Monday, May 3, 2010
Lit Circle Major Assignments
Forget your lit circle assignments at school? Click here to view the assignments.
Friday, April 23, 2010
April 23 & 26
Read Novel #1, complete quote & summary sheet Due May 3 (students should return first novels as soon as possible after completing to allow other students to sign them out)
Read Novel #2, complete quote & summary sheet Due May 3
Lit Circle Assignment #1: Visual Reflection Due April 29
Lit Circle Assignment #2: Literary Exploration Due May 4
Bonus Assignment Due April 29
In the unlikely event that the printer does not work, please email your completed assignment to jrider@wrsd.ca.
Read Novel #2, complete quote & summary sheet Due May 3
Lit Circle Assignment #1: Visual Reflection Due April 29
Lit Circle Assignment #2: Literary Exploration Due May 4
Bonus Assignment Due April 29
In the unlikely event that the printer does not work, please email your completed assignment to jrider@wrsd.ca.
Wednesday, April 14, 2010
April 14, 2010
Priorities for today's lab time:
1. Type, peer edit, format, print and hand in "Persuasive Writing in Context" assignment (see "Assignment Submission Template" in the blog archive, February). Due Friday, April 16. Hand in if complete.
2. Review "Literature Circle Novel Study Choices" posted below. Follow directions for bidding for a novel of your choice. You will be required to read TWO novels by May 3, 2010, so don't worry if you don't get your preferred novel as your first read.
3. Complete Bonus Assignment, due April 29, 2010. Be sure to type, peer edit, format, print and hand in ALL THREE assignments to recieve a bonus grade. Do your best work to ensure the greatest possible increase in your course average. Reveiw assignment details from class handouts, or by using the links to the right. CAUTION: DO NOT PLAGIARIZE.
4. See Miss Rider for your approved novel choice, check out your assigned lit circle novel from the library, and pick up a copy of your first assignment from Miss Rider. Assignment due April 26, 2010.
Questions? Email jrider@wrsd.ca
1. Type, peer edit, format, print and hand in "Persuasive Writing in Context" assignment (see "Assignment Submission Template" in the blog archive, February). Due Friday, April 16. Hand in if complete.
2. Review "Literature Circle Novel Study Choices" posted below. Follow directions for bidding for a novel of your choice. You will be required to read TWO novels by May 3, 2010, so don't worry if you don't get your preferred novel as your first read.
3. Complete Bonus Assignment, due April 29, 2010. Be sure to type, peer edit, format, print and hand in ALL THREE assignments to recieve a bonus grade. Do your best work to ensure the greatest possible increase in your course average. Reveiw assignment details from class handouts, or by using the links to the right. CAUTION: DO NOT PLAGIARIZE.
4. See Miss Rider for your approved novel choice, check out your assigned lit circle novel from the library, and pick up a copy of your first assignment from Miss Rider. Assignment due April 26, 2010.
Questions? Email jrider@wrsd.ca
Literature Circle Novel Study Choices
Review the four book choices below, then submit your bid for a novel to Miss Rider on a provided Post-It Note as follows:
Name:
1st Choice:
2nd Choice:
3rd Choice:
I will do my best to give you your first novel choice, but please be aware that the four novel groups must have relatively equal numbers of students and I will arrange things accordingly.
Your books will be available for sign out on Thursday in the library during our class time.
Tuesdays with Morrie
By: Mitch Albom
Based on a True Story
Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it.
Tuesdays with Morrie is a magical chronicle of Mitch and Morrie’s time together, through which Mitch shares Morrie's lasting gift with the world.
Fallen Angels
By: Walter Dean Myers
Fiction
Seventeen-year-old Richie Perry has just graduated from high school. There’s no way he can afford college, and the streets are just too hard. So he signs up for the army and gets shipped off to Vietnam. In a battlefield jungle where every move can mean the difference between life and death, he meets Peewee, Lobel, Johnson, and Brunner. They’re all here for different reasons, but now they share a single dream – getting out alive.
Finding Fish
By: Anwone Fisher
A True Story
Antwone Quenton Fisher was raised in institutions from the moment his single mother gave birth to him in prison. As a foster child, he suffered more than a dozen years of emotional abandonment and physical abuse, until he escaped and forged a life on the streets. And just as his life was about to hit rock bottom, Antwone enlisted in the U.S. Navy – a decision that would ultimately save him. There, he became a man and discovered a loving family he never had. Through it all, Antwone refused to allow his spirit to be broken and never gave up his dreams of a better day.
