Wed. Dec. 15 & Thurs. Dec. 16, 2010

Today, we discussed how to approach a multiple exam successfully. I have posted the results below. The students then used the remaining class time to work on their novel study (snow days!).

Important steps for successful exam writing:

Highlight in a different colour, lines the questions refer to and then read them again.
Read the story more than once (if there’s time).’
Paraphrase (finish paragraph- look away and decide what it said – write down a few words
Use process of elimination to arrive at the answer
Highlight key words

Tuesday, December 14, 2010

Today, you wrote your Unit exam for Animal Farm. If you were not here, you need to make arrangements ASAP to get it done (unless we have already discussed this).

Monday, December 13, 2010

Today, you wrote an in-class essay on the novel Animal Farm. Tomorrow you will write your unit exam (multiple choice and matching) on the novel as wellas a two reading, comprehension section. Make sure you bring your novel in case you finish early.

Wednesday, December 8, 2010

Today, we finished the Trial of Napoleon. We then discussed essay writing using the court analogy to help understand it. Tomorrow, you will write an argument of guilt or innocence following the judicious approach we discussed today. Keep in mind that you have your in-class essay for the Animal Farm unit on Monday and then your multiple choice exam on Animal Farm on Tuesday.

Tuesday, December 7, 2010

Today, the prosecution presented their case in the Trial of Napoleon. Tomorrow, the Defence will present theirs.

Monday, December 6, 2010

Today, you worked on creating your cases for the Trial of Napoleon tomorrow.

Friday, December 3, 2010

Today, I assigned the major assignment for this unit: Napoleon's trial. If you were not here, you have been assigned to a group. The instructions are in your portfolio.

Thursday, December 2, 2010

Today, you were presented with a number of questions to answer. Each question needs to be answered in-depth (about half a page in length per question). These are due on Monday. I have attached them below:

Questions
1. "Surely there is no one among you who wants to see Jones come back?" Throughout the animals' reign on the farm, Napoleon and Squealer dangle the possibility of Jones' return as a constand danger, keeping most of the other animals in fear, and thus, submission. Do you think that this is a valid threat? Do you feel that, overall, the animals were better or worse off once they were in control of the farm?

2. Throughout the novel, the natural characteristics of each animal figure heavily in their motives and pronouncements. How do the actions of Napoleon (a pig), Boxer (a horse), Benjamin (a donkey) and the dogs and sheep reflect the traits normally associated with the animal? Do you feel that Orwell purposely chose certain types of animas to assume certain roles?

3. In one of the first scenes in the novel, Old Major sings Beasts of England, effectively bringing the animals together under a common purpose. Indeed, throughout the initial struggle against Man, it is a wildly popular and inspirational song. Yet later on, when the animals have successfully conquered the humans, Squealer, "attended by two dogs," announces that Beasts of England had been abolished and "was no longer needed." Why? Can you cite other examples where what was once held "sacred" and "necessary" to the common cause was later banished by decree?

4. The novel ends with a chilling passage, wherein Clover notices something odd about the humans and pigs meeting in the farmhouse: "Twelve voices were shouting in anger, and they were all alike. No question, now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which. What is Orwell saying here? How do you interpret this final scene?

5. In reading Animal Farm, Lord Action's famous pronouncement "Power tends to corrupt, and absolute power corrupts absolutely" may come to mind. How asn why si this statement applicable to the course of events in the novel?

6. Among the various characters in the novel, whom do you feel is the noblest or most worthy? Which animal would be best suited to lead a group against Napoleon and the pigs? What qualities would this animal need to possess to do so?

Wednesday, December 1, 2010

Today, you finished watching the animated film version of Animal Farm. You then wrote a character identification quiz. We then discussed allegories and I showed you another one using animals to represent a larger idea (Chicken Little and propaganda). Finally, I handed out a sheet which is titled 7 rules of the farm which you were to read tonight. If you were not here, it is in your portfolio.

Tuesday, November 30, 2010

Today, we watched the animated version of Animal Farm. You will have the character characteristic quiz tomorrow.

Monday, November 29, 2010

Today, we marked the answers to all the Animal Farm questions given. You were then told to study, from earlier handouts, the characters in this novel for a quiz tomorrow.

Thursday, November 25, 2010

Today you had to hand in your answers on the questions for chapters 4 to 6 of Animal Farm.
You were then given the questions for chapters 7 to 10 to complete.

