Class Minutes, Friday, December 10th

1. Prayer
2. Ch. 5 & 6 reading check
3. Discussed and corrected Important Quotes WS
4. Discussed and corrected TPS
5. Discussed notes on chapter 5 (view on Moodle)
6. Completed notes on Important Terms
7. Watched presentation by a character focus group (Jes and Braeden)
8. Homework: Read chapter 7

Class Minutes: Tuesday, Dec. 8th and 14th

On Wed. Dec. 8th you had a TOC.
You:
1. Did a Think, pair, share (TPS) on questions based on chapter 5.
2. Read chapter 6 as a class
3. Completed the "Important Quotes So Far" worksheet.

On the 14th, after prayer, we:
1. Wrote a partner, multiple choice, chapter 1-7 quiz
2. Then, we analyzed an image of a three-headed creature and discussed the roles of the id, ego, and superego according to Freud's model of the mind
3. Then, we matched the id, ego, and superego to characters in the novel
4. We took notes on political allegory
5. We started an outline (due. Thurs.) on the how Golding uses political and psychological allegory to make a comment on the nature of humanity.
6. We'll be writing the multi on Thursday.

Class Minutes: December 6th 2010

1. Prayer
2. Mrs. Wall gave us 15 minutes in the beginning of class to let us finish our revision of the "Lord of the Flies" setting paragraph.
3. The class went over chapter 1-3 review notes for "Lord of the Flies."
4. Mrs. Wall handed us back our Tattoo Assignment which we put in the "Personal Writing" section of our portfolio.
5. She then assigned us into groups for the character sketch activity which we worked on until the end of class.

Homework: Read chapter 5 of "Lord of the Flies."

class minutes thursday december 2

- prayer
- chapter 3. word game
- lord of the flies paragraph revision
- exit slip
- home work read chapter 4

Novemeber 30th, 2010

The first thing we did in class was we said prayer.

Then Ms. Wall handed back the following: SOAPS, the setting paragraph draft and rubric, the Yellow Wallpaper Active Viewing Chart, Three Degrees of... worksheet, 20 Questions, Text Framing Chapter 1-2 sumart, Isolation/Loyalty Compare and Contrast Thesis, Survival Compare and Contrast Thesis and the Drawing of the Island.

After, Ms. Wall went over the Lord of the Flies' Island, showing common errors where some of us lost marks.

Ms. Wall then handed back progress reports. This helped show us what we still needed to hand in to our teacher.

We also did another vocabulary development on Chapter 3 and did a Assignment log.

For Homework we need to read Chapter 3

Class Minutes: November 23rd, 2010

1. Prayer
2. We glued our drawings of islands onto black construction paper, and handed them in.

3. We handed in our 20 Questions from Chapters one and two of Lord of the Flies.

4. We filled out a text framing worksheet, summarizing chapters one and two.

5. We filled out another vocab chart. (words: officious, indignity, recrimination, gesticulated)
6. We wrote a paragraph on how setting in Lord of the Flies relates to theme.

There was no homework.

Class Minutes November 19

-prayer

-lord of the flies new vocabulary chapter 1

-listening and drawing the map of the island

-SOAP exit slip

class minutes: november 17

-read john donne sheet
-and read a chapter in a book for free the children for prayer
-read william goldings bio
-then read lord of the flies and had to write 20 questions on chapter 1&2
-also did a ven diagram

Class Minutes: November 15th ,2010

1. We started off with prayer
2. We handed in our homework on 3 degrees of an issue in today's society
3. We received our Lord of the Flies novels
4. We had a powerpoint lesson on survival and had a survival simulation exercise,
where we ranked a list of items on their importance in a survival situation, and then
compared it to an expert opinion.
5. We were shown word clouds, where text is entered and are rearranged into a cloud, the most
common words showing up as the largest.
6. For homework, we have to make practice thesis statements on the sheet we were given.

Class Minutes: Tuesday, November 9th

Today we reviewed how to write Compare and Contrast thesis statements. We created a Venn diagram of an Oreo vs. a Ritz and together came up with the thesis:

Oreo and Ritz are both delicious snacks. However, Oreo is a sweet dessert, while Ritz is a salty appetizer.

