Fri. Dec. 18, 2015: Novel Study and Reminders for After Break

Today, you were given a copy of your progress report. I also reminded you that the independent novel study is dead-lined for Wednesday, January 6.

Mon. Dec. 14, 2015: Poetry Analysis Cont.

Today, you handed in your questions for the poem "Did I Miss Anything?" You were then given the poem "My Parents Kept Me from Children who were Rough," by Stephen Spender. This analysis is due for tomorrow.

Wed. Dec. 9 to Fri. Dec. 18, 2015: Essay Completion & Independent Novel Study

Students were provided with a choice of essay questions for the novel Lord of the Flies, by William Golding. The rough copy and essay must both be submitted. The due date is Friday; however, the DEADLINE is Monday at the end of the day.
Students were provided with an independent novel assignment in the first week of September. This assignment is due/DEADLINED for Wednesday, January 6, 2016. I WILL NOT ACCEPT IT AFTER THIS DATE AS THEY HAVE HAD MORE THAN FOUR MONTHS TO COMPLETE IT. This assignment, as many of you have already shown, will be accepted at any point before the deadline. You will be given all the time next week to work on it.

Tues. Dec. 8, 2015: Unit Exam

Today, students wrote a unit exam for Lord of the Flies. If you missed it, you need to see me and make arrangements to write the alternative.

Mon. Dec. 7, 2015: Comparison Between Lord of the Flies and Genocide

Today, we discussed the similarities between Lord of the Flies and Genocide as defined by the United Nations.
I then handed out the essay assignment. You will have Wed. Thurs. and Fri. to complete it in class and then it will be due on Monday.
 Tomorrow, you will write a comprehension exam on Lord of the Flies.
 In the week before the holidays, you will have the remaining time to work on your independent novel study

Fri. Dec. 4, 2015: Movie Completion & Independent Novel Check

Today, we completed watching the 1963 version of Lord of the Flies. You will have a comprehension exam on this novel (and reading in general) on Tuesday. It will be multiple choice and matching.

I then gave you your three month novel study check-in. Most of you have finished reading the novel and are now choosing or working on the major assignment. This check allows me to see where you are and for you to let me know what support you may need.
The major assignment DEADLINE is Wednesday, January 6.

Thurs. Dec. 3, 2015

We got to 1:12 on the film, Lord of the Flies. We will finish watching it tomorrow. You also have your three month novel study check tomorrow, so bring your independent novel.

Wed. Dec. 2, 2015: Chapter 12 and Novel as a whole

Today, you wrote a journal/summary on the novel as a whole. We then discussed these as a class, adding additional details.
We then began to watch the 1963 version of the film. You were instructed to take notes on the differences between the film and the movie (just jot notes).
We viewed up to 22.44 minutes.

Tues. Dec. 1, 2015: Chapter 11 Lord of the Flies

Today, we did a summary/journal of Chapter 11 of Lord of the Flies.

For tomorrow, you are to read Chapter 12 and the notes at the end.

Mon. Nov. 30, 2015: Chapters Nine and 10 in Lord of the Flies

Today, we discussed Chapters Nine and 10 of the novel Lord of the Flies by William Golding. I then presented you with the glasses allegory, the religious allegory and the sea allegory. If you were not here, you will need to do a web search to find out about these. They are easily accessible.
For tomorrow, read Chapter 11. It is 14 pages, which is a reasonable request to meet.

Fri. Nov. 27, 2015: Chapter 8 of Lord of the Flies

Today, you wrote a journal (summary with question to answer) for Chapter Eight of Lord of the Flies. I discussed the importance of getting the topic word into that sentence introducing the text and then moving to answering the question while touching on the chapter to show completion.
You assignment for the weekend is to have Chapters Nine and Ten read (though I would get it all read!) and be ready for discussion of these chapters on Monday.

Thurs. Nov. 26, 2015: Chapter Seven/Lord of the Flies

Today, we finished our talk about faulty logic. I then gave you a summary question to answer for Chapter Seven (timed). You were then instructed to read Chapter Eight: "Gift for the Darkness."

