Friday, 29 April 2016

April 29

English 10  (C & D)

Today we started off with a mini-lesson on apostrophes.  Students completed a practice sheet on this.  Next we looked at some prose terms and wrote some notes.  Finally, we discussed our next assignment:  an original short story.  Students were reminded:

  • a short story needs a conflict
  • there should be a resolution to the conflict
  • to start off your story with a hook
    • action
    • dialogue
    • internal dialogue
  • create interesting characters
  • include a title that might engage the reader
  • utilize literary devices to show-case your skills
  • choose descriptive verbs/language

Humanities 8

Today we started with silent reading.  For the remainder of the block we continued to work on our castle project.  A few people shared their stories at the end of the block.

Thursday, 28 April 2016

April 28

English 10 (C & D)

Today we started off with reviewing the run-on and quotation worksheet.  Then students had the remainder of the class to work on their alternate endings.  The students were reminded of the following:

  • Start with a sentence from the story so that I know where you are starting your ending.
  • Write multi-paragraphs
  • Makes sure that your story matches the details of the beginning of the story (ex. time period, characterization)

Humanities 8

Today we started off with silent reading.  Next we looked at some examples of coats of arms and we discussed how to use symbols for our castle project.  We also looked at different ways to break up our coats of arms into sections. Students had the remainder of the block to work on their projects.  It was suggested that students focus on their stories first.  


Wednesday, 27 April 2016

April 27

Humanities 8

Today we read two versions of a story to look at some techniques for improving our writing. Most of the class was spent working on our rough drafts of the castle stories. 

English 10

E-exam essay was due today!!!

Today we reviewed fixing run-ons and punctuation of quotes.  The remainder of the class was spent working on the alternate ending to "The Possibility of Evil."

Tuesday, 26 April 2016

April 26

English 10 (C&D)

Today we started off class reviewing the what a run-on sentence is and how to fix them.  Next we looked at capitalization rules and using quotation marks for dialogue.  Students completed a worksheet.  For the remainder of the class we read the short story"The Possibility of Evil."  We read this out as a class and we reviewed reading strategies (predictions, questioning, connecting etc.).  Next class students will be asked to write an alternate ending to this story in class.  

Humanities 8

Today we discussed the important characteristics of a good short story.  Both class did a great job of identifying conflict, characterization, point of view and theme as key items to work on while writing their castle stories.  The remainder of the class was spent working on brainstorming or starting a rough draft.  

Monday, 25 April 2016

April 25

Humanities 8

Today we started with silent reading.  Next students were introduced to their next learning .  See below.  They were also provided with a booklet with vocabulary related to castles and knights.  

The Assignment:
  1.        .  Draw a design for a castle. 
  2.       .   Create a coat of arms of for the castle.
  3.       .  Write a story about the people that live in the castle (use as many vocab words as you can!)


Your castle must include the following labeled parts:

Ø A moat and drawbridge
Ø Portcullis
Ø Inner and outer walls
Ø Arrow loops
Ø A keep
Ø Two towers (minimum)
Ø At least one other feature
Ø One offensive weapon (outside of castle)

*The parts of the castle must be labeled!!!!!

English 10

Today we started by going over run-on sentences and integrating quotes into sentences.  Then we talked we read "A Possibility of Evil."  As we read, we went over reading strategies and briefly discussed strategies for writing our own stories. For the remainder of the class students were asked to prepare for next class by coming up with an idea for an alternate ending to the story.  

Reminder:  The second compare/contrast essay is due Wednesday!


Friday, 22 April 2016

April 22

Humanities 8 (BF)

Today we continued with presentations. 

Humanities 8 (AE)

Today we did some silent reading and students wrote either a response to today's assembly or to their reading.  Students were also introduced to the castle design activity.

English 10 (H)

Today students worked on their second attempt at the compare/contrast essay.  This is essay is due on Wednesday!!


Thursday, 21 April 2016

April 21

English 10 (C & D blocks)

Today we started with a review of the options for English 11.  Next we discussed what a run-on sentence is and the 3 ways to fix it.  We also looked at how to make sure our quotes are integrated.  The remainder of the time students worked on finishing off their essays.  Essays need to be finished off ASAP if they were not handed in at the end of the class!


