Tuesday, December 15, 2009
ELA Prep
The time has come to prepare for the ELA. We have been preparing since September, but we are now spending every day reviewing main concepts. We have been practicing brainstorming and drafting all week. The students each have a folder where they are keeping their practice work. They should be reviewing this over the Christmas break. Also, every student has been asked to bring in a good copy of a narrative piece of writing for my review. This piece can be anything that they choose. I hope they take this opportunity to have a one-on-one session with me to critique their writing.
Tuesday, November 24, 2009
Update
To date we have completed 8 journal entries. You should have one entry for chapter 1, one entry for chapters 2 and 3, one entry for chapters 4 and 5, one for chapter 6, one for chapters 7, one for chapters 8 and 9, one for chapters 10 and 11, and one for chapters 12 and 13.
Tuesday, November 17, 2009
Review
To date we have completed 3 journal entries. You should have one entry for chapter 1, one entry for chapters 2 and 3, and one entry for chapters 4 and 5. Please remember that your journals are being written from Jonas' point of view.
Friday, November 6, 2009
The Giver
We started a novel study of "The Giver" by Lois Lowry. We have read chapter one and started writing a journal from Jonas` point of view. We will continue with this on Monday.
Progress Reports
Just a reminder that progress reports were sent home this week. Please review this with your parents, have them sign it, and return it to me as soon as possible. If you have a mark with the comment "absent" beside it, you are responsible to finish the work, but were not given a mark for that item. You will receive a mark once I have received it. If you have a mark with "incomplete" beside it, you are responsible to finish the work, but you have been given a zero until I receive it and mark it. If it is marked as incomplete, it is because you were present when it was assigned, but you have chosen to not hand it in on time. Please remember that late work is graded as such, and you are responsible for you. If you are absent you are still responsible to `catch up`on any missed work. If you have any concerns or need any help with completing an assignment, you know I am available each and every day.
Tuesday, October 20, 2009
Change in schedule
I have decided to continue with essay writing. The novel study will start as soon as I feel that most of you are comfortable with writng an essay. We have learned techniques to help with writing a good nitroduction and a good conclusion. We will finish writing these essays and then we will start writing in a timed evvironment. Please come and see me if you are struggling or have any questions.
Thursday, October 8, 2009
Issues with email
I am having a problem with sending out the marks via email. I will try and have this fixed ASAP. If I am unable to get it fixed by tomorrow, I will have no choice but to wait until next week to send the reports. If it is still not fixed by Tuesday, I will print the marks and send them home with you to have signed and returned to me on Wednesday. Sorry for the delay. Have a Fun and Safe Weekend!!!
Wednesday, October 7, 2009
Progress Reports
Progress reports will be emailed tomorrow. If you have not provided me with an email, please have your parent/guardian sign and return it on Tuesday, Oct 13th. Please email me if you have any questions or concerns. laura.kendall@nbed.nb.ca
Tuesday, October 6, 2009
The Comma
Use a comma to set off the elements of a series (three or more things), including the last two.
Example: My favorite uses of the Internet are sending e-mail, surfing the Web, and using chat rooms.
You may have learned that this comma is not necessary. Sometimes, however, the last two items in your series will glom into one if you don’t use the so-called serial comma.
Use a comma and a coordinating conjunction (and, but, or, nor, for, yet, so) to separate two independent clauses.
Example: The public seems eager for some kind of gun control legislation, but the congress is obviously too timid to enact any truly effective measures.
If the two independent clauses are brief and nicely balanced, this comma may be omitted, but the comma is always correct.
Use a comma to set off introductory elements.
Example: Anxious about the upcoming winter, settlers began to bicker among themselves about supplies.
If the introductory element is brief and the sentence can be read easily without the comma, it can be omitted.
Use a comma to separate coordinate adjectives.
Example: Coaches grew weary of running practices in the drafty, dreary, dilapidated gymnasium.
If you could put a but or an and between the adjectives, you should put a comma between them.
Use a comma to set off elements that express a contrast or a turn in the sentence.