Wed. Nov. 25, 2015: Chapter Six: discussion and faulty logic

Today, you wrote a response to a question about Chapter 6 (10 minute summary). We then discussed it.
From here, we moved on to a discussion about faulty logic. If you were not here, the Powerpoint I used came from on-line. I have found a better one and have printed it out for all of you.
You have to read Chapter 7 for tomorrow's class.

Tues. Nov. 24, 2015: Chapter 5 of Lord of the Flies

Today, you wrote a summary about Chapter Five of Lord of the Flies. We then discussed it. I then gave you further notes on the psychological allegory of the novel as well as an allegory of WWII tying in some of the boys' personalities with countries at the time.
I then read part of Chapter Six to you in order to ensure you understood that a "sign from the adults" had arrived.
You are to read the rest of Chapter Six for tomorrow's class. I will also discuss faulty logic with you then.

Mon. Nov. 23, 2015: Discussion of Chapter 3 and 4 of Lord of the Flies

Today, you wrote a journal in relation to these two chapters of Lord of the Flies. We then discussed the symbolism of the pig hunt. If you were not here, do a web search on this symbol in relation to the novel.
I then assigned you to read Chapter Five: "Beast from Water," for tomorrow's class (and prepare to write a summary).

Fri. Nov. 20, 2015: Reading Class/Chpt. 3 and 4 Lord of the Flies

Today, you were instructed to read Chapters Three and Four of the novel Lord of the Flies, for Monday's class. I also gave you questions to answer (just jot/point form) to ensure you are active in this.
I have pasted these questions below for those who were absent.

Lord of the Flies: Chapter Three: Huts on the Beach

1. How successful is Jack in the second hunt? Explain (value:1)
2. Who is the only one to help Ralph with the building of huts? (value: 1)
3. What happened to the others who were initially helping? (value: 4)
4. What is the conflict which arises between Ralph and Jack? (value: 2)
5. Why is Jack so intent on hunting rather than helping with the shelters? (value: 1)
6. Why is Ralph so concerned about the little ones? (value: 1)
7. What is revealed about Simon in this chapter? (value: 2)
8. What are Golding’s implied comments, as revealed in this chapter, concerning the parliamentary system of government? (value: 2)

Lord of the Flies

Chapter Four: Painted Faces and Long Hair: Answer Key

9. What strange mysteries occur in the hot afternoon sun and how are they explained? (1)

10. Describe the activities of the “littluns” (value: 5)

 11. Who knocks over the sandcastles? (value:2)

12. What is revealed about Roger in this chapter? Why does he stop short of hitting Henry with the stones? (value: 2)

13. In what ways do the hunters prepare for another hunt? (value: 2)

14. How do the boys react to Piggy? (value:1)

15. Why doesn’t the ship which passes near the island see the fire? (value: 1)

16. Describe the hunters’ return from the hunt. (value: 3)

17. How do the hunters react to Ralph’s tongue lashing? (value: 1)

18. Describe the encounter between Jack and Piggy. (value:3)

19. Describe the feast (value:4)

20. Why does Jack refuse to give Piggy some meat? Who shares his with Piggy? (2)

Thurs. Nov. 19, 2015: Chapter Two Lord of the Flies

Today, students wrote a journal summary on Chapter Two of Lord of the Flies. We then discussed these, focusing on structure (in order to understand an easy to grasp and follow format that transfers over to essays).
I then provided notes on the microcosm of this story (The boys Archetype) as well as notes on the symbolism of the conch and the fire. If you were not here, this information can be found on the Web. I also reinforced the meaning of "paradox," as fire is both a symbol for rescue and destruction.

By the end of the weekend, you need to have completed reading Chapter Three and Chapter Four. If you are a slow reader and find the pace during the week to be too tedious (we are reading roughly a chapter a night) read ahead this weekend to give yourself some space.

