WELCOME TO ENGLISH 12
Final exam: Friday June 23rd
Final exam: Friday June 23rd
Wednesday June 7th
Students did the A - F quiz then reviewed the last of the terms on the sheet. The G - M quiz is on Friday and the N - W quiz is on Monday. Be here.
From there they began the review assignment for poetry. This is due by the end of Friday. There will be about 1/2 hour allocated for this.
Students did the A - F quiz then reviewed the last of the terms on the sheet. The G - M quiz is on Friday and the N - W quiz is on Monday. Be here.
From there they began the review assignment for poetry. This is due by the end of Friday. There will be about 1/2 hour allocated for this.
Tuesday June 6th
we reviewed G - M . There will be quiz on A - F tomorrow. The G - M is on Friday.
Reminders that all of the items from last week's check list must be in by the end of the week.
NO EXCEPTIONS.
BOOT CAMP DATES ARE NEXT WEDNESDAY JUNE 14TH AND THURSDAY JUNE 15TH.
we reviewed G - M . There will be quiz on A - F tomorrow. The G - M is on Friday.
Reminders that all of the items from last week's check list must be in by the end of the week.
NO EXCEPTIONS.
BOOT CAMP DATES ARE NEXT WEDNESDAY JUNE 14TH AND THURSDAY JUNE 15TH.
Monday June 5th
Review has begun. students were given a master list of terms for the BCP and we reviewed A - F. There will be a quiz on this material on WEDNESDAY. We also did a Kahoot on this section.
In addition students were given an overview of the final exam sections and mark allocation.
Review has begun. students were given a master list of terms for the BCP and we reviewed A - F. There will be a quiz on this material on WEDNESDAY. We also did a Kahoot on this section.
In addition students were given an overview of the final exam sections and mark allocation.
Friday June 2nd
Students got a checklist of all work which still needs to be in by June 9th. Some worked on their scripts while others worked on missing items from the check list. MONDAY we will begin review in earnest. Each day there will be an opportunity to gain marks. ATTENDANCE is crucial next week.
Students got a checklist of all work which still needs to be in by June 9th. Some worked on their scripts while others worked on missing items from the check list. MONDAY we will begin review in earnest. Each day there will be an opportunity to gain marks. ATTENDANCE is crucial next week.
Thursday June 1st
students finished watching She's the Man and they began to choose a method to show their synthesis answer to the topic from yesterday on what Shakespeare would think of the movie in terms of whether it kept the intent of the 13 elements of Shakespearean Comedy.
students finished watching She's the Man and they began to choose a method to show their synthesis answer to the topic from yesterday on what Shakespeare would think of the movie in terms of whether it kept the intent of the 13 elements of Shakespearean Comedy.
Wednesday May 31st
Students had 15 minutes to work on the element of Sh. Comedy they drew yesterday. If you were absent, I will assign you one. These are required to be posted at the back, as we will be using them after we view She's the Man. The Synthesis Assignment for this will be to choose a format to address the topic "Would Shakespeare feel that She's the Man retains the true spirit of Shakespearean comedy?" You will be required to refer to all 13 elements and have examples from both the play and the movie in your product. You may choose to do a chart, Venn diagram, Prezi, essay, etc. You decide how you can best show your synthesis of these two pieces in terms of comedy.
Students had 15 minutes to work on the element of Sh. Comedy they drew yesterday. If you were absent, I will assign you one. These are required to be posted at the back, as we will be using them after we view She's the Man. The Synthesis Assignment for this will be to choose a format to address the topic "Would Shakespeare feel that She's the Man retains the true spirit of Shakespearean comedy?" You will be required to refer to all 13 elements and have examples from both the play and the movie in your product. You may choose to do a chart, Venn diagram, Prezi, essay, etc. You decide how you can best show your synthesis of these two pieces in terms of comedy.
Tuesday May 30th
We finished reading the play and students were reminded that they need to have finished the t-shirts and their script for Shakespearean Shrink ON THEIR OWN TIME. The elements of Shakespearean comedy were listed on the board and students drew numbers to see which element they will be finding in the play tomorrow. If you were missing, you will be assigned an element tomorrow.
We finished reading the play and students were reminded that they need to have finished the t-shirts and their script for Shakespearean Shrink ON THEIR OWN TIME. The elements of Shakespearean comedy were listed on the board and students drew numbers to see which element they will be finding in the play tomorrow. If you were missing, you will be assigned an element tomorrow.
