Workbook 3 - Mr. Irvineascirvine.weebly.com/uploads/1/4/1/2/14125379/eng... · English 10-2 – Module 1: All About Me Instruction Workbook 3 2 Finding Myself in Verse Poets explore

All About Me

Module 1

Workbook 3

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

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3.1 Poetry Response Chart

3.2 Essential Question Response

3.3 Exploring Integrity Worksheet

3.4 Open-Book Review

3.5 Exit Interview

FINAL SCORE 117

STUDENT NAME:(PLEASE PRINT NEATLY)

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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 5 Instruction Workbook 6 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

Finding Myself in Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Student Work: 3.1 Poetry Response Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Student Work: 3.2 Essential Question Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Exploring Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Student Work: 3.3 Exploring Integrity Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Student Work: 3.4 Open-Book Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Student Work: 3.5 Exit Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Exam One Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

1 Instruction Workbook 3 English 10-2 – Introduction

Introduction

In this Instruction Workbook, you will conclude the work for Module 1: All About Me. In this workbook, you will study poetry, 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. In addition to language growth, you will explore your own sense of personal identity and integrity.

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.

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

Finding Myself in Verse

Poets explore identity in their work. Often, but not always, a sense of who they are and what they might have experienced is evident. By exploring various poems,perhapsyoumayfindyourselfhidinginapoet’sverse!

Time to Read!

1 . Read the “Reading Poetry” section on pp . 30-39 Reading and Writing for Success .

2 . View the Poetry tutorial on the Course Resource USB drive .

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

Poetry Response

The Assignment

1 . Read the poem, “Dreams” by Langston Hughes, on p . 89 of Sightlines 10 . a . Complete the My Response to “Dreams” Chart on p . 4 of this

workbook .

b . Compare your responses with your teacher’s lecture notes on “Dreams” on p . 5 .

2 . Read the following poems in your Sightlines 10 textbook:

a . “Nonconformist” by Angela Shelf Medearis (p . 31) b . “Let Us Leave Something Unsaid” by Munir Niazi (p . 203) c . “On Children” by Kahil Gibran (pp . 98-99) d. “Cook’s Brook” by Al Pittman (pp . 134-135)

3 . Choose one poem from the list above . Complete your 3.1 Poetry Response Chart for this poem on p . 6 of this workbook .

Review the rubric on p . 7 to see how your work will be assessed .

EXTRA HELP

•Listen to the audio recordings on the Course Resource USB drive for each of the poems.

EXTRA CHALLENGE

•Usingsimilartechniquesandformatasapoemlistedabove,write your own poem. Then, complete your 3.1 Poetry Response Chart based on your poem. Attach your poem to the chart on the following page.


Read “Dreams” on p. 89 in your Sightlines 10 text and complete the chart below.

My Response to “Dreams” by Langston Hughes

Emotions

What emotions did you feel as you read the poem?

Opinion

Do you agree with the poet’s ideas? Why or why not?

Imagery

What are your favourite images and figures of speech in the poem? Why did you choose them?

Sound

What did you notice about the sound of the poem (the rhythm and the rhyme)?

Personal Connection

How does the poem connect with your personal life?

Question

What would you ask this poet about the poem, if you had the chance?

Real Life

What do you think the poem is saying about real life?

Student Work: Study N

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Compareyournoteswiththeteacher’snotesbelow.

Teacher’s Notes on “Dreams” by Langston Hughes

Emotions


I felt hopeful after reading this poem. It sounded inspirational yet bittersweet at the same time. Dreams are important to have, but if they die, so does a part of the individual. I enjoyed the fact that this was a short poem about a simple topic: dreams.

Opinion


I agree with Langston Hughes because we all have dreams that are important to us. Dreams help to motivate individuals.

