Character Homework for "Of Mice and Men"

Do all work by Friday please. Write two short paragraphs (50 to 75 words), one on the protagonist and the other on your assigned character.

For the protagonists, George or Lennie, explain one of either character's traits based on his dress, or a gesture or an action.

For your assigned character choose one of the topics below:

Write an interior monologue (what a character might be thinking) during a scene where the character is silent (speaks no dialogue for a period of time).

Give an example of any repeated actions or gestures made by the character and how these help to communicate a trait of character to the viewers.

YouTube Short Videos from the Film

LINK to a copy of the script for Of Mice and Men

A Film with Impact

Please put your final copy of your writing here before our class on December 10. For film research, use the Internet Movie Database. Remember to quote any information taken from outside sources! I will post a sample for you by Saturday night.

Sorry everyone to let the movie go to the disturbing part with poor Thelma. I didn't intend to show that to you. I apologize!

Poem

Please post your poem here before 9pm on Tuesday, November 25th . Remember to stick to the guidelines - minimum 10 lines and 3 stanzas. Refer to the handout for more specific criteria.

Using Literary Elements to Compare Stories

Put your examples of three different literary elements that occur in both stories (as a comparison) as comments to this post. Each student in the group is responsible for a single example.

Remember to make your comparison based on, for example, how effective it is (you may decide that each story uses the element equally effectively but be sure to explain why you think that).

Persuasive Essay Assignment

Copy your essay here as a comment and please finish before class begins next Wednesday. Remember this is a first draft; however, I expect a full, 500 word draft. Be sure to design your essay based on the example given to you in class: "Addicted to Oil?"

Writing Comparison Paragraphs-Student Feedback

I have the impression that students found the in-class write challenging today.

Please write a short comment on what you found difficult (and anything you found easy) while doing the writing on Friday. Do you have any suggestions to help you improve your writing in the future?

Write your comment before coming to class next Wednesday. Please also read the handout, Developing a Media Education Language: From Persuasive Techniques to Analytical Tools. Have a safe and happy Halloween and stay dry . . .

The Week Behind; The Week Ahead

Last week’s paragraphs were a mixed bag: some better than others. The major problems are not (in most cases) grammar or spelling related. They are, instead, related to communicating clearly your thoughts on a complex piece of work and on your overall comprehension. Some students got bogged down in the “correct” answers (no doubt influenced by my teaching and secondary sources). Others showed more original thinking. To do well, do your own thinking.

Some of you are giving a “signal” before quoting the text and then going on to explain the significance of your quote. If you are, congratulations! I expect a ratio of at least 2 to 1 of original content to quote. Thus, if you quote 20 words, your signal (introduction to) and explanation (after the quote is used) ought to be 40 words or so.

Overquoting makes it harder to pick out your thoughts from those of the writing to which you refer. I also encourage those of you who paraphrase well, especially for factual matters that are not important to quote. Beware the tendency to tell me what a quote says and then hitting me with a quote that says the exact same thing! I’m much more interested in why you’ve chosen it, actually.

 Another area students could improve on is reading the question carefully. When I asked about a character and then specified that you look at “two actions” and what each one shows, some of you responded only to the beginning of the question, thus avoiding the requirements! 

 

This week, we’ll be looking closely at our current story, using a specific way of reading a text: writing annotations. We will also be working in groups to compare our annotated versions.

 I’ll be giving out some resources for writing good comparison/contrast paragraphs as Friday’s class will be more challenging than usual: writing paragraphs that compare and contrast stories we've studied.

After the break on Friday, I will give you a media-based assignment and resources to help you complete it. Your work will be posted to the blog. Since the American election will occur between our Friday and Wednesday classes, the media will be abuzz with information that we can discuss on November 5. It should be interesting!

Blogging Journal Questions for "The Heyday of the Blood"

Please answer one of the following questions for the story, "The Heyday of the Blood." Make your answer a comment to this post. Write about 125 and 175 words; provide your word count at the bottom of your paragraph(s).

If you have answered one of the questions before, you must choose a different one! Please finish your work by 6:00 p.m. on Tuesday, October 28.

