Mon. June 19 - June 22, 2017: Test Prep

During these days, students will work on prototype readings in preparation for the multiple choice portion of the exam, creation of an acceptable cheat sheet for the multi-source essay, and prepping for the major essay (single source).
The sheet for studying include the following:
* The "16 Common Errors" booklet
* The MOSES Stylistic/figurative Devices sheet
* How to write a multi-source essay
* How to write a single source introductory seven sentence paragraph.
* poem prototype reading and questions
* Excerpt prototype reading and questions
* Draft prototype reading and questions

Fri. June 16, 2017: Practice Readings

Today, you were provided three readings and questions that mirror the final exam readings. Please do them.

Thurs. June 15, 2017: How to Approach the Multi-Source Essay

Today, we went over how what to expect on the final I also gave you a sheet explaining how to structure a multi-source essay in preparation for the final. Keep in mind that you get a cheat sheet of fifty words/symbols that has to be created by the end of day on Wednesday, and, if you want your own dictionary/thesaurus, I need these by then as well.
I also put a copy of a revised "How to write a multi-source introduction" in your portfolio to help you plan.

Keep in mind that you have until Wednesday to provide me with a fifty word/ symbol cheat sheet and your dictionary/thesaurus if you want one.

Wed. June 14, 2017: Hamlet Comprehension Exam.

Today, you wrote your Hamlet comprehension exam and the completed a teacher evaluation. These will not be reviewed until after exams are marked.

Tues. June 13, 2017: Hamlet Film Completion

Today, we finished viewing the feature film Hamlet. Tomorrow, you will write your comprehension exam.

Mon. June 12, 2017: Film Viewing

Today, we continued watching the feature film Hamlet.

Fri. June 9, 2017: Hamlet Completion/Quiz/Film

Today, we finished reading Hamlet during RTI (arranged yesterday). The students then wrote a quiz for Act V. We then moved on to watching the film (the Mel Gibson Version).

Wed. June 7, 2017: Hamlet Act V: Novel Study Deadline

Today, you wrote your Act IV quiz and then we started reading Act V. We got up to Act V, Scene 1, line 150 (page 132).

Tues. June 6, 2017: Hamlet: Act IV

Today, we finished reading Act IV. Tomorrow, you will write the Act IV quiz and then we will start reading Act V.

Mon. June 5, 2017: Hamlet: Act 4

Today, we read up to Act 4, Scene 5, line 110 (page 114)  of Hamlet. This takes us to the place where Laertes arrives.

Thurs. June 1 & Fri. June 2: Hamlet Act III

We continued reading Hamlet and completed reading Act III. We then wrote the quiz. REMINDER: You have your novel study DEAD-LINED for June 7 (Wednesday). You have known about this date since the beginning of the semester and have been reminded of it often. Be sure to have your assignments handed in on or before that date.

Wed. May 31, 2017: Hamlet Act III

Today, we read Act III of Hamlet.

Tues. May 30, 2017: Hamlet Act III

Today, students wrote their Act II quiz on Hamlet. We then discussed the answers and moved on to reading Act III.

Mon. May 29, 2017: Hamlet Continued

Today, we read to the end of Act II. You will have an Act II Quiz tomorrow, and then we will start on Act III. We also picked the Act III roles today

Fri. May 26, 2017: Hamlet Cont.

Today, we read up to Act II, scene 2,  page 53.

Thurs. May 25, 2017: Hamlet Act II & Quiz

Today, you wrote a quiz on Act I. We then assigned roles and began reading Act II, scene I and stopped on line 50 on page 38.

Wed. May 24, 2017: Hamlet Continued

Today, we read the rest of Act I, scene two and

Tues. May 23, 2017: Hamlet: Act I, Scene II and III

Today, we read Act I, Scene II of Hamlet and part of Act I, Scene III.  We got to page 22, line 90 (up to where Laertes exits).

Tues. May 16, - Fri. May 19, 2017: Hamlet Introduction Continued

During these three days I presented a three Powerpoints discussing Shakespeare's personal history and historical time as well as a lesson in using iambic pentameter and explaining Shakespeare's purpose in using the style he wrote in. We started reading the play on Friday.
We read Act I, scene 1.

Mon. May 15, 2017: Hamlet Introduction

Today, you were given the reading "Hamlet: Prince of Denmark "Learning Stuff"" to read as well as questions to answer. These are due on Tuesday. If you were not here, come into the class early and get them from your portfolio.