Wed. Nov. 18, 2015: Chapter One Discussion

Today, we discussed Chapter One of Lord of the Flies. The students wrote a summary of this chapter (which we also discussed, focusing on the form). We then discussed Simon's seizures (something students have trouble understanding as it is not explicitly stated).
I then gave an overview of Sigmund Freud's understating of the human psyche (Id, Ego, and Superego) and tied these to the  characters (Jack = Id; Ralph = Ego, Piggy = superego).

For tomorrow's class, you are to read Chapter Two: "Fire on the Mountain."

Tues. Nov. 17, 2015: Lord of the Flies Introduction

Today, I introduced Lord of the Flies, by William Golding. If you were not here, you will need to do a web search to discover who William Golding was, what his views were, what the summary of the book is, and what Golding wants us to "get" out of this novel (purpose/theme).
You were also instructed to read Chapter One for tomorrow's class. I have provided you with reading questions. If you were not here, they are in your portfolio (stay caught up on the readings and the web search!).

Tues. Nov. 10, 2015: Writing Class AND Mon. Nov. 16, 2015

Today, you were to complete your essay. It must be in by the end of the day (3:45).

You were also instructed to get the novel Lord of the Flies out of the library.

On Monday, you will be allowed to read your independent novel in class (catch-up). I want you to have Lord of the Flies for Tuesday's class (that is the day I will introduce it).

Mon. Nov. 9, 2015: Writing Class

Today, we discussed your independent novel study second month check-in. Many of you have now finished the reading and are working on your major assignment. For those of you who have not, you need to pick up the pace in order to ensure you have the reading completed for the third month check-in (Friday, December 4).

You then used the rest of the class time to work on your essay.

Fri. Nov. 6, 2015: Second Month Novel Study Check-In/Writing CLass

Today, you completed your second month independent novel study check in. You were then given the remainder of the class time to work on your essay.

Thurs. Nov. 5, 2015: Writing Class/Novel study check in

Today, you completed your second month novel study check in. You were then allowed to use the remaining time to work on your essay, which is due at the end of the day on Tuesday.

Wed. Nov. 4, 2015: Writing Class/more info on arriving at a thesis

Today, we discussed how to arrive at a thesis (the pre-writing steps). We took all of the questions and highlighted the topic words. We then chose to "chart" the first question to see what the evidence is
There are seven possible texts you can use (you must use three). If you chart your points and use process of elimination, you can get these down to a workable number and arrive at a thesis.

We looked at "Are there Universal Ideals that all strive to reach?'

We charted all seven texts on the left-hand side.
We then wrote "ideals" across the top
for each one, we wrote down the ideals we could identify (eg: helpful).
we then circled all the ideals that were used more than once. If we hit three ideals in three stories, we could easily see these were the ones to use in the essay. If we didn't hit any, we could remove it as a possible source of evidence.

I also handed out "How to Write a Multi-Source Essay Introductory Paragraph" to help you arrive at a workable pattern.

I will only be at parent teacher interviews until 8 tonight due to a medical. Please let parents know so they can structure their time accordingly.

Tues. Nov. 3, 2015: Writing Class

Students worked on their essays. I also handed out a sheet of transition words and a sheet of figurative/stylistic devices (MOSES sheet).
For those who were absent, these have been placed in your portfolios.

THE DEADLINE DATE FOR YOUR ESSAY IN TUESDAY, NOVEMBER 10.

Students have a novel study check in on Friday, so be sure to have novels here for that date.

Parent-teacher interviews are tonight and tomorrow night from 7 to 9 pm. Please let parents know. Further, I will only be there until 8 tomorrow (Wed.). Please schedule with this in mind.

Mon. Nov. 2, 2015: Essay Prep and Assignment

Today, we discussed the article " 'The Drop Box' ..." and examined how it tied to the idea of ideals. I also explained the term "Paradox": When something said seems untrue, but when it is explained, it makes sense.
I then handed out and explained the following sheets:

1. Essay editing checklist
2. How to Write a Seven Sentence Critical Analytical Essay Introduction in Seven Sentences
3. Your "Ideals" essay assignment

The deadline for the essay is still TBA but will probably be next Monday or Tuesday. Right now, you should be examining each choice, figuring out which one you like and can easily provide evidence for and then determine which one you want to use.

