3-5 Paragraph Response Question
“Technology is harmful to people. Prove or disprove and explain.”
Examples of technology you could discuss:
cell phones
smart phones
game consoles (details and specifics can be done here - Nintendo WiiU, etc)
computers
TVs
calculators
tablets
iPods
cars
smart TV
GPS
home security system
WiFi
Youtube
the Internet
Facebook and other social networks
etc.
Step 1 - find your agreement point and restate the question AS YOUR AGREEMENT or DISAGREEMENT point.
Step 2 - plan your answer by planning your 3 main areas to discuss - 3 points
Step 3 - plan your examples for each main area (will need explanations)
Step 4 - write a rough outline - like we did in class with Mr. Lobb = bad teacher
Step 5 - write the essay - IN DON’T PANIC
Monday, December 10, 2012
Monday, December 10, 2012
3-5 Paragraph Response Question
“Technology is harmful to people. Prove or disprove and explain.”
Examples of technology you could discuss:
cell phones
smart phones
game consoles (details and specifics can be done here - Nintendo WiiU, etc)
computers
TVs
calculators
tablets
iPods
cars
smart TV
GPS
home security system
WiFi
Youtube
the Internet
Facebook and other social networks
etc.
Step 1 - find your agreement point and restate the question AS YOUR AGREEMENT or DISAGREEMENT point.
Step 2 - plan your answer by planning your 3 main areas to discuss - 3 points
Step 3 - plan your examples for each main area (will need explanations)
Step 4 - write a rough outline - like we did in class with Mr. Lobb = bad teacher
Step 5 - write the essay - IN DON’T PANIC
“Technology is harmful to people. Prove or disprove and explain.”
Examples of technology you could discuss:
cell phones
smart phones
game consoles (details and specifics can be done here - Nintendo WiiU, etc)
computers
TVs
calculators
tablets
iPods
cars
smart TV
GPS
home security system
WiFi
Youtube
the Internet
Facebook and other social networks
etc.
Step 1 - find your agreement point and restate the question AS YOUR AGREEMENT or DISAGREEMENT point.
Step 2 - plan your answer by planning your 3 main areas to discuss - 3 points
Step 3 - plan your examples for each main area (will need explanations)
Step 4 - write a rough outline - like we did in class with Mr. Lobb = bad teacher
Step 5 - write the essay - IN DON’T PANIC
Thursday, December 6, 2012
Thursday, December 6, 2012
Topic - Lobb is a bad teacher because... (restatement of thesis/topic/question) (this would be a mark)
Point - Reference - he doesn’t explain stuff thoroughly - in class when he teaches a lesson he keeps going and goes into detail until we understand - (in this reference you need to use a specific situation) (improvement - THAT specific time or event)
Explanation - when a teacher stops the lesson and goes into detail by breaking down the ideas and making sure the student understands the small elements, then the teacher is doing a better job. Mr. Lobb does those things, therefore he is a good teacher. (this is a mark because it LINKS the topic and thesis with the reference and explains the logic)
A flow of logic is what markers are looking for in your work.
This is the difference between having a good essay and not.
This will also give you enough material in your body paragraph to get those spaces filled.
Point - Reference - he doesn’t explain stuff thoroughly - in class when he teaches a lesson he keeps going and goes into detail until we understand - (in this reference you need to use a specific situation) (improvement - THAT specific time or event)
Explanation - when a teacher stops the lesson and goes into detail by breaking down the ideas and making sure the student understands the small elements, then the teacher is doing a better job. Mr. Lobb does those things, therefore he is a good teacher. (this is a mark because it LINKS the topic and thesis with the reference and explains the logic)
A flow of logic is what markers are looking for in your work.
This is the difference between having a good essay and not.
This will also give you enough material in your body paragraph to get those spaces filled.
Wednesday, December 5, 2012
Wednesday, December 5, 2012
Moving on to Directing...
What does a Director do?
One of the first things that a director does is comes up with his/her VISION.
This is one of the key skills that a director has.
Remember a director’s look book? that is part of how a director shows his/her vision
That vision is about seeing the movie BEFORE there is a movie.
Seeing shots when reading the script. Storyboards will eventually be part of that...
This vision is about making decisions and communicating them to people who can help.
It’s about knowing the answer to every question that comes up in trying to make the movie.
It’s about explaining PERFECTLY those answers.
It is brutally hard to explain everything all the time about the movie in your head.
A good director has to trust the skills of the people around him/her. Especially non-technical directors.
Technical directors know the tech of shooting - cameras, lights, etc and sometimes operate their own
Non-technical directors rely on DPs, and crew
Another thing directors have to focus on is ACTORS - this is a HUGE part of being a good director - some say it’s the most important thing
“Coaxing a performance” “letting the actors do their thing” are two extremes of this.
Some of the best are: Martin Scorsese - let’s actors riff and try stuff
Judd Apatow - encourages actors improv work for comedy
James Cameron is a tyrant and controlling and a maniac and impossibly demanding
Michael Bay is also a tyrant and very tech-focused
The key here is CONFIDENCE - the actor is like an animal, and the director is like an animal trainer - if the animal senses fear and weakness, the animal will behave inappropriately - if the animal senses strength and certainty, then the animal will behave
The director must be able to get what he/she wants in any way possible. It is a crazy, strange, very powerful job that is a lot about psychology and manipulation.
It is not a coincidence that actresses date directors. It is a classic.
When you’re watching a movie, you need to think about the person standing beside the camera, or off to one side watching a monitor, and controlling the whole thing like a puppet master - you need to think about what he/she is doing.
That is one way to review or analyse a film.
Generally - lighting, camera, acting, mise-en-scene (things arranged within the frame), pace of the story, decisions, decisions, decisions - you’re looking for examples of good ones.
What does a Director do?
One of the first things that a director does is comes up with his/her VISION.
This is one of the key skills that a director has.
Remember a director’s look book? that is part of how a director shows his/her vision
That vision is about seeing the movie BEFORE there is a movie.
Seeing shots when reading the script. Storyboards will eventually be part of that...
This vision is about making decisions and communicating them to people who can help.
It’s about knowing the answer to every question that comes up in trying to make the movie.
It’s about explaining PERFECTLY those answers.
It is brutally hard to explain everything all the time about the movie in your head.
A good director has to trust the skills of the people around him/her. Especially non-technical directors.
Technical directors know the tech of shooting - cameras, lights, etc and sometimes operate their own
Non-technical directors rely on DPs, and crew
Another thing directors have to focus on is ACTORS - this is a HUGE part of being a good director - some say it’s the most important thing
“Coaxing a performance” “letting the actors do their thing” are two extremes of this.
Some of the best are: Martin Scorsese - let’s actors riff and try stuff
Judd Apatow - encourages actors improv work for comedy
James Cameron is a tyrant and controlling and a maniac and impossibly demanding
Michael Bay is also a tyrant and very tech-focused
The key here is CONFIDENCE - the actor is like an animal, and the director is like an animal trainer - if the animal senses fear and weakness, the animal will behave inappropriately - if the animal senses strength and certainty, then the animal will behave
The director must be able to get what he/she wants in any way possible. It is a crazy, strange, very powerful job that is a lot about psychology and manipulation.
It is not a coincidence that actresses date directors. It is a classic.
When you’re watching a movie, you need to think about the person standing beside the camera, or off to one side watching a monitor, and controlling the whole thing like a puppet master - you need to think about what he/she is doing.
That is one way to review or analyse a film.
Generally - lighting, camera, acting, mise-en-scene (things arranged within the frame), pace of the story, decisions, decisions, decisions - you’re looking for examples of good ones.
Wednesday, December 5, 2012
What Do I Actually Write in a Body Paragraph?
Mr. Bishop called this the PEE Principle
Mr. Lobb calls this Point-Proof-Explain
The Board Office lady calls it Your Words - Text Support - Explanation
This pattern is the same thing every time.
It goes like this:
You state your point or your opinion and it is relevant to the subject or the topic.
eg - I feel that the drinking age, the age when alcohol is legal, should be raised to age 25.
Proof - brain development references - studies on the effects of alcohol on young people, etc.
That proof information is NOT from you. It is your pulling from somewhere else and referring to it that makes your opinion valuable.
“Motor vehicle crashes are the leading cause of death involving people in the 15-25 age group. The rate of fatal crashes among drunken drivers in the 16-25 age group is more than twice the rate for drunken drivers who are 25 or older. Alcohol use also is linked with youthful deaths by drowning, suicide and homicide.”
In readings from Daily News and Analysis...
That third part is EXPLANATION - this is the key in many ways.
It’s easy to have an opinion.
It’s not that hard to get some reference that supports your idea or opinion.
It’s a little bit harder to remember to LINK the information you just got BACK to your main opinion - which is your thesis statement.
In the alcohol example -
Linking back would be explaining how the problems with alcohol and youth would mean that raising the age of legal drinking is good for protecting young people from harm.
The hard part in an essay is that you have one main thesis, and then three body points to prove that thesis.
You have to link back to the main thesis of the whole essay.
