English 10: 3rd composition due Monday . . .

 Homework: Choose the prompt from your list: Lessons are not easily learned. Write a 400 to 500 word, multi-paragraph composition which adheres to the criteria we have been working with regarding strong descriptive writing. (See your notes and/or previous blog posts for this list). You can also read and re-read the samples I gave you, looking for key techniques.

USSR FORMS DUE MONDAY. IF YOU DO NOT HAVE A FORM, SIMPLY COPY OUT THE STYLE YOU USED ON THE OCTOBER FORM AND WRITE YOUR RESPONSES ON A PIECE OF LINED PAPER.

 REVIEW:


We have typed up the "My father is dancing . . . " composition.
We finished the "Suzie is talking to God . . . " composition Thursday night.

Today, Friday, Nov. 30, we started a composition with a prompt of our own.

If you were absent: Be sure to follow the notes below . . .


We read the sample in your package about Uncle Red. Read it carefully. Circle the verbs. Notice the techniques. Circle the sentence beginnings. Circle the images that appeal to the five senses. Circle the examples of alliteration. Find the allusion to the film, The Wizard of Oz.

First: Write a sentence where you put a character in a place doing something.
For example, Uncle John sips his Timmies double-double in the Lazy-boy leather chair in the living room. The morning CTV news flashes its headlines on the screen as it is too early for Uncle John to hear sound.

Once you have your first one or two sentences written. Choose a detail from it, ie the news, the coffee, the chair, the lack of sound and write a sentence to elaborate. In this sentence you may use a simile, alliteration, an allusion, etc

EG:

I live with Uncle John so I learned years ago to eat my cheerios without any milk slurps or crunching of molars. Silence rules in this small house.


Next: Describe the light or the sound in the place you are creating.

EG.

When the coffee is done, Uncle J reaches for the remote that he keeps in the plastic slot he attached to the side of his chair. If it's a sunny morning, light spills in sheepishly through the broken slat in the blind and gently lands in his lap like a dog that has been sick all night so curls now into its masters' legs for comfort.



Next:

You have a wonderful, descriptive, action-oriented beginning that creates atmosphere, has a person, a place and a problem.

Now: Choose to imitate the composition about Uncle Red or the one about the girl in the itchy dress at the funeral. Write at the top of your draft the name of the piece you plan to imitate.

Complete the draft using the criteria for Monday.

We will be in the computer lab this week. Mon to Wed we will be editing, revising and creating new compositions (5 in all). Don't get behind. Thursday, you will hand them all in but you will choose one to polish and turn into a good copy.
We'll write draft 4 and 5 Monday and Tuesday and edit on Wednesday.

Thursday and Friday we will write a mock provincial exam which will count for marks. Be prepared!

Arrive on Monday with all THREE compositions in draft form.

English 11: Book Trailers are Now Finished!!

Congratulations to all of the students who successfully uploaded their films to my youtube account. If you have not yet done so, come in early on Monday and I'll open up the Maclab so that you can complete the deal.

USSR forms due Monday. No lates accepted. Get them in!

Make sure you pick a book off of the AP list this time around. Get going on that list, eh?

We start personal essays Monday. You'll LOVE this unit.

Wr 12: Finish the short story book . . .

Arrive on Monday with all your passages duly noted with wee strips of post-its.
Thanks.

Be sure to describe your bedroom in detail. Appeal to all five senses. Bring the list to class on Monday.

Monday night will be a blast. Thanks to all who are really working hard to make the event happen. Make sure that Courtney has your photograph. Make sure Terra has your bio.

Erika has put all the films onto a play-list so we can have them running at the break. We'll have Courtney's slide show running as the guests arrive. Please ensure that you invite guests so we have a lively and supportive audience. Thanks.

Prepare. Prepare. Prepare. What can you say to engage the audience? What is the best most performance-oriented way to read your poem aloud. It is a performance so amp it up!

Homework: Let me know by Wednesday the name of the class to whom you will be presenting. Today we discussed a number of ways to ensure success. If you need help, ask.

English 10: finish the composition on Suzie . . .

Look at the list of topics and choose one before you get too far into the piece.
Remember to use multiple paragraphs. If you were absent today, the prompt was Suzie is talking to God. Her mother thinks . . .
Use the following words: toothache, Popsicle, Sears' Catalogue, hymn, shed, scissors, cabin, canvas and Pepsi.
Include a combination of the following:

• descriptions which appeal to the five senses
• personification
• concrete imagery
• an engaging story with unique details
• smiles or metaphors
• alliteration
• sentence variety
• great verbs
• onomatopoeia
• humour
• INSIGHT (Make the reader feel something. Not Hollywood. Not overly sentimental. Make it seem real). 

Topics:

1. Satisfaction comes from helping others.
2. Our toughest struggles in life can be with ourselves. 
3. Confidence comes from the support of others. 
4. Lessons are not always easy to learn.
5. Experience comes with responsibility. 
6. To question society is easy but to question oneself is difficult.

Read the handouts I gave you for inspiration and support.

We will write five compositions over the next five days. You will choose your favourite and create a strong final draft which I will mark. Keep checking your writing against the samples and keep adding more of the criteria.

I will see the following students at lunch:
Jack
Yushi
Annie
Quinn
Nathan
Ryusei
Jeremy
Kenneth

English 11: Finish the videos during class today

Wr 12: Prepare for Monday and read . . . .

Please complete the reading of your short story book by Monday. Observe the point of view, verb tenses, scene changes, structure, openings and endings. You should be able to learn one writing technique from each story.


Prepping Your Poems:

Practice so that you sound as natural as possible.
You want to pause whenever there is a key image so that the audience can visualize it.
You do not want to fidget with clothing or rock on your heels to calm the nerves.
Calm the nerves by looking at the audience. Wave to Mom or classmates.
Tell us something that is entertaining before you begin to read.

Do NOT be overly humble. These poems are the best in Canada. I know that for a fact! Read them as you would read to a child, with expression and eye contact and confidence.

Choose pieces that will entice the audience to hear more.

It is your time at the mic so use it well.

Arrive tomorrow ready to introduce a poem or address the audience so we can practice.

English 10: Exam Prep: Creative Writing

Good writing always SHOWS RATHER THAN TELLS. Get the reader involved by describing a the scene. Let them picture it. Create the scene using exact vocabulary, sentence variety, allusion, personification, plus all the qualities that we listed on the board.