1. Write about something you learned from the reading.

2. Write about something that surprised you, angered you, delighted you, or evoked any strong reaction as you were reading. Write about anything that stays on your mind after reading.

3. Write about the most effective things you notice in the writing.

4. What does the work mean and why do you think that?

5. Write about something in this work that reminds you of someone you know or of something that has happened in your life.

Blogging Journal Questions for "The Summer of the Beautiful White Horse"

Please answer one of the following questions for the story, "The Summer of the Beautiful White Horse." Make your answer a comment to this post. Write between 125 and 175 words; provide your word count at the bottom of your paragraph(s). Please finish your work by 6:00 p.m. on Tuesday, October 21. If you have answered one of the questions before, you must choose a different one!

1. Write about an idea expressed in the writing (or in class) which you either agree or disagree with.

2. Explore a social or ethical issue raised in the story. Judge the behaviour of the characters or the views of the author. Are they right or wrong in your opinion?

3. Tell about how you feel toward this writing or its author and why.

4. Does this work confront or confirm your personal beliefs? Explain.

5. Describe your feelings as you read the story and what sort of experience you had.

Marking the Biographies: A Teacher's Commentary

Marking your biographies was an interesting and humbling experience. The lives of the varied (diverse is the Ministry of Education term) students made me feel that I'd led a rather boring, provincial life here in Canada.

I appreciated all your work getting the facts and details straight and was struck by the empathy (yes Bray's word) shown to others in the writing. Some of you have a clear "voice" in writing already; others are working on it.

One problem was the number of "corrections" I needed to do. If you are one of the few students who wrote virtually error-free prose I thank you! I know that some errors are unavoidable due to your being unable to see them in the writing but do wish to see fewer in future assignments. I'd much rather spend my time framing a useful comment. The way I look at it is the more correcting I'm doing for you, the less time and energy I have to comment on the more interesting stylistic and organizational aspects of your writing.

A number of you did not present your work as requested (in 12 point font and double spaced) and made my life difficult trying to make corrections and fit in my comments. Next time I've decided to not mark anything that is not presented correctly. You've used your one free pass guys!

Please be aware of the meaning of the marking system I am using so that you can better judge your result. I used the rubric to guide me and often used it to provide a comment. Remember also that the letter grade, "A," should mean that a student exceeds expectations in all areas. Since English is a skill-based course rather than one that tests a certain content, it is more difficult to demonstrate excellence. 

Build on this experience and use it to get better. My final judgements on your overall performance are not made until January of next year. You have plenty of time to improve!

Blogging Journal Questions for "The Possibility of Evil"

Please answer one of the following questions for the story, "The Possibility of Evil." Make your answer as a comment to this post. Write between 100 and 150 words; provide your word count at the bottom of your paragraph(s). Please finish your work by 6:00 p.m. on Tuesday, October 14.

1. Tell how you feel toward this work or this author, and why.

2. Write about any difficulties or frustrations involved in reading this work.

3. Write about the way this work confirms or confronts your beliefs.

4. Write about something in this work that reminds you of someone you know or of something that has happened in your life.

5. Write about what is effective in the way the work is written.

Rewritten Answers for "Caught in a teacher's web"

Please post your rewritten answers for any of the four questions provided to you in your October 3 in-class writing. Give your word count and stay under the maximum count allowed in the original topic. Post answers by 6:00 p.m. on Tuesday, October 14.

Link to Comments File on Plagiary Assignment

My comments for everyone's writing in one file: Plagiary Comments

Remember to print your biography and bring to class next Wednesday. Thanks!

Resources to Help with using Quotation

Here are a number of good resources to help you better understand the use of quotation in your writing.

Quoting and Paraphrasing Sources

Quoting, Paraphrasing and Summarizing

Using Quotations in Essays

Quote Week: Incorporating Quotes into Your Research Papers

Link to Sir Ken Robinson's Talk on Education

Do Schools Kill Creativity?

From this link, you get a streaming video. If you have Quicktime, you can download a higher resolution talk from the same page.

Enjoy!

