ELL English 10 – Blocks A & B

Updated: June 27, 2017

Welcome to ELL English 10 with Ms Ikeda! Classes meet in Portable 479 in Blocks A and B.

In order to start the semester on the right foot, please make sure that you are prepared for all lessons with the required supplies and a positive mindset.

Scroll down to see the course outline and expectations, information on the current unit, essential questions, learning targets and homework.


Current Unit: Year-End Assessments

Current Homework:

  • Block A & B – potluck party on June 27 and 28th. Bring a snack to share with the class.

Past Due Homework:

  • Complete Ms Ikeda’s Website Scavenger Hunt (Due 02/02)
  • Reading strategies quiz (02/03)
  • Have all school supplies ready and in class (Due 02/03)
  • Finish organizing duotangs and binders with labelled dividers (Due 02/06)
  • Vocabulary list #11 quiz (02/10)
  • Finish organizing binders (move some Writing 10 assignments to new binder) (Due 02/10)
  • Complete reflection on group work (Due 02/16)
  • Vocabulary list #12 quiz (02/16)
  • Students who scored 0-47 out of 80 on the Writing 10 final exam must hand in their completed Grammar Package #1 on Monday Feb. 20.
  • Finish work on first children’s literature read-aloud (Due 02/20)
  • Canadian city research notes (Due 02/21)
  • Vocabulary list #13 quiz (02/22)
  • Block B: Finish First Nations literature chart (Due 02/24)
  • Vocabulary list #14 quiz (02/27)
  • Block A: Finish First Nations literature chart (Due 02/27)
  • Vocabulary list #15 quiz (03/02)
  • First two pieces of independent novel study project (Due 03/02)
  • Read the rest of the short story “The Metaphor” (Due 03/03)
  • Block B – complete That Old Cliche guided practice worksheet (Due 03/07)
  • Get interim report card signed and return to Ms Ikeda for a check (Due by 03/08)
  • Finish reading “The Possibility of Evil” and complete Short Story Review Form (except the last three questions) (Due 03/09)
  • Cumulative vocabulary test for lists #11-15 (03/09)
  • Complete Short Story Review Form for “The Possibility of Evil” and questions 2-6 (in your own words). (Due 03/10)
  • Short story terms test (03/27)
  • Finish Character Analysis worksheet on Charlotte’s mother OR Miss Hancock OR Miss Strangeworth (Due 03/27)
  • Group work reflection on straw tower (Due 03/28)
  • Improve Character Analysis worksheet for this week’s in-class essay (Due 03/29)
  • Block A: Question 1 and 2 of post-reading questions for “Harrison Bergeron” (Due 04/06)
  • Block B: Question 1-3 of post-reading questions for “Harrison Bergeron” (Due 04/06)
  • Questions 4-8 of post-reading questions for “Harrison Bergeron” (Due 04/07)
  • Remaining pieces of independent novel study project (Due 04/07)
  • Cumulative vocabulary test rewrite opportunity – only for students who prove that they have done extra work and practice on the vocab between March 30-April 7. The test is after school on 04/07.
  • 10 Words to Stop Misspelling quiz (04/10)
  • Block B – complete and sign Short Story Unit Learning Targets sheet (Due 04/11)
  • Block A – complete and sign Short Story Unit Learning Targets sheet (Due 04/12)
  • Complete Poetic Devices Practice worksheet “Roses are red” (Due 04/18)
  • Complete group work reflection on Poetic Devices Stations (Due 04/19)
  • Find all examples of rhyme, alliteration, allusion, metaphor in “The System” by Prentice Powell. (Due 04/20)
  • Look up all words in “The System” that you do not understand (Due 04/20)
  • Paragraph response to “The System” – select one of the topics on the sheet, write in paragraph format with 8-12 sentences, integrate at least 2 quotes (Due 04/24)
  • Poetic devices test (04/27)
  • Complete questions 1, 2, 4 and 5 on “No Refunds” and “Vancouver, 1942” (Due 05/01)
  • Complete the Poetry Review Sheet on either “No Refunds” OR “Vancouver, 1942”. Skip the section titled “Re-reading the poem for structure”. (Due 05/01)
  • Complete the Poetry Analysis Sheet for “Disembarking at Quebec” (Due 05/02)
  • Hand in Grouse Mountain field trip form (Due 05/05)
  • Poetry verbal-visual synthesis project (Due 05/09)
  • Complete and get Poetry Unit Learning Targets sheet signed (Due 05/10)
  • Complete analysis of Chapter 1 quote (Due 05/12)
  • Read The Hunger Games Chapters 2-4 (Due 05/15)
  • Find 3 quotes relating to your group’s theme topic from Chapters 2-4 and record on Dialectical Journal sheet (Due 05/15)
  • Finish Chapter 2-4 dialectical journal (Due 05/16)
  • Read Chapter 5 at home, if possible (for 05/16)
  • Finish dialectical journals for Chapters 5-7 (Due 05/17)
  • Finish reading Chapters 8-9 (Due 05/18)
  • Students who did not go on the field trip: Canada 150 work (Due 05/23)
  • Finish Chapters 8-10 dialectical journal (Due 05/23)
  • Finish reading Chapters 11-14 (Due 05/24)
  • Finish dialectical journal for Chapters 11-14 (Due 05/26)
  • Finish reading Chapter 15-18 and complete dialectical journal (Due 06/01)
  • Finish dialectical journal for Chapters 19-27 (Due 06/02)
  • Finish brainstorming and outline sheets for Thursday’s Crossgrade essay (Due 06/08)
  • Return The Hunger Games book and Inside Stories II (Due 06/13)
  • Return signed and completed The Hunger Games Learning Targets sheet (Due 06/13)
  • Work on final Theme Presentation projects (Presentations are on Monday 06/19)
  • Creative Writing Anthology – typed and printed with title page and table of contents. Be prepared to share your favourite piece aloud with the class (Due 06/26)

Past Learning Targets:

  • I can identify the key elements of a range of stories including character, setting, plot, point of view, conflict and theme.
  • I can recognize how different forms of text reflect different purposes, audiences and messages.
  • I can use a variety of reading strategies to understand texts, guide thinking and extend my thinking.
  • I can recognize understand the role of story and oral tradition in showing First Peoples perspectives, values and beliefs.
  • I can find the literal meaning of a text.
  • I can find the inferential or implied meaning of a text.
  • I can write a detailed and thoughtful character analysis paragraph using direct and indirect evidence.
  • I can read poetry and use reading strategies to understand and analyse the literal meaning.
  • I can read poetry and use reading strategies and my thinking to understand and analyse the inferential meaning.
  • I can identify a variety of poetic devices in texts.
  • I can evaluate how poetic devices enhance meaning and impact of texts.
  • I can connect several poems to one of the main theme topics of English 10: authority, identity equality, compromise and ignorance.
  • I can integrate quotations from poetry in my writing to show evidence for my opinion.
  • I can find the literal meaning of a text.
  • I can use a variety of reading strategies to understand texts, guide thinking and extend my thinking.
  • I can make meaningful connections between the novel and myself, other texts and the world.
  • I can respectfully and productively exchange ideas with my classmates to better understand a topic, extend my thinking and to give feedback on work.
  • I can understand non-fiction texts and find their connection to the themes of the story.
  • I can synthesize ideas from two different sources and use them to write an essay.
  • I can use the writing process to plan, develop and create interesting and meaningful texts.