of real world, man’s innate evil, man’s “habit” of destroying his environment)

·         Must know the words that I gave you earlier in the week.

·         Must know the major theme (man is self serving and is only controlled by the society’s rules)

Wed. Nov. 19, 2014: Movie Lord of the Flies

Today, you finished watching the film Lord of the Flies. I handed out progress reports and reminded you to work on your late questions and the word assignment given out yesterday. I also reminded you that the test is on Friday. You are to see me if you are going to miss it so we can make other arrangements. If you do miss it, the make-up will be at lunch on Monday.

Tues. Nov. 18, 2014: Film: Test information

Today, we watched the first 44 minutes of the 1963 film Lord of the Flies. I also provided you with some vocabulary terms that will be on the exam that you need to learn. In addition, the exam date was set for this Friday (multiple choice). If you cannot make it, you will have to write at lunch on Monday or at another time set prior to the exam date.
I pointed out some of the differences between the movie and the novel (you made jot notes while watching). We will continue with the film tomorrow.
Keep in mind that your novel answers are past due. I will not accept them after the exam date.

Mon. Nov. 17, 2014: Lord of the Flies Symbols and Allegories

Today, you were to submit your answers to the questions provided at the start of this novel study. I then reviewed the novel, focusing on allegories and symbols. If you were not here, you need to do a web search to find this information. There is plenty on line.

Fri. Nov. 14, 2014: Citation Lord of the Flies

Today, I went through how to properly cite a source (MLA). You needed to refer to pages 7 and 8 in your "MLA Citation Booklet." Together, we started the page, created a citation for the novel Lord of the Flies, and then cited the first chapter. From here, you had to complete the citations for the rest of the chapters and submit.

Remember: your answers to the questions on the chapters for this novel are due on Monday.

Fri. Nov. 7 - Fri. Nov. 14, 2014: Lord of the Flies Readings

 For the rest of the time indicated in the date, the students will be reading the novel Lord of the Flies and answering questions related to their understanding. The questions are due on Monday, November 17. I actually expect them to have finished reading the novel on Thursday, November 13 as I may add a class of citation in for Friday (TBA).

Thurs. Nov. 6, 2014: Lord of the Flies Summary/Chapter 5 reading

Today, you were supposed to have completed reading Chapter Four of Lord of the Flies. At the start of the class, you were instructed to write a summary of what you read. These were handed in. Today, you need to read Chapter Five and answer the questions you received yesterday.

You will be expected to have the novel read by Friday, November 14 and the questions submitted by Monday, November 17.

Wed. Nov. 5, 2014: Lord of the Flies Chapter 4

Today, we discussed the answers to the first three chapters of Lord of the Flies. Some of you are behind. You must stay caught up on the readings. I then gave out questions for the rest of the chapters (except for chapter 4). You were instructed to have chapter 4 read for tomorrow's class. I suggested that you might have to write a summary at the start of class tomorrow. Be sure you are caught up.

I also discussed point of view. We examined the following: if you were not here, you will need to do a web search:

First person (I)
3rd person (he, she)
Objective (not in anyone's head/personal thoughts/feelings)
Limited omniscient (in one person's head/personal thoughts/feelings)
Omnscient (in more than one person's head/person thoughts/feelings)

Tues. Nov. 4, 2014: Lord of the Flies Chapters 2 and 3

Today, I did an observational check of whether or not you had answered the Chapter One questions. A number of you haven't. I then explained that, depending on your reading speed, you may have to read at home or during RTI to stay caught up. I then gave you this class to read Chapters 2 and 3 and answer the jot note questions for this section. I will be checking your progress at the start of class tomorrow.

Mon. Nov. 3: Lord of the Flies Chpt. 1

Today, I handed out a summary of Chapter One of the novel The Lord of the Flies as well as an analysis. If you were not here, these are in your portfolio. We read them and I pointed out symbolism and active reading strategies. You were then instructed to read Chapter One. I then handed out jot note questions that you are to answer for Chapter One for tomorrow's class.

Fri. Oct. 31, 2014: Intro: Lord of the Flies

Today, I finished introducing the class to the background for Lord of the Flies. I am attaching the link to a powerpoint  introducing the novel below. If you were not here, you need to watch it and make notes as many of the words/definitions will be mentioned as we read.
I also explained Freud's meaning of Id Ego and Superego as parts of personality (it is relevant in this novel). Be sure to look this up or see me for clarification (it is not part of the powerpoint).

