Thurs. Dec. 21, 2017: Iambic Pentameter Continued

The students in class engaged in an activity in which they all had to participate in demonstrating reading in iambic pentameter.

Wed. Dec. 20, 2017: Iambic Pentameter Explained

Today, I explained Iambic Pentameter. If you were not here, you need to do a web search to find out what this is.

Tues. Dec. 19, 2017: Sonnet: Active Reading

Today, you were given Sonnet 130 to actively read and then answer multiple choice questions about. These were to be handed in by the end of class.

Mon. Dec. 18, 2017: Reading Plus, Essay Completion and Submission

Today, you will do Reading Plus in the lab and THEN get computers from the cart to work on your essay completion AND SUBMISSION.
We can't stay in the lab because it is booked.
You were also given an editing checklist. I want you to check your paper to ensure each item is cleaned up and check it off as you go. This must be stapled and submitted with your completed essay.

I have pasted it below:

Essay Editing Checklist

Check these off as you revise your essay and staple to the essay when you hand it in.

Style

1.      No personal pronouns (except in quotes) no “I, you, we, us, me, your

2.      No Contractions I’ve I have could’ve could have

3.       No questions allowed

4.      Use the noun instead of a word used to describe it (or be sure to describe with enough detail not to be confusing).

a.       E.g.: Sinclair Ross used this because the wife keeps calling herself a fool over and over.

b.      They say that the beast was furry...

5.      Pronoun referencing: When you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her.

6.      Use of “who” or “that”: pronoun referencing: “who” refers back to a PERSON: are you referring to a person or a thing? Use “who” if it is a person whom you are referring to.

7.      No clichés/slang: a cliché is an overused phrase: “stands up to” “looks down on” “sucks” “trigger happy” “man with the plan.”

8.      Write your essay in present tense = verbs that end in “s” not “ed” – tense shifts are a serious error (see #12 in “16 Common Errors” Booklet.

9.      No possessive errors (Bob Brown’s binder = correct). See #15 in your “16 Common Errors” booklet.

10.  Ensure that your essay has word variety – have a thesaurus open when you are typing, and have a transition word list open when you are typing.

Mechanics

1.                  No spelling errors (check for red line and do synonym checks if in doubt).

2.                  No capitalization errors (capitals at the beginning of sentences, on proper nouns, on titles, etc.).

3.                  No sentence fragments (watch for sentences that start with “that” “because” “and” “but” “which” or “who”. (see #2 in your “16 Common Errors” booklet).

4.                  Subject verb agreement (they is = wrong. They are = correct). See #6 in your “16 Common Errors” booklet.

5.                  Comma usage (see #3, in your “16 Common Errors” booklet.)

6.                  No run ons (#4 in your “16 Common Errors” booklet).

7.                  Strong verb usage (run or fled)

Format

1.                  12 point, Times New Roman, spacing at zero, last name and page number in header

2.                  First page info. (name, teacher, class, date) and “works cited” page

Content

1.                  Following the introductory paragraph layout

2.                  Body paragraphs: start with a main point (opinion), provide evidence to support opinion and explain how evidence supports opinion.

3.                   A conclusion (the “so what”)

Thurs. & Fri. Dec. 14 & 15: Shakespeare Introduction

On these days, I introduced students to the world of Shakespeare. We talked about the political, economic and religious beliefs at the time, and I discussed a bit about Shakespeare's motives (to make money!!!).

Wed. Dec. 13, 2017: Poetry Unit Exam M.C.

Today, the students wrote their poetry unit exam. I also instructed them to get a copy of Macbeth from the library and read the introduction.

Tues. Dec. 13, 2017: Essay Completion

Students were given today to work on their poetry essay. Keep in mind that the unit exam (basic comprehension and Multiple Choice) is tomorrow.

Mon. Dec. 11, 2017: Writing Class: Rough Copy

Today, the students worked on their rough copy of their essay (using poetry as evidence). They will have tomorrow to clean it up and type it in.
Their unit exam (comprehension) will be on Wednesday.