Tonight: Type up / re-work the creative piece you worked on in class today. The one with the prompt: MY FATHER IS TAKING DANCING LESSONS, TAP OR BALLROOM, I'M NOT SURE. LAST NIGHT . . .

Use this scene for prompt number 9 on your sheet: Knowing who you are takes courage.

You may need to change some of the details in order to make your writing reflect this prompt. NEVER USE THE PROMPT IN YOUR COMPOSITION. Why?
You don't want imitate the thousand other BC English 10 students who did not learn how to write well.

Criteria: LOOK ON THE HANDOUT.

• Originality
• No cliches or Hollywoodish plots
• Maturity (keep your audience in mind--English teachers)
• Individuality (think chicken coop with Grandma McPhee, not my trip to Disneyland)
• Effective diction (Use verbs from the Flip dictionary: swipes, swerves, nudges, prods, picks, plucks, sucks, dips, glides) Use the vocabulary from our list. 
• Shows but does not tell the reader what to think. (Use action, dialogue, setting, verbs, character development effectively).
• Voice and tone engage the reader. Start in the middle of the action. Read and re-read the samples we studied during class. 
• Structure is key. (Use at least three paragraphs or as many as you need)
• Proofread. Do not let errors distract the reader.
• Write neatly. 

Wr 12: Bring your bedroom descriptions to class. . .

Thanks to all of the brave poets and to our fabulous M.C. for another engaging reading in the learning commons today. I was very proud of you all and of all the poets. I'm looking forward to your reading Monday night.

For the order, visit Tuesday's blog.

Tomorrow: Truth is Stranger Than Fiction. You Cannot Make This Stuff Up!
We'll be listening intently to the descriptions of your bedrooms as we want to use your quirky details in OUR stories.

Eng 11: book trailers . . .

I collected all of the projects today. Thanks, everyone.

We started our book trailers. We have the lab booked until Friday.

USSR forms due Monday, Dec. 3.

If you can't attend tomorrow's poetry event during block 2, plan to attend our evening, Monday, Dec. 3 at 7 p.m. in the Learning Commons.

Come out and support your Writing 12 peers.

Wr 12: Complete the contest entries tonight. Last day.

Submit all yellow forms tomorrow. We will have a large audience in the learning commons tomorrow so poets, do prepare.

We had a wonderful discussion today about how to use the various points of view choices and verb choices. We also watched a number of videos. Check to see if your video has been uploaded.

We have the list for the readers for Monday night:

Jesse
Justin
Erika
Courtney
Joel
Frankie
Chelsea
Brittany
Jacqueline
Victoria
Evann
Whitney

BREAK

Terra
Shannon
Sara
Aubrey
Gillian
Marissa
Marc
Gurpreet
Antony
Alyx
Christina

iF YOU ARE ON THE FIRST LIST, ARRIVE AT 6:30 TO SET UP AND TO GET WARMED UP.

iF YOU ARE ON THE SECOND LIST, PLAN TO STAY BEHIND TO STACK CHAIRS AND TO PUT AWAY FOOD.
THANKS.

THANKS TO SHANNON FOR CREATING THE LOVELY POSTERS AND THE INVITATIONS.

THANKS TO COURTNEY AND BRITTANY FOR CREATING A SLIDE SHOW.
WE STILL NEED TO DECIDE ABOUT MUSIC AND VIDEO POEMS.

SHALL WE VOTE?

English 10: Preparing for the English 10 Exam

If you missed today, I hope it was for an absolutely key reason as what you missed today was crucial for your success on the provincial exam. Be sure to get the notes and the handouts. Familiarize yourself with the flip dictionary as you will be using it a lot in the next week.

Review: foreshadow, personification, metaphor, simile, imagery, appealing to the five senses

I collected the quotation logs and the essays (including the draft) today.

If you were absent, bring a note excusing the absence.

Eng. 10: Good copy, draft, list and logs due . .. .

Arrive with the following assignments printed out or come in at lunch to print them out.

Essay cover sheet, good copy of the essay stapled to your edited draft and to your checklist. Make sure you use the checklist and that you have checked off each component.

Quotation Log plus cover page.


Essay Cover page:

In the centre of the page, give the essay a title that reflects your thesis

Change Requires Courage in Harper Lee's novel, To Kill a Mockingbird

(Make sure the title of the novel is in italics)

In the left hand corner of the page write:

Name
Date
Course
Teacher's Name

Sample:

Joe/Jane Student
November 16, 2012
English 10
Ms. Stenson or Susan Stenson

We will be presenting the remainder of the injustice projects tomorrow after I have collected the assignments. Be sure to bring a new USSR book as your Nov. book responses are due next Monday, Dec. 3. No late work accepted.

We will be starting our short story unit next and preparing you for your English 10 provincial exam. We will do a mock provincial in the last week before Xmas break.

Wr 12: Finish poetry submissions on line . . .

Be sure to complete your submissions from home to Aerie International and to Polyphony H.S. Follow their guidelines closely.

Tonight: Complete the 3 openings all from different verb tenses and from different points of view. We'll read them aloud and discuss them.

USSR: Bring your short story text to class. You should have at least 2 complete stories read and post-it noted by now.

Next Monday Night Preparations:

We need to determine who reads during the first half and during the second half. If you read first, you arrive early to set up. If you read last, you stay late and clean up.

All students are responsible for bringing refreshments. We'll sign up on a sheet.

Also, all students are required to promote the event. I have called or emailed all of your parents so encourage them to attend. Encourage favourite teachers/staff members to attend. Invite your friends. Try to get confirmed numbers so we know how many chairs to set up. It will look silly to set up 80 chairs if only 40 people come.

Finally, have you contacted your teacher yet to do the reading in their class? Let me know asap. Thanks.

Great job today in the lab. Not much cheese was cut and very few animals were hurt during the business of writing. It turned into a cheese shop momentarily but was soon returned to a computer lab. The school district is much obliged.

Eng. 11 All novel projects due Tues . . . .

I hope you enjoyed reading and responding to your novels. Over the next few days you will create a film to compel others to read your book. The films will be viewed by a team of judges and the winning film creator will receive a $25.00 gift certificate to Bolen Books!!

