Monday, February 27 - Thursday, March 2
Thursday
1. Reading time for term 3 novel.
2. Complete blending quote practice if not already done.
3. Create a t-chart for one of the Vermette poems from yesterday. The prompt to respond to is: I wanted to show the beauty of broken things. Make at least 3 points on the left of the t-chart that deal with the prompt. On the right side of the chart, gather quotes from the poem that would support your points. Put your chart into your notebook in Office 365.
4. Write a stand alone text response to one of Vermette's poems. Remember my comments to you on your Ordinary Day response. At the top of your Vermette response, type out one thing you will improve upon in this response. Also, remember what we discussed about strong responses: have an opening/intro/hook that mentions a bit about the poem, the poet, the title of the poem. Ensure you write at least 3 points related to the prompt. Use BLENDED QUOTEs to support your ideas. Provide a conclusion to the paragraph. Minimum 150 words. Maximum 300 words. Put your completed copy into your Office 365 Notebook.
Wednesday
https://www.nfb.ca/film/synchromy/
1. Reading time for term 3 novel that has been adapted to a film.
2. Blending quotes. Below is a really strong example of a grade 12 essay with effectively integrated quotations. Quote blending practice.
Baba is a primary character who determines Amir’s development. Amir reflects Baba; both have deep secrets to hide and both “(have) betrayed people who would have given their lives for (them)” (238). Baba has always been Amir’s role model and Amir always tries to seek his approval. However, Baba favours Hassan. He “never (misses) Hassan’s birthday” (236) and even hires a well-known doctor to fix Hassan’s harelip. Furthermore, when Amir mentions replacing their servants, Baba is outraged and refuses to even consider it. Baba’s obvious affection towards Hassan has a deeply negative effect on Amir causing him to compete for his father’s attention. This, in turn, prompts Amir to conceal Hassan’s devastating assault from Baba, as Amir makes the unfortunate decision to revel in his success in the kite running tournament, rather than allowing Hassan’s trauma to darken the day. It reflects Amir’s desperate and selfish attempt to no longer remain in Hassan’s shadow. In this way, Baba strongly influences Amir’s decision, believing lying is permissible if the immediate outcomes outweigh the future consequences.
3. Before reading - Today’s Meet - review your researched adjectives about the north end of Winnipeg - 4 adjectives that are used to describe the area from news reports.
5. About the poet: Katherena Vermette - Métis poet from Winnipeg CONTENT WARNING - look at an interview with Vermette. http://wpl.winnipeg.ca/library/pdfs/otsp/OTSPReadersGuide.pdf
6. During reading/viewing/listening - what are 5 locations that are mentioned in the poem “Heart” and what word is used to describe the area.
Vermette's poem called "Heart"
http://www.cbc.ca/news/aboriginal/m%C3%A9tis-poet-katherena-vermette-shares-love-of-winnipeg-s-north-end-in-video-1.3050509
7. After reading - look at the handout for a “Close Reading” of a poem - sit with your 9 o'clock partner. Using one of Vermette’s poems (blue jay, family, or northendluvsong) do a close reading by annotating the poem copy you received.
8. Create a t-chart for one of the poems and the following quote from Vermette: “ I wanted to show the beauty of broken things.” Don’t forget the requirements for a quality stand alone response.
Tuesday
https://www.nfb.ca/film/boogie-doodle/
1. Reading time for term 3 novel that has been adapted to a film. Review assignment details.
2. Quote blending practice.
3. Poetry terms: types of verse and sound devices, comparison and word play.
4. Kahoot!
5. NEW! text Before reading, Today’s Meet - research information about the north end of Winnipeg. Collect 4 adjectives that are used to describe the area from news reports.
5. About the poet: Katherena Vermette - Métis poet from Winnipeg CONTENT WARNING - look at an interview with Vermette. http://wpl.winnipeg.ca/library/pdfs/otsp/OTSPReadersGuide.pdf
6. During reading/viewing/listening - what are 5 locations that are mentioned in the poem “Heart” and what word is used to describe the area.
Vermette's poem called "Heart"
http://www.cbc.ca/news/aboriginal/m%C3%A9tis-poet-katherena-vermette-shares-love-of-winnipeg-s-north-end-in-video-1.3050509
7. After reading - look at the handout for a “Close Reading” of a poem - sit with your 9 o'clock partner. Using one of Vermette’s poems (blue jay, family, or northendluvsong) do a close reading by annotating the poem copy you received.
8. Create a t-chart for one of the poems and the following quote from Vermette: “ I wanted to show the beauty of broken things.” Don’t forget the requirements for a quality stand alone response.
Monday
https://www.nfb.ca/film/begone_dull_care/
Reminder: Final draft of the memoir was due at the end of last week. There is no school this Friday, so that means that the latest you can submit it is Thursday, March 2. After that time, I will no longer accept it.
1. Reading time for term 3 novel that has been adapted to a film. Review assignment details.
2. Return "Ordinary Life" responses. The class' responses showed strengths in the following areas: good focus on the question and strong sentence structure. What we need to work towards is the ability to think deeply about a text and analyze/interpret - not just for the exam - but as a lifelong ability. Today we will discuss irony in the poem and "thinking deeply."
3. Brainstorm the elements of a quality stand alone response. We will begin with the rubric for the exam.
4. Blending quotes.
5. Reading poetry - terms & devices.
Short video "Challenge the Prompt" to watch - start at :15 - https://www.youtube.com/watch?v=0O-YbCBblhk
Reading poetry, more stuff:
Many students do not read poetry regularly, and so they are not especially
2. Complete blending quote practice if not already done.
3. Create a t-chart for one of the Vermette poems from yesterday. The prompt to respond to is: I wanted to show the beauty of broken things. Make at least 3 points on the left of the t-chart that deal with the prompt. On the right side of the chart, gather quotes from the poem that would support your points. Put your chart into your notebook in Office 365.
4. Write a stand alone text response to one of Vermette's poems. Remember my comments to you on your Ordinary Day response. At the top of your Vermette response, type out one thing you will improve upon in this response. Also, remember what we discussed about strong responses: have an opening/intro/hook that mentions a bit about the poem, the poet, the title of the poem. Ensure you write at least 3 points related to the prompt. Use BLENDED QUOTEs to support your ideas. Provide a conclusion to the paragraph. Minimum 150 words. Maximum 300 words. Put your completed copy into your Office 365 Notebook.
Wednesday
https://www.nfb.ca/film/synchromy/
1. Reading time for term 3 novel that has been adapted to a film.
2. Blending quotes. Below is a really strong example of a grade 12 essay with effectively integrated quotations. Quote blending practice.
Baba is a primary character who determines Amir’s development. Amir reflects Baba; both have deep secrets to hide and both “(have) betrayed people who would have given their lives for (them)” (238). Baba has always been Amir’s role model and Amir always tries to seek his approval. However, Baba favours Hassan. He “never (misses) Hassan’s birthday” (236) and even hires a well-known doctor to fix Hassan’s harelip. Furthermore, when Amir mentions replacing their servants, Baba is outraged and refuses to even consider it. Baba’s obvious affection towards Hassan has a deeply negative effect on Amir causing him to compete for his father’s attention. This, in turn, prompts Amir to conceal Hassan’s devastating assault from Baba, as Amir makes the unfortunate decision to revel in his success in the kite running tournament, rather than allowing Hassan’s trauma to darken the day. It reflects Amir’s desperate and selfish attempt to no longer remain in Hassan’s shadow. In this way, Baba strongly influences Amir’s decision, believing lying is permissible if the immediate outcomes outweigh the future consequences.
3. Before reading - Today’s Meet - review your researched adjectives about the north end of Winnipeg - 4 adjectives that are used to describe the area from news reports.
5. About the poet: Katherena Vermette - Métis poet from Winnipeg CONTENT WARNING - look at an interview with Vermette. http://wpl.winnipeg.ca/library/pdfs/otsp/OTSPReadersGuide.pdf
6. During reading/viewing/listening - what are 5 locations that are mentioned in the poem “Heart” and what word is used to describe the area.
