Mon. Oct. 31, 2016: Writing Class

The students are to have their first typed copy of their essay printed and submitted by the end of the day. They were given class time to meet this objective.

Fri. Oct. 28, 2016: Writing Class

Today, the students were given class time to work on their rough copy. I will extend this into Monday as well. In other words, as long as you are working on it, there's no need to panic. If you haven't been here, be sure to have a rough draft hand-written so you can get it typed up on Monday. We will then work on revision on Tuesday and maybe even Wednesday.

Thurs. Oct. 27, 2016: Essay Thesis and Rough Draft

Today, student used their class-time to work on creating a thesis and a rough draft. I gave some rough thesis examples in order to help them find a direction and follow it through. I have posted these below:

Personality can positively impact outcomes

or

Personality can negatively impact outcomes

Keep in mind that these are bare minimum in form and NOT meant to be the whole last sentence in your introductory paragraph. They are starters, so they need to be developed (at least the one you choose does).

I have also provided a sheet explaining attention getters. This is in your portfolio. It is my Powerpoint notes.

Wed. Oct. 26, 2016: Computer Usage and Intro. Paragraph

Today, we went over the expectations for computer usage when writing essays.  I have pasted these below. Then we went over the "How to write a critical analytical essay introductory paragraph," which I handed out yesterday. This is also pasted below. You will start working on your essay tomorrow.

Computer Usage Steps

1.       

Sign out a computer from the cart, turn it on and sign in (First Name. Last Name… and same password from last year… even if you are in Grade 10). If you are from a different school, see me to get a sign in registered. 

2.      Click on the magnifying glass at the top right-hand corner of the page and type in: word

3.      Select: word 2013

4.      Click on: Blank Document (if stuff appears on the screen before this, just “X” it)

5.      We now should have a blank page

6.      It is important that you save now and then save often!

7.      To save, click “file” in the top left of the screen

8.      Go to “save as” on the left of the screen

9.      Double-click “browse” on the bottom right of screen

10.  Double-click on “this P.C.” on the left of the screen

11.  Then scroll down on the right for your name. This is your “Y” drive

12.  Create a new folder by clicking on “new folder” on the bar at the top left of your screen and give this folder your last name and class name  (e.g.; Benoit ELAB10)

13.  Save this word page you have opened in this folder as:                     

(your last name) Introductory Paragraph                                

(Personality Paragaph)

14.  BE SURE TO ALSO SAVE IT IN YOUR USB!!!!

MLA FIRST PAGE SET-UP

15.   On that page, go to “insert” and then to “Page Number.”: Then click on “top of the page”

16.  Choose “Plain Number 3”

a.       Type in your last name BEFORE the number and then put a space between your name and the number.

b.      Go to the end of this line. After the number, press ENTER

c.       Exit header by clicking on the page (then save).

17.  Right click your mouse/pad

a.       Scroll down to “paragraph” and click on it. 

b.      Near the middle bottom of the page, you will see “spacing”. You must make sure that both the “before” and “after” spacing are at 0.

c.       Now look at “Line Spacing.”

Make sure it is on double (save in order to ensure you don’t lose this!)

d.      Now, go to the bar at the top of the screen above your Microsoft document. Where it has the type, put “Times New Roman” (it probably starts up as “Calibri”. Where is says the font size, put it to 12 (it probably starts up as “10”).

18.  Read page 6 of your “MLA Citation Booklet” or page 173 and 188 in the text Fit to Print  for further layout details concerning first page introduction information, title layout, and indenting.

19.  You must log off at the end of a class. Go to the four boxes on the bottom left of the page and right click on it. You will then click on “shut down or sign out” .

20.  Be sure to plug your computer in when you put it in the cart.  

How to Write a Critical Analysis Essay Introduction in Seven Sentences (general layout)

Sentence one: SENTENCE ONE INTRODUCES YOUR TOPIC

This should be a general statement that indicates an aspect of human nature and ties to your topic. It is meant to get the reader to understand your topic and to get them interested in reading further. 

e.g., Topic: Violence

Example first sentence:

“It is a reality of life that not all people will agree with a major decision or the outcome of an argument.”

Sentence Two:

This sentence must be a continuation of what you stated in sentence one. This sentence should show the result(s) of what you have written in sentence one (still focusing on the topic, yet getting closer to your thesis).

Example second sentence:

“Because opinions differ, and what is good for one person may not be good for another, a solution often cannot be found; therefore, the disagreement may lead to a further outbreak of violence.

Sentence Three:

This sentence must introduce the genre (type of text: essay, short story, poem, play, novel, etc.), the name of the writer, the title of the work, and an overview of the plot. Some ways to do this are presented below (I would memorize these as you will use them repeatedly):

            “In the short story, __________, ___________ introduces the main character, ________,

            Who _________________.”