Keeper N Me
By: Richard Wagamese
Fiction
When Garnet Raven was three years old, he was taken from his home on an Ojibway Indian reserve and placed in a series of foster homes. Having reached his mid-teens, he escapes at the first available opportunity, only to find himself cast adrift on the streets of the big city.
Having skirted the urban underbelly once too often by age 20, he finds himself thrown in jail. While there, he gets a surprise letter from his long-forgotten native family.
The sudden communication from his past spurs him to return to the reserve following his release from jail. Deciding to stay awhile, his life is changed completely as he comes to discover his sense of place, and of self. While on the reserve, Garnet is initiated into the ways of the Ojibway--both ancient and modern--by Keeper, a friend of his grandfather, and last fount of history about his people’s ways.
Name:
1st Choice:
2nd Choice:
3rd Choice:
I will do my best to give you your first novel choice, but please be aware that the four novel groups must have relatively equal numbers of students and I will arrange things accordingly.
Your books will be available for sign out on Thursday in the library during our class time.
Tuesdays with MorrieBy: Mitch Albom
Based on a True Story
Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it.
Tuesdays with Morrie is a magical chronicle of Mitch and Morrie’s time together, through which Mitch shares Morrie's lasting gift with the world.
Fallen AngelsBy: Walter Dean Myers
Fiction
Seventeen-year-old Richie Perry has just graduated from high school. There’s no way he can afford college, and the streets are just too hard. So he signs up for the army and gets shipped off to Vietnam. In a battlefield jungle where every move can mean the difference between life and death, he meets Peewee, Lobel, Johnson, and Brunner. They’re all here for different reasons, but now they share a single dream – getting out alive.
Finding FishBy: Anwone Fisher
A True Story
Antwone Quenton Fisher was raised in institutions from the moment his single mother gave birth to him in prison. As a foster child, he suffered more than a dozen years of emotional abandonment and physical abuse, until he escaped and forged a life on the streets. And just as his life was about to hit rock bottom, Antwone enlisted in the U.S. Navy – a decision that would ultimately save him. There, he became a man and discovered a loving family he never had. Through it all, Antwone refused to allow his spirit to be broken and never gave up his dreams of a better day.
Keeper N Me
By: Richard Wagamese
Fiction
When Garnet Raven was three years old, he was taken from his home on an Ojibway Indian reserve and placed in a series of foster homes. Having reached his mid-teens, he escapes at the first available opportunity, only to find himself cast adrift on the streets of the big city.
Having skirted the urban underbelly once too often by age 20, he finds himself thrown in jail. While there, he gets a surprise letter from his long-forgotten native family.
The sudden communication from his past spurs him to return to the reserve following his release from jail. Deciding to stay awhile, his life is changed completely as he comes to discover his sense of place, and of self. While on the reserve, Garnet is initiated into the ways of the Ojibway--both ancient and modern--by Keeper, a friend of his grandfather, and last fount of history about his people’s ways.
Wednesday, March 24, 2010
Spring Break 2010 Assignment
WATCH "Freedom Writers" Film
READ "To Build a Fire" by Jack London
http://infomotions.com/alex2/authors/london-jack/london-to-767/
READ "Death of an Innocent" by Jennifer Browne
http://www.poemhunter.com/poem/death-of-an-innocent/
Answer the following questions in paragraph form (one paragraph per question):
1. In life, is there a difference between one's ideals, and reality?
2. Describe how the authors of "To Build a Fire" and "Death of an Innocent" develop ideas about the difference between ideals and reality.
FIND one other poem or short story that deals with the theme of ideals and/or reality. Bring to class with:
* a brief summary of the text
* brief explanation of the text's development of the theme of ideals and/or reality
* prepare to read your found poem/story aloud to the class, and share your explanation of the theme
* hand in a printed copy of the text and a copy of your explanation
This assignment may be completed in class on Thursday, March 25, and must be submitted by Thursday, April 8, 2010.
READ "To Build a Fire" by Jack London
http://infomotions.com/alex2/authors/london-jack/london-to-767/
READ "Death of an Innocent" by Jennifer Browne
http://www.poemhunter.com/poem/death-of-an-innocent/
Answer the following questions in paragraph form (one paragraph per question):
1. In life, is there a difference between one's ideals, and reality?
2. Describe how the authors of "To Build a Fire" and "Death of an Innocent" develop ideas about the difference between ideals and reality.
FIND one other poem or short story that deals with the theme of ideals and/or reality. Bring to class with:
* a brief summary of the text
* brief explanation of the text's development of the theme of ideals and/or reality
* prepare to read your found poem/story aloud to the class, and share your explanation of the theme
* hand in a printed copy of the text and a copy of your explanation
This assignment may be completed in class on Thursday, March 25, and must be submitted by Thursday, April 8, 2010.
