Thursday, 19 June 2014

June 19

Dear students,

I am very sorry that I had to miss your exams on Tuesday and Wednesday (today). As many of you have heard by now, I was in a car accident before school yesterday. I was assessed at the hospital and released and am doing okay!! Thank you to those who sent messages of support. I appreciate it very much! 

Thank you for a great semester. I hope that you all have a wonderful and relaxing summer and a great year next year! I hope to have the chance to see you when I pop in for a visit with the baby! 

Tuesday, 17 June 2014

June 17 - Exam tips/hints

How to study for an English exam?

The exam consists of 2 parts: sight passage(s) (take about 1 hour for this) and essay (use about 1
hours for this).

For the exam, it is expected that you understand and are able to either define or apply (find an example of it in the text) the following terms:

- All points of view - 1st, 3rd objective, omniscient, limited
- All aspects of setting: time/place/atmosphere
- All forms of conflict
              internal conflict: person vs. self
              external conflict: person vs. person/society/nature

Other terms to know and be able to apply:

-character (protagonist/antagonist)
-tone (happy, sad, gloomy, anxious, tense, exciting, nervous, awkward, uncomfortable, etc).
- irony - situational, verbal, dramatic
- metaphor
- personification
- soliloquy
- tragedy
- imagery
- paradox
- oxymoron
- foreshadowing
- flashback
- pun

Part A: Sight Passage

You will be asked to read a selection or selections and answer a series of related questions. The selection
 will reflect a prominent theme. If the question asks for “direct reference” or “evidence” or “proof,” remember that you are expected to use a quotation from the selection. The more specific and precise, the better.

“Literary devices” or “figurative language” refers to similes, metaphors, personification, irony, paradox, etc. 

Remember that STYLE refers to how the author writes (i.e., what literary devices he/she uses, sentence types, vocabulary, etc.). 

Watch your time, and watch your spelling and grammar.

The theme is the MESSAGE, not subject of the story.

Highlight/underline as you go! Key ideas, messages, literary devices, characters etc. 

Part B: Essay
You will be marked on Knowledge (of the book) and structure of the essay), Thinking (specific references,
focus on the topic, thesis statement), Communication (topic/summary sentences, transitions, spelling and
grammar, third person, formal diction, present verb tense), and Application (making connections between ideas in the book and your argument and use of MLA).

Read the questions carefully. Choose ONE. 

Make a strong, clear, thesis statement that answers the question. It must be argumentative!

Remember, never "list off" points in your thesis. A proper thesis will not say: "Friar Laurence, Romeo and Juliet and the feud led to Romeo and Juliet's deaths".  

To begin, create a thesis and then one sentence per point (3 points) then get writing! 

Monday, 16 June 2014

June 16

Today we took up the mock exam from last week - the sight passage and the essay. We discussed all of the correct answers to all the sight passage questions and discussed good thesis statements/points for the prompts from the mock essay.

Due to the change to tomorrow's schedule (afternoon classes), it may not be possible to have CPTs marked in time for the exam the next day. They will, however, be counted on the final report card (10% of the mark).

Happy Studying! Review those notes about elements of stories/literary devices and review your knowledge of both works we studied!

Friday, 30 May 2014

May 30

We took up the corrected unit test in depth today. I collected RJ books: students who did not have them are asked to return them on Monday. 

We discussed the CPT and exam preparation extensively. 

Wednesday, 28 May 2014

May 28

We watched the rest of the movie and did theme reviews on chart paper. 

Test tomorrow! 

Tuesday, 27 May 2014

May 27

We finished the play today!!

Due to extended period 1 we did not do questions or watch video. That will be tomorrow. Test is still on Thursday!! We did our review last week for the test! 

Friday, 23 May 2014

May 23

Act 4 Questions
    1. What does Juliet threaten to do in her speech to Friar Lawrence after Paris leaves? How is this similar to Act 3, Scene 3?
    2. Do you think Friar Lawrence is doing the right thing by deceiving the Capulets and Paris? Explain your opinion.
    3. What do you think of Juliet in this scene (scene 2)? Capulet? How are they similar?
    4. What doubts enter Juliet’s mind as she prepares for bed? List one of the fears that she reveals in this scene.

Quotation Analysis Practice:

Find 2 important quotes in the play. Write them down. Swap with a partner. Individually, write down the name of the speaker, who he/she is speaking to or about (your choice) and the significance. Then share and see if you got all 4 points! 