Fri. May 12, 2017: Poetry Exam

Today, you wrote your poetry exam.

Thurs. May 11, 2017: Test Prep

Today, I went over what will be on tomorrow's poetry test. I am pasting this information below. If you miss the exam, there is an alternative exam you can write, but you won't get additional prepping for it.

Poetry Test: Test Prep Sheet (ELA B30)

In order to do well on the upcoming exam, you will need to study and apply the steps to reading poetry. On an exam, I will NOT mark you on questions, summary, purpose or topic so you will NOT need to demonstrate these. I WILL mark you on title analysis, rhyme scheme, stanzas, lines, punctuation highlight, layout anomaly identification, highlighting unknown words (though you will not be able to look them up; it still helps with identification), and highlighting and defining literary devices.

You will also need to know the following literary devices from your literary devices sheet:

Irony                                                   Paradox                                   Simile

Alliteration                                          Metaphor                                 Parallelism

Allusion                                               Metonymy                               Personification

Prolepsis                                              Onomatopoeia             Satire

Hyperbole                                           Oxymoron                               Pun

In addition, some of the following words may be unfamiliar to you (if they are, look them up and study them within the context of sentences):

Reinforce

Emphasize

Convey

Parallelism (parallel)

Contrast

Implication (implied, implies)

Paradox (paradoxical)

Pathos

Perception

Exhibitionist

Marvel

Metaphorically

illustrate

chaos

customariness

ineptitude

attainable

narrative

reflective

Wed. May 10, 2017: Poetry Assignment Completion

Today, you were given class time to complete your four poetry analysis and your visual for "An Old Man's Winter Night."

Tues. May 9, 2017: Poetry Assignment/working class

Today, you continued working on your poetry assignments. They are due at the end of class tomorrow. If something is missing from earlier, this is also the deadline point.

Wed. May 3, - Fri. May 5, 2017: Poetry Assignment Completion & New Assignments Presented

Today, students continued to work on the assignment relating to the poem "An Old Man's Winter Night." I then gave them the multiple choice questions to answer for this reading.
In addition, I allowed them to pick four poems from eight in which to analyze and answer multiple choice questions on in order to meet the requirement of minimum readings.These are to be completed by the end of class on Tuesday. If you were not here, the poems were randomly chosen for you and are in  your portfolio.
In addition, the major assignment for "An Old Man's Winter Night" is due by the end of the day today.

Tues. May 2, 2017: Major Poetry Assignment

Students are to check their portfolios. I have placed the assignment for today and tomorrow in their (an instruction sheet and the poem “An Old Man’s Winter Night.”

 They will also need 11x17 paper and pencil crayons (on my table to the left of my desk).

Here is the assignment:

The Bear

Part Two: Pages 79 – 202 Reading Questions

INSTRUCTIONS: These are reading questions. They are meant to help you understand the material and to be able to participate in the discussion. Your exams are based on your understanding of the text, which ties into these questions. I will provide a completion mark for each section. Be as detailed as you feel you need to in order to retain information for essays/exams. Do these on a separate sheet.

Chapter 10 (pages 79-88)

1.      What is the significance of Jessica in relation to the narrator?

2.      From the expository in this chapter, describe the narrator’s mom in literal terms.

3.      What is Stick’s most important need while on the boat?

4.      Why is it important for STICK that the narrator uses a “momma voice” at times?

5.      Why is Gwen so important to the narrator?

6.      According to Freud, our personalities are made up of three parts: The Id, The Ego, and the Superego. In this chapter, what does the narrator do that she normally wouldn’t as the Superego is no longer in charge? (wipe her snot on her sleave)

7.         What are Stick’s needs when he’s off the boat? How do you know this? (security: holdingnna’s hands)

8.      Why is the beaver “mad” at the kids?

9.      What act of empathy does Anna show towards her brother in relation to the beaver?

10.  What realization does Anna come to at the end of this chapter?

11.  In novels, a conflict arises and then rising action occurs (think of smaller moments of either coming closer to reaching or further from reaching a goal). In this chapter, what is the rising action that could have led to a failure to attain a positive outcome?

