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E10 sept13 2010


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E10 sept13 2010

  1. 1. Welcome to English 10<br />Please take one copy of each handout.<br />Begin by reading the handout titled “Welcome to English 10.”<br />Read the Course Outline and sign the back of it. <br />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).<br />Work on these sheets quietly until the Instructor begins the class (between 5:30 and 5:45)<br />
  2. 2. Course Outline<br />Monday and Wednesday, 5:30-8:30 p.m.<br />Sept. 13 to January 19th<br />Room 102<br />Instructor: Michele Sherstan<br />E-mail:<br />School Phone: 604-713-5752<br />
  3. 3. This course will focus on<br />speaking, listening, reading, and writing skills <br />through the study of<br />stories, <br />articles, <br />images,<br />poems, <br />plays,<br /> and a novel.<br />
  4. 4. This course will prepare you for<br />the English 10 Provincial Exam*<br />English 11<br />*Only students on the 2004 Diploma (80 credits)<br />
  5. 5. Marking<br />Assignments and Projects 50%<br />Tests, Presentations, and Quizzes 50%<br />
  6. 6. Class Expectations<br />Listen while others are speaking.<br />Respect differences between yourself and your classmates.<br />Conduct yourself in a way that supports your classmates' learning.<br />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.).<br />Food is only allowed during the break; beverages are fine anytime.<br />
  7. 7. Class Expectations (Cont’d.)<br />If you are late, enter quietly and wait to speak to me or your classmates until the lecture is over.<br />You may leave to use the washroom without asking, as long as you do not disrupt the class.<br />Do not leave before the end of class without checking in with instructor.<br />
  8. 8. Absences<br />It is your responsibility to find out about any work you may have missed. <br />If you are sick, or have an emergency, I expect you to contact me as soon as physically possible.<br />If you know you will be away, please let me know ahead of time.<br />If you do not follow these guidelines there will be no possibility of extensions or alternate assignments.<br />
  9. 9. Deadlines<br />Late assignments may lose up to 10% for every class past the deadline. <br />Once we have written a unit test, you may no longer submit work for that unit. <br />
  10. 10. Textbooks<br />Please pay your textbook deposit at the office as soon as possible. <br />Students experiencing financial hardship should speak to me about alternate arrangements.<br />I will be handing out texts in the second week of class.<br />
  11. 11. Other Supplies<br />Students should bring the following to class:<br />Binders, lined paper, pens, and pencils<br />Paperback dictionary<br />Personal reading material (book, magazine, or newspaper) appropriate for a school setting<br />
  12. 12. Roberts’ Rules<br />Follow the “Academic Honesty Policy” and the “Code of Conduct” you signed when you registered.<br />No smoking on the school grounds or directly across the street.<br />Do not linger around the playground while children are playing (unless they are your own of course!)<br />Enter and exit by the front doors only.<br />
  13. 13. Icebreaker<br />On a slip of paper, write down something about yourself that not many people know about you.<br />
  14. 14.
  15. 15. The Purpose of Discussion<br />Explore different sides of a topic<br />Share your opinion with others<br />Learn what others have to say<br />
  16. 16. Discussion Guidelines<br />Listen to what others have to say<br />Raise your hand to speak<br />State your opinion and give a reason<br />Disagree respectfully<br />No personal attacks<br />No discriminatory remarks (racist, sexist, homophobic, etc.)<br />
  17. 17. The Purpose of Discussion<br />is <br />to understand what people think about an issue and why<br />is not to<br />“win” an argument<br />
  18. 18. Discussion Questions<br />Who does the beaver represent?<br />What does the word “flux” in the newspaper headline mean?<br />What is the message of the cartoon?<br />Do you agree or disagree with it? Why? <br />
  19. 19. Hand in<br />Signed course outline<br />“Welcome” sheet<br />
  20. 20. 10 minute break<br />
  21. 21. Freewriting<br />What is freewriting?<br />Writing on a specific subject for 10 minutes<br />How to Freewrite:<br />Write whatever comes into your head about the subject.<br />Don’t worry about errors in grammar, spelling, or punctuation.<br />Focus on getting your thoughts on paper.<br />
  22. 22. Title: Freewriting Your Name: ____________<br />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.<br />If you run out of things to say, just write “I am looking for something to say” until the next idea comes.<br />Don’t worry about making mistakes or the the way the ideas are arranged (this is “free” writing!).<br />Keep your pen moving.<br />Write as many details as you can think of.<br />
  23. 23. Quick Feedback<br />How was that?<br />Did the time go fast or slow?<br />Did you get stuck?<br />What kind of jobs did people write about?<br />
  24. 24. Introduction to Writing<br />What is the difference between talking and writing?<br />
  25. 25. Point and Support in Two Cartoons<br />Look at the first cartoon on p. 6<br />Point: <br />Support:<br />Look at the second cartoon on p. 7<br />Point: <br />Support: <br />
  26. 26. Point and Support in a Paragraph<br />Let’s look at the example on p. 8.<br />What is the writer’s point?<br />Complete the outline of the sample paragraph. You may answer in phrases or point form.<br />You have approximately 10 min. Then we will go over it together.<br />
  27. 27. Vocabulary<br />Plant (n.)<br />Track (n.)<br />Skids (n. pl.)<br />Vats: (n. pl.)<br />
  28. 28. Point: Working in an apple plant is the worst job I ever had. (Topic Sentence)<br />Reason 1: _____________________________<br />Details: a) Loaded cartons onto skids for ten hours a night.<br /> b) __________________________________________.<br />Reason 2: _______________________________<br />Details: a) Got only minimum wage ($3.65/hour) plus a quarter for night shift.<br /> b) Had to work sixty hours for decent take-home pay.<br />Reason 3: ______________________________<br />Details: a) Only 2 ten minute breaks and an unpaid lunch<br /> b) Most of the time spent outside on the loading dock in freezing temperatures<br /> c) Loneliness on the job . . .<br />
  29. 29.
  30. 30. Activity 2 (p.9)<br />Complete the statements. You have approximately 5 minutes.<br />An important difference between writing and talking is that in writing we absolutely must ____________ any statement we make.<br />A _______________ is made up of a point (topic sentence) and a collection of specifics (reasons and details) that support the point.<br />
  31. 31. Activity: Paragraph on the best or worst job you’ve ever had.<br />Re-read your freewriting.<br />Make an outline (like the one we did of the sample paragraph) for a paragraph on your best or worst job.<br />Provide three reasons why it was the best or worst.<br />Give plenty of details to develop each of your reasons.<br />Write the paragraph. (You have approximately 30 minutes.) <br />Hand in all your in-class writing, stapled to the cover sheet provided.<br />freewriting (1 mark)<br />outlining (1 mark)<br />paragraph (8 marks)<br />This assignment will be evaluated according to the criteria set out on p. 10 of your text book.<br />
  32. 32. Homework<br />Pay your textbook deposit in the office asap. <br />OR pay me before or after class (not during!)<br />Talk to me after class or before next class if you are not able to pay the text deposit.<br />