Humanities 8

Today we looked at a few more presentations.  Students in B block also were introduced to the idea of a reader response.  They wrote their first example in class.  

Wednesday, 20 April 2016

April 20

Humanities 8

Today we continued with presentations.

English 10

Today we worked on the second attempt at our comparison/contrast essay.  Below is the hand-out with some hints etc.


Compare/Contrast E-exam Essay #2

Today the goal is to improve your writing from your first attempt at an E-exam compare/contrast essay.   As you become familiar with the format and some of the key things the markers will be looking for, your confidence will increase too (hopefully!!)

Directions:  Click on either of the e-exam hyperlinks.  Be sure to select the EN100910 option.  The readings associated with the question are “Students” and “Crow Lake.” 

The question is:  Compare and contrast the relationships between the students and their teacher in “Students” and “Crow Lake.”  In your response you must discuss both passages. 

The 1st key to success is to brainstorm and create a plan!   Use the space below to do so.  Use the example and checklist on the other side to help you with your essay!





















Here is an example of a body paragraph that answers the question from the 1st exam and uses the PEE principle (point, example, explain).

In the story “Stones,” the narrator values his/her experience working in the family run antique shop and it seems like it will inspire him/her to carve out a future career.   The narrator repairs and refinishes old furniture in the store.  He seems to value the old style craftsmanship and working with wood and thus appreciates the past.  His distaste for modern values is emphasized when he tries working in a modern store and he returns to the antique shop and its more simplistic values implied by, “Buy it, give us the money, and keep it.”  When talking with Raphaella, the narrator says, “My dream is to find someone to teach me to design furniture, then open my own shop one day.”  This suggests to the reader that working with the antiques in the low-tech store has inspired him to pursue a career, presumably creating his own pieces.  He doesn’t care about making a lot of money which suggests that these will be hand-crafted pieces in the old-fashioned tradition.  Therefore, it is fair to say that the narrator’s love of the old values and craftsmanship has inspired him to align his future job with these in mind.   
Similarly, the musicians referred to in the “Voices Rising” webpage use the past for inspiration.  In this case….

Checklist
        Have you answered the question clearly?
        Is your answer found in the introduction and written as your thesis?
        Have you written about both pieces of literature?
        Have you provided evidence to support your points and show your understanding?  Ex– details from the story or quotes
        Have you used the PEE principle in your body paragraphs?  
        Have you written a strong conclusion emphasizing your answer to the question?
         Have you proofread your work for clarity, correct grammar and spelling?

Tuesday, 19 April 2016

April 19

English 10

Today we went to see a presentation given by a poetry slam artist.  Students were reminded that next class they will be writing another practice comparison essay.  They were advised to do some pre-reading and brainstorming before class on Friday!!

Humanities 8

Today we continued with our Medieval Inquiry presentations.  

Monday, 18 April 2016

April 18

Humanities 8

Today we started presenting the Medieval inquiry projects.  It took all class and will likely take a few more classes to present.   Students took notes and asked questions.

English 10 (C block)

Today we started off with silent reading and then students wrote a reader response.  Students starred their best response and handed their work into the bin.  Students were also told that they are going to write their second synthesis essay next class and to prepare by reading over the two pieces of literature (students can access the pieces by logging into the provincial website and choosing the second e-exam.  There is a poem called "Students" and a short story called "Crow Lake.") For the remainder of the class, we went over some of the problems students had with the first version.

English 10 (D block)

Today students had a chance to redo their essay that they were working on when the computers crashed last week.  Students handed in their work at the end of the class.  

Friday, 15 April 2016

April 15

Humanities 8

Today students were given the rubric for the inquiry  project (see below) and the bibliography example.  These should be used for last minute tweaks to their projects, which are due on Monday.  The rest of the class was a work period.   