Intro to Lord of the Flies

Thurs. Oct.30, 2014: Intro. Lord of the Flies

Today, I introduced the novel Lord of the Flies. We discussed the title (breaking down lord and flies to find meaning). We also defined and discussed the terms "connotation (positive and negative)" and "denotation".
We then reviewed the 5 w's of Golding's life (where he was born, when, interests, experiences) and his philosophy about man (born evil and self-centred; society is what controls him; without society, he will do bad; with certain societies he will have permission to do bad).

We also went to the library and got the novel. If you were not here, go and pick it up.

Wed. Oct. 29, 2014: Final Writing Class

Today, the students completed their "Heroes" essay. They were also given a revision checklist to apply to their paper and make adjustments as needed. This paper is due by the end of the day.

Tues. Oct. 28, 2014: Writing Class

Today, you worked on revising your essay. I also handed out a sheet explaining unity, parallelism and transitions. You are to pay attention to these when revising your paper. I also handed out an editing checklist for final revision. The paper will be due at the end of class tomorrow.

Fri. Oct. 24, 2014: Essay structure/content review

Today, based on questions yesterday, I gave students two review items. One contains information about what is expected in an essay. The other contains information on how to lay out a seven sentence critical/analytical essay.  It is a really great resource. The first one is useful as it explains conclusions.
I have extended your writing time to the end of class on Wednesday. If you finish early, you will have time to read your independent novel in class.

Thurs. Oct. 23, 2014: Writing Class

Today, you worked on a rough copy of your essay. While I did state it is due on Tuesday, I am moving it to Wednesday in order to discuss some layout/organization information with you.

Wed. Oct. 22, 2014: Writing Class

Today, you were to work on completing your outline for the essay you are preparing. You had use of computers if needed.

Tues. Oct. 21, 2014: Writing Class

Today, you  worked on your essay. I also met with a number of you to discuss your writing. Each of you also demonstrated that you had arrived at a topic (using the rest of the class to work on an outline).

Mon. Oct. 20, 2014: Introduction to Essay

Today, we completed discussing the feature film we finished watching last week. I then reviewed with you how to create an essay (thesis, main points, evidence) using a "law and order" approach (guilty/not guilty are thesis; not there/was there are main points; witnesses, video tape receipts form somewhere else ) are evidence.
I then handed out your essay assignment which we discussed. You are to have chosen for topic for the start of class tomorrow.
The assignment is due on Tuesday, October 28; however, the last class day to work on it will be on Friday.
The assignment is linked below.

Unit Essay

Fri: Oct. 17, 2014: Film/Note Taking

Today, we finished watching the film Gran Torino. We then discussed our notes relating to heroic/positive characteristics and negative ones.
Remember: You need to get caught up while you don't have additional assignments. Next week, you will be back to writing.

Thurs. Oct. 16, 2014: Film and note-taking

Today, we continued to view the film Gran Torino. We discussed heroic and non heroic characteristics and situations as they appeared. We stopped at 1:16.20.
Keep in mind that you do not have homework right now for this class. Use this breather to get caught up on other assignments or read your independent novel.

Wed. Oct. 15, 2014: Film/note-taking

Today, I introduced the film Gran Torino. The students are to do the following while viewing:
On one side of a page, jot down the character's names. Beside each one, put down actions or traits that could be considered heroic and actions or traits that could be considered non heroic.
On the other side of the page, create a point form summary. You will need to jot down the 5 ws.
The point of this activity is to collect information (note-taking) without destroying the activity (watching the film).

Tues. Oct. 14, 2014: Note-Taking

Today, we discussed the importance of learning how to actively and efficiently take notes. If you were not here, the notes are in your portfolio.

Thurs. Oct. 9, 2014: Novel Study Update

Today, you were to bring your independent novel to class. An assignment was placed in your portfolio for you to fill in so that I know where you are in this activity. It was to be handed in at the end of class. If you were not here, it is in your portfolio.
Also, if you missed the test or did not get your writing in, make arrangements/submissions ASAP as marks must be updated.

Wed. Oct. 8, 2014: Unit Exam

Today, you wrote your first unit exam. This was a timed exam. If you missed it, you will have to see me next week to arrange a make-up exam. Keep in mind that your "Hero" award nomination paper and revisions to your introductory paragraph are now past due. Be sure to bring your independent novel to class tomorrow.

Tues. Oct. 7, 2014: Writing and test prep

Today, you had class time to work on finishing your writing projects. I also discussed the exam with you. Tomorrow's exam will be reading comprehension (multiple choice). You will be allowed a dictionary. I gave you a list of words you may want to familiarize yourself with in order to cut down on searching time. You will be marked on active reading, using process of elimination skills in your answers, and in getting the correct answer. If you do not attend tomorrow's exam, you will be provided with an alternate comprehension exam.