Chapter 11(pages 89 – 102)

1.      Anna shows empathy for her doll, but at this point, she does not show much to her brother. Why is this?

2.      What time of the day is it? How do you know this?

3.       Is Anna an introvert or extrovert? How do you know this?

4.      Stream of consciousness writing is when a person writes what they are thinking regardless of the thought. Anna engages in this. Describe one scene in which she gets away from what is actually going on and instead engages in stream of consciousness thought.

5.      In this chapter, the children seem happy. Why is this? How does it tie to the idea of the Superego?

6.      What is it about Barbie that concerns some parents?

7.      Read the following sentence: “I am bored I don’t know what we should do.”

What is wrong with this sentence? What are three different things you could do to fix it?

8.      Read the following sentence: “I need a leash and a piece of grass is long enough but it is hard to tie around the dog’s neck and my fingers won’t.” What is wrong with this sentence? How can it be fixed?

Chapter 12 (pages 103 – 108)

1.      How is the sun sneakier than Jessica?

2.      What rising action in this chapter threatens to make the children less secure?

Chapter 13 (pages 109 – 121)

1.      How are the children adapting to their environment and trying to meet their needs?

2.      Why is it that Anna cannot let Stick be right on factual issues?

Chapter 14 (pages 122 – 129)

1.      In this chapter, Anna locates some berries and leaves that remind her of mint. Based on the description, what could they be?

2.      When it comes to the Id, ones desires can be so strong that a person will not think of the impact of actions on others. How is Anna fighting her own Id in order to help her brother?

3.      In this chapter, there is a comment about how some of Stick’s actions might be “The sort of thing that might make daddy go away.” Some earlier comments like this also appear. If this is foreshadowing, what might it mean in Anna’s mind?

Chapter 15 (pages 130 – 135)

1.      How much time has passed since the kids were put in the Coleman?

·        

Mon. My 1, 2017: Poetry Introduction

Today, I handed you a sheet entitled "How to Read Poetry." It is in your portfolio if you were absent and I have also pasted it below.
We then analyzed the poem "Judge Selah Lively" so you have an exemplar of what a good formal analysis looks like. If you were not here, the poem is in your portfolio.
I then provided you with questions to answer using process of elimination. I have pasted these below. They are due at the start of  class tomorrow.

How to Read Poetry

1.                  Look at the title. Interpret what you THINK it means and write this down in one or two words on the page

2.                  Count the stanzas and write this number down at the bottom

3.                  Count the lines in each stanza and write this down at the bottom in brackets.

4.                  Do an end rhyme scheme for each stanza starting with “a”).

5.                  Determine if the poem is a “type” or if it is free verse (your introductory assignment will help with this).

6.                  Read the poem through highlighting punctuation to aid in reading (I use yellow).

7.                  Highlight unfamiliar words and define them on the page in your own words.

8.                  Read the poem again and highlight literary devices used (I use green).

9.                  Write down the device used on the side – also, if plausible, identify what it means (ie: allusion… to the bible)

10.              Read again and paraphrase the stanzas or thoughts.

11.              Determine who the speaker is

12.              Summarize the poem on the back

13.              Summarize the theme at the bottom (what is the message the author is trying to get across?)

JUDGE SELAH LIVELY

Suppose you stood just five feet two,

And had worked your way as a grocery clerk,

Studying law by candle light

Until you became an attorney at law?

5              And then suppose through your diligence,

And regular church attendance,

You become attorney for Thomas Rhodes,

Collecting notes and mortgages,

And representing all the widows

10            In Probate Court? And through it all

They jeered at your size, and laughed at your

        clothes

And your polished boots? And then suppose

You became the County Judge?

15            And Jefferson Howard and Kinsey Keene,

And Harmon Whitney, and all the giants

Who had sneered at you, were forced to stand

Before the bar[1] and say "Your Honor"-

Well, don't you think it was natural

20            That I made it hard for them?

Edgar Lee Masters (1868-1950)

American lawyer and writer

---

[1] The bar – the railing that encloses the area in which judges or lawyers sit in a courthouse

VII.     Read the poem and answer the following questions.

53.       In line 11, the word "They" refers to

A.    widows

B.    criminals

C.    grocery clerks

D.    other attorneys

54. The details that most directly suggest the reason for the speaker's resentment are

A.    "worked your way as a grocery clerk" (line 2) and   "They jeered at your size, and

         laughed at your / clothes" (lines 11-12)

B.    "Studying law by candle light" (line 3) and  "representing all the widows" (line 9)

C.    "you became an attorney at law" (line 4) and "You became the County Judge"

        (line 14)