Example: They were looking for something practical, not luxurious.
Use a comma to set off states and countries, years (in a full date), titles, etc.
Example: Their wedding date was set for August 5, 2000, in the college chapel in Newton, Massachusetts.
Use a comma to set off quoted language.
Example: “We can’t see into the future,” said the President, “but we have to prepare for it nonetheless.”
Use a comma to set off parenthetical elements. This is the most difficult rule in comma usage. A parenthetical element is “added information,” something that can be removed from a sentence without changing the essential meaning of that sentence. Deciding what is “added information” and what is essential is sometimes difficult.
Example: Robert Frost, perhaps America’s most beloved poet, died when he was 88.
One last rule: Don’t over-use commas! When a comma is needed, use it; otherwise, do without.
Example: My favorite uses of the Internet are sending e-mail, surfing the Web, and using chat rooms.
You may have learned that this comma is not necessary. Sometimes, however, the last two items in your series will glom into one if you don’t use the so-called serial comma.
Use a comma and a coordinating conjunction (and, but, or, nor, for, yet, so) to separate two independent clauses.
Example: The public seems eager for some kind of gun control legislation, but the congress is obviously too timid to enact any truly effective measures.
If the two independent clauses are brief and nicely balanced, this comma may be omitted, but the comma is always correct.
Use a comma to set off introductory elements.
Example: Anxious about the upcoming winter, settlers began to bicker among themselves about supplies.
If the introductory element is brief and the sentence can be read easily without the comma, it can be omitted.
Use a comma to separate coordinate adjectives.
Example: Coaches grew weary of running practices in the drafty, dreary, dilapidated gymnasium.
If you could put a but or an and between the adjectives, you should put a comma between them.
Use a comma to set off elements that express a contrast or a turn in the sentence.
Example: They were looking for something practical, not luxurious.
Use a comma to set off states and countries, years (in a full date), titles, etc.
Example: Their wedding date was set for August 5, 2000, in the college chapel in Newton, Massachusetts.
Use a comma to set off quoted language.
Example: “We can’t see into the future,” said the President, “but we have to prepare for it nonetheless.”
Use a comma to set off parenthetical elements. This is the most difficult rule in comma usage. A parenthetical element is “added information,” something that can be removed from a sentence without changing the essential meaning of that sentence. Deciding what is “added information” and what is essential is sometimes difficult.
Example: Robert Frost, perhaps America’s most beloved poet, died when he was 88.
One last rule: Don’t over-use commas! When a comma is needed, use it; otherwise, do without.
Monday, October 5, 2009
A Capital Idea! - The Uses and Rules of Capital Letters
Capitalize the first word of every sentence — unless that sentence is in parentheses incorporated within another sentence.
Example: Glacial till or debris (some geologists call this material “garbage”) is often deposited in formations called morains.
Capitalize the personal pronoun I.
Capitalize the names of family relations when they are used as substitutes for names.
Example: Grandma and Grandpa live with Dad and Mom now.
but...
I went with my mom and dad to visit my aunt and uncle.
*Notice the role of the modifying pronoun here.
In titles, capitalize the first, last, and all important words. Usually, we don’t capitalize articles, prepositions, and coordinating conjunctions.
Example:War and Peace
Capitalize names of specific persons, places, and geographical locations.
Example: My brother Charlie, who used to live in the Middle East and write books about the Old West, now lives in Hartford, Connecticut.
but...
Don't capitalize directions.
Example: They moved up north, to the southern shore of Lake Erie.
Capitalize names of days of the week, months, and holidays.
Example: Valentines Day, which is always on February 14, falls on Tuesday this year.
but...
Don't capitalize the names of seasons
Example: Next fall, before the winter storms begin, we’re heading south.
Capitalize the names of historical events.
Example: The Battle of the Bulge was an important event in World War II.
Capitalize the names of religions and religious terms.
Example: God, Christ, Allah, Buddha, Christianity, Christians, Judaism, Jews, Islam, Muslims.