Names: _______________________________

Inquiry Project Rubric

Criteria
Exceeding Expectations
Fully Meeting Expectations
Minimally Meeting Expectations
Not Meeting Expectations
Inquiry / Guiding Questions
ü  Complex question
ü  Comparison or analysis
ü  More than 6 guiding questions
ü  Challenging question
ü  4-5 guiding questions
ü  Basic question
ü  3 guiding questions
ü  Yes or no question
ü  Less than 3 guiding questions
Research/ Answers to questions
ü  Full answer
ü  Shows an excellent understanding
ü  Good answer
ü  Shows a good understanding
ü  Basic answer
ü  Explanation may be hard to follow
ü  One or two word answers
Presentation Product
ü  Professional
ü  Organized by questions
ü  Excellent balance of text and visual

ü  Good quality
ü  Organized by questions
ü  Good balance of text and visual
ü  Minor errors
ü  Minimal organization
ü  Few visuals
ü  Missing key words
ü  Noticeable errors
ü  Looks incomplete
ü  No visuals
ü  Very poor proofreading
Bibliography
ü  More than one book source
ü  Variety of excellent sources
ü  Excellent format
ü  Variety of good quality sources
ü  1 book source
ü  Good attempt at format
ü  1 book source
ü  1 or 2 other sources
ü  Complete but not alphabetized/formatted
ü  No book source
ü  Wikipedia used
ü  One source
ü  Incomplete
Verbal Presentation
ü  Enthusiastic
ü  Easily understood
ü  Excellent flow
ü  Clear
ü  Good organization
ü  Hard to hear sometimes
ü  Flow interrupted at times
ü  Hard to hear
ü  Disorganized
ü  Interruptions

Paragraph
ü  Formatted
ü  Topic and concluding sentences
ü  Thorough information
ü  Topic sentence
ü  Quality information
ü  Formatted appropriately
ü  Topic sentence
ü  Some relevant information
ü  One or two sentences
ü  No structure
Questions from Audience
ü  Confidently answers questions
ü  Excellent explanation
ü  Able to answer questions correctly
ü  May require prompting for full answer
ü  Provides a simple answer
ü  Lacks confidence
ü  Unable to answer question
Audience
ü  Listens carefully
ü  Asks thoughtful questions
ü  Excellent notes
ü  Listens well
ü  Asks good questions
ü  Good notes
ü  Is distracted once in awhile but quiet
ü  Able to write basic notes
ü  Not paying attention
ü  Unable to write basic notes

English 10 (C block) 

Today students attended a career/course planning presentation. 

English 10 (D block)

Today we started with silent reading.  Students were asked to do a reader response and then select their best response for careful assessment.  Students indicated their best with a star and handed their work into the bin.  Next we looked at the synthesis essays and we discussed how to approach the topic on the future practice e-exam. 

Thursday, 14 April 2016

April 14

English 10 (H block)

Today we started with silent reading.  Students were asked to do a reader response and then select their best response for careful assessment.  Students indicated their best with a star.  Next we looked at the synthesis essays and we discussed how to approach the topic. 

Humanities 8

Today students worked on creating a rubric for their inquiry project in partners.  The remainder of the class, students worked on their projects. 

Wednesday, 13 April 2016

April 13

Humanities 8

 Today we reviewed important considerations for presenting/teaching the class.  Here are some of the key ideas:

Speak slowly, clearly, confidently and enthusiastically.

Utilize pictures, graphs, diagrams and maps to help explain your topic.

Use the guiding/ inquiry questions as headings.

Minimize text on slides.

Ensure text/ captions are large enough to be easily read.

Organize your presentation between you and your partner.

Students continued to work on emailing questions, printing out questions and finalizing their presentations.  

Presentations begin:   Monday


English 10 (C and D)

Today we started out with silent reading.  During this time some marked work was handed out.  Next we had a discussion about student's experience with the e-exam.  Finally, students looked at the second essay example and were asked to critique one of the essays as a ticket out the door. 


April 12

English 10 (H block)

Today we started out with silent reading.  During this time some marked work was handed out.  Next we had a discussion about student's experience with the e-exam.  Finally, students looked at the second essay example and were asked to critique one of the essays as a ticket out the door. 


Humanities 8

Today students started out with silent reading.  Then students were directed to type up and email me their guiding and inquiry questions in a format that could be used to create a student hand-out to accompany the presentations which will start Monday!!  Students were reminded to print off their answers to their questions for me to review.  



April 11

Today Mr Allen was in.

Humanities 8

Today students started off with silent reading.  Next they worked on typing up their answers to their guiding questions in point form.  They also worked on typing up their answer to their inquiry question in paragraph form!