Now - you have a new essay topic to develop
Thesis Statement - Mr. Lobb is a bad teacher and a negative influence on the youth of today.
You need to come up with THREE main proofs for this, then for each proof (which would be one paragraph of the whole essay), you need to come up with Point -> Proof -> Explanation
Mr. Bishop called this the PEE Principle
Mr. Lobb calls this Point-Proof-Explain
The Board Office lady calls it Your Words - Text Support - Explanation
This pattern is the same thing every time.
It goes like this:
You state your point or your opinion and it is relevant to the subject or the topic.
eg - I feel that the drinking age, the age when alcohol is legal, should be raised to age 25.
Proof - brain development references - studies on the effects of alcohol on young people, etc.
That proof information is NOT from you. It is your pulling from somewhere else and referring to it that makes your opinion valuable.
“Motor vehicle crashes are the leading cause of death involving people in the 15-25 age group. The rate of fatal crashes among drunken drivers in the 16-25 age group is more than twice the rate for drunken drivers who are 25 or older. Alcohol use also is linked with youthful deaths by drowning, suicide and homicide.”
In readings from Daily News and Analysis...
That third part is EXPLANATION - this is the key in many ways.
It’s easy to have an opinion.
It’s not that hard to get some reference that supports your idea or opinion.
It’s a little bit harder to remember to LINK the information you just got BACK to your main opinion - which is your thesis statement.
In the alcohol example -
Linking back would be explaining how the problems with alcohol and youth would mean that raising the age of legal drinking is good for protecting young people from harm.
The hard part in an essay is that you have one main thesis, and then three body points to prove that thesis.
You have to link back to the main thesis of the whole essay.
Now - you have a new essay topic to develop
Thesis Statement - Mr. Lobb is a bad teacher and a negative influence on the youth of today.
You need to come up with THREE main proofs for this, then for each proof (which would be one paragraph of the whole essay), you need to come up with Point -> Proof -> Explanation
Monday, December 3, 2012
Monday, December 3, 2012
Opinion Paper - also known as 5-Paragraph Essay
Writing this on the Literacy Test requires that you are able to fill in at least a page and a half of two blank pages
You will need to have a REALLY GOOD PLAN to write enough about any topic.
That means, you need to know a pattern that you can use for any topic.
We are going to learn a pattern called The Essay Skeleton
It is the bones of your essay and using it BEFORE WRITING will help you get enough material
Essay Skeleton
1. What am I saying? - Thesis - what is the point of the opinion paper? your opinion about something
That introduction is the place where you introduce your opinion.
It’s the same as a topic sentence.
So, every introduction paragraph should have THREE things:
a quick overview of the topic area - general
a thesis statement - specific
a quick overview of (and statement of) your THREE MAIN PROOFS for your opinion
If the thesis statement is that students should not be using cell phones in class, what would be a good topic area to begin the discussion?
distractions
technology
students focusing
challenging learning
the general topic area could be any one of those
Technology is a great benefit in our society, but there are negatives that people may not realize until they are facing them day after day. Some kinds of technology are particularly negative in their ability to distract young people. One of the most distracting technologies we see in our classrooms is the cell phone. When we think about what a cell phone can do, especially texting, gaming and giving access to social networking, we can see that there are way too many things to do with a cell phone and students find it difficult to resist.
Above, we see a) and b) - a) is the first two sentences and b) is the third.
We still need to add our quick overview of the proofs. This would be where we quickly state what each of our THREE next body paragraphs would be about.
In order to write those down, we need to have planned them out first.
For this opinion paragraph, what could we use as our body paragraph discussion points?
1. texting
2. games on a smart phone
Facebook and Twitter
For each of the body paragraphs, you need to follow a certain paragraph structure.
It is called Point -> Proof -> Discussion
Or Your idea -> The Support -> The Explanation/Reasoning
Or PEE - Point -> Evidence -> Explanation
The hard part is the explanation - This is where you LINK your idea or opinion with the main thesis of your whole paper.
That link goes - texting -> hard to resist -> distracting -> this is bad - the logic is to prove these things and show examples.
Texting - distracting because the student is focusing on the messages - a student could be in a discussion where the subject was important to a test and the student misses some key information from the teacher as they read the message from a friend - LINK - when students aren’t paying attention in class, they are missing important material they may have to use - this impacts marks and can affect their credit.
The idea here is to EXPLAIN YOUR THINKING.
Writing this on the Literacy Test requires that you are able to fill in at least a page and a half of two blank pages
You will need to have a REALLY GOOD PLAN to write enough about any topic.
That means, you need to know a pattern that you can use for any topic.
We are going to learn a pattern called The Essay Skeleton
It is the bones of your essay and using it BEFORE WRITING will help you get enough material
Essay Skeleton
1. What am I saying? - Thesis - what is the point of the opinion paper? your opinion about something
That introduction is the place where you introduce your opinion.
It’s the same as a topic sentence.
So, every introduction paragraph should have THREE things:
a quick overview of the topic area - general
a thesis statement - specific
a quick overview of (and statement of) your THREE MAIN PROOFS for your opinion
If the thesis statement is that students should not be using cell phones in class, what would be a good topic area to begin the discussion?
distractions
technology
students focusing
challenging learning
the general topic area could be any one of those
Technology is a great benefit in our society, but there are negatives that people may not realize until they are facing them day after day. Some kinds of technology are particularly negative in their ability to distract young people. One of the most distracting technologies we see in our classrooms is the cell phone. When we think about what a cell phone can do, especially texting, gaming and giving access to social networking, we can see that there are way too many things to do with a cell phone and students find it difficult to resist.
Above, we see a) and b) - a) is the first two sentences and b) is the third.
We still need to add our quick overview of the proofs. This would be where we quickly state what each of our THREE next body paragraphs would be about.
In order to write those down, we need to have planned them out first.
For this opinion paragraph, what could we use as our body paragraph discussion points?
1. texting
2. games on a smart phone
Facebook and Twitter
For each of the body paragraphs, you need to follow a certain paragraph structure.
It is called Point -> Proof -> Discussion
Or Your idea -> The Support -> The Explanation/Reasoning
Or PEE - Point -> Evidence -> Explanation
The hard part is the explanation - This is where you LINK your idea or opinion with the main thesis of your whole paper.
That link goes - texting -> hard to resist -> distracting -> this is bad - the logic is to prove these things and show examples.
Texting - distracting because the student is focusing on the messages - a student could be in a discussion where the subject was important to a test and the student misses some key information from the teacher as they read the message from a friend - LINK - when students aren’t paying attention in class, they are missing important material they may have to use - this impacts marks and can affect their credit.
The idea here is to EXPLAIN YOUR THINKING.
Tuesday, November 27, 2012
Step 5 again
ENG2 P - Step 5 of the Musician Project
Okay, it’s time to do a little bit of inferencing and making connections.
I want you to think about some aspects of your artist that may not be obvious.
You’re going to have to think about how your artist appeals to groups and uses aspect other than his/her musical skill.
What is the target audience of your artist? Be specific and try to think of the kind of people who are in your performer’s fan base. Describe how your artist appeals to that target audience.
What attitude does your artist have? What kinds of messages, morals and ideals does your artist give to the people in his/her audience? Think of the lyrics, the styles, the content of music videos and what he/she says in interviews.
How does fashion and style play a part in your artist’s career? Discuss your artist’s LOOK and style. What value does it bring, if any?
What would your parents think of this artist? Write a paragraph giving what you think of this performer in your parent’s voice and giving reasons for what that parent thinks.
Okay, it’s time to do a little bit of inferencing and making connections.
I want you to think about some aspects of your artist that may not be obvious.
You’re going to have to think about how your artist appeals to groups and uses aspect other than his/her musical skill.
What is the target audience of your artist? Be specific and try to think of the kind of people who are in your performer’s fan base. Describe how your artist appeals to that target audience.
What attitude does your artist have? What kinds of messages, morals and ideals does your artist give to the people in his/her audience? Think of the lyrics, the styles, the content of music videos and what he/she says in interviews.
How does fashion and style play a part in your artist’s career? Discuss your artist’s LOOK and style. What value does it bring, if any?
What would your parents think of this artist? Write a paragraph giving what you think of this performer in your parent’s voice and giving reasons for what that parent thinks.
Thursday, November 22, 2012
Thursday, November 22, 2012
Journal # Twenty and Two
What is your opinion of the teacher who removed all the toys from his class and gave the 3-4 year-olds cardboard boxes and raw materials to play with?
What do you think is good or bad about this?
How would you have reacted to this as a kid?
What do you think schools are doing to your creativity?
Then:
Working on rough work for Step 5, Question 3.
T-charts would be good for this.
We want to be able to prepare for any kind of question.
What is your opinion of the teacher who removed all the toys from his class and gave the 3-4 year-olds cardboard boxes and raw materials to play with?
What do you think is good or bad about this?
How would you have reacted to this as a kid?
What do you think schools are doing to your creativity?
Then:
Working on rough work for Step 5, Question 3.
T-charts would be good for this.
