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Welcome to my site for class notes!

This website has been dormant for the past 6 years and I’m just starting to use it again, so much of the material in the drop down menus above may be outdated. However, the blog posts below will contain descriptions of our classes and links to some of our class material.

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You can contact me directly at mrturnersenglish@gmail.com. To discuss more sensitive or confidential information please contact me at jonathan.turner@burnabyschools.ca

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English 9 — Feb. 15, 2018

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Today: We did an exercise on the difference between plot summary and interpretation/analysis. Then students had a chance today to review my comments on their analyses of “A Mountain Journey” and ask for clarification. Please email me if you have further questions.

If you want to submit a revision of your analysis, please re-share the document with me so I get an email notification from Google. I hope to receive this before Monday.

We then continued our discussion of Odysseus and the Cyclops. In small groups, students created concept maps brainstorming the characteristics of Odysseus that are apparent here. Groups chose their “top 3” traits for him. We then looked for textual evidence to support those traits. Finally, students were asked to come up with an overall thesis statement: what can we say about Odysseus? More specifically:

  • What characteristics (positive or negative) does Odysseus display in this story?
  • What can we infer about the values of the ancient Greeks from this?

We will write a response on this topic in class on Monday, focusing on improving on the work we did on our previous response, based on the constructive feedback we received.

If you would like to work on your own computer, please bring it on Monday.

Homework: Continue reading your silent reading book. You may also want to re-read “Odysseus and the Cyclops” and make sure you have selected enough good evidence for your paragraph response on Monday. Please do not do any other “research” for this topic. I expect that the ideas in your writing will be 100% your ideas–not based on something you read online.

English 12 — Feb. 15, 2018

Today: We did our first analysis assignment–one paragraph, minimum 200 words. Students submitted their work in MLA format via Google Docs to my Gmail address.

Period 1 Topic: Discuss imagination in the episode, “Idiot Box.”

Period 4 Topic: Select ONE of the following topics. Discuss that topic in “The Woman Who Came at Six O’Clock.”

  • crime
  • emotion
  • will power
  • right and wrong

Note: “Discuss” is an admittedly broad and vague directive. It may help you develop your ideas to consider the topic’s…

  • Negative aspects
  • Positive aspects
  • Causes
  • Effects
  • Relationships to other significant topics in the text
  • Relationship to the text’s overall theme

If you need extra time, let me know that you are taking it and when. It is important that you select a time when you can finish the assignment in one sitting. Do not start and stop repeatedly. You may be permitted extra time on the provincial exam but you will still need to complete that exam on the day, so let’s do our best to train for that.

Please remember that this should be only your work. Do not use any writing aids including dictionaries, thesauruses, synonym lists, or any research. This should be just you and the text.

Recall the qualities and style of the high scoring Analyses of “The Dumka” we read last week to help you understand the style we are going for here.

Homework: Please preview the material I handed out at the end of class:

  • Period 1: “From the Imagination” by Robert Walser and “Imagination” by Gary Soto
  • Period 4: “Crime” from Vancouver Special by Charles Demers

English 12 — Period 4 — Feb. 14

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Today: We started a Feedback Log to keep track of the feedback we receive on our assignments from the teacher, our peers and ourselves. We will use this feedback to help direct our future efforts on similar work.

We then read the short story, “The Woman Who Came at Six O’Clock,” by Gabriel García Márquez. (Email me if you need a copy.) In small groups we discussed the question, “What would José do next?” Additionally, you may have also discusses what we can infer about crime from this story.

Homework: Make sure you have completed the first entry in your feedback log and read your silent reading book for at least 30 minutes every day.

English 9 — Wednesday, Feb. 14

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Today: We were given an assignment to create Feedback Log, collecting and organizing the feedback we receive on our assignments in this class. The first entry should contain the feedback you received on your response to “A Mountain Journey”.

We then went on to read “Odysseus and the Cyclops,” working independently to find and highlight or underline evidence we can use to write on the following topic:

  • What characteristics (positive or negative) does Odysseus display in this story?
  • What can we infer about the values of the ancient Greeks from this?

Tomorrow: We will discuss the topic in small groups and start planning a written response.

Homework: Please review the comments you got on your analysis of “A Mountain Journey” and add one positive comment and one suggestion for the future to you feedback log. If time permits, read your silent reading book, too!

English 12 — Period 1 — Wednesday, Feb. 14

Idiot box notes_Page_28

Inside Squidward’s imagination

Today: We started a Feedback Log to keep track of the feedback we receive on our assignments from the teacher, our peers and ourselves. We will use this feedback to help direct our future efforts on similar work.

We also re-watched, “Idiot Box” and analyzed it through small group discussion, using, in part, questions the class had already generated on the topic of imagination.

Homework: Make sure you have completed the first entry in your feedback log and read your silent reading book for at least 30 minutes every day.

English 12 — Period 4 — Feb. 13

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Today: We continued the brainstorming that we began briefly last week on the topic of crime, adding things that we “know” about the topic and things we “wonder” about the topic.

I distributed a copy of “The Woman Who Came at Six O’Clock” by Gabriel García Márquez which we will read and discuss tomorrow.

We finished the class with a brief discussion of the case of Dudley and Stephens.

Homework: Keep reading for at least 30 minutes a day! I am expecting no less than five reading journal entries a week.

English 9 — Feb. 13

Epic Poetry Presentation page 2.001

Today: I returned rubrics and first draft grades for our response to “A Mountain Journey.” Students may the feedback they received (both on the rubric and in comments on the Google Doc) to revise their work and improve their grade. If you do choose to revise your work, please re-submit it by sharing it with me again on Google Docs within one week. Although you have already shared it with me, doing so again will send me an email notification so I know to take a second look. Remember that revisions must be the sole work of you, the student. I reserve the right to discount work if it does not seem to reflect what you can do when I observe your writing in class.

We also had a brief introduction to Epic Poetry, looking at the first half of this presentation. We then started to read an excerpt from Homer’s epic, The Odyssey: the episode with the Cyclops. Please email me if you need a copy of this handout.

Homework: Today and everyday: keep reading your silent reading material for 30 minutes a day.