Socials 9: Napoleon Unit

This new unit enrich your understanding of the French Revolution and inspire you to learn more about the infamous military genius, Napoleon Bonaparte.

To enrich the details given to you in your textbooks, the INTERNET will provide in depth analysis of the life and times during the Napoleonic Era.

To see the related web links, look to the right-hand side of the tool bars and click on any of the links to proceed to the lesson.

French Revolution Video

These are the links to the videos for the French Revolution. Follow them to Youtube and complete the rough draft letter for class, December 16, 2008.

Part 1: http://www.youtube.com/watch?v=b4ectu739mE
Part 2: http://www.youtube.com/watch?v=m2klTHc-twI&feature=related
Part 3: http://www.youtube.com/watch?v=WWleYXIfVF0&feature=related
Part 4: http://www.youtube.com/watch?v=RbDGS67K-No&feature=related

Your letter should be written from a eye witness account of what is going on in France during the revolution. You are someone watching what is going on during this time, so use 'I' statements. Your draft should be about 3 paragraphs, and a minimum of 100 words.

Communications 11 Lyric Poems

The poem "maggie and milly and molly and may" by E.E. Cumming is an example of a lyric poem

maggie and milly and molly and may
went down to the beach(to play one day)

and maggie discovered a shell that sang
so sweetly she couldn't remember her troubles, and

milly befriend a stranded star
whose rays five languid fingers were;

and molly was chased by a horrible thing
which raced sideways while blowing bubbles and

may came home with as mooth round stone
as small as a world and as large as alone.

for whatever we lose(like a you or me)
it's always ourselves we find in the sea

TASK:
1. In your OWN words, what is a lyric poem?
2. Find an example of a lyric poem and label these poetic devices: alliteration, personfications, simile, metaphor, rhyme scheme, imagery, onomatopoeia.
3. What is the speaker/poet trying to say?
4. What is the theme of the poem?
5. Why did you choose this poem?
6. Write a lyric poem of your own: http://www.ehow.com/how_2218349_write-lyric-poetry.html
NOTE: set your lyric poem to music.

Socials 9 Tudor/Stuart Research

Do some research on the following jobs during the Tudor and Stuart eras:

Examine the website:
http://www.channel4.com/history/microsites/W/worstjobs/

TASK:
1. Take the test on what job would best suit you (found on home page). Write down your score, your job, and what the score says about you.
1. Summarize one job from the Tudor and Stuart eras (two in total)
2. Explain why you think those were the worst jobs during that time. Be sure to explain how the pink icons (located next to the job title) related to the job.

Continue on with the questions assigned in class.

ESL Reported and Quoted Speech

In English, there are two ways of telling someone what someone else has said.

I. Quoted Speech
Often we may choose to repeat their actual words using a quote structure or quotation, e.g:

"We’re getting married on Saturday!" she said excitedly.

"Are you going to invite your father?" Joe asked.

II. Reported Speech
However, when the information that someone conveys is more important than their actual words, we may want to explain what they have said using our own words, e.g.:

She said that she was getting married on Saturday.

Joe asked whether she was going to invite her father to the wedding.

Examples like these are sometimes referred to as indirect speech or reported speech.

Sentences in reported speech contain a reporting clause with a reporting verb like say or ask, e.g.:

She said…

Joe asked…

This is followed by a reported clause showing someone’s original statement, question or thought, e.g.:

…(that) she was getting married on Saturday.

…(whether) she was going to invite her father to the wedding

English 10 Writing Rubric (6 point scale)

Reading—Making ConnectionsWritten-Response Rubric

6 points
Demonstrates an insightful understanding of the texts at an interpretive level. May make inferences. Mayshow understanding of literary techniques appropriate to genre. Support, explicit or implicit, is thoughtfuland well-integrated. Despite its clarity, response need not be flawless.

5 points
Demonstrates a clear understanding of the texts at an interpretive level. May show understanding of literarytechniques appropriate to genre. Support, explicit or implicit, is convincing and relevant to the task.

4 points
Demonstrates some understanding of the texts at an interpretive level. Response addresses the task in anorganized, straightforward manner, but may miss subtle or complex ideas. Supported by relevant detailsfrom the texts.

