English 10 Adapted

Monday! There is an excellent documentary about George Orwell on YouTube. You're free to watch it if you like, it's roughly 1.5 hours long. The main work today will be looking closely at Chapter 6 and 7 for Animal Farm. As things get very strange on the farm there are some important parts of the story for us to look at. Fill in the information below for chapter 6 and 7.

English 10 Adapted

Greetings! We have a few things to go over before we continue with Animal Farm.

1. Please send me your questions for chapter 3, 4, and 5 if you haven't sent it to me yet.
2. Please send me your Double Entry Journal for chapters 1 - 5 if you haven't sent it to me yet.

In Animal Farm, the animals are being controlled by the pigs. Gradually, it seems the pigs are tricking the animals. Napoleon is becoming a terrible, selfish pig, and is beginning to take over the farm. In a way, Animal Farm is like a country with an evil government. Based on what we have read in Animal Farm, what does George Orwell believe we need to live in a successful country?

The animals had so much hope that they would succeed, but Napoleon has taken over and the animals have become scared. Many animals are hardworking, honest creatures, while the pigs have become selfish. Orwell may be suggesting this kind of failure is in our nature, or he may be suggesting that there are simply evil people who want to become powerful. Was the revolution doomed to fail from the beginning?

For the 2nd part of the class, download the following file and do it :)

ANIMAL FARM: AN ALLEGORY

English 10 Adapted

This brought to you by Ms. Fraser :)

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Have you ever looked at your writing and said, "I wonder if I can write this sentence better? I wonder if this sentence makes sense? I wonder if the grammar is correct?" As a former ELL student myself, I know how daunting correct writing can feel. In high school, writing correctly is just the beginning, writing well is key to school success. Please join me on Thursday for some tips on how you can spot your own grammar mistakes and what you can do to begin your journey to writing success. Bring your own writing assignments to edit during work time. 

Topic: Ms. Fraser's English Workshops & Office Hours

Time: 10:00-11:30 (including small group work time)

Join Zoom Meeting

https://us02web.zoom.us/j/81449017757?pwd=d0dpYXdWMGxKcmh4UUtjKzVJU3lDUT09

Meeting ID: 814 4901 7757

Passcode: 6YuUYs

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English 10 Adapted

Here's Wednesday!

Today we'll review chapter 1 and 2. Lots of work to come!

Chapter 3 – 5 questions

1. Where did the milk and apples go?
2. How does Squealer persuade the animals to support the pigs? Provide evidence.
3. What conflicts have we seen so far in Animal Farm? Provide examples, as well.
4. How does Benjamin the donkey feel about the revolution? Provide evidence.
5. Did the two animals who got the Animal Hero First Class decoration deserve it?
6. Why did the animals feel their harvest was especially delicious?
7. Why did Mollie leave? Could people like Mollie contribute to a revolution like the one in Animal Farm?
8. How did Snowball earn support from the animals?
9. How did Napoleon earn support from the animals?
10. Why didn’t boxer reject Napoleon after he took over the farm?

Send me the questions by the end of today. (attendance and comprehension)

After that, it's time to work on your double entry journal. Check out these links below.

Double Entry Journal

Question Types

Student Example of Double Entry Journal

Send me your double entry journal by the end of tomorrow (this is for marks!)

English 10 Adapted

Greetings everyone!

Before we begin - a reminder: The good copy of your short story is due at the end of the day. I will continue to send feedback while you're working during class time :)

Please be clear that you are sending me the good copy of your creative writing in the email so that I know to save it as part of your work.

jrogers@sd38.bc.ca

ANIMAL FARM
We're going to start with a little introduction, then we're going to begin Animal Farm.

HERE IS THE LINK TO THE BOOK

ANIMAL FARM INTRODUCTION

Animal Farm Chapter 1 & 2

1. List the animals that enter the barn for Old Major’s speech.
2. If we were to connect each type of animal to a different kind of person in society, what kind of personalities do you think Orwell is describing? Describe the kinds of people represented by the following animals from Chapter 1: 
1. Boxer 
2. Pigs 
3. Mollie 
4. The Cat 
5. The Rats 
3. At one point in Chapter 2, Moses describes Sugarcandy Mountain as a place where animals may go when they die. Since this book is an allegory – what is the true story Orwell may be referring to with the character “Moses” and his stories of Sugarcandy Mountain? 
4. What do the animals with Mr. Jones’ farming equipment and tools immediately after the rebellion? How might this change the way animals take care of the farm after Mr. Jones is gone? 
5. What do you suppose happened to the milk at the end of chapter 2? How does this break the rules suggested by Old Major’s speech in chapter 1? 
6. Why are the animals so eager to do a big, successful harvest at the end of chapter 2?

