Wednesday September 26

Presentation day. Be aware that you are being marked on the following:

Presentation Tips

  1. Do not read your slides. Look at your audience.
  2. Do not read from your notes. Look at your audience.
  3. Do not fill your slides with text that’s small and hard to read.
  4. Use images to reinforce key ideas, but one large image is better than lots of small ones. If you can’t find a good image—don’t use one.
  5. Don’t use clip art.
  6. Your slides should reinforce your presentation—they should not replace your presentation.
  7. Practice. Everyone should know what part of the presentation they are speaking to. Do not decide that during the presentation.
  8. Don’t fidget, giggle, say “um” or “like” a lot. If you don’t look like you know what you’re talking about, it’s hard to inspire confidence in your audience.


Remember, you are marked individually.

For a level 4, this is what I expect:

  • Knowledge: demonstrates excellent knowledge and understanding of literary criticism through correct definitions, explanation, and terminology.
  • Thinking: demonstrates excellent planning and processing skills through the fulfillment of role and use of time and resources.
  • Communication: demonstrates excellent oral and visual communication through the application of effective presentation techniques

Additionally, if your review your assignment in Google Classroom, you will see that you have a reflection to complete. This is necessary for full marks. You can complete it directly on the assignment sheet in Google classroom. When you’ve finished it, click submit.

See below:



After presenting, complete this reflection as honestly and accurately as you can:

Using the above criteria, circle the level you think you achieved and explain why. (Provide an explanation for each criterion.

Criteria Level Explanation
Knowledge R  1 2  3 4
Thinking R  1 2  3 4
Communication R  1 2  3 4


Identify one specific goal that you would like to work on for your next collaborative activity. What’s a specific step you can take to achieve this goal? (PS I’m not asking whether you like collaborating. That’s not optional)

Finally, we’d like you vote on the topic you’re most interested in debating.


What debate topic would you be most interested in discussing (remember you may not get the side of the debate you want)?

Is human euthanasia justified?
Fully automated cars: good or bad?
Patients should not be allowed to refuse treatment based on religious beliefs.
Participation in a sport should be mandatory.
Animals are better than humans.
All bathrooms should be non-gender specific.
Freedom of speech can have no limitations.
Fast food chains should be illegal
Parents should have to attend parenting classes before having a child.
Sexism, racism, classism etc. is acceptable in rap and other forms of music.
Created with PollMaker
Presentation order:
Amanda S



Monday September 24

A couple reminders first:

1) Your rhetoric assignment was due Friday. If you didn’t complete it on time we’re giving you one last chance. Hand it in by 4:00 today or it’s a zero.

2) You will have a quiz on logos, pathos, and ethos tomorrow.


Ms. Armstrong is going to talk to you about a reading strategy that she has used in university.

Essentially, before you start reading, you break up the text into visible and manageable chunks. At the end of each chunk, you think of something to say. It could be a question, a comment, a connection, an emotional reaction–anything like that is fine.

Why it works: Breaking a text into smaller chunks makes it seem less daunting. It gives you goals that are easy to achieve. Talking back to the text works because it gives you a focus which makes you more likely to engage with the text rather than just skim over it.

You will be practicing this with the following essay: Eng3U1TortureMichael-Levin-2 (1)  See Google Classroom for more details.

You will be annotating the essay which can be done by hand or online. We will show you how to annotate the essay using Google Docs.

The questions on Google Classroom are due today (if you don’t finish them in class, they are homework). You must submit your annotated essay as well as the answers to the questions.

Wednesday September 19

We’ll start with 15 minutes of silent reading.

1) Think about an example of a really bad presentation you once saw (it might have been a student presentation, but it was probably a teacher power point!) What made it terrible. DON’T USE NAMES. Just focus on the details that made the power point (or Prezi) presentation ineffective. Jot these ideas down and then share with a partner. Then share with the rest of the class.

2) Think of an example of a good presentation. What made it good? Jot these ideas down and then share with a partner. Share with the class.

3) Have  a look at the following presentation on good power point presentations:

4) From this presentation and your discussions make a list of the criteria you would expect from a good presentation with slides. Hand these lists in.

Sentence Fluency

How would you describe the different impressions these sentences leave you with?

Example 1:

I gathered my things. I opened the door. I stepped outside into the chilly night air.

Example 2:

After I gathered my things, I opened the door and stepped outside into the chilly night air.

One of the ways you can add rhythm and flow to your writing is by using sentence variety and alternating your use of simple, compound, complex, and compound-complex sentences. You will need to take down notes on this because your going to be expected to write an example of a simple, compound, and complex sentence.

Sentence Structure

Tuesday September 18

I’m away today but Ms. Armstrong knows what you’re doing.

Here is the plan:

1) Update canvas

2) Prioritize tasks–move them over to doing and attach names to them

3) Work (work work work work)

4) Reflect

Monday September 17

We are working on your literary theory research presentations.

  1. In your group, if you haven’t already done so, make a list of all the tasks you need to complete in order to deliver an effective presentation. If there are some tasks you’ve already completed, that’s fine. Include them.
  2. Go to Google classroom and transfer your list of to-dos to the project canvas. I will explain how to do this in class.
  3. Make a plan for what you can reasonably accomplish today and delegate tasks. (Delegating is the manager’s role).
  4. In the last 15 minutes of class, each person will fill out the Google Form below:

Thursday September 13

We’ll begin today with a review of the article “On Interpretation.”

Then you will join forces with your classmates to become experts on one of the 4 discussion questions (so make sure you’re prepared to talk about all 4).

Next, you will begin to work on a research project on literary theory. Check Google Classroom for more details.

Wednesday September 12

We’ll begin with silent reading.

Yesterday we worked on applying our knowledge of literary devices to the short story “The Boat.” You are responsible for having the entire assignment completed by Friday.

Next, consider the following quotation:

There are no hidden meanings. If such things as hidden meanings can be said to exist, they are hidden by readers’ habits and prejudices (by readers’ assumptions that what they read should tell them what they already know), or by readers’ timidity and passivity (by their unwillingness to take the responsibility to speak their minds and say what they notice).”

Think about whether you agree or disagree with the quotation and why. Write your thoughts.

Our focus today turns to the way we interpret literature.

You will read an article called “On Interpretation” and create point-form notes. See Google Classroom for this article and questions. If you need a paper copy I will have a few extra available.