Mon. Oct. 6, 2014: Writing Class

Today, you were allowed to use class time to work on your "Hero" award paper and paragraph revision. These were both due at the end of class tomorrow.

Friday, October 3, 2014: Writing Class

Today, you worked on your paragraph revision and your "Heroism Award" essay. See yesterday's Blog for due dates.

Thurs. Oct. 2, 2014: Introduction of Hero Award Assignment

Today, you were given an essay assignment to complete. In this assignment, you will have to decide which of the characters we have studied deserves the award for heroism. There are a lot of details and steps to this assignment that you need to do. The assignment is in your portfolio if you were not here.
This assignment is due at the end of class on Tuesday, October 7. Your introductory paragraph answers and revision are due on Monday, October 6.
You also will have  a reading comprehension exam on Wednesday, October 8 (Multiple choice). In addition, I will be asking you to tell me about your progress reading your independent novel (Tuesday).

Wed. Oct. 1, 2014: Active Reading for Exams

Today, I gave you the short story "The Dragon" by Ray Bradbury to read actively. You were then provided with multiple choice questions to answer using process of elimination (getting rid of the obviously incorrect options to arrive at the correct one). These were handed in. I informed you that you will have your first unit exam/reading comprehension/multiple choice exam on Wednesday, October 8.
You also have to get your introductory paragraph revisions in by the end of the day this Friday (October 6).

Tues. Sept. 30, 2014: Catch-up

Today, I allowed class time to get caught up on outstanding paragraph revisions and questions. Your paragraph revisions (the final ones )are due, along with the questions, next Monday.

Mon. Sept.29, 2014: Heroes: The Man in the Water

Today, you were given a reading to read actively ("The Man in the Water" by Roger Rosenblatt) and then questions to answer. If you were not here, the questions and readings are in your portfolio. These were due at the end of class.
I also informed you that the introductory paragraph I returned to you needs to be edited and the answers handed in by Monday, October 6.

Fri. Sept. 26, 2014: "What Men..." Heroes discussion

Today, we reviewed the story "What Men Live By." I defined the term "pragmatist (realist: not taking emotion into account).
We discussed how the wife is initially pragmatic when it comes to the arrival of Michael and her concerns. We then discussed how she changed after her husband shames her by saying "Have you no love of God?" She further changes when she sees Michael smile after she feeds him (her pity is rewarded. This is a "reflection" of her good deed.
We then talked about how the couple's life was prior to the arrival of Michael (their good deed) and how it was after.
Michael was kicked out of heaven because he disobeyed God (God's word); the wife also was not acting according to God's "word." In  both cases, lessons were learned. Micheal learned the following
1. what is not given to man is the power of knowing
2. what dwells in the heart of man is pity
3. What men live by is love

You were then instructed to do the following:
Examine this story in relation to that of "Beowulf"
Determine what heroic characteristics appear in this story (in relation to Simon).
Compare these to the heroic characteristics of an epic hero.
What is different?
What is the same?

We determined that an epic hero, in addition to our list of characteristics, is strong, smart, pragmatic and confident.
A more modern hero may not be strong, smart, or self confident (he could be a pushover like Simon). The biggest difference, however, is that the modern hero is not doing an act FOR a reward; it is being down as a form of self-sacrifice without the understanding of reward (though, in this short story, it results in prosperity).

I also defined the term "Cliche," which means a phrase that has lost its impact due to overuse. In this case, the phrase was "God is punishing me."

Thurs. Sept. 25, 2014: Catch-Up Day

Today, you were given time to catch up on assignments and work on the questions you were given to answer in relation to your personal paragraph. The computers were also available for second revision work (after answering the questions). I have now met with all of you so you know where you stand in this class as well as what you have to do to get/stay caught up. If you had time left over, you were to read your independent novel.

Wed. Sept. 24, 2014: "What Men... " Questions/Irony

Today, I gave you a handout explaining what irony is and what they three types of irony are. We discussed this. I then gave you questions to answer in relation to the short story “What Men Live By.” If you read actively, most of these should be relatively easy. Answer them as instructed (IN PEN).

Be sure to put your identifying information in the upper right hand corner and watch your grammar and mechanics.

If you were not here, these are in your portfolio.

Tues. Sept 23, 2014: What Men Live By cont

Today, you were to have read up to part 8 (page 8) of the short story "What Men Live By" by Leo Tolstoy. I did a walk-through to see whether you achieved this task. You were then instructed to actively read the rest of the story. It must be read for tomorrow's discussion. As you read, I discussed your progress reports with you in the tutorial room. With the exception of three students, all of you have been made aware of areas you need to work on or get caught up in to improve your overall mark.