We want to be able to prepare for any kind of question.
Wednesday, November 21, 2012
Wednesday, November 21, 2012
Journal 21
How do you think you are being controlled by forces around you? Not scientific, not parents, not simple things, I mean big, powerful governments, companies and corporations.
ads
tv shows
movies
music
fashion
certain laws
video games
etc
Pattern for Rough Work - what do I think? What is the topic sentence? What is the example? What is my reasoning?
What is fashion?
What is style?
Before we can answer Question 3, we have to know what we’re talking about.
In some inference and making connections questions, you can spend some lines of your answer DEFINING TERMS. You can look at the meaning of the subject before you discuss the subject.
You might need to do some pre-thinking.
How do you think you are being controlled by forces around you? Not scientific, not parents, not simple things, I mean big, powerful governments, companies and corporations.
ads
tv shows
movies
music
fashion
certain laws
video games
etc
Pattern for Rough Work - what do I think? What is the topic sentence? What is the example? What is my reasoning?
What is fashion?
What is style?
Before we can answer Question 3, we have to know what we’re talking about.
In some inference and making connections questions, you can spend some lines of your answer DEFINING TERMS. You can look at the meaning of the subject before you discuss the subject.
You might need to do some pre-thinking.
Thursday, November 8, 2012
Thursday, November 8, 2012
Newspaper Scavenger Hunt
We are practicing news article writing by doing some news article READING!
Smart!
Find an article written about crime. Briefly summarize the article.
Find an article about sports. Briefly summarize it.
Find an example of a story that you think is not important or newsworthy– Give a brief recap of the story and explain why you think it’s not important.
Find a story from a major city in Ontario. Does it affect you? Why or why not?
Find a story that you think would appeal to an older person. Why do you think that?
Find 10 words that you don’t know. Find a definition for each.
Read one article in detail. Summarize it and break it down into the main info – Who, What, Where, When, then give the key details for How and Why.
Find a photo that appeals to you. Describe it and explain why it appeals to you.
List 5 celebrities mentioned in your paper. Under what circumstances are these people mentioned?
Find Mr. McClinchey and I new jobs in the Classified section.
Find an article that your group thinks is phony. Why do you think that?
We are practicing news article writing by doing some news article READING!
Smart!
Find an article written about crime. Briefly summarize the article.
Find an article about sports. Briefly summarize it.
Find an example of a story that you think is not important or newsworthy– Give a brief recap of the story and explain why you think it’s not important.
Find a story from a major city in Ontario. Does it affect you? Why or why not?
Find a story that you think would appeal to an older person. Why do you think that?
Find 10 words that you don’t know. Find a definition for each.
Read one article in detail. Summarize it and break it down into the main info – Who, What, Where, When, then give the key details for How and Why.
Find a photo that appeals to you. Describe it and explain why it appeals to you.
List 5 celebrities mentioned in your paper. Under what circumstances are these people mentioned?
Find Mr. McClinchey and I new jobs in the Classified section.
Find an article that your group thinks is phony. Why do you think that?
Tuesday, November 6, 2012
Tuesday, November 6, 2012
How Do I Ensure That I Have Enough To Write A Full News Article?
One of the problems students have in writing the OSSLT is in filling all the space that is required.
And, one of the questions that has been a problem for our students in the past is writing a news article from the
In marking these tests (and the Grade Nine practice tests) over the years, I have a few tips that may help you to generate enough good story content.
What are the Parts of a News Article?
The first paragraph is a quick overview of what happened, where it happened, when it happened and any big effect of what happened.
Strategy - you need to decide the 5 Ws.
Who?
What? (what is the story really about)
Where?
When?
When you get the photo, you can do these FOUR things:
1. Look at the photo and think of the most interesting thing that this COULD POSSIBLY be. Look at the photo and think about what the MOST DRAMATIC thing could be.
2. A GOOD TRICK - look at the other elements in the photo and think about possibilities from all that stuff - not just the subject -
3. What KIND of person could this be in the photo? What do those kinds of people do? (this is bringing your own knowledge into play)
4. BEFORE, DURING AND AFTER - how did this picture come to be? What happened to get here? Where is it going?
One of the problems students have in writing the OSSLT is in filling all the space that is required.
And, one of the questions that has been a problem for our students in the past is writing a news article from the
In marking these tests (and the Grade Nine practice tests) over the years, I have a few tips that may help you to generate enough good story content.
What are the Parts of a News Article?
The first paragraph is a quick overview of what happened, where it happened, when it happened and any big effect of what happened.
Strategy - you need to decide the 5 Ws.
Who?
What? (what is the story really about)
Where?
When?
When you get the photo, you can do these FOUR things:
1. Look at the photo and think of the most interesting thing that this COULD POSSIBLY be. Look at the photo and think about what the MOST DRAMATIC thing could be.
2. A GOOD TRICK - look at the other elements in the photo and think about possibilities from all that stuff - not just the subject -
3. What KIND of person could this be in the photo? What do those kinds of people do? (this is bringing your own knowledge into play)
4. BEFORE, DURING AND AFTER - how did this picture come to be? What happened to get here? Where is it going?
Tuesday, October 30, 2012
October 30, 2012
Quiet Reading as always
Discussion - Answering Questions about Explicit Information
Reading Passage about the Ojibwa natives and the Skyman
Answer the FIVE attached questions on a separate sheet of paper.
Here are a couple of Key Strategies!
Read the questions first!
THEN, read the article.
THEN, re-read the questions.
THEN, answer them.
Refer back to the question sheet as needed. (this is a crucial step)
Here is the article we are using:
Ojibwa tale of a 'Skyman' visitor may have been alien
The modern Unidentified Flying Object (UFO) craze began in the late 1940s, when a wave of people reported seeing strange objects in the skies above America.
Indeed, it was in 1947 the term flying saucer entered the popular consciousness after pilot Kenneth Arnold witnessed several brightly-lit saucer-like objects weaving in and out of distant mountain peaks while he was flying in Washington State.
This wasn’t the first wave of UFO sightings, however. An earlier wave occurred in Britain in 1909, when hundreds of people described flying objects shaped like dirigibles and emitting beams of light carrying out extremely advanced manoeuvres overhead. A decade earlier, throughout 1896 and ’97, there was a rash on similar sightings in the United States.
But these weren’t the first accounts of alien spacecraft on record. Legends of god-like beings coming from the heavens exist in many cultures. Throughout North America, there are numerous caves that date back thousands of years. These paintings figures and objects much like the modern imagery of aliens and flying saucers.
One intriguing legend comes from the First Nations people of central Ontario. Their ‘Skyman’ tale may in fact be one of the earliest alien encounters on record.
According to the story recorded in 1917 by ethnologist Colonel G.E. Laidlaw, 500 years ago there was a large Ojibwa village about 550 native people living somewhere in our region. One day, a pair of them stumbled upon a stranger sitting on the grass in a field. This figure, a male, was notably “clean and shining bright.”
The natives approached the stranger and asked who he was and how he came to be in the field. “I am not one of you. I do not belong to this land. I dropped down from above,” the stranger explained.
Showing unusual hospitality, the Ojibwa invited him back to their village. The stranger agreed, but on one condition: “Go home and clean the place where I will stay, and when you come back for me, I will go with you for a few days.”
Agreeing, the Ojibwa men went back to their community, told their fellow villagers about their experience, and cleaned the hut where they would house the ‘Skyman.’
The stranger did in fact accompany them to their village, but he was clearly restless. He watched the skies often and told people that in two days something would come and get him to take him back up to the sky.
One afternoon, Skyman looked up and said, “It is coming.” The villagers craned their necks and turned their eyes above and saw something that looked like a bright shining star streak down from the heavens and hover near the ground.
This was the most beautiful thing any of them had ever seen. Skyman entered the shining star and disappeared from view. The shining star then shot back into the sky and faded away. This tale seems to be a description of an encounter with an ‘ancient astronaut,’ as seen in many cultures and popularized by Swiss theorist Erich von Daniken of Chariots of the Gods fame.
Many modern UFO theorists believe Skyman was a marooned extraterrestrial astronaut whose own craft was somehow damaged or destroyed. They point to the fact Skyman clearly entered the glowing star as proof the object was a spacecraft of some sort. Was he ‘clean and shining bright’ because he wore a silvery pressure suit? Did he request his hosts clean his quarters out of fear of contracting human viruses against which he had no immunity?
Many researchers believe Skyman was no mythological tale, but rather an actual encounter of the first kind between an ancient alien and an entire Ojibwa community. And it was said to have occurred somewhere nearby. Maybe we too should be craning our necks and scanning the skies.
(Andrew Hind, www.orangeville.com)
Questions for Explicit Information
How did the term flying saucer come into the public?
Who first recorded the Skyman story?
What condition did the Skyman set before he would come back with the Ojibwa?
What was the Skyman referring to when he told them “It is coming.”
5. What do modern UFO theorists believe could be a possible explanation of this incident?
Discussion - Answering Questions about Explicit Information
Reading Passage about the Ojibwa natives and the Skyman
Answer the FIVE attached questions on a separate sheet of paper.