Wednesday, March 10, 2010
Wednesday, February 24, 2010
Heroism Research Guide
Please email your finished powerpoint presentation to jrider@wrsd.ca
Learn Alberta, Online Reference Centre used to access:
Intute (Helping you find the best websites for study and research)
History Study Center
Opposing Viewpoints Research Center
Google Wonder Wheel (how to)
Ensure your reference page is complete and formatted correctly to avoid plagiarism by reviewing the following sites:
MLA Bibliography Guide (also on side bar)
Plagiarism vs. Documentation
Creative Commons (no copyright image search)
Learn Alberta, Online Reference Centre used to access:
Intute (Helping you find the best websites for study and research)
History Study Center
Opposing Viewpoints Research Center
Google Wonder Wheel (how to)
Ensure your reference page is complete and formatted correctly to avoid plagiarism by reviewing the following sites:
MLA Bibliography Guide (also on side bar)
Plagiarism vs. Documentation
Creative Commons (no copyright image search)
Thursday, February 18, 2010
Lit Exploration In Class Essay - "White Squall"
In a literary exploration, basic 5 paragraph essay, please respond to the following question:
What is your opinion about the statement that we become adults only through eduring hardships?
You must
• discuss a character from the film, "White Squall" that you have studied in English Language Arts 30–2. You may choose to discuss more than one character
• ensure that the details you select support your opinion of the idea that we become adults only through enduring hardships
• present your ideas in prose
You should
• reflect upon your own knowledge and/or experience and/or the reading selection provided
• carefully consider your controlling idea or how you will create a strong unifying effect in your response. Organize your discussion so that your ideas are clearly and effectively presented
Review the RUBRIC to ensure knowledge of how you will be marked.
What is your opinion about the statement that we become adults only through eduring hardships?
You must
• discuss a character from the film, "White Squall" that you have studied in English Language Arts 30–2. You may choose to discuss more than one character
• ensure that the details you select support your opinion of the idea that we become adults only through enduring hardships
• present your ideas in prose
You should
• reflect upon your own knowledge and/or experience and/or the reading selection provided
• carefully consider your controlling idea or how you will create a strong unifying effect in your response. Organize your discussion so that your ideas are clearly and effectively presented
Review the RUBRIC to ensure knowledge of how you will be marked.
Friday, February 12, 2010
Wife vs. Bergeron Comparison
Please compare the news article, "Wife who ran over her husband with merc gets 20 years" and the short story, "Harrison Bergeron" using a chart with the following categories:
Text Type
Text Purpose
Structural Features
Language (Writing) Features
Organization Structure
Style
Tone
Voice
Point of View
Bias/Objective
Theme(s)
Text Type
Text Purpose
Structural Features
Language (Writing) Features
Organization Structure
Style
Tone
Voice
Point of View
Bias/Objective
Theme(s)
Thursday, February 11, 2010
Assignment Submission Template
Assignment Submission Template:
• Times New Roman or Calibri
• 12 point font (no bold)
• body text double spaced, indented
• no spaces between paragraphs
• left justified
Heading:
• Title (underlined)
• Your Name (first and last)
• Your class (ie: ELA 30-2)
• Due Date (ie: January 26, 2010)
• Centered
Monday, February 1, 2010
Course Outline
Welcome to English 30-2! This course is designed to encourage you to understand and appreciate literature as well as to enable you to use language competently and confidently. English 30-2 highlights six language arts: reading, writing, speaking, listening, viewing, and representing. You will engage in all six strands as you study texts and create your own texts for a variety of purposes and audiences.
Understanding Your English Language Arts School-Awarded Mark & Diploma Examination Mark
Retrieved from http://education.alberta.ca/media/1101644/03%20ela30-2studentguide09-10.pdf, January 12, 2010.
Expectations
The grade 12 year is exciting and distracting at the same time. Unfortunately, more and more students fail to understand the academic importance of this year until it is too late to salvage their grades, and therefore return for the infamous “upgrading.” However, most students who return for upgrading do not raise their grades significantly. So do your best the first time around! Here are some guidelines for our class:
• Please be proactive if you are having problems. Visit our class website or make an appointment for individualized help as necessary.
• Absences & Lates: You may miss an assignment, quiz or exam and will not be able to retake it without a parent note.
• Work Habits: Do your best, pay attention in class, and take notes. Students who fail to complete assignments will be warned and parents will be notified. Late assignments will not be accepted for full marks. Late marks may be given at my discretion.