Wednesday, November 24, 2010

Today you read chapters 3 to 6 of Animal Farm and answered the following questions. These are due tomorrow. I am attaching them below for those who are not here.

Animal Farm
Answers: Chapters 4 to 6

Instructions: Answer each of the following questions FULLY or as instructed (ie: if told to “list” answers, then do).

1. Describe and explain the growing conflict between Napoleon and Snowball as well as the events leading up to the eventual outcome. (value: 7)
2. What is the importance of the windmill in the story? What does it represent in the real world? (value: 2)
3. Describe (give a detailed account of ) the Battle of the Cowshed. (value: 7)
4. Tell how the pigs corrupt the Seven Commandments. (value: 3)
5. What is a scapegoat? Explain how the pigs make use of scapegoats. (value: 3)

Tuesday, November 23, 2010

Today, we read chapters 1 to 3 in the novel Animal Farm. You were then given the following questions to answer. If you were not here, have them done for tomorrow.

Animal Farm
Questions: Chapters 1 to 3
Instructions: Answer each of the following questions FULLY or as instructed (ie: if told to “list” answers, then do).

1. Explain the most important ideas of Animalism (value: 3)
2. List the Seven Commandments. (value: 7)
3. Describe (give a detailed account of) the Rebellion. (value: 7)
4. Describe (give a detailed account of) the hay harvest (including its outcome).(value: 5)
5. Describe the education of the animals. How does the education of the animals work out? (value: 4)
6. What happened to the milk and apples? How does this align itself to the Seven Commandments? How is this “change” explained? (value: 3)

Monday, November 22, 2010

Today, I introduced the novel Animal Farm using a Powerpoint. I have placed a copy of the slides in your portfolio if you were not here. I also instructed you to read the introduction to the text in the front of the novel. If you have not taken this out yet, the library is open at 8:30. Please do so before class tomorrow.

Friday, November 19, 2010

Today, you wrote your multiple choice exam for the Shakespearean unit. I then gave you two handouts: one which is an introduction to the history of Dictatorship in Russia; the other an introduction to the characters in the novel Animal Farm. These need to be read for homework (there was class time provided as well).
If you were not here, do an Internet search on these two topics to gain understanding (the handouts will be in your portfolio).
I also had the students who were here go up to the library and sign out the novel Animal Farm. If you were not here, try to get this out before class on Monday (the librarian is up there by 8:30).

Thursday, November 18, 2010

Today, you wrote an in-class critical/analytical essay. If you were not here, you need to see me to arrange another time to write it.

Wednesday, November 17, 2010

Today, we discussed how to approach a critical/analytical essay in order to prepare you for yours tomorrow.

Tuesday, November 16, 2010

Today, you watched the second part of The Merchant of Venice. I then handed out a list of the common themes from this play, which you were to read actively in preparation for your exams on Thursday (in-class essay) and Friday (unit M.C. exam).

Monday, November 15, 2010

Today, we watched the first part of The Merchant of Venice. Make sure you have the final questions I handed out to you prior to the weekend in to me tomorrow.

Wednesday, November 10, 2010

Today, we finished reading The Merchant of Venice. You were to finish off the answers for Acts 4 and 5 and then answer additional questions provided, which are due on Tuesday. If you were not here, these are in your portfolio.

Tuesday, November 9, 2010

Today, we finished reading Act IV of The Merchant of Venice. I then gave you time to answer the questions.

Monday, November 8, 2010

Today, we read part of Act IV of The Merchant of Venice. I also discussed what stereotypes and faulty logic are and how they are related to the play.

Friday, November 5, 2010

Today, you continued with Act III of The Merchant of Venice. The readings should be finished today and the questions need to be handed in for Monday.

Thursday, November 4, 2010

Today, you will continue reading The Merchant of Venice. The roles have been chosen and the questions will be handed out so you can work on them as we go.

Wednesday, November 3, 2010

Make sure your Act II questions for The Merchant of Venice are handed in. You will get this class to work on your novel study. If you have lost the sheet, borrow from another student or copy it out from the extra one I have posted above the "in" box.

Tuesday, November 2, 2010

Today, we finished reading Act II of The Merchant of Venice. You then were to finish the questions I gave you yesterday. If not done by the end of class, then they should be handed in at the beginning of class tomorrow.

Monday, November 1, 2010

Today I handed out Act II of The Merchant of Venice as well as the questions for this act. We read up to Scene VII and then you were given time to answer the questions up to this point as well. If you were not here, these are both in your portfolios.