Here are a couple of Key Strategies!
Read the questions first!
THEN, read the article.
THEN, re-read the questions.
THEN, answer them.
Refer back to the question sheet as needed. (this is a crucial step)
Here is the article we are using:
Ojibwa tale of a 'Skyman' visitor may have been alien
The modern Unidentified Flying Object (UFO) craze began in the late 1940s, when a wave of people reported seeing strange objects in the skies above America.
Indeed, it was in 1947 the term flying saucer entered the popular consciousness after pilot Kenneth Arnold witnessed several brightly-lit saucer-like objects weaving in and out of distant mountain peaks while he was flying in Washington State.
This wasn’t the first wave of UFO sightings, however. An earlier wave occurred in Britain in 1909, when hundreds of people described flying objects shaped like dirigibles and emitting beams of light carrying out extremely advanced manoeuvres overhead. A decade earlier, throughout 1896 and ’97, there was a rash on similar sightings in the United States.
But these weren’t the first accounts of alien spacecraft on record. Legends of god-like beings coming from the heavens exist in many cultures. Throughout North America, there are numerous caves that date back thousands of years. These paintings figures and objects much like the modern imagery of aliens and flying saucers.
One intriguing legend comes from the First Nations people of central Ontario. Their ‘Skyman’ tale may in fact be one of the earliest alien encounters on record.
According to the story recorded in 1917 by ethnologist Colonel G.E. Laidlaw, 500 years ago there was a large Ojibwa village about 550 native people living somewhere in our region. One day, a pair of them stumbled upon a stranger sitting on the grass in a field. This figure, a male, was notably “clean and shining bright.”
The natives approached the stranger and asked who he was and how he came to be in the field. “I am not one of you. I do not belong to this land. I dropped down from above,” the stranger explained.
Showing unusual hospitality, the Ojibwa invited him back to their village. The stranger agreed, but on one condition: “Go home and clean the place where I will stay, and when you come back for me, I will go with you for a few days.”
Agreeing, the Ojibwa men went back to their community, told their fellow villagers about their experience, and cleaned the hut where they would house the ‘Skyman.’
The stranger did in fact accompany them to their village, but he was clearly restless. He watched the skies often and told people that in two days something would come and get him to take him back up to the sky.
One afternoon, Skyman looked up and said, “It is coming.” The villagers craned their necks and turned their eyes above and saw something that looked like a bright shining star streak down from the heavens and hover near the ground.
This was the most beautiful thing any of them had ever seen. Skyman entered the shining star and disappeared from view. The shining star then shot back into the sky and faded away. This tale seems to be a description of an encounter with an ‘ancient astronaut,’ as seen in many cultures and popularized by Swiss theorist Erich von Daniken of Chariots of the Gods fame.
Many modern UFO theorists believe Skyman was a marooned extraterrestrial astronaut whose own craft was somehow damaged or destroyed. They point to the fact Skyman clearly entered the glowing star as proof the object was a spacecraft of some sort. Was he ‘clean and shining bright’ because he wore a silvery pressure suit? Did he request his hosts clean his quarters out of fear of contracting human viruses against which he had no immunity?
Many researchers believe Skyman was no mythological tale, but rather an actual encounter of the first kind between an ancient alien and an entire Ojibwa community. And it was said to have occurred somewhere nearby. Maybe we too should be craning our necks and scanning the skies.
(Andrew Hind, www.orangeville.com)
Questions for Explicit Information
How did the term flying saucer come into the public?
Who first recorded the Skyman story?
What condition did the Skyman set before he would come back with the Ojibwa?
What was the Skyman referring to when he told them “It is coming.”
5. What do modern UFO theorists believe could be a possible explanation of this incident?
Tuesday, October 23, 2012
October 23, 2012
What up today?
Quiet Reading, as always
No journal today
Clean up work - redoing all work from the marked work handed back
New Business:
How do I support my topic sentence?
What actually goes in the body of a paragraph?
Teen and dog business is similar
Body Paragraph - something that proves this correct that comes from the article
First Step - find the proof as a quotation or reference
Second Step - compare what is in the story with what you KNOW
Third Step - you need to jot down the point that PROVES your topic sentence and INCLUDES the reference to the story
I think that the business of marketing stuff to dogs is similar to marketing stuff to teenagers.
Dogs like Jim get birthday parties and in Jim’s case, a cupcake, which he doesn’t need.
Teenagers are also sold things that they don’t need, and so are their parents. Think of the difference between name brands and store brands for clothes. There is no real difference. Teens don’t need high fashion.
Rewrite the above elements into your own paragraph for Q9 on page 5 and resub this in place of the mark that you had there. If your mark was good, then it will be a BONUS mark.
Quiet Reading, as always
No journal today
Clean up work - redoing all work from the marked work handed back
New Business:
How do I support my topic sentence?
What actually goes in the body of a paragraph?
Teen and dog business is similar
Body Paragraph - something that proves this correct that comes from the article
First Step - find the proof as a quotation or reference
Second Step - compare what is in the story with what you KNOW
Third Step - you need to jot down the point that PROVES your topic sentence and INCLUDES the reference to the story
I think that the business of marketing stuff to dogs is similar to marketing stuff to teenagers.
Dogs like Jim get birthday parties and in Jim’s case, a cupcake, which he doesn’t need.
Teenagers are also sold things that they don’t need, and so are their parents. Think of the difference between name brands and store brands for clothes. There is no real difference. Teens don’t need high fashion.
Rewrite the above elements into your own paragraph for Q9 on page 5 and resub this in place of the mark that you had there. If your mark was good, then it will be a BONUS mark.
Thursday, October 18, 2012
October 18, 2012
Immediately transition in READING.
QUIET READING.
Journal #14
How important is fitness to you? (fitness = health, not abs and such)
What do you do to stay or to get fit?
If not, why not?
Reading Skill # 1 - Reading for Explicit information
reading for the obvious information that is IN the source material
example - answers from the short article or story - who did what?
REFER BACK TO THE STORY
SKIMMING AND SCANNING - if you read the questions FIRST, then you can skim and scan for those key words
QUIET READING.
Journal #14
How important is fitness to you? (fitness = health, not abs and such)
What do you do to stay or to get fit?
If not, why not?
Reading Skill # 1 - Reading for Explicit information
reading for the obvious information that is IN the source material
example - answers from the short article or story - who did what?
REFER BACK TO THE STORY
SKIMMING AND SCANNING - if you read the questions FIRST, then you can skim and scan for those key words
Wednesday, October 17, 2012
October 17, 2012
Quiet Reading, as always, thanks.
Journal #14 - Have you ever experience bullying?
What happened? What did you do? What did you feel about it?
Have you ever been on the other side of it? Explain that too.
Your Paragraphs are Suffering:
Here are the Fixes
Decide on the topic - the entire paragraph MUST be on that topic
KISS is the best band in the world - >
Your topic sentence MUST give that topic and that theme for the whole paragraph - EVERY SENTENCE AFTER WILL BE ABOUT THAT
Your body sentence will all be reasons why, or examples why, or telling why the topic sentence IS.
Your body sentences MUST have examples or explanations - you need specifics.
The pattern is this X is the topic sentence and now Y, Z, Z1 are the proofs.
You need to conclude this paragraph by RESTATING YOUR TOPIC.
Topic
Proof 1
Proof 2
Proof 3
Conclusion
Journal #14 - Have you ever experience bullying?
What happened? What did you do? What did you feel about it?
Have you ever been on the other side of it? Explain that too.
Your Paragraphs are Suffering:
Here are the Fixes
Decide on the topic - the entire paragraph MUST be on that topic
KISS is the best band in the world - >
Your topic sentence MUST give that topic and that theme for the whole paragraph - EVERY SENTENCE AFTER WILL BE ABOUT THAT
Your body sentence will all be reasons why, or examples why, or telling why the topic sentence IS.
Your body sentences MUST have examples or explanations - you need specifics.
The pattern is this X is the topic sentence and now Y, Z, Z1 are the proofs.
You need to conclude this paragraph by RESTATING YOUR TOPIC.
Topic
Proof 1
Proof 2
Proof 3
Conclusion
Thursday, October 11, 2012
October 11, 2012
Journal #12
What is your opinion of the Texas school district’s plan to RFID-tag students in high school to track them and know where they are at all times. Further, students who refuse to be tracked will lose rights and privileges.
How would you respond to this kind of situation? What would you do about it?
Step 3 - Musician Presentation Project - ENG2P
If you have this sheet, it means you have completed Steps 1 and 2.
And now, you have earned your way into Step 3, which is going into a little more detail on the artist that you like.
And yes, this is a BIG chunk of work.
A Short Series of Questions about the Artist You Like
For the following questions, I am asking you to go to THREE different sources of information. The most obvious would be three web sites, but if you want to use books or magazines (I have a lot of Rolling Stone magazines in the back of my room).
List the THREE sources that you used for your research.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Describe the early career of this artist. How did he/she/they get his/her/their start? Do this on a separate sheet of paper in a good paragraph style.