OR

“In the novel, _______________, written by _____________, the reader is introduced to

___________________ who ____________________.”

Example third sentence:

“In the novel, Lord of the Flies, written by William G. Golding, readers are introduced to a group of English Schoolboys who find themselves stranded on a tropical island.

Sentences Four, Five, and Six:

The next three sentences should be summaries concerning the action of the story that supports the details required by the lead question (summaries that will be needed to show the story in a way that will support your thesis). Usually, sentence four will be the beginning, sentence five will be the middle, and sentence six will be the end:

Example sentences four, five and six:

“The plane that the boys were on was originally taking them away from England for their own safety, as there was a war raging there. 

When they first discover that they are indeed stranded and without adult supervision, the boys are able to establish a number of rules that aid the boys in maintaining a sense of what they define as civility.

However, as time passes, their system fails and the boys begin to behave like barbarians; they even go so far as to hunt down their own.”

Sentence Seven:

This final sentence of the introduction is the thesis statement. This sentence states exactly what the thesis (arguable opinion that you trying to prove) is and what the writer will discuss in the following paragraphs to prove the thesis is a sound one (the main points). The wording of the information in this sentence will also show the reader the order in which the writer will discuss/present the main points needed to prove the thesis.

            Sample Sentence Seven:

“ When one examines the adults’ inability to avoid war, the children’s attempts to follow the same ineffectual system that their adult counterparts use, and their eventual inability to maintain control and order amongst their small ranks, it becomes clear that violence, once it exists, is nearly impossible to curb.”

“It is a reality of life that not all people will agree with a major decision or the outcome of an argument. Because opinions differ, and what is good for one person may not be good for another, a solution often cannot be found; therefore, the disagreement may lead to a further outbreak of violence. In the novel, Lord of the Flies, written by William G. Golding, readers are introduced to a group of English schoolboys who find themselves stranded on a tropical island. The plane that the boys were on was originally taking them away from England for their own safety, as there was a war raging there. When they first discover that they are indeed stranded and without adult supervision, the boys are able to establish a number of rules that aid the boys in maintaining a sense of what they define as civility. However, as time passes, their system fails and the boys begin to behave like barbarians; they even go so far as to hunt down their own. When one examines the adults’ inability to avoid war, the children’s attempts to follow the same ineffectual system that their adult counterparts use, and their eventual inability to maintain control and order amongst their small ranks, it becomes clear that violence, once it exists, is nearly impossible to curb.”

Tues. Oct. 25, 2016: Step Three: The Essay

ues. Oct. 25, 2016: Step Three: The Essay

Today, I gave you step three of the essay. I have pasted the notes below. In addition, I gave you a handout entitled "How to Write a Critical Analytical Essay Introduction in Seven Sentences (general Layout)

Step Three: Writing an Essay

You will now write a five paragraph essay in which you answer the following question:

How does a person’s personality impact outcomes?

In order to do this, you have already come up with some personality traits that can be used in your THREE body paragraphs. You now must look at each character and determine how that person’s personality has led to the outcomes (the life) that person is living now.

You must use the short story “Harrison Bergeron.” You must use three characters.

Here’s how I would approach this:

I already HAVE personality traits for each character as I have kept up in class (yay me!).

I will examine the question and define unknown or confusing words:

How = cause/ effect

               = the steps

impact (a verb: action word) = influence

I will now chart the personality traits and outcomes for the characters I have:

Character	Personality	Outcomes
George Bergeron
Harrison Bergeron
Hazel Bergeron
Diana Moon Glampers
Head Ballerina
Announcer

I will now determine which, if any, traits directly influence the outcomes and cross out the ones that don’t.

Mon. Oct. 24, 2016: Step Two of Writing Assignment

Today, you were to have completed the personality outline activity from Friday.
I then gave you the second step in this writing assignment.
I have pasted all of the instructions below.
This is due for Tuesday's class (tomorrow).

Step 2: Now, I want you to create a full paragraph on each characters’ personality trait(s). This means that you will be handing in three paragraphs. This is due for tomorrow, so don’t waste your time.

This is an example body paragraph (note that it does not mention the text it came from. This is because the text will be introduced in an introductory paragraph):

Personality plays a role in one’s decisions. Mary Brown, while controlled by her parents, still has distinct traits. Mary can be defined as intelligent, honest, and dedicated. The reader knows that Mary is intelligent because she never studies for test and quizzes, writes her tests fast, yet she has the highest mark in her class. Mary demonstrates honesty when she refuses to allow Chris, a classmate to copy off of her tests. Even when he offers to help her deal with a bully if she does, she still refuses. The fact that she is dedicated is obvious in that she chastises her brother for breaking her mother’s rules about curfews.  Mary states that, while a small break in the rules might not cause an instant problem, it could lead to bigger ones and for her mother to not be able to control the situation at home. This shows that she is willing to support people who are in charge. Mary’s personality then, is one that, intelligence aside, would be easy for a person in power to manipulate.

