Good morning.
We will get started at 8:30.
Today’s Agenda:
·
Return quiz- noun clause
·
Friday- Optional replacement test about
“The Ninny” with quoted material
·
Begin sentence combining
·
First Nations module
·
Recall using quotations
·
WORK RE OPTIONAL REPLACEMENT TEST
FRIDAY- Talk about “The Ninny”
·
HW Sentence
Combining exercises, email me a few
Optional business letter due by 3 today
Optional
replacement quiz email due 3 today
Wednesday
·
Sentence combining work from homework
·
First Nations module
·
Reminder using quotations, quoting text
·
Optional replacement quiz (Final 20m)
Thursday
·
Return optional replacement quiz
·
Sentence combining
·
Final essay on First Nations- “Totem” (first
2 hours)
·
Review
·
HW Deadline for email re optional replacement
test is 3 pm
Friday
·
Optional replacement test (first 60m)
·
Final marks
OPTION
One-on-one meetings, chats if you want
OR
Final marks by email- Email me by
11:30, I will email you your final mark back.
·
Final reports in by 12 noon
Good morning.
We will get started at 8:30.
Today’s Agenda:
·
Return quiz- noun clause
·
Friday- Optional replacement test about
“The Ninny” with quoted material
·
Begin sentence combining
·
First Nations module
·
Recall using quotations
·
WORK RE OPTIONAL REPLACEMENT TEST
FRIDAY- Talk about “The Ninny”
·
HW Sentence
Combining exercises, email me a few
Optional business letter due by 3 today
Optional
replacement quiz email due 3 today
Wednesday
·
Sentence combining work from homework
·
Continue First Nations module
·
“Totem”
·
Reminder using quotations, quoting text
·
Optional replacement quiz (Final 20m)
Thursday
·
Return optional replacement quiz
·
Sentence combining
·
Final essay on First Nations- “Totem” (first
2 hours)
·
Review
·
HW Deadline for email re optional replacement
test is 3 pm
Friday
·
Optional replacement test (first 60m)
·
Final marks
OPTION
One-on-one meetings, chats if you want
OR
Final marks by email- Email me by
11:30, I will email you your final mark back.
·
Final reports in by 12 noon
Final specific structure
Noun clause quiz
1.
province mention
Alice
mentioned that Alberta is the province that has the lowest sales tax.
n cl adj cl
2.
office remember
The
receptionist in the dental office remembered that I visited there once before.
n cl
3.
presentation worry
Sarah
was worried that her presentation would be too long.
4.
policy wonder
I
wonder why the refund policy at The Gap changed last year.
5.
sound advise
Jun’s
vocal coach advised her that she should deepen the sound of her voice.
6.
rhythm find
I
find that the rhythm of this song is very danceable.
You have to be able to write
and say these on your own. Understanding is the first step. Being able to use
them effortlessly in the true goal.
find out (phrasal verb) – discover,
learn information
find- opinion, discover an
object
Helen found the weekend way
too hot for her. opinion
Helen found her phone which
she thought that she had lost. discover
Helen found out that her test
results came back negative. healthy
SENTENCE
COMBINING – culmination of all of sentence work
Next level of work for sentence writing
SENTENCES:
simple
compound
complex
**Write these styles. Follow these patterns. If you
follow these patterns, your writing will probably be ok. If you don’t follow these
patterns, your writing will likely be substandard for authentic usage.
Sentence combining
-very effective way to get better at sentence writing
-practical, useful
IMO (in my opinion)- the best way to get better
at sentence writing
-at all levels – absolute beginner, beginner, intermediate,
developing, advanced, expert
start basic level----- very high university-level
exercises
Based on the sentence styles- simple, compound,
complex
foundation of all writing and speaking in English
sentence combining – puts all of this knowledge into
use
William Strong – university professor – taught university
students how to be better writers, not ESL EAL
o
higher-level
sentences
o
more prestigious
English
o
beautiful,
elegant, stylish writing
o
sound good, read
well, smooth to read
*** Sentence combining books are available if you dig
for them. Keep your eyes open for this kind of sentence combining exercise
books.
