Friday, April 30

Copied notes (2 overheads) on thesis statements (discussed)
Overhead exercise on thesis statements (worked on during class-- due for homework)
Passed out 2 sheets "A Draft of an Essay" and "Good Movies: Two Thumbs Up" to be completed for homework.
Commonly Confused Words test on Tuesday

Thursday, April 29

In library for "Mock Works Cited". Must complete on your own time if you did not finish today.
Commonly Confused Words Quiz on Tuesday (we are booked in the library Monday).

Paragraph Writing Assignment Criteria (posting it for those who did not complete it).

Paragraph Writing Assignment

 Write a fully developed paragraph using one of the topic sentences from your paragraphing worksheet (Main Paragraph: Exercise -- posted below). You will be graded on the following criteria:

$ Topic sentence (1 mark)
$ 3-4 supporting sentences (3 marks)
$ Concluding sentence (1 mark)
$ Use of transitional words (minimum 1; 1 mark)
$ Spelling/grammar (2 marks)

Total Value: 8 marks

The Main Paragraph: Exercise

Note how each topic sentence gives an opinion. Support that opinion with at least four examples. If you disagree with the opinion given, change it and then support your own. Avoid using any material that does not support its topic sentence. * Complete this exercise in your notebooks.

1. Summer employment is one of the most valuable forms of education.
2. Going to a movie is a more satisfying experience than watching a movie at home.
3. High school should not begin until 10:00am.
4. Technology contributes to unemployment.
5. Charlottetown Rural is the best high school in Prince Edward Island.
6. Technology is a contributing factor in the childhood obesity epidemic.
7. Teenagers should be given more privileges by their parents and teachers.
8. Exercise is an important component to a healthy lifestyle.
9. Fast food is killing our youth.
10. Canadian society is truly multi-cultural.

Wednesday, April 28

Watched short film "Searching the Internet" --> did a few questions on this worth marks.

Spent the rest of the class searching for articles to use for the upcoming research papers.

Students passed in paragraph writing assignments

Commonly Confused Words Test is on Monday

Information needed on your Works Cited (Source Cards) for a website/web article

Name of article
Source name
Author(s)
Date of access (date you printed the article)
Date last updated
web address (url)

Tuesday, April 27

Working on our research papers in the library
Topics are due tomorrow by the end of class!

Monday, April 26

Passed out research paper booklet (essential to this assignment)
Went over guidelines for note-taking
Went to library for the rest of class to choose topics for research papers
We will be in the library Tuesday, computer lab Wednesday, library Thursday

Essay Writing Notes *Not properly formatted!*(Also available on Student "S" Drive)

General Information on Writing Essays

Step 1 B Finding a Subject

A. Brainstorming
B list ideas in point form
B start with a topic; list everything you can think of about that topic

B. Web or Cluster Outline
B arrange ideas in a web, connecting points that go together
B record ideas in point form

Step 2 B Limiting the Topic

A. Limiting the Scope
B think about how long the essay will be (should be a minimum of 5 paragraphs)
B choose a small topic or focus on one aspect of a larger topic (*focus)

B. Focusing the Purpose
B give an opinion or generalization
B give direction to the essay

C. The Thesis Statement
B identify the topic, limit the scope, and focus the purpose
B should be a complete sentence (may be more than one for a longer essay)
B should come early in the essay, but not the first sentence (commonly the last sentence of the first paragraph); give background information first
B think of this as the Abig idea@ of the essay




Step 3 B Choose an Audience

A. Consider the Reader=s Level
B the reading level of your audience will determine the terminology you will use (your diction or choice of words)

B. Consider the Reader=s Knowledge and Beliefs
B consider what the reader already knows about the topic to determine how much detail you need to give
B consider the reader=s beliefs so that you can use appropriate persuasion without offending your reader

Step 4 B Organizing the Information

A. Making an Outline
B decide what order makes sense
B go from general to specific

Step 5 B The Rough Draft

A. Writing the Rough Draft
B write quickly to get the ideas down
B double or triple space to allow room for editing and revising
B try to follow the outline (although the outline may change as you write)
B don=t worry about grammatical errors at this point

Step 6 B Revising and Editing

A. Revising
B look for unsupported statements
B look for errors in facts or logic
B look at your wording - could it be more powerful, more clear?
- is there a better word you could use?
- does your language seem too familiar?
- is your language suitable for your audience?