Thursday, 22 May 2014

May 22

Today we read Act 4, Sc 2, 3 and 4.

Tomorrow is Act 4, Sc 5.

ALL roles for rest of play assigned. Check here:

Extra help session at lunch TODAY for quotation analysis!

Wednesday, 21 May 2014

May 21

May 21 - Act 3 movie, Act 3 discussion questions, quotation analysis.
Today we also reviewed for the unit test.  Hmwk: Act 4, Sc 1

May 22- Act 4, Sc 2, 3 and 4

NEW ASSIGNED ROLES! Practice them! The roles are not too long!

Act 4, Sc 2:

Capulet: Nic
Second Servant: Haesal
Nurse: Olivia S
Juliet: Olivia B
Lady Capulet: Catherine

Act 4, Sc 3:

Lady Capulet: Jenni
Juliet: Ms V

Act 4, Sc 4:

Lady C:  Mica
Nurse: Melissa
Capulet: Shaughnessy
First Servant: Nahomy
Second Servant: Maggie

May 23 - Act 4, Sc 5, movie and group work     Homework: studying for test

Tuesday, 20 May 2014

May 20

Today we read Act 3 - Scenes 3, 4, 5.

Tomorrow: May 21 - Act 3 movie, Act 3 discussion questions, quotation analysis.  Homework: Act 4, Sc 1.

Friday, 16 May 2014

Happy Weekend!!

The only homework is your ISU reading and journal! :)

Enjoy the weekend!

Let's hope it doesn't rain!

Thursday, 15 May 2014

Updated schedule due to technical difficulties

For homework tonight -

Read (or listen to: Act 3, Sc 1. The audio reading on Youtube for Scene 1 is about 13 minutes long.

Then we will watch Act 2 tomorrow and read Act 3, Sc 2.

Act 2 questions

Monday, 12 May 2014

Romeo and Juliet timeline

May 12 - Act 1 activities               Homework: Act 2, Sc 1

May 13- Act 2, Sc 2 and 3

May 14 - Act 1, Sc 4 and 5           Homework: Act 2, Sc 6

May 15 - Act 2 discussion/q's and movie clip

May 16 - Act 3, Sc 1 and 2

May 20- Act 3, Sc 3 and 4, 5

May 21 - Act 3 movie, Act 3 discussion questions, quotation analysis  Hmwk: Act 4, Sc 1

May 22- Act 4, Sc 2, 3 and 4

May 23 - Act 4, Sc 5, movie and group work     Homework: studying for test 

May 26 - Act 5, Sc 1 and 2

May 27 - Act 5, Sc 3, finish movie, full play discussion

May 28 - full play activities

May 29 - TEST 

ANY day that we do not finish the assigned readings (as above), finishing that scene will be for HOMEWORK. 

Wednesday, 7 May 2014

May 7

Act 1 Roles:

Tuesday, 6 May 2014

April 30, May 1-6

While I was away, students worked on some introduction to Romeo and Juliet and had a full work period for the ISU.

Yesterday and today we continued with our Romeo and Juliet introduction.

Yesterday we did silent reading, recapped Shakespeare's history and time period and spent the rest of class translating the prologue into modern English.

Today, books and roles were assigned. We talked about key figures in the play, how to read a play and what makes a play different from a novel and key criteria for good oral reading.

We begin with Act 1, Scene 1 tomorrow.

Students are asked to bring a PRINTED copy of their redone essay paragraph on FRIDAY for a peer activity.

Tuesday, 29 April 2014

April 29

We did self-assessment for our essays today (they were handed back with extensive teacher corrections and feedback) and each student had the opportunity to conference with me about their strengths and areas for improvement, and ask any questions he/she had.

We begin Romeo and Juliet tomorrow. Please bring a device with internet access if possible!!

Friday, 25 April 2014

April 25

We finished watching the hunger games movie. We also completed our lesson on common errors in essay writing. Student should be diligently reviewing these notes in preparation for the final exam. 

Don't forget to be reading away for your independent novel study because the first journal is due on May 5. 

Saturday, 19 April 2014


Essays are being assessed. 8 down, 26 to go! My goal is to have them back to you by April 29, as each essay takes about 15 minutes to mark and give feedback on.

You will have a self assessment sheet for the essay like you did for your short story test. We will discuss how this will work on Tuesday. 

Have a good Easter weekend! 

