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.