What do you think made this artist/band stand out from the rest? Getting famous usually takes luck, talent and something that people call X FACTOR. (thus the title of that show Simon Cowell does...)
Thinking about that, what X FACTOR could your performer have? Think about what might make your artist/band special and explain in yet ANOTHER paragraph on that same separate sheet of paper.
Give the discography of your artist/band. List the major releases. For each one that you know, give a little rating scale so I can learn which one is your favourite.
List the FIVE best songs by this artist/band in order from 1-5.
b) List THREE songs you don’t like by this artist/band and give a short, one-sentence reason why you don’t like each of these songs.
One you’ve finished this, submit your material and move on to Step 4, which will be much more fun (and have a LOT less writing).
What is your opinion of the Texas school district’s plan to RFID-tag students in high school to track them and know where they are at all times. Further, students who refuse to be tracked will lose rights and privileges.
How would you respond to this kind of situation? What would you do about it?
Step 3 - Musician Presentation Project - ENG2P
If you have this sheet, it means you have completed Steps 1 and 2.
And now, you have earned your way into Step 3, which is going into a little more detail on the artist that you like.
And yes, this is a BIG chunk of work.
A Short Series of Questions about the Artist You Like
For the following questions, I am asking you to go to THREE different sources of information. The most obvious would be three web sites, but if you want to use books or magazines (I have a lot of Rolling Stone magazines in the back of my room).
List the THREE sources that you used for your research.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Describe the early career of this artist. How did he/she/they get his/her/their start? Do this on a separate sheet of paper in a good paragraph style.
What do you think made this artist/band stand out from the rest? Getting famous usually takes luck, talent and something that people call X FACTOR. (thus the title of that show Simon Cowell does...)
Thinking about that, what X FACTOR could your performer have? Think about what might make your artist/band special and explain in yet ANOTHER paragraph on that same separate sheet of paper.
Give the discography of your artist/band. List the major releases. For each one that you know, give a little rating scale so I can learn which one is your favourite.
List the FIVE best songs by this artist/band in order from 1-5.
b) List THREE songs you don’t like by this artist/band and give a short, one-sentence reason why you don’t like each of these songs.
One you’ve finished this, submit your material and move on to Step 4, which will be much more fun (and have a LOT less writing).
Wednesday, October 10, 2012
October 9, 2012
Journal #11 - How would you explain to an alien how to make a peanut butter and jelly sandwich?
Work on finishing Step 1 of the Musician Presentation
THEN:
ENG2P - Musician Presentation Project
STEP 2
Hi. If you made it this far, it means you have finished Step 1. Congratulations!
This step is not very hard. All we need you to for this one is explain WHY you chose the performer you chose.
Think about correct paragraph structure, spelling and grammar.
You need to BACK UP and SUPPORT your opinion statements with reasons in order to do a good job on this.
Give me a good copy explaining your choice and then you can move on to Step 3.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Work on finishing Step 1 of the Musician Presentation
THEN:
ENG2P - Musician Presentation Project
STEP 2
Hi. If you made it this far, it means you have finished Step 1. Congratulations!
This step is not very hard. All we need you to for this one is explain WHY you chose the performer you chose.
Think about correct paragraph structure, spelling and grammar.
You need to BACK UP and SUPPORT your opinion statements with reasons in order to do a good job on this.
Give me a good copy explaining your choice and then you can move on to Step 3.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Wednesday, October 3, 2012
October 3, 2012
ENG2P - Who is Your Favourite Music Artist? October 3, 2012
You are going to make a presentation on a musical performer or band that you like.
For this project, you are going to need to use some presentation software like Keynote on the iPads or iMacs, Prezi online, OpenOffice or PowerPoint on the PC.
You will need to learn for yourself how to use these software tools, using Google, trial and error and working with those around you.
Your teacher will help you when necessary, but part of the assignment is grappling with these problems on your own and learning how to solve them.
The purpose of this project is to convince an audience (your teacher) that the artist (living or dead) you’ve chosen is worthy of their attention.
You can word it like this: “Mr. Lobb/McClinchy, you should be listening to _____.”
The rest of your project will basically be showing many reasons why.
Another key to this project is PROPER SPELLING and PARAGRAPH structure.
There will be TEN steps to this assignment/project.
Each time you have completed one step, you will be given the next step.
Step 1 is below.
Step 1
Do some initial brainstorming on THREE music artists that you think are important.
Write down FIVE reasons why for each artist in some graphic organizer format.
From that list, choose ONE artist.
Once you have your artist, you need to complete a short biography of that band/performer/etc.
A good biography would have some general background, life story info, discussion about the key changes in that artist’s life and career, something about their history in music, what genre or type of music they make, and so on.
Write out the response to Step 1 in good clear paragraphs, one paragraph to each new element of information.
You should have this step done in a few days.
You are going to make a presentation on a musical performer or band that you like.
For this project, you are going to need to use some presentation software like Keynote on the iPads or iMacs, Prezi online, OpenOffice or PowerPoint on the PC.
You will need to learn for yourself how to use these software tools, using Google, trial and error and working with those around you.
Your teacher will help you when necessary, but part of the assignment is grappling with these problems on your own and learning how to solve them.
The purpose of this project is to convince an audience (your teacher) that the artist (living or dead) you’ve chosen is worthy of their attention.
You can word it like this: “Mr. Lobb/McClinchy, you should be listening to _____.”
The rest of your project will basically be showing many reasons why.
Another key to this project is PROPER SPELLING and PARAGRAPH structure.
There will be TEN steps to this assignment/project.
Each time you have completed one step, you will be given the next step.
Step 1 is below.
Step 1
Do some initial brainstorming on THREE music artists that you think are important.
Write down FIVE reasons why for each artist in some graphic organizer format.
From that list, choose ONE artist.
Once you have your artist, you need to complete a short biography of that band/performer/etc.
A good biography would have some general background, life story info, discussion about the key changes in that artist’s life and career, something about their history in music, what genre or type of music they make, and so on.
Write out the response to Step 1 in good clear paragraphs, one paragraph to each new element of information.
You should have this step done in a few days.
October 3, 2012
IN PAIRS
You will be tasked with a presentation that combines music, images AND information.
You will do a brief profile on a genre of music.
You will choose one band/singer from that genre and you will give an overview of that artist and his/her career. (hint - dead, old people have more info on them)
You will review one song in some depth - decide why or why not this is good? Remember all the parts - we only did four. (corresponds to instruments)
You will then compare that GOOD song with a poor song by the same band - try to explain what is wrong here.
Recommend (and quickly explain why they are similar) a few similar bands in the same genre that you think might be good.
Maybe choose an artist you don’t know yet, or that fits into a genre you don’t know.
egs
Miles Davis (jazz)
James Brown (soul)
Elvis (first white rocker)
Little Richard (influenced Elvis)
Johnny Cash (he was a cross over hit)
The Beatles (they were the most important band ever)
Madonna (key 80s pop and use of video and image)
David Bowie (genius, strange music, image)
Velvet Underground (super influential, never got famous)
Frank Sinatra (huge in the 40s-70s)
You will be tasked with a presentation that combines music, images AND information.
You will do a brief profile on a genre of music.
You will choose one band/singer from that genre and you will give an overview of that artist and his/her career. (hint - dead, old people have more info on them)
You will review one song in some depth - decide why or why not this is good? Remember all the parts - we only did four. (corresponds to instruments)
You will then compare that GOOD song with a poor song by the same band - try to explain what is wrong here.
Recommend (and quickly explain why they are similar) a few similar bands in the same genre that you think might be good.
Maybe choose an artist you don’t know yet, or that fits into a genre you don’t know.
egs
Miles Davis (jazz)
James Brown (soul)
Elvis (first white rocker)
Little Richard (influenced Elvis)
Johnny Cash (he was a cross over hit)
The Beatles (they were the most important band ever)
Madonna (key 80s pop and use of video and image)
David Bowie (genius, strange music, image)
Velvet Underground (super influential, never got famous)
Frank Sinatra (huge in the 40s-70s)
Tuesday, October 2, 2012
October 2, 2012
Journal Catch up - we’ve done TEN, which means it will soon be time to check them (this week!), so you need to make sure that you have all ten complete.
Take some time right now to make sure that you have and also to make sure that you have them in a form that I can read.
Journal #10 - What would you do if you suddenly had three million dollars?
Journal #9 - What would I do with a complete day off?
Journal #8 - What makes you happy? When have you ever had buyer’s letdown?
Journal #7 - What would do in the case of a zombie apocalypse? Don’t just list weapons and violent acts! Plan a real, long-term response.
Journal #6 - Deportation of the Iranian woman - What do you think your country should do?
Journal #5 - What is the worst thing you’ve ever eaten - descriptive paragraph
Journal #4 - What do you plan to be doing in 10 years? Details!
Journal #3 - What is your worst fear? How do you beat it or manage it?
Journal #2 - If you could be any character in a novel, movie, TV show or story, who would it be and why?