Fri. Dec. 8, 2017: Essay Assignment Class

Today, I gave you your essay assignment (I have pasted it below). You will get Monday to write it (rough) and Tuesday to edit it (you can work on it this weekend, of course).
You will then write your poetry unit exam on Wednesday. This exam will involve two poems. You will complete the "before" and "during" activities on them and then, using process of elimination and active reading, answer the multiple choice questions. All you can really do to study for this is memorize the literary devices and the steps.

ELA 10B: Poetry Essay

INSTRUCTIONS: Using the three poems we have studied, respond to ONE of the following questions using a critical/analytical essay format (in other words, a formal essay using evidence coming from the poem (“Jamie,” “Dana Moran,” “Ernest Mott”):

1.    How can loneliness impact people?

2.    How can a person be affected by the need to fit in?

3.    How can decisions impact outcomes?

This is to be a five paragraph, formal essay that is edited and revised. To complete this, keep in mind the steps of the writing process (reading, questioning, arriving at a thesis, outlining, rough, revision.). Also keep in mind that it needs to be entered into your student folder and must meet all the computer layout requirements. It will also need a “works cited” page.

Essay Editing Checklist

Style

1.      No personal pronouns (except in quotes) no “I, you, we, us, me, your

2.      No Contractions I’ve I have could’ve could have

3.       No questions allowed

4.      Use the noun instead of a word used to describe it (or be sure to describe with enough detail not to be confusing).

a.       E.g.: Sinclair Ross used this because the wife keeps calling herself a fool over and over.

b.      They say that the beast was furry...

5.      Pronoun referencing: When you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her.

6.      Use of “who” or “that”: pronoun referencing: “who” refers back to a PERSON: are you referring to a person or a thing? Use “who” if it is a person whom you are referring to.

7.      No clichés/slang: a cliché is an overused phrase: “stands up to” “looks down on” “sucks” “trigger happy” “man with the plan.”

8.      Write your essay in present tense = verbs that end in “s” not “ed” – tense shifts are a serious error (see #12 in “16 Common Errors” Booklet.

9.      No possessive errors (Bob Brown’s binder = correct). See #15 in your “16 Common Errors” booklet.

10.  Ensure that your essay has word variety – have a thesaurus open when you are typing, and have a transition word list open when you are typing.

Mechanics

1.                  No spelling errors (check for red line and do synonym checks if in doubt).

2.                  No capitalization errors (capitals at the beginning of sentences, on proper nouns, on titles, etc.).

3.                  No sentence fragments (watch for sentences that start with “that” “because” “and” “but” “which” or “who”. (see #2 in your “16 Common Errors” booklet).

4.                  Subject verb agreement (they is = wrong. They are = correct). See #6 in your “16 Common Errors” booklet.

5.                  Comma usage (see #3, in your “16 Common Errors” booklet.)

6.                  No run ons (#4 in your “16 Common Errors” booklet).

7.                  Strong verb usage (run or fled)

Format

1.                  12 point, Times New Roman, spacing at zero, last name and page number in header

2.                  First page info. (name, teacher, class, date) and “works cited” page

Content

1.                  Following the introductory paragraph layout

2.                  Body paragraphs: start with a main point (opinion), provide evidence to support opinion and explain how evidence supports opinion.

3.                  A conclusion (the “so what”)

Thurs. Dec. 7, 2017: "Ernest Mott" Discussion

Today, we discussed the "before," "during" and some "after" for the poem "Ernest Mott. We will finish up tomorrow and discuss the essay and test for next week.

Wed. Dec. 6, 2017: Poetry Analysis: "Ernest Mott"

Today, you were reminded to get your "Dana Moran" analysis in. You were then instructed to analyze the poem "Ernest Mott." This activity was done in class and their was ample time to do all the "before," "during" and "after" steps. I have pasted the poem below for those who are absent.

Using all the steps for active reading, analyze this poem.

Ernest Mott

            When I was younger, mothers didn’t let me play with their kids.