Here is a site that suggests you can find samples of book trailers:
Book Trailer Sites

You may also want to view a few that I found on Youtube:

Emily Donahue's Room

The Book of Negroes

We will have the rest of the week to work on our films. Please bring a flash drive so that you can save your work. You may then continue to work on it on your own time on the Macs in the library.

During our final three weeks of 2012, we will focus on writing and studying personal essays. Fun. Fun. Fun.  You will have an opportunity to get one published in The Globe and Mail or in Polyphony H.S. Magazine or other local magazines.

English 10: Mockingbird essay draft due Monday!

Arrive on Monday with a printed copy of your draft. We will edit it together.

You will receive a completion mark.

Do not arrive and ask to print as we do not have time. Print it out at lunch.

Bring your essay checklist to class on Monday.

You may have already completed the checklist by Monday but we will do one extra revision to ensure that your work is revised and polished.

If you have misplaced your checklist, copy and past the copy below into your word processing program and print it out.

The German students will be presenting their project.

English 10 Essay Coversheet

The items below must be in your essay. Do not submit an essay with any of the items below missing. ATTACH THIS FORM (WITH ALL POINTS CHECKED OFF) TO YOUR ESSAY.

Introduction Checklist

1. _____ Begin the essay with a catchy opener: a quotation, question, anecdote.
2. _____ All verbs are in the present tense and no contractions are used.
3. _____ The thesis answers the question So What??? and meets the other thesis criteria discussed, and includes the author’s name. The title of the novel or play is italicized.
4. _____ Each body paragraph is represented by a summary sentence in the introduction. If you have three body paragraphs, for example, you will have three sentences about the body in your introduction. Be clear and forthright here.
5. _____ Your last sentence repeats your thesis but it appeals more to the reader’s emotions: justice, passion, righteousness, honor, sympathy, etc.
6. _____ You have varied your sentences so that they do not all start in the same manner. You have varied your verbs so that is, does, makes etc. are used rarely. Use strong verbs such as emphasizes, exemplifies, elucidates, depicts, reflects, demands, reveals, portrays, etc.

Body Paragraph Checklist

1. _____ Each body paragraph is equal in length and no paragraph is less than 350 words.
2. _____ All verbs are in the present tense and no contractions are used.
3. _____ All quotations are followed by a page number (124) and a period comes after the bracket but not before the bracket (124).
4. _____ Each opinion is followed by evidence followed by an explanation followed by a transitional phrase or word. Each piece of evidence (a quote or paraphrase) is connected clearly to the thesis and is discussed insightfully.
5. _____ You do NOT re-tell the story. You focus on proving your thesis by repeating what your points prove.
6. _____ All paragraphs have a strong concluding sentence, emotional in tone.
7. _____ The introductory sentence covers all the material in the paragraph and makes you want to read on. It adds insight to the overall thesis you are proving.
8. _____ Somewhere in each body paragraph you mention your thesis and how these points are proving it.
9. _____ You vary your sentence beginnings and use good verbs like emphasizes, exemplifies, illustrates, portrays, depicts, shows etc. Is, has, makes, seems are used rarely. Your arguments are persuasive. Sentences are clear.
10. _____ You vary your sentence lengths so no one style takes over. Some sentences are really short and some are really long.
11. _____ You have edited and spell-checked your work so no typos get through.
12. _____ You solemnly believe that you have proven your thesis with clear evidence from the text and you are not simply retelling the story. Logical development is evident.
13. _____ You substitute pronouns with persuasive nouns. No It shows or this means or this quote says.
14. _____ You integrate all of your quotations into your sentences. No quotes float.

Conclusion Paragraph Checklist

1. _____ You have not added any new information here.
2. _____ You repeat your thesis right away and do not repeat the author or title.
3. _____ Each body paragraph is represented by a summary sentence.
4. _____ You end the conclusion by repeating your thesis emotionally.
5. _____ You use the present tense of the verbs and no contractions are used.
6. _____ You re-read your introduction and check that you have not veered off topic.

Style Checklist

1. _____ You have cut slang or colloquial expressions. Diction is formal. Transitions are clear. You have revised awkward sentences. Your prose flows well and you stay on topic.

English 11 E: All projects are due Tuesday . . .

Great work this week. I'm looking forward to receiving your projects.

Next week, we will be going to the Maclab to use Imovie to create book trailers for your books. We'll then put the trailers onto the library website to help students choose books for USSR.

Submit your projects with your Independent Novel Contracts. Fill out each item neatly with the correct number of points you are hoping to earn beside each assignment.

Writing 12: Three openings due Monday . . . .

Keep reading your short story text. Read slowly. Read it as a writer reads looking for the shapes and sounds of sentences. The number of paragraphs and scenes. Read to explore modern concerns (themes) in fiction. Read to know how stories work. What verb tense? What point of view? How would the story change if you changed tense and point of view?

If you were absent today, we read our books for 15 minutes. Watched a number of poem films. Read one introduction to a story from our books and made notes to answer this question: What makes a good introduction?
We came up with
who / what
captures the audience
appeals to the five senses
setting, time, place
interesting hook
uses action
a good title

Then we read a sample opening from a Writing 12 student. We noticed that the dialogue was interspersed with descriptions of the setting (a baseball game). We talked about how to use setting to reveal character. If you describe a glass shattering on the floor of a restaurant, the reader will connect that sound to the character's feelings or it will / can add tension/sound to the story. What sound does your story make? What colours?

Tonight:

Create a short opening to a story (1/2 to one page max).

You will write three versions of it. Attempt to change as little of the material as possible except for the point of view and the verb tense:

1. 3rd person, past tense (He walked to the store). This form is the most common, modern form.
2. 1st person, present tense. (I am walking to the store).
3. 2nd person future tense (You will walk to the store).

Notice how each point of view/verb tense combination changes the opening.
Bring your observations to class Monday. You want to become adept at all three points of view and verb tense.

As you read the stories in the texts you have chosen, notice tense and point of view choices. Notice if they are consistent throughout the story or if they change.

Monday: Make sure to bring a stamped, self-addressed envelope to complete your Claremont Review submission.

Make sure to bring a cheque or cash ($25.00) for The Claremont Review contest.

Make sure you submit your BCTELA contest entry.

We'll complete the electronic submissions Monday in the computer lab so ensure that the poems you plan to send are edited.