Journal #1 - What book did you choose? Why did you choose it? What attracted you?
Take some time right now to make sure that you have and also to make sure that you have them in a form that I can read.
Journal #10 - What would you do if you suddenly had three million dollars?
Journal #9 - What would I do with a complete day off?
Journal #8 - What makes you happy? When have you ever had buyer’s letdown?
Journal #7 - What would do in the case of a zombie apocalypse? Don’t just list weapons and violent acts! Plan a real, long-term response.
Journal #6 - Deportation of the Iranian woman - What do you think your country should do?
Journal #5 - What is the worst thing you’ve ever eaten - descriptive paragraph
Journal #4 - What do you plan to be doing in 10 years? Details!
Journal #3 - What is your worst fear? How do you beat it or manage it?
Journal #2 - If you could be any character in a novel, movie, TV show or story, who would it be and why?
Journal #1 - What book did you choose? Why did you choose it? What attracted you?
Monday, September 24, 2012
Friday September 21, 2012
Reading as per usual. QUIET reading, thank you very much.
Journal #7
What would you do if there was a zombie apocalypse?
Remember, this is NOT a video game! This is real.
What would you do? How would you prepare for REAL LIFE?
What would you pack, where would you go, what would you do?
Lesson on Linking Words
a good way to fortify your writing (make it stronger) and make it flow
some linking words are used to START a paragraph
some are used to join ideas in paragraphs
some are used to show time or sequence
some are used to show addition -
Make up a sentence like the examples we just used (that is actually made up of TWO sentences that are linked) and use the following terms, ONE in each sentence.
for example
furthermore
nevertheless
meanwhile
5. however
Journal #7
What would you do if there was a zombie apocalypse?
Remember, this is NOT a video game! This is real.
What would you do? How would you prepare for REAL LIFE?
What would you pack, where would you go, what would you do?
Lesson on Linking Words
a good way to fortify your writing (make it stronger) and make it flow
some linking words are used to START a paragraph
some are used to join ideas in paragraphs
some are used to show time or sequence
some are used to show addition -
Make up a sentence like the examples we just used (that is actually made up of TWO sentences that are linked) and use the following terms, ONE in each sentence.
for example
furthermore
nevertheless
meanwhile
5. however
Thursday, September 20, 2012
September 20, 2012
Silent Reading as always - get your book, or iBooks (or a magazine if nothing else)
Journal #6 - DEPORTATION
What do you think Canada should do about this Iranian who is about to be deported, and then she will be killed for adultery.
What is your personal response to this situation?
Take up the work from yesterday
Rewrite work from yesterday and achieve a minimum of 3+.
Next sheet on transitions (linking words).
Journal #6 - DEPORTATION
What do you think Canada should do about this Iranian who is about to be deported, and then she will be killed for adultery.
What is your personal response to this situation?
Take up the work from yesterday
Rewrite work from yesterday and achieve a minimum of 3+.
Next sheet on transitions (linking words).
Tuesday, September 18, 2012
September 18, 2012
ENG2P
We know we start with QUIET READING.
Then we move on to a journal, or some lesson or assignment.
Then we go on to our working time.
Then we go on to catching up as needed.
Then we wait for the bell, in our chairs. Not at the door.
Journal #4
What do you hope to be doing (as a job) in ten years?
Why do you hope to be doing that? What are the attractions to that job/position/occupation?
Adjectives and Adverbs
What is the part of speech that describes a NOUN? - ADJECTIVE
London is large. “large” is the adjective - it describes (modifies) the noun London
What is the part of speech that describes a VERB? - ADVERB
Johnny drove to London recklessly. An adverb answers the question HOW?
The dog barked loudly. Loudly is the adverb
The cat ran quickly. Quickly is the adverb (not fast - fast is an adjective)
We know we start with QUIET READING.
Then we move on to a journal, or some lesson or assignment.
Then we go on to our working time.
Then we go on to catching up as needed.
Then we wait for the bell, in our chairs. Not at the door.
Journal #4
What do you hope to be doing (as a job) in ten years?
Why do you hope to be doing that? What are the attractions to that job/position/occupation?
Adjectives and Adverbs
What is the part of speech that describes a NOUN? - ADJECTIVE
London is large. “large” is the adjective - it describes (modifies) the noun London
What is the part of speech that describes a VERB? - ADVERB
Johnny drove to London recklessly. An adverb answers the question HOW?
The dog barked loudly. Loudly is the adverb
The cat ran quickly. Quickly is the adverb (not fast - fast is an adjective)
Adjective or Adverb?
Adjectives describe nouns. Adverbs describe verbs.
The yellow basket was full of toys.
The word yellow describes the basket.
Since basket is a noun, the word yellow is an adjective.
She quickly typed an e-mail.
The word quickly describes how she typed.
Since typed is a verb, the word quickly is an adverb.
The yellow basket was full of toys.
The word yellow describes the basket.
Since basket is a noun, the word yellow is an adjective.
She quickly typed an e-mail.
The word quickly describes how she typed.
Since typed is a verb, the word quickly is an adverb.
Directions: Circle the correct words in parenthesis below.
1. The fat duck ate a fish.
The word fat describes ( the duck / the fish ). Duck is a ( noun / verb ).
Fat is an ( adjective / adverb ).
2. The boy yells louder than anyone else.
The word louder describes ( how the boy yells / the boy ).
The word yells is a ( noun / verb ).
Louder is an ( adjective / adverb ).
1. The fat duck ate a fish.
The word fat describes ( the duck / the fish ). Duck is a ( noun / verb ).
Fat is an ( adjective / adverb ).
2. The boy yells louder than anyone else.
The word louder describes ( how the boy yells / the boy ).
The word yells is a ( noun / verb ).
Louder is an ( adjective / adverb ).
3. We ate the hot soup.
The word hot describes (the soup / how we ate the soup ). The word soup is a ( noun / verb ).
Hot is an ( adjective / adverb ).
4. Grandpa walked slowly to the garage.
The word slowly describes (grandpa / how grandpa walked ). The word walked is a ( noun / verb ).
Slowly is an ( adjective / adverb ).
5. Marla patiently waited her turn.
The word patiently describes (how Marla waited / Marla ). The word waited is a ( noun / verb ).
Patiently is an ( adjective / adverb ).
The word hot describes (the soup / how we ate the soup ). The word soup is a ( noun / verb ).
Hot is an ( adjective / adverb ).
4. Grandpa walked slowly to the garage.
The word slowly describes (grandpa / how grandpa walked ). The word walked is a ( noun / verb ).
Slowly is an ( adjective / adverb ).
5. Marla patiently waited her turn.
The word patiently describes (how Marla waited / Marla ). The word waited is a ( noun / verb ).
Patiently is an ( adjective / adverb ).
Monday, September 17, 2012
September 17, 2012
Today's journal is as follows:
Journal #3
What fear(s) do you have? How do they affect you?
Think of an invention or a strategy or something you could do that would help alleviate your fear(s).
Sentence Structure!
We need to start every sentence with a capital. Every time!
Every sentence needs to end with the proper punctuation as well.
If you refer to yourself, you need a capital “I” - never “i”
Any proper name of a person or place also begins with a capital. eg Mr. Lobb, Toronto, Canada, not Mr. lobb, toronto and canada
Every sentence needs to have a subject and predicate. It sounds complex, but it’s not.
The subject is the person, place or thing that is DOING SOMETHING.
The predicate is the verb phrase or ACTION THAT IS BEING DONE.
eg. The cat walked down the road. (bolded = subject)
Can you say “The cat walked down the road, he was awesome.”
NO! This is TWO SEPARATE IDEAS and should be two separate sentences.
A conjunction could join two separate ideas together into one sentence
As above - The cat walked down the road BECAUSE he was awesome.
Journal #3
What fear(s) do you have? How do they affect you?
Think of an invention or a strategy or something you could do that would help alleviate your fear(s).
Sentence Structure!
We need to start every sentence with a capital. Every time!
Every sentence needs to end with the proper punctuation as well.
If you refer to yourself, you need a capital “I” - never “i”
Any proper name of a person or place also begins with a capital. eg Mr. Lobb, Toronto, Canada, not Mr. lobb, toronto and canada
Every sentence needs to have a subject and predicate. It sounds complex, but it’s not.
The subject is the person, place or thing that is DOING SOMETHING.
The predicate is the verb phrase or ACTION THAT IS BEING DONE.
eg. The cat walked down the road. (bolded = subject)
Can you say “The cat walked down the road, he was awesome.”
NO! This is TWO SEPARATE IDEAS and should be two separate sentences.
A conjunction could join two separate ideas together into one sentence
As above - The cat walked down the road BECAUSE he was awesome.
Thursday, September 13, 2012
Journal Writing - September 13, 2012
Journal Writing
You will be required to keep a journal (and record it in your blog) as part of this course.
Journals are useful because they can help you to:
• see how your skills and knowledge have increased during the course;
• let you write about concerns that are of personal interest;
• express personal thoughts and feelings;
• gather together information or material that you could use on another assignment.
