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.