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All About Me

Module 1

Workbook 2

English Language Arts 10-2English Language Arts 10-2Module 1

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2.1 Letter

2.2 Personal Response

2.3 Open-Book Review

2.4 Essential Question Response

FINAL SCORE 104

STUDENT NAME:(PLEASE PRINT NEATLY)

irviner

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irviner

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Essential Information

Each Instruction Workbook contains both instructions and the space you need to submit your assignments. Complete each task in order, following the instructions carefully. When you have completed the entire workbook, submit it for assessment.

English 10-2 has seven Instruction Workbooks. This course is worth five Alberta high school credits and should take you approximately 125 hours to complete. Contact your teacher to set up a timeline to help you finish the course to suit your goals.

Open-Book Reviews occur throughout the course to help you review and to reinforce important course content. They are open book, which means you can use your course materials to help you answer the questions.

This course has two exams. Both require supervision. Contact the exam department toll-free 1-866-774-5333 extension 5255, to make arrangements to write these exams when you are ready to do so.

The Instruction Workbooks and exams are weighted as follows:

Module 1: All About Me 20% Instruction Workbook 1 Instruction Workbook 2 Instruction Workbook 3

Exam One (supervised) 5% Module 2: My World 20% Instruction Workbook 4 Instruction Workbook 5 Module 3: My Future 25% Instruction Workbook 6 Instruction Workbook 7 Open-Book Reviews 5% Exam Two (supervised) 25% Total 100%

If you receive less than 40% on either of your exams, you will be required to write an appeal exam.

Table of Contents

English 10-2English 10-2Module 1 All About Me

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Required Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Word Processed Submissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Dear Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Student Work: 2.1 Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Finding Myself in Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Student Work: Personal Response (Rough Draft) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Student Work: 2.2 Personal Response (Final Draft) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Student Work: 2.3 Open-Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Student Work: 2.4 Essential Question Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

1 Instruction Workbook 2 English 10-2 – Introduction

Introduction

In this workbook, you will study short stories, as you explore your own perspectives and experiences. One purpose of this workbook is to help you understand that appreciating diversity of expression, opinion, and perspective is vital to your personal language growth.

Required Texts

To complete this course you need the following:

•Sightlines 10 (Prentice Hall) •Reading and Writing for Success (Nelson) •Course Resource USB drive •Adictionary,thesaurus,andWriter’sHandbook

Word Processed Submissions

If you intend to attach word processed pages, use 12 pt., Times New Roman font and double space. Please staple the pages into the booklet where the assignment would have been written. Do not attach them at the end of the booklet.

Dear . . . Me

collage: ©Thinkstock

English 10-2 – Module 1: All About Me Instruction Workbook 2 2

Dear Me!

Whatdoesittaketobeawriter?Adearfriendansweredthisquestionsimply: “Awriterwrites.”Soundseasy,doesn’tit?Whydowritingassignmentstriggerfearintheheartsofstudents?

Here’sthekicker:Weworryaboutwritingsomething...GOOD.Goodenoughthat others will want to read it, good enough that others will celebrate it, or maybe,goodenoughtopassthecrazyassignmentinthefirstplace!

Maybe writing can be less intimidating if we start by writing to ourselves – no one fancy to impress, just to be ourselves and to write for ourselves.

Time to Read!

Read “Emily’s Quest” by L . M . Montgomery in your Sightlines 10 textbook (pp . 66-67). Montgomery is a famous Canadian author. She started writing at the age of nine, much younger than you are now . In this excerpt, she tells about finding a letter she had written while she was young to herself in the future. The younger version of herself questions what she will accomplish later in life.

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Dear . . . Me

3 Instruction Workbook 2 English 10-2 – Module 1: All About Me

Dear Me! (continued)

The Assignment

1 . Write a rough draft of a personal letter to yourself in the future on looseleaf paper. It is to be opened perhaps after graduation, a milestone birthday, or an important moment in your life .

2 . Review Kade’s tutorial on Grammar and Punctuation on your Course Resource USB drive .

3 . Revise your letter appropriately, and write your polished 2.1 Letter in the space provided on pp . 7-8 in this workbook .

EXTRA HELP

1. Review the format for a personal letter on p. 4ofthisInstructionWorkbook.

2. ReadRose’s2.1 Letter to herself on p. 5ofthisInstructionWorkbook.Therubric her marker used to assess her work appears on p. 6.

3. Listentoanaudiorecordingof“Emily’sQuest”onyourCourse Resource USB drive.

4. ReviewKevin’s2.1 Letter assignment on the pp. 33-34intheAppendix.HeaskedAmyforsomefeedback,andyoucanalsoreadhersuggestions.

