Wednesday, June 9, 2010
Wednesday, June 9, 2010
Today, we watched the rest of Act II of the Macbeth feature film. We then read part of Act III. We stopped after reading Act III, Scene 1. We will start tomorrow on page 125.
Tuesday, June 8, 2010
Today, we finished reading Act II of Macbeth. We then watched most of Act I of the feature film. As an assignment, you have to jot down the differences you perceived between the movie and the script. These were handed in and marked.
Tuesday, June 8, 2010
Today, we finished reading Act II of Macbeth. We then watched most of Act I of the feature film. As an assignment, you have to jot down the differences you perceived between the movie and the script. These were handed in and marked.
Monday, June 7, 2010
Monday, June 7, 2010
Today, we read most of Act I of Macbeth. We ended on page 59. Make sure you read it it you were not here.
Thursday, June 3, 2010
Thursday, June 3, 2010
Today, I introduced the play Macbeth. I have inserted some notes below but we talked a bit about the plague, religious issues and the structure of the theatre. If you were not here, research these areas for your own benefit.
Macbeth
Tragedy: The central characters die
From families of high standing
Hero is dominated by a tragic flaw in
their character (think vices, like greed, pride, seven deadly sins….)
Because of high standing, the downfall of the hero affects many…
Good is wasted in the process of driving out evil
This play is the only one that takes place in Scotland. It is LOOSELY based on a true story that took place in the 1100’s (the royal family line existed….).
Performed in about 1603.
Elizabeth is queen (church of England)
She is replaced by James the First (also Church of England)
Shakespeare was a true believer in the Devine Right of Kings… King has the ear of God. He is the closest thing to God on earth so he must be obeyed and honoured.
Introduces three nasty, evil witches.
Five Acts involved
The events go from Macbeth being a war hero to being the most evil guy on the planet.
Introduction to the Main Characters in Macbeth
Macbeth
As a general, he is a man of honour and well-respected, but he is also a man who desires to become king. While he performs some pretty nasty crimes to achieve this, he is not simply an evil character. He constantly examines his acts attempting to come to terms with them. Since he does wrong but constantly struggles for good, he is seen as a tragic hero, not a villain. He is real in the sense that we can all see ourselves in some part of his personality.
Lady Macbeth
Lady Macbeth is Shakespeare's most evil feminine creation. Her satanic prayer to the forces of Darkness in Act 1 is chilling to modern readers and it would have been absolutely terrifying to those who watched it when it was first acted out. She is a catalyst for the first evil act that Macbeth does.
Duncan
Duncan, the King of Scotland, is portrayed as a kind and beloved ruler; the real King Duncan, who this play is loosely based on, wasn’t. At this time in history, there was the “Devine rule of kings” meaning that the king was next to God and had the ear of God. To kill him was a great sin.
Banquo
Shakespeare's Banquo is the antithesis (direct opposite) of Macbeth – he is pure, moral, loyal and good in all ways. He does not get sucked into things easily. He is also a father of Fleance (called “boy” in this play).
Macduff
Macduff, the thane of Fife (an Anglo-Saxon nobleman of low rank who held lands in return for military service to a lord). He is married and has a son. He is also an honourable man who questions what he sees.
The Three Witches
Nasty, ugly women, Shakespeare's Three Witches, or the Three Weird Sisters, are prophecy spreaders who appear to tell things for fun or for evil-doing. You will notice they speak differently than other characters as well. When the play was performed, they were meant to seem superhuman and horrific, not to appear as old ladies but something much more blood curdling.
Macbeth
Tragedy: The central characters die
From families of high standing
Hero is dominated by a tragic flaw in
their character (think vices, like greed, pride, seven deadly sins….)
Because of high standing, the downfall of the hero affects many…
Good is wasted in the process of driving out evil
This play is the only one that takes place in Scotland. It is LOOSELY based on a true story that took place in the 1100’s (the royal family line existed….).
Performed in about 1603.
Elizabeth is queen (church of England)
She is replaced by James the First (also Church of England)
Shakespeare was a true believer in the Devine Right of Kings… King has the ear of God. He is the closest thing to God on earth so he must be obeyed and honoured.
Introduces three nasty, evil witches.
Five Acts involved
The events go from Macbeth being a war hero to being the most evil guy on the planet.
Introduction to the Main Characters in Macbeth
Macbeth
As a general, he is a man of honour and well-respected, but he is also a man who desires to become king. While he performs some pretty nasty crimes to achieve this, he is not simply an evil character. He constantly examines his acts attempting to come to terms with them. Since he does wrong but constantly struggles for good, he is seen as a tragic hero, not a villain. He is real in the sense that we can all see ourselves in some part of his personality.
Lady Macbeth
Lady Macbeth is Shakespeare's most evil feminine creation. Her satanic prayer to the forces of Darkness in Act 1 is chilling to modern readers and it would have been absolutely terrifying to those who watched it when it was first acted out. She is a catalyst for the first evil act that Macbeth does.
Duncan
Duncan, the King of Scotland, is portrayed as a kind and beloved ruler; the real King Duncan, who this play is loosely based on, wasn’t. At this time in history, there was the “Devine rule of kings” meaning that the king was next to God and had the ear of God. To kill him was a great sin.
Banquo
Shakespeare's Banquo is the antithesis (direct opposite) of Macbeth – he is pure, moral, loyal and good in all ways. He does not get sucked into things easily. He is also a father of Fleance (called “boy” in this play).
Macduff
Macduff, the thane of Fife (an Anglo-Saxon nobleman of low rank who held lands in return for military service to a lord). He is married and has a son. He is also an honourable man who questions what he sees.
The Three Witches
Nasty, ugly women, Shakespeare's Three Witches, or the Three Weird Sisters, are prophecy spreaders who appear to tell things for fun or for evil-doing. You will notice they speak differently than other characters as well. When the play was performed, they were meant to seem superhuman and horrific, not to appear as old ladies but something much more blood curdling.