Capitalize the names of nations, nationalities, languages, and words based on such words.
Example: Somalia, Swedish, English muffin, Irish stew, Japanese maple, Jew’s harp, French horn
Capitalize the names of academic courses when they’re used as titles.
Example: He took Carpentry 101, but he did much better in his economics and English literature courses.
Capitalize brand names.
Example: Ford and Kleenex
Capitalize titles when they precede names.
Example: Dean Arrington introduced President Carter to Secretary Bogglesworth.
but...
usually not after a name
Example: Joe Chuckles, who was chairman of the board of directors in 1995, has since retired.
The best advice on capitalization: Consult a dictionary!
Example: Glacial till or debris (some geologists call this material “garbage”) is often deposited in formations called morains.
Capitalize the personal pronoun I.
Capitalize the names of family relations when they are used as substitutes for names.
Example: Grandma and Grandpa live with Dad and Mom now.
but...
I went with my mom and dad to visit my aunt and uncle.
*Notice the role of the modifying pronoun here.
In titles, capitalize the first, last, and all important words. Usually, we don’t capitalize articles, prepositions, and coordinating conjunctions.
Example:War and Peace
Capitalize names of specific persons, places, and geographical locations.
Example: My brother Charlie, who used to live in the Middle East and write books about the Old West, now lives in Hartford, Connecticut.
but...
Don't capitalize directions.
Example: They moved up north, to the southern shore of Lake Erie.
Capitalize names of days of the week, months, and holidays.
Example: Valentines Day, which is always on February 14, falls on Tuesday this year.
but...
Don't capitalize the names of seasons
Example: Next fall, before the winter storms begin, we’re heading south.
Capitalize the names of historical events.
Example: The Battle of the Bulge was an important event in World War II.
Capitalize the names of religions and religious terms.
Example: God, Christ, Allah, Buddha, Christianity, Christians, Judaism, Jews, Islam, Muslims.
Capitalize the names of nations, nationalities, languages, and words based on such words.
Example: Somalia, Swedish, English muffin, Irish stew, Japanese maple, Jew’s harp, French horn
Capitalize the names of academic courses when they’re used as titles.
Example: He took Carpentry 101, but he did much better in his economics and English literature courses.
Capitalize brand names.
Example: Ford and Kleenex
Capitalize titles when they precede names.
Example: Dean Arrington introduced President Carter to Secretary Bogglesworth.
but...
usually not after a name
Example: Joe Chuckles, who was chairman of the board of directors in 1995, has since retired.
The best advice on capitalization: Consult a dictionary!
Friday, October 2, 2009
The Mighty Apostrophe!
The apostrophe has only a handful of uses, but these uses are very important. A misplaced apostrophe can be annoying.
The apostrophe is used to :
1. to create possessives
2. to show contractions
3. to create some plural forms
The apostrophe is used to create possessive forms for singular and plural nouns, especially nouns referring to people.
Examples: the mayor’s car, my father’s moustache
When a noun already ends in “s,” you can decide whether or not to use another “s” after the apostrophe.
Example: Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s” after the apostrophe.
Example: Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature
To form the possessive of an inanimate object, we’re usually better off using an “of phrase,” but the apostrophe possessive is not impossible, especially with expressions of time and in personifications.
Example: the smell of the crowd
To form the possessive of a plural noun, we pluralize first and then add the apostrophe.
Example: The Kennedys’ house
Notice that with an irregular plural, the apostrophe will come before the “s.”
Example: The children’s playhouse
A contraction allows us to blend sounds by omitting letters from a verb construction. The apostrophe shows where something is left out.
Example: I am a student here = I’m a student here.
REMINDER: It’s is a contraction for “it is”; the possessive of it = its (no apostrophe).
The apostrophe is also used to form the plural of digits and letters and to indicate omission of a number in a date
The mighty apostrophe doesn’t mind being used, but it wants to be used wisely.
Use it well and it will be there whenever you need it!