English 10

Today students were given directions for writing their in-class exam essay before heading to the library.  Here are the directions if you were absent!  Sorry the formatting is a little weird, however the info is all there.  



1.       Find your name on a computer.
2.       Go to the following website: https://www.bced.gov.bc.ca/exams/search/
3.       Select grade 10 and click agree to copy write.
4.       Next select English 10 and get exams.
5.       Click on one of the 2 hyperlinks for the e-exam (both are the same).
6.       Click on the blue EN100809 to get a randomly selected copy of the exam.
7.       Go to question 30 and complete the written response in the space provided. 
8.       When you have finished your writing, please take the time to re-read your response.  Make sure you have:
        A clear thesis (answer to the question).
        You have tried to use the PEE principle (point, explanation, example).
        You have referred to both pieces of literature.
        You have multiple paragraphs.
        You have read over your work and checked spelling and grammar to the best of your ability.
9.       Before you submit the exam, please copy and paste your response into another word processing document.  A few people lost their work yesterday when they submitted their work.  Don’t let this happen to you!!
10.   Print off your work (you can just print pg2 onwards) and assess your work using the rubric provided.
11.   Hand in your work by the end of class with your student number on it!!




Friday, 8 April 2016

April 8

English 10 (H block)

Today students were given directions for writing their in-class exam essay before heading to the library.  Here are the directions if you were absent!  Sorry the formatting is a little weird, however the inf is all there.  



1.       Find your name on a computer.
2.       Go to the following website: https://www.bced.gov.bc.ca/exams/search/
3.       Select grade 10 and click agree to copy write.
4.       Next select English 10 and get exams.
5.       Click on one of the 2 hyperlinks for the e-exam (both are the same).
6.       Click on the blue EN100809 to get a randomly selected copy of the exam.
7.       Go to question 30 and complete the written response in the space provided. 
8.       When you have finished your writing, please take the time to re-read your response.  Make sure you have:
        A clear thesis (answer to the question).
        You have tried to use the PEE principle (point, explanation, example).
        You have referred to both pieces of literature.
        You have multiple paragraphs.
        You have read over your work and checked spelling and grammar to the best of your ability.
9.       Before you submit the exam, please copy and paste your response into another word processing document.  A few people lost their work yesterday when they submitted their work.  Don’t let this happen to you!!
10.   Print off your work (you can just print pg2 onwards) and assess your work using the rubric provided.
11.   Hand in your work by the end of class with your student number on it!!

Humanities 8

Today was our last class to work in the library/computer lab on our research for the inquiry project.  By the end of the class, students should be able to answer all their guiding questions as well as their inquiry question.  

Thursday, 7 April 2016

April 7

English 10 (H block)

Today students wrote an example E-exam.  The focus was on reading and answering the multiple choice questions.  They were also prompted to write notes in preparation for their in-class essay next class!!  Students handed in their answer sheets.  See below for specific instructions.


Practice E-exam

1.       Go to the following website: https://www.bced.gov.bc.ca/exams/search/
2.       Select grade 10 and click agree to copy write.
3.       Next select English 10 and get exams.
4.       Click on one of the 2 hyperlinks for the e-exam (both are the same).
5.       Click on the blue EN100809 to get a randomly selected copy of the exam.
6.       Follow prompts and start exam at question #10.  You will have to do the reading on-line to do so.
7.       Before doing the reading, it may be a good idea to check what the essay question is (Question #30).  Click next to view and then back to return to #10.  Make notes after reading or after completing the questions on the reading.
8.       Complete multiple choice to question #29. 
9.       Enter your notes into the writing space for Question #30. 
10.   In the space for Question #31 – Write your reflection about doing an e-exam.  What did you notice?  Questions?  Thoughts, comments?  This can be done after you have looked at how well you did.  Just write by hand on the print-out.
11.   Submit your answers for assessment. Review questions which you did not answer correctly.  The key is mixed up for two consecutive questions.  Can you figure out which 2???  Mark on paper
12.    Print off your answer sheet.  Hand in to me at the end of class.  Be sure your name is on it!
13.   Next class you will be asked to do this writing and self-assess.  Be prepared!!


    Humanities 8

      Today students continued to work on their guiding question research.