D.    "through your diligence" (line 5) and  "Collecting notes and mortgages" (line 8)

55.       The speaker's use of the phrase "all the giants" (line 16) reinforces his perception

that the disadvantages he overcame were based on

           

A.    stature

B.    morality

C.    personality

D.    intelligence

56.       The use of the dash in line 18 serves to

A.    indicate a change in speakers

B.    emphasize the speaker's humility

C.    reinforce the speaker's doubt about his actions

D.    reinforce a shift of focus in the speaker's perspective

57.       The way that the speaker feels about his attainment of power is revealed in

A.   "Studying law by candle light / Until you became an attorney at law"

       (lines 3-4)

B.    "Collecting notes and mortgages, / And representing all the widows"

       (lines 8-9)

C.    "And then suppose / You became the County Judge" (lines 13-14)

D.    "Well, don't you think it was natural / That I made it hard for them"

                    (lines 19-20)

58.        The speaker suggests that his achievements are mainly the result of his

A.    overwhelming determination

B.    superior intelligence

C.    social acceptance

D.    physical skills

59.       The speaker in the poem is ultimately seeking

A.    love

B.    respect

C.    wealth

D.    wisdom

Fri. Apr. 28, 2017: Essay Revision/Submission

Today, you worked on finalizing your essay. It needs to be submitted by the end of the day. If you are not here, you can email it to me. My email address is on your course outline; however, I am also placing it below:

dawn.benoit@nwsd.ca

You received the essay questions prior to the break and have had a week to work on it. In other words, there should be no excuse for not handing something in. I cannot evaluate or help you with a zero. I can with a rough piece of work.

Thurs. Apr. 27, 2017: Writing Class

Today, students continued to work on the rough and revision copies of their essays. These essays are due at the end  of the day tomorrow.

Wed. Apr. 26, 2017: Writing Class

Today, students worked on the rough copy of their essay. The essay is due at the end of the day on Friday and MUST be submitted as a hard copy but MUST also be stored in their student folder "ELA B30" but the file should be labelled "Lord Essay."

Tues. Apr. 25, 2017: Essay Assignment

Today, I handed out your essay assignment. I have pasted it below. It is due on Friday.

Essay Assignment: Lord of the Flies

Using the novel Lord of the Flies, answer one of the four following choices using a five paragraph essay format.

a.       In the novel Lord of the Flies, Golding uses the allegory of personality (Id, Ego, Superego) to explain man’s civility (or lack thereof). How does the allegory of personality demonstrate itself in this novel and what is its purpose?

OR

b.      There are a number of differences between the novel, Lord of the Flies, and the 1963 feature film. What was the filmmaker’s purpose in making these changes? Do these changes enhance or diminish the message of the novel? Support this with evidence.

OR

c.       There are a number of differences between the 1963 feature film Lord of the Flies, and the 1990 feature film. What was the filmmaker’s purpose in making these changes? Do these changes enhance or diminish the message of the novel? Support this with evidence.

OR

d.      There are a number of differences between the novel, Lord of the Flies, and the 1990 feature film. What was the filmmaker’s purpose in making these changes? Do these changes enhance or diminish the message of the novel? Support this with evidence.

Essay Marking Criteria: Content: Thought and Detail             10 marks Organization                                        5 marks Sentence Structure                               5 marks Vocabulary                                          5 marks Mechanics                                            5 marks

Keep in mind that the essay must be 12 point, Times New Roman, double-spaced, zero spacing and in a revised form using MLA expectations. Further, when doing your “work cited” page, in order to practice this skill, I want you to identify the chapter the quotes came from (see me for help). It must be save on the computer in your “ELA B30” folder. Call this file “Lord Essay.”

Mon. Apr. 24, 2017:Novel Study

Today, I have you do your three month novel study check-in. We will begin the essay tomorrow.

Thurs. Apr. 13, 2017: Film Viewing

Wed. Apr. 12, 2017: 1963 Lord Viewing

Today, we continued watching the 1963 version of Lord of the Flies. Your job is to write down notes showing the differences between the two films and purpose for the changes.

Tues. Apr. 11, 2017: Film to book to film comparision

Today, we finished watching the 1990 version of Lord of the Flies and began watching the 1963 version. The goal is still comparison and contrast with the question being why the changes

Mon. April 10, 2017: Feature Film

Today, you started viewing the feature film Lord of the Flies.  You were to gather information on the differences between the text and the film in preparation of an upcoming essay.