IF THERE ARE TYPOS IN YOUR FILMS, YOU MUST CORRECT THEM ON MONDAY BEFORE I MARK THEM. EACH TYPO EQUALS A DROP IN LETTER GRADE. YOU CANNOT ALLOW THESE TYPOS OUT INTO THE WORLD.

ALSO, IF YOU HAVE NOT ADDED MUSIC, YOU MUST ADD MUSIC TO YOUR POEM VIDEO.

English 10: Body 2 Paragraph is due . . .

I will return the edited body one paragraphs today. Use these corrections to improve the writing of body paragraph 3.

You need to arrive on Monday with a printed copy of a strong first draft. Bring your checklist and we will edit the essays during a part of Monday's class.

The following assignments are due on Tuesday, Nov. 27th: 
The essay checklist (completed).
The good copy of the essay with a cover page. 
The edited draft. 

The quotation log with cover page. Look on the quotation log handout for how to create the quotation log cover.

You have worked hard on this assignment so ensure that you are proud of the final products by giving the work enough revision time.

English 10: Body Para. 1 is due Thurs.

Be sure to arrive with a double spaced copy of your body paragraph so that I can have a look to ensure you are on the right track.

Tuesday, Nov. 27: Essay, good copy and draft(s), and the quotation log are due.

Writing 12: Submissions DUE . . .

Get the BCTELA, Claremont Review Contest and Claremont Review Submissions in asap, please and thank you.

We will return to the lab on Monday to finish sending poems to the three electronic contests.

Belfry Theatre Today.
Lucy Maud Montgomery Presentation Tomorrow.

Thanks to all the students who are reading today in the library. We will loudly cheer.

English 11E: Projects due . . . soon

Great work today. You are all well on your way to meet the deadlines.
If you have any questions, be sure to ask.
Belfry Trip tomorrow. Be at the bus by 11:55. The bus leaves at noon. No ticket refunds. Sorry.

Wr 12 Belfry Theatre

Please meet at the bus by 11:55. The bus leaves at noon.

Poetry Evening: We couldn't get the Monday date so our new date is Tuesday, Dec. 11.
Please do all you can to ensure you can participate. It is one of the BEST bonding experiences of the year. The audience will be made up of friends and family so YOU will be even more cherished.

Engl 10: Belfry Tomorrow, body para. due Thurs.

Good work in the lab today. Plan your work. You must finish body paragraph one by Thursday and Body 2 in class Thursday, body 3 Friday. You will complete the conclusion and do a revision, print out a good copy and bring it in next week.

THE BELFRY THEATRE:  Meet at the bus by 11:55. The bus leaves at noon. There are no ticket refunds so if you miss the bus, you miss the show.

English 10: Belfry Theatre Ticket Money Overdue

Would the following students please bring money for their ticket?
JEREMY
YUSHI
JACK
EMILY
ANNIE
QUINN
NATHAN
RYUSE
TOMMY
KENNETH

English 11E: Finish the novels tonight!!

Congratulations to those students who finished their novels!!

Tonight, complete a project or two.

For those students still reading, complete the novel this evening, preferably in comfy clothes in front of a fire while spilling hot chocolate down the front of your pajamas.

All projects are due next Tuesday.

WED. NOV. 21 WE GO TO THE BELFRY THEATRE. IF YOU HAVE NOT YET PAID (RACHAEL, EMI, KALINA, HELEN, AND STEPH) PLEASE BRING THE CASH TO CLASS TOMORROW. THANKS.

Writing 12 . . . Great job in the lab today . . .

If you were absent today, you will need help to do what we did so be sure to speak to a friend. The forms you need at available at the front of the class.

Tomorrow:
Marissa, Brittany , Gurpreet, Evann and Alyx, please bring your Belfry Theatre ticket money--$20.00.

Due: All the snail mail entries . . . 3!

BCTELA contest entries (no names on the poems)
The Claremont Review contest entries plus $25.00 (no names on the poems)

Plus: The Claremont Review submission, poems paperclipped to your cover letter with SASE (stamped envelope addressed to yourself) attached. Do not lick the envelope. Thanks.

Writing 12 League Contest

Announcing the Jessamy Stursberg Poetry Contest for Youth 2013

The League of Canadian Poets, a national not-for-profit poetry organization founded in 1966, invites Canadian youth to participate in its Jessamy Stursberg Poetry Contest for Youth. There are two age categories, junior (grades 7-9) and senior (grades 10-12).
First place poems in each category will receive a cash prize of $350, second place winners will receive $300 and third place winners will receive $250.

 All winning poems will be published in the League of Canadian Poets’ e-zine, Re:verse at www.youngpoets.ca. All winners will receive Jessamy Stursberg Poetry Contest for Youth certificates and student membership in the League of Canadian Poets for one year.

Deadline: January 15, 2013
Entry Guidelines
-All submissions should be sent by e-mail to readings@poets.ca with the subject Jessamy Stursberg Poetry Contest for Youth.
-There are two age categories: Junior, grades 7 - 9 and Senior, grades 10 - 12
-Poems must be previously unpublished and must be your own work.
-Length of each poem submitted must not exceed 50 lines. Limit 2 poems per poet.
-Each submission should include the poet’s name, address, and phone number, age, grade, name of school, and the titlesof the poems entered.
-Poems should not be sent as attachments, but as plain text files in the body of the message.
-There is no entry fee.
-Winners will be announced during National Young Poet’s Week in April and posted on the League’s websites www.poets.ca and www.youngpoets.ca. Announcements will be sent to the media, and the winners will be notified by mail and email.

Copyright remains with the poet. Winners will be asked for the first rights to publish their work. Should an entry be published elsewhere during the course of the contest, we ask that the entrant notify the League immediately. Revisions on any poem will not be accepted after it has been entered. All decisions of the jury are final. Contest is open to Canadian citizens and landed immigrants. Members of the League’s National Council, staff or the contest judges or their families are not eligible to enter these competitions. Incomplete submissions will not be considered,  please read the guidelines carefully.

 

English 10: Writing the Introduction ... Steps!

TURNING THE QUOTATION LOG INTO AN INTRODUCTION
Hint: If you know you will win the race before you start, the race if fixed. There will be nothing authentic in your running.

If you know the thesis before you even interact with text, your essay will be inauthentic. There will be no energy to it. You will have killed the enthusiasm.



Trust.

Step 1: Colour code the quotations into groups of three. There will be some quotes which do not fit. Leave them out.