Friday, Octtober 29, 2010

Today, I handed out the questions for Act I of The Merchant of Venice. If you were not here, you will need to do these at home over the weekend. I have attached them below:

The Merchant of Venice: Study Questions -- Act 1

Answer each question thoroughly. Write down act, scene, and line references to note where you find textual evidence of your answers.

1. What does Bassanio want from Antonio? Why?

2. What is Antonio’s financial situation? What is Bassanio’s financial situation?

3. What does Antonio tell Bassanio in response to his request? How will Antonio help
Bassanio?

4. In what way does Antonio’s comment at Act 1, Scene 1, lines 184-186 seem to contradict
his comments at Act 1, Scene 1, lines 42-46? How might you account for this apparent
contradiction?

5. What is the relationship between Antonio and Bassanio like? How do you know?

6. What kind of personality does Gratiano have? How do you know?

7. What is the main point behind Portia’s comments at Act 1, Scene 2, lines 12-17?

8. What is the “lottery” that Portia’s father has devised for her future & decreed in his will?

9. Explain what Portia specifically thinks of each of these suitors and how you know it:

a. the Prince from Naples (Neopolitan)
b. Count Palatine
c. the French Lord
d. the English Baron
e. the Scottish Lord
f. the young German

10. What is inconsistent about Act 1, Scene 2, line 123, in terms of the list of suitors that has
previously been put forth by Nerissa?

11. What does Portia say about the newly-arriving prince from Morocco? What are the
possible meanings of Act 1, Scene 2, lines 129-131?

12. What does Bassanio ask of Shylock, specifically?

13. What is the idea behind Shylock’s comments at Act 1, Scene 3, lines 33-37? Why does he
say this?

14. Why doesn’t Shylock like Antonio? What harm does Antonio cause Shylock? (HINT: look
in more than one place in the text)

15. What is Antonio’s point in Act 1, Scene 3, lines 99-101?

16. What does Antonio think of Shylock? How do you know?

17. What “deal” does Shylock make with Antonio? Why does Antonio agree to it?

18. In what way(s) does the scene between Shylock, Antonio, and Bassanio remind you of
Marlowe’s Doctor Faustus?

19. In this act, find examples of the following literary devices/techniques:

a. simile
b. metaphor
c. hyperbole
d. mythological allusion
e. historical allusion

Thursday, October 28, 2010

Today we finished reading Act I of the play The Merchant of Venice. I had you summarize it at the end of the last scene for your own retrieval.

Wednesday, October 27, 2010

Today, we started reading "The Merchant of Venice". We read up to line 142 of the first Act. We also wrote a glossary quiz. If you were not here, you may wrtie it at lunch of Friday.

Tuesday, October 26 2010

Today we did journaling and then you went to watch a presentation by Dwayne Peace. It is an all morning presentation. Keep in mind that the quiz we were supposed to have today on Shakespearean language will be done tomorrow.

Friday, October 22, 2010

Today, I presented an introduction to The Merchant of Venice. You were introduced to the plots, characters, and background information you will need to truly understand and connect with this play. If you were not here, a copy is in your portfolio. Also, you have a terms quiz on Shakespearean language on Tuesday. Make sure you study them (in the booklet I gave you on Shakespeare).

Thursday, October 21, 2010

Today we discussed the handout I gave students yesterday about the theatre before and during the time of Shakespeare, the language used in his plays, and the rhyme scheme used in his plays. If you were not here, study this booklet. We decided as a class to have a word definition exam (from the handout) on Tuesday rather than tomorrow so study them.

Wednesday, October 20, 2010

Today, I handed out a booklet entitled "The Growth of Theatre in England" which we discussed as a class.
There are a number of words in there that you need to study for a quiz on Friday. If you were not here, it is in your portfolio.
We then finished marking the Shakespeare A&E questions to be sure you have the context you need to understand Shakespeare.

Tuesday, October 19, 2010

Today, you were to hand in the reworked seven sentences from your introductory paragraph (the last essay) that you were given to do yesterday. I then introduced Shakespeare. We watched the A&E special on Shakespeare and you answered short comprehension questions as you viewed it. If you were not here, you will have to answer the questions using the Internet.

