Tues., Sept. 4 FIRST DAY!
Outcomes: Become familiar with expectations and procedures for this class; establish norms
- Class procedures and expectations-Enjoy the memes and answer the following questions using the Class Procedure and Expectations handout:
Mrs. Parsons taught us in grade one. Is she going to treat us like babies?
Do we have to work in this classroom?
Can we have a “Free Class”?
Why does it matter if I participate or not?
What if I have to use the bathroom?
What should I do if I must miss class?
What materials do I need for this class?
Are we allowed to eat or drink?
Are cell phones allowed in this class?
How can I do well in this class?
Why do I have to do work that is not for marks? (“Formative” activities)
Are there due dates for my assignments? How do I submit my work?
Will I have lots of ELA homework?
How do I ask a question or contribute an idea in class?
Do I need to follow the school dress code?
What if something bothers me about this class?
Is it safe to take risks here?
2. Personality quiz-Knowing that everyone in this class is different, how can we make this a positive learning environment for all? Norms chart.
3. Preview course outline and begin to answer Big Ideas questions.
ELA A30 BIG IDEAS recording form
4. Your first assignment is to write me an introductory letter:
Wed., Sept. 5
Outcomes: consider and discuss issues related to fair and valid evaluation; become familiar with grading procedures in ELA
For today’s class, please sit in your Lion/Otter/Beaver/Golden Retriever corners.
- Continuing from yesterday, we need to:
- Finish introductory letter-Submit whatever is finished and submit the rest tomorrow.
2. Student Evaluation
Take A Stand game-Stand in the corner which reflects your opinion (Agree/Strongly Agree/Disagree/Strongly Disagree) and defend your response.
- A student who scored 90% on a test learned more than a student who scored 89%.
- 80% is a good mark in English.
- A written test scored out of 100 (%) is the best way to measure learning.
- 100% means you do not need to learn anything more.
- If an assignment is turned in late, the student should lose 5%.
- If a student’s grades for 3 consecutive assignments is 79%, 79%, and 79%, they are not improving.
- A 6 on a 6-point rubric correlates to 80%+.
In the olden days (i.e. when I was in high school), teachers were told what CONTENT to teach. (i.e. The students will read Shakespeare’s Hamlet. ) Now, teachers teach OUTCOMES which are clearly defined skills, attitudes or knowledge. (i.e. The students will write an inquiry paper with a strong thesis and supported with research. Why did we move away from what we always did before? The problem is that grading practices need to change as well because they do not correlate well to an outcomes-based curriculum. Think about that conflict while you view:
The Reason Behind Standards-Based Grading-https://www.youtube.com/watch?v=bNKHF5ywouQ
Thursday, Sept. 6
Finish up:
- Student Evaluation discussion and Grading plan
- Finish adding to Big Ideas recording sheet.
Win As Much As You Can game-What can we learn about people and communication from this game?
Friday, Sept. 7CR A30.1 I can view, listen to, read, comprehend and respond to FIRST NATIONS, METIS, SASKATCHEWAN, AND CANADIAN texts that address identity, social responsibility, and/or social action.Today we have the annual Canadian author Book Cafe! Peruse the resources to find one you will read for your independent novel study. You may choose other books by Canadian authors but they must:
- be written by a Canadianbe non-fictionbe at an appropriate reading levela book you have not read alreadybrought to class next Friday.
