Monday, April 4
1) Read
2) Discussion and exploration of: connotation, denotation and diction. Students recorded this information on a handout. - Students leave this information on their desks, so I can look at and determine level of comprehension and completion.
3) Handed out Grade 10 Anthology - invited students to begin to explore this useful anthology.
2) Discussion and exploration of: connotation, denotation and diction. Students recorded this information on a handout. - Students leave this information on their desks, so I can look at and determine level of comprehension and completion.
3) Handed out Grade 10 Anthology - invited students to begin to explore this useful anthology.
Tuesday, April 5
1) In an effort to give credit to students who attend classes on time, I will be giving students a little fill-in-the-blank/activity to submit for credit. This was connotation/denotation related.
2) Read novel or anthology
3) Review of connotation and denotation
3) Handed out "The Mosquito" asked students to indicate (by colour/highlighter/marker) - colour 1 words that refer to mosquito colour 2 words that refer to person. Students found and highlighted each according to their choices. Moved on to a few terms: alliteration, stanza, quatrain, rhyme scheme which students marked on their sheets.
2) Read novel or anthology
3) Review of connotation and denotation
3) Handed out "The Mosquito" asked students to indicate (by colour/highlighter/marker) - colour 1 words that refer to mosquito colour 2 words that refer to person. Students found and highlighted each according to their choices. Moved on to a few terms: alliteration, stanza, quatrain, rhyme scheme which students marked on their sheets.
Wednesday, April 6
1) Read
2) Poetry analysis - diction Continued to look at "The Mosquito" by John Updike with more attention to how he created the mosquito!
3) Began to acquire the information of why and what Updike's diction (word choice) had the reader experience. See handout below.
4) New work on sentence structure - The Appositive - See handout below.
2) Poetry analysis - diction Continued to look at "The Mosquito" by John Updike with more attention to how he created the mosquito!
3) Began to acquire the information of why and what Updike's diction (word choice) had the reader experience. See handout below.
4) New work on sentence structure - The Appositive - See handout below.
| part_2_literary_analysis__10_.docx |
| appositive_-_10_april_6.docx |
Thursday, April 7
1, Introduced the Verb Phrase (at the beginning of a sentence - students took notes of this concept in their notebooks.
Essentially, I taught them that when a verb phrase such as: Tasting the sour lemon, at the beginning of a sentence, the writer must place a comma behind the phrase in order to alert the reader that the sentence is following. This avoids subject mixups!
Essentially, I taught them that when a verb phrase such as: Tasting the sour lemon, at the beginning of a sentence, the writer must place a comma behind the phrase in order to alert the reader that the sentence is following. This avoids subject mixups!
2. Worked on more of the diction from "The Mosquito" - asked students to find TWO words that applied to the mosquito. Their choice. This is hard for some as they are not overly confident with metaphor or finding the answer for themselves!
Friday, April 8
1) Wanted to move into a 1 minute recall of verb phrases, but most of the class was not in attendance. So, we happily read and had a group discussion.