English 10 Adapted

Happy Monday!

Your marks are mostly updated. Expect emails today!

Today we're going to do some peer and self-editing of our creative writing. This means working in groups and using some strategies to make sure our writing meets the criteria, and that it's enjoyable to read.

In small groups, we will work with one other who we will exchange our writing with. You may use email or google docs to do this. Once you have your partner's writing, do the following:

1. Read it through.
2. Did you understand the story?
3. Check for grammar.
4. Check for the elements of fiction.
5. Check for dialogue.

After reading, write a paragraph for your partner. Explain your opinion of the story and your thoughts on improving it. Send the paragraph to me and your partner. After this, we'll take a break :)

Once we're back from our break, you should read the feedback from your partner. Think about how you might change or edit your work to improve it. On your own, I want you to use the STAR strategy.

Check the link above, and go through each step - starting with SUBSTITUTE. 

Once you're done, you're looking at the final copy of your creative writing. Some of you will be done quickly, others will need some time. Check the criteria one more time, and send it to me by the end of Tuesday, July 21.

English 10 Adapted

We've got two things on the menu today:

1. We will learn about writing theme statements.
2. We will have time to begin  the draft for our creative writing.

Here is the criteria sheet for the creative writing. Please follow it carefully as you begin this project/writing assignment.

English 10 Adapted

Today the morning class will have slightly different work than the afternoon class. First we will do some peer feedback and editing, then at 10am we will join Ms. Fraser's zoom meeting for a reading workshop.

Dialogue!
Use this prompt to try out some dialogue.

Write a short dialogue that starts with a character-revealing something unusual about themselves.

In our feedback sessions for dialogue, please think of one sentence you can share:

1. I like your idea because...
2. Your dialogue made me think...
3. A connection I have with your writing is...
4. A question I have about your _______ is...

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Ms. Fraser's Workshop July 16th: Reading Strategies

Summer school is very busy, especially English class! Many of you are receiving new reading assignments everyday! Is there a way to keep up? Is there a way to understand the text more easily? Come to my workshop and we will learn some strategies to help you unlock the secrets to succeeding with reading!

https://us02web.zoom.us/j/81449017757?pwd=d0dpYXdWMGxKcmh4UUtjKzVJU3lDUT09


Meeting ID: 814 4901 7757
Password: 6YuUYs
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For the afternoon class, we will do something slightly different for the last hour and a half of class.

Adapted English 10

Today we'll take a dive into some creative writing. There's no need to link it here since I will share the screen with you all as we begin the work. Many of you showed some fantastic creative writing for our Lather, Nothing Else assignment from last week. I'm looking forward to what we come up with today :)

Planning your creative writing.

1. Your story should have dialogue. I will check the formatting of it. We make a new paragraph every time we switch speakers.
2. Include the Elements of Fiction. 
3. At least 3 pages, double spaced, size 12. Check your grammar!

English 10 Adapted

Today we're doing an independent activity to show our understanding of the Elements of Fiction. This is a quiz, so you should be working on your own. Please do your own writing to answer the questions. Use Microsoft Word, or Google Docs, or PDFs and send it to me when  you're done :)

The Lottery Elements of Fiction

The Lottery By Shirley Jackson
10 ways to develop suspense

English 10 Adapted

We'll start with a bit review for the elements of fiction in The Most Dangerous Game.

Please complete this survey before we get into the next bit of work:

CLICK THIS TO DO THE SURVEY!

After, we'll meet and have some breakout rooms to discuss the following question:

1. If people should be allowed to believe whatever they want, should they be allowed to behave however they want? 
2. How do we know what behaviour is "OK" and not "OK"?

Next we'll start some creative writing! (I will link the google slide after we are done so you can revisit it).

REVIEW THE ELEMENTS OF FICTION

English 10 Adapted

It's Friday!

Today we'll dive right in and begin looking at figurative language after a bit of discussion on The Most Dangerous Game.

We're going to use this form for today's work. Starting with #6, we're going to use breakout groups and have a bit of discussion about #1. Once that's done you have time to finish up the rest :)

THE MOST DANGEROUS GAME HANDOUT

English 10 Adapted

Happy Thursday!