GOALS of sentence combining
-sentences that are dense with information, but not
too much (tricky balance)
-sentences that are as compact as possible (short, few
words as possible), not too short
*** balancing competing interests/impulses- lots of
information, short sentences
*PERSONAL ANECDOTE*
My first year in university-
-learned how to write well by working with Style
books.
CONSIDER WORKING THROUGH A GOOD STYLE BOOK:
The Elements of Style Strunk and
White
Style: Ten
Levels in Clarity and Grace Williams
*These changed
my writing world
BASIC SENTENCE COMBINING
Beginner level sentence combining – good for a little
kid
Kai has a hat.
The hat is red.
The hat is for baseball.
1.
Start with the KERNEL-usually
first sentence
2.
Choose the
important new elements in each following sentence
3.
Combine all of
the element together into one sentence- simple, compound, complex
Joe has a hat. KERNEL – centre, hub Usually
the first sentence in an exercise
FIND NEW INFORMATION IN THE OTHER SENTENCES
The hat is red.
The hat is for baseball.
ELEMENTS to be combined
Kai has a hat
red
baseball
Choose what kind of sentence do you want to write to
include all of these elements? simple compound complex?
-gut reaction, trust your instinct, feeling
*SIMPLE
Kai has a red baseball hat. MY CHOICE
Kai has a red hat for baseball.
*COMPOUND
Kai has a red hat, and it is for baseball. SEEMS LIKE
TOO MUCH FOR SUCH A BASIC IDEA
Kai has a red hat; in fact, it is for baseball. SEEMS
OVERWRITTEN
We don’t need that elaborate structure.
*COMPLEX
Joe has a baseball hat that is a red colour red.
ADJ CL Overwritten?
because
since SEEMS LIKE A LOT
Joe has a red hat which is for baseball. Maybe he has
several special hats.
NOTE: prefix is the beginning part of a word ‘un’
unkind ‘im’ impossible
suffix is the end part of a word ‘tion’ education ‘ment’ employment
DETAILS OF THE STRUCTURE
META- level, above, higher level
Birdseye view of sentences
Next level of thinking about sentences
**
Two approaches to putting sentences together:
1.
COORDINATION – prefix
‘co’ together
coworker, cooperate, combine, colearners, colleagues,
collaboration “co + labour”, coparent, coordinate, coordinator–
co- two things , same level
sentence – two clauses at the same level of importance
compound sentence– coordinated clauses
, SOBA ,
FANBOYS ; ; TRANS,
Like a seesaw, teeter-totter
2.
SUBORDINATION-
‘sub’ under
submarine, subway, substitute, subcontract(or)
GOOD LUNCH: Vietnamese submarine sandwiches – Banh Mi
Saigon,
North - South
5397 Victoria Drive- have one for homework
5397 -16 = 53-16= 37
37th Ave
6010 Fraser 60
-16 44th Ave
1300 Commercial
-16 -3 Three blocks north of
First Avenue
Each major block is .5m (.8km) apart
Each major East/West Avenue is a square
1 squared = 1 Ave
2 squared= 4th Ave
3 squared= Broadway (9thAve)
4 squared= 16th Ave
5 squared= King Edward Ave (25th Ave)
subconscious, subtract, substitute, submission,
submissive, subcontract
one thing more important than the other
sentence – two clauses not at the same level of
importance
complex- adverb clauses, noun clauses, adjective
clauses
e.g. Mae likes dogs because they are loyal.
main clause subordinate clause
main clause -more important information
subordinate clause / dependent clause- less important
information
-
adjective
clause
-
adverb clause
-
noun clause
If a teacher is talking about coordinating and
subordinating clauses, they mean compound and complex sentences.
e.g writing workshop for sentence writing, UBC for
first-year students
Dogs are loyal, so I like them. COMPOUND- coordination
I like dogs because they are loyal. COMPLEX-subordination
This is my visualization of sentences:
1.