Wednesday May 24th
Yesterday we finished Act II and moved into Act III. We read another section of Act III today. As well students were in partners to work on a practice quiz on Acts I - III.
Yesterday we finished Act II and moved into Act III. We read another section of Act III today. As well students were in partners to work on a practice quiz on Acts I - III.
Friday May 19th
Students read 1/2 way through ACT II then worked on their Shrink skits which should be ready for Tuesday. NOTE: Some are away on Tuesday for softball. Your groups will be expected to show us your skit on Wednesday.
Students read 1/2 way through ACT II then worked on their Shrink skits which should be ready for Tuesday. NOTE: Some are away on Tuesday for softball. Your groups will be expected to show us your skit on Wednesday.
Thursday May 18th
Students wrote their Process Analysis essays in class today.
Students wrote their Process Analysis essays in class today.
Wednesday May 17th
Students read to the end of Act I and then we started our Shakespearean Shrink skit writing. Tomorrow students will be writing their Process Analysis Essays .
Students read to the end of Act I and then we started our Shakespearean Shrink skit writing. Tomorrow students will be writing their Process Analysis Essays .
Tuesday May 16th
Students got in late for this period as we had a fire drill. They were given an outline on writing a process analysis essay which they will do in Thursday's class (change from yesterday due to unforeseeable circumstances). Then, after a brief kerfuffle, we started reading Twelfth Night. We have read the first 4 scenes to get introduced to the characters and the play's themes.
Students got in late for this period as we had a fire drill. They were given an outline on writing a process analysis essay which they will do in Thursday's class (change from yesterday due to unforeseeable circumstances). Then, after a brief kerfuffle, we started reading Twelfth Night. We have read the first 4 scenes to get introduced to the characters and the play's themes.
Monday May 15th
Students were to do the last of the demos. Some were NOT prepared. We saw one demo and then we read "Camping Out" by Hemingway and "The Knife". We compared the 2 styles of process analysis essay. Tomorrow students will be writing their own process analysis. The last 2o minutes was spent in finishing off missing brochures as well as labelling the black and white ones for submission.
Students were to do the last of the demos. Some were NOT prepared. We saw one demo and then we read "Camping Out" by Hemingway and "The Knife". We compared the 2 styles of process analysis essay. Tomorrow students will be writing their own process analysis. The last 2o minutes was spent in finishing off missing brochures as well as labelling the black and white ones for submission.
Friday May 12th
Students showed various demos. If you missed doing your demo today or Wednesday, you MUST do it on Monday.
Students showed various demos. If you missed doing your demo today or Wednesday, you MUST do it on Monday.
Thursday May 11th
Assembly and Hair Show preview. Thoroughly enjoyable.
REMINDER: If you did not do a demo yesterday, you will be doing one tomorrow. Be ready.
Assembly and Hair Show preview. Thoroughly enjoyable.
REMINDER: If you did not do a demo yesterday, you will be doing one tomorrow. Be ready.
Wednesday May 10th
What a crazy day! Some students did some wonderful demonstrations of skills: from how to tie a bowtie to how to come up with a pop song. I really enjoyed you sharing your talents. If you did not present your demo, you will be doing so on Friday. Tomorrow's class is taken up by the assembly and Hair Show.
Some students were absent as they were getting ready for the show. They assured me they had parental permission.
What a crazy day! Some students did some wonderful demonstrations of skills: from how to tie a bowtie to how to come up with a pop song. I really enjoyed you sharing your talents. If you did not present your demo, you will be doing so on Friday. Tomorrow's class is taken up by the assembly and Hair Show.
Some students were absent as they were getting ready for the show. They assured me they had parental permission.
Tuesday May 9th
We continued on our graphic text brochures from yesterday as well as worked on our theme essays which are due tomorrow.
We continued on our graphic text brochures from yesterday as well as worked on our theme essays which are due tomorrow.
Friday May 5th
I was away at the Young Authors Conference yesterday. Students were to be working on their graphic organizers and research for their definition essays. Today we went over the upcoming due dates (ALL NOVEL STUDY WoRK DUE TODAY). We looked at what makes a good demonstration as students will be doing their own HOW TO demos next Wednesday and Friday.
I was away at the Young Authors Conference yesterday. Students were to be working on their graphic organizers and research for their definition essays. Today we went over the upcoming due dates (ALL NOVEL STUDY WoRK DUE TODAY). We looked at what makes a good demonstration as students will be doing their own HOW TO demos next Wednesday and Friday.
Wednesday May 3rd
Holy Dinah! i haven't posted for two days. Sorry.