Thanks for your good work from yesterday. Many of you caught up on missing work, and I've collected most of your creative writing pieces. At this time I am missing 4 from the morning class. Everyone from the afternoon class has handed in the creative writing.

Here's our plan for today:

1. Introduction to Figurative Language
2. Have you ever had a dream that felt real? Did you wake up and check to see if it really happened? (Discussion)
3. Then we'll take a look at a new short story: The Most Dangerous Game (Richard Connel)
4. As you read, use Ten Ways To Develop Suspense to find some examples of suspense. There are many. Please find at least 6 as you read the story.

English 10 Adapted

Happy Wednesday!

First, we'll check in to see how you're coming along with your suspense writing. Please use at least 5 or 6 examples of how authors use suspense in writing. Check yesterday's post for this information.

One of the questions we looked at yesterday was how the story might be told different if it were from the perspective of Captain Torres, the antagonist of Lather, Nothing Else. Today we're going to use our suspense guide to create Lather, Nothing Else from the point of view of Torres. This one will be for marks, and is considered part of your writing. Here's the criteria I would like you to follow:

1. Use the first page from this PDF. Use at least 5 different ways to develop suspense. Underline the parts of the story where you are developing suspense.
2. Be sure to include the major events of the plot in your story. It's ok to change the dialog, since this is your story. Whenever the speaker changes in a conversation, you're writing a new paragraph. Check the story to see how the author has done it.
3. Use the first person point of view. Write the story as though you are Captain Torres. You will need to think about how Captain Torres thinks. Show me how well you understand his character.
4. When you finish, check your grammar. Try to avoid too many simple sentences. Once you have completed ELL3, you should be able to write complex and compound sentences, too!
5. 2 Pages double spaced. Size 12 font.
6. Please save the work as a Word Document or Google doc. Please don't send pictures for this assignment. Submit this work before the end of our class.

English 10 Adapted

Today we'll start with a bit of work time to wrap up some questions and thinking for Lather, Nothing Else.

We'll use breakout rooms to share our findings in the handout before returning to our class and sharing them with the class. I'm hoping everyone has a chance to speak today!

Then we'll work individually towards understanding theme. For each item, explain how the quote is related to the main idea of the story.

1. "My fate hangs on the edge of this razor blade."
2. "And this was indeed a special customer."
3. "But it's not easy to kill. I know what I'm talking about"

Next, answer the following question in one word. This is the topic.

What is Lather, Nothing Else about?

Now we can get to the theme. What does Lather, Nothing Else tell us about this word?

Lastly, it's time to talk about suspense. Take a look at the first page of this document. It explains suspense nicely, and it shows 10 ways we can have suspense in a story. Read the first page then answer the following question. Find as many examples of the 10 ways as possible.

How did the author create suspense? Give evidence from the story to support your answer. What was the most suspenseful part of the story for you?

Once you have done all the work, put it together into a single word document, google doc, or picture (if you wrote out your answer) and send it to my email: jrogers@sd38.bc.ca

English 10 Adapted

Greetings!

Today we'll be going over an introduction to the course and the expectations that come along with it. Our first item of business will be our introduction and the course outline. Please download and keep the following item:

Course Outline: English 10 Adapted

Once we're done with that, we'll quickly discuss this...

For external students

Once that's done, it'll be time to provide a writing sample. The purpose of this sample is to show me where you are starting from. This will allow me to see your progress over the course of the month, and also inform me how to best help you improve your writing.

Topic: How will you make the best of online learning? How has this online learning environment changed the way you look at your education?

Email it to: jrogers@sd38.bc.ca

Then it'll be time for a break!

After that we'll look at the Elements of Fiction, and an example story we can look at together.

Lather, and Nothing Else

QUESTIONS! Print this out or if you can fill it in on your computer, go for it. We will work on this today AND tomorrow.

Do page 1, 2, 3, and 6. DO NOT DO PAGE 4 and 5.

English 11

Characters in LOTF take on allegorical roles. That is, the characters represent ideas argued in a variety of issues we've discussed, from the Id/Ego/Superego to the state of our mind in isolation, there are many ways we can interpret​ the characters. In essence, we can take an idea like the Id, and put it on Jack - like a mask. It becomes an identity we've applied to him and all of a sudden, his behaviour becomes comprehensible through our understanding of what the Id is.

For our final project, we'll be making our own masks. Considering what has been happening in the world, masks are something we all have experience with. ​Here are the components:

• A Mask - design a mask or make one using your own art supplies that visually represents one of the major characters of Lord of the Flies. Think about our discussions and explorations of these characters, and how your art can represent the role of that character. Jack's mask isn't going to say "JACK" on it. It might show what you think he represents. Simply writing the character's name or what the character represents isn't very interesting.

