Welcome to English 10 Please take one copy of each handout. Begin by reading the handout titled “Welcome to English 10.” Read the Course Outline and sign the back of it. Next, examine the cartoon and write a brief response to each question (these will not be handed in but they will be the basis for discussion). Work on these sheets quietly until the Instructor begins the class (between 5:30 and 5:45)
Course Outline Monday and Wednesday, 5:30-8:30 p.m. Sept. 13 to January 19th Room 102 Instructor: Michele Sherstan E-mail: email@example.com School Phone: 604-713-5752
This course will focus on speaking, listening, reading, and writing skills through the study of stories, articles, images, poems, plays, and a novel.
This course will prepare you for the English 10 Provincial Exam* English 11 *Only students on the 2004 Diploma (80 credits)
Marking Assignments and Projects 50% Tests, Presentations, and Quizzes 50%
Class Expectations Listen while others are speaking. Respect differences between yourself and your classmates. Conduct yourself in a way that supports your classmates' learning. Cell phones, Blackberries, iPods, etc. must be turned off during class; Plan to make and return calls, texts, and e-mails during the break (usually 6:45 or 7 p.m.). Food is only allowed during the break; beverages are fine anytime.
Class Expectations (Cont’d.) If you are late, enter quietly and wait to speak to me or your classmates until the lecture is over. You may leave to use the washroom without asking, as long as you do not disrupt the class. Do not leave before the end of class without checking in with instructor.
Absences It is your responsibility to find out about any work you may have missed. If you are sick, or have an emergency, I expect you to contact me as soon as physically possible. If you know you will be away, please let me know ahead of time. If you do not follow these guidelines there will be no possibility of extensions or alternate assignments.
Deadlines Late assignments may lose up to 10% for every class past the deadline. Once we have written a unit test, you may no longer submit work for that unit.
Textbooks Please pay your textbook deposit at the office as soon as possible. Students experiencing financial hardship should speak to me about alternate arrangements. I will be handing out texts in the second week of class.
Other Supplies Students should bring the following to class: Binders, lined paper, pens, and pencils Paperback dictionary Personal reading material (book, magazine, or newspaper) appropriate for a school setting
Roberts’ Rules Follow the “Academic Honesty Policy” and the “Code of Conduct” you signed when you registered. No smoking on the school grounds or directly across the street. Do not linger around the playground while children are playing (unless they are your own of course!) Enter and exit by the front doors only.
Icebreaker On a slip of paper, write down something about yourself that not many people know about you.
The Purpose of Discussion Explore different sides of a topic Share your opinion with others Learn what others have to say
Discussion Guidelines Listen to what others have to say Raise your hand to speak State your opinion and give a reason Disagree respectfully No personal attacks No discriminatory remarks (racist, sexist, homophobic, etc.)
The Purpose of Discussion is to understand what people think about an issue and why is not to “win” an argument
Discussion Questions Who does the beaver represent? What does the word “flux” in the newspaper headline mean? What is the message of the cartoon? Do you agree or disagree with it? Why?
Hand in Signed course outline “Welcome” sheet
10 minute break
Freewriting What is freewriting? Writing on a specific subject for 10 minutes How to Freewrite: Write whatever comes into your head about the subject. Don’t worry about errors in grammar, spelling, or punctuation. Focus on getting your thoughts on paper.
Title: Freewriting Your Name: ____________ Topic: write about a very good job or a very bad job that you had. Try to write for ten (10) minutes about why the job was good or bad. If you run out of things to say, just write “I am looking for something to say” until the next idea comes. Don’t worry about making mistakes or the the way the ideas are arranged (this is “free” writing!). Keep your pen moving. Write as many details as you can think of.
Quick Feedback How was that? Did the time go fast or slow? Did you get stuck? What kind of jobs did people write about?
Introduction to Writing What is the difference between talking and writing?
Point and Support in Two Cartoons Look at the first cartoon on p. 6 Point: Support: Look at the second cartoon on p. 7 Point: Support:
Point and Support in a Paragraph Let’s look at the example on p. 8. What is the writer’s point? Complete the outline of the sample paragraph. You may answer in phrases or point form. You have approximately 10 min. Then we will go over it together.
Vocabulary Plant (n.) Track (n.) Skids (n. pl.) Vats: (n. pl.)
Point: Working in an apple plant is the worst job I ever had. (Topic Sentence) Reason 1: _____________________________ Details: a) Loaded cartons onto skids for ten hours a night. b) __________________________________________. Reason 2: _______________________________ Details: a) Got only minimum wage ($3.65/hour) plus a quarter for night shift. b) Had to work sixty hours for decent take-home pay. Reason 3: ______________________________ Details: a) Only 2 ten minute breaks and an unpaid lunch b) Most of the time spent outside on the loading dock in freezing temperatures c) Loneliness on the job . . .
Activity 2 (p.9) Complete the statements. You have approximately 5 minutes. An important difference between writing and talking is that in writing we absolutely must ____________ any statement we make. A _______________ is made up of a point (topic sentence) and a collection of specifics (reasons and details) that support the point.
Activity: Paragraph on the best or worst job you’ve ever had. Re-read your freewriting. Make an outline (like the one we did of the sample paragraph) for a paragraph on your best or worst job. Provide three reasons why it was the best or worst. Give plenty of details to develop each of your reasons. Write the paragraph. (You have approximately 30 minutes.) Hand in all your in-class writing, stapled to the cover sheet provided. freewriting (1 mark) outlining (1 mark) paragraph (8 marks) This assignment will be evaluated according to the criteria set out on p. 10 of your text book.
Homework Pay your textbook deposit in the office asap. OR pay me before or after class (not during!) Talk to me after class or before next class if you are not able to pay the text deposit.