Monday, May 9
1) Read
2) Gather more information on character traits of: Mom, Ms. Hancock, Charlotte, Bully, and Father
Add this information to the large white page. TRAIT and "quoted" material from "The Metaphor" that PROVES this
1) Read
2) Gather more information on character traits of: Mom, Ms. Hancock, Charlotte, Bully, and Father
Add this information to the large white page. TRAIT and "quoted" material from "The Metaphor" that PROVES this
Tuesday, May 10
1) We just dug right in. Students finished up with completing the large white sheet of character traits from The Metaphor
2) Moved on to CHARACTER FOIL - 2 CONTRASTING CHARACTERS "THE METAPHOR" ARE the Mom and Ms. Hancock
3) Set INTRODUCTION for homework. i. Hook which is universal (on topic but NOT highly specific to your response). ii. Connection to literature: author, title of literature and style of writing. In this case, explain the character foil and how the foil impacted the protagonist, Charlotte.
4. Write an introduction for homework and I will do a homework check for Wednesday, May 11.
1) We just dug right in. Students finished up with completing the large white sheet of character traits from The Metaphor
2) Moved on to CHARACTER FOIL - 2 CONTRASTING CHARACTERS "THE METAPHOR" ARE the Mom and Ms. Hancock
3) Set INTRODUCTION for homework. i. Hook which is universal (on topic but NOT highly specific to your response). ii. Connection to literature: author, title of literature and style of writing. In this case, explain the character foil and how the foil impacted the protagonist, Charlotte.
4. Write an introduction for homework and I will do a homework check for Wednesday, May 11.
Wednesday, May 11
1. Looked at the INTRODUCTION as instructed for marks (homework check)
2. Sentence Combining - Toasted Garlic Bread 14 marks students handed this in after discussion and worked through the first 2 as examples. Students completed numbers 4 - 6. Please follow the directions.
3. Returned to the introduction and started gathering information in a T-chart for Mom and Ms. Hancock. T-Chart Mom on one side with character trait and "evidence" from story. The other side is Miss Hancock with character trait and "evidence" quoted material from story.
2. Sentence Combining - Toasted Garlic Bread 14 marks students handed this in after discussion and worked through the first 2 as examples. Students completed numbers 4 - 6. Please follow the directions.
3. Returned to the introduction and started gathering information in a T-chart for Mom and Ms. Hancock. T-Chart Mom on one side with character trait and "evidence" from story. The other side is Miss Hancock with character trait and "evidence" quoted material from story.
| english_10_sentence_comb_-_garlic.docx |
Thursday, May 12
1. Really dug into the body of this written response. Provided examples of transitional phrases and what transitions look and sound like. You may find transitional phrases on-line easily. Students began writing and rewriting their pieces. I got the sense that they knew much better the direction their pieces should take. We were all happy!
2. Provided a copy of the Personal Narrative by Amy Tan titled "Fish Cheeks" to students. Our next work will be the Narrative (Personal) Essay which is essentially a story about themselves and how the event impacted them. This is a basic and commonly assigned task. I would expect that students will write one of these in most of their English classes throughout their high school years. This is a creative piece as it follows a narrative (story) pattern with a strong focus on creating descriptive and engaging writing. As this style of writing may have dialogue, the lesson I provided at the beginning of this semester will come into play should someone chooses to write in this manner. Obviously dialogue writing will be a part of the English 10 final exam.
2. Provided a copy of the Personal Narrative by Amy Tan titled "Fish Cheeks" to students. Our next work will be the Narrative (Personal) Essay which is essentially a story about themselves and how the event impacted them. This is a basic and commonly assigned task. I would expect that students will write one of these in most of their English classes throughout their high school years. This is a creative piece as it follows a narrative (story) pattern with a strong focus on creating descriptive and engaging writing. As this style of writing may have dialogue, the lesson I provided at the beginning of this semester will come into play should someone chooses to write in this manner. Obviously dialogue writing will be a part of the English 10 final exam.
Friday, May 13
Students continued to ask questions, seek support and work through the Literary Analysis assigned from "The Metaphor" by Budge Wilson. I can see that those who are 'doing the work' are experiencing success! This is frequently seen as a difficulty process but in reality it is not difficult, the analysis just means one needs to be thoughtful, organized. and purposeful.
This is a formal piece of writing, so there are certain guidelines that must be followed. Title: The Metaphor, Literary Analysis, Your name, the date. This is a multi-paragraph assignment/assessment and, therefore, must show paragraphing. I prefer indented paragraphs should you choose to handwrite or type. If typed the expectation is size 12, Times New Roman and either double spaced or 1.5 as this provides me the space to respond easily.
This is a formal piece of writing, so there are certain guidelines that must be followed. Title: The Metaphor, Literary Analysis, Your name, the date. This is a multi-paragraph assignment/assessment and, therefore, must show paragraphing. I prefer indented paragraphs should you choose to handwrite or type. If typed the expectation is size 12, Times New Roman and either double spaced or 1.5 as this provides me the space to respond easily.