Wednesday, June 2, 2010
Wednesday, June 2, 2010
Today, you wrote an in-class book review on the independent novel you read this term.
Tuesday, June 1, 2010
Tuesday, June 1, 2010
Today, you took out the play Macbeth from the library. We then marked the Shakespeare A&E questions. After this, you wrote your Macbeth glossary terms quiz. Remember that tomorrow you will write your book review and hand in your major book review assignment.
Monday, May 31, 2010
Monday, May 31, 2010
Today, I handed out your last major assignment. If you weren't here, it is in your portfolio. We then discussed Iambic pentameter. Again, if you weren't here, it is in your portfolio, as is an exercise that goes with it.
Tommorow, you will do that rewrite on the Macbeth Shakespeare glossary terms. Be ready.
Tommorow, you will do that rewrite on the Macbeth Shakespeare glossary terms. Be ready.
Friday, May 28, 2010
Friday, May 28, 2010
Today we decided that the Shakespeare glossary redo quiz will be on Tuesday, June 1.
Also, the book report, which was due on June 1st is now due on Wednesday, June 2. This was handed out at the beginning of the term so you've had planety of time.
You will also write your book review (in-class) on Wednesday. Today, you were given time to work on this.
Also, the book report, which was due on June 1st is now due on Wednesday, June 2. This was handed out at the beginning of the term so you've had planety of time.
You will also write your book review (in-class) on Wednesday. Today, you were given time to work on this.
Thursday, May 27, 2010
Thursday, May 27, 2010
Today, we discussed the importance of writing using details in order to create pathos. We did this by writing a response and then examining how to fully develop it. We then Discussed the importance of transitions and following the same mood when adding sequels to stories ("Lamp at Noon:, question 9). We ended up having a pretty heated discussion about this. A number of you consented to have your work read. Thank you! This is not an easy thing to do. Tomorrow, we will work on understanding Iambic pentameter.
Wednesday, May 26, 2010
Wednesday, May 26, 2010
Today, you were tested on Shakespearean terminology. You will be given a re-write. Further, you watched teh A&E special on William Shakespeare and had simple questions to answer while you viewed.
Tuesday, May 25, 2010
Thursday, May 20, 2010
Today, students paired up and did online searches using a handout entitled “William Shakespeare: An Introduction”. These were due today.
On the back page of the handout is also a list of terms that you will be tested on on Thursday. ·
On the back page of the handout is also a list of terms that you will be tested on on Thursday. ·
Tuesday, May 18, 2010
Tuesday, May 18, 2010
Today you wrote your reading comprehension exam for the short story unit. Tomorrow, you will present your major assignment by reciting your short story to us.
Monday, May 17, 2010
Monday, May 17, 2010
Today, you wrote your in class essay for the short story unit. Tomorrow, you will write a reading comprehension exam (multiple choice).
Friday, May 14, 2010
Friday, May 14, 2010
Today, you wrote a terms exam for the short story unit.
On Monday, you will write an in-class essay. On Tuesday, you will write a comprehension exam on short stories. We will then start the Shakespeare Unit on Wednesday.
On Monday, you will write an in-class essay. On Tuesday, you will write a comprehension exam on short stories. We will then start the Shakespeare Unit on Wednesday.
Friday, May 14, 2010
Today, you wrote a terms exam for the short story unit.
On Monday, you will write an in-class essay. On Tuesday, you will write a comprehension exam on short stories. On Wednesday, you will present your own short stories to us, and then on Thursday, we will start the Shakespeare Unit.
On Monday, you will write an in-class essay. On Tuesday, you will write a comprehension exam on short stories. On Wednesday, you will present your own short stories to us, and then on Thursday, we will start the Shakespeare Unit.
Thursday, May 13, 2010
Thursday, May 13, 2010
Today, we marked the questions for the short story "Boys and Girls". Tomorrow, you will be writing a terms quiz for this unit. Study your terms booklet and also the rules on commas as they will be joined together. You also need a pencil for this exam.
Wednesday, May 12, 2010
Today, you answered questions for the short story "Boys and Girls". These are due at the beginning of class tomorrow.
Tuesday, May 11, 2010
Tuesday, May 11, 2010
Today, we discussed commas a bit more. I then handed out the short story "Boys and Girls", by Alice Munro, which I then read out loud while students highlighted pertinent information (expository and shifts), and identified literary devices (allusion, personification, similes, and metaphors). Once we finished reading it, the students had to write up a summary. Questions for this will be assigned tomorrow. If you were not here today, come into class before lunch and get the reading out of your portfolio.
Monday, May 10, 2010
Monday, May 10, 2010
Today, we worked in pairs and looked at proper use of commas by examining sentences. This is an area that the class, as a whole, has some difficulty.
Thursday, May 6, 2010
Thursday, May 6, 2010
Today, we discussed the problems you had with your essay. Read teh information below for Monday if you weren't here.
Use Key words in the title, not the name of the “work”.
Do not double-double
Never underline on a typed paper
Small works need to be in quotation marks
Big works need to be in italics
Centre and bold your title but don’t make it a bigger font or
Underline
That and who
The people who…
The girl who…
Possessives
Read the following example:
“If we all keep every minority happy in our country or even the world authors would have nothing left of their work.”
The Comma
The comma is the most frequently used and the most frequently misused punctuation mark. The omission of a necessary comma can distort the meaning of a sentence. Unnecessary commas can distract the reader and give the sentence a jerky quality (“Think Stevie in Malcolm in the Middle”). Perhaps nothing is so sure a sign of a competent writer as the correct use of commas, so it is very important that you master them.
First off, what is a COMPLETE sentence?
A COMPLETE SENTENCE is one that contains an independent clause. If it has ONE INDEPENTENT CLAUSE, then it is a SIMPLE SENTENCE. If a group of words does not contain an independent clause, then it is a SENTENCE FRAGMENT (or a dependent clause).
A CLAUSE is a group of related words containing a SUBJECT and a VERB.