Monday, October 18, 2010

Today we reviewed the analysis steps that should have been done when you were writing your last in-class essay. I provided you with an introductory paragraph assignment that you were to complete for tomorrow in order to understand the strength of your essay (which was handed back). If you were not here, the assignment and your essay are both in your portfolio.

Friday, October 15, 2010

Today, you wrote your poetry unit exam. On Monday, we will start the Shakespearean drama unit.

Thursday, October 14, 2010

Today, you wrote an in-class personal response essay. Tomorrow, you will write your poetry unit exam. Be sure to study your terms.

Wednesday, October 13, 2010

Today, we discussed how to write a personal response essay. If you were not here, the notes are in your portfolio. I then handed out all assignments that were in so you can use them to prepare for your exam. I also handed out a copy of your marks as they stand today.
Tomorrow you will write a personal response, in-class essay. On Friday, you will write your unit exam which will be a blend of short answer, matching, and multiple choice questions as well as comprehension readings.

Tuesday, October 12, 2010

Today, we marked all of the asignments that hadn't been returned so that you could get them all back prior to your unit exam.
You were then to study all of the terminology for this unit as well as the steps you are to follow in order to analyze a poem and the layout of an essay.

Thursday, October 7, 2010

Today, you were given the poem "The Foresaken" to read and analyze. You were then given questions to answer. These, as well as any other outstanding questions, must all be in for Tuesday as we are going to discuss them.

Wednesday October 6, 2010

Today, you were given the poem "The Charge of the Light Brigade" by Alfred Lord Tennyson to read and analyze. You then were given questions to answer which are due for tomorrow.

Tuesday, October 5, 2010

Today, you read and analyzed the poem "Comparing Beginnings" by Elizabeth Brewster. You then were given questions to answer which are due tomorrow.

Monday, October 4, 2010

Today, you handed in your song analysis. I then handed out the poem "Desks" for you to analyze. After this, you were provided with questions to answer. These are due tomorrow.

Friday, October 1, 2010

Today, you were to locate a poem (or lyrics from a song - which is ALSO a poem) and analyze it fully. This is due on Monday.

Thursday, September 30, 2010

Today, students actively read the poem “Superman’s Song” by the Crash Test Dummies
Following this, the students then answered the questions provided and as indicated in the instructions. If you were not here, both the poem and the questions are in your portfolio.

Wednesday, September 29, 2010

Today, we reviewed grammar assignment #2 (the literary devices located in the sentences). First, you were placed in groups to discuss them; then, we went over them individually on the board. If you were not here, these must be handed in when you return.

Tuesday, September 28, 2010

Today, we discussed how students should read poetry
I provided you with a concise handout of expectations (starts with “1. Look at the title of this poem…") to explain exactly what is expected in a poetry analysis.
I then handed out the poem “Early Shift” by Peter Towers
You were to analyze it as indicated in the handout you have received today. If you were not here, the handout and the poem are in your portfolio.

Monday, September 27, 2010

Today, you had a homework check to see if you filled in the cue cards for this unit (the assignment was given out on Thursday). I then gave you assignment #2 worksheet on literary devices and additional terms to add. If you were not here, these are in your portfolio. Please retrieve and complete.

Thursday, September 23, 2010

Today, we discussed the importance of poetry, comparing it to pictures from events to show how it is important as a tool to evoke the senses through emotion. I explain how it gets its message across (through appealing to the five senses).
· I then handed out the list of terms and concepts you will need to understand by the end of this unit entitled “Introduction to Poetry”
· I then handed out the booklet entitled “The Least You Should Know About Poetry” to help you locate and define the terms and concepts
· You were to put all of these on cue cards for study purposes (as indicated on the concepts/terms sheet).

Make sure you pick up more cue cards for this class as 100 is proving not to be enough (try for 100 per unit, though there will be less as we go).

Wednesday, September 22, 2010

Today, we discussed the essays you wrote as part of the short story unit. We went over how to approach the question (it is in your portfolio if you weren't here).

You also had to examine your returned essay, note the comments, and find areas you believe you will/can improve.
I also handed out a copy of your progress to this point.

Tuesday, September 21, 2010

Today, you wrote your multiple choice unit exam for the short story unit.

Tomorrow, we will start the poetry unit.

Monday, September 20, 2010

Today, students wrote their first in-class unit essay. If you weren't here, you need to arrange with me to write this exam some time this week. I am here both before and after school.