B look at your content - have you repeated or left out any ideas?
- are your transitions effective?
- have you supported your thesis statement?
- do you have a strong introduction and a strong conclusion?

B. Editing
B look for mistakes in spelling and punctuation
B look for subject-verb agreement and proper verb tenses
B look for parallel sentences
B look for sentence faults (run-ons, comma splices, fragments)
B look for proper capitalization
B look for pronoun-antecedent agreement
B look for continuity of voice
B avoid using Ayou@
B do not use contractions

Step 7 B Further Drafts

A. Further Drafts
B if you have time, you may want to have multiple drafts
B if your essay does not support your thesis, either the essay or the thesis must change

Step 8 B Final Essay

A. Final Essay
B should be neat and free of errors
B should be typed and double-spaced on one side only of plain white paper (if you are unable to type it, then it should be neatly printed and double-spaced on plain white paper in blue or black ink)
B should include a title page (title of essay, your name, course, instructor=s name, date)
B pages should be numbered (except the title page)

Friday, April 23

Passed out new sheet on paragraphing (homework)
Reviewed notes on essays (can be found of the S drive on your student account at school -- I will also paste it below, but I'm unsure about the formatting).
Copied notes on 5 paragraph essays
Assigned "Paragraph Writing Assignment"

 Write a fully developed paragraph using one of the topic sentences from your paragraphing worksheet -- You will be graded on the following criteria:

$ Topic sentence (1 mark)
$ 3-4 supporting sentences (3 marks)
$ Concluding sentence (1 mark)
$ Use of transitional words (minimum 1; 1 mark)
$ Spelling/grammar (2 marks)

Total Value: 8 marks

We are starting our research papers on Monday. You will need cue cards (index/recipe cards) for your note-taking. Dollar Store is a great spot to pick up a pack.
This research paper is worth 25% of your term mark and we will be spending close to a month on the writing process. Please use your time wisely during class, and realize that this is an important skill for all students who have plans for post-secondary education.

Happy Earth Day! April 22

Corrected sheets on paragraphing and topic sentences
Collected garbage for Earth Day
Commonly Confused Words quiz Monday!

Class Update

I was out Monday and Tuesday caring for my sick daughter, so I apologize for the lack of updates!

Monday: Reading (20 minutes) and Reading Response, Copied notes on paragraphing, substitute passed out two sheets on main paragraphs and topic sentences

Tuesday: Reading 20 minutes, Free Write (writing folders), worked in groups on leaflet assignment (will have computer time to finish this assignment).

Wednesday: Spent entire class correcting sheets (All Commonly Confused Words sheets)Test on Commonly Confused Words on Monday.

Friday, April 16

Silent Reading 20 minutes
Reading Response #1 for Term 2
H.W check (grammar sheets and Eye Spy questions 1-4)
Passed out new Commonly Confused grammar (2 sided sheet) due Monday for H.W

Thursday, April 15th

Inclass "feature article" assignment (worth marks)

Wednesday, April 14

Silent Reading 20 minutes -- please have your new indepedent novel for second term by Friday.
Worked on questions 1-4 (from overhead) for the "Eye Spy" feature article (for homework)
Passed out 3 double sided grammar sheets (for homework)

Tuesday, April 13

In library all period for library learning stations.
If you did not complete this assignment (or you were absent) you must complete it at lunch or after school. This is worth marks!

Monday, April 12

Free Write (Writing Folders) 20 minutes
Went over notes on Expository Writing (new unit)
Pre-reading activity on "Eye Spy" article in Language 10 books
Read "Eye Spy" aloud

Thursday, April 1 & Exam Info!

Worked on and presented Davinci Code 6 Trait Breakdown (please see below).

IMPORTANT: If you have problems printing off your overheads please come find me before your exam (Block C must find me first thing Tuesday morning!!) and I will make you one (you need to bring your hard copy).

Also, please remember to bring your 6 Trait Breakdown (notes or cue cards) to pass in!!!!