Imagery


Images: “A broken-winged bird that cannot fly.” What a sad image; one of hopelessness in a sense. “…a barren field/Frozen with snow.” A cold, bleak image. Hanging onto dreams: “Hold fast to dreams.” I like it because it inspires me to think about the dreams I might have had as a kid, and the dreams I have now. The visual with the poem reflects that perfectly. The kids have harnessed the star. Metaphors: “Life is a broken-winged bird…Life is a barren field”Repetition: “Hold fast to dreams” line 1 and 5Rhyming: die-fly, go-snowAlliteration: “dreams die”, “broken-winged bird”

I chose these primary images and figures of speech because they reveal what happens to one’s dreams if they die.

Sound


This is a very short, two stanza, lyrical-musical poem that contains rhyming words: die-fly, go-snow. Each stanza contains only four lines.

Personal Connection


I have had numerous dreams, some silly, some exaggerated, but having a dream and working towards accomplishing it is important to me. I can connect with the frozen field image because when I fail at a task, I have a similar sense of loss.

Question


I would ask him what dreams he had and which ones he might have let die. Also, I might ask him what inspired him to write this poem.

Real Life


Personally, the poem is trying to tell me to hang onto my dreams because without dreams, it is difficult to exist.


3.1 Poetry Response Chart

Write your 3.1 Poetry Response here.

Response to:

Emotions


Opinion


Imagery


Sound


Personal Connection


Question


Real Life


Student Work


3.1 Poetry Response Chart RubricValue Ideas and Impressions Presentation

Excellent You respond to the poem perceptively .

You refer to specific details in the poem effectively .

You have communicated your ideas effectively .

Proficient You respond to the poem thoughtfully .

You refer to specific details in the poem .

You have communicated your ideas adequately .

Satisfactory

You respond to the poem appropriately .

You refer to general details in the poem appropriately .

You have communicated your ideas satisfactorily .

Limited

You response to the poem is frequently ineffective .

You refer to general details in the poem ineffectively .

You have communicated your ideas weakly .

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: /15= % /10 /5

Assessment Areas of strength:

Might I suggest:


3.2 Essential Question Response

The Assignment

Respond to the following essential question:

How do poets engage their readers?

In your response, be sure to refer to a poem you studied on p . 6 of this workbook .

Review the rubric on p . 9 to see how your work will be assessed .

Student Work


3.2 Essential Question Response RubricValue Descriptor

Excellent You have really taken the time to think about the question, 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 .

Proficient You have thought about the question 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 .

Satisfactory You have an idea about the question, 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 .

Limited You have attempted to respond to the question, but

• Your thoughts are 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 .

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: /15 = %

Assessment Areas of strength:

Might I suggest:


Exploring Integrity

Nowadays,informationiseasytofind.Youcanfind

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poems and essays written by other people with the click of your mouse. It is easy to download songs and movies online, but is it right to download them for free?

In the remainder of this workbook, you will think about integrityasanimportantpersonalqualityandanacademicnecessity.Thisqualityisanadmirable one, and it impacts so many parts of our lives, including the choices we make and our relationshipswithothers(tonameafew!).

Time to Read!

1 . Review the following pages in this workbook .

a . Academic Integrity (p . 12) b . Acknowledging Sources (p . 13) c . Challenges to Integrity (p . 14) d . An example of an Integrity Challenge (pp . 15-17)

2 . Review Mohammed’s tutorial on Finding and Using Good Online Information on the Course Resource USB drive .


The Assignments

1 . Complete the 3.3 Exploring Integrity Worksheet on pp . 18-23 of this workbook .

2 . Complete the 3.4 Open-Book Review on pp . 24-32 of this workbook . Don’t panic! You can use your books to answer the questions!

The marks for these two assignments are identified on the assignments themselves.

EXTRA CHALLENGE

Omit Question 4 on p. 19 and create a situation of your own, where you identify an integrity challenge you have faced or witnessed. Then, answerthefollowingquestions:

a. What are the integrity challenges in this situation? b. What are the options?c. Whatarethepotentialconsequences?d. What can the person do to avoid being caught in a similar situation in the future?

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Exploring Integrity

Academic Integrity

Often,weconsiderintegritytomean‘doingtherightthing’evenwhenitisinconvenientforus.Integrity focuses on our innate sense of right and wrong. Integrity directs us to be truthful in our relationships with others. Integrity encourages us to be honest with our families, peers, and those around us.