Step 2: Name each colour. For example:
Blue:    Fearing the truth.
Green: Willing to stand up for the truth.
Pink:    Confronting prejudice

Step 3: Write an ah-ha sentence which summarized the key points of each colour. Let this sentence reveal something new to you. The idea here is to synthesize. Let the phoenix rise from the ashes. Create a strong sentence for each colour.
Samples:

The fact that Bob Ewell believes he is above the law reveals society's flaw: a great country needs great men.

Atticus Finch strives to be a truthful man, at home and at work; however, he must realize the danger in assuming others seek truth or believe in the law.

In order for attitudes toward prejudice to change, one must be willing to question all assumptions.

Step 4: Create the thesis.

Be frank. Be clear. Be emotional. Change the world (or how we see this topic) with your interpretation of the novel.

Build the thesis directly from your three summary statements. Be sure to add the author and the title. Italicize the title of novels.

Sample Thesis:

" ' I can't conceive of a man who--' " (312). In Harper Lee's classic novel, To Kill A Mockingbird, the demise of prejudice takes the courage to question, individuals willing to change, and an absolute loathing of ignorance.

Tonight: Create the introduction.


Use the four sentences you created in class plus create a definitive hook to slowly entice the reader toward your thesis. Type it up. Submit it to me for editing tomorrow. Ensure that you have it printed before class begins.


Introduction
Sentence 1: Hook
                2: Thesis, plus author, title
                3: First colour summary
                4: Second colour summary
                5: Third colour summary
                6: Repeat the thesis in a more emotional manner. Usually short.

Remember a thesis must SAY something.
Do not say: Maycomb citizens need to change in order for prejudice to disappear. Uh? Yeah? You think?

Tell us what you have discovered about the way people's attitudes did or did not change in this novel.

Ask yourself which events are the most memorable. Why? Go back and re-read those sections of the novel until you are clear about what you want to say.

English 10: Quotation Log is due Monday . . . .

Yesterday we introduced the concept of the quotation log which is a new concept for some of you. Others are familiar with this assignment from grade 9. If you follow the criteria carefully, you will accomplish two things:
1. You will earn 100 marks.
2. You will be well prepared to write your literary essay which we will begin Monday.

Bring a printed copy of the quotation log to class on Monday. Also, bring three coloured highliters.

Work hard today and tomorrow in the library in order to get most of the log completed. Look for strong quotations from the novel.

Cite properly with page numbers.

" ' You're it!' said Scout" (5).

Here is a copy of the quotation log criteria:

Criteria for an Effective Quotation Log 100 marks

Title: YOUR TOPIC John or Lorraine MAKE A TITLE PAGE

BOOK TITLE, AUTHOR, TOPIC, YOUR NAME

PICTURES, IMAGES, WORDS, PHRASES, QUOTES . . .

• 12 to 15 really key quotations (Cited properly)
• A 50 to 75 word response for each quotation
• You state who is speaking and you explain the context of the quote (i.e. what is happening when it is said)
• Your response adds insight to the character, uses good descriptive words
• Your response clearly states what you think about the character based on his / her actions, speech and descriptions
• Your response is in correct, formal English
• Your response goes beyond the obvious and demonstrates critical thinking skills
• Your response makes connections to other parts of the book to reinforce your opinions

Sample Quotation and Response

“I felt sorry for the old man because people just don’t go around smiling like that all the time unless they’re mentally unbalanced or harboring extreme anxiety” (47).

This quote is Lorraine’s reaction to Mr. Pignati the first time that she and John visit him at his home. We know that Lorraine is empathetic because she reveals her sympathy for others when she talks to lonely people on the phone. Lorraine does not have a good relationship with her mother and her mother’s negative influence is clearly revealed in this passage because her mother does not trust anyone. Her mother works with the sick and dying yet feels no compassion. Her mother also distrusts men. In this quotation, Lorraine distrusts smiles. How sad. This young girl assumes that happy people are mentally disturbed. She obviously needs to experience trust and love in her life. The fact that she is observing Mr. Pignati closely also reveals that she notices other people. Unlike John, she is not self-centered. She cares for others. She is on edge while visiting Mr. Pignati because the pair of teens are there on false pretences. She knows what she is doing is wrong but says nothing. Lorraine is too vulnerable to peer pressure.

Tips: 

Aim for 7 to 8 opinions in each paragraph. Brainstorm. Let your mind find connections.  

Choose quotes that really make you think about your character.

Start by saying who is speaking and what is happening.

Take the quote a part and discuss each section in three or four sentences.

Be passionate in your response. After all, this log is your opinions so let’s hear you rave!

Writing 12: Finish the films . . . .

The reading in the library today was absolutely fantastic. Thanks to all our poets and to the wonderful M.C. Terra Taylor who kept the audience rapt!

Next reading is Wed. Nov. 21.

Last day in the MacLab is Friday so please ensure that all films are complete and uploaded to my youtube account: stensonclaremont321@gmail.com
Use the same password as the one in the lab.


Monday: We are in the computer lab. We will need the entire period to ensure that all your poems are distributed to the correct contests and magazines. Make any final changes to your poems this weekend and ensure that you have access to an electronic copy on Monday. You are welcome to bring hard copies for
The Claremont Review and The Claremont Review Contest as well as BCTELA.
By bringing hard copies, you will not have to wait at the printer.

REMEMBER: Do not put your name on the poems for any contest as they are always judged anonymously. I have a cover sheet which you will attach to the poems.

To submit to the Claremont Review, you need a cover letter. See below for a sample. You can create this letter in the lab, Monday, or prepare one at home and bring it to class. We have a lot to do Monday so the more prepared you can be, the better.

Tuesday, we start our fiction unit. We also need to set aside an evening of poetry readings where we can invite friends and family, share food and drink and toast your success!!

You should each have a collection of short stories now. Once you finish the film, begin reading the book. You need to finish the book in two weeks so prepare a reading schedule. You will have some time during each class to read as well.

Sample Cover Letter to a magazine

April 12, 2006

Leslie Campbell, Editor

Focus Magazine

PO Box 5310

Victoria, BC

V8R 6S4

John or Jane Student

2291 Summit Ave.

Victoria, BC

V8Y 1Y9

478-6709

Dear Leslie Campbell:

What I love about Focus Magazine is that I’m always surprised. Last month’s article about student Lindsay Borrows inspired me to send you a piece of my own.