To do this, you might make your own mask - check out youtube for a few ideas of DIY facemasks.

• Some writing (500-1000 words) that describes your choices on this mask. How does your interpretation of this character line up with the events of the story? If you are going with the angle that the island represents a mind in isolation, how are your choices with this particular character apparent on the mask?​

Justify your choices on your mask in the writing. Take a picture of the mask, or even better, your own picture while wearing it. Attach the writing and send it my way: jrogers@sd38.bc.ca by Friday, June 12. 

This is our final assignment, so there won't be any further work after this is done. I will be generating your final marks as soon as I have this submitted. If you have questions about your mark, feel free to contact me as well.

** Check out this fantastic article. Is there a relation between the chaos in the US right now, and the novel we're reading?*** Something to think about as you design your mask :)

https://www.nytimes.com/2020/06/02/arts/virus-mask-trump.html

ELL 3 English

Now that we're most of the way through the novel, here's what we'll do. We're looking at chapter 9, 10, and 11 for the next part.

In this section, Parvana and her friend, Shauzia find a new way to make some money. It's maybe a little scary, but hey - money is money! For this, we'll do some reflecting and a few questions :)

1. Parvana's new work makes a little more money. How far would you go if the price is right? If you make enough money would you do anything? Is there a line between what is right and wrong that you would never cross?
2. "Mr. Skull" is in chapter 10. Why does Parvana see him in her dreams?
3. What do the girls buy with all the money they've saved up?
4. Something horrible happens in the 2nd half of chapter 11. What happens?
5. Why does the Taliban government do things like this? Aren't soccer games meant for fun?
6. Is this the Taliban's criminal justice system? Is this an effective way to stop crime?

Send me your responses by Monday, June 8. jrogers@sd38.bc.ca

English 11

Please note: The deadline has been changed from June 3 to June 5 for this assignment.

I've been marking your responses from May 22.

There are some great ideas here. Some students have made a connection between the Lord of the Flies and the Id - that the pig head is in fact the oppressed Id, breaking free of its prison of the unconscious, coming to light, and finding free roam among the boys who have fallen to savage impulses. Everyone is getting a grade and some feedback. If you haven't heard from me, it should still be coming.

Here's our work for the week. Finish the book. Make a DEJ. Send it in by Wednesday, June 3 Friday, June 5. Yes, it is for marks. Considering that we have been discussing Freud and interpreting Golding's message of the novel, it would make sense to continue exploring an allegorical interpretation of Lord of the Flies. What is an allegorical interpretation?

It is the real story - another way to understand the events of the novel. If this is a story about the collapse of a mind in isolation, we may even be able to connect it to the current pandemic situation. If we understand characters in this novel as representations of the different components of the psyche, how these characters rise and fall (or even die) may be interpreted as a story of the psyche.

Among you, there is one class that has never done a DEJ for me before. Please refer to the content below for more information:

1. Double Entry Journal Guide and Criteria
2. Question Types

A DEJ in grade 11 will have 4 quotes on the left, and a paragraph length response for each on the right. At the bottom, you create 3 questions based on the Question Types (#2) above. In grade 11, I'd like to see more inquiry style questions - that is, level 3 and 4 type questions from the guide.

Now - if you have any questions about how to make a DEJ or some specifics about what I require, feel free to email me. I will host a voluntary Zoom meeting at 3pm on Thursday, May 28. You do not need to attend this meeting if you feel like you're ready to roll on the DEJ. I will only be modelling a DEJ and explaining the specifics and answering questions.

Here is the Zoom information. I will distribute the password via email by noon on Thursday.

Topic: Mr. Rogers' Zoom Meeting

Time: May 28, 2020 03:00 PM Pacific Time (US and Canada)

Join Zoom Meeting

https://zoom.us/j/92563919245?pwd=Zm4wcDFmUFB3MlVOV3JqMGlWTGdYdz09

Meeting ID: 925 6391 9245

Password:

ELL 3

Good morning ELL3 Students!

Time for more Breadwinner. Wow! Some of the work you submitted was fantastic! What many of you found were examples of both direct and indirect evidence. What's the difference? Direct characterization is when we're told in the narrative about a character, indirect characterization is when we have to infer the qualities of a character based on the things they have done and said.