_______ SIMPLE
2.
___ ___
COMPOUND
3.
___
___
COMPLEX
Like Tetris blocks
* It’s all about main and subordinate clauses
We want a good mix of those types.
-looking under the hood of a car
-looking behind the curtain at Cirque de Soleil
-looking in the kitchen of a restaurant
-watch a magician in slow motion
How it’s done! How it’s made!
Tetris – video game with blocks
-different shapes
-all the pieces fit together
Russian Blocks
- nice mix of sentence styles in our writing
-mix of SIMPLE, COMPOUND and COMPLEX sentences
We should aim for a nice mix of simple, compound and
complex sentences. We should aim for a mix of short, medium, and long
sentences.
SIDE NOTE
In my editing business for university students, I
write a mix of SIMPLE, COMPOUND and COMPLEX sentences, with a few fancy
details.
Therefore, if you can master SIMPLE, COMPOUND and
COMPLEX sentences, you’ll be set for any class, college, university, job, etc.
“Young Supervisors” (intermediate
level)
1.
The children began
to gather.
The
truck came to a stop.
The
stop was complete.
The
truck stopped in the driveway.
KERNEL
1.
The children began
to gather.
FIND NEW INFORMATION
The
truck came to a stop.
The
stop was complete.
The
truck stopped in the driveway.
e.g. The truck came to a stop,
and the stop was complete. POOR, REP
What kind of sentence would
be most appropriate?
The children began
to gather
The
truck came to a stop
complete
in
the driveway
complex- adv cl
The children began
to gather when the truck came to a complete stop in the driveway.
I am explicating the process
in great detail. In reality, these decisions will occur in our minds.
2.
They watched
from the edge of the lawn.
They did
this at first.
They could
see what was going on.
They watched
from the edge of the lawn
at first
could see
what was going on
What type of sentence?
At first, they watched from
the edge of the lawn to see what was going on.
At first, they watched from
the edge of the lawn so that they could see what was going on.
At first, they watched from
the edge of the lawn in order to see what was going on.
At first, they watched from
the edge of the lawn when it? was going on. XXX
Try some of the “Young Supervisors”
exercises for homework. Email a couple of them to me. We can share them
tomorrow.
Basis for Thursday’s essay – this content
& “Totem”
Lecture notes for First Nations
· Starting in May, 2021
· Unmarked graves of First Nations children have
been found on the grounds of old Residential Schools, 315 kids? in Kamloops
· more and more unmarked graves discovered
across Canada
· over 4000 kids so far
ground-penetrating
radar
· probably hundreds and hundreds, thousands more
across Canada
· Residential Schools all across Canada
https://www.thecanadianencyclopedia.ca/en/article/residential-schools-in-canada-interactive-map
· Organized by the Canadian government, run by
the churches, paid for by the federal government
· 150 000 First Nations kids were forcibly taken
away from their families to Residential Schools from 1860s to 1990s.
Revelations- big ugly secrets-
· Focus of BC new curriculum- First Nations
First Nations
ways of knowing, culture, history in Canada
e.g. First Peoples English 12
Very
interesting area of study – good choice - First Peoples 10 and First Peoples 12
We offer these classes at South Hill – some
students do both i.e. English 10 and First Peoples 10, English 12 and First
Peoples English 12
· My school experiences- none of the history,
social studies, was about First Nations
The focus was history class was on Europeans, settlers,
White men in Canada
male-centred, Euro-centred
· lots of First Nations kids in my school,
segregated,
seemed normal
· racism towards First Nations people “Indians”
dismissive,
belittling, negative stereotypes
** Maybe tell these stories
· policy at my university – have to finish your
degree in seven years
students/
professors –led initiative to change it to 10 yrs
· racism against First Nations – BCTF AGM story
700 teachers
“equity-seeking groups” wanted representation
Overview -
introduction
· First Nations -Who they are?
