For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings and links to other resources. It should serve as a reminder of what we covered in class and/or of what you missed by being absent physically and/or mentally. Please read the posts and talk with your classmates before stopping me in the hallways to ask me if "we did anything important the other day". Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed work and/or quizzes. You MUST meet all assignment deadlines.)

29 April 2016

G - The one with the constructive feedback on your provincial practise submissions so far.

I gave two points of general feedback re: the original composition:
-  begin with a specific event
-  SHOW don't just tell!

Learners worked in pairs to read, make comments, and edit practise compositions.

We also looked at ways to improve syntax with the extended paragraph response on Atwood's poem from earlier in the week.

HANDOUT: Provincial Exam practise package (PAPER?! IKR?! DO NOT LOSE IT!)

NEXT CLASS: Writing the synthesis essay.

F - final projects, class twenty-three

Writers worked on their final projects.

There are still TWO of you who have to share with me your progress so far... ahem!

NEXT CLASS: final projects, continued (of course!)

28 April 2016

A - The one with Thursday afternoon focussing problems.

Learners shared some reflections about writing the extended paragraph response on the sight poem:
James - "I found that at I was going line by line, writing about what I'm paraphrasing rather than focussing on the main point of my response."
Erielle - "I was taking too many notes and didn't find time to actually start writing."

I spoke briefly about how to approach the original composition portion of the exam, and I shared an exemplar.

Learners used part of the period writing on the prompt: It takes courage to stand alone.

NEXT CLASS: Going over submissions from this week

D - The class with Nhi's emphatic statement of fear because I gave out hard copies of today's writing activity.

HANDOUT: (photocopies... IKR?!) Practice pieces for the provincial

Learners read non-fiction and fiction pieces in order to practise writing a synthesis essay.

NEXT CLASS: Looking at all the practise pieces from this week

C - ...when Christine and Stephanie admitted that they watched the films instead because it would have taken them an entire year to read the novels.

A few more groups presented their work on dystopian fiction.

I used the group explication essays to model how to integrate quotes from poems into the body of the sentences within paragraphs.

Learners worked in groups to try to complete the explication essays.

I gave learners a preview of the Poetry Echo due at the end of May.


27 April 2016

G - The one with the Australian accent.

I went over how to approach writing the narrative essay and pointed out some useful links (they're on the left).

Learners wrote a practice narrative essay on the prompt: It takes courage to stand alone.

REMINDER: Please invite me to collaborate on your composition via

NEXT CLASS: Reviewing sample work, synthesis essay writing...

F - final projects, class twenty-threeF

Learners worked in the Alumni Room today.

Please consider the quantity of your pieces as well as the quality. There are three weeks left - you must have enough of a body of work for a twenty minute presentation.