The apostrophe is used to :
1. to create possessives
2. to show contractions
3. to create some plural forms
The apostrophe is used to create possessive forms for singular and plural nouns, especially nouns referring to people.
Examples: the mayor’s car, my father’s moustache
When a noun already ends in “s,” you can decide whether or not to use another “s” after the apostrophe.
Example: Charles’s car OR Charles’ car
With multisyllabic words, don’t add another “s” after the apostrophe.
Example: Dumas’ second novel, Jesus’ birth,
Socrates’ ideas, Illinois’ legislature
To form the possessive of an inanimate object, we’re usually better off using an “of phrase,” but the apostrophe possessive is not impossible, especially with expressions of time and in personifications.
Example: the smell of the crowd
To form the possessive of a plural noun, we pluralize first and then add the apostrophe.
Example: The Kennedys’ house
Notice that with an irregular plural, the apostrophe will come before the “s.”
Example: The children’s playhouse
A contraction allows us to blend sounds by omitting letters from a verb construction. The apostrophe shows where something is left out.
Example: I am a student here = I’m a student here.
REMINDER: It’s is a contraction for “it is”; the possessive of it = its (no apostrophe).
The apostrophe is also used to form the plural of digits and letters and to indicate omission of a number in a date
The mighty apostrophe doesn’t mind being used, but it wants to be used wisely.
Use it well and it will be there whenever you need it!
Monday, September 28, 2009
Update
We are nearing the end of the month and will soon be finished essay writing. We will be finishing the editing processs this week, including peer editing. All of you should be familiar with the process involved in essay writing, as well as the different genre. We will be starting a novel study next month, but will continue to learning about reading comprehension and the write traits.
Wednesday, September 23, 2009
Helpful website
Here is a website that I found which concentrates on reading comprehension. If you want to practice or get some extra help it is great. Visit http://www.rhlschool.com/reading.htm
Monday, September 21, 2009
Extra Help
I am available for extra help during the noon hour. Please let me know a day in advance so I can schedule you in. If you miss class work you are responsible to get caught up. If you are missing on the day of an assignment, test or quiz, it is your responsibility to sign up for a time to complete the work. If you are missing on the day that work is due, you should make arrangemnts to get your work to school and passed in on time. If this can not be arranged you should email me ASAP. laura.kendall@nbed.nb.ca I am here to help you, so please ask if you need me!
Thursday, September 17, 2009
Writing template
Writing Process Template
Topic Sentence: This is a general statement that expresses the main idea/topic of your paragraph, and that the other sentences support or explain. The topic sentence has two main parts: the subject-- what the paragraph is about, and the focus-- what the paragraph is going to say about the subject.
Ex. Personal computers (subject) have improved our lives tremendously (focus).
Supporting sentence #1: This is where you give your first supporting fact, detail, and/or example.
Ex. First, computers have made it easier for students to complete homework and projects using different software applications like Word, Excel, and PowerPoint.
Supporting sentence #2: This is where you give your second supporting fact, detail, and/or example.
Ex. Second, people can communicate faster with friends and family using Outlook Express for E-mail or Instant Messenger software.
Supporting sentence #3: This is where you give your third supporting fact, detail, and/or example.
Ex. Finally, business people can get more work done, because they can use a computer from home, on a plane, or any other location.
Concluding sentence: The closing sentence restates the main idea of your paragraph.
Ex. As a result, computers have made our lives easier.
Sources: Harris, Jeanette and Ann Moseley. "Expressing Main Ideas as Topic Sentences."
CONTEXTS: WRITING AND READING. 2nd ed. Boston: Houghton-Mifflin, 1989: 46.
Topic Sentence: This is a general statement that expresses the main idea/topic of your paragraph, and that the other sentences support or explain. The topic sentence has two main parts: the subject-- what the paragraph is about, and the focus-- what the paragraph is going to say about the subject.
Ex. Personal computers (subject) have improved our lives tremendously (focus).
Supporting sentence #1: This is where you give your first supporting fact, detail, and/or example.
Ex. First, computers have made it easier for students to complete homework and projects using different software applications like Word, Excel, and PowerPoint.