· Small groups
“What do you know about First Nations people
in Canada?”
Generate ideas on LCD
Three groups of people constitute Indigenous
Peoples in Canada, also called First
Peoples. Also called Aboriginal.
1. First Nations
2. Inuit
3. Métis
First Nations came into common usage in the
1980s to replace the term ‘Indians’
Native
·
Talk about origin of the word ‘Indian’ due to
geographical misunderstanding, West Indies
·
First Nations- Indigenous people in the South (below
Arctic Circle). Half of all First Nations bands are in Ontario and BC.
·
Inuit are the Indigenous people who live in the North. Used to be called ‘Eskimo’-
disparaging term from French Esquimaux, from Montagnais ayas̆kimew ‘person who
laces a snowshoe’. Montagnais, or Innu, are the Indigenous inhabitants of an
area they refer to as Nitassinan, which comprises most of the northeastern
portion of the present-day province of Quebec and some eastern portions of
Labrador.
Discredited etymology ‘raw fish eater’
Website: https://www.itk.ca/about-canadian-inuit/#nunangat
Show map: “Inuit Map”
·
Metis - a person of mixed Indigenous and European ancestry
1600s and 1700s
- Fur trading European men came to hunt animals, like beavers
Fr- do not
pronounce the ‘s’ may-tee
In particular
one of a group of such people who in the 19th century constituted the so-called
Metis nation in the areas around the Red and Saskatchewan rivers. Metis comes
from the French word ‘métis’,
which means ‘mixed’.
· First Nations/ Inuit/ Metis
· Where did these people come from?
· First Nations creation myths/ stories
myth
– legend, fiction, story, explains real life
Greek
Myth- Echo-nymph, Narcissus- narcissist
Every
group has a creation story/myth
Bible-
Garden of Eden, Adam and Eve
Shinto-
Koran-
Different
First Nations groups have different creation stories.
· Read “The Beginning of the Haidi Gwaii World”
on LCD
· Talk about Raven
- prominent role in the mythologies of the
Indigenous peoples of the Pacific Northwest Coast, including the Tsimishians,
Haidas, Heiltsuks, Tlingits, Kwakwaka'wakw, Coast Salish, Koyukons, and Inuit.
The raven in these indigenous peoples' mythology is the Creator of the world,
but it is also considered a trickster god.
-two different raven characters:
-the creator
raven, responsible for bringing the world into being and who is sometimes
considered to be the individual who brought light to the darkness
-the childish raven, always selfish, sly,
conniving, and hungry
The
Beginning of the Haida Gwaii World
In the beginning, before the
creation of the world, the earth was completely covered by a vast ocean and the
sky was all grey clouds. The cloud kingdom was ruled by the great Sha-lana.
Sha-lana's Chief servant was Raven.
One day Raven enraged his master and was cast out into
the ocean world. He flew over the ocean for a long period of time until he
became weary. Unable to find a place to rest, Raven became angry. He began to
beat his wings upon the water until the water rose up and touched the clouds
around him.
When the water receded back into the ocean there
appeared rocks upon which Raven rested. These rocks grew and stretched across
the ocean. The rocks turned into sand and after a short period of time trees
began to grow on the sand. After many moons the sand had turned into beautiful
islands, which we know today as the Haida Gwaii (Queen Charlotte Islands).
Raven enjoyed his kingdom, yet he became bored and
lonely. He decided he needed someone to help him. So one day he gathered two
large piles of clam shells upon the beach and transformed them into two human
females. These two women complained saying that they should not have both been
created as women. So to make them happy Raven threw limpet shells at one and
turned her into a man, creating the Haida Gwaii people."
