Displacement Article: OSSLT practice - due april 4
The OSSLT is the provincial literacy test that all Ontario students take in grade ten. It features Multiple Choice questions, Open Response Questions, a News Report, and a Series of Paragraphs based on an opinion.
Students are reading an article with graphics on Internally Displaced Persons, like Parvana. In addition to the multiple choice and open response question, they are writing a series of paragraphs explaining which durable solution for Internally Displaced Persons is best for Parvana: returning home, local integration, or resettlement.
Co-constructed Strategies for Multiple Choice:
1. read the questions first
2. underline key words or phrases in the question and when you see them again in the reading
3. eliminate the most obvious wrong answer
Strategies for Open Response:
1. Use part of the question in your answer
2. Answer the question
3. Provide reasons and proof / evidence / examples
4. Explain your thinking
A handy acronym for answering is SEE: State; Example; Explain
Strategies for Series of Paragraphs:
Devise; Draft; Reflect; Revise
1. Make a T-chart outlining the options and pros and cons of each.
2. Determine your choice
3. Create a THESIS statement using your three best reasons AND part of the question.
4. Draw a fishbone. Put your reasons along the three top bones. Below, list examples, evidence, and proof - from the article and the novel - to support your reason.
5. Write the paragraphs in this order:
THESIS
REASON 1 - try for at least 3 examples / evidence / proof / quotes
REASON 2 - same as above
REASON 3 - same as above
CONCLUSION - restate your thesis in a new way. Use a transition word.
6. Review your paragraphs and make sure they meet all of the success criteria
7. Revise if necessary
Incorporating Quotations - Remember this order of punctuation!
laksjdf, "laksjf" (pg#).
Students are reading an article with graphics on Internally Displaced Persons, like Parvana. In addition to the multiple choice and open response question, they are writing a series of paragraphs explaining which durable solution for Internally Displaced Persons is best for Parvana: returning home, local integration, or resettlement.
Co-constructed Strategies for Multiple Choice:
1. read the questions first
2. underline key words or phrases in the question and when you see them again in the reading
3. eliminate the most obvious wrong answer
Strategies for Open Response:
1. Use part of the question in your answer
2. Answer the question
3. Provide reasons and proof / evidence / examples
4. Explain your thinking
A handy acronym for answering is SEE: State; Example; Explain
Strategies for Series of Paragraphs:
Devise; Draft; Reflect; Revise
1. Make a T-chart outlining the options and pros and cons of each.
2. Determine your choice
3. Create a THESIS statement using your three best reasons AND part of the question.
4. Draw a fishbone. Put your reasons along the three top bones. Below, list examples, evidence, and proof - from the article and the novel - to support your reason.
5. Write the paragraphs in this order:
THESIS
REASON 1 - try for at least 3 examples / evidence / proof / quotes
REASON 2 - same as above
REASON 3 - same as above
CONCLUSION - restate your thesis in a new way. Use a transition word.
6. Review your paragraphs and make sure they meet all of the success criteria
7. Revise if necessary
Incorporating Quotations - Remember this order of punctuation!
laksjdf, "laksjf" (pg#).
Character Descriptions - Due March 7
Characterization is the process of developing a character in a novel or story. A character's personality traits, beliefs, and values are revealed by:
a) their appearance
b) their actions
c) dialogue and inner monologue (their words and thoughts)
d) reactions of others towards them (their relationships)
Students create a chart with examples from the text that support their chosen personality traits for Parvana and Asif. Incorporating quotes from the text, they create 3 sentences analyzing the characters. Using a "Bump it up Wall" students self-assess their sentences and determine what revisions and edits they should make in order to Bump their writing up to the next level. They work their 3 sentences into a formal paragraph.
Incorporating Quotations - Remember this order of punctuation!
, " " (pg#).
Paragraph Title (Centered)
Introduction: Include Book Title (underlined) and author and short summary. Include THESIS statement: Parvana or Asif is (personality trait 1), (personality trait 2), personality trait 3). Topic sentence 1: TRANSITION WORD, Parvana or Asif is (personality trait 1). EXAMPLES in your own words, and quote with proper page referencing. Topic sentence 2: TRANSITION WORD, Parvana or Asif is (personality trait 2). EXAMPLES in your own words and quote with proper page referencing. Topic sentence 3: TRANSITION WORD, Parvana or Asif is (personality trait 3). EXAMPLES in your own words and quote with proper referencing. Conclusion: TRANSITION WORD, Parvana or Asif is (synonym for personality trait 1), (synonym for personality trait 2), (synonym for personality trait 3).
The transition words we decided upon for the Conclusion include: Therefore, In conclusion, In summary, As stated, Overall.
Transition words for the Topic sentences could include: First, Secondly, Thirdly; In addition; Furthermore; Additionally; Even though; Also; Finally.
a) their appearance
b) their actions
c) dialogue and inner monologue (their words and thoughts)
d) reactions of others towards them (their relationships)
Students create a chart with examples from the text that support their chosen personality traits for Parvana and Asif. Incorporating quotes from the text, they create 3 sentences analyzing the characters. Using a "Bump it up Wall" students self-assess their sentences and determine what revisions and edits they should make in order to Bump their writing up to the next level. They work their 3 sentences into a formal paragraph.
Incorporating Quotations - Remember this order of punctuation!
, " " (pg#).
Paragraph Title (Centered)
Introduction: Include Book Title (underlined) and author and short summary. Include THESIS statement: Parvana or Asif is (personality trait 1), (personality trait 2), personality trait 3). Topic sentence 1: TRANSITION WORD, Parvana or Asif is (personality trait 1). EXAMPLES in your own words, and quote with proper page referencing. Topic sentence 2: TRANSITION WORD, Parvana or Asif is (personality trait 2). EXAMPLES in your own words and quote with proper page referencing. Topic sentence 3: TRANSITION WORD, Parvana or Asif is (personality trait 3). EXAMPLES in your own words and quote with proper referencing. Conclusion: TRANSITION WORD, Parvana or Asif is (synonym for personality trait 1), (synonym for personality trait 2), (synonym for personality trait 3).
The transition words we decided upon for the Conclusion include: Therefore, In conclusion, In summary, As stated, Overall.
Transition words for the Topic sentences could include: First, Secondly, Thirdly; In addition; Furthermore; Additionally; Even though; Also; Finally.
CInquain - due Feb. 28
Students have been learning about DICTION, or word choice, and how our diction reveals our style - just like our clothing choices or reading choices or hairstyle choices. Similarly, an author's diction can reveal their style and their attitude towards what they are describing. Diction is usually most analyzed through adjectives, which describe nouns.
Students create an A-Z taxonomy of adjectives describing a place that they feel a particular connection to. They will use those adjectives to create a cinquain.
A cinquain is a 5 line poem that is arranged according to the syllables on each line.
Line 1: 2 syllables
Line 2: 4 syllables
Line 3: 6 syllables
Line 4: 8 syllables
Line 5: 2 syllables
Students create an A-Z taxonomy of adjectives describing a place that they feel a particular connection to. They will use those adjectives to create a cinquain.
A cinquain is a 5 line poem that is arranged according to the syllables on each line.
Line 1: 2 syllables
Line 2: 4 syllables
Line 3: 6 syllables
Line 4: 8 syllables
Line 5: 2 syllables
Humourous Narrative -- Due Feb. 13
Students will create their own personal humourous narrative after reading one, creating a success criteria checklist, and practicing applying it to their own writing. They will peer-edit and self-assess according to a Success Criteria checklist and create a final draft of their writing.
revising vs. editing - making our writing more vivid & correct
Revising: making it SOUND better vs. Editing: making it LOOK better.