Integrity inspires trust.

Academic integrity is very important, especially for students. When we have integrity, we take ownership of what we do and what we know. Academic integrity means that we acknowledge information that is not ours by providing information for the reader about our sources. Academic integrityrequirespracticesothatitbecomesahabit.Bypractisingacademicintegrity,wearemorelikely to have integrity in other parts of our lives.

Having academic integrity allows all of us to build knowledge. Those who read your work will have an opportunity to read what you have read and build on what you have read. This is how new ideas arebornandinnovationsinoursocietyaremade!

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Acknowledging Sources

Sometimes, when you research, you will want to borrow a phrase directly from atext.Thisiscalledquotingverbatim. At other times, it might work better to paraphrasesomeone’sideastoitflowswithyoursentencebetter.

Regardlessofwhetheryouquotedirectly(verbatim) or paraphrase what you read, you need to credit the original source of that knowledge. To use a technical term, you need to “cite” your sources. You cannot present this information as your own knowledge.

If you are sharing your own ideas, they do not need to be referenced. They are yourproperty!

Some information on how to credit your sources appropriately is on p. 161 in Reading and Writing for Success. There are also some very good websites that can help you as well. For example, if you search online for The John F. Kennedy LibraryFoundation,youwillfindsomehelpfullinksonhowtoavoidplagiarism.(http://tinyurl.com/IB3JFKref)

Mohammed has also prepared a presentation on searching the Internet and on bibliographytips.YouwillreviewhistutorialontheCourse Resource USB drive a little later in this section.

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paraphrase: to put someone else’s content into your own words

verbatim: to quote someone else’s words or work exactly

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Challenges to Integrity

Our integrity is challenged when our lives test us: busy schedules, pressure from within ourselves, pressure from peers, parents, and teachers, or feelings of being overwhelmed with the amount of work we have to do. When we feel challenged in these ways, we need to remember that resources are available to help us.

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The Integrity Challenge

ReadaboutJoe’sIntegrityChallenge.

Meet Joe.

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He’sinatoughsituation.

While going to school full-time, Joe works in the evenings and plays hockey. Good grades seem to come easily to his friends, but he struggles with his assignments. Beingaslowreader,hefeelsittakeshimalongtimetounderstandwhathe’sreading, let alone tackle the assignments. He wants to keep up with his friends in school. With a big paper due on Monday and a hockey game out of town this weekend,JoeistemptedtogototheInternettofindapaperhecansubmitinstead of writing his own.


What challenges Joe’s integrity in this situation?

His challenge appears in his temptation to take an assignment from the Internet and submit it as his own work. He hopes that in doing so, he can save time, and he will earn higher marks. He wants to join his team in the hockey game this weekend as well. He thinks that taking the paper from the Internet will give him the time he needs to go to the game. What are Joe’s options?

1. Joe can either complete the paper before he goes to the game or not attend the game at all.

2. Joe could ask his teacher if he can have an extension so that he can do the assignment properly.

3. Joe can submit a plagiarized assignment.

What are the potential consequences for Joe?

1. IfJoeexplainstohiscoachthathecannotmakethegameunlesstheassignmentisfinished,hiscoach will likely encourage him to do so.

2. Ifherequestsanextensionfromhisteacher,theteachermaybemorewillingtohelphimcomplete the assignment. His teacher will also respect that he considers his work important and trust him in the future.

3. If he hands in plagiarized work and his teacher reports it, he would be punished according to hisschool’splagiarismpolicy.Thismayresultinazerofortheassignment,academicprobation,orbeingremovedfromtheclass.Beingremovedfromtheclasswouldrequirethathestayinschoolforanextrasemester.Someofthesepunishmentswouldbequitepublicandhisfriendsmay disrespect him for cheating.

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What can Joe do to avoid a similar situation in the future?

Joehasseveralissueshere.First,hewantstofitinwithhisfriendsanddowellin his classes. He needs to realize that his friends likely feel the same pressure to succeed, but they may have ways of dealing with that pressure. Looking for a role model would help Joe manage his time better.