We have been finishing the debates on Monday. Tuesday we had a series of supposed examples of concepts such as art, sexual harassment and child abuse. Students went through the examples and discussed which examples they felt fit their own definitions. We also hammered out definitions for the word 'art'.
Today we went back to discussing the difficulty of defining a concept and how personal and cultural values can affect the definition regardless of what the law states. For example, Connor CT did some research and by Canadian law grounding could be defined as child abuse.
We then read the sample essay about Justice and filled in the graphic organizer attached.
Finally students chose a concept to research and fill in a graphic organizer for. Tomorrow they will continue to do their research and begin a rough draft. REMEMBER to keep your sources.
Holy Dinah! i haven't posted for two days. Sorry.
We have been finishing the debates on Monday. Tuesday we had a series of supposed examples of concepts such as art, sexual harassment and child abuse. Students went through the examples and discussed which examples they felt fit their own definitions. We also hammered out definitions for the word 'art'.
Today we went back to discussing the difficulty of defining a concept and how personal and cultural values can affect the definition regardless of what the law states. For example, Connor CT did some research and by Canadian law grounding could be defined as child abuse.
We then read the sample essay about Justice and filled in the graphic organizer attached.
Finally students chose a concept to research and fill in a graphic organizer for. Tomorrow they will continue to do their research and begin a rough draft. REMEMBER to keep your sources.
Friday April 28th
We had 2o minutes to work on the debates then we debated the question: Should the age to consume beer and wine be lowered to 16? The remaining 2 debates will go on Monday. Be ready. |
Thursday April 27th
Reminders of deadlines: Next 2 novel tasks - Monday May 1st. Absolute cutoff for novel tasks - Friday May 5th Theme for novel essay - Wednesday May 3rd Today we worked on our debates , researching and organizing. Tomorrow we will have 20 minutes to re-group and rehearse. We will begin the debates at 2:10. BE READY. NO EXCUSES! 
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Wednesday April 26th
Some students were writing the last of the LPI while others worked on a variety of tasks: grad. transitions plan (Due next Wednesday!), novel tasks (Last day to hand in is May 5th) and debate preparation (we will be debating on Friday so be prepared). Hence the graphic for today's post: going madly in all directions.
Some students were writing the last of the LPI while others worked on a variety of tasks: grad. transitions plan (Due next Wednesday!), novel tasks (Last day to hand in is May 5th) and debate preparation (we will be debating on Friday so be prepared). Hence the graphic for today's post: going madly in all directions.
Tuesday April 25th
Reminder that tomorrow is the LPI. If you are writing, you need to be in room 208 at the beginning of period three. If you are not writing, you will be in your regular classes and classrooms.
We went over the first 2 parts of the LPI practice then moved to reviewing the basics of the essay.
We are preparing for debates. Students suggested topics and ended up with 3 final topics:
Should schools make students wear uniforms?
Should the age to consume beer and wines be reduced to 16?
If the US and North Korea go to war, should Canada engage in military action?
Through a series of convoluted and complex processes, we chose teams and topics and sides. Students used the last 20 minutes to begin brainstorming. The debate will be on Friday.
Reminder that tomorrow is the LPI. If you are writing, you need to be in room 208 at the beginning of period three. If you are not writing, you will be in your regular classes and classrooms.
We went over the first 2 parts of the LPI practice then moved to reviewing the basics of the essay.
We are preparing for debates. Students suggested topics and ended up with 3 final topics:
Should schools make students wear uniforms?
Should the age to consume beer and wines be reduced to 16?
If the US and North Korea go to war, should Canada engage in military action?
Through a series of convoluted and complex processes, we chose teams and topics and sides. Students used the last 20 minutes to begin brainstorming. The debate will be on Friday.
Monday April 24th
Students wrote a rough draft of their topics we brainstormed on last Friday.
Students wrote a rough draft of their topics we brainstormed on last Friday.
Wednesday April 19th
Students learned about writing Part III of the LPI and we practiced this skill. REMEMBER: If you do not intend to write the LPI next Wednesday, you will need a letter of permission signed by your parents. See me if you need a copy of this letter. The remainder of the time was spent working on 3 novel tasks which are due tomorrow.
Students learned about writing Part III of the LPI and we practiced this skill. REMEMBER: If you do not intend to write the LPI next Wednesday, you will need a letter of permission signed by your parents. See me if you need a copy of this letter. The remainder of the time was spent working on 3 novel tasks which are due tomorrow.