We then created a thesis based on a subject common to our short stories: oppression. We came up with the following thesis:

In the short stories, "The Painted Door," and, "The Yellow Wallpaper," by Sinclair Ross and Charlotter Perkins Gilman, respectively, the authors suggest that oppression leads to self-destruction. However, in "The Painted Door," Ann oppressess her own internal feelings, while in, "The Yellow Wallpaper," the protagonist is oppressed by the external force of social expectations.

Then, I gave the class time to revise their C&C thesis statements on isolation and loyalty.

Then, I handed back the setting paragraphs on "The Painted Door." Assignment logs and Independent Correction sheets were completed.

Finally, a worksheet titled, "Three Degrees of..." was assigned. It asks you to consdier one of the prevailing subjects of the unit and its applications to your life and the real world. Please finish for homework.

Class Minutes: Friday - November 5, 2010

1) Hand in active reading charts for "The Yellow Wallpaper".

2) Mystery envelope activity with parter (each partner group answered a different question regarding "The Yellow Wallpaper").

3) Present each group's response and discuss with class.

4) Watch a video clip of "The Yellow Wallpaper".

5) Finish re-writing the setting paragraphs for "The Painted Door", and hand in.

6) Homework: Thesis' for compare/contrast paragraphs on "The Lottery"/"The Painted Door" and "The Painted Door"/"The Yellow Wallpaper".

Class minutes: October 26,2010

1. Prayer
2. Discussed The Painted Door
3. Filled out the "after you read" section of the anticipation guide
4. Watched the film adaptation of The Painted Door"
5. Were asked to note the similarities and differences between the two

November 3,2010

1)Prayer
2)Students were partnered in pairs and were to, explain each feminist story/picture/advertisement they were given.
3)Received back " Painted Door" paragraphs, and where to edit them with STAR

Class minutes: Thursday October 28th

1. Prayer
2. Seinfeld Halloween video
3. Personal compositions (rubric) handed back
4. Given correction sheets to fill in
5. Went over common errors on the board
6. Quote integration and comma use notes were handed out

Class Minutes : November 1, 2010

1. Prayer
2. Work was handed back
3.Create a paragraph in the short story ' The Painted Door"
4.Find a partner then analyze your partner's paragraph by using the rubric.
5.Hand in at the end of the class ...... you'll start revising the paragraph on Wednesday.

Class Minutes Oct. 21, 2010

To start off class, Ms. Wall began with prayer and then we all wrote a requiz on the short story terms. After that we we did "The Painted Door" anticipation guide, which was a handout that Ms. Wall gave us. Then, when we were finished the guide, we read the story as a class. Other things we worked on were expanded moments and misplaced modifiers.

Class Mintutes: Tuesday, October 19th

Today we wrote an in-class personal composition. We could use our texts, outlines, and text-world graphic organizers as aids. The PC was due at the end of class.

Class Minutes: Friday, October 15th

1. Prayer
2. Work was handed back and reviewed
3. Discussed Personal Composition
4. Smartboard notes on narrowing the topic, writing theme, and uncovering supporting evidence
5. Wrote 2 more Text-world organizers, including theme statements
6. PC research and outline for homework
7. Discussed misplaced and dangling modifiers...to be cont'd on Tues.

Class Minutes: Wednesday, October 13th

1. Prayer
2. Daily focus question: What does the rocking horse symbolize?
3. Conventions of a fairtale: make parallels to, "The Rocking Horse Winner," worksheet
4. Handback assessments of Tattoo assignments
5. Read sample personal composition. Highlight and label rhetorical devices
6. No homework

Class Minutes: Wed. Oct 6th and Fri. Oct. 8th

Mrs. Wall was away on Wednesday, but we:
1. Used our One Question/ One Comment worksheet (based on the reading of "The Rocking Horse Winner") to discuss the short story in small groups, completing the QAD sheet for each question brought to the table. QAD stands for Question, Answer, Detail.
On Friday:
2. We used our list of rhetorical devices and examples to locate and identify rhetorical devices in example essays.
3. We reviewed the 11 pre-reading "quiet conversation" questions for "The Rocking Horse Winner" and selected one as a prompt for a PC
4. We reviewd how to write a PC
5. We completed a pre-writing chart on TEXT-WORLD connections
6. Get ready to write next week.

