List of deplorable errors.

Count yourselves warned!!!

Word Confusion

1. Their, there and they're
   

• Their – belonging to them – plural possessive
  
• There – referring to a place or direction sometimes used as an interjection "So There!"
  
• They're – contraction of "they are" – don't forget the apostrophe!
  

1. It's and its
   

• It's – contraction of "it is" – if you can't use two words, don't add the apostrophe
  
• Its – belonging to it - possessive.
  

1. Lose and loose
   

• Lose – to experience the loss of something. To misplace, or be defeated.
  
• Loose - not tight, a descriptive word.
  

1. Your and you're
   

• Your – second person possessive – belonging to you
  
• You're – contraction of "you are" - don't forget the apostrophe!
  

Confusions of these homonyms are common errors that can be avoided by editing. Always try to give yourself time to read through your work, or have a classmate or friend help you edit.

Commonly Misspelled Words

1. A lot – this is not one word although a lot of people think it is!
   
2. Tomorrow – break it down – tom-or-row. Double r, one m.
   
3. Business – a place of employment in which people are busy. busi-ness.
   
4. Government – don't forget the n!
   
5. Necessary – you need only one c, but two s's are necessary.
   

Add your own troublesome words to refer to when editing and revising your assignments.

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Dr. McAdam=s Deplorable Errors (do NOT lose this)

 

1. No Works Cited or Bibliography on a separate page at the end. This is worth a 5 % deduction. You should use either the MLA Handbook or the Chicago Manual of Style form of documentation. I will NOT penalize for slight variations from these (although many professors do) but my minimal requirement is a list of primary and secondary sources on a separate page at the end, in alphabetical order according to author=s last name.

 

2. Improper quotation format. I will NOT penalize for occasional slip-ups, but consistently wrong quotation format throughout an essay will earn a 4 % deduction. Remember that the rules are different concerning quotations of prose and quotations of poetry. Remember that block quotations do NOT have quotation marks. Remember that slash marks are only used for short, internal quotations of poetry; never anywhere else (never in quotations of prose).

 

3. The confusion of its and it=s. Since the latter is a contraction, it should not even appear in a formal essay, where you should avoid contractions. (Each instance=1 % deduction.)

 

4. The confusion of loose and lose. (Each time=1 % deduction.)

 

5. ANY noun possessive without an apostrophe. (Each time=1 % deduction. These can really add up!) You must also know the difference between singular and plural possessives.

 

6. The past tense and past participle of the verb Ato lead@ spelled Alead.@ (It=s LED). (Each time= 1 % deduction.)

 

7. The pages of your essay are not numbered--this is worth a 3 % deduction. It is conventional that the first page is not numbered; you start numbering at page two. I won=t penalize the essay if you place a number on page one.

 

8. Your essay is NOT double spaced--this is worth a 5 % deduction. It is your choice whether to single or double space block quotations. (MLA has altered this rule over the years; therefore I accept either.)

 

9. You discuss a work of literature consistently in the past tense. This is worth a 5% deduction. I will NOT penalize for the occasional tense shift.

 

10. Your essay is not stapled, but instead uses some form of creative origami at the corner, or you simply shrug and say, AI don=t own a stapler.@ (This earns you a 3% deduction.) (Staplers are cheap and every student must own one.) Please, no plastic covers. Just staple it. You can put a cover page on if you wish, but you don=t have to.

ELA 10 Poetry resources

Resources

Bierhorst, John. Songs of the Chippewa. Farrar, Straus and Giroux: New York, 1974.

• Songs, lyrics and music for piano and guitar
  
• Chippewa usually referred to as Ojibwa in Canada
  
• Somewhat stereotypical artwork by Joe Servello
  
• Cur Lab 784.751 Son
  

Colombo, John Robert, Ed. Songs of the Indians. Oberon, 1983.

• Traditional poems and songs from various tribes and regions
  
• Cur Lab 811 Son
  

Colombo, John Robert, Michael Richardson. We Stand on Guard: Poems and Songs of Canadians in Battle. Doubleday, 1985.