Second, his commitments interfere with one another. Joe needs to establish his priorities so that he can set goals for himself. For example, if it is important to him to do well in school and in hockey, he needs to set up a schedule where he can manage his hockey and school schedules. This is especially important if he feels he is struggling with his schoolwork. By followng a schedule, he can try to have assignments completed before they are due. Then, he can get extra help if he needs it.

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Time to Read!

Study Mohammed’s Finding and Using Good Online Information tutorial on your Course Resource USB drive .


paraphrase: to put someone else’s content into your own words

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verbatim: quoting text exactly as it appears in the original text

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3.3 Exploring Integrity Worksheet /30 marks

AfteryouhavestudiedMohammed’sFinding and Using Good Online Information tutorial on your Course Resource USB drive, answer the following questions.

1. Research and writethedefinitionofintegrity, using either a print or an online dictionary. RecordthenameofthedictionaryorURLwebsitebelowyourdefinition.

2. Paraphrasethedefinitionyouprovidedabove.

3. What does integrity mean to you personally? In a paragraph, share one example from your experience where you acted with integrity or when your integrity was challenged.

Student Work

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4. Choose one of the following three integrity challenges and answer the followingquestions:

OPtIOn A:

Jesse dislikes Social Studies but needs a good

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mark in it for a scholarship . Jesse’s Social Studies teacher assigned a major research paper two weeks ago, and it is due tomorrow . Jesse does not know how to collect research or how to reference her sources . For the sake of maintaining a high average in Social Studies, Jesse considers copying information from the books she took out of the library without referencing them, avoiding the hassle of providing a complete bibliography .

a. WhatchallengesJesse’sintegrityinthissituation?

b. WhatareJesse’soptions?

c. WhatarethepotentialconsequencesforJesse?

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Remember, you only need to complete questions for one integrity challenge .


d. What can Jesse do to avoid being in a similar situation in the future?

OPtIOn B:

Malika knows that, if her boyfriend gets lower

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than 60% on his Shakespeare essay, he will get in trouble with his parents and lose his car privileges . She earned 80% on the paper when she took English last semester, and now he is asking her if he can borrow her paper .

a. WhatchallengesMalika’sintegrityinthissituation?

b. WhatareMalika’soptions?

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c. WhatarethepotentialconsequencesforMalika?

d. What can Malika do to avoid being in a similar situation in the future?

OPtIOn C:

Marcus is applying for a job he really wants . However, he

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learned recently that he needs specialized training to apply . He believes that he can learn what he needs to know by watching his co-workers, so he indicates on his job application that he actually has the training.

a. WhatchallengesMarcus’integrityinthissituation?

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b. WhatareMarcus’options?

c. WhatarethepotentialconsequencesforMarcus?

d. What can Marcus do to avoid being in a similar situation in the future?

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5. How has your thinking about integrity changed after working through one of these scenarios? Discuss in a well-developed paragraph.

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thought and Understanding of Integrity: /5

SupportingDetail: /3

Correctness: /2


3.4 Open-Book Review /47 marks

Review the “Reading Poetry” section on pp. 30-39 in Reading and Writing for Success and the Poetry tutorial on your Course Resource USB drive.

Understanding Poetry

1. In one or two sentences, explain how you analyze a poem’s music.

2. In one or two sentences, explain how you analyze a poem’s images.

3. In one or two sentences, explain how you analyze a poem’s structure.

4. Matchtheexamplesontheleftwiththefivesensoryimagesontheright.

A. “...unsoundingscreams…ROAR-UP” sight

B. “The solemn boy in the centre of eyes” hearing

C. “butterywarmthofcroissants” smell

D. “Calmsitwithhisfingertips” taste

E. “pungentsmokechokesthefields” touch

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5. List one strategy you used to read a poem in this workbook. Explain how this strategy helped you understand the poem better.

