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

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).

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)

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. 

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 ).

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 ).

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 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.

Opinion Paragraph - September 10, 2012

Outline for a Formal Paragraph 

Main Idea: _____________________________________________________________  

Supporting Evidence: what points will you use to support the main idea?

1. i)  ___________________________________________________________ ___________________________________________________________
   
2. 
   ii)  ___________________________________________________________ ___________________________________________________________
   
3. 
   iii)  ___________________________________________________________ ___________________________________________________________
   

Concluding Sentence: Rewrite the main idea but in a different way. A suggestion for how to do this is to start with what you said at the end of the sentence at the beginning and then finishes with the idea you started with in the “main idea” sentence.

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.

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. 

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:

• 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 share
  
  
  Have 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.

Course Information - September 4, 2012

Course Description

Course Description | Syllabus | Assessment | Achievement Chart | Course Materials | General Policies |

English: ENG2P

Grade 10, Applied

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This 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

Course Information

Assessment

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:

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

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Achievement Chart - English, Grades 9 -12

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