• Songs and poems from French, English and Native sources.
  
• Sorted by date and battle
  
• Cur Lab 811 We
  

  Driving Hawk Sneve, Virginia. Dancing Teepees: Poems of American Indian Youth. Holiday house: New York, 1989.
  

• Compilation of native poetry from different tribes and regions
  
• Some ceremonial songs
  
• Art by Stephan Gammell
  
• Cur Lab 897 Dan
  

Drummond, William Henry. The Habitant and Other French Canadian Poems. G.P. Putnam's Sons: New York, 1903.

• English poems written in the French vernacular and accent
  
• Best read aloud
  
• Topics mainly focus on settler life and farming
  
• Main Collection – PS 8457 R84 H3
  

Dutt, Romesh C. Ramayana: Condensed into English Verse. 1899. <http://www.sacred-texts.com/hin/dutt/rama01.htm> Last accessed July 18, 2008.

• Ancient traditional Hindu epic
  
• Translated into English rhyming couplets
  
• Choose passages before to avoid taboo topics.
  

  
  

Fowke, Edith, Allan Mills. Canada's Story in Song.W.J. Gage LTD: Toronto, 1965.

• Songs sorten chrolologically, beginning "Before the White Man" and ending with "Modern Times"
  
• Contains original dialects and English translations
  
• Arranged for voice piano and guitar.
  
• Main coll. M 1678 A1 F6
  

  
  

  George, Chief Dan. My Heart Soars. Hancock House: Blaine, 1974.
  

• Focus on nature and family
  
• Drawings by Helmut Hirnschall
  
• Cur Lab 811.54 Geo
  

Hyett, Barbara Helfgott. In Evidence: Poems of the Liberation of Nazi Concentration Camps.

U of Pittsburgh Press: Pittsburgh, 1986.

• Poems derived from interviews with veterans.
  
• Cur Lab 811.54 Hye
  

Johnson, James Weldon. The Creation. Holiday House:New York, 1994.

• Retelling of Judeo-Christian creation myth from African-American perspective (for children)
  
• Illustrated by James E. Ransome.
  
• Cur Lab 811.52 Joh
  

Jorgensen, Sally, Valerie Whiteson. Personal Themes In literature: The Multicultural Experience. Prentice Hall: Engelwood Cliffs, 1993.

• Contains sections on "I am" poetry and "What's in a Name"
  
• Poems and short stories from a variety of cultural sources, many with lesson ideas
  
• Cur Lab 428.64 Jor Gr 10-12
  

  
  

  Kaminsky, Marc. The Road From Hiroshima: A Narrative Poem. Simon and Schusyer: New York, 1984.
  

  
  

• Poems from varied perspectives, before and after the bomb
  
• May have to be censored, some gruesome content
  
• Cur Lab 811.54 Kam
  

  Kim, Paul. "Changes." I'm Not in My Homeland Anymore: Voices of Students in a New Land. Ed. Seymour Leviathan. Pippin Pub.: Scarborough, 1998. P. 13.
  

• Poem from new immigrant perspective, caught between culture, need for transition.
  
• Various poems and short stories form immigrant children and youth.
  
• Cur Lab 428.64 Im Gr. 7-9
  

  Lujan, Jorge. Rooster Gallo. Groundwood: Toronto, 2004.
  

• Short Illustrated poem, bi-lingual ( English/Spanish)
  
• Children's myth
  
• Excellent illustrations by Manuel Monroy
  
• Cur Lab 861 Luj
  

  
  

  Milton, John. "Paradise Lost." Complete Poems and Major Prose. Merritt Y. Hughes Ed. Hackett Pub: Indianapolis, 2003.
  

• Contains epics "Paridise Lost" and "Paridise Regained," play "Samson Agonistes" as well as many topical short poems and sonnets
  
• Perhaps focus on battle in heaven to avoid religious controversy and sexuality
  

Nye, Naomi Shihab. A Maze Me. Greenwillow books: NewYork, 2005.