6. Matchtheexamplesontheleftwiththefiguresofspeechontheright.

A. Lifeisabarrenfield simile

B. Shadows crouch alliteration

C. Thewaterpartslikeawound metaphors

D. Rat-a-tat-tat personification

E. For if dreams die onomatopoeia

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Reading Comprehension

Answerthereadingcomprehensionquestionsforthepoemyoustudiedinyour3.1 Poetry Response Chart on p. 6ofthisworkbook.Youdonotneedtoanswerthequestionsfortheotherpoems.

Answer these questions if you studied the poem “nonconformist” by Angela Shelf Medearis on p. 31.

7. The tone of the poem is

A. sarcastic B. bitter C. amusing D. ironic

8. Thequestion“(whoamI?)”impliesthatthenarratoris

A. looking for approval B. uncertain about her identity C. shyaboutherfeatures D. confused about peer pressure

9. Thelines,“Idon’twanttobeanybodybutmyself”and“Ididn’twantanyonetothinkI’mweird,”areexamplesof

A. humor B. comparison C. contrast D. ridicule

10. The title “Nonconformist” best connects with the following line

A. “AS AN EXPRESSION OF WHO I AM” B. “Idon’twanttobeanybodybutmyself” C. “Ofcourse,Iwaiteduntilsomeoneelsediditfirst” D. “Ididn’twantanyonetothinkI’mweird.”

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Remember! Watch for key terms and bold words in the question stems . They will guide you to the correct answers, if you read closely!


Answer these questions if you studied “Let Us Leave Something Unsaid” by Munir niazi on p. 203.

7. The best example of metaphor is

A. “unopened window” B. “Leave a certain hidden awkwardness” C. “thecolourfulunmadeworld” D. “every word of the heart”

8. The tone of this poem is best described as

A. instructional B. authoritative C. unclear D. bitter

9. Thefirsttwolinesofthepoemmakeuseofthispoeticdevice:

A. symbols B. rhyme C. mood D. repetition

10. The visualaccompanyingthepoemhelpstoexplainthepoem’s

A. symbols B. ending C. mood D. imagery

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Answer these questions if you studied “On Children” by Kahil Gibran on pp. 98-99.

7. The sentence that best summarizes the main idea of this poem is

A. Youmayraisechildrenbuttheylivetheirownlives. B. Youmayhavechildrenbuttheydonotreallybelongtoyou. C. Childrenareonlywithyouforaveryshorttime. D. Childrenareanextensionofyourlove.

8. The lines, “For their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams,” imply that

A. children often die too soon and are taken from their

mothers

B. children have a future that is more promising than their mothers’future

C. mothersmustallowtheirchildrentoliveinafuturegeneration

D. motherscanonlysupporttheirchildren’sdreams,notlivethem

9. The poet uses an archery reference for

A. comparison B. contrast C. sensorydetail D. building mood

10. In the line, “that His arrows may go swift and far”, the arrows refer to

A. strict mothers B. distant mothers C. livingchildren D. lifeless children

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Answer these questions if you studied “Cook’s Brook” by Al Pittman on pp. 134-135.

7. Which of the following lines best conveys the element of suspense?

A. “to dive from the top ledge” B. “the brave few of us would climb to the ledge” C. “standpoisedreadytoplungeheadfirst” D. “and always there was that moment of terror”

8. Thephrases“skullsmashedopen”and“daringlydefiedthedemons”are examples of

A. symbols B. alliteration C. metaphor D. personification

9. The best example of metaphor is

A. “streaks of sunlight” B. “in a white scar where you entered” C. “hauntedhoursofyoursleep” D. “you prayed for wings”

10. Thepoet’sprimaryfearisof

A. heights B. hitting the rock shelf C. drowning D. ridicule from friends

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Exploring Integrity

Review pp. 12-17 in this workbook. Answerthefollowingquestions.

11. What is the difference between paraphrasingandquotingverbatim?

12. Wheremightyoufindtheinformationyouneedforanonlineresourceifyou want to add it to your bibliography?

13. What does it mean to “cite” a source in your research?

14. In the future, what can Joe do differently to avoid being in situations that challenge his integrity?

ReviewMohammed’stutorialonFinding and Using Good Online Information on your Course Resource USB drive. Answerthefollowingquestions.