“Billy has to come in for supper.”

A lie.

Because I could see the fear in their faces.

5          One time I did run naked through the neighbourhood.

One time I did beat up this kid who called me “retard.”

One time I did smash four windows in a row.

It wasn’t my fault.

Something inside of me told me to do these things.

10        I was always sorry afterward.

Now, after years of special classes,

Years of Thorazine and therapy,

They want to put me back into a regular class.

I don’t know if I want to go back,

15        Back to people who still have fear in their faces.

Mel Glenn (1982)

Tues. Dec. 5, 2017: "Dana Moran" Marking

Today, we marked the "before" and "during" portion of the poem "Dana Moran." We also started the "after," which we will continue marking later. Make sure they are in if you were absent.

Mon. Dec. 4, 2017: "Dana Moran" Analysis

Today, you were given the poem "Dana Moran" to analyze. You were to do the "before," "during," and "after" steps" for tomorrow's class. I have pasted the poem below for those who are absent.

Using ALL of the poetry reading steps, actively read the poem “Dana Moran” below.

Dana Moran

                             I was in such a hurry to get out of school

                             That I took a shortcut.

                             I dropped out.

                             Now I work full-time at the local K Mart                                         5          Putting out stock,

                             Handling the register,

                             Dealing with the crazy customers

                             Who hassle me about returns,                             

Who cut the line,

                   10      Who think I cheat them by ringing up

                             The wrong prices.

                             Taking stock of what I’ve done

                             I see that the shelves of my life are kinda empty,

                             Bare, in fact.

                   15      When will it register that

                             There are no express lines to happiness?

                             I am such a fool.

                             Check it out.

                                                                                        Mel Glenn

Fri. Dec. 1, 2017: "Jamie" "After" Activities & Fact vs. Opinion

Today, I started off by presenting a hypothetical situation which we then discussed. I have pasted it below. 

Hypothetical situation:

Bob is caught cheating on a test. Ms. Benoit calls him on it and tells him that the class is very disappointed in him. Is this a fact or an opinion? Explain your position.

Most of the class stated that this was an opinion as it hadn't been proven. We then added "evidence:"

 Chase and Alvin were so upset that they both left the room and refused to return until David was punished. Kecia agreed and felt that the crime was so bad that David should be publicly beaten. Nolan and Abby not only agreed but went so far as to offer to administer the punishment.

We agreed that these "weird" examples back up the claim of disappointed. 

I then showed them a case where evidence is presented, but it doesn't prove an opinion:

David enjoys playing basketball, working on art projects, eating pepperoni pizza, and the colour red.

We agreed that evidence must specifically prove an opinion to be worth putting in a paragraph.

                                                                                                                 

We then discussed "Jamie" after activities. I had the students write down a number of points. We came up with tow themes that I insisted they copy down. I have placed them below:

People can be cut off from others if they build fences or walls around themselves.

Dealing with frustration in negative ways rarely leads to positive outcomes.

Thurs. Nov. 30, 2017: "Jamie" Literary Devices Continued

Yesterday, students were instructed to take back the poem "Jamie" and really scrupulously apply the literary devices to the last three stanzas. Today, students got in groups and applied what they learned to the stanzas in question, which we then discussed.
It was an informative class. Tomorrow, we will quickly discuss the paraphrasing of "Jamie" and I will give you another poem to analyze.

Wed. Nov. 29, 2017: "Jamie" Analysis

Today, we continued on "Jamie" Analysis. We worked on the second read (During) and focused on locating literary devices. For tomorrow, I want you to take back the poem and locate all the literary devices possible in the last three stanza. Trust yourself to try! You can do it.

Tues. Nov. 28, 2017: "Jamie" Before and During Discussion

Today, we did a "My Blueprint" activity as well as a Reading Plus Comprehension. We then returned to class and examined "Jamie" up to the point after creating the end-rhyme scheme. If you want credit for the answers given on Friday, get them in before we mark them. We will continue through the steps tomorrow.

