I would like you to read “An Ode to the User-Friendly Pencil” by Bonnie Lang. (handout)

There will be a number of multiple choice questions for you to answer. Consider this open book, as you make look up definitions of literary terms that you are unsure of. Circle the answers on the sheet provided and submit when complete.

You will also be asked to write a paragraph discussing the irony in the article. Please refer specifically to the piece and include quotations as support. Don’t forget to include the name of the piece and the author in your topic sentence as well as letting the reader know that the paragraph will focus on irony.

Don’t forget analysis paragraph format:

•     make a debatable claim (the topic sentence)
•     provide proof for that claim (the evidence or support)
•     show how the evidence supports the claim (the analysis)
•     contain effective transitions both within the paragraph so that the reader can follow the logic of the argument.

Submit using Google Docs.

Theme is the underlying comment or idea about life.
• generalization about life stated or implied by the author
• not what happens in the story but what we learn from what happens
• don’t confuse with moral – theme does not pass judgment
• not all stories have a theme

The main purpose of some literature is to present an important theme for the reader to ponder. In your own words, sum up the theme of this story in a single sentence (theme statement). Reread the story to locate three sentences or passages that, in your view, are most important in expressing the theme. Explain your choices. Conclude by telling whether the theme is important to you personally. Do you see it reflected in your own life or in the world around you?

English 12: Students will read The Large Ant by Howard Fast. (handout)

English 11: Students will read Wilhelm by Gabrielle Roy. (handout)

 

Some criteria for the essay was shared in the description I posted yesterday:

A personal essay is a piece of writing that addresses a given topic from the writer’s own perspective, usually including some examples from the person’s life to support the main ideas. It allows readers to get a sense of someone’s abilities and personality.  Although it is similar to other formal papers in that it usually needs at least five paragraphs, the use of “I” language and acceptance of bias make it distinct.

When you read the examples, did you notice that all four had a clear thesis statement – letting the reader know what the piece would focus on? Did you notice the specific examples? Dialogue? Imagery/Sensory details? Did you notice that some began formally, while others began with story? I appreciated that Karley noticed the circular nature of the pieces. Like a formal essay, the ending of the personal essay should remind the reader of the focus introduced at the beginning. I liked how Sara noticed the use of contrast in the piece on laughter, and how Quinna realized that even seemingly insignificant beliefs can provide insight.

So…. Now we begin to write. I’d like you to pick one of your brainstormed topics and create a draft. This may not go smoothly. Perhaps you’ll start with a topic and have to abandon it for another. That happened to me. Don’t panic. You have time to explore.

I’d like you to use google docs to share your pieces with me. If you haven’t used google docs before, call me over and I’ll help you. Please share your piece even while drafting: hcorman@online.sd71.bc.ca. I promise not to look until you are ready for me to.

This course is designed to help you become skilled viewers, listeners, and speakers; skilled readers of poetry, short stories, essays, articles, plays and novels written in a variety of periods, disciplines and rhetorical contexts; and skilled writers who can compose for a variety of purposes. Through your writing and reading in this course, you should become aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effective writing.

In our writing, reading, viewing, listening and speaking, we will primarily focus on human strengths and virtues. This will foster both rigorous textual analysis and ethical reflection. The literature will provide a window through which we will examine the internal and external factors involved in becoming or failing to become the kind of person we admire or respect. As part of this focus, we will explore several existential questions: What makes a person a hero or a villain? What makes an action right or wrong? How should one live? What will make you happy?

Writing

• You’ll have choice in each genre we study…
• I’ll provide the tools you need to write well…
• I’ll respond often and quickly so that you can continue to craft and learn…

We will create a writing community. I will be writing with you, and I will share my writing – my process. You’ll be sharing, too. We will tell you what we see and what we don’t understand.

We will be sharing drafts of writing we care about, which requires trust and respect. You will learn how to support and encourage each other as developing writers. Appreciate that your classmates have the courage to share.

Last, be prepared to write a lot. This is how your writing will improve: through regular feedback and revision.

Reading

Readers are better writers. You should be reading at home for at least twenty minutes a day, most days of the week. If there is no assigned reading, read something else you are interested in. Challenge yourself to read widely in all genres.

In class I will provide you with a novel, essays, short stories, articles, poems, (and films). We will read to figure out what other authors are up to in their writing (studying the choices writers make), and we will read to respond. We are going to explore what we think about things by writing about things we read (and view).

Classroom Expectations

You are expected to be in class on time and to be prepared with appropriate texts and assignments completed. During class you should be on task and respectful.

We are here to learn; it’s an opportunity for all of us to improve by working together and working hard.

Cell-phones, i-pods (or similar devices) are not to be used in the classroom without permission, or they will be confiscated.

Assignment Expectations

All assignments are to be handed in on time, unless some prior arrangement has been made with me. If your work is late, you will be required to work with me, outside of class time, until the work is completed. You will be given lots of notice for any significant test or project. If you miss a test, a note or phone call will be required in order to rewrite it. It is essential that you complete assigned readings to comprehend this course. Additionally, keeping an organized and complete set of notes will be your passport to success on assignments and tests. Of course, regular attendance is required. If you should miss class for a legitimate reason, it is your responsibility to find out about missed class work or assignments. This information will be regularly updated on the blog: mrscorman.edublogs.org. I suggest you bookmark this page.

Plagiarism

Using someone’s work and depicting it as your own (i.e. copying, or taking from the internet or books without giving credit to the author) is considered plagiarism, and is a serious issue. Assignments that have been found to be plagiarized will receive a “0″.

I will provide you with lots of feedback on your writing. In your drafts I will help you with words, with structure, with organization, punctuation and ideas. To receive feedback, drafts must be submitted on time and must be shared with me, preferably using Google Docs. Drafts should be sent to hcorman@online.sd71.bc.ca.

 

 

Misty Mountains Cold

Today, we will follow yesterday’s plan.

Yesterday, we reviewed a number of poetic devices: stanzas, rhythm (iambic pentameter), rhyme (perfect and imperfect, end and internal), narrative poetry (elegy and ode), lyric poetry (epic, ballad and sonnet), and descriptive poetry.

Materials List

Binder/paper

pen, pencil, eraser

Duotang

silent reading book

 

Interaction exercises.

 

Learning Strengths (Multiple Intelligences)

Verbal Linguistic

Logical Mathematical

Visual Spatial

Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalistic

 

Letter Assignment addressed to themselves.

 

How do you feel about being in grade 8?

How do you feel about being in a High School?

What are your expectations for the year?

The most important thing you will learn?

How can I help them learn?

Anything else they would like to mention.

 

Due Date, Monday, Sept 10 at the beginning of A block.