So, here's what we'll be doing this week:

Read chapter 5 - 8. Do these questions and send your answers my way by May 25 to jrogers@sd38.bc.ca

Chapter 5:

1. Why was Parvana scared to go shopping alone? How were women supposed to shop? Why did the Talib hit Parvana with the stick for shopping? 
2. When Parvana ran away she was clutching bread too tightly, and she ran into someone. Why did the person notice how she was carrying the bread? How did the person help Parvana’s family?
3. Why couldn’t Parvana have a drink of water before it was boiled?

Chapter 6

1. In this chapter, Mrs. Weera, Mother and Nooria help to turn Parvana into a boy. Describe what they do to make her look like a boy, the story to help, and how Parvana feels about becoming a boy.

Chapter 7

1. In this chapter, Parvana takes over the job her father used to have. She goes to market, sits on the blanket, and reads and writes for people. She tried to sell a few items, and then she shops for food. She was to say she was Father’s nephew, Kaseem, and not tell Father was in jail. Tell about the Talib who wanted a letter read and Parvana’s feelings about the experience.

Chapter 8

1.  When Parvana returned home from working in the market, who was moving in?
2. What did Parvana show Mrs. Weera and Mother?
3. What do Parvana and Mrs. Weera use to move Mrs. Weera’s things?
4. What happens when Maryam finally gets to go outside with Parvana after a year inside the room?
5. Why can’t Parvana stay outside very long in the market? Why does she have to go home at noon?
6. After the family realized Parvana could help them go outside, tell about some of the things they did outside.
7. Tell about when Parvana thought she saw her father in the market.
8. What was happening from the window near the market place?
9. Who did she see at the end of chapter eight? 

English 11

Greetings English 11!

Time to get to work on Lord of the Flies. You will need your connections chart from this week as we progress and explore how these characters develop for the remainder of the novel. Structure on the island is going awry, and things take some interesting and drastic turns through the next two chapters. Read them carefully, and enjoy :)

Read chapter 8 and 9 by Tuesday, May 19. Give yourself a couple more days to complete the discussion and research questions below. Submit your responses to me by Friday, May 22. This ensures that you have adequate time to provide adequate responses.

These chapters reveal a great deal about Simon. Once you read them, please complete the following:

We are introduced to a new character at the end of chapter 8. This dialogue is one of the most powerful moments in post-war literature. A tragedy takes place at the end of chapter 9 that may connect to Simon's conversation with this new character at the end of chapter 8.

For this assignment, I would like to do a bit of research online and connect what you find with what you understand from Lord of the Flies.

1. Who is the Lord of the Flies?
2. Why does Simon converse with the Lord of the Flies? Why doesn't Ralph, Jack, or Piggy get to talk to it?
3. Why is Simon able to speak and converse with this new character?
4. Examine the content of their conversation and the ending of chapter 9.
1. How does the conversation at the end of chapter 8 foreshadow the ending of chapter 9?
2. Take a look at your connection for Simon. This is the chart you submitted to me this week. How do the events of chapter 8 and 9 affect your interpretation of his character?
5. Based on what has happened from the beginning of the novel to the end of chapter 9, what is Golding suggesting about our nature? (give me a couple quotes to support this response)

Please note: this will be the first assignment that I'm counting for marks. Until now I have tracked your participation and understanding. I am looking for extensive, complete responses. Explain your reasons, provide evidence where suitable, and check your grammar.

Please submit your responses by May 22; email them to me jrogers@sd38.bc.ca

ELL 3

Good morning and happy Monday!

Please submit your work - a few of you have been pretty late in this regard.

1. Here's our work for ELL3 English. Finish up to chapter 4 in The Breadwinner. 
2. Download this Word document, and fill in the chart.
3. For evidence, please find a quote that supports the sentence on the left. Use "quotation marks" and show which page you got the quote from :)

Complete this by Thursday, May 14. Email it to me: jrogers@sd38.bc.ca

English 11

Thanks to those of you who were able to attend the meeting today. It was good to see you all! Indeed, this is a strange platform but having some kind of human contact with your teacher is great.

Apologies for some of the technological hiccups; students shouldn't be unmuting themselves unless they are asking questions or we have an open discussion. This is all something I'll get straightened out for our next meeting.

Here's our work due Tuesday, May 12:

1. Download this comparison chart. Like always, if you can't use Word, simply use google docs and send me the completed work.
2. Fill in connections these characters have if we were to understand the text allegorically. You should also indicate the evidence that makes this connection likely - that is, how this character interacts with others and the environment could lead one to think that they represent something else entirely.
3. Finish chapter 6 and 7.