Supporting sentence #2: This is where you give your second supporting fact, detail, and/or example.
Ex. Second, people can communicate faster with friends and family using Outlook Express for E-mail or Instant Messenger software.
Supporting sentence #3: This is where you give your third supporting fact, detail, and/or example.
Ex. Finally, business people can get more work done, because they can use a computer from home, on a plane, or any other location.
Concluding sentence: The closing sentence restates the main idea of your paragraph.
Ex. As a result, computers have made our lives easier.
Sources: Harris, Jeanette and Ann Moseley. "Expressing Main Ideas as Topic Sentences."
CONTEXTS: WRITING AND READING. 2nd ed. Boston: Houghton-Mifflin, 1989: 46.
Essay writing
We started writing our first essay. The topic is 9/11. Everyone is suppose to be researching the topic and making sure they fully understand it before they begin. This was assigned as homework and should have been done by Wednesday. We have finished our bainstorming and have filled in a template to help us plan. An example of the brainstorming web is displayed to the right and can be found at http://www.teachervision.fen.com/classroom-management/graphic-organizers/43059.html?detoured=1
Most students should now have their essay in paragraph form. We will begin editing of each trait starting on Monday Sept. 21st.
If you need extra help please come and see me.
If you need extra help please come and see me.
Write Traits
The 6 + 1 Writing Traits are used in school to help improve on student writiing. We will be using these traits in our class all year. Is you need any help to further understand them please visit one of the following sites. Happy writing!
http://www.writingfix.com/Traits.htm
http://www.schools.manatee.k12.fl.us/3110WRITETRAITS/3110writetraits1/
http://www.writingfix.com/Traits.htm
http://www.schools.manatee.k12.fl.us/3110WRITETRAITS/3110writetraits1/
Welcome!!!
Welcome to OHS and to Grade 9 English!
This course is intended to “help students to develop language fluency not only in the school setting, but in their lives in the wider world” and to contribute towards achievement. Some of the things students will be expected to do during this course are speak and listen to explore, extend, clarify, and reflect on thoughts, ideas effectively, respond personally and critically, select, read and view with understanding, as well as use writing and other forms of representing. We will be covering many different units throughout the year including reading comprehension, essay writing, poetry, short stories, grammar etc.
Like most classes, assessment and evaluation are based on the usual: quizzes, writing assignments, presentations, independent work, and test/exams. Since instructional time is vital to a successful year, a portion of the grade is based on attendance, preparedness, participation, homework and behaviour. This is designed to encourage students to “put their best foot forward.” Keep in mind that students are required to keep their work up-to-date. If they miss time, it is their responsibility to get the notes/work they missed from another student in the class. Late assignments will be penalized.
Extra help is available at noon hours. Each student must make prior arrangements with the teacher beforehand. If you have any questions please feel free to contact me at the school via email or telephone. I look forward to working with each and every student and with the parent/guardian support!
This course is intended to “help students to develop language fluency not only in the school setting, but in their lives in the wider world” and to contribute towards achievement. Some of the things students will be expected to do during this course are speak and listen to explore, extend, clarify, and reflect on thoughts, ideas effectively, respond personally and critically, select, read and view with understanding, as well as use writing and other forms of representing. We will be covering many different units throughout the year including reading comprehension, essay writing, poetry, short stories, grammar etc.
Like most classes, assessment and evaluation are based on the usual: quizzes, writing assignments, presentations, independent work, and test/exams. Since instructional time is vital to a successful year, a portion of the grade is based on attendance, preparedness, participation, homework and behaviour. This is designed to encourage students to “put their best foot forward.” Keep in mind that students are required to keep their work up-to-date. If they miss time, it is their responsibility to get the notes/work they missed from another student in the class. Late assignments will be penalized.
Extra help is available at noon hours. Each student must make prior arrangements with the teacher beforehand. If you have any questions please feel free to contact me at the school via email or telephone. I look forward to working with each and every student and with the parent/guardian support!
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