These books will be returned to the appropriate libraries today so that you can go and sign them out under your name. I will give you more information about how to do your independent novel study next Friday. Monday, Sept. 9
| CC A30.4 I can consider purpose, speaker, audience and form when I WRITE an inquiry/research paper, an editorial, a narrative, a literary criticism essay. |
*If you have chosen the novel for your Canadian Author Independent Novel Study, please record your name, the title and the author on the clipboard going around.*If you have not received a reply to your letter from me, please email me at parsons.kim@ccsmj.ca and I will resend.Let’s debrief the game we played last week. What can we learn about people and communication from it? How can we apply that to our learning in this class?*Some people are snitches and are not to be trusted!*It is better to play it safe and know that you are going to lose money.*It felt kinda pointless. It is important to know WHY we are doing something.*Communication is dependent on trust. *Negative influence is easier than positive influence.*We must be trustworthy if we are going to work well together.Big Ideas recording sheet
- Keep a record of the ideas from the materials we read, view, and listen to in this course in the appropriate spots on this sheet. You will need these for a final assignment so keep up to date and keep the recording sheet in a place you can find it. Consider how you would answer the first Big Ideas question: What does it mean to be Canadian and what is our Canadian identity? Jot down in point form your answers as of today. As we progress through the course, you will want to add or change your answers.
Diagnostic Assessment-Diagnostic assessments are not for marks. They allow me to determine what I need to teach you before I formally evaluate you. I am looking for the ability to write a clear, organized paragraph that flows well.”What does it mean to be Canadian and what is our Canadian identity?” In one paragraph, answer this question. Although you are basing your response on your personal opinion and experiences, do not use the pronoun “I” in your paragraph. This must be turned in by the end of class, completed or not. You will not be able to finish this assignment at home. To submit, you may:
- write on loose leaf and submit it in the yellow “In” foldertype it on a laptop, print it and submit it in the yellow “In” foldertype it on a laptop and send it to my email parsons.kim@ccsmj.ca
What does this meme say about our country and its people? How does it convey the message? What makes it funny?
Tuesday, September 10
| CC A30.4 I can consider purpose, speaker, audience and form when I WRITE an inquiry/research paper, an editorial, a narrative, a literary criticism essay. |
*If you have chosen the novel for your Canadian Author Independent Novel Study, please record your name, the title and the author on the clipboard going around.
*When sending me writing from Google Docs, please give me permission for me to access it.
Northrop Frye’s On Canadian Identity-I will model the BDA process (see blue papers I gave you) for listening so we can determine what he says about the first Big Idea of this course: What does it mean to be Canadian and what is our Canadian identity?
Guided Practice Group
Good paragraphs are structured like a hamburger. First, the top bun (topic sentence) begins the burger by provided an overall cover. It is much like the thesis of an essay because it tell the reader exactly what the paragraph is going to be about. Next, the fillings (supporting sentences) give details about the topic; they might give explanations, examples, or important details. Depending on the burger/paragraph, you might have 2-5 of these. Finally, the bottom bun (closing) brings the paragraph to a natural end. It should clearly finish the main idea of the paragraph. If the paragraph is part of an essay, the closing sentence might transition to the next idea/paragraph. When you use all the “hamburger” parts in your paragraph, it will be clear and easy to read.
Let’s design a “hamburger” paragraph together that describes how Northrop Frye defines a Canadian.
According to Northrop Frye in his essay “On Canadian Identity”, unity and uniformity are polar opposites. He argues vehemently that a major part of the Canadian identity is diversity; in fact, what makes a Canadian a Canadian is the array of different religions, landscapes, languages, and perspectives that they celebrate. He further argues that Canada portrays colonial traits because we are a relatively new country who hasn’t fully developed a separate identity yet. So Frye believes it is not our sameness that defines us; it is our differences.
Your turn to practice: Write a “burger” paragraph which tells how Jim Carrey defines a Canadian in his monologue.
Independent Group (Lauren, Rachel, Sarah G., Jacob, Chiamaka)-Get laptops and work together in the Conference Room.
Discuss: How does Frye differentiate between unity and uniformity in his essay? Write one paragraph which describes how Frye defines Canadians in his essay.
View: Jim Carrey monologue
Discuss what he says about Canadian identity.
Wednesday, September 11
CC A30.4 I can consider purpose, speaker, audience and form when I WRITE an inquiry/research paper, an editorial, a narrative, a literary criticism essay.