A clause can be usefully distinguished from a phrase, which is a group of related words that does not contain a subject-verb relationship, such as "at the school" or "when I arrived" or "knowing that I would pass if I tried". By themselves, these are all sentence fragments. If attached to a COMPLETE SENTENCE (Simple) they can create a richer, more COMPLEX sentence and make your writing much better.
I will now present four rules that will give you a good indication of when you should use a comma. If the sentence you are writing is not covered by one of the four rules remember this:
WHEN IN DOUBT, LEAVE THE COMMA OUT!
There are four comma rules
Rule #1 : Use commas to separate items in a series
of three or more.
e.g.,
Required subjects are math, English, bookkeeping, and business law.
Walk up the hill, turn left, go two blocks and you’ll be there.
The comma before the and at the end of the list is optional; use it or leave it out, but be consistent.
Rule #2 : Use comma(s) to separate from the rest of the sentence any word or expression that is not essential to the sentence’s meaning or that means the same as something else in the sentence.
e.g., Writing business letters isn’t difficult, if
you’re careful.
The phrase “if you’re careful” is not essential to the meaning of the sentence, so it’s separated from the rest of the sentence by a comma.
Stephen Leacock, one of the world’s great humorists, was a professor of economics at McGill.
The phrase “one of the world’s great humorists” means the same as “Stephen Leacock.” The two expressions refer to the same person, so the second is set off by commas. When a nonessential word or phrase occurs in the middle of a sentence, rather than at the beginning or the end, be sure to put commas both before and after it.
If it were up to me, Judy, I’d hire you right now.
The word “Judy,” the name of the person spoken to, is unnecessary to the meaning of the sentence, so it’s set off by commas.
Rule #3 : Place a comma between independent clauses when they are joined by these transition words.:
and nor for
or but yet
so
e.g.,
It was a good party, but last year’s was better.
I’m not speaking to her, so you’ll have to tell her.
I can’t make it to class, yet I feel I should go.
Ross is a good student, for he studies hard.
Be sure that the sentence contains two independent clauses rather than a single subject and a multiple verb.
Rule # 4 : Put a comma after any word or group of words that comes before an independent clause.
e.g.,
Charlie, you aren’t paying any attention. (The second rule applies here, too.)
Though tattered and torn, the book was worth a fortune.
Wherever you go, remember me.
If that’s all there is, we’d better buy more.
Until he got his promotion, he was quite
friendly.
Final note: Never place a single comma between a subject and its verb:
Use Key words in the title, not the name of the “work”.
Do not double-double
Never underline on a typed paper
Small works need to be in quotation marks
Big works need to be in italics
Centre and bold your title but don’t make it a bigger font or
Underline
That and who
The people who…
The girl who…
Possessives
Read the following example:
“If we all keep every minority happy in our country or even the world authors would have nothing left of their work.”
The Comma
The comma is the most frequently used and the most frequently misused punctuation mark. The omission of a necessary comma can distort the meaning of a sentence. Unnecessary commas can distract the reader and give the sentence a jerky quality (“Think Stevie in Malcolm in the Middle”). Perhaps nothing is so sure a sign of a competent writer as the correct use of commas, so it is very important that you master them.
First off, what is a COMPLETE sentence?
A COMPLETE SENTENCE is one that contains an independent clause. If it has ONE INDEPENTENT CLAUSE, then it is a SIMPLE SENTENCE. If a group of words does not contain an independent clause, then it is a SENTENCE FRAGMENT (or a dependent clause).
A CLAUSE is a group of related words containing a SUBJECT and a VERB.
A clause can be usefully distinguished from a phrase, which is a group of related words that does not contain a subject-verb relationship, such as "at the school" or "when I arrived" or "knowing that I would pass if I tried". By themselves, these are all sentence fragments. If attached to a COMPLETE SENTENCE (Simple) they can create a richer, more COMPLEX sentence and make your writing much better.
I will now present four rules that will give you a good indication of when you should use a comma. If the sentence you are writing is not covered by one of the four rules remember this:
WHEN IN DOUBT, LEAVE THE COMMA OUT!
There are four comma rules
Rule #1 : Use commas to separate items in a series
of three or more.
e.g.,
Required subjects are math, English, bookkeeping, and business law.
Walk up the hill, turn left, go two blocks and you’ll be there.
The comma before the and at the end of the list is optional; use it or leave it out, but be consistent.
Rule #2 : Use comma(s) to separate from the rest of the sentence any word or expression that is not essential to the sentence’s meaning or that means the same as something else in the sentence.
e.g., Writing business letters isn’t difficult, if
you’re careful.
The phrase “if you’re careful” is not essential to the meaning of the sentence, so it’s separated from the rest of the sentence by a comma.
Stephen Leacock, one of the world’s great humorists, was a professor of economics at McGill.
The phrase “one of the world’s great humorists” means the same as “Stephen Leacock.” The two expressions refer to the same person, so the second is set off by commas. When a nonessential word or phrase occurs in the middle of a sentence, rather than at the beginning or the end, be sure to put commas both before and after it.
If it were up to me, Judy, I’d hire you right now.
The word “Judy,” the name of the person spoken to, is unnecessary to the meaning of the sentence, so it’s set off by commas.
Rule #3 : Place a comma between independent clauses when they are joined by these transition words.:
and nor for
or but yet
so
e.g.,
It was a good party, but last year’s was better.
I’m not speaking to her, so you’ll have to tell her.
I can’t make it to class, yet I feel I should go.
Ross is a good student, for he studies hard.
Be sure that the sentence contains two independent clauses rather than a single subject and a multiple verb.
Rule # 4 : Put a comma after any word or group of words that comes before an independent clause.
e.g.,
Charlie, you aren’t paying any attention. (The second rule applies here, too.)
Though tattered and torn, the book was worth a fortune.
Wherever you go, remember me.
If that’s all there is, we’d better buy more.
Until he got his promotion, he was quite
friendly.