Fri. Nov. 24, 2017: "Jamie" Questions after Analysis

Today, the students were given time to finish analyzing the poem "Jamie," and then were provided with additional questions specific to this poem to answer. These are due on Tuesday.

Thurs. Nov. 23, 2017: "Jamie" Analysis: All Steps

Today, I gave you the poem "Jamie" by Elizabeth Brewster. Your task is to do the "before" "during" and "after" steps as you work through it. If you were not here, I have linked the poem and the steps on how to read a poem below.

Jamie

How to Read a Poem

Wed. Nov. 22, 2017: Poetry Introduction Continued

Today, we did the "After" Steps for  the poem "I Am..." If you were not here, these are in your portfolio.

Tues. Nov. 21, 2017: Poetry Introduction

Today, I introduced the poetry unit. I handed out the sheet on how to read poetry (before, during and after) which is on blue paper and in the student's portfolio if the student was missing.
I also handed out the poem "I am..." which we used to model active reading of poetry.

Mon. NOv. 20, 2017: Short Story Unit Exam (m.c.)

Today, you wrote your short story unit exam. Those with time left over went and got caught up on Reading Plus. We will start on poetry tomorrow, so be sure to bring your MOSES sheet.

Fri. Nov. 17, 2017: Catch-up Day

Today, students worked on ReadingPlus and then used the rest of the time to get their letters and other outstanding assignments submitted.

Keep in mind tat you have a short story reading comprehension exam on Monday.

Thurs. November 16, 2017: Letter to Luke Layout

Today, we went over the writing of a letter to Luke, which is due today. I stressed the importance of working on context when writing as well as being observant to common errors. The latter is due tomorrow.
Keep in mind that you also have a short story reading comprehension unit exam on Monday.

Wed. Nov. 15, 2017: Letter Writing Continued

Today, the students are to continue working on their letters. By the end of class, The students should have the letter typed into their folders. Please call this assignment "Luke Letter."

Tues, Nov. 14, 2017: Writing Class

Today, you were given a writing activity to complete (rough draft). This is a letter tied to the short story "The Little Businessman." If you were not here, the information you need is in your portfolio.

Thurs. Nov. 9, & Fri. Nov. 10, 2017: Harrison Bergeron and Notes

Today, the students finished watching "Harrison Bergeron." The value of this film is to get the background of the political system for a greater context in understanding the short story.

I also gave out some notes:

Equity = fair but not always eqaul
Ethic = dong things that are as right as possible for all

Differences in this short story are minimized intentionally

The positive outcome is equality reduces envy.

The negative outcomes could be no advancement, no creativity, inability to problem solve, become followers of rules without thinking about them.

The students are to read, "So, What are You Anyway," "Harrison Bergeron," and "The Little Businessman" for the end of class tomorrow. They are to consider the following questions:
How do differences impact the outcomes for the main characters?

Wed. Nov. 8, 2017: Harrison Bergeron Film

Today, I handed out and discussed the ReadingPlus results. I then gave you some notes on "Harrison Bergeron, specifically, I discussed dystopia and what is meant by common denominator. I then put on the film "Harrison Bergeron" which can be found on YouTube. We watched 41.07 minutes of it. The questions you were to consider are as follows:

What is different between the short story and the film?

How is a society impacted by lowering citizens' standards?

We will finish watching this tomorrow.

Tues. Nov. 7, 2017: Apostrophe Discussion

After ReadingPlus, we discussed the use of the apostrophe possessives. I showed you a Powerpoint to help and instructed you to ACTIVELY read the rules sheet given out tomorrow. I then gave you mire questions to try. These new questions and the ones assigned yesterday are all due tomorrow.

Mon. Nov. 6, 2017: ReadingPlus Assessment

Today, you are doing a ReadingPlus assessment. If you are not here, you will have to do this at lunchtime. Be sure to have your headphones.

Fri. Nov. 3, 2017: "What Are You..." Questions & "Harrison Bergeron" Reading

Today, you were given our questions back from the marking of the multiple choice yesterday and instructed to answer the longer questions. I also instructed you to finish reading "Harrison Bergeron" acitively.