Reflective writing is done after you have had time to think about the plications of your experience in relation to the ideas and theories you are studying.
Some of the following questions may help you with this writing:
• What elements seemed most memorable or important to me?
• How did I respond, and why?
• What was I thinking and feeling at the time about the experience, event or issue?
• What do I think and feel now about what happened? Why?
• What did I learn?
• What insights did I gain?
• How or why was this significant for me?
• What aspects of my practice or learning do I want to focus on?
• How can I apply what I have learned to my life or future career?
In general, a good journal should be AT LEAST two paragraphs in length, and those paragraphs should be about five (5) lines long each.
The idea is to think out loud in writing and consider possibilities.
There is no worry about right or wrong answers. There is, however a right (or wrong) way to do this kind of writing.
Today we begin with Journal #1 -
Why did you choose the book you chose in the library? Be specific.
You’ve read a little bit of it. Is it appealing yet? Why or why not?
Most writers start their books with a “hook” - which is some scene or moment or some question or idea that “hooks” the reader in. Did you find a hook yet in your book?
What is the best book you’ve ever read? Why is it?
If you have never read a whole book in your life, explain why.
Monday, September 10, 2012
Opinion Paragraph - September 10, 2012
Outline for a Formal Paragraph
Main Idea: _____________________________________________________________
Supporting Evidence: what points will you use to support the main idea?
Concluding Sentence: ______________________________________________________________________
For Your Written Copy Remember:
Main Idea: _____________________________________________________________
Supporting Evidence: what points will you use to support the main idea?
-
i) ___________________________________________________________
___________________________________________________________
-
ii) ___________________________________________________________ ___________________________________________________________
-
iii) ___________________________________________________________ ___________________________________________________________
Concluding Sentence: ______________________________________________________________________
For Your Written Copy Remember:
- Use transitions to move smoothly from one point to the next (then, next, similarly, etc.)
- Practice word variety (look up a word in a thesaurus and choose another way to say the same idea). This is particularly helpful when you are rewriting the main idea in the concluding sentence
- Check all topic sentences and concluding sentences
- Write in third person not first person (avoid I, me, my, we, I think, In my opinion)
- Write in the present tense and do so consistently
- Points in paragraph must support the topic of the paragraph
- Each paragraph must support the topic of the paragraph
- Make sure you have three relevant points in each paragraph
KEY - Write in Standard Canadian English
No contractions
No slang or texting short forms Employ proper spelling and grammar
Use Canadian spellings of words
The example we used in class as a main idea is this: Bigfoot is real.
The three areas of supporting evidence we used are:
i) physical evidence
ii) eyewitness testimony
iii) legends and folklore
Note: After you write your paragraph, exchange it with another student and check each other's work. Be sure to write your name and "Checked By" on the paragraph that you read.
No contractions
No slang or texting short forms Employ proper spelling and grammar
Use Canadian spellings of words
The example we used in class as a main idea is this: Bigfoot is real.
The three areas of supporting evidence we used are:
i) physical evidence
ii) eyewitness testimony
iii) legends and folklore
Note: After you write your paragraph, exchange it with another student and check each other's work. Be sure to write your name and "Checked By" on the paragraph that you read.
Thursday, September 6, 2012
Blogging - September 6, 2012
What are we doing?
T-chart on likes and dislikes (try to get at least 10)
Rough outline of your blog post - what sections will you talk about?
ie - sports, hobbies, movies, bands, etc maybe all be different sections of your blog post
Get some clips, videos, pics, whatever you need for the blog post
Using your rough outline, write your post.
Paragraph 1 - general info about me
Paragraph 2 - likes and why
Paragraph 3 - dislikes and why
Paragraph 4 - what about me as a student? favourite subject, strengths and weaknesses, least favourite, how you’ve done in the past, how you’ll do this year, etc.
1. Quick Discussion - short articles, magazine or otherwise
Work on the blog post you started yesterday.
Get on an iPad or computer ONLY AFTER you’ve written out a rough version of your blog post in the paragraphs we described yesterday
Collect images and/or videos that will help spice up your blog post.
Write that blog post and include the added material you collected.
T-chart on likes and dislikes (try to get at least 10)
Rough outline of your blog post - what sections will you talk about?
ie - sports, hobbies, movies, bands, etc maybe all be different sections of your blog post
Get some clips, videos, pics, whatever you need for the blog post
Using your rough outline, write your post.
Paragraph 1 - general info about me
Paragraph 2 - likes and why
Paragraph 3 - dislikes and why
Paragraph 4 - what about me as a student? favourite subject, strengths and weaknesses, least favourite, how you’ve done in the past, how you’ll do this year, etc.
1. Quick Discussion - short articles, magazine or otherwise
Work on the blog post you started yesterday.
Get on an iPad or computer ONLY AFTER you’ve written out a rough version of your blog post in the paragraphs we described yesterday
Collect images and/or videos that will help spice up your blog post.
Write that blog post and include the added material you collected.
Wednesday, September 5, 2012
Make a Blog! September 5, 2012
Okay, time for your first assignment.
Fun!
You need a Gmail address.
You to go to Blogger and make your free blog.
You need to send an email to your teacher.
Mr. Lobb - thelabcoatguy@gmail.com Mr. McClinchey - joshuamcclinchey@gmail.com
You need to send us an invitation to view your blog, which will be private.
This website HERE has some very clear instructions how to make your blog available only to people you invite.
By the way, you also need to send us an email so we each have all our classes’ email addresses.
Assignment 1 - Blog about Yourself
In this first assignment for the course, give us a chance to get to know you!
To do that in the best way possible, consider including at least some of the following in your self-introduction:
Fun!
You need a Gmail address.
You to go to Blogger and make your free blog.
You need to send an email to your teacher.
Mr. Lobb - thelabcoatguy@gmail.com Mr. McClinchey - joshuamcclinchey@gmail.com
You need to send us an invitation to view your blog, which will be private.
This website HERE has some very clear instructions how to make your blog available only to people you invite.
By the way, you also need to send us an email so we each have all our classes’ email addresses.
Assignment 1 - Blog about Yourself
In this first assignment for the course, give us a chance to get to know you!
To do that in the best way possible, consider including at least some of the following in your self-introduction:
-
the month and/or year you were born
-
what you like most and least about school
-
what kind of a student you (strengths and weaknesses)
-
other subjects you are taking this year
-
what mark you expect to get in ENG2P and why
-
your favourite subject
-
what you think you would like to do when you finish high school
-
your favourite hobbies and pastimes
-
your favourite band/singer/song
-
anything else you would like to shareHave some fun with this assignment!
Be sure to use clipart, graphics, colours, animation, Youtube video links or any other multimedia you can think of to make your personal profile more appealing and engaging.Look around at some other All About Me blogs and see what you think of them.
Tuesday, September 4, 2012
Course Information - September 4, 2012
Course Description
Course Description | Syllabus | Assessment | Achievement Chart | Course Materials | General Policies |
|
English: ENG2P
Grade 10, AppliedThis course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course.
Prerequisite: English, Grade 9, Applied
Credit Value: 1
Required Text: none
ENG2P: English, Grade 10, Applied
30% of the student's final grade will be based on the Culminating
Evaluation and a final examination. The process for this will begin in
unit four and will be submitted during unit five.
70% of the student's final grade is based on the summative assignments completed during the course.
Rubrics for each summative task, based on the achievement charts for English, are found on the assignment pages for each activity. Other assignments are diagnostic or formative in nature and should receive teacher feedback. Completion of formative tasks are also to be considered when assessing learning skills.
Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Progress will be monitored on an on-going basis using a variety of assessment tools, including written work, quizzes, oral presentations, teacher-student communication, discussion boards and chat rooms.
As required by the Ministry of Education, students will be assessed in four areas as follows:
The following Learning Skills and Work Habits rubric will be used by teachers to assess Learning Skills and Work Habits.
Course Information
Assessment
70% of the student's final grade is based on the summative assignments completed during the course.
Rubrics for each summative task, based on the achievement charts for English, are found on the assignment pages for each activity. Other assignments are diagnostic or formative in nature and should receive teacher feedback. Completion of formative tasks are also to be considered when assessing learning skills.
Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Progress will be monitored on an on-going basis using a variety of assessment tools, including written work, quizzes, oral presentations, teacher-student communication, discussion boards and chat rooms.