*List of Canadian Author Independent Novel Study*
Let’s complete the BDA process for “On Canadian Identity” (Frye) and then you may have some more time to complete your practice paragraphs from yesterday.
We will switch paragraphs and give each other feedback:
Please hand these in with the feedback attached.
Add some notes to your Big Ideas recording sheet-include “On Canadian Identity-Frye” and “Canadian monologue-Jim Carrey” so that you remember from where the ideas came.
Another diagnostic assessment (not for marks yet), this time for poetry analysis: Duke Redbird reads “I Am A Canadian”
What does this meme say about our country and its people? How does it convey the message? What makes it funny?
Thursday, Sept 12
CC A30.4 I can consider purpose, speaker, audience and form when I WRITE an inquiry/research paper, an editorial, a narrative, a literary criticism essay.
Remember to bring the novel you chose for the Canadian Author Independent Novel Study tomorrow!
From now on, I will need to leave immediately at the bell so that Mrs. Seargeant can leave my grade ones and get to her next class on time. If you have anything you need to discuss with me, please email me and we can either communicate that way or set up a more convenient time to talk.
Look at the feedback you received on your practice paragraph especially if there are written comments from me. How could you improve this paragraph? (Everyone can always improve!) What will you do differently when you write another paragraph on Monday?
Reminders:
- The topic sentence needs to be broad or general: Jim Carrey jokes about many stereotypes in his monologue. If it is too specific, you have nowhere to go in your supporting sentences: Jim Carrey says Canada is a frozen wasteland. In this example, the only things you can tell in your middle sentences are about Canada’s cold landscape. Now you are stuck.
- Some of you ran out of time to write a closing sentence but it is an important part of a paragraph. It is the “Ta Da” or “The End”; without it, you leave your reading waiting for more.
Listen to and read the lyrics of the following songs:
Oh Canada Maple Leaf Forever Lyrics
What are the similarities and differences between the two songs? Which do you feel should be our national anthem and why?
TPCASTT Procedure: Let’s use TPCASTT to analyze the important elements of this poem:
Diverse Foliage by Jose Gonzalo
Friday, September 13
CR A30.1 I can view, listen to, read, comprehend and respond to FIRST NATION, METIS, SASKATCHEWAN AND CANADIAN texts that address
- identity
- social responsibility
- and/or social action.
C.A.I.N. Study:
Double Entry Journals Procedure and Rubric
*Please note that this assignment will be due on Monday, January 20. That means there are 12 Fridays to use class time to work on it IF there no unexpected interruptions (which there always are). How many chapters or pages do you need to read in order to stay on track? Do NOT leave this task until the end of term. It is not fun to cram it in nor do students do well on it when it is a rushed job.
Monday, September 14
CR A30.1 I can view, listen to, read, comprehend and respond to FIRST NATION, METIS, SASKATCHEWAN AND CANADIAN texts that address
- identity
- social responsibility
- and/or social action
CC A30.4 I can consider purpose, speaker, audience and form when I WRITE an inquiry/research paper, an editorial, a narrative, a literary criticism essay.
Big Ideas recording sheet: which questions did “Diverse Foliage” address and how?
C.A.I.N. Study: Each time you work on your C.A.I.N., try to use three different comprehension strategies.
Paragraph post-assessment: Write ONE well-organized paragraph defending your opinion about which song should be our Canadian National anthem: Oh Canada or The Maple Leaf Forever. This time I will evaluate your paragraph for marks using the following rubric:
What does this meme say about our country and its people? How does it convey the message? What makes it funny?
Tuesday, September 16
| CR 30.4 I can READ, comprehend and apply my knowledge to reading editorials, reviews, articles and fiction, scripts, poetry and non-fiction texts in order to understand my and other “Canadian” perspectives. |
Please note that our dress code has been revised somewhat but as before, stomachs, backs and cleavage are to be covered and undergarments should not be visible. Again, I feel very uncomfortable about pointing out when your clothing does not comply because I don’t want to embarrass you, but we all must follow the school rules please.