EXTRA CHALLENGE

Pretend to be the older version of yourself and reply to your letter. Consider somequestions:Whatexperiencesmightyouhavehad?Whatmighttheworldbelike?Whatperspectivemightyoubringtotheproblemsyouvoicedinyouroriginalletter?


Letter Tutorial

Read these instructions to learn how to format a letter.

Your street address

Your city, province postal code

Date

Salutation goes here with a comma,

Left justify your paragraphs. These paragraphs do not need to be lengthy, just polite, to the point, and correctly formatted. Consider your audience, the details you want to include, and any information you might want.

If you have numerous details you may want to consider separating these into different paragraphs, depending on your content. Ensure that you have included transitions to move your ideas from one paragraph to another.

Ending remark goes here,

Your Signature

Heading

Body

Salutation/Greeting salutation: initial greeting in a letter

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Closing

Signature

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Student Exemplar: Rose’s 2.1 Letter Read Rose’s2.1 Letter.

1234 Fake Street

Fake City, AB T6N 9K0

March 9, 2011

Dear Rose,

It’s March 9, 2011, and I’m in grade 10. I work at the restaurant most

evenings and weekends, so I don’t go out much. I use my cell to text my

friends after school. Which is good.

This semester I’m taking English, Social, PE and Home Ec. English and Social

are not too bad, but the writing is challenge for me. Will I ever be a good

writer??? I’m sure Phys Ed will always torture me, but I love cooking in

Home Ec.

I’m still into Manga... just reading Alice in the Country of Hearts now. Is

Manga still popular in the future? I like how comics are becoming movies. I

hope that keeps happening.

It’s hard to say what I want to be in the future. I work so much I don’t have

time to think about next week. I can not even imagine 5 years from now. I

think I would like a job that would let me travel, but if I get married and

have a family, that might be hard too. We’ll have to see what happens…

Thanks for listening,

Rose

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ftRose’s 2.1 Letter RubricValue Ideas and Impressions Presentation

Excellent You express and support your ideas confidently .

You apply the conventions of the personal letter effectively .

You demonstrate confident control of sentence construction, usage, grammar, and mechanics.

Proficient You express and support your ideas thoughtfully .

You apply the conventions of the personal letter adequately .

You demonstrate control of correct sentence construction, usage, grammar, and mechanics.

Satisfactory You express and support your ideas appropriately .

You apply the conventions of the personal letter.

You demonstrate control of basic sentence construction, usage, grammar, and mechanics.

Limited You express and support your ideas ineffectively .

You apply the conventions of the personal letter weakly .

You demonstrate faltering control of sentence construction, usage, grammar, and mechanics where applicable .

Redo

Your attempt to respond does not address the assignment. You need to contact your teacher, so we can discuss your work and your resubmission .

TOTAL: 9/15 = 60% 6/10 3/5

Assessment Areas of strength: Hi Rose! You have presented several ideas here that your future self should find interesting. Good work! I have not heard of the graphic novel you are reading, but now that you’ve mentioned it, I might look for it!

Might I suggest: I’d like to see you look at developing your ideas in greater detail. For example, you say that you like that comics are being made into movies. It might be neat to share which ones are your favourites. Also, do be careful with your proofreading. You may want to ask a friend to help review your work. Reading your work out loud might help, too.

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2.1 Letter

Write your 2.1 Letter here.

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2.1 Letter (continued)

Student Work


2.1 Letter RubricValue Ideas and Impressions Presentation

Excellent You express and support your ideas confidently .

You apply the conventions of the personal letter effectively .

You demonstrate confident control of sentence construction, usage, grammar, and mechanics.

Proficient You express and support your ideas thoughtfully .

You apply the conventions of the personal letter adequately .

You demonstrate control of correct sentence construction, usage, grammar, and mechanics.

Satisfactory You express and support your ideas appropriately .

You apply the conventions of the personal letter.

You demonstrate control of basic sentence construction, usage, grammar, and mechanics.

Limited You express and support your ideas ineffectively .

You apply the conventions of the personal letter weakly .

You demonstrate faltering control of sentence construction, usage, grammar, and mechanics where applicable .

Redo


TOTAL: /15 = % /10 /5

Assessment Areas of strength:

Might I suggest:


Finding Myself in Stories

Whydoauthorswrite?Perhapswriterswanttomakemeaningoftheworld.Maybetheywanttoreflectonpersonalexperiencesandconnectwithreaders.Sometimes,theymightevenhopetochangetheworld.Identifyingthepurposefor writing a text helps us to understand the text.

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Time to Read!

1 . Read Reading Short Stories in Reading and Writing for Success pp . 12-13 .