• Poetry for girls
  
• Topical
  
• Cur Lab 811.54 Nye
  

  
  

  Okutoro, Lydia Omolola. Quiet Storm: Voices of Young Black Poets. Hyperion Books: New York, 1999.
  

  
  

• Assorted contemporary topics
  
• Cur Lab 811.54 Qui
  

  
  

  Peacock, Kenneth. Twenty Enthnic Songs from Western Canada. National Museum of Canada: Toronto, 1966.
  

• Songs of the Doukhobor, Mennonite Hungarian, Ukrainian and Czech traditions.
  
• Original language and English translations.
  
• Main Col. M 1679 P42
  

  
  

  Service, Robert. The Cremation of Sam McGee. Audio clip read by Jonny Cash. <http://www.npr.org/templates/story/story.php?storyId=5391456 > Last accessed July 18, 2008.
  

• A slightly gruesome story
  
• A Canadian classic
  

  Taylor, Alice. A Treasury of Irish Rhymes. Barefoot books: Brooklyn, 1996.
  

• Traditional Irish nursery rhymes and children's poems and songs
  
• Illustrated by Nicola Emore.
  
• Variety of topics
  

Unobagha, Uzo. Off to the Sweet Shores of Africa and Other Talking Drum Rhymes. Chronicle Books: San Francisco, 2000.

• Nursery rhymes and children's poems
  
• Cultural imagery by Julia Carins
  
• Cur Lab 811.6 Uno
  

Van Steen, Marcus. Pauline Johnson: Her Life and Work. Hodder and Stoughton: Toronto, 1965.

• Poems by Pauline Johnson focus on Native life before European contact and on Eurpoean/ Native interactions and Métis life
  
• Especially interesting – " The Legend of Qu'Appelle Valley"
  
• Main Coll – PS 8469 039 A1 1973
  

 

Multicultural Poetry: Voices of the Nations

English Language Arts 10-1

12-15 70 minute classes

Overview

    In this unit, students will explore poetry forms and traditions from around the world. Students will examine poetry as a form of cultural expression and a window into the experiences of other people groups. They will be writing poetry as well as studying it. Each class will begin with the reading of a short poem and a response that will take the form of a free write, a journal response, a poem assignment, or a class discussion or debate. Students will explore both ancient and modern poems. They will be introduced to poetic forms, artistic literary devices, topical selections, poetry through song, epic poetry and comparative studies. Students will explore the cultures of the world and respond to their discoveries. They will also be exposed to a number of Canadian poets from a variety of cultural backgrounds.

The main focus of the unit will be to expound on the English Language Arts learning outcome 2.3.1 d, Students will "identify and examine ways in which cultural and societal influences are reflected in a variety of Canadian and international texts." Students will participate in some cultural study through historical poems of cultures in conflict. These poems will allow students to explore and experiment with political expression through the poetic medium.

The final section of the unit will be spent in a writer's workshop. This will allow students to work through the editing, revising and publishing processes, working with both poetic and prose assignments. The final project and the bulk of the evaluation for this unit will come in the form of a portfolio project. Students will use their daily assignments and journal reflections to create a collection of ten entries. The entries may be poems with explanatory rationales, or they may be prose selection reflecting on the poetry shared in class. The students will be allowed to choose the make up of their portfolios so long as there are no more than seven of one type. This allows for students who are more comfortable with one medium or the other to be successful while meeting the assignment requirements.

 

Rationale

    Poetry is a very strong medium for multicultural studies because of the minimalistic and personal nature of this as a literary form. Students will have opportunities explore this diverse medium for the expression of human emotion. They will also have the opportunity to mimic and reuse the forms and function of poetry to explore and express their own emotions. Students will learn about the mechanical aspects of poetry, form, rhythm and meter, while exploring the diversity of this medium and the people who create it. This unit is beneficial because it allows the class to work through a major aspect of the English Language Arts curriculum while critically engaging in discussion and reflection about world issues such as racism, violence, immigration, and the experiences of youth culture around the world.