Final note: Never place a single comma between a subject and its verb:
Wednesday, May 5, 2010
Tuesday, May 4, 2010
Tuesday, May 4, 2010
Today, you worked on your major assignment (see yesterday). This is due at the beginning of class tomorrow.
Monday, May 3, 2010
Monday, May 3, 2010
Today, you were to hand in your short story summaries from Friday. I then handed out the following assignment which is due at the start of class on Wednesday.
“The Lamp at Noon” Questions
by Sinclair Ross
INSTRUCTIONS: Either by yourself or with a partner (one only) answer the following questions as requested and FULLY. I will be taking this in as a major assignment so I expect depth.
1. Describe the expository information for this story as it relates to
setting.
2. What point of view is being used to convey this story? How do you know this? Is this a good choice? Why or why not?
3. What is the main conflict of this story? Provide evidence to prove this (at least three pieces).
4. Give three examples of how the wind is personified. What is the effect of this on the mood of the story?
5. What is the wife so upset about? Why? Provide the context for this (history).
6. Why is the husband not giving in to her? Explain his reasons and provide the context (history).
7. What is the climax of this story? How do you know this is the climax? Explain.
8. Based on what you know, is the ending of this story realistic? Provide a real life analogy that shows the same desperation and show me the comparison.
9. What do you think happened to this couple after this? Write a sequel that addresses this.
“The Lamp at Noon” Questions
by Sinclair Ross
INSTRUCTIONS: Either by yourself or with a partner (one only) answer the following questions as requested and FULLY. I will be taking this in as a major assignment so I expect depth.
1. Describe the expository information for this story as it relates to
setting.
2. What point of view is being used to convey this story? How do you know this? Is this a good choice? Why or why not?
3. What is the main conflict of this story? Provide evidence to prove this (at least three pieces).
4. Give three examples of how the wind is personified. What is the effect of this on the mood of the story?
5. What is the wife so upset about? Why? Provide the context for this (history).
6. Why is the husband not giving in to her? Explain his reasons and provide the context (history).
7. What is the climax of this story? How do you know this is the climax? Explain.
8. Based on what you know, is the ending of this story realistic? Provide a real life analogy that shows the same desperation and show me the comparison.
9. What do you think happened to this couple after this? Write a sequel that addresses this.
Friday, April 30, 2010
Friday, April 30, 2010
Today, we discussed the Great Depression and the Dustbowl. I then gave you the short sotry "Lamp at Noon", by Ross Sinclair to read. Once you finish reading it, you are to summarize it on a separate sheet of paper and hand it in. This story is in your text Viewpoints 11. Make sure you have it read for class on Monday. If you don't have it with you, get it and read it for lunch as this class is in the afternoon.
Thursday, April 29, 2010
Thursday, April 29, 2010
Today, we marked the questions on the short story, ""An Occurrence at Owl Creek Bridge".
Wednesday, April 28, 2010
Wednesday, April 28, 2010
Today, you handed in your short story questions. I then handed out your major assignment instructions (which I have attached below). Keep in mind that this can be presented in a storybook format, on the smartboard, as a short, or even in a more creative way... as long as it meets the stated objectives. Talk to me if you are confused. Further, you may do this with one other person or on your own; however, one mark will be assigned jointly. This means you should pick your partners carefully as not doing so could result in a lack of effort.
Tuesday, April 27, 2010
Tuesday, April 27, 2010
Today, you worked on the questions from yesterday on the short story. I then assigned new questions. If you were not here, they are in your portfolio.
Monday, April 26, 2010
Monday, April 26, 2010
Today, I handed out information about the civil war and how to read a short sotry actively. I then handed out the short story "An Occorrence at Owl Creek Bridge". Your task was to read it actively (as indicated). This is to be completed for the next class. If you were not here, the reading and intro information have been placed in your portfolio.
Thursday, April 22, 2010
Wednesday, April 21, 2010
Today you watched a "short story" and we discussed some of the characteristics present. We relied on the booklet on terms that I presented you with on Tuesday to do this. If you weren't here, study your terminology.
Tuesday, April 20, 2010
Tuesday, April 20, 2010
Today, you wrote your Lord of the Flies comprehension exam (M.C.). I then gave each of you a booklet about short stories to study. There will be a short quiz tomorrow.
Monday, April 19, 2010
Today, you wrote an in-class essay on the novel Lord of the Flies. Tomorrow, you will write a multiple choice exam on the novel, as well as additional, comprehension questions.
Friday, April 16, 2010
Friday, April 16, 2010
Today, we discussed the themes and symbols of Lord of the Flies. You will be writing an in-class essay on this novel on Monday so study! If you were not here, read up on these using the internet (it is all there, plus more).
Thursday, April 15, 2010
Today, you finished watching the film Lord of the Flies. You then completed two activities on verb tense. See me later if you were absent and I will explain this to you.
Wednesday, April 14, 2010
Wednesday, April 14, 2010
Today, you began watching Lord of the Flies. You are to jot down the differences you perceive between the novel and the film as well as the differences or similarities of the characters to their written representation.
Tuesday, April 13, 2010
Tuesday, April 13, 2010
Today, we discussed the conventions that were made, followed, or broken in the novel Lord of the Flies. We then discussed the themes of the novel (posted below) and then watched The Simpsons version of Lord of the Flies.
Monday, April 12, 2010
Monday, April 12, 2010
Today we discussed Lord of the Flies, examining the characteristics of the main characters and matching them up with Simpsons characters to show how creating a visual can help with understanding. If you haven't finished the questions, they are due tomorrow at the latest.
Tuesday, March 30, 2010
Tuesday, March 30 thru the holidays
Today, Wednesday, Thursday and onward, you are reading Lord of the Flies, and answering reading questions. These are to be completed by the time you come back from your break. Be sure to use the time in class wisely as it will cut down on your workload over the break.
Monday, March 29, 2010
Monday, March 29, 2010
Today, we read the frist chapter of Lord of the Flies. Work on the chapter questions. Remember, you will need to read an average of 16 pages a day in order to finish this novel and questions be the end of the holidays.