2 . Read “Responding to a Story” in Reading and Writing for Success pp . 25-26 .

3 . Study the Short Stories tutorial on the Course Resource USB drive .

4 . Review the “Quick Guide to Responding Personally to Text” on pp . 12-13 of this workbook .


Finding Myself in Stories (continued)

The Assignment

1 . Choose one of the following texts in your Sightlines 10 textbook to which you will respond:

• “A Secret Lost in the Water” by Roch Carrier pp . 104-106 • “My Search for the Friend I Left Behind” by Tony O’Brien pp . 114-117 • “Mrs. Bertha Flowers” by Maya Angelou pp . 212-216

2 . Organize your response using the chart on p . 14 of this workbook or use the blank student template found on the Course Resource USB drive .

3 . Write your rough draft on pp . 15-16 of this workbook . You can either submit your rough draft to your marker for feedback or ask a friend or family member to review it. This draft will not be marked, but the feedback will be helpful as you prepare your final draft.

4 . Using your editor’s feedback, polish and write your 2.2 Personal Response on pp . 17-19 of this workbook .

5 . Complete 2.3 Open-Book Review on pp . 21-27 of this workbook .

6 . Write your 2.4 Essential Question Response on p . 28 in this workbook . Respond to your peers’ responses on p . 30 of this workbook .

Review the rubric on p . 20 to see how your 2.2 Personal Response assignment will be assessed . The rubric for the 2.4 Essential Question Response appears on p . 31 .

EXTRA HELP

1. Listentoarecordingof“ToEverythingThereisaSeason”,“ASecretLostintheWater”,“MySearchfortheFriendILeftBehind”,and“Mrs.BerthaFlowers”onyourCourse Resource USB drive.

2. a. Read“ToEveryThingThereIsaSeason”,ashortstorybyAlistairMacLeod,onpp. 300-305 of Sightlines 10.

b. ReviewAmy’schart,marker’scomments,andherthree-paragraphresponseonpp. 35-36 of this workbook. Review how her assignment was assessed on p. 37 of this workbook.


Read this Quick Guide to Personal Responses.

Here are three easy steps to help you create an effective personal response to a text.

STEP 1: The meaning of the text

What is the author trying to say? What details from the text support

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this idea?

This step is not a retelling of what happens. Instead, ask yourself questionsaboutwhy the text unfolds as it does:

•Inyouropinion,whatistheauthor’spurposeforcreatingthetext?

•Whatisitreallyabout?

•Whatwords,phrases,orshortpassagessupportthemainidea?

STEP 2: Personal Connection

In this step, try to make a connection between the key idea in the text and an event from your own experience.

•Whatdoesthetextsaytoyoupersonally?

•Identifyaspecificmomentinyourownlifethatwillhelpyouto

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interpret the experience of the text.

•Ifyoucannotthinkofamomentinyourownexperience, you may have to go to experiences of other people close to you – your siblings, parents, or grandparents, or more distant relatives, or even beyond your family to neighbours or friends. Youmayrelatetoabookyouhavereadorafilmyouhaveseenor to art, music, or other human expressions.

•Youmayalsofeelcompelledtoconnectexperiencesthatdemonstratetheoppositeoftheauthor’sideas.

The purpose of your personal connection is to have you consider another perspective. It is another way to interpret and to attempt to understand the ideas at the heart of the text and the impact the ideas can have on your life.


STEP 3: Reading Beyond the Text

Why is it important? How does it relate to the world today?

Inthisstep,youneedtoapplytheauthor’smessagetoourworld,beyond the text.

•Inwhatwaysdotheauthor’sideasreflectontheworldtoday?

•Aretheissuesimportant,notonlytotheauthorandtoyoupersonally,buttoallpeople?Andifso,inwhatwayaretheyimportant?

STEP 1• Figure out the meaning of

the text .• What is the author trying to

say? • What details from the text

support the main idea?

STEP 2• Make a personal connection

to the text .• Connect the key idea in the

text and an incident from one’s own experience (from your life or someone you know) .

STEP 3• Think beyond the text.• Why is it important?• How does this relate to

others in the world?©

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Personal Response Organizer

Choose one of the following texts in Sightlines 10 and record your observations here.

Indicate the selection you chose:

“ASecretLostintheWater”(shortstory)byRochCarrieronpp. 104-106 “MySearchfortheFriendILeftBehind”(magazinearticle)byTonyO’Brienonpp. 114-117 “Mrs.BerthaFlowers”(memoirexcerpt)byMayaAngelouonpp. 212-216

STEP 1

• Figure out the meaning of the text .

• What is the author trying to say?

• What details from the text support the

main idea?