15. Why is using a good search engine and narrowing your search important?

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16. Why should you use information only if you can tell who wrote it?

17. Somestudentssay,“It’shardtoknowifthefactsarecorrect.That’swhyI’mdoingresearch!”Whatadvicecanyougivetohelpthemdetermineiftheinformation is accurate?

18. How do you know when to reference (cite) a source of information?

19. Whyisparaphrasingbetterthanquotinglongexcerptsfromatext?

20. Why do you need to provide the last name of the author in brackets after youhavequotedfromatext?

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RefertoanycontentinthisworkbookorinMohammed’sFinding and Using Good Online Information tutorial to answerthefollowingquestion.

21. Rose is worrying about an upcoming research assignment. She wants tofindgoodinformationabouthowtechnologyaffectshowpeoplecommunicate. Rose has never done an assignment like this before, and she needs your advice.

Provide Rose with step-by-step instructions about how she can collect good information about her topic.

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thought and Detail: /10


Exit Interview

Youhavedonealotofwork!Goodforyou!Now,itistimeforyoutochatwithyourmarkerabouthowyoufeelaboutyourworksofar.10marksforaquickchat...nottoobad!

The Assignment

1 . Before you call your marker, review the assignments you have completed and your marker’s comments .

2. Draft a quick response to the following questions, referring to your work and experience in the course:

a . When did you feel most successful in the module? b . What struggles did you face? c . How did you overcome those struggles?

3 . With your notes in hand, call your marker to discuss your experiences in the course .

4 . If you cannot contact your marker directly, leave a voicemail or audio message .

• Before you record the response, please provide your name, course number, and assignment name . For example, “This is Mary Jones from English 10-2 calling with my 3.5 Exit Interview .” Also, please leave your phone number on the message so the marker can call you if necessary .

• Students with sufficient computer expertise and a microphone on their computers may choose to download RealProducer from the Tech Help site . This program enables you to record your response and save it as a file that can be e-mailed.

5 . Your next step is to complete your Exam One for the course . Review the Exam One Study Guide on the following page to help you prepare for this exam .


Exam One Study Guide

This exam was designed to be completed in one hour. It is based on the content you learned in Instruction Workbooks 1-3 of your English 10-2 course. This exam is worth 5% of your course mark.

YoumustbringyourSightlines 10 textbook, and you are encouraged to bring a dictionary, thesaurus,andWriter’sHandbooktotheexam.

note: this exam requires a supervisor.

1. Read and/or listen to the short story “A Secret Lost in the Water” on pp. 104-106 and the essay “Remembrance” on pp. 64-65 in your Sightlines 10textbook.Theremaybequestionsoneitherofthesetexts.AudiofilesarelocatedintheMultimediaLibraryonyourCourse Resource USB drive.

2. Review Glossary terms.

3. Review all tutorials from Module 1: How to Write a Paragraph, Finding and Using Good Online Information, Reading Strategies, How to Read Poetry, Mass Media, Viewing a Photograph, Grammar and Punctuation, and Short Stories.

4. Review all Open-Book Reviews in workbooks 1-3.

Yourmidtermconsistsofthreesections:

•Part A: Multiple Choice (12 marks) Answer twelve multiple-choice questionsbasedoncontentyoulearnedthroughoutthemoduleandreadingcomprehension of a text.

•Part B: Planning (12 marks) Four visuals are provided for your consideration. Write an outline for a paragraph response in which you describe the details of the visuals.

•Part C: Written Response (24 marks) Write polished paragraph responses toseveralquestions.

total: 48 marks

Ifyouhaveanyquestions,pleasecontactyourteacher.

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35 Instruction Workbook 3 English 10-2 – Glossary

Glossary

English 10-2English 10-2Module All About Me1

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

35 Instruction Workbook 3 English 10-2 – Glossary

Documents

Workbook 3 - Mr. Irvineascirvine.weebly.com/uploads/1/4/1/2/14125379/eng... · English 10-2 – Module 1: All About Me Instruction Workbook 3 2 Finding Myself in Verse Poets explore