Writing a Biography: Your Comments Invited

This was my first attempt at teaching the writing of a biography. My intent was to provide students with a clear motivation for doing their best, in interview, in getting the details right, and in completing a final draft that each student is proud to submit.

What did you like? And, more importantly, what would you change and why? Your comments are invited and, especially, your concrete suggestions for things like pacing (how long to allocate to a lesson), order (what to do first, second, third) and any other suggestion you may have.

Please Complete Profiles

Hi Everyone: A few profiles are either missing or incomplete. Please make an effort to finish them this week. Include some interests and answer a random question, too. I've updated my photo if you're interested and changed my question.

Opinions on Plagiary (Using Quotes and Paraphrase)

Using the original article from the New York Times and one other source on this issue, give your opinions about Internet plagiarism.

You might like to address the question of whether students who plagiarize should be punished, whether students who plagiarize are aware of what they are doing or any other important idea. Reference the articles using quotation and paraphrase to respect your sources!

Write about 200 to 300 words in paragraphs. It is not necessary to write in full essay form. Complete your writing by 6:00 p.m. on Tuesday so that others may read your opinions before next week's class.

Recent News: Liberals Accuse Harper of Plagiarizing 2003 Speech on Iraq (Sept. 30, CBC.ca)

Remember to Comment Not Post

Hi Everyone: Please be sure to put your biographies in the correct post as a comment and not post to the main page. Each group has a section below! Thanks. I've moved Neela's biography of Maria to the correct place.

Maria, Neela, Julie and Sam

Put your biography here by Sunday midnight and then comment on someone else's biography before next Wednesday's class.

Ally, Makassia and Sonya

Put your biography here by Sunday midnight and then comment on someone else's biography before next Wednesday's class.

Eve, Ryan and Fannie

Put your biography here by Sunday midnight and then comment on someone else's biography before next Wednesday's class.

Rita, Mia, Kenny and Eman Biographies

Put your biography here by Sunday midnight and then comment on someone else's biography before next Wednesday's class.

Welcome to English 11 Students

This is your blog. Students at the PALC have been blogging since January, 2006. The blog is a place where students share thoughts and ideas with each other and with the teacher. It offers an opportunity to write more often and have your writing and ideas read by your classmates and teacher.

Your first assignment will be to post a copy of your second draft of a short biography for comment and suggestions from fellow group members. Each group will have its own post for biographies from other group members.

To get a feeling for blogging, read through some of the posts from previous classes!

Essays for 'The Baffling Question"

Post your essays here before 6 p.m. on Tuesday, June 3. Check the first comment for a copy of Masaru's writing on disciplining children.

NEW: See Brad's essay writing processes at Writeboard.com: "A Unique Conversation." I have, so far, done two drafts. Visit the link to see my versions and changes. The password is english11 Click on two of the boxes in the top right corner of the page and then choose "compare" to see the changes that were made.

List Poems

Put your list poems here before class meets on Friday. Write a minimum of 30 lines (two fewer than the teacher and student samples).

Poetry Recital

On Friday, May 23rd, you will be presenting a poem to the class. Please choose your poem from one of the following websites:

Source 1 (each poem has an audio file with the poet reading his or her poem.)

Source 2 (Canadian poets. Choose by name. Each poet has several poems online.)

Source 3 (Poetry Daily so a new poem daily and a massive archive.)

Your homework for the week:
1) Practice reciting your poem (remember our discussion on what makes an effective recital)
2) Practice some more
3) Practice a bit more

Poem

Post your poem here by 9:00 p.m. on Tuesday, May 13. You will read your poem aloud in next Wednesday's class. Be prepared to speak about your experience writing the poem as well.Here are a couple of websites that you may find interesting:

Instant Poetry Forms

Magnetic Poetry

Published Pieces for Bonus 2%

The Writing 12 class has spoken! Here are the pieces they've selected for publication in The Pearson Buzz. Each piece will be introduced by a Writing 12 student on its publication.

Aileen: Lack of Respect for Cashiers
Beatrice: Maybe He Was Right
Josephine: Independent, Bravo! and More Avoidable, Secondhand Smoke
Mavis: Keeping Speed or Braking
Renee: Always Waiting
Teresa: Do I Need to . . .