Fri. Oct. 30, 2015: Discussion about Heroism: Reading Activity

Today, we discussed what a modern hero is. I then gave you a reading entitled "Baby Box" to read actively for Monday's class. If you were not here, I put it in your folder. Come in early to read it (it is a quick read).

Thurs. Oct. 29, 2015: Comparisons between ideals

Today, you got into groups and answered questions relating to "Man in the Water" and "The Lowest Animal." The purpose of this assignment was to get students to share their views and open up communication. It is also an opportunity to practice group/focus skills.
The students drew lines where they finished answering the questions as a group and were then instructed to finish the rest of the assignment outside of class.

Wed. Oct. 28, 2015: Editorial/essay Discussion and Editorial Reading

Today, we discussed the editorial/essay "The Lowest Animal" by Mark Twain. We arrived at his thesis (man is the lowest animal because they do have morals yet still do wrong), and discussed if the situation is this hopeless.
I then gave them the editorial "The Man in the Water" by Roger Rosenblatt. They are to read it actively (I provided enough class time that all should have it completed). They are also to determine what the message is that the author wants us to get from this piece (it is pretty literal).
During our discussion today, we also defined the following terms:

Paradox: when something seems to be untrue, but when explained, makes sense.
Hyperbole: over-exaggeration
Euphemism: A nice way of saying something

Tues. Oct. 27, 2015: Reading Discussion and New Assignment

Today, we discussed the short story "What Men Live By." The focus was on the changes we can now see between the epic hero and the more modern one presented here (late 1800s). I then gave you an essay to read: "The Lowest Animal" by Mark Twain. There was enough time in class to actively read half of this document. It is to be actively read for tomorrow's class.

Mon. Oct. 26, 2015: Heroes: Continued

Today, we discussed how the ideals of hero changed depending on the group one was in in society (1300s). the peasant class supported heroes like Robin Hood. You were given some notes on this change and then we read "Robin Hood and the Three Squires" actively as a class. I then gave you the questions that go to the reading you were supposed to have read for today ("What Men Live By'). These are due tomorrow.

Thurs. Oct. 22 2015: Novel Study One Month Check-in

Today, you were given an assignment to complete that you needed to do with your novel. If you did not bring your novel, class consensus arrived at the decision that a writing assignment would be justified (those students wrote a letter of apology using a business/block letter format).
Tomorrow, we will discuss the exam you wrote on Wednesday and do a reflection.

Wed. Oct. 21, 2015: Unit Test

Today, you wrote a multiple choice comprehension exam. The results are already online.
You must remember to have our independent novel here tomorrow as you will be completing an activity using it.

Tues. Oct. 20, 2015: Test Prep/Writing Class

Today, I went over the reading comprehension exam that you will write tomorrow. The exam consists of three short readings and 24 multiple choice questions. I will expect you to read as actively as time allows (analyze title, highlight pertinent information, paraphrase paragraphs or ideas/sections in a couple of words only), and to answer questions using active strategies and process of elimination.


I then allowed the remaining time to work on your story critique (due at the end of the day) or to read your independent novel. I will be here at lunch for those who need the computer time to complete this assignment (I will have the computers: the computer room in the library is also open at 12:20 and you also have RTI).

Fri. Oct 16, 2015: Writing Class: Story Critique

Today, you are to work on your story critique for Sir Gawain and the Three Knights. You will have access to the computer cart. A hard copy must be submitted. Do not waste your time as this assignment is due by the end of the day on Tuesday, October 20.

Thurs. Oct. 15, 2015: Discussion of Beowulf

Today, we went through the questions that the groups answered in relation to Beowulf. All of the questions students were given were variations on the questions for this unit. The key words were ideals and traits.
I then presented a Powerpoint on the age of chivalry. If you were not here, it will be in our portfolio. I then instructed students to actively read Sir Gawain and the Green Knight and create a story critique. These must be created in your folder with a hard copy submission. The deadline is the end of the day Tuesday (you will probably not have much class time as we are discussing the unit exam for reading comprehension).