It’s a short piece of 2,000 words entitled, “Hit and Ms.”, about my passion for kickboxing. Two things about the piece may surprise you. One, I’m really short for my age but with expert coaching and parents who don’t ever say the word, no, I never think of my height as an obstacle. Second, I’ve won every competition in my age group and now I’m working at the next category. My dream is to head to the World Games in 2007.

I don’t think my situation’s unique but hearing my story might give your readers the impetus to follow their dreams.

I look forward to your response and possible publication. I have enclosed a S.A.S.E. for your convenience.

Sincerely,

Jane or John Student

Bio: Jane or John Student has been published in the BCTELA student magazine, 2009. S/he is looking forward to more publications in the future. S/he likes to surf while thinking of new ideas for poems.

English 11E: Independent Novel Reading . . .

Work out a reading schedule so that you have finished reading the book by Tuesday. This weekend you could start on some of the projects and map out which projects you think best suit your novel.

All projects are due Tues. Nov. 27.

Eng 10: Injustice Projects due . . .PLUS . . .

Congratulations to those students who regularly check the blog and work to priorize their studies. Those of you who read the requisite 100 pages on the weekend and read quietly during class today will not have many pages left tonight to complete the novel.

Tonight: Finish reading the novel. Be sure to post-it note the key phrases since you'll need them for your essay. Will you write on injustice, prejudice, growing up? HMMM. You'll get to decide tomorrow.

Injustice Projects: I'm really looking forward to these projects!

Vocabulary Quiz: Most of you know all 30 words really well by now. There will always be a few words which are more difficult to recall. Practice using those words. A number of students are using the words in their paragraphs. Well done.

We start preparing to write the essays during class tomorrow. It is key that you have finished reading the book.

Writing 12: Films are due Monday

Meet in the classroom. We'll take attendance and I'll tell you about signing out fiction books which we'll be using for USSR for the next two weeks. I've chosen some of the more popular, literary collections by Terence Young, Bill Gaston, M.A.C. Farrant, Margaret Atwood, Alice Munro, etc. from which you can choose. Please choose one from the pile rather than the stacks and sign it out before the end of the block.

We have 8 wonderful poets who will be reading to us tomorrow, plus the effusive, Terra T. will be our M.C. Yay. Thanks, Terra.

These readers will be relying on you to be an enthusiastic and fabulous audience. When the readers are finished, we should have time to ask questions.

English 11 E: All Othello Work due tomorrow . . .

Essay (include a cover page, an edited rough draft, and a completed essay checklist. If you have misplaced the checklist, you can find it in an earlier blog post and print it out).

Notebook: arrange by date. Check the criteria.

Quotation Log: I'm looking forward to marking your wild musings.

If you were absent today: I introduced the independent novel unit.
You will need  a number of handouts and a long explanation of expectations and due dates. Call a friend to find out all the details.

English 11 E: Essay due Wed . . .

Thanks to Kalina, Emma and Rachael for creating the Remembrance Day slide show.

Today we reviewed the criteria for the quotation log and for the notebook.
Discussed the cover page and the conclusion.
You must edit your own essay at home with the checklist below. Be sure to check off each item after you have scanned the essay to ensure you've covered the point.

I will not accept essays that have not completed this stage. To be safe, email the essay to yourself Tues. night so if you forget the checklist, you can do it at school, make changes and reprint the essay with the necessary corrections.

 

The Cover Page

Ensure that your essay has a title: Bestial Imagery in Othello by William Shakespeare

                                                           Iago as Stock Character in Shakespeare's Tragedy, Othello 

 

In the bottom left hand corner of the cover page include

Name

Course

Teacher Name

Date

 

Quotation Log

Minimum 30 lines, plus interpretation of the lines, cite correctly, include ah-ha interpretive statements, no need to include plot of quote summaries, move beyond the obvious, make connections to other scenes, themes, and/or relevant characters, attempt to uncover interesting aspects of your topic here 

 

Notebook

Organized by date, Act and scene, ensure all board notes, handouts, assignments, plus your own interpretations, class discussion notes are included. I'm looking for your insight here. Marks awarded for completeness, organization, literary term definitions must be highlighted. 

   

 

English 11 Essay Coversheet

The items below must be in your essay. Do not submit an essay with any of the items below missing. ATTACH THIS FORM (WITH ALL POINTS CHECKED OFF) TO YOUR ESSAY.

Introduction Checklist

1. _____ Begin the essay with a catchy opener: a quotation, question, anecdote.
2. _____ All verbs are in the present tense and no contractions are used.
3. _____ The thesis answers the question So What??? and meets the other thesis criteria discussed, and includes the author’s name. The title of the novel or play is italicized.
4. _____ Each body paragraph is represented by a summary sentence in the introduction. If you have three body paragraphs, for example, you will have three sentences about the body in your introduction. Be clear and forthright here.
5. _____ Your last sentence repeats your thesis but it appeals more to the reader’s emotions: justice, passion, righteousness, honor, sympathy, etc.
6. _____ You have varied your sentences so that they do not all start in the same manner. You have varied your verbs so that is, does, makes etc. are used rarely. Use strong verbs such as emphasizes, exemplifies, elucidates, depicts, reflects, demands, reveals, portrays, etc.

Body Paragraph Checklist

1. _____ Each body paragraph is equal in length and no paragraph is less than 350 words.
2. _____ All verbs are in the present tense and no contractions are used.
3. _____ All quotations are followed by a page or line number (19) or (3.1.35). and a period comes after the bracket but not before the bracket.
4. _____ Each opinion is followed by evidence followed by an explanation followed by a transitional phrase or word. Each piece of evidence (a quote or paraphrase) is connected clearly to the thesis and is discussed insightfully.
5. _____ You do NOT re-tell the story. You focus on proving your thesis.
6. _____ All paragraphs have a strong concluding sentence, emotional in tone.
7. _____ The introductory sentence covers all the material in the paragraph and makes you want to read on. It adds insight to the overall thesis you are proving.
8. _____ Somewhere in each body paragraph you mention your thesis and how these points are proving it.
9. _____ You vary your sentence beginnings and use good verbs like emphasizes, exemplifies, illustrates, portrays, depicts, shows etc. Is, has, makes, seems are used rarely. Your arguments are persuasive. Sentences are clear.
10. _____ You vary your sentence lengths so no one style takes over. Some sentences are really short and some are really long.
11. _____ You have edited and spell-checked your work so no typos get through.
12. _____ You solemnly believe that you have proven your thesis with clear evidence from the text and you are not simply retelling the story. Logical development is evident.
13. _____ You substitute pronouns with persuasive nouns. No It shows or this means or this quote says.
14. _____ You integrate all of your quotations into your sentences. No quotes float.