Tuesday April 18th
Students worked on Part II of the LPI then got information about writing the theme essay for the novel. NOTE: Although the first 3 tasks are due this Thursday April 20th, the last 2 are NOT DUE UNTIL Monday May 1st. This is a change due to the fact that we will be focussing on the LPI this week and part of next.
Students worked on Part II of the LPI then got information about writing the theme essay for the novel. NOTE: Although the first 3 tasks are due this Thursday April 20th, the last 2 are NOT DUE UNTIL Monday May 1st. This is a change due to the fact that we will be focussing on the LPI this week and part of next.
Monday April 10th
Students were given an introduction into the LPI. Please check whether you require this test for your future plans. Students then chose to work on either Edmodo (due by the end of the week) or tasks or reading. Students will have their last lit. circles this Wednesday and Thursday.
Students were given an introduction into the LPI. Please check whether you require this test for your future plans. Students then chose to work on either Edmodo (due by the end of the week) or tasks or reading. Students will have their last lit. circles this Wednesday and Thursday.
Thursday April 6th
Novel study work and a fire drill. Check out the due dates posted on last Tuesday.
Novel study work and a fire drill. Check out the due dates posted on last Tuesday.
Wednesday April 5th
Students who are reading I am the Messenger held a lit circle. Students who were not in this lit circle were to be working on either Edmodo, reading or writing one of their tasks.
Students who are reading I am the Messenger held a lit circle. Students who were not in this lit circle were to be working on either Edmodo, reading or writing one of their tasks.
Tuesday April 4th
Lit circles for 1984 as well as All Quiet on the Western Front. Students were reminded of the following important dates:
Friday April 14th - All Edmodo entries must be finished.
Thursday April 13th - you need to have finished reading the novel.
Thursday April 20th - Submit 3 novel tasks
Thursday April 27th - submit the remaining 2 tasks as well as the theme essay.
Lit circles for 1984 as well as All Quiet on the Western Front. Students were reminded of the following important dates:
Friday April 14th - All Edmodo entries must be finished.
Thursday April 13th - you need to have finished reading the novel.
Thursday April 20th - Submit 3 novel tasks
Thursday April 27th - submit the remaining 2 tasks as well as the theme essay.
Monday April 3rd
Students were reminded that they will be beginning the preparation for the LPI starting tomorrow. More info to follow.
Lit Circles for 1000 Splendid Suns today. Tomorrow is 1984 circle then All Quiet on the Western Front.
Students should have finished the novel by the end of next week as well as finished all of the Edmodo entries. These will be on the report card. We will finish the lit. circles this week and have one more round next Wednesday and Thursday.
Students were reminded that they will be beginning the preparation for the LPI starting tomorrow. More info to follow.
Lit Circles for 1000 Splendid Suns today. Tomorrow is 1984 circle then All Quiet on the Western Front.
Students should have finished the novel by the end of next week as well as finished all of the Edmodo entries. These will be on the report card. We will finish the lit. circles this week and have one more round next Wednesday and Thursday.
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Thursday March 16th
Students went to the lab to sign into Edmodo as well as finish any MIAs. Remember that today is the absolute cut off for any unit one work. As for novels, you should be about 1/2 way through by now. |
Wednesday March 15th
Students again worked on Common Thread as well as read their novels and should have started the novel tasks.
Students again worked on Common Thread as well as read their novels and should have started the novel tasks.
Tuesday March 14th
Students worked on their Common Thread essays which are due by the end of Thursday. REMEMBER the cut off for all of unit one is on Thursday.
Students worked on their Common Thread essays which are due by the end of Thursday. REMEMBER the cut off for all of unit one is on Thursday.
Monday March 13th
As your student knows, I was away most of last week. They have begun their novel studies and have held all lit. circles. If you missed the lit. circle, you will need to attend the 'make up' session at the end of the novel studies. Those not participating in the lit. circles were working on their Common Thread essays as well as reading or working on their Novel Study tasks.
As your student knows, I was away most of last week. They have begun their novel studies and have held all lit. circles. If you missed the lit. circle, you will need to attend the 'make up' session at the end of the novel studies. Those not participating in the lit. circles were working on their Common Thread essays as well as reading or working on their Novel Study tasks.
Wednesday Mar. 1st
Students were reminded of the following:
Satire presentations start tomorrow. Those who feel their project is finished should be prepared to present.
Deadline for all unit one is Thursday Mar. 16th.
We then discussed how students should be starting their Common Thread essays.
Students continued to work on these and other missing pieces today.
Students were reminded of the following:
Satire presentations start tomorrow. Those who feel their project is finished should be prepared to present.