Figurative Language Bingo!
- alliteration
- allusion
- analogy
- pun
- anaphora
- assonance
- euphemism
- hyperbole
- idiom
- irony
- metaphor
- onomatopoeia
- personification
- simile
- synecdoche
- paradox
Poetry analysis groups:
Guided group-“Multiculturalism” by Cyril Dabydeen-Using the jigsaw method, groups will work through the TPCASTT procedure to understand the meaning of the poem and the artist’s craft:
1.Paraphrase-Put the poem in simpler words.
2. Connotation-What figurative language did the poet use? Where? What effect does it have on the meaning?
3. Attitude, Shift, Title, and Theme-What is the poets attitude to the subject? Where does the poem seem to change or shift? What does the title seem to mean now? In one or two words, what might the theme be?
Independent group (Carina, Colton, Paige, Verin, Jacob, Lauren, Sarah G)-Please work through “Multiculturalism” by Cyril Dabydeen using the TPCASTT procedure with your group. Please submit only ONE written copy on behalf of the entire group.
Wednesday, September 18
CR 30.4 I can READ, comprehend and apply my knowledge to reading editorials, reviews, articles and fiction, scripts, poetry and non-fiction texts in order to understand my and other “Canadian” perspectives.
CR A30. 2 I can VIEW and critically evaluate an advertisement, a news broadcast, a poster and film.
Let’s finish our poetry analysis from yesterday.
Thursday, September 19
Question of the Day: Do you want more guided practice in TPCASTT before I evaluate you on it?
Today we are going to view a humorous video! In the 1990’s there was a comedy show on CBC called This Hour Has 22 Minutes and one of the regular segments on it was called “Talking to Americans” hosted by Rick Mercer who interviewed Americans about Canadian issues.
Choose TWO strategies from the Before, During, and After strategies (blue pages) and record your thoughts on paper. Why did you feel those strategies would be appropriate for viewing this kind of video?
What misconceptions about Canadians do some Americans have about Canada and its people? What factors make this even more funny?
Thinking ahead: Next week, we will begin to prepare for the Canadian Music Hall of Fame Oral Presentation. Over the weekend, check out this site to determine who your first and second picks are. If you do not have a preference by Monday, I get to choose!
Everyone must focus on a different Canadian musician. If you want to focus on an artist who is not included in the site, you must get my approval first.
Canadian Music Hall of Fame Oral Presentation
Reminder!!! Tomorrow is your time to work on your double-entry journals so bring all the materials you need to do so. Only 10 sessions left!
Friday, September 20
CR A30.1 I can view, listen to, read, comprehend and respond to FIRST NATION, METIS, SASKATCHEWAN AND CANADIAN texts that address
- identity
- social responsibility
- and/or social action.
CAIN Study time!
Remember to choose a 1st and 2nd choice for the Canadian Music Hall of Fame Oral presentation for Monday!
Monday, September 23
CR A30. 4 I can READ, comprehend and apply my knowledge of editorials, reviews, articles and fiction, scripts, poetry and non-fiction texts in order to understand my and other “Canadian” perspectives.
CC A30. 3 I can express ideas through SPEAKING in panel presentation and business or community meeting and discussions and collaboration.
Taleah-What is your email?
Do you want to work for Elections Canada?
If you’re still unsure about the CAIN Study procedure, check out the DE Journals Example
Please indicate your first and second choices for the presentation on the sheet that is circulating.
The paragraphs have been graded and are in your mailbox. The sticker on them indicates that I have entered them into the marks system. Overall, I see improvement! Some feedback for everyone:
- In writing, more is not better; you want to say what you mean concisely. Ask me about my university level English class!