    This unit is important because the diversity of the poetry allows for a broader spectrum of interests. Students will be able to explore poetry from many sources and from many differing perspectives. This is done in the hope that all students will be able to find a path to identifying with the poetic form. The diversity of poetic sources also encourages debate and critical thinking. The students will be challenged to engage in metacognition, examining their own assumptions and attitudes toward their own cultures and those of others. Students will have the opportunity to discuss the somewhat taboo subjects of race and ethnicity in a safe environment. They will be permitted to ask questions and encouraged to look into their own cultural backgrounds.

Unit outline ELA 10 poetry

Class Topic	Student focus/ activity	Resources	Evaluation	Learning Objectives
I am	Students will read and write "I am" poetry, experience and practice free writing	-Personal Themes In literature: The Multicultural Experience -assorted poems (handouts from various sources)	Student was on task and participated in activities, writing sample added to poetry portfolio – self evaluation	1.2.2 a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators
What's in a name?	Students will explore the importance of names in different cultures and poetically express their own name stories and traditions	-Personal Themes In literature: The Multicultural Experience	Students will add this poem to their portfolio – Marked for completion	2.3.1 a. identify and consider personal, moral, ethical and cultural perspectives when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion
Forms and functions	Students will explore different forms and meter of poetry and song	-A Kick in the Head	Definitions quiz and examples – matching/multiple choice quiz	2.3.3 a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms
Canadian poetry, Native, French, and English perspectives	Students will compare and contrast poetry (folk songs) from these three Canadian perspectives	-Songs of the Chippewa. -Dancing Teepees: Poems of American Indian Youth -We Stand on Guard: Poems and Songs of Canadians in Battle -Assorted French folk songs – family collection	Journal entry (blog) about Canadian poetic arts	2.1.1c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2e. describe a text creator's tone, and relate tone to purpose and audience
Music and poetry	Students will examine the poetry of contemporary music lyrics of their choice	Songs and lyrics chosen by students	Short presentation about their song, interpretation reason for selection, ect– rubric	1.2.2 a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators 2.1.2e. describe a text creator's tone, and relate tone to purpose and audience
Artistic License	Students will experiment with different rhythms, rhymes, metaphors, alliterations, and onomatopoeia.	-A Kick in the Head	Group work – specific topics expressed using a variety of literary devices – marked through peer evaluation and rubric	1.1.2 a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences 2.1.2 f. differentiate between literal and figurative statements and between imagery and nonsensory language, identify symbol, recognize familiar allusions, and describe how images are developed in texts 5.2.2 b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes
Cultural Epics Story in verse	Students will explore sections of traditional epics such as Ramayana, Homer's Iliad, Paradise Lost, Cremation of Sam Magee, ect	-Ramayana: Condensed into English Verse. -"Paradise Lost" - The Cremation of Sam McGee	Position paper on the effectiveness of epics poetry for story telling and cultural continuation.	2.3.1b. respond personally and analytically to ideas developed in works of literature and other texts; and analyze the ways in which ideas are reflected in personal and cultural opinions, values, beliefs and perspectives 2.3.2 a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style]
Different Sides of a Disaster.	Students will compare and contrast poems from the end of World War II, from Allied soldiers, Holocaust survivors and victims of the Hiroshima A-bomb.	-The Road From Hiroshima: A Narrative Poem -In Evidence: Poems of the Liberation of Nazi Concentration Camps	Journal entry – how did the poet convey emotion effectively?	2.3.3 b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response
Writing Workshop	Students will move through the writing process, revising and editing to create a finished poetry portfolio.	-Language Arts: Content and Teaching Strategies	Observation checklist	4.1.1 a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience] 4.2.1 d. review own critical/analytical response to literature for plausibility, appropriateness of interpretations, and precision, completeness and relevance of evidence; and revise interpretations and evidence, as necessary