Deadline for all unit one is Thursday Mar. 16th.
We then discussed how students should be starting their Common Thread essays.
Students continued to work on these and other missing pieces today.
Tuesday Feb. 28th
Reminder that students need to choose their novels ASAP. Also, the satires which are ready will be presented on Thursday. The rest must be ready for Friday to present. This was our last full class to work on satire.
Reminder that students need to choose their novels ASAP. Also, the satires which are ready will be presented on Thursday. The rest must be ready for Friday to present. This was our last full class to work on satire.
Monday Feb. 27th
Students chose novels from the list: All Quiet on The Western Front, I am the Messenger, 1984, A Thousand Splendid Suns. Please choose and let me know as the initial order has been made.
We then reviewed the fact that all satires need to follow the format: Problem, outrageous solution, many advantages and the real solution. Think of how you plan to present these - This Friday March 3rd.
Students chose novels from the list: All Quiet on The Western Front, I am the Messenger, 1984, A Thousand Splendid Suns. Please choose and let me know as the initial order has been made.
We then reviewed the fact that all satires need to follow the format: Problem, outrageous solution, many advantages and the real solution. Think of how you plan to present these - This Friday March 3rd.
THURSDAY FEB. 23
Students were reminded to get in any MIAs from this week especially those old "Masque of Red Death" pieces. Some began to work on their satire while others worked on the Common Thread essay. |
Wednesday Feb. 22nd
Students discussed what the differences were between satire and parody and watched "A Girl in A Country Song", "It's a Book Book" and "Word Crimes" on uTube to see the differences. We then read "A Modest Proposal" and got the instructions for creating our own satires. |
Tuesday Feb. 21st
Students went to the lab to finish off any odds and ends from this unit. Those who were finished went on to work on the Common Thread essay which is due before March Break.
Students went to the lab to finish off any odds and ends from this unit. Those who were finished went on to work on the Common Thread essay which is due before March Break.
Monday Feb. 20th
Those who have not yet handed in a draft of their personal response to one of last week's videos need to do so before the end of Thursday.
Missing "Masque of Red Death" essays will be zeroed out and adjusted once you have submitted them. Those who have not finished the dramatic monologue assignments need to do so ASAP.
Common Thread essay - have your topic ready for tomorrow and your pieces chosen. I will be offering outlines so you can get started this week.
Today's lesson was on parody. We read "The Passionate Shepherd" and "The Nymph's Reply" to see the differences between pastoral and parody. Students then wrote their own "The Passionate _________________" and will be exchanging them tomorrow to write a humorous reply.
Those who have not yet handed in a draft of their personal response to one of last week's videos need to do so before the end of Thursday.
Missing "Masque of Red Death" essays will be zeroed out and adjusted once you have submitted them. Those who have not finished the dramatic monologue assignments need to do so ASAP.
Common Thread essay - have your topic ready for tomorrow and your pieces chosen. I will be offering outlines so you can get started this week.
Today's lesson was on parody. We read "The Passionate Shepherd" and "The Nymph's Reply" to see the differences between pastoral and parody. Students then wrote their own "The Passionate _________________" and will be exchanging them tomorrow to write a humorous reply.
Friday Feb. 17th
Students went to the computer lab to write a personal response to the following question:
Discuss whether you agree or disagree with 3 statements the presenter made . Why? Provide specific examples from 'real life'.
You could use wither "Millennials in the Workplace" or "Cultural Appropriation".
Students printed whatever they completed so they could get feedback.
Students went to the computer lab to write a personal response to the following question:
Discuss whether you agree or disagree with 3 statements the presenter made . Why? Provide specific examples from 'real life'.
You could use wither "Millennials in the Workplace" or "Cultural Appropriation".
Students printed whatever they completed so they could get feedback.
Thursday Feb. 16th
we reconvened in our groups and came up with 3 agree and 3 disagree ideas from yesterday's video. We then watched the video Millenials in the Workplace and made charts of true and not true from the video. We will be using these to write our personal responses tomorrow.
we reconvened in our groups and came up with 3 agree and 3 disagree ideas from yesterday's video. We then watched the video Millenials in the Workplace and made charts of true and not true from the video. We will be using these to write our personal responses tomorrow.
Wednesday Feb. 15th
Students read 2 essays - a personal and a personal narrative. They made a chart of the similarities and differences between them. We will be keeping this chart for use at a later date.
Personal response: We viewed the video below on Cultural Appropriation. Students were to list things they agreed with from the video and those they thought they did not agree with. They worked in assigned groups who will present their ideas tomorrow.
Students read 2 essays - a personal and a personal narrative. They made a chart of the similarities and differences between them. We will be keeping this chart for use at a later date.
Personal response: We viewed the video below on Cultural Appropriation. Students were to list things they agreed with from the video and those they thought they did not agree with. They worked in assigned groups who will present their ideas tomorrow.
Tuesday Feb. 14th
Students went over the 2 types of sonnets and then wrote their own version of sonnet #130 as a mad lib type . The remainder of the time was to be spent working on the dramatic monologue assignment.
Students went over the 2 types of sonnets and then wrote their own version of sonnet #130 as a mad lib type . The remainder of the time was to be spent working on the dramatic monologue assignment.
Monday Feb. 13th
Students got the unit ending assignment (Common Thread assignment) and we discussed student options for which texts they could synthesize. This assignment is in lieu of a unit exam and must be submitted by the cut off for unit one: Thursday Mar. 16th.
The remainder of the time was spent on working on their dramatic monologue work from last Friday.
Students got the unit ending assignment (Common Thread assignment) and we discussed student options for which texts they could synthesize. This assignment is in lieu of a unit exam and must be submitted by the cut off for unit one: Thursday Mar. 16th.
The remainder of the time was spent on working on their dramatic monologue work from last Friday.
Friday Feb. 10th
Students read "My Last Duchess" and "Ulysses" then began work on the partner assignment from the two dramatic monologues. Students also are reminded that the re-writes for the lit. terms tests need to be done. Some students went to the lab to finalize their odes from the rough draft form. Others worked on this new assignment.
Students read "My Last Duchess" and "Ulysses" then began work on the partner assignment from the two dramatic monologues. Students also are reminded that the re-writes for the lit. terms tests need to be done. Some students went to the lab to finalize their odes from the rough draft form. Others worked on this new assignment.
Thursday Feb. 9th
Students were reminded of tomorrow's re-test on fig. devices . Mark sheets were given out for their ode posters.
Students got a handout on the dramatic monologue and we reviewed the criteria for this type including reading the poem "Hood".
Lastly, we went to the computer lab to work on cleaning up the odds and ends from the week. We had "too many irons in the fire".
Students were reminded of tomorrow's re-test on fig. devices . Mark sheets were given out for their ode posters.
Students got a handout on the dramatic monologue and we reviewed the criteria for this type including reading the poem "Hood".
Lastly, we went to the computer lab to work on cleaning up the odds and ends from the week. We had "too many irons in the fire".
Wednesday Feb. 8
Students were reminded that Friday is the re-test for the devices quiz. Also if you want me to re-visit your test score, please re-sumit your quiz. You need to hand in the final draft of your "The Masque of Red Death" synthesis. I have handed out the rubric so please get one from me tomorrow so you can pre-view and assess your draft before you submit it along with all of the other pieces.
We discussed what is meant by style in literature then read "The Gun". Students are to choose either "The Gun" or another text we have studied and make a chart which shows the 3 elements of style in the story as well as quotes to support them.
Students were reminded that Friday is the re-test for the devices quiz. Also if you want me to re-visit your test score, please re-sumit your quiz. You need to hand in the final draft of your "The Masque of Red Death" synthesis. I have handed out the rubric so please get one from me tomorrow so you can pre-view and assess your draft before you submit it along with all of the other pieces.
We discussed what is meant by style in literature then read "The Gun". Students are to choose either "The Gun" or another text we have studied and make a chart which shows the 3 elements of style in the story as well as quotes to support them.
Tuesday Feb. 7
Students are reminded that there is a re-test for devices on Friday. Please let Mrs. Mahoney know if you wish to re-test.
We learned the elements of a ballad and looked at "Lord Randall" to see if these held true. This is a handout you will need to get from me if you were missing. We then reviewed the short story "Saturday in the Park" and discussed both irony and symbol. Students were then given a choice of 2 topics to write AN OUTLINE for using "Saturday in the Park" and either "The Masque of Red Death" and "The Story of an Hour". The Topics are:
a. Irony provides us with many concepts: secrets, dark humour and social commentary. Using "Saturday in the Park" and one other short story, create an outline using 5 paragraph style. Be sure to include examples and quotes.
b. Symbols provide insight into character and theme. Create an outline, using examples and quotations, to discuss this statement.
Students are reminded that there is a re-test for devices on Friday. Please let Mrs. Mahoney know if you wish to re-test.
We learned the elements of a ballad and looked at "Lord Randall" to see if these held true. This is a handout you will need to get from me if you were missing. We then reviewed the short story "Saturday in the Park" and discussed both irony and symbol. Students were then given a choice of 2 topics to write AN OUTLINE for using "Saturday in the Park" and either "The Masque of Red Death" and "The Story of an Hour". The Topics are:
a. Irony provides us with many concepts: secrets, dark humour and social commentary. Using "Saturday in the Park" and one other short story, create an outline using 5 paragraph style. Be sure to include examples and quotes.
b. Symbols provide insight into character and theme. Create an outline, using examples and quotations, to discuss this statement.
Monday Feb. 6
Students got their figurative devices quizzes back and we went through them. You can have a re-test on Friday if you wish.
I then returned the drafts from the synthesis of "The Masque of Red Death" and the articles. Students worked on their revisions which are due by the end of next Monday Feb. 13th.
Some are concerned with the 4 point grading system. I have included a link which shows both students and parents why it is to the student's advantage to use this system:< https://sites.google.com/a/slvusd.org/martinez-curriculum-instruction-and-assessment/4-point-scale>
Students got their figurative devices quizzes back and we went through them. You can have a re-test on Friday if you wish.
I then returned the drafts from the synthesis of "The Masque of Red Death" and the articles. Students worked on their revisions which are due by the end of next Monday Feb. 13th.
Some are concerned with the 4 point grading system. I have included a link which shows both students and parents why it is to the student's advantage to use this system:< https://sites.google.com/a/slvusd.org/martinez-curriculum-instruction-and-assessment/4-point-scale>
Friday Feb. 3rd
Sorry for the missing post yesterday. We did a Kahoot to get ready for today's quiz. We then had a chance to write our odes which were due today in rough draft form. Today students wrote the quiz then had a peer review his/her ode doing the following on the draft:
Circle at least 4 examples of sophisticated language
Underline imagery (similes, metaphors, description)
List what the poem praises
Find an example of apostrophe and hi light it.
Students then made final drafts, attached the peer review draft and submitted their odes.
Students used ( or didn't ahem ... ahem) the rest of the class to finish reading "Sunday in the Park" available at <people.uwec.edu/taylorb/.../274%20files/Sunday%20in%20the%20Park.doc >
Students are to read the story and then look for both symbols and irony. NOTE: On Monday there is a writing assignment which will require you to have read this material . You can use your handout with hi lighting if you wish.
Sorry for the missing post yesterday. We did a Kahoot to get ready for today's quiz. We then had a chance to write our odes which were due today in rough draft form. Today students wrote the quiz then had a peer review his/her ode doing the following on the draft:
Circle at least 4 examples of sophisticated language
Underline imagery (similes, metaphors, description)
List what the poem praises
Find an example of apostrophe and hi light it.
Students then made final drafts, attached the peer review draft and submitted their odes.
Students used ( or didn't ahem ... ahem) the rest of the class to finish reading "Sunday in the Park" available at <people.uwec.edu/taylorb/.../274%20files/Sunday%20in%20the%20Park.doc >
Students are to read the story and then look for both symbols and irony. NOTE: On Monday there is a writing assignment which will require you to have read this material . You can use your handout with hi lighting if you wish.
Wednesday Feb. 1st
Students were reminded of the upcoming quiz on devices Friday. Also, they were reminded that their posters are due today.
We read the short story "The Story of an Hour" available at <https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf>. Students paired up and found ironies and symbols and put them on paper up on the wall.
Students were reminded of the upcoming quiz on devices Friday. Also, they were reminded that their posters are due today.
We read the short story "The Story of an Hour" available at <https://my.hrw.com/support/hos/hostpdf/host_text_219.pdf>. Students paired up and found ironies and symbols and put them on paper up on the wall.
Tuesday Jan. 31st
Students did a quick worksheet on Metonomy and Synecdoche (see Handouts tab) in preparation for FRIDAY'S FIGURATIVE DEVICES QUIZ.
We then had time to work on our Odes posters which are due tomorrow. NOTE: I GOOFED. In your instructions it does not say you need to include the quote and device with your illustration but on our samples you do. YOU DO NEED THE QUOTE AND THE DEVICE.
Students did a quick worksheet on Metonomy and Synecdoche (see Handouts tab) in preparation for FRIDAY'S FIGURATIVE DEVICES QUIZ.
We then had time to work on our Odes posters which are due tomorrow. NOTE: I GOOFED. In your instructions it does not say you need to include the quote and device with your illustration but on our samples you do. YOU DO NEED THE QUOTE AND THE DEVICE.
Monday Jan. 30th
Students read 2 odes: "Ode to the Cat" by Pablo Neruda and "Ode on a Cat Drowned In a Tub of Goldfishes" by Thomas Grey. For each they were to look for figurative devices. For Neruda's poem, they had to find 3 traits of the cat.
Ode Assignment: In partners they chose an ode from the ones I have gathered and looked for at least 7 devices. Tomorrow this information will be made into a mini-poster. This poster is due on Wednesday Feb. 1st.
UPDATE on Friday's writing: I will have them back to you by the end of the week.
QUIZ AHEAD: Figurative device quiz on this coming Friday, Feb. 3
Students read 2 odes: "Ode to the Cat" by Pablo Neruda and "Ode on a Cat Drowned In a Tub of Goldfishes" by Thomas Grey. For each they were to look for figurative devices. For Neruda's poem, they had to find 3 traits of the cat.
Ode Assignment: In partners they chose an ode from the ones I have gathered and looked for at least 7 devices. Tomorrow this information will be made into a mini-poster. This poster is due on Wednesday Feb. 1st.
UPDATE on Friday's writing: I will have them back to you by the end of the week.
QUIZ AHEAD: Figurative device quiz on this coming Friday, Feb. 3
Friday Jan. 27th
We did the in class paragraph writing from yesterday's outline. Students wrote and had a peer review. They were to hand in the outline, draft and review for review from me this weekend. Students will be given feedback and a hypothetical mark and be allowed revisions for a final draft mark.
I handed out information on the ode. I will give out the extras on Monday.
We did the in class paragraph writing from yesterday's outline. Students wrote and had a peer review. They were to hand in the outline, draft and review for review from me this weekend. Students will be given feedback and a hypothetical mark and be allowed revisions for a final draft mark.
I handed out information on the ode. I will give out the extras on Monday.
Thursday Jan. 26th LATE POST... Sorry.
We broke into groups and collated our ideas on symbol and allusion from "The Masque of Red Death" then posted them on the back wall.
we then reviewed how to write a paragraph of literary synthesis (Handouts tab) and students chose one of the two topics from the Allusions handout (American Pie is on the first page). From there students filled in the outline from the "How to Write a Paragraph of Literary Synthesis". Students will be writing this paragraph in class tomorrow so it's essential to have the outline finished. The outline will be handed in with your rough draft tomorrow.
We broke into groups and collated our ideas on symbol and allusion from "The Masque of Red Death" then posted them on the back wall.
we then reviewed how to write a paragraph of literary synthesis (Handouts tab) and students chose one of the two topics from the Allusions handout (American Pie is on the first page). From there students filled in the outline from the "How to Write a Paragraph of Literary Synthesis". Students will be writing this paragraph in class tomorrow so it's essential to have the outline finished. The outline will be handed in with your rough draft tomorrow.
Wednesday Jan. 25th
We started by reviewing the concept of allusion and watching a uTube version of Don Maclean's "American Pie" while guessing at the allusions from the handout (see me for it). Then we watched a slide show on the song to confirm our guesses. The Point: allusions are often ideas which we need to research to understand. Their effectiveness depends upon the reader's knowledge of the allusion. We then read "The Masque of Red Death". Students are to hi light any allusions, symbolism or irony they find in preparation for tomorrow's class.
We started by reviewing the concept of allusion and watching a uTube version of Don Maclean's "American Pie" while guessing at the allusions from the handout (see me for it). Then we watched a slide show on the song to confirm our guesses. The Point: allusions are often ideas which we need to research to understand. Their effectiveness depends upon the reader's knowledge of the allusion. We then read "The Masque of Red Death". Students are to hi light any allusions, symbolism or irony they find in preparation for tomorrow's class.
Tuesday Jan. 24th
Welcome back 'my people'.
We went through the course outline then did a Kahoot on figurative device in poetry. From there I gave out the Terms and Devices Handbook (very important) and we worked through a practice quiz on terms and devices using the Handbook.
At present I am reorganizing my Handouts tab for English 12. Be sure to ask for the handouts from me until I get everything back in order.
Welcome back 'my people'.
We went through the course outline then did a Kahoot on figurative device in poetry. From there I gave out the Terms and Devices Handbook (very important) and we worked through a practice quiz on terms and devices using the Handbook.
At present I am reorganizing my Handouts tab for English 12. Be sure to ask for the handouts from me until I get everything back in order.