Tuesday, 15 April 2014

ISU UPDATE and April 15

Please note date of first journal has changed to May 5th.

All proposals are APPROVED. Students may begin to start reading novels!

In class literary essay due April 17. April 17th at lunch is the work period for students who missed a class. All essays will be collected at 12:05 on that day for assessment.

Monday, 14 April 2014

Thursday, 10 April 2014

April 8, 9, 10, 11

Thursday-Thursday (10-17): 
Essay writing  - essay due at end of the period on the 17th.

We've been working really well through the essays! Keep up the great work! By tomorrow I will have conferenced with each of you once, giving you some feedback to help you structure your ideas.

Monday, 7 April 2014

April 7

Today we did most of our essay writing lesson. We continue tomorrow then move right into the writing of them. 

Remember in class only for essay writing. 

Friday, 4 April 2014

April 4

Final blog post due on Monday. See prompt in previous posts for guidelines. Please post to blog.

Essay writing lessons start Monday.

Will review proposals and give students their assigned book by end of week of April 14.

Thursday, 3 April 2014

April 3

Final HG quiz/test tomorrow.

It will cover part III and the entire book, for big ideas like themes and messages.

Remember to review figurative language, literary devices, methods (not TYPES) of characterization and themes. Be able to explain themes in relation to the novel, using specific examples! Thinking/Application questions will always require you to tie your statement to something that is significant, thematic or symbolic. Review past quizzes and the corrections that you made during our in-class 'take up' of correct answers to help you prepare.


- Control
- Appearance versus Reality
- Dehumanization and Desensitization - we talked about this on the very first day! If you don't know these words, make sure you look them up and are familiar with them!
- Violence
- Love
- Sacrifice

Remember to bring your characterization notes to class in HARD copy format tomorrow and post to the blog.

The final blog reflection is due on Monday (this is posted in an earlier post).

Tuesday, 1 April 2014

April 1st (plan for 2/3rd also).

Today we are completing the group activities; discussion questions and quote identification significance for the quiz on Friday. We will discuss big themes in the novels.

April 2 and 3: Will be work periods; students can work on their ISU proposal, quiz studying, characterization notes or final HG trilogy mini task (a blog post reflection). Students should come to class prepared with everything they need to be productive during these periods. If time is being wasted, extra work will be assigned.


Characterization notes due Friday at the very start of class. Have a copy posted to the blog AND printed out. If you do not have a printer, the library has one at a cost of 10c per page.

Final blog post (below) due Monday at the start of class. 

Final Blog Post Reflection:

You may HAND write the ROUGH but MUST post the final to your blog. Proof-read for spelling and grammar mistakes and ensure that your reflection is detailed, thematic and well explained.

PROMPT for final blog post: 

The Hunger Games Trilogy is a great fictional read but there's also a lot of deeper meaning. What are the two most disturbing aspects of the Panem dystopia society and why? (Tie to themes). Why go deep – not just 'entertainment value or a good read') do you think that Suzanne Collins wrote this series to be the way that she did? Examine aspects of the book closely. How can you find examples of this (your) reason in the book(s)? 

Examples from last semester were already posted on March 17:

The final blog post is in place of introspection and discussion questions (it's combined) so your final post should be double the length of a normal post... at least 400-500 words. These examples are just a GUIDE as they are completely different questions from what I am asking you. 

Monday, 31 March 2014

Monday March 31 - ISU

Independent Novel Study
Grade 9 - ENG1D

Name ______________________________

As a component of your English program, you are expected to complete an independent study of a novel of your choice each semester.

You will be assessed on four aspects of this novel study:

(a) 2 journal entries
(b) 1 visual representation
(c) 1 written product (in class only)
(d) 1 oral presentation

In addition to the four parts above, you will create a “proposal” (250 words approx) to 'convince' your reader (teacher) why you should be allowed to read this book. The more convincing, the greater the odds! Make sure your choice has been approved by your parent before submitting your proposal to the teacher. The same book cannot be used more than twice. Make sure you provide a “second choice” on your proposal sheet.

Please ensure that the novel (s) you have chosen have been approved by your parents and your teacher. Once your teacher approves the choice, write it below:

Novel title ______________________________________________________________

Author _________________________________________________________________

For the purpose of this assignment, a novel (no non-fiction/memoirs etc.) must be chosen. Remember to choose something of literary merit.