Conclusion Paragraph Checklist

1. _____ You have not added any new information here.
2. _____ You repeat your thesis right away and do not repeat the author or title.
3. _____ Each body paragraph is represented by a summary sentence.
4. _____ You end the conclusion by repeating your thesis emotionally.
5. _____ You use the present tense of the verbs and no contractions are used.
6. _____ You re-read your introduction and check that you have not veered off topic.

 

Style Checklist

1. _____ You have cut slang or colloquial expressions. Diction is formal. Transitions are clear. You have revised awkward sentences. Your prose flows well and you stay on topic.

Wr 12: Find a ride to tomorrow night's reading . . .

Congratulations. You submitted the manuscripts and you emailed them to me.

Take the night off. Reflect on all you have accomplished and feed that creative well with a walk or a visit to a place you love.


BELFRY THEATRE TRIP FUNDS ARE NOW DUE. PLEASE BRING $20.00 FOR YOUR TICKET. THANKS.

En 10: Paragraph due 300 words minimum

Read chapters 12 and 13 carefully. Post-it note a passage whenever Scout learns something about Calpurnia or Aunt Alexandra.

In a paragraph of 300+ words, examine what these two women represent. Discuss what Scout should learn from these adults but also comment on what Scout should reject. For example, what do these women teach Scout about life that Scout should not accept? Be sure to match or exceed the word count.

Marks awarded for your ability to go beyond the obvious. Use examples from the book to support your opinions.

Sample Beginning:

Scout discovers that Calpurnia is a part of her own community with its own language, customs, and church. Scout has never thought of Calpurnia's life before. She admires Cal's ability to switch between the local dialect and the more formal manner of speaking while at work in the Finch household. Clearly, Scout's admiration for her housekeeper demonstrates a new outlook for Scout. She is able to see Calpurnia as a human being, which is why she asks to visit Calpurnia at home. Aunt Alexandra is less educated than Scout as she never recognizes Calpurnia as an active member of the community. She refuses to let Scout visit Cal at home. Her reasons reflect an untested premise--the white folk believe in their cultural and economic dominance in Maycomb and refuse to change.

Eng 11: body para due

Your introductions were brilliant. Well done. Can't wait to read the essays.

Complete a draft of your first body paragraph tonight. Aim for 300 to 400 words. Use your quote log reflections.

Criteria:

• Use the same line from the intro--i.e. the 1st colour summary as your topic sentence (you can use synonyms so it doesn't sound exactly the same)
• Prove this topic sentence (para. thesis) with ample evidence form the play
• Demonstrate how these points prove the thesis of this para. but also explain how they prove the essay's overall thesis. (Hint: repeat the essay's overall thesis in each body para. to ensure that you stay on topic. It also adds a lovely dramatic arc).
• Conclude the para (repeat its topic sentence in a hefty manner)
• Add a transition statement to lead into body para. 2

Remember:

• Use strong verbs: elucidate, exemplify, depict, portray, illustrate, emphasize, create, demonstrate, etc
• Use sentence variety: complex, compound, simple, start each sentence in a different manner. Keep a level of formality by using vocabulary from our list. 
• Use transitions between points to stay organized and to keep the reader attached to the essay's pulse. Use transitions which reiterate your thesis. Another example of .... 
• Integrate your quotations into your sentences. Quotes cannot float. 
• Cite correctly (1.3.4-14).  Act, scene, line. Notice where the periods go. 

Wr 12: Email me the manuscript tonight . . .

As soon as you are pleased with your manuscript, send it to aurora@shaw.ca for safekeeping.

Tomorrow: Arrive to class with the manuscript already printed.

WEDNESDAY NIGHT READING AT SMUS STARTS AT 7 P.M.

Christina, Terra, Marc, Courtney and Frankie are reading at the open mic. Come and cheer them on.  I am the featured reader. The event is free and so are parking and refreshments.

The reading is in a small building called the Wenman Pavillion. Attached is a link to a map.

Park in the first lot on the left at the main entrance (McRae and Richmond) and the building is right there.

The lot is small. If it is full, continue along the drive and you'll see all kinds of spots. Park at the first empty spot, even if it says reserved or staff
since school is not in session at this time of day.

http://www.smus.ca/sites/default/files/assets/publications/pdfs/constructiondropoffmap120901.pdf

Eng 11 E: Writing the introduction

Turning the Quotation Log into a Thesis / Introduction

Hint: If you know you will win the race before you start, the race if fixed. There will be nothing authentic in your running.

If you know the thesis before you even interact with text, your essay will be inauthentic. There will be no energy to it. You will have killed the enthusiasm.

Step 1: Colour code the quotations into groups of three. There will be some quotes which do not fit. Leave them out.

Step 2: Name each colour. Blue: fear of jealousy. Green: feeling above jealousy. Pink: Confront jealousy.

Step 3: Write an ah-ha sentence which summarized the key points of each colour. Let this sentence reveal something new to you. The idea here is to synthesize. Let the phoenix rise from the ashes. Create a strong sentence for each colour.
Samples:

The faact that Othellow beleives he is above jealousy reveals his falw: he is not yet able to understand the depths of passtion -- great love equals great jealousy.

Othellow strives to be a warrior in life but he cannot bea a warrior in the bedroom--he must realize the enegmy is himself.

In order for OThello to truly connect with Desdemona, he must step down from the etiquette of VEnice into the steam of Cyprus and allow himself to be vulnerable to passion.

Step 4: Create the thesis. Be frank. Be clear. Be emotional. Change the world (or how we see this play) with your interpretation of the work.Build the thesis directly from your three summary statements. Be sure to add the author and the title. Italicize the title of plays.

Sample Thesis:

A warrior cannot love. Only a man can love--vulnerable to jealousy and fear--knowing unconditionally that love does not require trust in the beloved but rather, love demands trust in oneself in Shakespeare's tragedy, Othello. 

Tonight: Create the introduction. Use the four sentences you created in class plus create a definitive hook to slowly entice the reader toward your thesis. Type it up. Submit it to me for editing tomorrow. While you write the test, I will edit.
Ensure that you have it printed before class begins.