NOTE: Pieces will be edited and corrected by Brad before publication. Expect to see your pieces near the end of May.

Cultural Differences: Final Copy

Post here by 6:00 on Tuesday, April 29.

Writing 12 Students: Top Ten Tips

Rants: Final Copy

Please post here by 6:00 on Tuesday, April 29.

Cultural Differences

Put your articles on a cultural difference here for the Writing 12 class to read (and for our class, too, of course). Have all work posted by Tuesday at 6:00.

NEW: Please pay attention to your word count! Maximum is 350 or so (but shorter is better).

Read examples from The Pearson Buzz.

A Rant

Put your rants here for the Writing 12 class to read (and for our class, too, of course). Have all work posted by Tuesday at 6:00.

NEW: Please pay attention to your word count! Maximum is 350 or so (but shorter is better).

Read examples at The Pearson Buzz.

Recommend or Not? "Of Mice and Men"

In a paragraph of 150 to 200 words, explain why you would (or would not) recommend the film to a friend. Be specific about your reasons. Please complete your paragraph by 6:00 on Tuesday night.

Be prepared to do in-class writing (test mark) for the film on Wednesday. The topic choices will vary and include writing an essay (if you choose).

Character Activities for "Of Mice and Men"

Do all work by Tuesday at 6:00 please. Write two short paragraphs, one on the protagonists and the other on your assigned character.

For the protagonists, Lennie or George, explain one of either man's traits based on a single scene (2-3 minutes of screen time). Give an example of an action or gesture that helps to communicate the trait. (150 word maximum)

For your assigned character choose one of the topics below (150 word maximum):

Comment on the way the character is introduced to us in the movie and how that introduction helps us get to know that character’s personality.

Write an interior monologue (what a character might be thinking) during a scene where the character is silent (speaks no dialogue for a minute or more).

Give an example of any repeated actions or gestures made by the character and how these help to communicate a trait of character to the viewers.

LINK to a copy of the script for Of Mice and Men

Blogging Journal for "The Lottery"

Please put your Blogging Journal reponse here as a comment to this post by 6 p.m. on Tuesday, March 11. You may wish to read the article, "Monstrous Acts and Little Murders" for some background on Shirley Jackson and some interesting facts about the story.
NEW: Link to the story.

Blogging Journal for "The Summer of the Beautiful White Horse"

Please put your Blogging Journal reponse here as a comment to this post. I provide a copy of the story in Word format for your use during our study. "The Summer of the Beautiful White Horse." I've provided a sample response, using quotations. Follow my model in your answers this time to practice this important skill.

Descriptive Essays

Post your final drafts here as a comment. Please check your work carefully before posting!

Note that it is not a requirement, but I encourage you to share your writing with your classmates.

Here is a link to my fifth draft of "Hiking with John." I changed the title back as "A Chance Encounter" felt cliched.

Brad's Third Draft: "A Chance Encounter"

Here's a link to the file where my changes and comments are available to view. Save a copy to your own computer if you wish. File is in Word 2003 for XP. Make sure you select "reviewing pane" to see the comments.

"A Chance Encounter": Third draft of the essay (working title: "Hiking with John")

"Cat in the Rain" Blogging Journal

Please put your writing on one of the 15 topics from your Blogging Journal sheet. Remember that, once you use a topic, you may not write on it again! Homework is due by 6:00 p.m. on Tuesday, February 12.

Thanks Everyone!

I appreciated all your hard work and devotion to getting your account set up today. Not fun, but a necessary and important step.

I'm looking forward to all your paragraphs of introduction!

Introducing Ourselves

Post your paragraph for the assignment, "Introducing Ourselves at the Blog," as a comment. Remember that, if you make a mistake, you can delete your comment and try again. If you are having any trouble, write to Brad at his school email (on your "Course Outline").

Blogging Advice for the 2008 Spring Class

The students of the current class have left a welcome and comment to the new class beginning in February, 2008. Please read their comments by clicking on the comment link below this message.