REMEMBER: you need to bring your headphones/ear buds for Monday as we are doing a midpoint "ReadingPlus" assessment. This is NOT something to stress over. If you have been taking the program and activities seriously, we should see some improvement. This is all I am focusing on.

Thurs. Nov. 2, 2017: Marking "So, What are You Anyway" M.C. Questions

Today, you did Reading Plus" and then we marked the multiple choice questions for the short story "So, What are You Anyway" by Lawrence Hill.

Wed. Nov. 1, 2017: "So What are you Anyway?"

Today, you were given the short story "So What are You Anyway" to read actively. Read actively for ANYTHING follows a number of similar steps:

1. Examine the title and respond
2. Highlight the 5 ws, words you do not know and any relevant information while you read.
3. Paraphrase at natural breaks as you read to show me you understand what you are reading.

You were then given the multiple choice questions to answer. If you did not complete this, it is homework. I have linked the reading and the questions below.

"So What are You Anyway" Readings

"So What are You Anyway" Questions 

Tues. Nov. 1, 2017: Assess and Reflect: The Essay Exam (MC)

Today, your exams were returned to you and you were given questions to help you assess the results. If you were not here, you will have to do this in class, either in the morning, at lunch or after school as the test is secured.

Mon. Oct. 30, 2017: Short Story Overview Reading

Today, you worked on Reading Plus. You then were given a handout on short story information to read actively. Reading actively means doing the following:
1. Looking and responding to the title.
2. Highlighting the 5ws and relevant information as you read.
3. Highlighting and looking up unknown words (and defining them on the page).
4. Paraphrasing to prove to you instructor that you understand what you are reading.

Fri. Oct. 27, 2017: Short Story Introduction Continued

Today, we watched Pixar's "Tin Toy" and answered questions after ensuring the definitions for terms were understood. If a student was not here, that student can use any Pixar short that we have not done and do the assignment, which I have pasted below:

Pixar Fun

1.   Name of Short Film.

2.   What can we infer about the antecedent action?

3.   What is the character’s motivation?

4. What types of characters are present in this short? Name and define them.

5. What dilemmas are present in this short?

6. Is this escape literature or is it meant to teach us something? Explain.

7.  Are there any examples of foreshadowing in this short?

8.   What is the initial incident in this short?

9. Are there any examples of irony in this short? Explain.

10.  Who is the protagonist in this short?

11. Who is the antagonist in this short?

12. What point of view is this in? How can you tell?

13. Create a plotline for this story.

Thurs. Oct. 26, 2017: Short Story Introduction

Today, we examined Pixar shorts (Geri's Game, for the Birds, and Magnifico) in order to determine plot

Wed. Oct. 25, 2017: Essay Unit Exam

Today, the students wrote their essay unit exam with an emphasis on process. We will start the short story unit tomorrow.

Tues. Oct. 24, 2017: Test Prep. Essays

Today, I handed out information for tomorrow's exam. I have pasted it below:

ELA B 10 Essay Unit: Test Prep

Your exam will consist of two readings. There are 21 questions total. They are all multiple choice.

Each reading must be read actively (highlighting main points, 5Ws and other pertinent information; basic paraphrasing).

Essay                           Total word count: 543. Approximate reading time: 5 minutes

                                    (15 minutes of active reading)

Memoir Excerpt:         Total word count: 1412. Approximate reading time: 5-7 minutes

                                    (15 – 21 minutes of active reading)

TOTAL READING TIME: 33 – 39 minutes

Each question must be answered using process of elimination (eliminating the “wrong” answers to arrive at the best two and then circling the best one).