3 points
Demonstrates some understanding of the texts at a literal level. Response may be unclear, incomplete orlack detail, but still addresses the task. Ideas are often listed or developed unevenly. Support may consist oflong references to the texts which are not clearly connected to the central idea.

2 Points
Demonstrates a misreading or significant misunderstanding of the texts and/or task. Response may beincomplete or restatements of texts. Support is absent or flawed, with little evidence of relationships orconnections.

1 point
Demonstrates a misreading or significant misunderstanding of the texts and/or task. Response may beirrelevant. No evidence of support or connections between ideas. May be too short to meet therequirements of the task.

0 points
Makes no attempt to address the topic or simply restates the question.

English 10 Review and Test

Click on the first link and choose Jeopardy to review your terms:
http://www.google.com/search?hl=en&rls=HPIB,HPIB:2006-32,HPIB:en&q=literary+terms+test&start=0&sa=N
Open the file. Do NOT save it.

Take the quiz and email it to mssesl@yahoo.ca or print it off.
Write the appropriate terms for the following examples:

1. The doctor's office closed due to illness.
2. The bruise on her arm was purple on top, blue in the center, and the size of a dime.
3. Your homework will rise up and bite you if you put it off.
4. Students are sailors on a journey.
5. Plan ahead: it wasn't raining when Noah built the ark.
6. The more I hate him, the more I love him.
7. I love that glove; where did you get it?
8. Moo! Quack! Nay!
9. Done well, it is a satisfying sensation.
10. The cost-saving program became an expensive economy.

Go through a few Provincial practices. Click on the link and choose an exam to practice the multiple choice selections. Record your results and check them with the answer key provided.

http://www.bced.gov.bc.ca/exams/search/welcome.php

English 10 Provincial Practice

Your task is to examine a reading and decide on a mark to give to the sample papers provided on the E-Assessment link. Follow the instructions:
1. Locate the link - E-Assessment and click on E-Exams Regular Format - Practice Marking.
2. Click on Marking Materials.
3. Click English 10 2007/08 Training Papers.
4. Read the stories: The True Story of Lake Ontario and Sharon Wood: No Limits.
5. Read sample 1, 2, 4, 5, 7, 9 and give a mark on a 6-point scale on a separate sheet of paper, with a brief explanation of your reasoning. DON'T look at the key to determine the marks. You can check it after you are done.

ESL Poetry Unit

May 7th - Library session 1 - Introduction
May 9th - Library session 2 - Find 3 poems and copy them
May 13th - Library session 3 - Poem responses
May 15th - Library session 4 - Create personal poems
May 19th - Library session 5 - Wrap up (if needed)

Spring Break Homework English 10

Language Power
•Lesson 12 All
•Lesson 14 All
•Lesson 15 A #1-10 even, B & C (all)
•Lesson 18 B (all)
•Lesson 19 #2-20 (even) only copy out underlined part of sentences

English 10 Speech Assignment

Imagine a perfect world where everyone is equal.
Your task is to write a speech to persuade your peers that your world is the utopia that they want to live in.
Answer the following in your speech:
You are designing a society where everyone is equal. What are the laws?
What would you do to help people who were less capable mentally, physically, or socially to "catch up"?
What problems can you foresee that might arise in a society with enforced "equality for all"? How would you handle those problems?

Due Dates:
Rough draft for peer edit: Feb. 25 (20 marks: 10 for rough draft/ 10 for participating in the edit)
Final draft due: Feb. 27 (24 marks)
Speech: (20 marks - peer marked)

Animal Farm Discussion Items

We will be discussing the chapters in every class. Be prepared to participate in small group and whole class discussions.