STEP 2

• Make a personal connection to the text .

• Connect the key idea in the text to a moment from your own experience (from your life or someone you know)

STEP 3

• Think beyond the text

• Why is it important?

• How does this relate to others in the world?

Student Work: Planning


Personal Response (Rough Draft)

Write your Personal Response Rough Draft here.

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Personal Response (Rough Draft, continued)

Use your editor’s feedback to revise your rough draft. Write your final draft on the next page .

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Student Work: Draft


2.2 Personal Response (Final Draft) Write your 2.2 Personal Response (Final Draft) here.

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2.2 Personal Response (Final Draft, continued)

Student Work


2.2 Personal Response (Final Draft, continued)

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2.2 Personal Response RubricValue Ideas and Impressions Presentation

Excellent Your ideas are confident .

You provide precise examples .

You precisely followed the model, completing all three paragraphs thoroughly .

You create a convincing voice .

Your stylistic choices are precise .

Proficient Your ideas are thoughtful .

You provide specific examples .

You thoughtfully followed the model, completing all three paragraphs.

You create a distinct voice .

You make specific stylistic choices.

Satisfactory Your ideas are straightforward .

You provide adequate examples .

You basically followed the model, completing all three paragraphs.

Your voice is apparent .

You make adequate stylistic choices.

Limited Your ideas are superficial .

You provide imprecise and/or ineffective examples .

You attempted to follow the model, but you did not complete all three paragraphs correctly .

Your voice is inadequate .

Your stylistic choices are imprecise .Redo This is a special category; it is not an indicator of quality.

You did not follow the Personal Response format. OR

You have written so little that it is not possible to assess Ideas & Impressions. OR

You provide no evidence that the topic presented in the assignment has been addressed.

TOTAL: /25 = % /15 /10


Might I suggest:


2.3 Open-Book Review /44 marks

Read the Letter tutorial on p. 4 and answerquestions1-4.

Questions 1 to 4 relate to the structure of a personal letter.

1. Place the following parts of a personal letter in the order they should appear in a letter:

salutation

heading

closing

signature

body

2. True or False: The address at the top of the letter is the address to which you are mailing the letter.

3. True or False: The postal code should appear on the same line as the city and province.

4. True or False:Asemi-colonshouldappearafterthesalutation.

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Read “Emily’s Quest” on p. 66 in your Sightlines 10 textbook and answer the questions below. Tip! The author’s biographical information is provided at the back of the textbook.

5. The“L.M.”inL.M.Montgomeryisshortfor MontgomeryfirstpublishedhernovelAnne of

Green Gables in the year .Shewasfirstpublishedwhen she was years old.

6. How much time had passed between Emily writing and reading the letter?

A. 1year B. 5years C. 10years D. 20 years

7. Whatwasuniqueabouttherosethatshefoundintheletter?

A. Itwastheonlyrosethatbloomedonthatrosebush. B. Aboygaveittoher. C. Dr.Burnleygaveittoher. D. It crumbled in her hands.

8. “Andonewouldhavethought,too,thatfourteenregardedtwenty-four as verging on venerable”(p.67).Inthiscontext,venerable means

A. highlyrespected B. invincible C. insane D. distant

9. “Areyouastaid old married woman with several children, living in theDisappointedHousewithOne-You-Know-Of?”Inthiscontext,staid means

A. sad B. proper C. dull D. envious

Student Work

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4

Tip! Questions 8 and 9 ask you to define words by looking at how they are used in the sentence .Try replacing the italicized word in the question, with each alternative provided to determine the correct answer . You can use a dictionary too!


10. The author of the letter seems to have been concerned that someone otherthanherselfwouldcomeacrosstheletter.Whichline(s)best indicateherconcern?

A. “IfTeddythoughtorknewtherewasanyconnection betweenthetwofactsheneversaidso.”

B. “Aghostoffirstyouth...Ofvanishedlove?” C. “AreyouMrs.------?” D. “Areyouastaidoldmarriedwomanwithseveralchildren,

livingintheDisappointedHousewithOne-You-Know-Of?”

11. The main reason Montgomery wrote her letter was to

A. challengeherself B. reminisceaboutherchildhood C. beromantic D. cherish a keepsake of memories

12. Whichlinebest indicateshowshefeltaboutreadingtheletter?

A. “Haveyouwrittenyourgreatbook?” B. “Shehadforgottenitwasthere.” C. “Howcrude–howsilly–howsentimental–howamusing!” D. “Onemustfacethings–evenghosts.”