Mon. Sept. 22, 2014: "What Men Live By"

Today, we reviewed the traits of an epic hero, reviewed the notes presented on Friday about Tolstoy, and then began reading the short story "What Men Live By." I instructed you to read actively (see earlier Blogs if you do not have these notes). If the story is read actively, it will make sense; if not, students can get lost in the language (1800's). I expect you to have it read for tomorrow's class.
If you were not here, this story can be found on Google. It will also be in your portfolio.

Fri. Sept. 19, 2014: Summary Writing Review

Today, I reviewed how to write a summary successfully. While the students received notes on this earlier (a handout), they needed help connecting the outcomes of it to the summary they submitted. The notes about how to write a summary are linked on this page (below).

Summary Notes

I also introduced the writer, Leo Tolstoy. Students took brief notes while we examined his biography on the Web. If you were not here, you need to good the author's name and create your own notes about him.

I then introduced the short story "What Men Live By". We also talked about when to use quotation marks (around titles of minor works).

I explained that this story is still examining heroic acts and ideals, but that the characteristics, when compared to the characteristics of an epic hero, have changed. We will start reading this short story on Monday.

Thurs. Sept. 17: Beowulf Questions

Today, you were provided with questions to answer about the poem "Beowulf." These are due at the end of the class.

Wed. Sept. 17, 2014: Beowulf cont. Discussion

Today, we continued to actively finish reading the excerpt from Beowulf. While I read it out loud, students highlighted key information. We also identified allusions (monotheism), personification, foreshadowing, tone (positive and negative), metaphors and alliterations. If you were not here, it would be wise to come in and meet with me to stay caught up.
At the end of class, you were given a few minutes to jot down a summary of the excerpt. You could do this in point form if you chose. The purpose is to give you something to start with when you get the questions tomorrow.

Tues. Sept. 16, 2014: Beowulf

Today, I gave the students the abridged steps to active reading. We then began to read it. I read it out loud and modeled the active reading steps. We got through part one and two.
If you were not here, read Part One and Two yourself (Grendal Attacks the Danes; Beowulf) and highlight allusions to religion, at least one alliteration example, and one metaphor.

How to Read Actively (Abridged)

(During and a bit of After)

1.      Analyze the title (before your read). Write down in one or two words what it might mean.

2.      Count the number of paragraphs (this is a “before” activity but, oh well). Put the numbers beside them.

3.      Read the first paragraph

a.       If it is an essay

                                                              i.      Highlight the thesis (or main points)

                                                            ii.      Highlight and define unknown words, allusions, phrases (allusions are references to historical times, books plays, people, etc that the writer would expect the reader to be familiar with).

                                                          iii.      Paraphrase the paragraph (in one or two words!!!!!!!)

4.      Read and do steps for ALL paragraphs.

5.      Summarize work at the end (three sentences only!)

Mon. Sept. 15, 2014: Introduction to Summary and Beowulf

Today, I presented you with notes on how to write a summary paragraph (handout). We practiced active reading skills on this paper.
I then gave you a portion of the epic poem Beowulf. It starts with a summary of the work and why it is important., We read this actively as a class and then put off reading it until tomorrow (though we examined the headings and I provided a bit on additional context).

Fri. Sept. 12, 2014: Capitalization and Submission Conventions

Today, I gave you a review PowerPoint on Capitalization. You then had to complete questions and hand them in.
I also went over the conventions of submitting handwritten assignments, which are as follows:

Put your first and last name in the upper right hand corner
Underneath, put the class designation (ELA B30)
Underneath, put the date of submission

If an assignment does not have a title, give it one (needs to either be relating to topic or to thesis, centred, and in as few words as possible).

Thurs. Sept. 11: Writing Class

Today, We went over the steps I expect to see when you are actively reading a handout. They are as follows:
Read a section (paragraph). While reading
1. Highlight the five Ws
2. Paraphrase the paragraph after you read it in just one or two words (on the side if it is a copy you can mark up)
3. Put down a (?) mark if what you are reading doesn't make sense
4. Summarize the work once you have completed this actions on each paragraph

This might seem like a chore and might feel like it is slowing down the process, but it helps with understanding, retention and focus.

You were then given a reading entitled "Life and Literature in Early Britain" to read actively.
Once you completed this task, you were given questions on this reading to answer.

Once you finished these two activities, you were to answer the following questions on a sheet of paper with your name on it and hand all three of these activities in:

1. What is the purpose of active reading?
2. When is active reading most useful?
3. What are the steps of active reading?