Friday, September 17, 2010

Today, you worked on comma rule four (exercise/paired) and then finished working on the questions you were provided for yesterday to complete on the computer and/or on your cue cards. In order to prepare for the essay on Monday, you will need to make sure you understand the stories we covered in class well. This includes characterization and plot. The list of stories are below:

* "The Crystal Stars have just Begun to Shine (page 60)"
* "War (page 70)"
* "Penny in the Dust (handout)"
* "Jezebel Jessie (handout)"

Thursday, September 16, 2010

Today, we worked on exercises for comma rule#3. We then went through the group process of justifying multiple choice questions using the "Jezebel Jessie" questions you finished yesterday. From here, I handed out a list of everything we learned this unit in the form of questions. Your job is to answer them (either on the computer or on your own cue cards). I have included the list below. Finally, we checked the computers to make sure they work and that you know how to properly sign in to them.
A reminder: your in-class essay is on Monday and your in class multiple choice exam is on Tuesday.

Wednesday, September 15, 2010

Today, students handed in the character description paragraph for "Jezebel Jessie". From here, we discussed how to successfully answer multiple choice questions (if you were not here, there is an handout in your portfolio). Finally, they answered some questions in the manner expected using the short story "Jezebel Jessie" as their source.

Tuesday, September 14, 2010

Today, you handed in your character sketches. You then worked on comma rule #2 questions. From here, we moved on to a short story called "Jezebel Jessie" by Harry J. Boyce. I handed out a sheet on figurative language that you need to memorize and also need to highlight and define on the short story page if any appeared.Further, you also need to highlight and look up (and write down on the page) any unfamiliar words. You then need to create a characteristic/evidence list for either the main character or Jessie (which can also be done on the back or on the bottom of the page) and write a character sketch from this.

Monday, September 13, 2010

Today, the students were provided with a sheet explaining the rules of comma usage, which we discussed in-depth. I then gauge them an exercise for rule one, which they did in pairs.
I then handed out a sheet on how to write a critical/analytical essay. From this, the students wrote a character sketch using points 3, 4, and 5. If you were not here, this, and the comma exercise and rules, are in your portfolio.

Friday, September 10, 2010

Today, we discussed the questions from "Penny in the Dust". We then worked fairly indepthly on how to chrate a character sketch (find the evidence/actions and then develop what we think about their character from that).

I then did some mini lessons on the following common mistakes I am seeing in students' writing:

* using "could have" and "would have" instead of "could of" and "would of".

* using "until" instead of "till".

* not starting answers with the word "yes" when they are to be answered fully.

* using "because" instead of "cause".

We then worked more in-depth on the struggles students are having with "there", "their", and "they're". I handed out an explanation of how to use these properly as well as questions that were due today. If you were not here, look up the rules for these on the Internet and then do the questions that follow:

INSTRUCTIONS: Examine each of the following sentences. If they are correctly using “there”, “their”, or they are, write correct in the space provided. If they are not used correctly, rewrite the sentence correctly. Make sure that you spell all the words correctly as I will dock you marks if you don’t. Also, make sure you put capitals at the beginning of the sentences and periods at the end.

1. There hanging from a pole.

2. They look sad because they don’t want to be there.

3. One can see from the photograph that there looking at something.

4. No one makes there kids do something they don’t want to.

5. The kids are only doing this because their parents put them there.

6. This is probably a normal part of there lifestyle.

7. How is what their doing going to affect them in later life?

8. They should be hanging out with they’re friends.

9. Children need their time to play.
10. Governments need to tone down what they are doing as there children need to have lives.
11. I think it is wrong for China to bring such young children into a stressful environment like this because their just kids.

Thursday, September 9, 2010

Today, students handed in their assignments from yesterday. My goal over the next couple of days is to meet with them and work out any problems they are having with verbs or provide some specific exercises as needed. The students then read the short story "Penny in the Dust" by Ernest Buckler (if you were not here, it is in your portfolio. It cannot be pasted here as it is copyright protected). I then handed out questions to do in relation to the story. These will also be in your portfolio if you were not here. The questions are due tomorrow if you were here.

Wednesday, September 8, 2010

Today, we marked the questions from "The Crystal Stars Have Just Begun to Shine" by Martha Brooks. We also worked on understanding verbs (you received a booklet to explaint them better and did an exercise sheet). After this, the students had to choose a paragraph (that has at least four lines) from the story and rewrite in the past tense. Finally, the students had to do the following:
Author’s often reveal the personalities of characters through description, direct speech and actions.
Find at least two of each of these in the story for two different characters (so, four in each category):
Use a chart to keep track of your findings:
These are all due by the start of class tomorrow.