Friday, March 26, 2010
Friday, March 26, 2010
Today, I introduced more about Lord of the Flies. Specifically, we discussed Golding's views on the nature of man, as well as how the book is an allegory and how the characters symbolize parts of a personality; the whole being is represented as the boys in their entirety. I handed out the novel itself and the chapter questions. We will really dig into this starting on Monday.
Thursday, March 25, 2010
Thursday, March 25, 2010
Today, I introduced the novel unit. The class novel this term is Lord of the Flies, by William Golding.
I gave you some handouts to introduce the author and the book. These are in your portfolios if you weren't here.
I gave you some handouts to introduce the author and the book. These are in your portfolios if you weren't here.
Wednesday, March 24, 2010
Wednesday, March 23, 2010
Today, studnts wrote their poetry unit exam (multiple choice). Everyone was in attendance.
Tuesday, March 23, 2010
Tuesday, March 23, 2010
Today, we finished off the major poetry analysis presentations and discussed the unit exam for poetry you are having tomorrow. Terms that you should know are below:
Illusion
Allusion
Foreshadowing
Metaphor
Metaphorically
Reinforce
Superficial
Apathy
Cynicism (cynic)
Irony
Rhyme
Imagery
Perception (perceive)
Implication (implied)
Familial (filial)
Contrast
Tyranny
Egotistic
Antecedent
Personification
Inscrutable (scrutable)
Conveyed (convey)
Paralleled
Cyclical
Irrevocable
Rhetorical questions
Alliterative (alliteration)
Uniform (not what you wear…but how)
Void (not empty your bowels…)
Haven
Symbolized (symbol/symbolism)
Reprieve
Camaraderie
Illusion
Allusion
Foreshadowing
Metaphor
Metaphorically
Reinforce
Superficial
Apathy
Cynicism (cynic)
Irony
Rhyme
Imagery
Perception (perceive)
Implication (implied)
Familial (filial)
Contrast
Tyranny
Egotistic
Antecedent
Personification
Inscrutable (scrutable)
Conveyed (convey)
Paralleled
Cyclical
Irrevocable
Rhetorical questions
Alliterative (alliteration)
Uniform (not what you wear…but how)
Void (not empty your bowels…)
Haven
Symbolized (symbol/symbolism)
Reprieve
Camaraderie
Wednesday, March 17, 2010
Wednesday, March 17, 2010
Today, we viewed some more of the Major poetry analysis presentations. We will finish these on Monday.
Tuesday, March 16, 2010
Tuesday, March 16, 2010
Today, the students presented their major poetry analysis assignment. We still have more to cover tomorrow.
Monday, March 15, 2010
Monday, March 15, 2010
Today, we did the first day of major poetry analysis. This will be continued tomorrow.
Sunday, March 14, 2010
Friday, March 12, 2010
Today, you were given time to work on your major analysis activity. Keep in mind that it is due for Monday.
Thursday, March 11, 2010
Today, you wrote a poetry quiz. You were then given your major assignment for this poetry unit, which is meant to be due on Monday.
Wednesday, March 10, 2010
Today, you analyzed the poem "Among Children". You must read the poem actively and then asnwer the questions fully.
Remember that you have a poetry terms quiz tomorrow.
Remember that you have a poetry terms quiz tomorrow.
Tuesday, March 9, 2010
Today, you analyzed the poem "Did I Miss Anything?" You MUST read the poem actively (as indicated in earlier discussions and on Blogger if you are confused) and then answer the analysis questions FULLY.
These are due for tomorrow.
These are due for tomorrow.
Monday, March 8, 2010
Monday, March 8, 2010
Today, we analyzed the poem "Warren Pryor" on the board (visual breakdown). You then got into groups of four to work thruogh the analysis of four questions.
Friday, March 5, 2010
Friday, March 5, 2010
Today, you actively analyzed the poem "Warren Pryor". You then answered questions in reference to it and handed these in. If you were not here, pick this up in the morning so you will all be on the same page during class.
Thursday, March 4, 2010
Thursday, March 4, 2010
Today, you were placed in groups of four to discuss your answers to the poem "Cyclops". You had to argue them through and present your responses on a long answer sheet. The groups were them joined into two for further discussion. We then wrote the responses of the two groups on the board and argued them through. There is no homework tonight.
Wednesday, March 3, 2010
Wednesday, March 3, 2010
Today, we discussed the poem "Cyclops" breaking down what literary devices we saw. I then handed out the multiple choice questions for this (short) which are to be handed in for tomorrow.
Tuesday, March 2, 2010
Tuesday, March 2, 2010
Today, we began our unit on poetry. We determined that the unit exams would be on March 18 (essay) and March 22 (m.c.). The students were given the poem "Cyclops", by Margaret Atwood. With this as our example, I explained the steps to reading poetry (which they then did using the poem). the steps are as follows:
1, Look at the title; intepret what you think it means and write this on the page.
2. Count the stanzas and lines in each and write both down.
3. Do an end rhyme scheme on the page and determine if there is a shape to it as well as poetry type.
4. Read the poem through for the first time. Highlight unfamiliar words, look up the definition for them, and write it down in your own words.
5. Read the poem again and highlight literary devices used (and define and/or interpret on the page).
6 Read the poem again and then paraphrase it and summarize it.
That is your homework for tomorrow. If you were not here and can't access this poem, find another one to do instead.
1, Look at the title; intepret what you think it means and write this on the page.
2. Count the stanzas and lines in each and write both down.
3. Do an end rhyme scheme on the page and determine if there is a shape to it as well as poetry type.
4. Read the poem through for the first time. Highlight unfamiliar words, look up the definition for them, and write it down in your own words.
5. Read the poem again and highlight literary devices used (and define and/or interpret on the page).
6 Read the poem again and then paraphrase it and summarize it.
That is your homework for tomorrow. If you were not here and can't access this poem, find another one to do instead.