13. Whichlinebestindicatesthe greatest difference between the writer andthereaderoftheletterinthestory?

A. “Emilyfeltshewouldratherburntheletterthanreadit.”

B. “Itwasnottheamusingperformanceshehadonceexpected ittobe.”

C. “Yes,sherememberedthatrose.”

D. “Andnowitfellinherhand,faded,unbeautiful,likethe rose-hopesoflongago.”

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questions with bold words closely . When you see words in bold, it means there may be two right answers, but one addresses the bold words best. Notice the other questions on this page also have bold words in them . Read carefully!


Read the short story “To Every Thing There Is a Season” by Alistair MacLeod on pp. 300-305 of Sightlines 10 and answer questions 14-20.

14. The setting of this story is

A. CapeBretonatChristmastime B. westcoastofCapeBreton,1977 C. farmnearCapeBreton D. CapeBreton,Windsor,andSarnia

15. TheauthorcomparesadesperatebeliefinSantaClausto

A. adrowningmanwavingtoapassingship B. childrenwaitinganxiouslyfortheirbrother C. snowfallingsilentlyinpuddles D. joyous sounds spilling from a church

16. In the line, “My mother has been fairly tolerant of my attempted perpetuation,”thewordperpetuation means

A. procrastination B. practicality C. continuation D. confusion

17. In the line, “Kenneth, however, believes with an unadulterated fervor,andsodoBruceandBarry”,unadulterated fervor most likely means

A. unchangingsickness B. childlikeworry C. pureenthusiasm D. adult-like happiness

18. Whenthenarrator’sfathersays,“Everymanmoveson”,heisactually referring to

A. SantaClaus B. hiseldestson,Neil C. thenarrator D. himself

Student Work

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Remember! Watch for key words that are bold or italicized .


19. The line that best revealsthenarrator’sunderstandingthathehasjoined the adult world is

A. “AndIamnotsurehowmanylibertiesImaybetakingwiththe boyIthinkIwas.”

B. “Allofthemarecapturedinthetableauoftheircare.”

C. “...butthereisnoneedtogrieve.”

D. “It is as if I have suddenly moved into another room and heard adoorclicklastingly.”

20. The visual that accompanies the story on p. 300 connects most effectivelytothestory’s

A. setting B. theme C. pointofview D. plot

Review the Short Story tutorial on your Course Resource USB drive. Then, answer questions 21-30.

21. The major elements of a short story are

A. mood,atmosphere,action,andcharacter B. suspense,action,mood,andconflict C. mood,plot,andemotionaleffect D. theme, plot, setting, and character

22. The initial incident in a short story is the event that

A. providesthebasicconflictforthestory B. revealswhattheendingofthestoryis C. isresponsibleforproducingtheemotionaleffectinthereader D. is the highest point of suspense in the story

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23. The bestdefinitionforclimaxis

A. thepointinthestoryatwhichthereaderrealizeswhatwill happen to the protagonist

B. thepointinthestorycreatingthehighestpointofintensity

C. thepointinthestorythatrevealstheoutcomeofthe conflict

D. the point in the story that presents the intense, central insight

24. Aroundcharacterisbestdefinedas

A. complexandmany-sided B. sostereotypedthatheorsheaddslittlesignificancetothestory C. abelievablecharacter D. a possibly static character

25. The theme of a short story is bestdefinedas

A. asentencesummarizingthemajorhappeningsoftheplot

B. thesubjectofthestory

C. themainideaofthestorythatallowsthereaderaninsightinto howtolivethe“goodlife”

D. the dominant or overall idea of the story that provides an insight into life or character

26. The main function of theme in a short story is to

A. helpdevelopcharacter B. givethereadersomethingtothinkabout C. suggesttheimportanceoftheatmosphere D. helpthereaderfindasuitablyprofoundmoral

Student Work


27. Adevelopingcharacterisonethatundergoes

A. nochangeinthecourseoftheshortstory B. apermanentchangeduringthestory C. greatphysicalandpsychologicalconflictduringthestory D. high degree of emotional suffering in the story

28. Allthefollowingarebasicelementsofplotstructureexcept

A. initialincident B. risingaction C. climax D. mood

29. Charactersinashortstoryarepresentedthesetwoways:

A. bywhattheysayandhowtheyact B. directlyandindirectly C. bytheiractionsandtheirthoughts D. specificallyandnon-specifically

30. List and explain the four types of point of view used in short stories.

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2.4 Essential Question Response

The Assignment

Respond to the following question:

How do I deal with conflicting perspectives?

Don’t let this essential question scare you! It is asking you to consider how you handle bits of information that disagree. When text creators respond to the same issue, they bring their own perspective and experience into the discussion. They can interpret the same information differently because of the bias they have towards the issue .