- Be sure to fill in the self-reflection. In the future this piece will be graded (AR 30.1 and 30.2) but for the first couple of assignments, I will give you feedback so you can improve in this area. When grading, I cannot grade your effort so saying “I tried really hard or I spent hours working on this” in your self-reflection can not impact your grade. I can only look at the work itself, the product, and how well it meets the standards indicated on the rubric. Thus, you want to point out to me what your work has that makes it a particular level.
- “Failing to plan is planning to fail.” With a paragraph I do not usually ask you to provide an outline (a plan) but you should still have one even if it is just in your head!
- To add flow to your comparisons, you need terms like “on the other hand”, “whereas”, “but”, or “conversely”; they let the reader know you are comparing two things. Additionally, words like “additionally”, “firstly”, “finally” also add flow because they tell the reader that another idea is being presented.
- REGRET! I wish I had said no to using the pronoun “I” because it made the paragraphs weaker, less assertive, and elementary. Listen to how much better the second sentence sounds than the first:
I think O Canada is the better choice of a national anthem because it mentions God.
O Canada is the better choice of a national anthem because it mentions God.
I did not penalise in the grade for this however because I did say it was allowed but next time let’s drop the “I”.
Add your own notes on the Big Ideas Chart-“Multiculturalism” (Dabbydeen) , Rick Mercer’s “Talking to Americans”
Please work independently throught TPCASTT for the poem “Civilisation” by Oodgeroo Noonuccal. Although this poem was not written by a Canadian, its topic and message are certainly relevant to Canada.
Tuesday, September 24
CR A30. 4 I can READ, comprehend and apply my knowledge of editorials, reviews, articles and fiction, scripts, poetry and non-fiction texts in order to understand my and other “Canadian” perspectives.
CC A30. 3 I can express ideas through SPEAKING in panel presentation and business or community meeting and discussions and collaboration.
Post-Assessment of TPCASTT:
In Flanders Fields Leonard Cohen
Public Speaking game: What role does eye contact play in this game? Why is eye contact important to use when we do our presentation?
Wednesday, September 25
CC A30. 3 I can express ideas through SPEAKING in panel presentation and business or community meeting and discussions and collaboration.
Box of Lies cont’d/Ashley and Jacob write quiz
How to NOT Get Nervous Speaking in Front of People
How to NOT Get Nervous Speaking in Front of People BDA Process
Thursday, September 26
CC A30. 3 I can express ideas through SPEAKING in panel presentation and business or community meeting and discussions and collaboration.
Big Ideas recording sheet-add notes for Civilisation and In Flanders Fields
Public Speaking Game #2-You must keep talking until the previous person rolls a 6!
Listen to the following excerpts of important Canadian speeches. Who might be making the speech? How do they begin? Are these effective ways to begin a speech? Why or why not?
Examine the following to find ideas for how you might begin and end your speech:
Brilliant Ways to Begin a Speech
Begin to research for your presentation. Remember that you will need the following:
- background information about your Canadian musician
- a clip and the lyrics of one of their songs
- an explanation of their unique contribution to Canadian music, identity, and/or culture
Kaiden-paragraph?
Remember to bring your materials for the CAIN Study tomorrow!
Friday, September 27
CAIN Study and DI Journals
Monday, September 30
CC A30. 3 I can express ideas through SPEAKING in panel presentation and business or community meeting and discussions and collaboration.
Let’s debrief TPCASTTing In Flander’s Fields-72% improved from the last assessment so there is some learning going on but I would like more students to be proficient in analyzing poetry before I ask you to write a literary criticism essay so we will revisit this and if your mark is greater than this one is, it will REPLACE this mark.
There is also a BDA Process for the expressive language arts: speaking, representing, and writing!
Read over the processes. Which do you feel are most appropriate for our upcoming oral presentations?
Complete the Before and During portions of the oral presentation outline:
Canadian Music Hall of Fame Oral Presentation BDA Planning Guide
*Draw numbers for presentation order-we will begin on Thursday, October 4.
ELA A30 