An allegory is an extended metaphor - this means that characters must represent something else - like a component of the psyche, our behaviour in isolation, or otherwise. You have all read Freud by now, which means you are in a position to consider.

Here is the PowerPoint we used during our session today.

DOUBLE ENTRY JOURNAL
This isn't due for a while yet. We must finish the novel before we do a DEJ. I have provided links below to help clarify my expectations for a DEJ for those of you who haven't made one for me yet.

1. Double Entry Journal Guide and Criteria
2. Question Types

For the double entry journal, find 4 quotes, and respond to them using the response guide at the bottom of the criteria sheet. Responses should be about a paragraph. At the bottom of the DEJ I ask that you design 3 questions. Use the question guide (#2), and make at least 2 of the 3 questions you design level 4 questions (on my own).

English 11

Thanks for your work so far, everyone. I'll keep this one short:

1. Read chapter 4 and 5 before Thursday at 2pm.
2. Join my Zoom meeting at our scheduled time. You can use a phone or computer. I will ask that you keep yourself muted, but if you have questions there is a "handsup" feature on the app. This meeting won't be super long, but it'll be great to see all of you, and you all will get a window into my gaming room. Which student wouldn't want that?

Topic: Mr. Rogers' Zoom Meeting

Time: May 7, 2020 02:00 PM Pacific Time (US and Canada)

Join Zoom Meeting

https://zoom.us/j/94521181157?pwd=ZDlraGNlbi9VQkFXTkdmc2U1ZHJqUT09

Password: *******

I have sent out the email with the password. If you did not get it, please get in touch with me or a classmate.

I will be sending the password via email at noon on Thursday. If it's 12:30 and you still don't have the password, you need to email me or get in touch with a classmate to get it. Please make sure your classmates also get this password as not all emails have been updated on the database.

I'm looking forward to seeing all of you! If you are unable to come, you can always get the notes from a classmate :)

ELL 3

Thanks everyone who was able to submit their work so far. If you haven't - please check your portal website. Log in and upload the items I mentioned in my previous post.

So - it's time for things to get rolling. Here's what we're going to do.

1. We're going to read The Breadwinner. You can find it on this website. Click on the link "TEXTS" at the top, then under the heading ELL3, you will find the novel.
2. Read Chapter 1 and 2, and do the questions below. Submit them to jrogers@sd38.bc.ca before Wednesday, May 6.

Keep in mind that this story takes place while the Taliban was occupying Afghanistan. That means it was a pretty difficult country to live in. Women were not treated the same as men, and soldiers were everywhere making sure that their rules were followed. It's a much safer place now than it was then.

Answer these questions for the first two chapters and email me your responses by May 6:

1. Chapter 1 introduces us to the world of The Breadwinner. What kind of life does Parvana live?
2. What kind of place does Parvana's family live in?
3. What disability does Parvana's father have?
4. What happened at the end of chapter 2 that changed Parvana's family?
5. Why did this happen?
6. Predict what kinds of new problems will this create for the family.
7. Who is Hossain, and what happened to him?

English 11

Greetings English 11. Here are some updates:

Several of you haven't submitted your work for Chapter 1. Please get this done. Yes, everything is for marks.

We're going to try some group work for this next portion. I want everyone to try and find other students in my English 11 classes, and form a Zoom meeting or whatever online video chat platform you prefer. At least one person in this meeting should belong to a different class. Groups should not be larger than 5 people. I teach 3 English 11 classes, so finding people shouldn't be hard.

Read to the end of chapter 3 before the meeting. Plan this meeting for Monday, May 4. One person in your meeting needs be a leader and report to me the results of your discussion and submit a screenshot of everyone in the meeting. A quick summary on a single page will suffice. Email this summary and the screenshot to me: jrogers@sd38.bc.ca

Here are the discussion topics (do all of them):

1. How do conflicts between civilization and savagery appear?
2. What effect does the speculation of the Beast have on the different kids? If this Beast were a symbol or metaphor, what might it represent if LOTF were an allegory of the mind and psyche?
3. Consider the topic of isolation: what has William Golding shown us about how isolation can alter our behaviour? 
4. Discuss several symbols to this point and their significance. With your group, decide on at least 3 symbols and at least two interpretations of each.

English 11

Lord of the Flies! Oh what a novel. Notice anything similar between how the kids in the novel are living and how we must all live?

I'll keep this short. I have a little handout for you to do to help with comprehension and thinking around chapter 1.