Provide examples to support the first two answers to these questions.

Wed. Sept. 10, 2014: Archetype Heroes/Evidence Discussion

Today, students were put into the groups they were working with at the end of class yesterday to review the archetype hero they identified. I then wrote the names of the archetypal heroes they chose on the board. They were as follows:

1. Bumble-Bee (Transformer)
2. Harry Potter
3. Thor
4. Superman
5. Link (from The Legend of Zelda game)

One member from each group then came up to explain how the hero the group chose fit the traits of an archetypal hero.

I then asked what questions could be created from the discussion we just had as a class. The students came up with the following:

1. What do these characters have in common?
2. What traits do archetypal heroes have?
3. Who is the best hero?
5. Why doe we, as a culture, "need" heroes?
6. Are heroes liked by all?
7. Are all of the actions performed by heroes "good"?
8. Can a character be a hero and still be a jerk?

The students were then instructed to get out a piece of paper and write a paragraph answering one of these questions (with the question being answered written down at the top). They were given five minutes to complete this task.

The students who did not present during the earlier activity then read their paragraphs to the class. It was determined that in order to write a good paragraph, one must do the following:

Have a catchy attention-getter to draw the reader in
Have a clearly stated opinion (answer to the question)
Have the main reasons stated (also opinion)
Have specific evidence ("for example") to back up the reason(s) given

Students were then given a handout entitled "Human Qualities and Ideals" which defines virtues and values. I also provides a list of some universal virtues.

Students were then given a handout entitled "Questions for Analyzing any Text" which they will need for tomorrow's activity.

Students were then given a handout on Observational Evaluation. I as a teacher will record observations as part of the students "Assess and Reflect" mark.

All of these handouts were discussed in class. If you were  not here, they are in your portfolio. See me if something needs to be explained.

Tues. Sept. 9, 2014: Heroes/Archetype Introduction

Today, we discussed what a hero is (in the general sense). I then presented a PowerPoint. The address is as follows (it came off the Web):

PowerPoint about Archetypal Heroes (from Web)

I then instructed you to get into gender neutral groups and, on a piece of paper, write your group member names. With the aid of the computers in class, you were to identify an archetypal hero and defend that he is one based on the traits you were provided on the PowerPoint. This was a 15 minute activity that you handed in at the end of class.

If you were not here, do this one on your own (watch the PowerPoint first) and bring in your choice and reasons (point form only!) for tomorrow's class.

Mon. Sept. 8, 2014

Today, you worked on revising your introductory paragraph. I also spoke to most of you individually about your novel choice. You were to have a novel off the list you were given on the first day for today's class. If you were absent today, make sure you bring your choice with you tomorrow. I also need you to make sure your paragraph is in the system so I can make a copy of it. See me for help.

Fri. Sept. 5, 2014: Writing Class

Today, you worked on writing your personal response paragraph and on the ICT steps (computer input). I also gave you a copy of parts of the MLA handbook (blue) so you could see what a properly presented paragraph of this type looks. If you were not here, it is in your portfolio.
This assignment is due at the end of class on Monday. You should be able to complete it for today; however, I want to work with you to make sure you are creating a product that you can then use as a template.

Thurs. Sept. 4, 2014: Writing Lab

Today, you were given the opportunity to start writing/planning the personal paragraph assignment given yesterday. It is also important that you save your information in a way that makes it easy for your reader to get it. In order to ensure this, I also provided you with a sheet entitled "Computer Usage Steps". I have pasted this link below. This assignment will be due on Monday; however, you will have another assignment/reading to complete as well which I will provide for you tomorrow.

Computer Usage Steps

Wed. Sept. 3: Paragraph Writing

Today, we discussed the end of term independent novel study assignment. You are to have the novel by Monday, September 8. The list is in your portfolio.

I then discussed paragraph writing with you, focusing on the importance of arriving at examples tied to topic before arriving at a thesis. If you were not here, there is a handout about this in your portfolio. I have also attached some notes below:

Writing a personal paragraph

I also handed out your first assignment. You will be writing a personal response paragraph. It is also in your portfolio. This assignment is due on Monday, September 8, 2014.

Introduction: Tuesday, September 2, 2014

Please see attached which provides you with an overview for this class as well as a supply list.

Intro File

The following letter to parents/.guardians also needs to be given to your parent/guardian:

Letter to Parents

Parents and students also need to be aware that, due to the disruption to learning they cause,  this classroom is a no cell phone zone. Cell phones are to either not be brought in or turned off and then placed in a designated place in the classroom. If a parent needs to contact a student, it can be done through the school office.