Monday, March 1, 2010
Monday, March 1, 2010
Today, students wrote the multiple choice comprehension portion of their unit exam. If they were not here, and it was excused, they may write after school tomorrow. If they can't, they will have to make arrangements to do so at another time within this school week or will write it while we discuss the answers in class.
Friday, February 26, 2010
Friday, February 26, 2010
Today, the students wrote an in-class essay as part of their essay unit exam. They will write the multiple choice (comprehension) portion tomorrow. Tonight, they should study their terminology.
Thursday, February 25, 2010
Thursday, February 25, 2010
Today, you will be in your groups and compete in a teams games tournament. We will then discuss the exam that you will be writing tomorrow. I gave you an essay outline to help you with this (you can bring it in if it isn't marked up) and a copy of the essay you will be referring to in the test. You can read this tonight and bring it in tomorrow so you are more prepared (again, please don't mark it up).
Wednesday, February 24, 2010
Wednesday, Fevbruary 24, 2010
Today, you guys got into groups and studied your terminology in preparation for your unit exam(s). Tomorrow, you will participate in a competition against members of other groups. With this in mind, you should be studying tonight.
Tuesday, February 23, 2010
Today, we discussed the answers you came up with for the essay "Happiness". This involved creating ever larger discussion groups until we ended up with the class in two large ones. We then debated them through.
Also, I reminded you that you have an in class essay unit exam o Friday and a multiple choice unit exam on Monday.
Also, I reminded you that you have an in class essay unit exam o Friday and a multiple choice unit exam on Monday.
Monday, February 22, 2010
Monday, February 22, 2010
Today, we started with reading (independent novel) and then we filled in the summary sheet. After this, we discussed the essay "Happiness" from Friday. We then discussed how to answer multiple choice based questions effectively, and I handed out a sheet of tips (pink). Finally, you broke off into groups and I gave you questions to answer in relation to this essay. We will discuss the answers tomorrow.
Friday, February 19, 2010
Friday, February 19, 2010
Today, students had time to read their independent novel. I then handed out reading summary sheets which they will fill in each Tuesday and Thursday after their reading and hand in.
We then discussed how to read actively. The steps I expect when reading essays are listed below. I then handed out the essay "Happiness", by Malcolm Muggeridge for them to read. This is to be completed today. If you were not here, be sure to come into my class in the morning and get it from your portfolio so you can do the next part with everyone else.
Active Reading
1. Paraphrase the paragraphs in your own words and briefly, on the side of the reading as you read.
2. Highlight the thesis (if it is explicit)
3. Highlight the main points
4. Highlight words you don't understand
LOOK THEM UP and write the definition in your own words on the page near the
word and draw a line connecting it to the word
5. Highlight changes in tone
6. Put question marks beside changes that confuse (for further reading)
7. Summarize the work at the end, which should be off the top of your head (what does it mean?)
We then discussed how to read actively. The steps I expect when reading essays are listed below. I then handed out the essay "Happiness", by Malcolm Muggeridge for them to read. This is to be completed today. If you were not here, be sure to come into my class in the morning and get it from your portfolio so you can do the next part with everyone else.
Active Reading
1. Paraphrase the paragraphs in your own words and briefly, on the side of the reading as you read.
2. Highlight the thesis (if it is explicit)
3. Highlight the main points
4. Highlight words you don't understand
LOOK THEM UP and write the definition in your own words on the page near the
word and draw a line connecting it to the word
5. Highlight changes in tone
6. Put question marks beside changes that confuse (for further reading)
7. Summarize the work at the end, which should be off the top of your head (what does it mean?)
Thursday, February 18, 2010
Thursday, February 18, 2010
Today, we did a journal activity and then we marked the answers to "Why We Crave Horror Movies". There was no additional homework.
Wednesday, February 17, 2010
Wednesday, February 17, 2010
Lesson 8
Today, you began with your novel study independent reading. I then handed out the assignment for it and we discussed it.
You were then given an additional activity to complete regarding the essay "Why We Crave Horror Movies", by Stephen King. You are to locate all the allusions in this essay and then explain them.
We then discussed two areas of concern in your response to the essay “A Modest Proposal”. Some of you have trouble understanding the concepts of mood and tone. Further, some of you have difficulty differentiating between opinion and fact. For both of these, there will be activities to complete.
FACT Vs. OPINION
FACT:
1. a thing done (as a crime) or an action
2. something that is real; in a painting or sculpture, something that is true and that everyone agrees may be seen
3. a piece of information presented as being real or true (again, generally agreed upon) ie: people are social beings
OPINION:
1. a [point of ] view, judgment, (or appraisal) in the mind about a particular matter [an opinion is a statement that tells your point of view about something]
2. (belief stronger than impression and less strong than positive knowledge)
4. a generally held view (cultural)
5. an [idea stated] (formal expression) by an expert of his judgment or advice, based on reasons and principles
A fact is something that is true, generally accepted to be, or has been shown to be through repeated experiences. An opinion is your feelings or how someone else feels about a particular topic. Keep in mind that some opinions are fact; for example, I dislike chocolate. That is a fact (remember, I am a witness and trusted not to be lying). On a piece of paper, write the numbers 1 thru 20. Read the sentences below determine if they are fact or opinion. Write either an F or an O on the paper to indicate this:
1. Abraham Lincoln was President of the United States during the Civil War. __________
2. My favorite music group is Nickleback. __________
3. Remembrance Day is celebrated in November in Canada.________
4. Students must pass provincial exams in grade twelve in Alberta.__
5. The red velvet cake Mrs. Harvey made was delicious. __________
6. Students achieving high marks each year will be recognized for their hard work. __________
7. My Mother feels all students should be required to wear school uniforms. __________
8. Madonna is a well-known singer. __________
9. I really enjoyed the football game last weekend. __________
10. Brittany Spears is talented. __________
11. I enjoy reading the books by Stephen King.__________
12. My religion is the only true one ________________
13. Tiger Woods was the first African American to win the Masters Golf Tournament. __________
14. Chocolate cake is my favorite cake.__________
15. My Mom loves for me to wear blue. __________
16. Brad Pitt and Angelina are the parents of many children.______
17. George Washington was the first President of the United States of America. __________
18. My friend, Aleesa is the nicest person on Earth. __________
19. Rosa Parks was a very brave woman during the Civil Rights Movement. __________
20. Argentina is located on the continent of South America. __________
Notes for Fact and opinion
Questions about Fact vs. Opinion
Today, you began with your novel study independent reading. I then handed out the assignment for it and we discussed it.
