"The reader lives a thousand lives before he dies. The man who never reads lives only one."
AR Points:
Here is a comprehensive FAQ sheet for the Accelerated Reader program, including info., dates etc:
READ
Not having the required points by the final day of each Term will result in a lower overall English grade.
AR Points:
Here is a comprehensive FAQ sheet for the Accelerated Reader program, including info., dates etc:
READ
Not having the required points by the final day of each Term will result in a lower overall English grade.
MLA Formatting
Grade 11s, all work submitted for marking this year will be formatted in the MLA style. Please review the Purdue Owl website and ensure you are familiar with this formatting. Sample formatted paper in MLA style:
| MLA Sample Paper |
Paragraph writing 101
Please download the following template on how to write an effective paragraph. You should be using the elements from this template in ALL your response paragraphs!
| Paragraph Writing 101 |
unit 1: reading & responding
Newspaper articles
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Read the following article from The Globe and Mail newspaper; please respond with your thoughts (agree, disagree; include reasons for your stance). Do you think it matters if schools are catholic or not when deciding on 'sex ed' in the classroom?
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Read the following article from The Globe and Mail newspaper; please respond with your thoughts (should Canada adopt the 'renting' policies of the USA for new iPhones?) Explain. Are there any dangers in Apple making new i??? each year?
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September Cross Grade [original composition]
The first cross-grade (in class assignment) will be on September 23/24; for ALL cross grades you will require:
- An ink (black or blue) pen - AND a pencil when there are multiple choice questions (scantron)
- Lined paper
- MLA style know-how SAMPLE
- Creativity and Imagination!!
Literary devices
Throughout the year, we will be engaging in many different pieces of literature; understanding how different literary techniques enhance each piece of prose will augment your reading enjoyment. From assonance to irony, figurative language transforms reading so you can visualize what is happening in the story; when you can appreciate an awesome (see what I did there?) literary technique, you can appreciate the writing that much more.
Please browse this website to learn more about literary devices: Literary Devices
Now that you have studied many literary devices, go ahead and try this quiz: Test yourself!
CLICK HERE
Please browse this website to learn more about literary devices: Literary Devices
Now that you have studied many literary devices, go ahead and try this quiz: Test yourself!
CLICK HERE
Unit 2: Short Stories [Characterization]
For this unit, we will be concentrating on the author's ability to create memorable stories, through the use of characterization. Key areas of development in this unit include understanding and identifying:
- distinct character traits
- character types [i.e. flat or round]
- direct and indirect characterization (explicit and implicit)
- plot & literary devices
- Types of Characters: SLIDE SHARE
- Direct & Indirect Characterization: SLIDE SHARE
8 ways an author can reveal characterization:
| How to Reveal Character |
The Stories
For the first two stories, please complete a 'characterization chart' for each:
| Characterization Chart |
| Leiningen vs The Ants by Carl Stephenson |
| Contents of the Dead Mans Pockets by Jack Finney |
For the final two stories of this unit, please complete the 'story analysis chart' for each:
| Story Analysis Chart |
| The Catbird Seat by James Thurber |
| The Story of an Hour by Kate Chopin |
OCTOBER CROSS GRADE [stand alone paragraph]
The second cross grade (in class assignment) will be a stand alone paragraph on October 19/20
- Stand alone text
- Multiple Choice Questions
- Character Sketch
| Writing about Character |
unit 3: novel study - of mice and men (john steinbeck)
backgroundSetting grounds writing in the reality of place and depicts the theme of your story through powerful metaphor. Without setting, characters are simply there, in a vacuum, with no reason to act and most importantly, no reason to care. Without a place there is no story. Setting helps with plot, determines and describes character and gives metaphoric links to theme. Like the force in Star Wars, setting provides a landscape that binds everything into context and meaning.
Settings can not only have character; they can be a character in their own right. A novelist, when portraying several characters, may often find themselves painting a portrait of “place”. This is setting being “character”. The setting functions as a catalyst, and molds the more traditional characters that animate a story. The central character is often really the place, which is often linked to the protagonist. In Lord of the Rings, for instance, Frodo is very much an extension of his beloved Shire. Setting, then, comes to mean so much more. Setting ultimately portrays what lies at the heart of the story (www.scribophile.com/blog/importance-of-setting-in-a-novel).FULL TEXT VERSION assessmentAssessment: You will write an in class, multi-paragraph essay on characterization [DUE DECEMBER 9-10th]
Rubric |
charactersBelow is a list of the characters we will concentrate on during this novel study; spending some time reviewing each character will help you write your essay:
literary devices
chaptersAll students, if you are absent from any of the classes, it's on YOU to catch up on readings and in class work sheets you missed during this unit. The link above "FULL TEXT VERSION" is a full copy of the text, in pdf. format. No excuses!