Tip: If you are struggling with this question, try to think of a situation when you had to take a stand on an issue, and there were people around you who disagreed with each other. How did you establish your own opinion about the issue?

Review the rubric on p . 31 to see how your work will be assessed .

Student Work


Student Exemplar: 2.4 Essential Question Response

ReadKate’s2.4 Essential Question Response, and readMohammed’sreply.

I know it’s not quite the same as having to deal with ‘conflicting perspectives’ in other texts, but in this case I can see my own opinion conflicting with the ideas in “Remembrance”.

I had a hard time with the diary entry for the “Remembrance” assignment. I was frustrated the day I wrote it. I don’t think it’s fair that we dedicate a whole day to remember wars that happened before most of us were alive, while there are so many wars still being fought. How serious are we about it, if we are still committed in wars today? I totally hate lipservice, and that’s how it looks to

me. Looking back at my entry and my marker’s comments though, I should have focused on explaining my own opinion more clearly than just ranting. My bad.

I’m still not sure how to handle conflicting perspectives though. Dealing with ideas that disagree with my own. I have a lot of ‘real world’ experience, and I think that my experience is just as important. Am I missing something?

Hey Kade, I think I see where you’re coming from. We are committed to serving in many wars, but from what I know about the Canadian military, we are also committed to helping rebuild countries that have been destroyed by war. Not every country can say that, so it looks like we have learned something from the past.

It sounds like you do have some tougher, real world experience. That doesn’t mean that there isn’t more to think about, does it? Other people might have some experience that will help you, so it makes sense to me that it might be worth trying to consider their opinions. That’s just my take though.


Respond to Your Peers

ReplytoKadeandMohammed’scommentsthatyoureadonthepreviouspage.

Student Work


2.4 Essential Question Response RubricValue Descriptor

Excellent You have really taken the time to think about who you are, and you have provided details that strongly supports what you are trying to say .

• Your thoughts on the assignment are perceptive . • You have many details that are developed and support your assignment well . • You choose your words wisely . • Your response to your peers is both accepting and constructive .

Proficient You have thought about who you are and provided some clear support for what you are trying to say .

• Your thoughts on the assignment are thoughtful . • You have details that are developed and support your assignment well . • You choose your words with some care and attention . • Your response to your peers is thoughtful and encouraging .

Satisfactory You have an idea about who you are, but you have only brushed the surface . You need to provide more detail .

• Your thoughts on the assignment are appropriate, but at times they may not consider the assignment in enough depth .

• You have provided details, but you have not developed them adequately . • You choose your words appropriately . • Your response to your peers is appropriate .

Limited You have attempted to respond to who you are, but

• Your thought is not focused . • You have talked about some aspect of the assignment, but you have not given

any details that show what you mean . • You choose words that present a confusing message . • You responded to your peers superficially .

Redo


TOTAL: /20 = %


Might I suggest:

English 10-2 – Appendix Instruction Workbook 2 32

APPENDIX



Proofreading and Editing Tutorial

Read the following 5 tips to help you edit better.

1. Taking even a moment to reread and proofread your assignment can make abigdifferencetoyourmark.Checkyourworkforspelling,punctuation,wordchoice,andsentencecompletionandvariety.Don’tforgetaboutcapitalization rules.

2. Readingyourworkseveraltimesmighthelpyoutofindplaceswheremeaningisnotclearor words and sentences might left out. Ideas and paragraphs not might seem make sense. Readtheselastfewlinesagain.SeewhatI’msaying?

3. Askyourselfbigpicturequestionssuchas,Doesitmakesense?HowcanImakeitclearer?HaveIsaideverythingIneedtosay?

4. Readyourworkaloud.No,yourfriendswon’tthinkyou’restrange...well,okay,maybetheywill,butdoitanyways,becauseyou’renotaslavetopeerpressure,right?Whileyou’rereadingoutloud,askyourself,Doallmysentencesreadsmoothly?Or,aresomeawkward,choppy,tooshort,toolong,tooconfusing?

Proofreading is an important part of the writing process that ensures you have read your workovercarefully.Itworkswellwithitspartnerincrime...Stepnumber5.

5. Editing.Yes,youactuallyshouldfixanyproblemsyoumightfind.Writingorprintingadraft copy that you can write all over, cross out, draw arrows, highlight, and doodle on isactuallyatherapeuticstep.Trustme.Goodwritersdomorerevisionsthanactualwriting...honestly.Noonecangetitperfectthefirsttime.