Davinci Code 6 Trait Breakdown (from class)

Paragraphs taken from The Da Vinci Code, by Dan Brown.

Langdon felt a chill. They played Tarot? The medieval Italian card game was so replete with hidden heretical symbolism that Langdon had dedicated an entire chapter in his new manuscript to the Tarot. The game=s twenty-two cards bore names like The Female Pope, The Empress, and The Star. Originally, Tarot had been devised as a secret means to pass along ideologies banned by the church. Now, Tarot=s mystical qualitites were passed on by modern fortune-tellers.


Langdon wondered if any of Harvard=s revered Egyptologists had ever knocked on the front door of a pyramid and expected an answer. He raised his hand to bang on the glass, but out of the darkness below, a figure appeared, striding up the curving staircase. The man was stocky and dark, almost Neanderthal, dressed in a dark double-breasted suit that strained to cover his wide shoulders. He advanced with unmistakable authority on squat, powerful legs. He was speaking on his cell phone but finished the call as he arrived. He motioned for Langdon to enter.


6 Trait Breakdown of the two paragraphs:

Ideas:
• Main idea: Tarot cards  well presented
• The author introduced the topic and went on to give supporting details and additional information about the game (example: game has 22 cards, different names of the game -- The Female Pope, The Empress, The Star – the “real” use of the game (pass along ideologies banned from the church)
• Author talks about the symbolism of Tarot cards
• Details seem accurate and help give the reader more information about the card game (and the protagonist’s opinion of the game). After researching the author, I found out that because of the research-intensive nature of his novels, Brown can spend up to two years writing them. This tells me that he is a perfectionist and wants to get all his facts right.
• That being said, this paragraph shows that the author has prior knowledge about the game of Tarot (whether through research or prior experience).
Organization:
• Both paragraphs are well structured (with a main idea and supporting details/sentences).
• The opening sentence in the first paragraph immediately identifies the purpose and gives the reader a sense of direction “Langdon felt a chill. They played Tarot?”  We realize that the paragraph will most likely go on to give us more details about the card game and that there is potentially something mysterious or eerie about the game.
• The author discusses the game in the first paragraph and brings closure to the paragraph by saying Tarot’s mystical qualities have been passed on to modern day fortune-tellers.


Voice:
• Dan Brown’s voice comes through in this piece of writing – his knowledge of the game of Tarot shows his interest in the game.
• After researching the author, I found that his favorite subjects include codes, puzzles, treasure hunts, secretive organizations and academic lectures on obscure topics, he tends to incorporate those into his novels. This is evident in his writing as his love for symbolism and puzzles shines through.
• The second paragraph paints a vivid image for the reader and shows much personality.
• Brown’s description of the man in paragraph two uses strong imagery (stocky, dark, squat, powerful, Neanderthal) that bring the scene to life.
• In the first paragraph it is obvious that Brown knows his topic which creates a confident voice.


Word Choice:
• Brown’s second paragraph is extremely descriptive and paints a vivid picture for readers. Phrases such as: curving staircase, stocky and dark almost Neanderthal, dark double-breasted, and powerful, squat legs, all help the reader visualize what the man looks like.
• The word choice in the first paragraph might be a bit too heavy for a younger audience (ex: high school students) Words such as: heretical and replete might interrupt the flow for a younger reader and make the writing seem disjointed.

Sentence Fluency:
• The first paragraph has varied sentence length. The first two sentences are shorter, leading into several longer, more complex sentences.
• An advanced reader would find that there is a good rhythm and cadence to the writing; however, as mentioned above, difficult words might hinder sentence fluency for a more novice reader.
• The author’s sentence fluency is not as strong in the second paragraph. He starts most sentences with “He” and goes on to explain the actions of the man. Varied sentence structure might have enhanced the fluency for the reader.
• The author uses transitional words in the first paragraph, such as “originally” and “ Now” to help bridge sentences improve the flow from one sentence to the next.


Conventions:
• Because this is a professionally edited piece of work, this piece is polished and there are no evident spelling or grammatical errors.
• The text is for the most part easy to understand and process, although as mentioned above, the use of some difficult words might hinder the readability.