• Work Quality: All submitted work must meet the requirements of the assignment in both content and format. Work may not be evaluated if it does not exhibit proper requirements and quality.
• Don’t waste energy on the “I’m never going to use this, so why do I have to do it” argument. The course is a requirement for graduation, so save the energy and do the work!
Year at a Glance
Unit I Rebels and Non-Conformists (3 weeks)
In this unit we will be covering the elements of a short story and poetry. Basic note-taking skills, outlines, and writing from an outline will be taught. The writing at this point is prescriptive. The five-paragraph essay will be covered. In an effort to prepare for the Diploma exam, students will be doing readings and multiple-choice questions.
Unit II Survival (2 weeks)
During this unit we will be studying communication through pictures and video. We will be concentrating on how to respond in writing when given a picture. Students will demonstrate the effective use of a controlling idea while further developing their "voice".
Unit III Adversity/ Man’s Inhumanity (3 weeks)
We will be studying a short novel. There will be an oral component to this unit. The writing aspect will address applying questions to specific literature with insight into character choices and motives. This will help ready students for the personal response portion of the Diploma exam.
Unit IV War Literature (3 weeks)
During this unit we will be reading a selection of non-fiction prose that will include essays, memoirs, poems, and articles. The writing portion will concentrate on the business letter and speech writing one of which will appear on the diploma examination.
Unit V Different Worlds (4 weeks)
We will be studying a novel to gain greater understanding into how a longer work is constructed. We will also study the author and the context of the story. Writing will concentrate on critical responses in preparation for the diploma examination.
Unit VI Heroes (3 weeks)
During this unit we will focus on oral reading and presentation skills. The writing portion of this unit will focus on improving student communication through personal responses and literary exploration essays. In addition to this literature unit, students are also working on separate vocabulary and proofreading units.
Unit VII The Road Ahead (1 week)
Diploma Exam Preparation
Understanding Your English Language Arts School-Awarded Mark & Diploma Examination Mark
Expectations
The grade 12 year is exciting and distracting at the same time. Unfortunately, more and more students fail to understand the academic importance of this year until it is too late to salvage their grades, and therefore return for the infamous “upgrading.” However, most students who return for upgrading do not raise their grades significantly. So do your best the first time around! Here are some guidelines for our class:
• Please be proactive if you are having problems. Visit our class website or make an appointment for individualized help as necessary.
• Absences & Lates: You may miss an assignment, quiz or exam and will not be able to retake it without a parent note.
• Work Habits: Do your best, pay attention in class, and take notes. Students who fail to complete assignments will be warned and parents will be notified. Late assignments will not be accepted for full marks. Late marks may be given at my discretion.
• Work Quality: All submitted work must meet the requirements of the assignment in both content and format. Work may not be evaluated if it does not exhibit proper requirements and quality.
• Don’t waste energy on the “I’m never going to use this, so why do I have to do it” argument. The course is a requirement for graduation, so save the energy and do the work!
Year at a Glance
Unit I Rebels and Non-Conformists (3 weeks)
In this unit we will be covering the elements of a short story and poetry. Basic note-taking skills, outlines, and writing from an outline will be taught. The writing at this point is prescriptive. The five-paragraph essay will be covered. In an effort to prepare for the Diploma exam, students will be doing readings and multiple-choice questions.
Unit II Survival (2 weeks)
During this unit we will be studying communication through pictures and video. We will be concentrating on how to respond in writing when given a picture. Students will demonstrate the effective use of a controlling idea while further developing their "voice".
Unit III Adversity/ Man’s Inhumanity (3 weeks)
We will be studying a short novel. There will be an oral component to this unit. The writing aspect will address applying questions to specific literature with insight into character choices and motives. This will help ready students for the personal response portion of the Diploma exam.
Unit IV War Literature (3 weeks)
During this unit we will be reading a selection of non-fiction prose that will include essays, memoirs, poems, and articles. The writing portion will concentrate on the business letter and speech writing one of which will appear on the diploma examination.
Unit V Different Worlds (4 weeks)
We will be studying a novel to gain greater understanding into how a longer work is constructed. We will also study the author and the context of the story. Writing will concentrate on critical responses in preparation for the diploma examination.
Unit VI Heroes (3 weeks)
During this unit we will focus on oral reading and presentation skills. The writing portion of this unit will focus on improving student communication through personal responses and literary exploration essays. In addition to this literature unit, students are also working on separate vocabulary and proofreading units.
Unit VII The Road Ahead (1 week)
Diploma Exam Preparation
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