You were then given an additional activity to complete regarding the essay "Why We Crave Horror Movies", by Stephen King. You are to locate all the allusions in this essay and then explain them.
We then discussed two areas of concern in your response to the essay “A Modest Proposal”. Some of you have trouble understanding the concepts of mood and tone. Further, some of you have difficulty differentiating between opinion and fact. For both of these, there will be activities to complete.
FACT Vs. OPINION
FACT:
1. a thing done (as a crime) or an action
2. something that is real; in a painting or sculpture, something that is true and that everyone agrees may be seen
3. a piece of information presented as being real or true (again, generally agreed upon) ie: people are social beings
OPINION:
1. a [point of ] view, judgment, (or appraisal) in the mind about a particular matter [an opinion is a statement that tells your point of view about something]
2. (belief stronger than impression and less strong than positive knowledge)
4. a generally held view (cultural)
5. an [idea stated] (formal expression) by an expert of his judgment or advice, based on reasons and principles
A fact is something that is true, generally accepted to be, or has been shown to be through repeated experiences. An opinion is your feelings or how someone else feels about a particular topic. Keep in mind that some opinions are fact; for example, I dislike chocolate. That is a fact (remember, I am a witness and trusted not to be lying). On a piece of paper, write the numbers 1 thru 20. Read the sentences below determine if they are fact or opinion. Write either an F or an O on the paper to indicate this:
1. Abraham Lincoln was President of the United States during the Civil War. __________
2. My favorite music group is Nickleback. __________
3. Remembrance Day is celebrated in November in Canada.________
4. Students must pass provincial exams in grade twelve in Alberta.__
5. The red velvet cake Mrs. Harvey made was delicious. __________
6. Students achieving high marks each year will be recognized for their hard work. __________
7. My Mother feels all students should be required to wear school uniforms. __________
8. Madonna is a well-known singer. __________
9. I really enjoyed the football game last weekend. __________
10. Brittany Spears is talented. __________
11. I enjoy reading the books by Stephen King.__________
12. My religion is the only true one ________________
13. Tiger Woods was the first African American to win the Masters Golf Tournament. __________
14. Chocolate cake is my favorite cake.__________
15. My Mom loves for me to wear blue. __________
16. Brad Pitt and Angelina are the parents of many children.______
17. George Washington was the first President of the United States of America. __________
18. My friend, Aleesa is the nicest person on Earth. __________
19. Rosa Parks was a very brave woman during the Civil Rights Movement. __________
20. Argentina is located on the continent of South America. __________
Notes for Fact and opinion
Questions about Fact vs. Opinion
Tuesday, February 16, 2010
Tuesday, February 16, 2010
Today, you were given an essay to read entitled "Why We Crave Horror Movies", by Stephen King. You were also given questions to answer. These are due tomorrow. If you weren't here, stop by class in the morning or at lunch to pick up the reading and questions (it's only a two page read).
Wednesday, February 10, 2010
Wednesday, February 10, 2010
Today, you read your independent novels and then answered the following question:
Summarize the expository information from your novel (the time, place, characters and their connections to each other, environment and initial incident if you are there).
We then discussed how to approach a personal response to literature question correctly. Students wrote the essay yesterday and had questions so the class was spent figuring out how to take a command statement, make it into a question, and then find a path to answering it. In the end, we cam up with a few points (listed below):
1 underline the key words
2. define the key words and terms
3. make a chart and list the points from your reading that would demonstrate the key terms
4. use this as a basis of developing your argument
5. examine your own experiences and find a situation that also reflects your key term based thesis.
Summarize the expository information from your novel (the time, place, characters and their connections to each other, environment and initial incident if you are there).
We then discussed how to approach a personal response to literature question correctly. Students wrote the essay yesterday and had questions so the class was spent figuring out how to take a command statement, make it into a question, and then find a path to answering it. In the end, we cam up with a few points (listed below):
1 underline the key words
2. define the key words and terms
3. make a chart and list the points from your reading that would demonstrate the key terms
4. use this as a basis of developing your argument
5. examine your own experiences and find a situation that also reflects your key term based thesis.
Tuesday, February 9, 2010
Tuesday, February 9, 2010
Today, you wrote your first personal response to texts essay. This will be used as a starting point for further essay development.
Monday, February 8, 2010
Monday, February 8, 2010
Today, students began their novel study by citing their novel. We then discussed the essay "A Modest Proposal" in an effort to explain and understand the satire that is present. Students will write their first in-class essay tomorrow on a topic that relates to this piece.
Wednesday, February 3, 2010
Wednesday, February 3, 2010
Today, you read the essay "A Modest Proposal", by Jonathan Swift. If you were not here, it can be located on line (google search it).
I handed out a sheet on how to answer questions properly as well.
You then answered the following questions:
INSTRUCTIONS: Answer the following questions fully. Keep in mind that some of the answers have more than one possible “reason” or comparison. (value: 90 PLUS 10 for flipping the question into a statement and answering it fully = 49).
Make sure you also put a title on these questions (as that is also worth an additional mark).
What is the topic of this essay (one or two words). (value: 1)
What is the thesis of this essay? (value: 1)
What are the points he is attempting to support in this essay? (value: I am not saying but it is more than 3!).