PQP Editing Approach

You could also peer edit, but remember to be nice to your peers. Praise their work by making positive comments, ask any questions respectfully, and offer some feedback that might help to polishtheirwork.Yes,it’sthefamousPQP approach:praise,question,andpolish!That’soneofthehigh-tech,super-significantacronymsfromyourReading and Writing for Success textbook(p.193).Useanytoolsthatyouhaveatyourdisposaltoimproveyourwriting.Butremember, computer spell checkers and grammar checkers go only so far. They do not pick up wrongwordsorforgottensentences.Sodouble-checkingisalwaysasmartmove.

Beforesubmittingagoodcopy,rereadtheassignmentdirectionsonelasttime.Ensurethatallpartsoftheassignmentareaddressedinyourresponse.Thisiscritical.Whateveryoudo,proofreadandedit...you’llgetthecredit!

33 Instruction Workbook 2 English 10-2 – Appendix

Kevin’s 2.1 Letter Assignment

Kevin’s first draft:

June 30th

Deare Kevin

Congrats on graduatin! I bet you never thought you’d finish that major

goal. I know you would rather listen to your music than work hard but you

made it thru. Thanks to all your buddies who helped along the way. It was a

busy time playing volleyball and having a part-time job at Café Au Lait but

keeping a priority on schooling was the best decision you ever made. The

future looks bright!

Kevin the Graduate

I’m not really psyched about this letter. It looks long enough, but I think I could use some help. Maybe Amy has some ideas. She is always writing and texting her friends.

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Amy’s comments on Kevin’s work:

Don’t forget your address!

June 30th, 2010

Deare Dear Kevin, the Graduate!

Congrats Congratulations on graduatin graduating! I bet you never thought

you’d finish that major (hmm… what about ‘most challenging’ instead of

major?) goal. I know you would rather listen to your music than work hard,

but you made it thru through. Thanks to all your buddies who helped along

the way. How about adding some more specific stuff about how different

people helped you? It was a busy time playing volleyball and having a part-

time job at Café Au Lait but keeping a priority on schooling was the best

decision you ever made. What else did you do to succeed? The future looks

bright!

Kevin, the 10th Grader (Should this go on the right side? Double check)

Hey Kev!

I made some suggestions on your letter. I put them in green so you can see them!

Overall:The length of your personal letter seems a bit short here, Kevin. Maybe develop your ideas with specific examples and remember you’re supposed to address yourself in the future. Overall, you have some cool details to begin with.

~Amy

©Th

inks

tock

Appendix


Student Exemplar: Amy’s Notes for her 2.2 Personal Response

ReviewAmy’sNotesforher2.2 Personal Response.Herteacher’snotesappearin purple.

STEP 1

• Figure out the meaning of the text .

• What is the author trying to say?

• What details from the text support the main idea?

• First off, the title reminded me of a song. I Googled it and in fact it is from the Bible as well as a famous Byrd’s song. Maybe I’ll connect this in Step 3.

• The meaning of the story, to me, is really about losing one’s childhood innocence and moving on towards adulthood. This is the main theme I’d say and the author uses a childhood memory at Halloween and Christmas.

• Many people can relate to realizing that Santa Claus is not real but understanding that Christmas is much more than that element.

• Another detail discussed in this story is the narrator realizes that his father is not well. His older brother returns at Christmas.

Remember to look to the text for specific supporting details, Amy.

STEP 2

• Make a personal connection to the text.

• Connect the key idea in the text and an incident from one’s own experience (from your life or someone you know) .

• Finding myself in this story was not difficult. It reminded me of enjoyable holidays I experienced.

• I remember snooping for Christmas presents when I was eight years old after a classmate told me that there was no such thing as Santa Claus. I didn’t believe him at first, but then my heart sank when I found some packages in my parents’ closet. I was a little sick to my stomach. It was a sad moment when I realized the classmate was right. I felt so guilty for having snooped that I couldn’t even really enjoy the presents once Christmas morning arrived.

• Part of growing up also means appreciating the family traditions surrounding the holidays. It’s about the people not the presents.

A sincere connection to your experiences!STEP 3

• Think beyond the text.

• Why is it important?

• How does this relate to others in the world?

• Moving onto adulthood doesn’t mean you have to say goodbye to childhood. It is important to remember the joy of being a child.

• Realizing that our parents won’t live forever makes us sad, but thinking back to our childhood is important.

This step is a bit short, Amy. Think of how the author relates to others and why it is important.