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december exam
The exam will consist of 2 pieces of writing (poetry/short story); you will be asked to complete multiple choice questions for both pieces of prose. Also, you will write a synthesis essay based from a prompt (just like your cross grades); remember to include areas from both pieces of writing, and include areas from the beginning, middle and end of each piece!
speech arts: persuasive [present Jan 28 - feb 3]
Please download the 2 checklists below; you will be using them as guides throughout your speech writing process:
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The rubrics for the written and oral components are below:
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Write a 3-5 minute speech to "persuade" the audience. Persuasive speech argues or puts across a point to the audience. It is the art of expressing an opinion clearly and logically.While presentation is very important when persuading, the magic of a persuasive speech is best experienced only when the topic elicits an interest and appeals to the heart of every member in the audience (persuasivespeechideas.org).
Take a position AND stick to it! Ensure you provide adequate: evidence, examples and stats (if necessary). Download the following "TIPS" information to help you with your speech:
The persuasive essay/speech
Cue Cards:
You can use cure cards during your speech; however, these cues are meant solely for guidance IF you happen to lose your spot during the speech. Cards cannot be used to write your entire speech on, and read from! Standing in front of the class and reading directly from your cards will result in a very poor grade.
You cannot write a speech about the following:
ND dress code
Abortion
Religion
Same sex marriage
How school is "useless" or "a waste of time"
How drugs should be legalized
Why the Seahawks didn't run the ball on the last play of Superbowl 49
Take a position AND stick to it! Ensure you provide adequate: evidence, examples and stats (if necessary). Download the following "TIPS" information to help you with your speech:
The persuasive essay/speech
Cue Cards:
You can use cure cards during your speech; however, these cues are meant solely for guidance IF you happen to lose your spot during the speech. Cards cannot be used to write your entire speech on, and read from! Standing in front of the class and reading directly from your cards will result in a very poor grade.
You cannot write a speech about the following:
ND dress code
Abortion
Religion
Same sex marriage
How school is "useless" or "a waste of time"
How drugs should be legalized
Why the Seahawks didn't run the ball on the last play of Superbowl 49
unit 4: creative writing
Creative writing enhances your writing abilities in many ways besides augmenting your creativity. The writing process promotes good interpersonal skills, careful thinking about audience, form, purpose, and also helps in working with conventional and non-conventional grammar. Creative writing may at first seem awkward for some of you who are used to, and comfortable with, the usual research paper or persuasive essay; but creative writing will allow you to use the skills you have developed in these other forms of writing, and you will benefit from those skills during this unit. Some of you may be excited with the idea of getting away from the usual factual essay and be able to finally express yourselves creatively, even if it is through writing.
Group Write (Pass It On)
In groups of 4/5, you will complete a short story; each member of the group will start their own story and then follow the teacher's cues
to complete the stories by 'passing yours on' to the next writer who will continue where you left off!
A) Snapshot Poem
In many ways, a photograph is like a poem; through the use of detail, it captures an image that transmits a feeling or idea to readers. A snapshot poem takes advantage of this quality by recreating the emotional core of a photograph. Even if readers haven't seen the picture, they should still be able to visualize it and understand its importance (http://classroom.synonym.com)
For this assignment, you will given 4 pictures during class (PowerPoint) and you will recreate the picture in words! The poems you write will be between 4-8 lines in length.
B) Re-write a classic Grimm brothers tale: Rapunzel
Read the story Rapunzel written by Jacob and Wilhelm Grimm. Make the following changes to the story - BE CREATIVE:
A fable is a very short story that has a lesson or moral. Fables include animals who have human characteristics (anthropomorphism), and act accordingly. Aesop is the leading writer for these stories, and his fables can be found HERE.
This is a copy of the how to write a fable PowerPoint presentation we discussed in class.
Your goal is to write your own fable; you will use the elements we discussed in class to create this story.
Use this OUTLINE table to help you with the process of creating and writing your fable! Be prepared to write this in class without the aid of your outline!
D) Six Sentence Paragraph
You will be given the entire class to write a 6 sentence paragraph without repeating -any- word twice, including contractions such as is not, and isn't. The paragraph should make "sense" as a complete paragraph and not be just a series of sentences. Sounds easy, right?
The topic is Monday Mornings
F) Haiku
The haiku is a Japanese verse in three lines. Line one has 5 syllables, line 2 has 7 syllables and line three has 5 syllables. Haiku is a mood poem and it doesn't use any metaphors or similes. Use this template if you have difficulties writing your haiku!