Wed. Oct. 14, 2015: Beowulf Group discussion

Today, students were placed in to groups to discuss a question from the curriculum that can be supported using the poem Beowulf.
They worked on idea development and brainstorming and then created a thesis and defended it. If you were not here, you will not be able to do this activity. I have placed an alternative activity in your portfolio to be completed when you return.

Tues. Oct 13, 2015: Paragraph Writing Reflection

Today, I returned all the paragraphs to the students. I then had them do the following:

1. Actively read the paragraph with the comments covered. Look for omissions and errors and highlight them.
2. Read the side comments.
3. Red the final comments and rubric outcome.
4. Get out a sheet of paper, put submission information on it and answer the following question:

      Based on our previous rubrics discussion, your reading of your paragraph today, and your marks and comments for this assignment, is your mark fair? Explain. Also, explain how you can improve your mark on the next writing assignment.

These were then submitted. Students were allowed the rest of class to work on their critiques (should have all been submitted) or read their independent novels.

Thurs. Oct. 8, 2015: Beowulf Text Critique Continued

Today, you were to finish working in your text critique for Beowulf.  I also gave your the reading "Sir Gawain and the Green Knight" to read when you finished. You will not need this reading until Wednesday or Thursday, but, since you have a break right now, it would be a good time to get it completed. The original poem of this reading can be found online (Project Gutenberg is a good spot); however, we are reading a translation that is presented as a short story (and only a part of the original text).

Wed. Oct. 7, 2015: Review of Critique Writing

Today, we reviewed text critique writing by examining an exemplar critique for "Life and Literature in Early Britain." I explained that I always start with the "what is relevant," then move on to "the summary," then do the "what about it," and finally, the citation.

You were then given the task of creating a text critique for Beowulf. This will be a hand-written assignment at the computers are not working. Keep in mind what I said about order. Spending all your time on the part of the assignment worth the least (the citation) is wasteful when doing the rough work. This is due for tomorrow's class.

Tues. Oct. 6, 2015: Beowulf Active Reading

Today, we read Beowulf actively as a class, discussing the finer points of effective active reading.
We addressed direct characterization, alliteration, and oxymoron.

Mon. Oct. 5, 2015: Beowulf Intro.

Today, we went over information your should know to understand the Epic poem Beowulf. Some words that were discussed were metaphor and euphemism,
If you were not here, search out an introduction to this poem using the Internet or see me.

Fri. Oct. 2, 2015: Catch Up/Novel Study

A number of students had trouble completing the Sask Career activity and others needed help with the commas questions. As a result, this was a work class. If the student was caught up, the time was used to read the novel chosen for the final independent novel activity.

Thurs. Oct. 1: Rubric Discussion

Today, we discussed the rubrics for writing assignments. This involved examining the rubric as well as the assignment itself. I will be handing back the paragraphs soon and want to ensure you all understand the rubrics. It is the same one that has been used in all English classes from Grade 10 up.

Wed. Sept. 30, 2015: Unit One: Introduction

Today, I presented a Powerpoint explaining the questions you should be able to answer in this short unit as well as what the unit is about. The focus is on societal ideals. If you were not here, the Powerpoint notes are in your portfolio.

Tues. Sept. 29, 2015: Sask Career Login and inventory

Today, all students created a log in for Sask Careers as well as completed four "Inventory" assignments. See me if you were not here.
If you were here and did register, you need to go into "Know Yourself" and then  "Inventory" and complete the following by the end of the weekend:

* Learning Styles Quiz
* Traits Quiz
* Multiple Intelligence Quiz
* Skills Quiz

If you have any trouble, see me or Mrs. Waterman as this is a requirement.
You also have some assignments to submit. See earlier blogs to make sure everything is in.