TOTAL M.C. ANSWERING TIME: 11-17 minutes

Timed Activity: 60 minutes only

You will be marked as follows:

Active Reading

Meet submission expectations (name where indicated)          3

Analysis of title (s)                                                                  2

Highlighting of essential information                                     10

Highlight unknown words                                                      6

Paraphrase (basic)                                                                   4

                                                                                                            25

M.C. questions

Meet submission expectations (name where indicated)          3

Highlight essential information as you read                           7

Cross out the two throwaways                                               5

Circle the answer you think is correct                                     5

Total correct answers                                                              21

                                                                                                            41

                                    Total = 66

To do well on these types of exams, YOU NEED TO READ!!!!You also need to study and memorize your MOSES (literary/stylistic devices) sheet.

Mon. Oct. 23, 2017: Reading an Analysis

Today, I handed out the reading "Annie Edson Taylor" to read and do the multiple questions on. If you were not here, come and get this at lunch or earlier.

Fri. Oct. 20, 2017: Marking of Reading and Multiple Choice

Today, we marked "Through The Looking Glass."

Thurs. Oct. 19, 2017: "Goal Post" Marking

Today, we did a ReadingPlus vocabulary and then marked the essay "Goal Post." I modeled how I would read it and then we marked the questions. Tomorrow, we will mark "Through the Looking Glass" so get it in.

Wed. Oct. 18, 2017: Presentation Continued (on M.C) and questions

Today, I finished discussing the Powerpoint on how to actively approach multiple choice exams. It is linked to yesterday's blog.
I then handed out the questions for the reading "Through the Looking Glass." You were supposed to have the reading done for today. Tomorrow, you are to hand in both the questions and the reading (stapled together).

Tues. Oct. 18, 2017: Active Reading and Test Taking Skills

Today, you worked on ReadingPlus, doing one Vocabulary activity and one comprehension activity.  If you were not here, log on and do these at home or at lunch tomorrow. You were then given the reading "Through the Looking Glass" to read actively. Keep in mind that you need to also highlight and define literary devices so you keep up with what you have also learned and improve at it. Finally, I gave you information on how to approach multiple choice exams. It was a PowerPoint. I have linked it below.

Powerpoint on how to actively approach exams

"Through the Looking Glass" Reading 

Fri. Oct. 13, 2017: Catch-up and "ReadingPlus

Today, you went to the computer lab to work on ReadingPlus. You were instructed to completed two readings, two vocabulary assignments and one writing assignment. If you had time left over, you were to use it to catch up on outstanding assignments.

Thurs. Oct. 12, 2017: Paragraph Reflection

Today, you were given your paragraph back, a number of handouts pertaining to the assignment (some you might already have) and a reflection activity to complete. This is to be done in this class period. If you were not here, be sure to get all of this from you portfolio.

Wed. Oct. 11, 2017: Reading analysis and questions

Today, you were given a reading and multiple choice questions to answer. These are in your portfolios.
Do the "before" and "During" activities/steps (not the "After") on the text provided. Answer the multiple choice questions and then staple them to the reading and submit.

Tues. Oct. 10, 2017: Essay Discussion

Today, we marked the editorial on Smoking in order to ensure all students know marking expectations. I then started discussing process of elimination for tests.

Fri. Oct. 6, 2017: Essay Activity

Today, you were to hand in the assignment form yesterday. I then handed out out another one to complete this weekend. I am pasting it here.

“Loaded”

INSTRUCTIONS: Actively read these three paragraphs (DOING THE “BEFORE” and “DURING”  ACTIVITIES ONLY) and then answer the questions that follow fully (flipping the question into a statement and answering it). As you read, also look for “loaded” words indicating that the writer is strongly in favour of or against something. Recognizing the writer’s bias can help you locate the “real” facts.

Paragraph One

            If anybody could ever die of boredom, it would be in Chase Falls, Ohio. Stuck in an isolated valley on the small Chase River, Chase Falls is strictly dullsville. Its streets are choked with cheap cars and pickup trucks during the day as grimy farmers come in to shop and to peddle their dirty-looking vegetables. At night, the streets are deserted and lifeless. Local high-schoolers cruise about aimlessly in their hopped-up cars, looking for trouble. This burg is so dull that the major annual entertainments are the local football team in the fall and a spring fair, when the town makes a sorry attempt to pretty itself up.

