P2 Ef710 Class 13

 

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Gabby Guevera from South Vancouver Neighbourhood House is back next week with her superb College Planning Workshop. She will be presenting Tuesday, February 24^th, at SHEC, Period 2 in Room 303 at 1pm. You can drop in. No need to register.

VOCAB superb- excellent, wonderful, amazing

 

Butter

Golden Doodle- mother- Golden Retriever, father Poodle

10 years old- heart of the puppy

-motivated by affection, not food

 

-pat on the head, rub his belly, scratch his ears

“May/Can I pat your dog?”

 

-greet a dog underhand, not overhand

 

Feel free to pat him or say hello. He loves people, much more than dogs.

 

dog body language

-tail wagging

-play bow

-big yawn- relaxed and trusting

-dog sneezes- playing

 

video- dog and a deer

 

angry dog- tail down, not wagging

                     -head low

                     -growl

                     -show teeth

                     -staring

 

 

dominate the dog

-roll him over on his back

 

pack order

pack – a group of dogs, wolves

a pack of wolves

-big dog – the Alpha

 

-Autistic students often love animals.

 

-cat- aloof, not pack animals, solitary

 

-gentle, sweet, kind, caring, therapy dog

 

Today’s  Agenda

·         Attendance

·      “Self-Assessment Reflection” Week 3

·      Exercises for run-on sentences

·      Teach using quotation marks in academic writing “  ”

This will take several classes. We will do lots of practice.

“Using Quotations” HANDOUT

·      Continue “I Confess”

·      IF TIME Continue sentence work- “Complex Sentences”

 

Monday

·      Prepare for Test 3 on “I Confess” Wednesday

 

Tuesday

There will be a substitute teacher. I have a meeting to attend.

Heather Martin will be here.

 

Wednesday

·      Test 3- “I Confess”

paragraph

 

 

 

 

 

Read the idea. Rephrase it, restate it in your own words.

OR

Quote a couple words, incorporating them into your sentence.

 

This is the basic idea of quoting from a text. We will practice it a lot in class.

 

HW   Write a few short sentences that have quoted words or phrases from the story “Ice Storm”. We can share them tomorrow.

 

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quotation marks

quotation(n)

quote(v)

Mr. Jones quoted Mao Tse Tung.

 

Reading a story. Writing a paragraph.

Borrow 1,2,3,4 words. Borrow short phrases.

Don’t copy a whole sentence.

 

The quotation marks show two things.

1. The words were quoted, borrowed from the source text.

2. The words are evidence, proof that your opinion is rooted in the story.

 

We can practice quoting from a text today.

 

e.g. “pounce”(v) – jump on to catch

The cat pounced on the mouse.

 

Incorporate the quotation into our own sentence.

e.g The boys were wondering if they should “pounce” on the birds.

 

The boys were originally planning to “pounce” on the pheasants, but they changed their minds.

 

The boys were originally planning to get the pheasants: “pounce”. XXX

e.g. “sat helplessly”

The boys were looking at the birds as they “sat helplessly” in the snow.

 

e.g. “the thin layer of ice splintering in flakes” TOO LONG

Choose a few words, a phrase

The boys and the birds were covered with a “thin layer of ice”.

The boys noticed the “thin layer of ice” that was forming on the pheasants.

 

 

“Using Quotations” HANDOUT

 

 

KEY QUESTION: Why are using these words? Are they your words or are you borrowing them?

e.g.

a

puffs “”

boys

pheasants- quote it the first, then use it

 

VOCAB

citation – “   ”  showing where the borrowed words come from

plagiarism – copying someone else’s words and claiming that you wrote them

-stealing intellectual property

academic honesty- plagiarism, AI-generated writing, translation apps

 

Quoting is fun.

If you don’t like this kind of thing, academic studies might not be for you.

 

Use other people’s words the right way- “ “ citation

 

 

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I would like to my reading process for university classes.

 

READING PROCESS

*Have to read a short story, novel, article, book, etc.

You have to read something at least twice to start to understand it.

book, movie, songs, music

levels of understanding. deeper and deeper understanding

 

*First reading – relax in an armchair

- read for the basics: setting, plot, character, conflict(s)

 

*Second reading- sit at a desk

- deeper ideas, deeper meanings: symbols, theme, foreshadowing, etc.

Also look for words and phrases to quote “  “

Make notes as you read.

I create the “Though Questions”

Other teachers will not do that.

 

Helpful study notes:

 

“freezing rain”

The boys went out into the “freezing rain” to find the pheasants.

 

“quick little white puffs”

The birds’ and the boys’ breath was visible because it was so cold; in the air were “quick little white puffs” coming from their mouths.

 

Fantastic quoting!!

The teacher will love it!!

 

University level:

If you are quoting from multiple books: postsec papers (10pp), thesis(50-80pp), dissertation(80-150pp)

Kyle Kirkwood teaches this.

e.g.

citation, reference

The economy of Zimbabwe is based on “extraction of resources” (Williams, 235) which are non-renewable.

 

End of the paper- list of sources, References

 

 

Find some 1-4 word phrases that you can quote. Look for interesting words and phrases. Some word and phrases will kind of jump out as seeming important.

 

 

Let’s take some time and practice.

Write some sentences about “Ice Storm” that have quoted text in them.

 

“breath came out in small puffs”

The birds “breath came out in small puffs”. TOO LONG

The birds breath came out in were breathing in “small puffs”.