You will be given some class time to read, but much of the reading will be done at home /on your own time. It is your responsibility to allot the required amount of time for completion of the components of the project. The majority of the work will be completed independently; the writing for the final task must be completed in class. Details on the written and oral task will be given in June when the CPT is assigned.

Please record the following due dates in your agenda, stick them on the fridge, and do whatever else it takes to remember them!! Late consequences do apply.

Journal entry # 1 - April 23

Journal entry # 2 - May 21

Written Product: June 2-6 (must be completed and submitted in class)

Oral Presentations/Visual Representation: June 9-10

Journal Entry Considerations:

Your journal entries should be approximately two pages. Here is a great template to follow when creating them.

Title of book: _____________________________________

Pages read to date: ________________



Emerging theme(s):


(simile, metaphor, allusion, personification, imagery, etc.)

List of characters (thus far):
Include your impression of each and how they develop/change:

Significant quotations:
(include page numbers and your analysis of significance/meaning):




Predictions, observations, etc.

Friday, 28 March 2014

Friday March 28 - Literature Activities

Chapters 18-24:
(Some of Part II and Part III) 


In your groups, find 5 quotations that you think are symbolic/thematic. Write down the quote on one side of paper and on the other side, write down why it is significant. On a separate sheet of paper, write down the character who said it and who is being spoken to. Always remember to link significance to theme, symbolism or characterization. 

Discussion Questions:

In your group, create 10 good discussion questions. Some of these can be comprehension based but all of them should require students to elaborate, make connections, explain why something is important, etc.


Thursday, 27 March 2014

March 27 - Important DATES provided

Corrected quizzes (Part II) will be distributed by Monday. 

Students are to read up to Chapter 25 for homework. (Up to and including Chapter 24).

Monday: ISU proposal distribution/Quiz/Finish group activities

By Tuesday April 1st (no joke!):  Finish book.  Finish group activities. 

Wednesday/Thursday 2/3 - whole book activities

Friday 4: Quiz, Part III

Summative Assignment: Essay 

Monday/Tuesday 7/8th -  How to write an essay lessons
Wednesday 9th - Brainstorm for topics
Thursday-Thursday (10-17): Essay writing  - essay due at end of the period on the 17th

Tuesday, 25 March 2014

March 25

Today we did learning stations. Students must complete one of the visual ones and the advice letter. If they did not finish a station, it is for homework, due tomorrow at the start of class. Students who were away today must complete both for tomorrow

Quiz tomorrow, Part II.

Learning Stations

Station 1:
Comic or Poem

Choose any scene in Part II of your book. Create a 8-10 box comic strip to represent the key parts of that scene OR create a 10-15 line poem to summarize it.

Station 2:
Advice Letter

Choose any situation in Part II of your book and choose any character. Write a letter to another character asking for advice about your situation. You must explain an overview of the situation AND then outline the specific areas that you need advice about.

Write the response back to your character. Give concrete advice, based on the novel, about how your character should deal with the situation.

(Use the iPads for this task and post to your blog).

Station 3:
Visual Representation 

You will create a visual representation of one theme in the novel. On the backside, you will write 8-10 sentences explaining why your IMAGE depicts your theme.

Monday, 24 March 2014

Mockingjay, Review Questions, Part II

1. At what moment does Finnick realize Katniss really loved Peeta?
2. Why can't Katniss be the Mockingjay anymore?
3. When they go outside after the bombing, President Snow left what for Katniss? What does this symbolize?
4. How did the Capitol torture Peeta? What effect did this have on Katniss? What does this tell us about her?
5. Who is Katniss reminded of when she sees the destruction and Boggs gives her a blanket?
6. Johanna refers to District 13 as a "rabbit warren". What does that mean?
7. Why is Gale chosen over Katniss to go to the Capitol to fight?
8. What does Katniss give to Johanna? Why is this special?
9. What is the special mission of the Star Squad?

Hunger Games Review Questions, Part II

  1. Who is the first person to die in the arena? How do they die? What does this tell us about the Hunger Games?
  2. How do you think Katniss feels when she hears Peeta planning with the Careers
  3. What kind of injury does Katniss receive and how did she get it?
  4. Who does Katniss team up with? Why do you think she chose this person?
  5. Who saves Katniss’ life? How? What is the importance of this?
  6. Compare and contrast why Katniss and Rue think Peeta saved Katniss’ life.
  7. How does Rue’s district show their gratitude for the way Katniss honored Rue? What does this show about the districts versus the Capitol? Tie this to a theme.
  8. What does Katniss do in order to receive a gift from Haymitch? How does she figure out that she needs to do this?
  9. How do you think Haymitch feels about Katniss and Peeta? Who do you think he believes to be the stronger competitor and why?
Figurative Language:

Find an example of a metaphor, a simile and personification in this Part. Explain why the author uses each of these. 