Click this link to download the .doc. Fill it in and send it to jrogers@sd38.bc.ca by Tuesday, April 28.

**The link has been updated and should be working**

ELL 3 English

Instructions for Students Work Habits Rubric: Due Friday April 24th at 3pm.
You have done this before in semester 1 perhaps with another ELL teacher. You will be assessing your own work habits and writing a reflection about it. You will be thinking about your work habits from the beginning of the semester January 28th until March 13th the day before spring break started.

Read each aspect of the rubric carefully and determine where you would place yourself on the rubric (G for Good, S for Satisfactory or N for Needs Improvement) for each aspect. Record where you would place yourself in each of your reflection paragraphs.
Write a written reflection of your work habits which summarizes each of the aspects of work habits. Completion of homework and assignments, Participation & effort, Preparation & organization, Attendance and promptness, Personal responsibility: respect, cooperation & integrity
For each aspect listed above you will write one 6-8 sentence paragraph. In your paragraph you will do 3 things:

1. Describe in words where you would place yourself on the rubric.
2. Mention specific examples of things you did to demonstrate this aspect of work habit. 
3. Specific things you will do to improve or maintain good work habits in the coming term while working from home. 

Take a photo of your written work (6-8 sentences). Upload it to your portfolio in a post titled "Work Habits"

Instructions for Students: Writing Sample ELL 3: Due Tuesday April 28 at 3pm.
You will submit a writing sample on to the portfolio under the post on the portal named “Writing Sample”. You will write a multi paragraph (3-5 paragraph) composition on one of the following topics:

• The Pitfall of Living Through COVID19 OR
• Silver Linings: Unexpected pleasures of Living Through COVID 19 

Your piece of writing will be done in your handwriting in paragraph format. I suggest you brainstorm and outline first to generate ideas and get yourself organized before you start to write. You must write at least 3 paragraphs and maximum 5 paragraphs.

Each paragraph must have a topic sentence, body with proof and examples, concluding sentence. When you have finished the piece of writing you will make sure that your name and student number and date are at the top of the page and easy to read. Then take a photo of it click on the pencil-lightning icon on the post called “Writing Sample April 2020” and upload it. **Be sure to put your name and student number and date are at the top of the page and that it is legible to read from a downloaded photo BEFORE YOU TAKE A PHOTO OF IT.

English 11

Good morning!

Today we have a lesson that reviews the Id, Ego, and Superego - the structure of the psyche. We will also begin reading Lord of the Flies. After reading your three column charts, it's clear that many of you have a good idea what these components are. We are familiarizing ourselves with this because it will change the way we understand ourselves, and Lord of the Flies.

For today, it's important you read through my entire post so we can expand your understanding and prepare you for the reading that is to come.

A Glacier

Freud's structure of the psyche is often represented by a glacier. The visible part of the glacier represents the conscious - the part of our mind that we are aware of. This is where we do our thinking, this is where our "inner voice" lives, and this is where at least two of the three components of our mind do some of the work. Most of a glacier exists under water, and this represents the unconscious; some of this we can see from above the surface, but as we peer into the depth of the ocean below, the glacier ice gradually fades from sight. The deepest parts of the glacier are entirely invisible from the surface, and this part represents the depths of our unconscious.

If we apply the structure of the psyche to a glacier, it will look something like this:

Structure of the Psyche

This metaphor represents a healthy mind. We all have these components, and we all feel the drives of the Id; that is, we feel the push to be impulsive. Deep in our unconscious, people hunger for pleasure through the id, and its hunger is infinite. Using the reality principle, our ego, if it is healthy, will allow the Id limited freedom. The Superego thrives on being the parent in our mind, making us feel guilty for things we should typically feel guilty about.

Now, what happens if this iceberg rotates? Suddenly, the id comes closer to the surface, and the ego or superego move a little closer to the depths. In an unhealthy mind, one of these structures exerts too much influence over our behaviour. If the Id could act freely without as much authorization from the Ego, someone could become an impulsive shopper at best, or perhaps a murderer or rapist at worst. When the reality principle is compromised, we can behave in dangerous ways. The Id may be too strong to resist, or the ego could be too weak to stay in control of executive functioning. In the same sense, the Superego could be so overwhelming that we feel immense guilt for normal behaviour. If we become terrified of playing the piano because we remember the terrifying shame of making a mistake, our Superego is going awry.


Click on the TEXT tab above. There's an online version of Lord of the Flies. Read Chapter one by Wednesday, April 22.