Clark, E., Indian Legends of Canada,
McClelland and Stewart: Toronto, 1991.
https://royalbcmuseum.bc.ca/exhibits/bc-archives-time-machine/galler07/frames/oralhist.htm
· Show pictures “Raven1” “Raven2” “Raven and the
First Men”
“Spirit of Haida Gwaii”, other pictures
jewelry
· Different First nations have different
stories-
e.g.Micmac, Mi'kmaq, Glooscap
anthropologists -anthropology – study of
ancient people
Museum of Anthropology- UBC – focus on First
Nations
-archeology- study of ancient humans, ancient
civilations
First Nations – oral tradition, all spoken, no
writing system, all storytelling
Archeological theories about origins of First
Nations
These are rough dates. Scientific
knowledge is developing all the time.
- based on artifacts found: tools, firepits,
bones, footprints
-many different types of hominids in the past
e.g Australpithicus, CroMagnon, Neanderthal,
etc.
Evolution-
· 200 000 years ago, Homo Sapiens in Africa
· 60 000 years ago, humans leave Africa
50 000 years ago reach Australia
· Second wave
35 000 years ago reach Middle East and Central
Asia
· 40 000 years ago into Europe
· 25 000 years ago- Ice Age, ice bridge between
Russia and Alaska
· 15 000 years ago humans cross The Bering
Strait into North America
· Show video “Map Shows How Humans Migrated
Across the Globe” (2m30s)
https://www.youtube.com/watch?v=CJdT6QcSbQ0&list=RDCJdT6QcSbQ0&start_radio=1
· Explore website, LCD
http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html
MAYBE VIDEO https://www.youtube.com/watch?v=M43TYldfqzc (4m-13m)
Oldest footprints
https://www.cbc.ca/news/science/oldest-footprints-north-america-1.6187978
· First Nations reactions to these scientific
theories
Listen to audio (9m) EXCELLENT
· Another article about Salutrian/Ice Bridge
debate
http://www.cbc.ca/news/technology/ancient-toddler-s-remains-re-ignite-native-origins-debate-1.2534423
CONTACT - when the first European came to North
America
· 1492 – Christopher Columbus
· European people came to North America in larger
groups in 1500s
· cooperation- settlers dying of scurvy, lack of
Vitamin C
long-standing
problem for sailors
limey, pine needle
tea
· Work through timeline
https://aboriginalconnections.wordpress.com/teacher-resources/bc-first-nations-historical-timeline/
· European settlers wanted the land that First
Nations lived on.
· Put First Nations on Reservations all over
Canada
· Many First Nations used to be nomadic, travel,
no set home
incompatible with
Western life
· Reservations, Reserves- put First Nations
people on Reserves
often very poor land, poverty
·
Blanket ceremony-
https://www.kairoscanada.org/what-we-do/indigenous-rights/blanket-exercise
· European settlers to North America pushed
First Nations out of their land and forced them to live on Reservations
· Next step was Residential Schools
a way to get rid
of First Nations culture
· Between the 1860s and 1990s more than 150,000
First Nations, Inuit, and Métis children were required to attend Indian
Residential Schools, institutions operated by religious organizations funded by
the Federal Government.
· The Canadian government removed First Nation
children from their families and communities and placed them in these
institutions.
· The families didn’t have a choice.
· Many children were inadequately fed, clothed
and housed, and many were abused, physically, emotionally and sexually. Their
languages and cultural practices were prohibited.
· This is where the unmarked graves come from.
These are children who died while in the schools.
There are so many questions about how this
happened.
How did this
happen?
How did
these children die?
Why?
How could
this have happened in Canada?
** The intention of the Residential
Schools was to break the link between the children and their culture and
families. The children were being trained to be workers, i.e. maids, labourers,
cleaners.
So mant children dies because they
were not cared for properly and often abused.
· https://www.thecanadianencyclopedia.ca/en/article/duncan-campbell-scott
OTHER RESOURCES
http://www.fnesc.ca/learningfirstpeoples/
https://www.ece.gov.nt.ca/files/Early-Childhood/ns_-_residential_schools_resource_-_second_edition.pdf
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