What facts does he present in this essay? (value: again, lots… )
As this essay is, in fact, satire, what alternatives do you think Swift might have in mind? (come up with at least two)
What is the tone of this essay? What does “tone” in an essay mean? (value: 2)
What is the mood of this essay? What does “mood” in an essay mean? (value: 2)
Who is the intended audience of this essay? Explain (value: 2)
How many paragraphs is this essay? (value: 1)
In point form, create an outline of this essay (ie: 1. Introduction (paraphrase or point: 2. Body paragraph One (paraphrase or point form what it says; etc.) (value: 66)
I handed out a sheet on how to answer questions properly as well.
You then answered the following questions:
INSTRUCTIONS: Answer the following questions fully. Keep in mind that some of the answers have more than one possible “reason” or comparison. (value: 90 PLUS 10 for flipping the question into a statement and answering it fully = 49).
Make sure you also put a title on these questions (as that is also worth an additional mark).
What is the topic of this essay (one or two words). (value: 1)
What is the thesis of this essay? (value: 1)
What are the points he is attempting to support in this essay? (value: I am not saying but it is more than 3!).
What facts does he present in this essay? (value: again, lots… )
As this essay is, in fact, satire, what alternatives do you think Swift might have in mind? (come up with at least two)
What is the tone of this essay? What does “tone” in an essay mean? (value: 2)
What is the mood of this essay? What does “mood” in an essay mean? (value: 2)
Who is the intended audience of this essay? Explain (value: 2)
How many paragraphs is this essay? (value: 1)
In point form, create an outline of this essay (ie: 1. Introduction (paraphrase or point: 2. Body paragraph One (paraphrase or point form what it says; etc.) (value: 66)
Monday, February 1, 2010
Monday, February 1, 2010
Today, we discussed the course outline and expectations. Please make sure that you have your supplies and novels for Monday, February 8, 2010.
Thursday, January 21, 2010
Friday, January 29, 2010
Welcome to English 20-1.
Due to the fact that I am marking this year's Part A's in the city, I am not here. Instead, you are on this site learning how to get information and contact me away from class.
First of all, in case you don't know me, my name is Dawn Benoit. I have been a teacher since 2002. For most of that time, I have worked at this school and, for the most part, my experience has been in English instruction. Prior to becoming a teacher, I was a journalist (and editor), so you can rest assured that I know how to help you figure out essays.
If you check this site daily, you will discover that I do update it after every class. In other words, if you are absent, you can look here and find out what we've done.
What most students do is add this site to their "favourites" on their computer at home.
My school email address is: dawn.benoit@nlsd.ab.ca
My home phone number is: 780 826-8931.
If you are absent, you have no real excuse for not doing your work... this site and these numbers will make that task a lot less painful.
For today, I want you all to do the following:
* Get into groups of three (preferably of people you like or would hang with)
* Write me a letter of introduction including information on all of you. Outline the following:
* your names
* where you live (in town, Glendon, etc)
* email addresses where you can be contacted
* your favourite genres of movies (also, name a couple and explain
why)
* a list of the books you have all read since entering high school (novels... for
school or personal reading) and favourites (as well as an explanation as to why they are favourites)
BRAINSTORM TO GET THIS ONE... THAT'S WHY GROUPS
ARE GOOD
* Explain what areas you have concerns about in relation to this
course
* Ask me at least three questions so I can get back to you on
Monday
* Mail this letter to me via my Internet address
* be REALLY sure that you have checked spelling, punctuation, etc.,
as I will be looking for them.
Once you have finished, I want you to stay in the same groups and, using each other's brains, come up with examples of the following (you can create sentences or give examples of when you have seen it used):
1. Foreshadowing
2. Allusion
3. Stereotype
4. personification
5. conflict
6. protagonist
7. antagonist
8. cliffhanger
9. Stock character
10. symbol
11. metaphor
12. simile
13. apostrophe
14. paradox
These are due for Monday. If you know of a student who is enrolled in this course but wasn't here today, let them know. I will be giving a "zero" if they do not complete it and the absence was not excused.
Due to the fact that I am marking this year's Part A's in the city, I am not here. Instead, you are on this site learning how to get information and contact me away from class.
First of all, in case you don't know me, my name is Dawn Benoit. I have been a teacher since 2002. For most of that time, I have worked at this school and, for the most part, my experience has been in English instruction. Prior to becoming a teacher, I was a journalist (and editor), so you can rest assured that I know how to help you figure out essays.
If you check this site daily, you will discover that I do update it after every class. In other words, if you are absent, you can look here and find out what we've done.
What most students do is add this site to their "favourites" on their computer at home.
My school email address is: dawn.benoit@nlsd.ab.ca
My home phone number is: 780 826-8931.
If you are absent, you have no real excuse for not doing your work... this site and these numbers will make that task a lot less painful.
For today, I want you all to do the following:
* Get into groups of three (preferably of people you like or would hang with)
* Write me a letter of introduction including information on all of you. Outline the following:
* your names
* where you live (in town, Glendon, etc)
* email addresses where you can be contacted
* your favourite genres of movies (also, name a couple and explain
why)
* a list of the books you have all read since entering high school (novels... for
school or personal reading) and favourites (as well as an explanation as to why they are favourites)
BRAINSTORM TO GET THIS ONE... THAT'S WHY GROUPS
ARE GOOD
* Explain what areas you have concerns about in relation to this
course
* Ask me at least three questions so I can get back to you on
Monday
* Mail this letter to me via my Internet address
* be REALLY sure that you have checked spelling, punctuation, etc.,
as I will be looking for them.
Once you have finished, I want you to stay in the same groups and, using each other's brains, come up with examples of the following (you can create sentences or give examples of when you have seen it used):
1. Foreshadowing
2. Allusion
3. Stereotype
4. personification
5. conflict
6. protagonist
7. antagonist
8. cliffhanger
9. Stock character
10. symbol
11. metaphor
12. simile
13. apostrophe
14. paradox
These are due for Monday. If you know of a student who is enrolled in this course but wasn't here today, let them know. I will be giving a "zero" if they do not complete it and the absence was not excused.
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