Thurs. & Fri. Apr. 6-7, 2017: Test Prep and Exam

Today, you will prepare yourselves for a comprehension exam on Lord of the Flies. Tomorrow (Friday), you will write the exam.

Wed. Apr. 5, 2017: Test prep and final notes

Today, we discussed the final symbols present in Lord of the Flies (the creepers, an extension on the pig hunt, the masks: painted faces).
I also gave you a test prep. sheet. If you were not here, it is in your portfolio.

Tues. Apr. 4, 2017: Novel Discussion

Today, you wrote a journal that addressed the novel, Lord of the Flies, by William Golding, holistically. I then presented you with a number of symbols and allegories present in the final chapters you read: religious allegory, "Lord of the Flies" allegory, the sea allegory, and cognitive dissonance

Fri. Mar. 31, & Mon. Apr. 3 2017: Chapter Seven Discussion

Today, you answered a journal question on Chapter Seven, "Shadows and Tall Trees," from the novel, Lord of the Flies, by William Golding.
We then discussed the answers. For the weekend, you are to read Chapters 8, 9, and 10. For Tuesday, you are to have read the rest of the novel. Read a lot this weekend.

Thurs. Mar. 30, 2017: Chapter 6 Discussion & Logical Fallacies

Today, you wrote a journal addressing issues in Chapter Six of the novel, The Lord of the Flies. We then discussed (using highlighters) how the format should be for these. We then moved on to a discussion of logical fallacies. If you were not here, a copy of the powerpoint will be in your portfolio.
Finally, have chapter seven read for tomorrow's class.

Wed. Mar. 29, 2017: Chapter Five Discussion

Today, you answered a journal question for Chapter five of Lord of the Flies. I then discussed the symbol of the pig hunt. If you were not here, you can get this information through a web search. For tonight, read Chapter Six of the novel. This chapter is really important as it allows us to see the adult connection to the children.

Tues. Mar. 28, 2017: Lord of the Flies: Chapter 4 Discussion

Today, we discussed Chapter 4 of Lord of the Flies. I then assigned you to read Chapter Five for tomorrow's class.
We also created the "Works Cited" for chapters 2-5 and added it to our list of citations.

Fri. Mar. 24, 2017: Chapter Two Summary and Discussion

Today, you answered a summary question relating to Chapter Two. We then discussed the chapter. I also gave you information on the symbols we have come across so far (the conch, the fire and the glasses). If you were not here, you can look these up by doing a Google search.
For the weekend, you are to read chapters three and four (pages 48 to 75) and be ready to discuss them on Tuesday.

Thurs. Mar. 22, 2017: Chapter One Discussion

Today, you wrote a ten minute journal relating to chapter one of The Lord of the Flies. We then discussed allegories which appear in this section as well as citation (psychological and Political).

You are to read Chapter Two for tomorrow.

Wed. Mar. 22, 2017: Chapter One & Questions

Today, you were instructed to read Chapter 1 of Lord of the Flies and then answer some reading questions. I have pasted the reading questions below. These are due at the start of the class tomorrow.

Lord of the Flies: Chapter One Questions

INSTRUCTIONS: Answer the following questions. You may do so in point form as long as it still communicates the intended message to the reader.

1. How does Golding let the reader know, in Chapter One, that the island, which the

       boys believe is a paradise, is a dangerous place? Give two examples (value: 3)

4. Describe three personality traits for each of the following providing one piece of evidence to support each trait:

Piggy

Ralph

Jack

Simon

4. Describe the physical traits for each of the following:

Piggy

Ralph

Jack

Simon

5. Ralph seems to be happy to be on the island. Why might this be?

7. What does the conch represent to the boys (look at the context to determine this)?

8. What problems can you see arising as the novel carries on?

Tues. Mar. 21, 2017: Lord of the Flies Introduction

Today, students went to the library and signed out the novel, Lord of the Flies, by William Golding. I then introduced students to the context, author and overarching theme. If you were not here today, please sign out the text.

If you are not here, the text can be read online. go to
http://colleronline.weebly.com/uploads/2/8/2/0/2820270/lotf_text.pdf

Mon. Mar. 20, 2017: Computer Steps & Essay Revision

Today, the students were given a run-down of how to set up a class folder and input papers. I then gave them the rest of class time to enter their paper into the system.