Catching Fire, Part II Review Questions

1. How does Katniss account for her lateness to the Peacekeepers whom she finds waiting at her
house? Why were they there in the first place?

2. What is the family book?

3. What is Katniss looking for on TV? Does she find it?

4. How does Katniss surmise that districts 4, 3, and 8 are rebelling? Which other districts are rebelling?

5. What are the rules of the upcoming District Quell? How will this affect Katniss?

6. What is Katniss’s plan for the upcoming Hunger Games? What is Peeta’s plan?

7. How do the other tributes react to Katniss at the opening ceremonies? Why do they react this way?

8. What does Katniss do to “impress” the game-makers this time around? Why does she do it?

9. What do the other victors discuss in their interview speeches? How are the speeches an acts of 

10. Figurative Language:

“I remain at the window long after the woods have swallowed up the last glimpse 
of my home. This time I don’t have even the slightest hope of return.” p. 188 – 
“Let them go, I tell myself. Say good-bye and forget them. I do my best, thinking of 
them one by one, releasing them like birds from the protective cage inside me, 
locking the doors against their return.” p. 189 – 

What type of figurative language is represented in each of these? Why did the author use this? 

Friday, 21 March 2014

March 21

- Discussed ISU today. Students should start the hunt for their novels this weekend. Info sheet coming in next week or two.
- Did more reading (individual or in groups).
- Discussed upcoming deadlines.

Thursday, 20 March 2014

March 20

Before Spring Break we took up the short story test briefly. Today we did a full correction of it. Students were expected to take notes to correct their tests as we went.

We did reading groups. 

Chapters 14-16 to be read for tomorrow. Most groups were almost done these chapters today. 

Wednesday, 19 March 2014

March 19

Today I gave back marks for the short stories. Comments and feedback for posted directly on the blog. 

We also took up the results of the quiz in our same book groups. Students were expected to correct their mistakes as the group discussed the correct answers. 

No reading homework tonight. Make sure you have yesterday's assigned reading done for tomorrow. 

Tuesday, 18 March 2014

March 18

Today we had a quiz.

All feedback for blog posts (short stories) have been posted. I had technical difficulty with posting to two blogs (I will touch base with you separately tomorrow). Marks will be given back tomorrow in class.

Hmwk: Chapters 12/13

Monday, 17 March 2014

March 17

Today we did literature circle group time and worked on review questions (posted on this blog) for the quiz tomorrow.


- Review for quiz
- Read Chapters 10 and 11 for tomorrow

By next Monday, students should be done PART II. Quiz on Wednesday.

Exemplars - Hunger Games Posts

These are actual student produced responses that achieved a level 3 or higher.

Hunger Games-Part B (Introspection) (Ch 1-6)

e. "I cannot afford to get upset, to leave this room with puffy eyes and a red nose. Crying is not an option . There will be more cameras at the train station." p.34

Katniss is a strong person in the inside as she has been taking care of herself and her family for several years now. Although, on that day she feels weak because she is about to enter a battle that could possibly be the last thing she does. The hunger games are about staying strong, fearful and smart and she needs to show it. Katniss does not want to tear up because with all the cameras, all the other tributes will recognize that she is weak and that will make her an easy target. To be the winner of the Hunger Games, which Katniss wants to be a lot, you have to intimidate the opponents into thinking your strong and won't go done with a fight. That is why she's trying to hide her tears. I can relate this to me because when I line up at the faceoff dot in hockey, I don't want to look nervous, happy or confused; I want to look vicious and anxious to play so my opponent might stay away from me and feel afraid. this is a dystopia of corporate control because they want you to be someone who you're not and to not show the real you or else you'll get ripped a part. I think this because "you're" not good enough and they want to watch people who aren't scared and know everything.