Paragraph Two

            Nestled snugly in a valley carved by the beautiful Chase River, Chase Falls is a delightful little town. During the day the streets are bustling as local farmers come in to shop and to sell their all-natural vegetables. At night, the streets are peaceful and quiet, patrolled only by fun-loving teenagers in their specially modified cars. The town actively supports its sports teams, especially football. The high point of each year is the spring festival, when the town decks itself out in glorious flowers.

Paragraph Three

            Chase Falls, Ohio, is a village of about 4,500 people in a valley created by the Chase River. It is a commercial centre for the surrounding farms, and many kinds of local vegetables are sold in the village. Most stores and vegetable stands close at 5:30 p.m. recent years have seen a small increase in local traffic as younger drivers have been able to afford cars. The local high school football team has achieved some fame with a 32-5 record in the past five years. The town is known for a spring fair it holds every year, during which the town is decorated with flowers.

“Loaded” Questions

A.    Circle the letter of the best answer in each question.

1.      Which of these words is not “loaded”?

A.    Nestled

B.     Grimy

C.     Choked

D.    Increase

2.      Which description of Chase Falls might have been written by local businesses trying to attract tourists?

A.    Paragraph One

B.     Paragraph Two

C.     Paragraph Three

3.      What is the author’s purpose in writing paragraph three?

A.    to give factual information about Chase Falls

B.     to persuade people that Chase Falls is a good place to live

C.     to persuade people that Chase Falls is a bad place to live

B.     Write your answers to these questions.

4.      What fact explains why the streets of Chase falls are almost empty in the evening? (stores close at 5:30)

________________________________________________________________________

________________________________________________________________________

5.      What sort of person might have written the first description? Positive, negative, or factual?  (Negative)

________________________________________________________________________

6.      When people are described as “looking for trouble,” what may they really be looking for?

________________________________________________________________________

7.      What would be a good way for you to decide whether to move to Chase Falls?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

C.    Facts & Opinions, Bias & Assumptions

·         A fact is a statement about something that can be counted, measured, checked, or tested.

·         An opinion states how somebody thinks or feels about something. It cannot be proved.

·         Bias is the set of personal beliefs and feelings a writer may bring to a piece of writing.

·         An assumption is taking information for granted without actual proof.

Write F next to each sentence that states a fact. Write O next to each sentence that states an opinion.

8.      _____  The 55-mile-per-hour speed limit is not obeyed and should be abandoned. (O)

9.      _____  Since the 55-mile-per-hour speed limit was put into effect, traffic deaths have

been cut almost in half. (F)

10.  _____  On the average, if you add up all the blinking in one day, a person has his or her

eyes closed for 30 minutes. (F)

Write a + before any sentence that has a positive bias, a – before any sentence with a negative bias, and an N beside any sentence that has no bias.

11.  _____  Snow stretches out in front of you: pure, blue-white, crisp, inviting. (+)

12.  _____  Snow stretches out in front of your: white, cold, wind-blown. (N)

13.  _____  Snow stretches out in front of you: deadly white, frigid, menacing. (-)

Circle the letter of the assumption that underlies each statement.

14.  All ski trails should be closed to snowmobiles.

A.    Snowmobiles endanger skiers.

B.     Snowmobiles go faster than skiers.

15.  Sled dog racing should be outlawed to save the dogs.

A.    Sled dogs find it boring to pull people around.

B.     It is cruel to make any animal work for our pleasure.

16.  Winter has begun; it may snow any day now.

A.    Once winter comes, the snows start.

B.     Only cold northern areas have winter.       

Bonus Questions!!!! Have Fun!!!

17.  Explain how I can drop an uncooked egg 100 centimetres without breaking it (onto a cement floor).

Drop it from 110 cm.

19.   Obviously, the next number will be 10, but does it go above or below the line? Explain (this is not a math/number problem!)

1          2                6                      ?

               3   4   5      7   8   9         ?