Introduction
Sentence 1: Hook
                2: Thesis, plus author, title
                3: First colour summary
                4: Second colour summary
                5: Third colour summary
                6: Repeat the thesis in a more emotional manner. Usually short.

Remember a thesis must SAY something.
Do not say: Iago has many ways to manipulate Othello. Uh? Yeah? You think?

Tell us what you have discovered about his manipulative ways.

Iago, knowing Othello is not from Venice, plies him with lies which feed Othello's unspoken insecurities.

Okay. You are ready. Write. Write. Write.

Study for tomorrow's test by reviewing your notes. Looking closely at the literary must-haves that are used for all formal literary responses.

Look at the "musings" which you have done and re-read a few of the key scenes. Try to predict which passage I will use and why.

Eng 11 E: Quote Log is due Monday . . . .

Arrive with all of your passages chosen and your musings written and you will be ready to go. Bring three coloured markers for Monday's class. We will colour-code the log and write the introduction to the essay all in one class.

Tuesday: Final Othello test. You will be given a passage to interpret and be required to write a formal, literary paragraph of 300 to 400 words.

Notebooks will be due with the essays, week after next. We'll choose a date next week.

Wr 12: Manuscript due Tuesday . . .

Be sure to follow all of the criteria, especially, emailing me an electronic copy. Check off each step on the sheet.

I will check my email Sunday so you may send me new revisions or new poems.
Focus on the criteria and you will be fine.

Plan to attend the reading on Wednesday night at SMUS. It starts at 7. Marc, Courtney, Christina, Terra, Frankie   and Whitney, SMUS students and I will be reading. 

Location: Wenman Pavillion. Enter the main entrance which is at the corner of Richmond Rd and McCrae. McCrae runs from Shelbourne to Richmond between Hillside and Cedar Hill X. Easy to find. 

Turn into the driveway and make an immediate left to park. The small building is right beside the parking lot. It's a small lot so car pool and get their early. If it is full, keep going down the drive and you'll see a lot of spots in front of the main building by the flag poles. 

Free admission and free refreshments. Great!!

English 10: Study for test . . . Monday

A quotation quiz tests your ability to make inferences by finding symbols in the quote, making connections to other scenes in the novel, and by discussing what the quotation reveals about the character.

Sample:

" ' Why one sprig of nut grasss can ruin a whole yard. Look here. When it comes fall this dires up and the wind blows i all over Maycomb county! ' " (56).

Circle the parts of the quote that you plan to discuss. Make connections. Think about what it might symbolize. Think about the context of the quote (i.e. what is happening when it is spoken and/or who is being addressed).

This quotation is Miss Maudie talking to Scout about the weeds in her garden, in particular, one hardy weed, called "nut grass" which spreads easily if not dug up. A weed which spreads more weeds symbolized the racism in Maycomb County. The fact that Tom Robinson does not have a chance, even though, the deed he is charged with is impossible due to his injured arm, proves Miss Maudie's point. The weed in this town is racism. And even worse, the fact that people do not want to change. Atticus is called nigger-lover by children, Cecil Jacobs and Francis, by neighbours, Mrs. Dubose and Mr. Radley, and even his sister, Alexandra doubts his effort to defend an innocent man simply because of his skin colour. Harper Lee is warning the audience that to let one weed grow such as (a false belief) will ruin the entire garden. Believing Mr. Ewell's word over Tom's based on skin colour is this pernicious weed.

To study: 

Choose five quotations from pages 1-112 that you find important. Write a paragraph for each one. Arrive in class with this step complete and you can earn an extra 10% on your test. 

During the test, follow the three steps we practiced. Circle the strongest words in the quote. Make connections to other scenes or characters. Decide what the image in the quote could symbolize.

You have done this type of exercise many times this year during the poetry unit. Remember what the "fleas in the vacuum cleaner" represented in Ruzesky's poem, "A Slow Fuse"? What did the window represent in Leedahl's poem, "Spring"? What did the cherries represent in the poem, "Cherries"? 

Authors show but do not tell us what to think. We draw our own conclusions by making inferences and connecting our opinions to other parts of the novel. 

INJUSTICE PROJECTS DUE: WED. NOV. 14. Focus on showing us the problem and let us draw our own conclusions. 

You will not have any more class time. If you need the Maclab, plan to stay after school Monday or at lunch on Wednesday. Computers are available in my room at lunch.
T

English 10: Finish reading to 112, end of part 1

Continue to post-it note key passages which reflect your character and injustice, prejudice or loss of innocence. You will be presenting your findings to the class.

Tomorrow: We will be reviewing the first section of the novel to prepare for a test on section 1, Monday.

I collected all of the USSR forms today.

If you were absent today, please connect with your injustice-project group members as we had time to work on the project. We will be working on the project again tomorrow.

Due: Wed. Nov. 14th.

Wr 12: Revise your manuscript . . .

Bring any poems to class tomorrow that you want me to edit. I'm also available during lunch and after school to go over any poems with you.

Follow the criteria. We'll be in the lab on Monday to do the final touches. All manuscripts are due Tuesday. If you have not yet picked up the manuscript handout, see me. It's also on Tuesday's blog.

Tomorrow, we have two groups presenting.
One-Al Purdy
Two-Shel Silverstein

Eng 11E: Pick all the quotations for your log . . .

You worked hard today despite the extra sugar and lack of sleep. I am impressed. I thought the flurry of Othello topics listed on the board were brilliant.

You have all chosen a topic. A topic is not a THESIS. It is too early to worry about WHAT you will write about. At this stage you want to do several close readings of text to EXPLORE your topic.

Quotation Log is due Monday. Tonight, choose all of your passages.
Tomorrow during class and over the weekend, write up all of your responses in the form of a chart or paragraphs or web etc.

Bring the completed log to class on Monday and we will turn it into a thesis.

Tuesday: Othello test and Othello notes are due. The test will be one passage. You must analyze the passage (do a close reading) and answer a question in a formal literary paragraph. Similar to your short story test but the passage will be shorter. Memorize all of the brainstorming steps we have been using.

Next week, Wed, Thurs, Friday, you will be writing the essay during class. You'll have the long weekend to edit/revise and then you will bring a draft to class for peer editing, Tues. Nov. 13.