Hunger Games Part C: Themes (Chap 7-12)
Theme: Image & Beauty

A theme that’s being developed in chapters seven through twelve is how important image and beauty are in the Capitol. The only thing that the Capitol cares about is how you portray yourself on the outside, it doesn’t matter what’s on the inside, or your individuality. For example Katniss says, “Effie makes me say a hundred banal phrases starting with a smile, while smiling, or ending with a smile.” Effie Trinket spends hours preparing Katniss for her interview, but she only focus’ on things like sitting, posture, eye contact, hand gestures and smiling. These are all physical characteristics that Katniss must perfect so that she is perfect for her interview, in front of the Capitol. Another example is when Katniss is with Haymitch and says “By the end of the session, I am no one at all.” Haymitch tells Katniss to be humble, cocky, funny, sexy or mysterious because who she really is, isn’t good enough for them. He’s trying to make her into something that she’s not so that she will please the audience. The most important part of these chapters when Katniss’ appearance matters the most is when Peeta proclaims his love for her. Haymitch says, “Who cares? It’s all a big show. It’s all how you’re perceived.” The reason why Katniss didn’t know that Peeta was going to do that is because her reaction was crucial. She needed to show the audience how much of a shock this was for her, and she needed the audience to believe her, which they did. The Capitol doesn’t care about who Katniss is on the inside or how she really feels towards the Hunger Games. They only see what’s on the outside and that’s all that matters to them, is how you’re portrayed.

Part D: Discussion
1. A dystopian society is defined as being "an imaginary place where people lead dehumanized and often fearful lives". How does this differ from a utopia? Why is Panem a dystopia (give several reasons and examples to support), or could it be a utopia? Argue for/against.

A dystopian society is completely different from a utopia by virtue of the fact that a utopia is a community that possesses highly desirable or perfect traits. People who live in a utopian society would have little to no prevalent issues. Everything would be a cookie-cutter style perfect world where there is freedom to do whatever you want. Whereas in a dystopia, there isn't nearly as much freedom or decency. The districts of Panem have clear dystopian elements: the districts live mostly in poverty, government systems are monopolized, it seems to be governed militarily (by the peacekeepers) and the blatant fact that they are making children fight to the death. The government also has a heavy use of propaganda to keep the citizens of the Capitol in line, which could be considered utopian. In the Capitol there is never a shortage of supplies or food, they have service at the push of a button.

Mockingjay Part I Review Questions

1. What technique does Katniss use to refocus her mind?

2. Why does Katniss say the trip to District 12 was not a complete waste?

3. What convinces Katniss to be the Mockingjay? Why?

4. Which of Katniss’ demands creates the largest argument? Why do you think the
leadership of District 13 would oppose it?

5. How does District 13 intend to use Katniss? To do what?

6. What brings the old Finnick back around in Chapter Six?

7. What are the rebellions plans for overthrowing the Capitol? What is the end result

8. What do the descriptions of the people from the Capitol remind you of in our population?

9. In the end, what was so important about Katniss’ visit to the warehouse?

10. What does Katniss learn about Gale’s rantings towards the Capitol from her experience in
District 8?

11. Why did Finnick cover up the fact that he and Katniss saw the second interview with

12. What seems to be the only way Gale can get Katniss’ attention? Why does this signify
about their relationship?

Catching Fire Part I - Review Questions

When this sequel begins, what is going on in Katniss’ and Peeta’s lives? (What is a sequel?)

Why does Katniss drop meat off at Gale’s house when he’s not home? Why won’t Gale let Katniss give his family money for food?

What is the Hob? Why does Katniss visit there? Why is it dangerous for Katniss to visit?

What “surprise” is waiting for Katniss when she comes home from hunting? What is the purpose of this surprise visit?

What is President Snow’s fear? What did Katniss do to help cause this fear? What does President Snow expect her to do to turn things around?

Why has “the kiss” with Gale put Katniss into a dangerous situation?

What is a Quarter Quell? How are the Hunger Games different during a Quarter Quell?

What will be Peeta’s talent for the interview, and how did he develop it? What is Katniss’ so-called talent?

Why doesn’t Katniss like Peeta’s paintings? What do Katniss and Peeta have in common at night? Why do you think they both have these?

Describe District 11.

How did the people of District 11 give Katniss and Peeta a salute? Why did they do this? What were the consequences?

What kind of a reception did Katniss and Peeta get in the other districts on the Victory tour? What deception did they have to keep up with in every district?

How are people able to eat so much food at feasts like this? Why does Katniss find this so repulsive and sad?

Explain what a mockingjay is, and how it was created. What can a mockingjay do that other birds can’t?

What is Katniss’ plan to escape possible death? What is Gale’s reaction? What does Katniss tell Gale that makes him change his mind?