Fro. Oct 21, 2016: Major Writing Assignment: Step One

Today, the students worked on completing step one of their major assignment. We are working up to writing an essay, so these early steps will be necessary to make the later steps easier. This portion of the assignment is due on Monday. I have pasted it below for those who were absent. I did suggest to the students that they find quotes to support their assertions.

ELA B10: Unit One: Equity and Ethics

Major Assignment

Step One: In your portfolios, you will find a sheet with personality traits.

Today, I want you to pick a character from the short story “Harrison Bergeron” and determine which personality traits describe this person (write down all of the ones you think work).

I then want you to try to find evidence to support these traits. If you cannot find evidence to support a trait, get rid of it!

            e.g.      Mary is compassionate

                        (evidence: She helped Mrs. Martin garden after Mrs. Martin broke her ankle and

                        refused the money Mrs. Martin offered for her services.)

Your goal is to come up with THREE personality traits for this character with EACH TRAIT supported by ONE example (evidence) OR ONE personality trait for this character supported by THREE examples.

e.g.      Mary is compassionate, responsible and helpful.

                                    Compassionate:  After Mrs. Martin broke her ankle, Mary felt

                                                compassionate enough to offer to help Mrs. Martin with her

                                                gardening.

                                    Responsible: She was responsible enough to be able to babysit Reilly and

                                                keep him from doing anything destructive (he is a very difficult

                                                child who likes to flush toy cars down the toilet).

                                    Helpful: She helped her teacher clean up after the bookcase fell

                                                over.

OR

            e.g.      Mary is compassionate.

                                    Evidence 1: She helped Mrs. Martin garden after Mrs. Martin broke her

                                                ankle and refused the money Mrs. Martin offered for her services.

                                    Evidence 2: She helped her teacher clean up after the bookcase fell over.

                                    Evidence 3: She babysat Reilly when Reilly’s mom needed to get

                                                groceries and refused the money Reilly’s mom offered for her

                                                services.

           

Once you have done a point form outline on one character (see options above), you are then to do it for two more (so you have a total of three).

This will have to be handed in in this rough form on Monday.

Thurs. Oct. 20, 2016: "Harrison Bergeron" Questions

Today, you were given class time to finish answering the questions for "Harrison Bergeron." These were posted in yesterday's blog.
We then examined the submission expectations by examining the course outline.  If these are submitted on your first day back to class, they will be accepted. If they are not, then it will be too late as they will have been marked and returned.

Wed. Oct. 19, 2016: "Harrison Bergeron" Discussion and Questions

Wed. Oct. 19, 2016: "Harrison Bergeron" Discussion and Questions

Today, I started off by explaining what a genre is (a type of writing: short story, poem, essay, novel, etc) and how students must correctly identify the genre in their summaries (some stated that "Harrison Bergeron" was a poem).
I then discussed the importance of self awareness, self-regulation and motivation in achieving goals. This was in response to the students who are not keeping up with their readings and wondering about their marks.

I then read "Harrison Bergeron" out loud to the students to show reading time (fifteen minutes).
We then discussed our opinion of whether or not we'd like to live in a world in which everyone was equal (the consensus was no).

I then gave the students six questions to answer. They will be due at 11:45 in tomorrow's class (forty-five minutes to do the activity is sufficient. If it takes a student longer and that student is self-aware, he or she could work on it in RTI).

I am pasting the questions below for those who were absent:

“Harrison Bergeron”

Read the story and answer the following questions (you may use point form).

1.      List all the characters and briefly describe them or who they are

2.      List all the expository information (setting, time, place(s))

3.      What happens in this story  (beginning, middle, end)?

4.      What would be the topic of this essay? Why do you think that is the topic? Provide evidence. Keep in mind that the unit is still equity and ethics. Look at your own notes to see what these terms mean and if they are present in this short story.

5.      What point is the author trying to make with this story? Explain.

6.      What is your opinion about the issue that is brought up here?

Tues. Oct. 18, 2016: Review of Reflection and Active Reading

Today, students were reminded of the following expectations:

Always use pen for all writing assignments and pencils for active reading, multiple choice tests, and grammar assignments.

Always use full sentences when answering questions unless otherwise stated. Take the question and flip it to start your answer:

What colour is your house?

The colour of my house is red.

Numbers up to 100 are to be spelled out. 71 % is wrong; seventy-one per cent is correct

Two thousand and sixteen is wrong.

Periods must be at the end of a sentence (or other end-punctuation) and capitals must be at the beginning. Capitals must also be on the pronoun “I.”

If the teacher cannot read it, it isn’t effective communication. Neatness counts.

Don’t write in either the left or right margins of a page.

Active reading:

It is like active reading a poem except you don’t have to do the rhyme scheme and deviation/stanza/line stuff.

You still have to:

Analyze the title

highlight the five Ws and other important information as you read

highlight unknown words and define as you read

highlight and define literary devices as they appear.

A number of students did not do these steps. I am giving you tonight to complete them on the reading "Harrison Bergeron."