Example haiku poems CLICK HERE
For this assignment, you will write 3 haiku poems:
Group Write (Pass It On)
In groups of 4/5, you will complete a short story; each member of the group will start their own story and then follow the teacher's cues
to complete the stories by 'passing yours on' to the next writer who will continue where you left off!
A) Snapshot Poem
In many ways, a photograph is like a poem; through the use of detail, it captures an image that transmits a feeling or idea to readers. A snapshot poem takes advantage of this quality by recreating the emotional core of a photograph. Even if readers haven't seen the picture, they should still be able to visualize it and understand its importance (http://classroom.synonym.com)
For this assignment, you will given 4 pictures during class (PowerPoint) and you will recreate the picture in words! The poems you write will be between 4-8 lines in length.
B) Re-write a classic Grimm brothers tale: Rapunzel
Read the story Rapunzel written by Jacob and Wilhelm Grimm. Make the following changes to the story - BE CREATIVE:
- Change the setting
- Change the character of the Witch to something else
- Change where Rapunzel is banished (don't just give a place as simple as "a cave" - be creative!)
- Change how people can visit Rapunzel - or how the hero can save her
- Change the ending (Yes, everyone can die...)
A fable is a very short story that has a lesson or moral. Fables include animals who have human characteristics (anthropomorphism), and act accordingly. Aesop is the leading writer for these stories, and his fables can be found HERE.
This is a copy of the how to write a fable PowerPoint presentation we discussed in class.
Your goal is to write your own fable; you will use the elements we discussed in class to create this story.
Use this OUTLINE table to help you with the process of creating and writing your fable! Be prepared to write this in class without the aid of your outline!
D) Six Sentence Paragraph
You will be given the entire class to write a 6 sentence paragraph without repeating -any- word twice, including contractions such as is not, and isn't. The paragraph should make "sense" as a complete paragraph and not be just a series of sentences. Sounds easy, right?
The topic is Monday Mornings
F) Haiku
The haiku is a Japanese verse in three lines. Line one has 5 syllables, line 2 has 7 syllables and line three has 5 syllables. Haiku is a mood poem and it doesn't use any metaphors or similes. Use this template if you have difficulties writing your haiku!
Example haiku poems CLICK HERE
For this assignment, you will write 3 haiku poems:
- About you
- About Notre Dame
- About Jesus
unit 5: shakespeare (king lear)
Shakespeare's plays are astounding works of art because of their poetic brilliance and their profound meaning. All of Shakespeare's plays are meticulously crafted to deliver deep spiritual messages, and these messages are conveyed through our emotional involvement in the drama. The meaning of each play is found in what the whole action of the play moves us to feel. Here lies the true art of Shakespeare. He reaches us by emotionally absorbing us in the play's message. Thus, the message in each play takes the form of an emotional appeal that is conveyed to our right brain, our sensitive, emotional and intuitive mind. And here, all the poetry and imagery becomes vital. Here, the incredible artistry of Shakespeare becomes a living legacy (http://kenneth-chan.com/qod/introduction.html)
Before reading the play, please take the time to review the slide presentation to learn a little about Shakespeare, and complete the pre-reading worksheet:
Group Work
Now that we have completed watching the movie version of King Lear, you will work in groups to create a visually appealing presentation (PP, Google Slides or Prezi). Remember to include the following areas of study:
Each group will be assigned one Act to complete their own package and presentation. Please review the Rubric below!
Worksheets (print these as your group needs them)
A note on group work; working in groups involves a collaborative environment centered around:
Collaboration Matrix (each group must complete and submit this matrix with their assigned Act)
The Play:
Act 1: Scene 1; Scene 2; Scene 3; Scene 4; Scene 5
Act 2: Scene 1; Scene 2; Scene 3; Scene 4
Act 3: Scene 1; Scene 2; Scene 3; Scene 4; Scene 5; Scene 6; Scene 7
Act 4: Scene 1; Scene 2; Scene 3; Scene 4; Scene 5; Scene 6; Scene 7
Act 5: Scene 1; Scene 2; Scene 3
Before reading the play, please take the time to review the slide presentation to learn a little about Shakespeare, and complete the pre-reading worksheet:
- Review the Shakespeare SLIDES PRESENTATION
- Complete the King Lear anticipation worksheet
Group Work
Now that we have completed watching the movie version of King Lear, you will work in groups to create a visually appealing presentation (PP, Google Slides or Prezi). Remember to include the following areas of study:
- Plot synopsis for each Act & Scene (major developments only)
- Figurative Language (Literary Techniques)
- Lessons from the "Fool"
- Character Development (Lear's sanity)
Each group will be assigned one Act to complete their own package and presentation. Please review the Rubric below!
Worksheets (print these as your group needs them)
A note on group work; working in groups involves a collaborative environment centered around:
- Active listening
- Roles
- Goals
- Time Management
Collaboration Matrix (each group must complete and submit this matrix with their assigned Act)
The Play:
Act 1: Scene 1; Scene 2; Scene 3; Scene 4; Scene 5
Act 2: Scene 1; Scene 2; Scene 3; Scene 4
Act 3: Scene 1; Scene 2; Scene 3; Scene 4; Scene 5; Scene 6; Scene 7
Act 4: Scene 1; Scene 2; Scene 3; Scene 4; Scene 5; Scene 6; Scene 7
Act 5: Scene 1; Scene 2; Scene 3
Print this Rubric and bring with you on presentation day:
| King Lear Presentation Rubric |
unit 6: independent novel study - the catcher in the rye (J.d. salinger)
Since his debut in 1951 as The Catcher in the Rye, Holden Caulfield has been synonymous with "cynical adolescent." Holden narrates the story of a couple of days in his sixteen-year-old life, just after he's been expelled from prep school, in a slang that sounds edgy even today and keeps this novel on banned book lists.
It begins, "If you really want to hear about it, the first thing you'll probably want to know is where I was born and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth. In the first place, that stuff bores me, and in the second place, my parents would have about two hemorrhages apiece if I told anything pretty personal about them."
His constant wry observations about what he encounters, from teachers to phonies (the two of course are not mutually exclusive) capture the essence of the eternal teenage experience of alienation. (www.goodreads.com)
You will read this novel independently (on your own time mostly) and complete the novel study worksheets as you go. We will do some in class reading, and have class discussions intermittently to augment the learning and enjoyment of this classic work of literature; however, the majority of the reading will be done by you, outside of class.
A perspective on the 50s (PowerPoint)
About the author
It is always important to have some established background information about the author; it could help explain themes, settings, characters and tone found in the prose.
The Catcher in the Rye PDF
In case you do not have a copy of the novel handy, this is a PDF version of the text.
Chapter observations (you can use this or create your own)
There are a total of 26 chapters (214 pages); chapter observations will be due every Monday/Tuesday morning for 3 weeks. Therefore, you will be required to read 9 chapters a week and submit the observations the following Monday. Here's the math: 3 week unit = 22 days = 1 chapter + per day = 10 pages a day.
The unit starts on April 27th; due dates are:
(Ch 1-9)
(Ch 10-18)
(19-26)
Symbols Chart
Print off this chart and complete it as you read the novel; this chart will come in handy for the assessment.
A symbol must be something tangible or visible, while the idea it symbolizes must be something abstract or universal. In other words, a symbol must be something you can hold in your hand or draw a picture of, while the idea it symbolizes must be something you can’t hold in your hand or draw a picture of.
Themes/Motifs
Print off this chart and complete it as you read the novel; this chart will come in handy for the assessment.
The theme is the main idea or message conveyed by the author; the theme should generally be expressed as a complete sentence. A motif however, is a recurring important idea or image. A motif differs from a theme in that it can be expressed as a single word or fragmentary phrase, while a theme usually must be expressed as a complete sentence.
Assessment
The unit assessment will be an in class (paragraph) on a topic that will be given on the day of the assessment. Completing the chapter observations, symbols chart, and themes/motifs sheets, will enhance your abilities to write a well developed, grammatically correct, example filled essay! Your mark will be based on the 6 point rubric found at the top of this page.
Possible Topics:
It begins, "If you really want to hear about it, the first thing you'll probably want to know is where I was born and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth. In the first place, that stuff bores me, and in the second place, my parents would have about two hemorrhages apiece if I told anything pretty personal about them."
His constant wry observations about what he encounters, from teachers to phonies (the two of course are not mutually exclusive) capture the essence of the eternal teenage experience of alienation. (www.goodreads.com)
You will read this novel independently (on your own time mostly) and complete the novel study worksheets as you go. We will do some in class reading, and have class discussions intermittently to augment the learning and enjoyment of this classic work of literature; however, the majority of the reading will be done by you, outside of class.
A perspective on the 50s (PowerPoint)
About the author
It is always important to have some established background information about the author; it could help explain themes, settings, characters and tone found in the prose.
The Catcher in the Rye PDF
In case you do not have a copy of the novel handy, this is a PDF version of the text.
Chapter observations (you can use this or create your own)
There are a total of 26 chapters (214 pages); chapter observations will be due every Monday/Tuesday morning for 3 weeks. Therefore, you will be required to read 9 chapters a week and submit the observations the following Monday. Here's the math: 3 week unit = 22 days = 1 chapter + per day = 10 pages a day.
The unit starts on April 27th; due dates are:
(Ch 1-9)
(Ch 10-18)
(19-26)
Symbols Chart
Print off this chart and complete it as you read the novel; this chart will come in handy for the assessment.
A symbol must be something tangible or visible, while the idea it symbolizes must be something abstract or universal. In other words, a symbol must be something you can hold in your hand or draw a picture of, while the idea it symbolizes must be something you can’t hold in your hand or draw a picture of.
Themes/Motifs
Print off this chart and complete it as you read the novel; this chart will come in handy for the assessment.
The theme is the main idea or message conveyed by the author; the theme should generally be expressed as a complete sentence. A motif however, is a recurring important idea or image. A motif differs from a theme in that it can be expressed as a single word or fragmentary phrase, while a theme usually must be expressed as a complete sentence.
Assessment
The unit assessment will be an in class (paragraph) on a topic that will be given on the day of the assessment. Completing the chapter observations, symbols chart, and themes/motifs sheets, will enhance your abilities to write a well developed, grammatically correct, example filled essay! Your mark will be based on the 6 point rubric found at the top of this page.
Possible Topics:
- Characterization
- Figurative Language
- Explicit or Implicit (a passage will be provided)
- Symbols
- Coming of Age
unit 7: poetry
Poetry is a small world where figurative language is most easily seen and observed. We must be aware of the power of figurative language, especially when used as persuasion, so that neither our minds nor our wallets are emptied. Understanding the meaning and also the effect of figurative language is an important skill, and poetry is a good vehicle for learning it (www.westernreservepublicmedia.org)
Poetry is using carefully selected words to create a specific emotional response. This unit will help students learn about the structure, usefulness and power of poetry. Topics covered include the following:
Review Notes:
Print the following sheets and have a copy handy during class; they will aid in your understanding of the poems we read and help you to complete the poems analysis forms!
Forms of Poetry
Poetic Devices
This is your opportunity to utilize the areas of development you have worked diligently on throughout this year; as you read each poem, ensure you can determine the following through critical thought:
Poems we will enjoy in class:
"The Seven Ages of Man" by, William Shakespeare
"Do Not Go Gentle into that Good Night" by, Dylan Thomas
"Life is Fine" by, Langston Hughes
"Still I Rise" by, Maya Angelou
"O Captain! My Captain!" by, Walt Whitman
As we share the poems in class, you will complete the following analysis sheet:
Poetry is using carefully selected words to create a specific emotional response. This unit will help students learn about the structure, usefulness and power of poetry. Topics covered include the following:
- What is poetry; why is it important?
- What are the tools used to create poetry?
- Apply the tools and write your own!
Review Notes:
Print the following sheets and have a copy handy during class; they will aid in your understanding of the poems we read and help you to complete the poems analysis forms!
Forms of Poetry
Poetic Devices
This is your opportunity to utilize the areas of development you have worked diligently on throughout this year; as you read each poem, ensure you can determine the following through critical thought:
- What is the (theme) poem about?
- What is the intended (non intended) lesson or moral?
- Who is the poem written for (don't think single person all the time; think specific demographic)?
Poems we will enjoy in class:
"The Seven Ages of Man" by, William Shakespeare
"Do Not Go Gentle into that Good Night" by, Dylan Thomas
"Life is Fine" by, Langston Hughes
"Still I Rise" by, Maya Angelou
"O Captain! My Captain!" by, Walt Whitman
As we share the poems in class, you will complete the following analysis sheet:
| Poem Analysis |
Pecha kucha
What is it?! A Pecha Kucha is a presentation that tells a story through the use of music and images. Your task for this assignment is to research the year that you were born in. Consider the following areas of discovery:
Choose a song(s) (that best helps tell the viewer about this particular year) and apply it to a presentation (PP, Google Slides or Prezi). You are NOT to speak during this presentation; simply play it for your classmates.
The assignment details and rubric are included below: PRINT ONE AND BRING WITH YOU THE DAY YOU SHARE!!!
Presentation Dates: June 1, 2, 3 & 6
- Major World Events
- Sports
- Music
- Popular Culture
- Technology/Science
Choose a song(s) (that best helps tell the viewer about this particular year) and apply it to a presentation (PP, Google Slides or Prezi). You are NOT to speak during this presentation; simply play it for your classmates.
The assignment details and rubric are included below: PRINT ONE AND BRING WITH YOU THE DAY YOU SHARE!!!
Presentation Dates: June 1, 2, 3 & 6
| Pecha Kucha Assignment |
Final Exam - June
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