What does Katniss think about the people of District 12 taking part in a rebellion against the Capitol? Who does she think could persuade and organize people, and why does she think this person could do that?

Since the public whipping, how have things changed in District 12? Describe at least three (3).

Where is Katniss going in the woods and why? What keeps her from getting there?

Hunger Games Part 1 - Review Questions

Chapter 1
  1. Describe District 12.
  2. What illegal activity does Katniss participate in doing? Why does she need to do this?
  3. Describe the relationship between Gale and Katniss. Do you have a relationship like this in your own life? Explain.
  4. What is the reaping? Do you think this practice is fair? Explain.
  5. Who is selected at the reaping?
Chapter 2
  1. How does Katniss save her sister from the reaping?
  2. What kind of person do you think Peeta is? What evidence from the book led you to come to this conclusion?
Chapter 3
  1. What instructions does Katniss leave for her mother?
  2. What act of kindness does Peeta’s dad show to Katniss? How do you think this man might of influenced his son?
  3. What advice does Gale give Katniss about surviving the games?
Chapter 4
  1. Do you think Haymitch will be helpful as a mentor? Why or why not?
  2. What does Katniss mean when she says: “A Kind Peeta Mellark is far more dangerous to me than an unkind one” ?
  3. What happens to convince Haymitch that Peeta and Katniss might be fighters?
Chapter 5
  1. The presentation of the tributes seems to be greatly focused on visual presentation and looks — what does this reveal about the belief systems of the Capitol?
  2. Compare and contrast life in the Capitol to life in District 12.
Chapter 6
  1. What is an Avox?
  2. What prevents tributes from jumping off the roof? Why do you think this is in place?
  3. What reasons would Peeta have for being curious about Gale?
Chapter 7
  1. What are the pros and cons of Peeta and Katniss being coached together?
  2. What reasons does Peeta give for thinking Katniss will be better than him in the arena?
  3. What does Katniss do before the judges? Why might this act be considered controversial?
Chapter 8
  1. What does Katniss fear will happen as a result of her behavior before the judges?
  2. Why do you think Peeta asked to be coached separately?
Chapter 9
  1. Describe Katniss and Peeta’s costumes. Why do you think Cinna dressed them like this?
  2. What shocking secret does Peeta reveal during his interview?
Chapter 10

Wednesday, 5 March 2014

Self Assessment for SS Test

Self Assessment – ENG1D
Short Story Unit Test

Overall Expectations:

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational,
and graphic texts, using a range of strategies to construct meaning.
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Specific Expectations:

    1. - identify the important ideas and supporting details in both simple and complex text
    2. - make and explain inferences, using both stated and implied ideas from the text.
    3. - extend understanding of both simple and complex texts by making connections between
      texts and other texts.

    1. - explain different characteristics of literary texts... and explain how they communicate meaning.

    1. and 3.4 – uses spelling and grammar conventions correctly to communicate intended meaning clearly.

Short Story Criteria:

  1. I was able to identify elements of short stories in stories we already studied in class and discussed.
  2. I was able to define literary devices and create examples of them and define/list elements of short stories.
  3. I was able to understand the general plot of the sight passage and identify key elements (conflict, plot, POV) of the story.
  4. I was able to identify and explain more complex elements (symbolism, irony, theme etc) in the sight passage.
  5. I used proper spelling, grammar and sentence structure thoroughout.

Criteria Always Mostly Sometimes Rarely





Don't forget to fill this out over break. We will be conferencing after strengths/areas for improvement after the March Break! Quiz on Part II Tuesday after break.

Literature Circle Roles

Hunger Games Literature Circles

Your literature circle is a group that you will be meeting with throughout your reading of The Hunger Games. You will analyze the novel in various ways during these meetings. Each time your group meets you should assign the following roles. You must complete each role at least once during the reading of the novel. Track your roles on this worksheet.

Literature Circle Roles:

Note taker: Responsible for recording the group discussion
Time Manager: Responsible for keeping the group on track and on task
Investigator: Responsible for checking the book for any necessary background information or to check facts
Connector: Responsible for making connections between the novel and life/society/other works
Vocabulary: Responsible to looking up and recording any new words discovered in the text
Question Writer: Responsible for creating 3-5 discussion questions from the section of the novel you have read

After each literature circle discussion write a brief reflection on how you performed in your role and as a group member. Could you have added more to the discussion? Did you complete your role? How could you have been a better group member?

Role Tracking Chart: