Are you ready to fly?
I love English 11. I love the stories and poems and themes.
What do you think?
How much ambition is too much? When does ambition turn to selfish greed?
And how much of the human soul is evil? What part is good?
All these questions and more are ours to explore in English 11.
Join me for the ride!
What do you think?
How much ambition is too much? When does ambition turn to selfish greed?
And how much of the human soul is evil? What part is good?
All these questions and more are ours to explore in English 11.
Join me for the ride!
Great resources for writing found here!
stott.edublogs.org: choose Make Your Writing Great! Not all the links work, but a few of them are quite good. I have hard copies of the sites in the class binder.
stott.edublogs.org: choose Make Your Writing Great! Not all the links work, but a few of them are quite good. I have hard copies of the sites in the class binder.
This is UBC's Writing Workshop: there is a lot of very useful information regarding writing her: http://www.writingcentre.ubc.ca/workshop/tools/argument.htm
the_popcorn_project.doc | |
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Thursday/Friday, June 6,7
Read "The Lottery" and answered questions; talked about both tradition and scapegoats. Please answer the questions on the handout attached if you were away.
Read "The Lottery" and answered questions; talked about both tradition and scapegoats. Please answer the questions on the handout attached if you were away.
the_lottery.doc | |
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Wednesday to Friday, May 29 - 31
Students are reading a series of articles that are connected to each other in some way. After each article, they are answering the following questions and discussing the article with a partner.
1. What is the article about?
2. What literary/stylistic techniques does the writer use?
3. How does the speaker feel?
4. What theme emerges from the text?
5. What other texts can you connect it to? Explain how.
By the time you finish, including the Tina Dico song, you will have examined 6 texts. We will do a mini mind map on these on Monday after the first popcorn presentation on Monday by Steph and Kristen.
Students are reading a series of articles that are connected to each other in some way. After each article, they are answering the following questions and discussing the article with a partner.
1. What is the article about?
2. What literary/stylistic techniques does the writer use?
3. How does the speaker feel?
4. What theme emerges from the text?
5. What other texts can you connect it to? Explain how.
By the time you finish, including the Tina Dico song, you will have examined 6 texts. We will do a mini mind map on these on Monday after the first popcorn presentation on Monday by Steph and Kristen.
Tuesday, May 28th
After reading novels, we finished the story "The Cask of Amontillado" and began to find examples of irony and foreshadowing in the story. Please answer the following questions and bring them with you tomorrow.
After reading novels, we finished the story "The Cask of Amontillado" and began to find examples of irony and foreshadowing in the story. Please answer the following questions and bring them with you tomorrow.
the_cask_of_amontillado.docx | |
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Monday, May 27th
We finished up our discussions re the picture books, and then moved on to a story by Edgar Allan Poe, looking at the writer's use of irony and foreshadowing in "The Cask of Amontillado". We began by looking at the vocabulary in the story that might be difficult, making guesses as to what the story would be about. Then we began to listen to the story being read, stopping to note what had happened or to ask questions. We are at slide no. 9 on the website. If you were away, listen up to this point, stopping after each slide to write down what you think is going on and noting the foreshadowing.
Link to story: www.loudlit.org/works.cask.htm
A reminder to get your Swing Kids essays in ASAP.
We finished up our discussions re the picture books, and then moved on to a story by Edgar Allan Poe, looking at the writer's use of irony and foreshadowing in "The Cask of Amontillado". We began by looking at the vocabulary in the story that might be difficult, making guesses as to what the story would be about. Then we began to listen to the story being read, stopping to note what had happened or to ask questions. We are at slide no. 9 on the website. If you were away, listen up to this point, stopping after each slide to write down what you think is going on and noting the foreshadowing.
Link to story: www.loudlit.org/works.cask.htm
A reminder to get your Swing Kids essays in ASAP.
Friday, May 24th
If you were away today, you missed out on a fun mini field trip! We walked over to Gibson Elementary and read picture books to the children, and then asked them questions about the books, coming back to make our own reflections about the books back in class later on.
Please hand in your essays on Swing Kids asap.
If you were away today, you missed out on a fun mini field trip! We walked over to Gibson Elementary and read picture books to the children, and then asked them questions about the books, coming back to make our own reflections about the books back in class later on.
Please hand in your essays on Swing Kids asap.
Thursday, May 23rd
We had a provocative discussion on the question of right and wrong actions, coming to the conclusion that the question of morality centers around how our actions affect others as well as our well being. We noted that it is a difficult thing to be selfless.
We then went on to read picture books (there were 8 to choose from); students read at least 4, then answered the following questions (attached) about the one they enjoyed the most. Tomorrow we'll begin class with a discussion of the books.
Please remember that your essays (Swing Kids) are due tomorrow as well.
We had a provocative discussion on the question of right and wrong actions, coming to the conclusion that the question of morality centers around how our actions affect others as well as our well being. We noted that it is a difficult thing to be selfless.
We then went on to read picture books (there were 8 to choose from); students read at least 4, then answered the following questions (attached) about the one they enjoyed the most. Tomorrow we'll begin class with a discussion of the books.
Please remember that your essays (Swing Kids) are due tomorrow as well.
picture_books_discussion.docx | |
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Wednesday, May 22nd
Students had their final novel discussion groups today. They also peer edited their classmates' Swing Kids essays, which are due on Friday.
Remember that your final assignment for the novel is due next Wednesday.
Students had their final novel discussion groups today. They also peer edited their classmates' Swing Kids essays, which are due on Friday.
Remember that your final assignment for the novel is due next Wednesday.
Tuesday, May 21st
Students wrote their in class essays on Swing Kids today. If you were away, you should have it completed by tomorrow. See the questions in the handout attached for May 16th.
Students wrote their in class essays on Swing Kids today. If you were away, you should have it completed by tomorrow. See the questions in the handout attached for May 16th.
Thursday, May 16th
Students began their work for an essay on Swing Kids by creating an outline. See the topics on the handout attached. Bring the outline with you on Tuesday when you will be writing the essay in class.
Students began their work for an essay on Swing Kids by creating an outline. See the topics on the handout attached. Bring the outline with you on Tuesday when you will be writing the essay in class.
swing_kids_essay_questions.docx | |
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Wednesday, May 15th
Students had their third novel discussions today. We finished watching Swing Kids after a discussion on the backgrounds, influences and choices of the characters. Students wrote responses to the end of the movie. If you were away, you need to finish watching the movie in order to do tomorrow's work.
Students had their third novel discussions today. We finished watching Swing Kids after a discussion on the backgrounds, influences and choices of the characters. Students wrote responses to the end of the movie. If you were away, you need to finish watching the movie in order to do tomorrow's work.
Tuesday, May 14th
Students worked on their role assignments for novel discussions tomorrow. You should have both your second assignment as well as your work for the novel discussion prepared for tomorrow. At the very least, you should have a passage that you can talk about with your group (write it down and make some comments about why you feel it is important).
We watched another 40 minutes of Swing Kids and wrote comments about the characters and the effect that their backgrounds and choices are having on them: Thomas, Peter, and Herr Knopp especially. Who is changing? What motivates each of the characters (including Arvid)?
Students worked on their role assignments for novel discussions tomorrow. You should have both your second assignment as well as your work for the novel discussion prepared for tomorrow. At the very least, you should have a passage that you can talk about with your group (write it down and make some comments about why you feel it is important).
We watched another 40 minutes of Swing Kids and wrote comments about the characters and the effect that their backgrounds and choices are having on them: Thomas, Peter, and Herr Knopp especially. Who is changing? What motivates each of the characters (including Arvid)?
Monday, May 13th
After beginning the day with some reading, they were introduced to the Popcorn Project (see handout); presentations will begin May 27th in order to give plenty of time to watch a movie and interact with it.
We began to watch Swing Kids (33 minutes) and will continue with the movie tomorrow along with preparing for Wednesday's novel discussions.
After beginning the day with some reading, they were introduced to the Popcorn Project (see handout); presentations will begin May 27th in order to give plenty of time to watch a movie and interact with it.
We began to watch Swing Kids (33 minutes) and will continue with the movie tomorrow along with preparing for Wednesday's novel discussions.
the_popcorn_project.doc | |
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Friday, May 10th
Students worked in the computer lab on their second novel assignment.
Students worked in the computer lab on their second novel assignment.
Thursday, May 9th
After a fire/earthquake drill, students met in their novel groups to discuss their novels, after which they evaluated their group's discussion and preparation. The first independent assignment was due today. By next week, you should be 3/4 of the way through your novel and ready to discuss the novel with your classmates.
We also read the poem "The Just" and had a debate about whether Borges is right: that ordinary people in the ordinary goings on of life, are saving the world. Don't forget to commit an act of light today!
After a fire/earthquake drill, students met in their novel groups to discuss their novels, after which they evaluated their group's discussion and preparation. The first independent assignment was due today. By next week, you should be 3/4 of the way through your novel and ready to discuss the novel with your classmates.
We also read the poem "The Just" and had a debate about whether Borges is right: that ordinary people in the ordinary goings on of life, are saving the world. Don't forget to commit an act of light today!
Wednesday, May 8th
We enjoyed watching and hearing groups of students perform their favourite scenes from the 5 acts in Macbeth.
We came back to the classroom and began novel discussions. However, students were not prepared for their roles. Please have a page prepared to bring to your group tomorrow. If you were away, you should have a passage prepared to share with your group.
Students also handed in their first novel assignment.
We enjoyed watching and hearing groups of students perform their favourite scenes from the 5 acts in Macbeth.
We came back to the classroom and began novel discussions. However, students were not prepared for their roles. Please have a page prepared to bring to your group tomorrow. If you were away, you should have a passage prepared to share with your group.
Students also handed in their first novel assignment.
Tuesday, May 7th
Test on Macbeth today. BE prepared for tomorrow:
1. Performance of a scene of the play
2. Novel circle discussions (have your role prepared)
3. First assignment of the four novel assignments completed
Test on Macbeth today. BE prepared for tomorrow:
1. Performance of a scene of the play
2. Novel circle discussions (have your role prepared)
3. First assignment of the four novel assignments completed
Monday, May 6th
Students prepared to perform a scene from Macbeth (Wednesday). They also received a page of quotes that the groups in the class came up with; these will be the source of tomorrow's test. Please study and make notes on the quotes in order to prepare.
Students prepared to perform a scene from Macbeth (Wednesday). They also received a page of quotes that the groups in the class came up with; these will be the source of tomorrow's test. Please study and make notes on the quotes in order to prepare.
Friday, May 3rd
We enjoyed tea, pumpkin squares and poetry today!
We enjoyed tea, pumpkin squares and poetry today!
Thursday, May 2nd
We worked on identifying the 5 best quotes from each act of Macbeth in preparation for a test on Tuesday.
Tomorrow students should be prepared for our poetry slam - have your poem memorized and ready to go. Attached is a rubric for both the Macbeth and the poetry slam performances.
Monday you will have time to work on your performances of a scene(s) from Macbeth for your classmates.
Next Wednesday you should have your first assignment done for your novel study and your role prepared for a group discussion.
We worked on identifying the 5 best quotes from each act of Macbeth in preparation for a test on Tuesday.
Tomorrow students should be prepared for our poetry slam - have your poem memorized and ready to go. Attached is a rubric for both the Macbeth and the poetry slam performances.
Monday you will have time to work on your performances of a scene(s) from Macbeth for your classmates.
Next Wednesday you should have your first assignment done for your novel study and your role prepared for a group discussion.
performance_criteria.docx | |
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Wed., May 1st
Students began making lists of "acts of light" they could imagine doing and we had a quick silent discussion on the board, brainstorming our ideas.
I demonstrated how to choose a good quote from a text, using criteria (reveals character, advances plot, imagery enhances or creates mood).
HW: Each student should come prepared with 5 quotes for tomorrow. Depending on your group, you will choose the quotes from a different Act. If you were not present, choose your quotes from Act 5.
We also had a first group novel discussion today. Again, if you were not here, look at the handout and make a tentative choice on the first assignment you will complete for the novel. You will choose 2 out of the first 4 options and 2 out of the last 4. The first one is due on Wed., May 8th.
Students began making lists of "acts of light" they could imagine doing and we had a quick silent discussion on the board, brainstorming our ideas.
I demonstrated how to choose a good quote from a text, using criteria (reveals character, advances plot, imagery enhances or creates mood).
HW: Each student should come prepared with 5 quotes for tomorrow. Depending on your group, you will choose the quotes from a different Act. If you were not present, choose your quotes from Act 5.
We also had a first group novel discussion today. Again, if you were not here, look at the handout and make a tentative choice on the first assignment you will complete for the novel. You will choose 2 out of the first 4 options and 2 out of the last 4. The first one is due on Wed., May 8th.
novel_tasks.doc | |
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Tuesday, April 30
31 Acts of Light begin tomorrow
First novel discussion circles: if you were away and do not have a role, please choose a favourite or important passage from the first 1/4 of the novel to share with your group.
We watched Act 5 and will discuss it in further detail tomorro.
31 Acts of Light begin tomorrow
First novel discussion circles: if you were away and do not have a role, please choose a favourite or important passage from the first 1/4 of the novel to share with your group.
We watched Act 5 and will discuss it in further detail tomorro.
Monday, April 29
We explored the remainder of Act 4: the killing of Macduff's wife and children, as well as the "trust test" Malcolm puts to Macduff. Through the test, we learn the traits of a good leader (we took notes and noted quotes to support the notes).
We explored the remainder of Act 4: the killing of Macduff's wife and children, as well as the "trust test" Malcolm puts to Macduff. Through the test, we learn the traits of a good leader (we took notes and noted quotes to support the notes).
Friday, April 26
Students read, and we discussed Act 4. and the four apparitions and prophecies Macbeth received from the witches. We also began to look at the question raised in this Act: What are the traits of a true leader/king/person? Please refer to pages 73 - 76 in the text and read the "test" Malcolm gives Macduff to see if he's loyal to his country. In these words, you will also find the answer to the question. Feel free to use Sparks notes or No Fear Shakespeare to understand the words.
Students read, and we discussed Act 4. and the four apparitions and prophecies Macbeth received from the witches. We also began to look at the question raised in this Act: What are the traits of a true leader/king/person? Please refer to pages 73 - 76 in the text and read the "test" Malcolm gives Macduff to see if he's loyal to his country. In these words, you will also find the answer to the question. Feel free to use Sparks notes or No Fear Shakespeare to understand the words.
Thursday, April 25
Students wrote on the question: Is assassination or civil war justifiable in the event of tyranny? OR Does the end ever justify the means? We had a discussion on the topics as well as on the idea of the possibility of going back/taking a different life trajectory when you've made bad choices in the past (link to Macbeth's words at the end of Act 3).
We finished Act 3 and then watched Macbeth's second meeting with the witches where he sees 4 new apparitions and hears 4 new prophecies corresponding to them (4.1.67 - 131). Please sketch the apparitions and state what the prophecy surrounding it is.
Students wrote on the question: Is assassination or civil war justifiable in the event of tyranny? OR Does the end ever justify the means? We had a discussion on the topics as well as on the idea of the possibility of going back/taking a different life trajectory when you've made bad choices in the past (link to Macbeth's words at the end of Act 3).
We finished Act 3 and then watched Macbeth's second meeting with the witches where he sees 4 new apparitions and hears 4 new prophecies corresponding to them (4.1.67 - 131). Please sketch the apparitions and state what the prophecy surrounding it is.
Wednesday, April 24
Students read their novels.
Groups presented their readings and thoughts on Act 3 scenes.
NOTE: Narrative essays are due THIS week or they will not be considered for assessment.
You should have your poem chosen by Friday or Mrs. Unrau will assign you one.
Students read their novels.
Groups presented their readings and thoughts on Act 3 scenes.
NOTE: Narrative essays are due THIS week or they will not be considered for assessment.
You should have your poem chosen by Friday or Mrs. Unrau will assign you one.
Tuesday, April 23
Students chose from 5 different novels to begin reading for our next unit.
We then looked at Macbeth's second soliloquy and deciphered it sentence by sentence (rather than line by line). Noting punctuation in a Shakespearean play is important to understanding.
Groups then each worked on a scene they will present to the class tomorrow to piece together Act 3.
Students chose from 5 different novels to begin reading for our next unit.
We then looked at Macbeth's second soliloquy and deciphered it sentence by sentence (rather than line by line). Noting punctuation in a Shakespearean play is important to understanding.
Groups then each worked on a scene they will present to the class tomorrow to piece together Act 3.
Monday, April 22
We reviewed the events of Act 2 and watched the scenes after the murder is committed, noting both Macbeth and his wife's responses, along with other characters in the scenes. We began to read Act 3.1 up to the point where Macbeth gives his second soliloquy. Please use whatever means you need to understand and paraphrase the speech (3.1.49 - 73). We'll compare our versions tomorrow.
There might be a short quiz on Act 2 tomorrow as well.
We reviewed the events of Act 2 and watched the scenes after the murder is committed, noting both Macbeth and his wife's responses, along with other characters in the scenes. We began to read Act 3.1 up to the point where Macbeth gives his second soliloquy. Please use whatever means you need to understand and paraphrase the speech (3.1.49 - 73). We'll compare our versions tomorrow.
There might be a short quiz on Act 2 tomorrow as well.
Thursday, April 18
Cross grade essays.
Cross grade essays.
Wednesday, April 17
We reviewed the different kinds of essays before beginning some brainstorming for the cross grade essay. Students also met with me to determine their midterm grade using their rubrics.
We reviewed the different kinds of essays before beginning some brainstorming for the cross grade essay. Students also met with me to determine their midterm grade using their rubrics.
Tuesday, April 16
Students read each others' narratives to give advice. Please edit your work and hand in the good copy on Monday, April 22nd. Please include one area where you hope to improve at the top of the essay.
Students worked in groups on one aspect of Act 2 of Macbeth. The groups will present their findings on Monday.
Tomorrow, please come with a pen, paper, and your binders with your summative work thus far.
Students read each others' narratives to give advice. Please edit your work and hand in the good copy on Monday, April 22nd. Please include one area where you hope to improve at the top of the essay.
Students worked in groups on one aspect of Act 2 of Macbeth. The groups will present their findings on Monday.
Tomorrow, please come with a pen, paper, and your binders with your summative work thus far.
Monday, April 15
Slightly detained by a survey in the computer lab, we did manage to finish most of Act 2 (please finish on your own). Also, you must have your narrative or descriptive essays with you tomorrow for peer editing work.
Cross grade essays will be written on Wed and Thurs of this week, and I will be conducting interviews with individual students to determine your grade for this half of the semester.
Slightly detained by a survey in the computer lab, we did manage to finish most of Act 2 (please finish on your own). Also, you must have your narrative or descriptive essays with you tomorrow for peer editing work.
Cross grade essays will be written on Wed and Thurs of this week, and I will be conducting interviews with individual students to determine your grade for this half of the semester.
Friday, April 12
Writers' workshop was shortened due to an assembly; however, students should finish their descriptive essays/narratives for Monday.
Writers' workshop was shortened due to an assembly; however, students should finish their descriptive essays/narratives for Monday.
Thurs, April 11
Students wrote letter essays about their novels in reply to Mrs. Unrau's letter essay to them (see handout). If you were away, you should write the letter at home.
Students wrote letter essays about their novels in reply to Mrs. Unrau's letter essay to them (see handout). If you were away, you should write the letter at home.
letter_essay11.docx | |
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WEd., April 10
Students handed in their work for Act 1 of Macbeth and then wrote a quiz on the first act. We began to read the next act.
Tomorrow, please bring your novels and laptops (if you have one) to write me a letter about your novel.
Students handed in their work for Act 1 of Macbeth and then wrote a quiz on the first act. We began to read the next act.
Tomorrow, please bring your novels and laptops (if you have one) to write me a letter about your novel.
Tuesday, April 9
Please complete the handout assignment for tomorrow.
Please complete the handout assignment for tomorrow.
act_i.docx | |
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Monday, April 8
Students read. Once you finish your novel, move on to explore some poetry. Students were given a handout of poets they might explore in preparation for a poetry slam at the end of April, when all students will perform a memorized poem.
We carried on with the remainder of Act 1 after working in groups to dig a little deeper to find out what Macbeth is like at the beginning of the play. We used the references listed in the handout from Thursday. Please complete this on your own if you were away.
Students read. Once you finish your novel, move on to explore some poetry. Students were given a handout of poets they might explore in preparation for a poetry slam at the end of April, when all students will perform a memorized poem.
We carried on with the remainder of Act 1 after working in groups to dig a little deeper to find out what Macbeth is like at the beginning of the play. We used the references listed in the handout from Thursday. Please complete this on your own if you were away.
Friday, April 5
Writers' Workshop: Take a scene from the novel you are reading and rewrite it in your own story (perhaps a part that is missing, that you wish had been explained more fully) OR write a descriptive essay (see handout for worksheet) OR choose another memoir or writing territory from your life to write about. You will have next Friday to work on this essay before workshopping it and handing it in.
Writers' Workshop: Take a scene from the novel you are reading and rewrite it in your own story (perhaps a part that is missing, that you wish had been explained more fully) OR write a descriptive essay (see handout for worksheet) OR choose another memoir or writing territory from your life to write about. You will have next Friday to work on this essay before workshopping it and handing it in.
descriptive_writing.docx | |
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Thursday, April 4
We carried on with our reading of Macbeth, exploring who Macbeth is at the beginning of the play in terms of his rank as well as personality. Students wrote down references that they will be reading and examining more closely in small groups (see handout).
We've read until the beginning of scene 3.
We carried on with our reading of Macbeth, exploring who Macbeth is at the beginning of the play in terms of his rank as well as personality. Students wrote down references that they will be reading and examining more closely in small groups (see handout).
We've read until the beginning of scene 3.
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Wed., April 3
We began a study of Macbeth with some notes on themes, symbols and an exercise on society and culture in Shakespeare's time (hierarchy of created world). If you were away, get these notes from a fellow student.
We began the play by reading the witches' words in Scene 1.
We began a study of Macbeth with some notes on themes, symbols and an exercise on society and culture in Shakespeare's time (hierarchy of created world). If you were away, get these notes from a fellow student.
We began the play by reading the witches' words in Scene 1.
Tues., April 2
Students wrote about a "moment" (an event that took place in a half hour or less) and read them in partners.
Assignments were returned and students recorded comments in their assignment logs.
Introduction of Macbeth.
Students wrote about a "moment" (an event that took place in a half hour or less) and read them in partners.
Assignments were returned and students recorded comments in their assignment logs.
Introduction of Macbeth.
Fri., Mar. 15
Students worked on visuals, and we played some word games.
Students worked on visuals, and we played some word games.
Thurs., Mar. 14
Students worked on their visuals.
Students worked on their visuals.
Wed., Mar. 13
Students were given the "test"assignment which will be done tomorrow in class. See the handout for instructions. Come prepared tomorrow with images, coloured pencils, felts, etc. in order to create your visual.
Students were also asked to choose a star (sports, Hollywood, or other) who has fallen from fame. Dig a little to find out how the person began, what crisis occurred and how their lives are presently. Be ready to present your information when you come back from Spring Break.
Students were given the "test"assignment which will be done tomorrow in class. See the handout for instructions. Come prepared tomorrow with images, coloured pencils, felts, etc. in order to create your visual.
Students were also asked to choose a star (sports, Hollywood, or other) who has fallen from fame. Dig a little to find out how the person began, what crisis occurred and how their lives are presently. Be ready to present your information when you come back from Spring Break.
visual.docx | |
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File Type: | docx |
Tues, Mar. 12
Sorry I couldn't get on to Weebly until Wednesday. If you were away, you should know that we peer edited and read students' narratives. These are due on Thursday.
Sorry I couldn't get on to Weebly until Wednesday. If you were away, you should know that we peer edited and read students' narratives. These are due on Thursday.
Mon, Mar. 11
Students continued their work on the character paragraphs on one of the characters in "The Human Fly". Please have a draft complete by tomorrow. You should also have your narrative draft with you tomorrow.
Students continued their work on the character paragraphs on one of the characters in "The Human Fly". Please have a draft complete by tomorrow. You should also have your narrative draft with you tomorrow.
Fri., Mar. 8
At this point, all students should have edited and handed in their best poetry response for final assessment. As well, students should bring their narrative drafts to school by Monday, so that they can work through the checklist alone and with a partner.
At this point, all students should have edited and handed in their best poetry response for final assessment. As well, students should bring their narrative drafts to school by Monday, so that they can work through the checklist alone and with a partner.
Thurs., Mar. 7
Students used the handouts on character traits for two purposes: they wrote three traits that described themselves and explained why (gave evidence) AND they chose three traits they had not seen before and looked up the meaning. After we had a trait exchange in the classroom. We spent some time "workshopping" the literary analysis paragraphs that were handed back today, focusing especially on quote integration. Students helped each other correct their errors.
Finally, students chose 3 character traits to describe either Zoltan or Sol. Next they found 2 synonyms for each of the traits.
Please bring your narratives for tomorrow's class or make sure the narrative is accessible online.
Students used the handouts on character traits for two purposes: they wrote three traits that described themselves and explained why (gave evidence) AND they chose three traits they had not seen before and looked up the meaning. After we had a trait exchange in the classroom. We spent some time "workshopping" the literary analysis paragraphs that were handed back today, focusing especially on quote integration. Students helped each other correct their errors.
Finally, students chose 3 character traits to describe either Zoltan or Sol. Next they found 2 synonyms for each of the traits.
Please bring your narratives for tomorrow's class or make sure the narrative is accessible online.
Wed., Mar. 6
Students read for 15 minutes, adding to their reading logs by making an annotation. If you were away, you should have at least half a dozen annotations from your book by now.
In order to carry on the discussion about the story, students worked in partners to answer the questions (attached). Please complete these in complete sentences if you were away.
Finally, consider what visual you could create for one of the literary devices that T.C. Boyle uses in his story.
Students read for 15 minutes, adding to their reading logs by making an annotation. If you were away, you should have at least half a dozen annotations from your book by now.
In order to carry on the discussion about the story, students worked in partners to answer the questions (attached). Please complete these in complete sentences if you were away.
Finally, consider what visual you could create for one of the literary devices that T.C. Boyle uses in his story.
Tues., Mar. 5
We carried on with "The Human Fly" today. If you were away, have a go at the quiz of literary techniques taken from the story as well as from "The Lottery Ticket". Each example from 1 to 10 is unique: I'll post the answers tomorrow.
We finished reading the story and wrote a response about the ending as well as our thoughts on ambition and each of the characters in the story: the agent, Sol, the boss, and Zoltan.
Choose your favourite line (literary term example from the story).
We carried on with "The Human Fly" today. If you were away, have a go at the quiz of literary techniques taken from the story as well as from "The Lottery Ticket". Each example from 1 to 10 is unique: I'll post the answers tomorrow.
We finished reading the story and wrote a response about the ending as well as our thoughts on ambition and each of the characters in the story: the agent, Sol, the boss, and Zoltan.
Choose your favourite line (literary term example from the story).
the_human_fly_terms_quiz.docx | |
File Size: | 15 kb |
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Mon., Mar. 4
Here are some things we explored today:
-looking back on our weekends to find noteworthy and story-worthy events, conversations or ideas
-a look at the image attached, writing the man's background or how he got where he is OR writing about why you would/would not like to be famous
-a brief look at the trailer for Man on Wire and thinking about what would motivate someone to take the risk the man in the movie takes
-began to read "The Human Fly" by T.C. Boyle. We read only up to the point where Zoltan comes down from the Sumitomo Building after staying there, suspended in a mesh bag, for two weeks. Please stop now and find, minimally, ten examples of Boyle's writing where he uses literary techniques or devices. My list includes: alliteration, allusion, metaphor, simile, hyperbole, understatement, imagery, sentence variety, diction, jargon. See how many you can find. Don't read on in the story unless you find ten techniques.
Here are some things we explored today:
-looking back on our weekends to find noteworthy and story-worthy events, conversations or ideas
-a look at the image attached, writing the man's background or how he got where he is OR writing about why you would/would not like to be famous
-a brief look at the trailer for Man on Wire and thinking about what would motivate someone to take the risk the man in the movie takes
-began to read "The Human Fly" by T.C. Boyle. We read only up to the point where Zoltan comes down from the Sumitomo Building after staying there, suspended in a mesh bag, for two weeks. Please stop now and find, minimally, ten examples of Boyle's writing where he uses literary techniques or devices. My list includes: alliteration, allusion, metaphor, simile, hyperbole, understatement, imagery, sentence variety, diction, jargon. See how many you can find. Don't read on in the story unless you find ten techniques.
Fri., Mar. 1
Writers' workshop in the computer lab. Students were to do the pre-writing and try at least 3 leads before beginning a personal narrative. See the handout attached for the notes give.
Writers' workshop in the computer lab. Students were to do the pre-writing and try at least 3 leads before beginning a personal narrative. See the handout attached for the notes give.
variety_of_leads.docx | |
File Size: | 13 kb |
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writing_an_effective_narrative.docx | |
File Size: | 15 kb |
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Thurs., Feb. 28
Students read and made more annotations (don't forget to make annotations when you're reading at home). They then had their last poem discussion and wrote their final poem analyses, then chose the best out of the three before handing them all in, the best one
Students read and made more annotations (don't forget to make annotations when you're reading at home). They then had their last poem discussion and wrote their final poem analyses, then chose the best out of the three before handing them all in, the best one
Wed., Feb. 27
Students wrote personal stories (narratives) about a time when they had to make a difficult decision. They then spent 15 minutes reading and marking up the second poem before joining their groups for a second poetry discussion. Finally, they wrote a response the to yesterday's question about ambition and choices. Please prepare for tomorrow's class by reading and marking up your third poem. Shawn and Riley, I expect that you will have a discussion of your own in Las Vegas.
Students wrote personal stories (narratives) about a time when they had to make a difficult decision. They then spent 15 minutes reading and marking up the second poem before joining their groups for a second poetry discussion. Finally, they wrote a response the to yesterday's question about ambition and choices. Please prepare for tomorrow's class by reading and marking up your third poem. Shawn and Riley, I expect that you will have a discussion of your own in Las Vegas.
Tuesday, Feb. 26
Students read for 20 minutes, adding an annotation to their logs. They then broke into groups to discuss the first poem in the collection about ambition and choices, after which they wrote responses to the question: What is this poem saying about ambition and/or choices? You should prepare for tomorrow's poetry discussion by reading, making notes, annotating the second poem your group chose.
Students read for 20 minutes, adding an annotation to their logs. They then broke into groups to discuss the first poem in the collection about ambition and choices, after which they wrote responses to the question: What is this poem saying about ambition and/or choices? You should prepare for tomorrow's poetry discussion by reading, making notes, annotating the second poem your group chose.
Monday, Feb. 25
We enjoyed a "fishbowl discussion" between 5 members of the Delview staff on the poem "The World is Too Much With Us" by William Wordsworth. After we talked about what makes for a good discussion, then distributed poetry folders to the groups in the class. Each group decided which poem they would like to talk about tomorrow. Please be prepared to talk about your poem tomorrow.
We enjoyed a "fishbowl discussion" between 5 members of the Delview staff on the poem "The World is Too Much With Us" by William Wordsworth. After we talked about what makes for a good discussion, then distributed poetry folders to the groups in the class. Each group decided which poem they would like to talk about tomorrow. Please be prepared to talk about your poem tomorrow.
Friday, Feb. 22
Students worked in groups to interpret/translate the writing rubric; then students worked on memoir or writing territory drafts or on their found poems begun earlier in the semester.
Students worked in groups to interpret/translate the writing rubric; then students worked on memoir or writing territory drafts or on their found poems begun earlier in the semester.
Thursday, Feb. 21
Students wrote in-class paragraphs, choosing between a discussion on symbolism used in "Rich for One Day" or satire in "The Lottery Ticket". In either case, the paragraph should include the thinking about what these stories say about wealth, ambition and greed.
Students wrote in-class paragraphs, choosing between a discussion on symbolism used in "Rich for One Day" or satire in "The Lottery Ticket". In either case, the paragraph should include the thinking about what these stories say about wealth, ambition and greed.
Wed., Feb. 20
A bit of a muddled class today with a lot of noise from one side of the room and students leaving to pay student fees. Students began reading logs today - refer to the attachment if you were away. Please begin your log and try to make an entry every time you read. Keep the log inside your novel.
We carried on the work with "The Lottery Ticket", looking for these devices: personification, metaphor, contrast, alliteration, imagery, parallellism, exaggeration (the point is to see how a master writer uses these devices to create meaning, and in this case, to satirize society). If you were away, please try to do the work at home.
A bit of a muddled class today with a lot of noise from one side of the room and students leaving to pay student fees. Students began reading logs today - refer to the attachment if you were away. Please begin your log and try to make an entry every time you read. Keep the log inside your novel.
We carried on the work with "The Lottery Ticket", looking for these devices: personification, metaphor, contrast, alliteration, imagery, parallellism, exaggeration (the point is to see how a master writer uses these devices to create meaning, and in this case, to satirize society). If you were away, please try to do the work at home.
Tuesday, Feb. 19
Students wrote about their experiences with buying tickets for lotteries/raffles, etc or about times when they won something or lost a contest of some sort. We then read the story "The Lottery Ticket" by Anton Chekhov (you can find it online if you missed the class). After students worked discussed the question: Do Ivan Dmitrich's musings over winning the lottery reveal his true character and feelings toward others? Why? Why not? We also discussed what Chekhov is satirizing.
Students wrote about their experiences with buying tickets for lotteries/raffles, etc or about times when they won something or lost a contest of some sort. We then read the story "The Lottery Ticket" by Anton Chekhov (you can find it online if you missed the class). After students worked discussed the question: Do Ivan Dmitrich's musings over winning the lottery reveal his true character and feelings toward others? Why? Why not? We also discussed what Chekhov is satirizing.
Monday, Feb. 18
My apologies for the lack of posts; I think I posted and then didn't save (the hazards of technology...sigh)
Today we carried on with our thinking about what it means to be rich through the story "Rich for One Day", examining the symbols of books and light within the story to think about Aline and her view of life. For tomorrow, write a one page monologue from Aline's perspective on life 5 or 10 or 20 years from the story's setting. Has she changed? Did she regret her actions that day? OR
Carry on with the story, writing what happens the day after/the week after.
My apologies for the lack of posts; I think I posted and then didn't save (the hazards of technology...sigh)
Today we carried on with our thinking about what it means to be rich through the story "Rich for One Day", examining the symbols of books and light within the story to think about Aline and her view of life. For tomorrow, write a one page monologue from Aline's perspective on life 5 or 10 or 20 years from the story's setting. Has she changed? Did she regret her actions that day? OR
Carry on with the story, writing what happens the day after/the week after.
Tuesday, Feb. 12
Students wrote a response to the quote at the top of the handout (attached; if you were away, please make a copy and bring it with you tomorrow). We then talked about the written responses to "Did I Miss Anything?", working in partners to edit sentences so that they were more detailed and meaningful. We will continue this over the next week or so; you should have your response with you in order to do some editing work.
We then began a discussion on the questions on the handout and students were asked to write two more questions they would like to explore over the next few weeks about ambition and greed, success and happiness.
Students wrote a response to the quote at the top of the handout (attached; if you were away, please make a copy and bring it with you tomorrow). We then talked about the written responses to "Did I Miss Anything?", working in partners to edit sentences so that they were more detailed and meaningful. We will continue this over the next week or so; you should have your response with you in order to do some editing work.
We then began a discussion on the questions on the handout and students were asked to write two more questions they would like to explore over the next few weeks about ambition and greed, success and happiness.
Friday, Feb. 8
Students began the day by reading: can you finish a novel by Feb. 22? Try.
They then worked with a partner on identifying ways to improve the compositions they wrote for their initial assessments
Students began the day by reading: can you finish a novel by Feb. 22? Try.
They then worked with a partner on identifying ways to improve the compositions they wrote for their initial assessments
Thursday, Feb. 7
Students worked in groups to "read" more deeply the poem "Did I Miss Anything?" by Tom Wayman. They shared strategies for reading a poem, chose favourite lines and identified effective devices the poet uses. Then they wrote individual responses to the poem. If you were away, please write your response to the poem.
Students worked in groups to "read" more deeply the poem "Did I Miss Anything?" by Tom Wayman. They shared strategies for reading a poem, chose favourite lines and identified effective devices the poet uses. Then they wrote individual responses to the poem. If you were away, please write your response to the poem.
Tuesday, Feb. 5
We looked at the oral rubric and began an attempt at one-minute speeches. If you were away, refer to the rubric under the heading "Strategies/Tools". What do you need to work on?
Students also made book choices and signed them out, then set 3 reading goals for this first 6 weeks of Semester 2.
Finally, we began to talk about the difference tone makes in communication and read the poem "Did I Miss Anything?" through one time. Please make a few sketches beside any of the lines that conjure up pictures in your mind and bring the poem to class with you tomorrow.
If you weren't able to open the lit terms pkg yesterday, try this:
We looked at the oral rubric and began an attempt at one-minute speeches. If you were away, refer to the rubric under the heading "Strategies/Tools". What do you need to work on?
Students also made book choices and signed them out, then set 3 reading goals for this first 6 weeks of Semester 2.
Finally, we began to talk about the difference tone makes in communication and read the poem "Did I Miss Anything?" through one time. Please make a few sketches beside any of the lines that conjure up pictures in your mind and bring the poem to class with you tomorrow.
If you weren't able to open the lit terms pkg yesterday, try this:
literary_terms.docx | |
File Size: | 22 kb |
File Type: | docx |
Monday, Feb. 4
Today students chose books to read; if you have a book on the go at home, please bring it with you to class. You should have a book by tomorrow's class. Please be thinking about a reading goal for yourself as well: would you like to explore other genres? read a series? check out an author you have enjoyed in the past?
Please print the literary terms package attached for tomorrow's class.
Today students chose books to read; if you have a book on the go at home, please bring it with you to class. You should have a book by tomorrow's class. Please be thinking about a reading goal for yourself as well: would you like to explore other genres? read a series? check out an author you have enjoyed in the past?
Please print the literary terms package attached for tomorrow's class.
literary_terms.doc | |
File Size: | 44 kb |
File Type: | doc |