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©Thinkstock

©Thinkstock

©Thinkstock


Student Exemplar: Amy’s 2.2 Personal Response

“To Every Thing There Is a Season” by Alistair MacLeod

The meaning of the short story, “To Every Thing There Is a Season,” by Alistair

MacLeod, to me, is really about losing one’s childhood innocence and moving on towards

adulthood. This is the main theme I’d say and the author uses a childhood memory at

Halloween and Christmas. “For Christmas is a time of both past and present and often

the two are imperfectly blended.” Many people can relate to realizing that Santa

Claus is not real but understand that Christmas is much more than that element. “I

am troubled myself about the nature of Santa Claus and I am trying to hang on to him

any way that I can.” Another detail discussed in this story is the narrator realizes

that his father is not well. “He has ‘not been well’ for over two years and has difficulty

breathing.” “He is old, we think, at forty-two.” His older brother, Neil, returns at

Christmas and the narrator realizes that he is taking more of a fatherly role in the

family.

This story reminded me of fun holidays that I experienced as a kid, and still do.

I remember snooping for Christmas presents when I was eight years old after a

classmate told me that there was no such thing as Santa Claus. I didn’t believe him at

first, but then my heart sank when I found some packages in my parents closet. I was

a little sick to my stomach. It was a sad moment when I realized the classmate was

right. I felt so guilty for having snooped that I couldn’t even really enjoy the presents

once Christmas morning arrived. Part of growing up also means appreciating the family

traditions surrounding the holidays. It’s about the people not the presents.

Moving onto adulthood doesn’t mean you have to say goodbye to childhood. It is

important to remember the joy of being a child. Alistair MacLeod reveals this idea

through his short story. Realizing that our parents won’t live forever makes us sad, but

thinking back to our childhood is important. We should appreciate all that our parents

do for us and realize how hard they work to make Christmas and other holidays so

special. There is a season and a time for everything.©Thinkstock

Appendix


Amy’s 2.2 Personal Response RubricValue Ideas and Impressions Presentation

Excellent Your ideas are confident .

You provide precise examples .

You precisely followed the model, completing all three paragraphs thoroughly .

You create a convincing voice .

Your stylistic choices are precise .

Proficient Your ideas are thoughtful .

You provide specific examples .

You thoughtfully followed the model, completing all three paragraphs.

You create a distinct voice .

You make specific stylistic choices.

Satisfactory Your ideas are straightforward .

You provide adequate examples .

You basically followed the model, completing all three paragraphs .

Your voice is apparent .

You make adequate stylistic choices.

Limited Your ideas are superficial .

You provide imprecise and/or ineffective examples .

You attempted to follow the model, but you did not complete all three paragraphs correctly .

Your voice is inadequate .

Your stylistic choices are imprecise .

RedoThis is a special category; it is not an indicator of quality.

You did not follow the Personal Response format. OR

You have written so little that it is not possible to assess Ideas & Impressions. OR

You provide no evidence that the topic presented in the assignment has been addressed.

TOTAL: 19/25 = 76%

12/15 7/10

Assessment Areas of strength: Amy, you have written a thoughtful response. Thank you for taking my advice by incorporating specific supporting details. It certainly helped to develop your paragraphs. After you have provided a quotation or supporting detail, try to discuss it. You have responded personally and sincerely.

Might I suggest: Remember to try to balance each of the paragraphs in terms of length and detail. Often, students struggle with the third step because they sometimes have trouble thinking of something more to say. Perhaps include a quotation from the song lyrics that you researched and include the website information. This might tie all the ideas together nicely. Try to avoid contractions and remember to check for punctuation (such as parents’ closet shows possession). Nice work, Amy! It was a joy to read your response and see your progression from chart to paragraphs. Keep up the superb effort.

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3

3

3

3

3

English 10-2 – Glossary Instruction Workbook 2 38

Glossary


ThefollowingtermsaredefinedinWorkbooks1-3.AttheendofWorkbook3,youneedtoreviewthese terms as you prepare for Exam 1.

context: includesanyelementinasituationthatinfluencesthewayweinterprettextandcreatetext

diary entry:arecordofevents,transactions,orobservationskeptdailyoratfrequentintervals

essential question: is one that does not have an easy answer

free verse poetry: verse whose meter is irregular in some respect or whose rhythm is not metrical

haiku poetry: an unrhymed verse form of Japanese origin having three lines containing usually five,seven,andfivesyllablesrespectively;usuallyhasaseasonalreference

imagery:vividorfigurativelanguagetorepresentobjects,actions,orideas

paraphrase:toputsomeoneelse’scontentintoyourownwords

saluation: initial greeting in a letter

sonnet: a poem, properly expressive of a single, complete thought, idea, or sentiment, of 14 lines . . .

stanza: a division of a poem consisting of a series of lines arranged together in a usually recurring pattern of meter and rhyme

text: includes oral, print, visual, and multimedia forms

text creator: anyone who makes one of these texts may be referred to as a text creator

verbatim:toquotesomeoneelse’swordsorworkexactly

English 10-2 – Glossary Instruction Workbook 2 38

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