Animal Farm Reading Guide 1
Who do you think will be the most important characters? Why?
What does Major say about the relationship between animals and humans?
What is the importance of Major's dream? Why do you think the song is significant?
Animal Farm Reading Guide 2
Describe Snowball, Napoleon, and Squealer. Why are they important?
How and why does the revolution happen? What do the animals do after they take over the farm?
What is your opinion of the Seven Commandments?
Animal Farm Reading Guide 3
Why is the animals' harvest better than previous harvests with the humans?
Describe the life of the animals on Animal Farm. What do they do? How do they feel?
What jobs do each of the animals have?
What do you think will happen in the future? Will everyone remain equal?
Animal Farm Reading Guide 4 & 5
What do the other humans think about Animal Farm? What rumors do they spread about it?
Why does Mollie leave Animal Farm?
Summarize the different views and plans of Snowball and Napoleon.
What is your opinion of the changes Napoleon makes on the farm?
What kinds of propaganda can you see in these chapters?
Animal Farm Reading Guide 6
What reasons do the pigs give for beginning trade with other farms? Do you think this will be a good idea?
What is the significance of the pigs moving into the farmhouse? What reasons do the pigs tell the other animals? Why do you think they really wanted to live there?
Why does Napoleon blame the destruction of the windmill on Snowball?
Animal Farm Reading Guide 7
Why does Napoleon begin to blame every bad thing on Snowball? What effect does this have on the other animals?
Why do you think some of the animals confess to crimes? Do you believe they committed these crimes? What effect do the executions have on the other animals?
What reasons does Squealer give for forbidding Beasts of England? Why do you think Beasts of England is really forbidden?
Animal Farm Reading Guide 8
Describe the new ways Napoleon sets himself apart from the other animals. What does this remind you of?
What happens when Napoleon tries to sell the woodpile?
How do the pigs feel about the Battle of the Windmill? How do the other animals feel?
What do you think is the significance of the last "human behavior" commandment being changed?
Animal Farm Reading Guide 9
Why does Napoleon begin holding many celebrations and Spontaneous Demonstrations?
What does Moses the raven represent? Why does he return now?
Why does Napoleon send Boxer to the knacker instead of the hospital?
Animal Farm Reading Guide 10
At the beginning of the chapter, how do the animals feel about Animalism?
What is life like on the farm?
What does it mean that the pigs have now learned to walk on two legs?
What is the new commandment? What does it mean?
What do you think the moral of this fable is?

English 10 Units of Study until March Break

February 4 - Course Outline
Short Story Unit
Feb. 5, 2008 - The Metaphor
Feb. 6, 2008 - The Possibility of Evil
Feb. 7, 2008 - Curley's Cry
Feb. 8, 2008 - Ashes for the Wind
Feb. 11, 2008 - Portable Phonograph
Feb. 12, 2008 - Lamp at Noon
Feb. 13, 2008 - Harrison Bergeron
Feb. 14, 2008 - Valentines Alligator River
Feb. 15, 2008 - Short Story Literary Terms Quiz
Literary Terms handout
Novel - Animal Farm
February 18 - To Set Our House in Order
Beginning of Animal Farm
February 19 - Introduction and the meaning of an allegory. Chapter 1 & 2 Discussion items, Martin Luther King, Jr. Comparative Chart
February 20 - Chapter 3 & 4 Discussion items
February 20 - Chapter 5 & 6 Discussion items
February 25 - Chapter 7 Discussion items (rough draft due)
February 26 - Chapter 8 Discussion items
February 27 - Chapter 9 Discussion items (final draft due)
February 28 - Chapter 10 Discussion items
February 29 - Speeches Peer Evaluation Sheet
Language Power Vocabulary
Start spelling demons (handout)
March 3 - Greek & Latin Roots
March 4 - Prefixes & Suffixes
March 5 - Idioms, Colloquialisms, and Slang
March 6 - Denotation, Connotation, & Euphemisms
March 7 - Figurative Language
March 10 - Review
March 11 - Test
Language Power Grammar
Sentences and Sentence Order (Lesson 12 & 13)
Subjects and Predicates (Lesson 14 &15)
Direct & Indirect Objects (Lesson 16 & 17)
Return from Spring Break
March 26 - Clauses (Lesson 19-21)
March 27 - Simple, Compound, Complex Sentences (Lesson 22 & 23)
March 28 - Combining & Expanding Sentences (Lesson 24 & 25)
March 31 - Sentence Structure (Lesson 26-28)
April 1 - Review

English 10

February 4, 2008
Introduction to Course Outline & Expectations
Writing Sample: 5 part essay on a given topic.
Due: in class