English 12

Friday Following a rousing game of Kahoot! to practice the exam terms and devices, there was time to complete yesterday's rubric assignments and to complete the embedding quotes worksheet. Thursday Continuing with the inquiry question for this term (Is there a Canadian Voice?), on Today's Meet I asked who you would name as Canada's most powerful, influential citizen. And now I know who Drake is! After a few other names were tossed around, we came up with a set of criteria for a person of influence. These were narrowed down to the ones you see below. Your task was then to read the Maclean's Magazine article ( link ) and pick 10 individuals from the list. Individually or in groups, you are to create a "report card" for your 10 people. "Test" each individual against the criteria we came up with. Create a simple chart with the criteria statements and the names of the ten people. Check off which criteria they meet. At the end, give them a letter grade

Friday Groups were formed at the beginning of class so that you could discuss the first part of the short story "The Painted Door." Your understanding of the characters of John and Ann was good when I went around and asked you to describe them in one word. For Monday, please ensure that you have finished reading the story as there will be a quiz on it. Also, you are expected to have completed the character charts for Ann, John and Steven. Thursday We began our exploration of Sinclair Ross' story The Painted Door by going on to a site called Today's Meet. There we explored the question of isolation and how we all felt we would cope with it if it were necessary. Having spent some time earlier in the class practicing embedding quotes, there wasn't a ton of time left to tackle the story. However, please have read to the end of page 372 and start the character chart for Ann. We will go into seminar groups tomorrow in order to discuss this very Canadian story tomo

Friday We checked out the on-line study game Kahoot at the beginning of class, and then went to the library. While there, I asked everyone to identify the elements of quality on the draft of the in-class write from yesterday. The drafts were handed back to me and I will write feedback comments on them. For the remainder of the class groups were to work on producing questions related to the terms and devices. I will put the questions into Kahoot and hopefully we can use them next Friday. Thursday Today we completed our first in-class write about the text No Canada. Wednesday At the beginning of class, I asked everyone to create a chart to track the readings we are doing in order to help us consider answers to the inquiry question: Is there a "Canadian voice"? So far, we have read Pardon Me I am Canadian essay, looked at the news item about young people in Malaysia and we have looked at three of Rick Mercer's rants. On the chart you should gather information from eac

Friday Today we went over the multiple choice questions about the poem "An Ordinary Day". Next we reviewed the criteria for the stand alone text response about irony. I noticed many positives in the responses I scored: strong sentence structure, good organization/flow of ideas, irony was well understood, stayed on topic, used quotes (sometimes embedded!). What we need to work towards for the exam is elaborating more and ensuring that insights are supported with embedded quotes, and practicing reading and responding under a time constraint. Overall, the answers I received were strong and show great potential. For most of the remainder of the class we played a team game and reviewed the short story terms and devices that could appear on the exam. Today was "Name the Inspirational Salmon Day" - the winning name will be announced on Monday. I learned everyone's names! Test my memory on Monday please. Closing question for the class: What does it mean to be a Can

Welcome to Ms. Adams’ English 12 Class THE BIG IDEAS for English 12 • Text and story deepen understanding of complex and abstract ideas. • The exploration of text and story deepens understanding of one’s identity, others and the world. • People understand text differently depending on their worldviews and perspectives. • Texts are socially, culturally, geographically and historically constructed. • Language shapes ideas and influences others. What counts in this class? Observations, conversations, products: Potentially everything you do, say, or create counts. You will generate potential evidence of learning every day in class. It will be up to you to show your learning and provide evidence that you understand the BIG ideas listed above. This will include, but not be limited to, paragraphs, essays, oral presentations, and tests. You will use a folder to collect your evidence. At various points during the semester we will review the evidence you have collected