Monday, September 7, 2010

Today, we did a supply check to ensure everyone had their supplies. I then explained journaling to the students. After this, the novel study instructions were handed out (if you were not here, they are in your portfolio).
We then discussed the short story "The Crystal Stars Have Just Begun to Shine", by Martha Brooks. We defined what is meant by themes and Symbols (if you were not here, you must look them up and define them), and then I handed out questions. I have pasted them in here. These are due for tomorrow.

“The Crystal Stars Have Just Begun to Shine” (p. 60)

1. What is the problem Martha brooks introduces at the beginning of the story? What conflict does it produce? How are the problem and conflict resolved?

2. What do you think the title of this short story refers to? Why do you think Brooks chose this title?

3. What do you think will happen between Elliot and Rita after the story’s ending?

4. Which of the characters could you identify with? Explain your reasons using details to support this position.


5. Do you think the story offers a realistic portrayal of family life in Canadian society? Explain your reasons using details to support this position.


6. What do you think is the theme of this story? The theme of a story is what the main character, or the reader, discovers about life or people by the end of the story.

Friday, September 3, 2010

Today, we finished our notes using the short story "War". We discussed Adverbs, point of view (omniscient, limited omniscient, first person narrative, objective), and characteristics. The adverb exercise has been placed below. It is due on Tuesday at the start of class if you were not here today.
For this weekend, read the short story, "The Crystal Stars Have Just Begun to Shine", which starts on page 60 of your Crossroads text.

Thursday, September 2, 2010

Today, you had a quiz to review how well you have learned the mini-lessons we have had on common writing problems.
After this, we discussed the short story "War" further.
Basically, we identified all the parts of the plotine for this story
If you were not here, you need to write this quiz. The notes from the powerpoint will be in your portfolio.
The next story we will read is on page 60 of your Crossroads text.

Wednesday, September 1, 2010

Today, we discussed how to cite various genres of writing correctly. If you were not here, the two sheets I handed out on this are in your portfolio (one is entitled "Titles of Other Works"; the other is a worksheet).



We then discussed "War" by Timothy Findley (powerpoint). If you were not here, I have placed this information in your box as well. I had all the students write an in-class summary of the short story. This was used as a homework check.
Your assignment was then to create a plotline on an 11 X 17 sheet provided using the notes we took yesterday. If you were not here, these notes have already been placed in your portfolio. These plotlines are due tomorrow.

Tuesday, August 31, 2010

Today, we discussed the following writing problems:
Misuse of "a" when "the" should be used
“A lot” is two words not one
How to write out numbers (spell them out up to but not including 100)

I then introduce the short story unit using a powerpoint. If you were not here, the powerpoint is in your portfolio.

Additional plotline information added to the line in the powerpoint included; Setting (time, place, mood situation); characters, point of view; denouement; expository information.
Also discussed is that the protagonist is the main character, but isn’t always a good guy; the antagonist is anything that stands between the protagonist reaching his or her goal (the conflict).
Make sure you have read "War" by Timothy Findley for tomorrow.

Monday, August 30, 2010

Welcome to English 10.First of all, in case you don't know me, my name is Dawn Benoit.
I have been a teacher since 2002.
For most of that time, I have worked at this school and, for the most part, my experience has been in English instruction. Prior to that time, I was a journalist and an editor.
If you check this site daily, you will discover that I do update it after every class.
In other words, if you are absent, you can look here and find out what we've done.
What most students do is add this site to their "favourites" on their computer at home.
My school email address is: dawn.benoit@nlsd.ab.ca
My home phone number is: 780 826-8931.
If you are absent, you have no real excuse for not doing your work... this site and these numbers will make that task a lot less painful.I have given you all a handout for this course. If you were not here, it is in your portfolio on the desk at the back of the room beside mine. Check there.

Today, I gave you all the option of writing on one of two topics: Discuss a book that you read this summer... or ... Discuss something you did this summer that you either enjoyed or didn't... to do this assignment, I wanted a summary of the book or event, an opinion about it (supported with evidence) and a discussion of the relevance of it (such as... what it might lead to you doing in the future). We also took out the library text Crossroads. You were then instructed to read the short story "Wars", by Timothy Findley for tomorrow (page 70).