Thurs. and Fri. Sept. 24 and 25, 2015: Group Activity

Today, students were placed in groups to discuss their article critiques. They then had to fill in a reflection sheet on the changes that could be made to their critiques. I then examined what each student came up with and have allowed those students to resubmit by Tuesday's class.

On Friday, you had presentations. I am still meeting with students to discuss their critiques.

Wed. Sept. 23, 2015: Comma Concerns

Today, I discussed outstanding assignments and how to use the results from the pre-test to help you improve. If you have not handed in the pre-test or the introductory paragraph, you need to do so ASAp as I will be marking everything this weekend.
I then gave you a Powerpoint on the comma. In it, we discussed what a dependent and independent clause is and the ways to ensure that two independent clauses can be joined together (there are four rules: they are in your "15 Common Errors" booklet).
I then gave you handout on the four comma rules for use in dependent situations  (Entitled "Chapter 18"). These are to be read actively and completed for Tuesday, September 29 and submitted.

Be sure to have your article critique submitted prior to tomorrow's class as we will be using them. If you haven't submitted the critique by the deadline, an alternative assignment will be provided.

Mon. Sept. 21 and Tues. Sept. 22, 2015: Writing Lab

On Monday and Tuesday, you were given class time to work on your article critique for "Life and Literature in Early Britain."
By Tuesday, however, most are to be working on their independent novel study (reading). If the article critique  is complete and a student did not bring a novel, the student will be provided with an alternate reading assignment to complete, which must be submitted.

Fri. Sept. 18, 2015: Text Critique Introduction and Practice

Today, I gave the students a booklet entitled "Understanding Text Critiques." We reviewed it and discussed. I then gave you the rest of the class time to create a rough text critique for the Article "Life and Literature in Early Britain." They were able to take these home to finalize. We will imput them into the computers on Monday.

Thurs. Sept. 17, 2015: Discussion of Active Reading Life and Literature in Early Britain

Today, we discussed the reading that you were to have submitted yesterday. It was returned for this purpose. From this short reading, I was able to come up with 31 questions of value (what is relevant). Active reading should help you understand a piece of writing in this way.

Wed. Sept. 16, 2015: Introduction/active reading/assignment

Today, I gave you a handout to introduce this unit and the questions we will examine. The sheet also explained how to read a short prose text offering up steps I expect you to follow. I also gave you your first reading: "Life and Literature in Early Britain" that you are to read and submit by the end of class today (or the end of the day if you need more reading time.) If you were not here, these assignments are in your portfolio.

Tues. Sept. 15, 2015: Independent Novel Study: Initial Activity

Today, I reaffirmed the submission requirements expected at this grade level (first and last name, class designation and date in the upper right hand corner). I also discussed the importance of proofing work before submission to catch lack of capitals on proper nouns, lack of periods, and misspelling of words that are being copied directly.

Today, you were to all have your novels here. I gave you the assignment entitled "Independent Novel: Initial Activity."
You were to complete this assignment in-class. You must see me if you weren't here and allow time to do it as it is a timed activity and must be done as the introduction to the novel study.

Mon. Sept 14, 2015: Writing Lab and Assignment Completion/Submission

Today, you completed your paragraph and the "15 Common Errors" pre-test. You then submitted a hard copy of both assignments into the "in" box and sent me an electronic copy of the essay. Some of you emailed it to me (at dawn.benoit@nwsd.ca) or brought me your USB to transfer it over. Those who did not do all the steps will have to meet with me to get an alternative or figure out what to do to get this one properly submitted.

Writing Lab/Novel Study

Today, you worked on completing your paragraph and pre-test. You have until the end of class to finish these and hand them in.

You also need to email me your paragraph. The address is as follows:

dawn.benoit@nwsd.ca

If you cannot email it, we will need to move it using your USB.

You were also to have your novel for today's class. Be sure to have it for Monday. If it is not here on Tuesday, you will not be able to do an assignment.

Thurs. Sept. 10, 2015: Writing Lab

Today, we reviewed one question from the Fit to Print Introduction Worksheet (#2) in order to show that accuracy matters. I also returned your MLA book citation activity to allow for further discussion about efficiency and proofing for accuracy.