Class Minutes: Monday, October 4th

1. Prayer
2. Quizzes with revisions were returned
3. Tattoo paragraph drafts were returned with comments. Good copies with revisions and tattoo image due Wed.
4. A "Quiet" Conversation pre-reading activity for, "The Rocking Horse Winner,"
by D.H. Lawrence
5. Debrief responses as a class
6. While reading the short story, complete the worksheet: One Question, One Comment, which is the starting point of next class

English class minutes for sept.29th

1. prayer.

2. literary devices quiz corrections.

3. updated portfolio with lottery paragraph.

4. finished tattoo paragraph rough draft in class.

Class Minutes: Monday, September 27th

1. Prayer
2. Literary Devices quiz
3. "The Lottery"- recieved our marked film worksheet
4. "Three Smiley face tricks" - notes we copied during class
5. "Pimp My Write" - started brainstorming ideas for the paragraph, which should be drafted for Wednesday

21st Century Education in New Brunswick, Canada

Shift Happens 2010

Class Minutes: September 23, 2010

1) Prayer

2) STAR revision hand out-put in reference section of portfolio

3) "The Lottery" paragraph revision- identify changes made (use star hand out) and why

4) Independent correction sheet- copy out error, than correct it in the correction box, than identify the type of error

5) Tattoo assignment hand out- create a tattoo using symbols and colors that describe who you are. sketch of tattoo for Monday so you can write a paragraph of why you chose the colors and symbols.

Class Minutes: Tuesday, September 21st

Today you:
1. Handed in "The Lottery" film question sheet.
2. Were assigned a short story term to define on the Googledoc (emailed to your gmail account). The quiz is Monday, so the sooner you complete the study guide the better. Also, give a thorough definition for the benefit of your peers. Include examples, too. Feel free to add to or amend other definitions if you think your input will be of value for the quiz.
3. Created your four pocket portfolio.
4. Read Mrs. Wall's feedback on your paragraph drafts and used the "Revison and Editing Shorthand Notes" to familiarize yourself with and understand abbreviated comments.
5. Exchanged and peer assessed paragraphs using the, "Six Traits of Writing" post-it note and handout.
6. Completed an "Assignment Log" using the feedback provided you by Mrs. Wall and your peer. What is your current strength and area of focus? What is your plan for improvement.
7. Update your portfolio, putting handouts and writing assignment in the appropriate folder.
8. You will be continuing the revision process on Thursday.

Class Minutes: Friday, September 17th

1) Prayer.

2) Continue writing paragraphs: We completed the paragraph about Shirley Jackson's, "The Lottery".  The paragraph was on the author's use of symbolism to reveal theme (the subject + the author's opinion).

3 Watched video: We watched a portion of a video of "The Lottery".

4) Homework: A worksheet was handed out, which was to be completed for next class (Tuesday, September 21st).  The four worksheet questions were to be answered after watching the film.

Class Minutes: Thursday, September 9th

1. Prayer

2. Course Outline distributed and discussed

3. Think-Pair-Share: Why is English important?

4. Q: What should you do if a stampede of bulls runs towards you?
A: run along with them, even if you can't keep up

5. Watched video: Shift Happens 2010
gave many statistics about how quickly the world is changing. We were surprised by how quickly jobs are invented and how fast technology is advancing.

6. Literacy Stampede
The literacy stampede is upon us. "Literacy Stampede" means that things change so quickly that we need to keep up or we will be overrun. We need to elevate our reading and writing to a competitive level so that we are able to be successful. Most jobs now evaluate writing during the hiring process.

7. Exit Slip: reactions to our literacy stampede discussion and goals for English 11