ELL 3 English

Good morning!

There are a few things we need to do to get ready for report cards:

1. Please upload your typed answers to our NEWSELA assignment from last week to your portal website. Many of you emailed this to me - that's great, but I'd like you to also go to your Portal website and upload it to your portfolio.
2. I need an oral sample of your speaking. By now, nearly all of you have read at least one novel in the class. Please record an oral book report for that novel and upload it to your portal also. In your book report, explain why we should or shouldn't read this novel. Also, please explain the most interesting parts of the plot. The recording only needs to be one or two minutes long.

I will be uploading updated rubrics for your ELL levels. As you know, working online is very different, so if you have questions about this, please email me: jrogers@sd38.bc.ca

We will start reading The Breadwinner very soon (once report cards are done) so please look forward to that :)

ELL 3 English

Good morning ELL 3 English students!

With all of this crazy news going on, we're going to use NEWSELA to learn about some interesting things going on. We will still be reading The Breadwinner, but this will be later.

Visit this link. You can change the ELL difficulty with a button on the top right corner.

1. Why did this couple decide to use Animal Crossing to have their wedding instead of a different game?
2. What does the groom do for his job?
3. How has technology allowed us to stay connected during this pandemic?
4. Could there be a future where most of our lives are online?

Answer each question with 2+ sentences, then answer the question below using a paragraph:

Most of us are living online during this pandemic. Life is much more convenient when you have instant access to weddings, parties, and social events. These days, it's normal. What have we lost as a result of this change to being almost entirely online?

ELL 3 Students: Please complete this assignment by Friday, April 17. Email it to me - jrogers@sd38.bc.ca

English 11

So there's a long weekend coming up! A few updates for you all - I am missing roughly a third of your assignments as of this morning. Some of you were very quick to submit your work after the post went up, and that's fantastic.

Many of you are making the best of a new situation. Remember to stay positive and be with the people closest to you. I have been enjoying this time with family, but I must say - my son is getting pretty bored!

So, what happens next? Here's a little checklist for you:

• Get in touch with at least one other person to make sure they are getting my emails/checking this blog. It's critical that all students are reading this blog in order to access learning resources and course work.
• Please submit your first assignment ASAP (due tomorrow). Yes I know it's a holiday :)
• Our next assignment is due on Thursday, April 16. Here it is:

You will be reading about Freudian Literary Theory. Up until about English 11 we learn about making connections to texts that are personal, between text and text, and text an world. Literary Theory is kind of like a text to text connection, but it's something we start getting into during English 11 and continue to do through university. This is an important skill to work on! Read on.

The first is to read about a theory. In our case, it will be Freud's Structure of the psyche. He explains how our mind is divided into the conscious and unconscious, as well as the id, ego, and superego. On the outside, this theory doesn't seem to have anything to do with literature - it just explains how our minds work. Our job is to connect this to our reading of Golding's Lord of the Flies. Reading this novel as a retelling of Freudian Theory is a successful application of literary theory. Here are the links for your work:

1. Read this. It is a heavily modified version of the Wikipedia document in order to be a bit more accessible. Feel free to google more information if you want to learn more.
2. Download this Microsoft Word file. Fill in the table with information that summarizes the three components of the psyche. If you don't have word, you should be able to download the tools to view it for free. You can recreate the document using another word processor instead.
3. Send me the 3 column chart by Thursday, April 16 at midnight to my email address: jrogers@sd38.bc.ca

It's important to recognize that there is a relationship between the three components of the psyche. The Id, Ego, and Superego all ultimately influence the way our mind works. Again, you are free to go online and google to your heart's content until you understand these components. If you have questions about this concept, you are always welcome to email me :)

English 11 and ELL3 English

Greetings!

From April 6 we'll be doing our learning online. These learning opportunities won't be the same kind of materials that we would normally be doing. I currently teach two sections - English 11 and ELL 3 English. Please check in here daily for assignments and deadlines.

Our first assignment is a check-in. I would like every student to type a short response (half a page, typed. Size 12 single space) to the following question:

How has social isolation/distancing changed the way you think of others? 

(To expand on this, you might think about how we might be more afraid of strangers, or more fearful of others. You might find that your daily life has changed dramatically, and this has begun changing how you function)

Type your response and email it to me: jrogers@sd38.bc.ca by FRIDAY, APRIL 10.

In your email title, please WRITE YOUR NAME AND BLOCK.

I will be using this to see how you're writing is doing after 3 weeks away, as well as to see who is attending :)