You were then given the remainder of the class to work on your two assignments which are due by the end of the day on Monday (I have extended it). Keep in mind that the paragraph must also be emailed to me at :

dawn.benoit@nwsd.ca

Wed. Sept. 9, 2015: Working Lab

Today, you were given time to work on the computers (paragraph creation) and/or work on your pre-test (using Fit to Print to aid you).
These assignments are both due on Friday,

In addition to a hard copy submission, I also want you to email me your paragraph to:

dawn.benoit@nwsd.ca

These need to also be sent by the end of the day on Friday. See me if you are having difficulties.

Tues. Sept. 8, 2015: Assessment of writing and common errors

Today, you were given three different handouts:

1. Computer Usage Steps
2. Grade 12 English Language Arts Pre-Test
3. Paragraph Writing Assignment

We discussed that students were to have all supplies here for today and novels registered for Friday. This class also had to hand in their assignment from Friday (Fit to Print worksheet).

We then discussed the two assignments that you will be doing this week (both due at the end of class on Friday)

One is a personal paragraph (explained in computer usage steps and handout on paragraph writing): the other assignment is a pre-test to determine writing concerns. To do this activity, you will need to refer to your Fit to Print text.

If you were not here, these papers are in your portfolio. See me at lunch, in the morning before school or during RTI for help.

Fri. Sept. 4, 2015: Locating Information from a Text

Today, the students were given a sheet of questions to answer in relation to their text Fit to Print. These were to be answered by the end of class and submitted. If a student was not done, it can be completed by the end of the day (use RTI to stay caught up) or for Tuesday, though there is no reason this should take that long.

A reminder: You need a USB key here for Tuesday, as well as your other supplies (see your course outline).

Thurs. Sept. 3, 2015: MLA Citation

Today, you went to the library and took out the following text:

Buckley, Joanne. Fit to Print: The Canadian Student's Guide to Essay Writing. 8th ed. Ed. Sandy

          Matos. Toronto: Nelson Education, 2013. Print.

If you were not here, you need to get this from the library.

We then examined how to cite a one author book.

I explained that the purpose of citing is so that someone else can find the same book that you are referring to. We discussed how the 5Ws are the key items:

Author (last name [comma] and then first name[period])
Title (underlined when writing by hand [period])
City of publication (no need for province/state or country [semicolon])
Name of publisher [comma]
year of this publication (the most recent date [period]
medium of publication (usually just a matter of putting down whether the student got it from print or from the web [period]).

We then took this story and organized it so it is a continuous line, double spaced, and then indented on the second line and on any additional lines if there are any:

Mayer, Mercer. All by Myself. Racine: Western 

          Publishing Company, 1983. Print.

 

The students were then given books and instructed to create a citation. Part of this was also to ensure they know how to hand in assignments (first and last name, date, and class in upper right hand corner). These were then submitted. If a student misses a step, the student can meet with me and do a make-up to demonstrate understanding. Students who are absent can also meet with me to do this assignment. The goal is to ensure understanding and proficiency.

Wed. Sept. 2, 2015: Novel Study Information

Today, we finished discussing the course outline. Be sure to get your supplies for next Tuesday. I then gave you two handouts: The first one was your major independent novels study assignment options; the second one was your novel study choices. We discussed this assignment at length and set up some dates. If you were not here, these handouts are in your portfolio. Please see me for further clarification.

The independent novel study dates are as follows:

Friday, September 11: Must have chosen the novel and have it in class (from teacher approved list or
                                     with teacher approval).
Friday, October 9:       First month check-in
Friday, November 6:   Second month check-in
Friday, December 4:   Third month check-in

Wednesday, January 6, 2016: Novel study is due. There will be no extensions on this assignment due to the time it takes to carefully assess as well as the large amount of time given to complete this project.

Tues. Sept. 1, 2015: Introduction

 Today, I introduced this course to the students and provided them with a supplies' list that is to be met for next Tuesday.