As required by the Ministry of Education, students will be assessed in four areas as follows:
Assessment Category
|
Percentage
|
| Knowledge and Understanding |
25%
|
| Thinking |
25%
|
| Communication |
25%
|
| Application |
25%
|
Final Grade
The final grade will be determined as follows (in accordance with Ministry of Education standards):| Term Work Based on evaluations conducted throughout the course. |
70% |
| Summative Evaluation A final evaluation in the form of assignments and an exam. |
30% |
Learning Skills and Work Habits Rubric
The following Learning Skills and Work Habits rubric will be used by teachers to assess Learning Skills and Work Habits.| CRITERIA |
E = EXCELLENT
|
G = GOOD
|
S = SATISFACTORY
|
N = NEEDS IMPROVEMENT
|
|
|---|---|---|---|---|---|
Responsibility
|
Commitment | Highly motivated in fulfilling commitments and responsibilities. |
Fulfills commitments and responsibilities. | Fulfills commitments and responsibilities, but irregularly. |
Rarely fulfills commitments and responsibilities. |
| Completes work |
Homework, class work, assignments are completed consistently, with thoroughness and care. | Homework, class work, assignments are completed consistently. | Homework, class work, assignments are completed frequently. | Homework, class work, assignments are frequently incomplete. | |
| Responsible | Able to manage own behaviour consistently without supervision, as a role model of others. | Able to manage own behaviour consistently without supervision. | Able to manage own behaviour regularly. | Unable to manage own behaviour. | |
Organization
|
Planning & meeting goals |
Plans and meets goals completely and on time. | Plans and frequently meets goals. | Sometimes plans and meets goals. | Infrequently plans and meets goals. |
| Prioritize & time management |
Consistently prioritizes tasks/goals. Effective time management skills. | Able to prioritize tasks/goals. Good time management skills. |
Difficulty in prioritizing tasks/goals. Adequate time management skills. | Unable to prioritize tasks/goals. Weak time management skills. |
|
| Uses resources | Gathers information to complete tasks without support. Always prepares for class and brings required equipment. |
Gathers information to complete tasks with little support. Usually brings required equipment. |
Gathers information to complete tasks with regular support. Sometimes brings required equipment. | Unable to gather information to complete tasks without support. Rarely brings required equipment. | |
Independent Work
|
Independent | Clarifies assignments, meets deadlines, uses resources and seeks assistance as needed. | Usually clarifies assignments, meets deadlines, uses resources and seeks assistance as needed. | Often requires direction in clarifying assignments, meeting deadlines, using resources and seeking assistance. | Needs repeated direction to clarify assignments. Misses deadlines, requires suggestions for resources and invitations for assistance. |
| Uses class time | Consistently uses class time to complete tasks. | Regularly uses class time to complete tasks. | Sometimes uses class time to complete tasks. | Rarely uses class time to complete tasks. | |
| Supervision | Follows instructions effectively and completes assigned tasks with minimal assistance or supervision. | Proceeds willingly and requires only occasional assistance and/or supervision. | Needs some help to get started and works with periodic assistance and/or supervision. | Needs significant encouragement and supervision to begin assigned tasks. | |
Collaboration
|
Flexible | Comfortably accepts roles and share of work in groups consistently. | Willing to accept roles and share of work in groups regularly. | Willing to accept roles and share of work in groups on occasion. | Unwilling to accept roles and share of work in groups. |
| Open-minded | Actively listens to others’ ideas. | Listens attentively to others’ ideas. | Occasionally listens to others’ ideas. | Inconsistently attentive to others’ ideas, except when topics are of personal interest. | |
| Working with others |
Works with a variety of others through conflicts with consensus. | Able to work with conflict while working with others. Able to delegate as well as listen and apply instructions. | Usually able to work through conflict with support. Able to listen and apply instruction regularly. | Works with others reluctantly, or under teacher supervision. Has difficulty listening and applying instructions from peers. | |
| Problem solving |
Works effectively with group to solve problems using information, resources. | Works with group to solve problems using information, resources. | Works with group to solve problems using information, resources with some support. | Difficulty working with group to solve problems and use information, resources. | |
Initiative
|
Use of new ideas |
Motivated to explore thinking beyond classroom ideas/procedures presented. | Extends thinking beyond classroom ideas/ procedures presented. |
Sometimes extends thinking beyond ideas/procedures presented. | Rarely extends thinking beyond ideas/procedures presented. |
| Innovation | Plans new tasks or challenges independently. | Frequently attempts new activities. | Begins activities with some teacher assistance. | Infrequently tries new activities. | |
| Curiosity | Highly curious and interested in all aspects of learning. | Curious and interested in many aspects of learning. | Curious and interested in certain aspects of learning. | Unwilling to ask questions unless topics are of personal interest. | |
| Advocacy | Advocates appropriately for self and others, with great confidence. | Will speak up for the rights of self and others appropriately. | Will speak up for the rights of self and others, but sometimes inappropriately. | Speaks up for self only, and usually inappropriately. | |
Self-regulation
|
Goal setting | Confidently sets own goals and able to monitor progress independently. | Able to set own goals and requires little direction. | Able to set own goals but requires some direction. | Unable to set own goals and work without direction. |
| Self-aware | Reflects honestly on self and seeks assistance when needed, after own attempt. | Reflects honestly on self and often seeks assistance when needed. | Reflects on self when encouraged and sometimes seeks assistance when needed. | Rarely reflects on self and often needs to be encouraged to seek assistance. | |
| Motivation | Highly motivated to meet personal needs and goals for learning. | Often demonstrates adequate motivation to meet personal needs and goals for learning. | Motivation is evident to meet personal needs and goals for learning, but irregular. | Needs assistance to become involved in activities to meet needs and goals for learning. | |
| Perseverance | Highly confident while persevering during class activities. | Generally confident while persevering during class activities. | Will persevere during class activities with little support.. | Little evidence of perseverance during class activities. |
Course Information
Achievement Chart
| Categories | Level 1 (50 -59%) |
Level 2 (60 -69%) |
Level 3 (70 -79%) |
Level 4 (80 -100%) |
|---|---|---|---|---|
| Knowledge and Understanding | Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)The student: | |||
| Knowledge of content (e.g., forms of text, reading and writing strategies, information) | -demonstrates limited knowledge of content | -demonstrates some knowledge of content | -demonstrates considerable knowledge of content | -demonstrates thorough knowledge of content |
| Understanding of content (e.g., concepts; ideas; opinions; relationships among facts, ideas, concepts, themes; uses of literary devices) | -demonstrates limited understanding of content | -demonstrates some understanding of content | -demonstrates considerable understanding of content | -demonstrates thorough understanding of content |
| Thinking/Inquiry | The use of critical and creative thinking skills and/or processes The student: | |||
| Use of planning skills (e.g., focusing research, gathering information, generating ideas, organizing an inquiry) | -uses planning skills with limited effectiveness | -uses planning skills with some effectiveness | -uses planning skills with considerable effectiveness | -uses planning skills with a high degree of effectiveness |
| Use of processing skills (e.g., analysing, integrating, synthesizing, evaluating, forming conclusions) | -uses processing skills with limited effectiveness | -uses processing skills with some effectiveness | -uses processing skills with considerable effectiveness | -uses processing skills with a high degree of effectiveness |
| Use of critical/creative thinking processes (e.g., reading process, writing process, oral discourse, critical/creative analysis, invention, research) | -uses critical/creative thinking processes with limited effectiveness | -uses critical/creative thinking processes with some effectiveness | -uses critical/creative thinking processes with considerable effectiveness | -uses critical/creative thinking processes with a high degree of effectiveness |
| Communication | The conveying of meaning through various forms The student: | |||
| Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms, including media forms | -expresses and organizes ideas and information with limited effectiveness | -expresses and organizes ideas and information with some effectiveness | -expresses and organizes ideas and information with considerable effectiveness | -expresses and organizes ideas and information with a high degree of effectiveness |
| Communication for different audiences and purposes (e.g., to inform, to express an opinion) in oral, visual, and written forms, including media forms | -communicates for different audiences and purposes with limited effectiveness | -communicates for different audiences and purposes with some effectiveness | -communicates for different audiences and purposes with considerable effectiveness | -communicates for different audiences and purposes with a high degree of effectiveness |
| Use of conventions (e.g., grammar, spelling, punctuation, style, usage), vocabulary, and terminology of the discipline in oral, visual, and written forms, including media forms | -uses conventions, vocabulary, and terminology of the discipline with limited effectiveness | -uses conventions, vocabulary, and terminology of the discipline with some effectiveness | -uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness | -uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness |
| Application | The use of knowledge and skills to make connections within and between various contexts The student: | |||
| Application of knowledge and skills (e.g., concepts, strategies, processes) in familiar contexts | -applies knowledge and skills in familiar contexts with limited effectiveness | -applies knowledge and skills in familiar contexts with some effectiveness | -applies knowledge and skills in familiar contexts with considerable effectiveness | -applies knowledge and skills in familiar contexts with a high degree of effectiveness |
| Transfer of knowledge and skills (e.g., concepts, strategies, processes) to new contexts | -transfers knowledge and skills to new contexts with limited effectiveness | -transfers knowledge and skills to new contexts with some effectiveness | -transfers knowledge and skills to new contexts with considerable effectiveness | -transfers knowledge and skills to new contexts with a high degree of effectiveness |
| Making connections within and between various contexts (e.g., within the discipline; between disciplines; between personal experience and the world outside school) | -makes connections within and between various contexts with limited effectiveness | -makes connections within and between various contexts with some effectiveness | -makes connections within and between various contexts with considerable effectiveness | -makes connections within and between various contexts with a high degree of effectiveness |
Subscribe to:
Comments (Atom)