Vermette's poem called "Heart"
http://www.cbc.ca/news/aboriginal/m%C3%A9tis-poet-katherena-vermette-shares-love-of-winnipeg-s-north-end-in-video-1.3050509
7. After reading - look at the handout for a “Close Reading” of a poem - sit with your 9 o'clock partner. Using one of Vermette’s poems (blue jay, family, or northendluvsong) do a close reading by annotating the poem copy you received.
8. Create a t-chart for one of the poems and the following quote from Vermette: “ I wanted to show the beauty of broken things.” Don’t forget the requirements for a quality stand alone response.
Tuesday
https://www.nfb.ca/film/boogie-doodle/
1. Reading time for term 3 novel that has been adapted to a film. Review assignment details.
2. Quote blending practice.
3. Poetry terms: types of verse and sound devices, comparison and word play.
4. Kahoot!
5. NEW! text Before reading, Today’s Meet - research information about the north end of Winnipeg. Collect 4 adjectives that are used to describe the area from news reports.
5. About the poet: Katherena Vermette - Métis poet from Winnipeg CONTENT WARNING - look at an interview with Vermette. http://wpl.winnipeg.ca/library/pdfs/otsp/OTSPReadersGuide.pdf
6. During reading/viewing/listening - what are 5 locations that are mentioned in the poem “Heart” and what word is used to describe the area.
Vermette's poem called "Heart"
http://www.cbc.ca/news/aboriginal/m%C3%A9tis-poet-katherena-vermette-shares-love-of-winnipeg-s-north-end-in-video-1.3050509
7. After reading - look at the handout for a “Close Reading” of a poem - sit with your 9 o'clock partner. Using one of Vermette’s poems (blue jay, family, or northendluvsong) do a close reading by annotating the poem copy you received.
8. Create a t-chart for one of the poems and the following quote from Vermette: “ I wanted to show the beauty of broken things.” Don’t forget the requirements for a quality stand alone response.
Monday
https://www.nfb.ca/film/begone_dull_care/
Reminder: Final draft of the memoir was due at the end of last week. There is no school this Friday, so that means that the latest you can submit it is Thursday, March 2. After that time, I will no longer accept it.
1. Reading time for term 3 novel that has been adapted to a film. Review assignment details.
2. Return "Ordinary Life" responses. The class' responses showed strengths in the following areas: good focus on the question and strong sentence structure. What we need to work towards is the ability to think deeply about a text and analyze/interpret - not just for the exam - but as a lifelong ability. Today we will discuss irony in the poem and "thinking deeply."
3. Brainstorm the elements of a quality stand alone response. We will begin with the rubric for the exam.
4. Blending quotes.
5. Reading poetry - terms & devices.
Short video "Challenge the Prompt" to watch - start at :15 - https://www.youtube.com/watch?v=0O-YbCBblhk
Reading poetry, more stuff:
Many students do not read poetry regularly, and so they are not especially
familiar with how poems may be read. However, when you write the provincial
exam you are still expected to be able to demonstrate your understanding of
a poem’s content, structure, and style, including the use of literary and poetic
devices.
Here are some general tips for success when reading poetry:
Pay attention to the title. You may find a clue
• to the theme or meaning.
• to the theme or meaning.
• If a context statement is provided, read it carefully. It will be important to
your understanding of the poem.
• Read the questions, including the written response topic if there is one,
before you read the poem. This will help to focus your reading.
• Don’t skim or scan the poem the first time through. You can do this later
when you’re looking for specific information.
• Take the time to read the poem twice, as this will help you to understand it
better. Poems are generally short, so you will have the time to do this. Pay
attention to:
· Diction—the language that the poet uses
· Structure—how the poem is organized (e.g., stanzas)
· Form—what kind of poem it is (e.g., free verse)
· Poetic devices—figurative language the poet uses (e.g., imagery,
metaphors, sound devices, etc.)
• Read with a pen in your hand. In general, the test is yours to mark up, so
underline, or make note of key lines or sentences.
• Read the questions carefully and respond. (Go back to Section 3 in this
booklet and look at the tips for answering multiple-choice questions.)
• Remember, if you have a planning page for your written response, use it!
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