Thurs. Sept. 24, 2015: Reflecting on Critique Creation

Today, students were placed in groups to discuss their Book critiques. They then had to fill in a reflection sheet on the changes that could be made to their critiques. I then examined what each student came up with and have allowed those students to resubmit by Tuesday's class.

Tues. June 16, 2015. Test Prep: Excerpts

Today, we went over the second reading prototype for the final exam. You were given the readings and the questions to answer and expected to use active reading skills and process of elimination skills. I have posted the "Draft" answers from the prototype on the board for you to examine. The answers for the reading you got today will be posted tomorrow.

Mon. June 15, 2015: Multi-source essay prep

Today, students were given time to plan for their multi-source essay. This is the one that they WILL NOT be able to have a cheat sheet for.

Fri. June 12, 2015: Cheat Sheet Creation Day

Today, we discussed the cheat sheet you get to create for the multi-source essay (see earlier blogs). I then gave you class time to prepare for this. Remember: the earlier you get it in the better.

Thurs. June 11, 2015: Test Prep

Today, we examined the "draft" reading the students completed earlier in the term. I also informed the class that they will get a cheat sheet in which they can put down point form information for the essay question they have already received and that they want to write on. The cheat sheet CANNOT address any information that can be used anywhere else on the test (e.g: no mention of information from a source for the essay that they have not received a solid question on or information about literary devices, conventions, essay structure). This cheat sheet can have no more than 75 words on it.
Keep in mind that you are writing on a multi-source essay question.
I must have the cheat sheet no later than the end of the school day on June 22. If it is not done as requested, it will be returned (if it is not done as requested and the test is the next day, you will not receive it - get these in early in case they need revision).
In discussion about the "Draft" questions, we discussed transition words (how to choose wisely) and finding the main point in a paragraph/essay.

Wed. June 10, 2015: Catch-up

Today was the make-up day for students who could not get their work in as a result of the power outage. We will start with the review for the final tomorrow.

Tues. June 9, 2015: Update on Deadline: READ

The power interrupted computer usage today, so I have extended the deadline for all remaining assignments (including the independent novel study) until tomorrow at the end of lunch. You will get class time tomorrow to get these things completed. I cannot argue with an act of God (weather disruption).

Thurs. June 4 to Tues. June 9, 2015: Writing Class

During this time, students will have access to computers in order to complete all assignments. The deadline for all assignments, including the independent novel study and short story critiques, is at the end of the day on Tuesday, June 9. There will be no extensions. Many of you have completed your work early. If this is the case, get the work handed in.

Tues. June 2, 2015: Computer work time

Today, you had access to the computers to work on assignments. The deadline is Tuesday, June 8 at the end of the day. I will not accept anything later. In other words, it's best to get things in early.

Mon. June 1, 2015: Test Prep and Important Due Date Change

Today, due to the power outage, the computers were down for one of these B30 classes.  I initially planned to give you computer time to work on your independent novel study assignment and short story critiques, but, of course, I had to change my plans. Instead, you worked on a draft piece and questions form the first part of the exam (a prototype) so you could assess your knowledge of conventions and reading/answering time.
Your deadline for all assignments has therefore been moved from the end of the day on Monday, June 8, to the end of the day on Tuesday, June 9.

I also gave you a comma usage exercise to read and do and information on possible questions for your single-source major essay. I highlighted the possible questions/topics in pink. If you were not here, these are in your portfolio.

Thurs, May 29, 2015: Test Pre/Catch-up Day

Today, I handed out information you need in order to be prepared for the final exam on June 23. If you were absent, I have put that information in your portfolios. If you were not here, I recommend you come and meet with me so I can explain what is happening in detail.
The time left over was used to get caught up on assignments in order to meet the last hand-in deadline (June 8).

Wed. May 27& Thurs, May 28, 2015: Catch up Day

Today, students were instructed to work on creating their short story critiques, get their "Career Ed." files moved and completed, and/ or work on their independent novel assignment.
The "Career Ed." file needs to be completed by May 31.
The short story critiques and independent novel assignment must be in to me, at the latest, by June 8 (the short story assignment was presented on May 12 and the novel assignment was given by February 10). I have stressed that this is the last day; many have already started to hand items in so they will not miss this final deadline.

Tues. May 26, 2015: Miss Brill Discussion

Today, I presented a PowerPoint on the short story "Miss Brill." This is the last short story that you were provided. Many of you have handed in your active reading and short story critiques, which is great as it frees up your remaining time to work on your independent novel study assignment.
Keep in mind that THE LAST DAY that I will take ANY assignments is MONDAY, JUNE 8, 2015. There are no exceptions. I have provided this as the last day knowing that the independent novel study was given prior to the initial activity related to it (February 10), and the short story assignment was given on May 12. In other words, you have had plenty of time to do these assignments.
We also have to get the Career Cruising information moved into Microsoft (as well as a copy of your resume and cover letter). The deadline for these is May 31 (this is due to the system being shut down on this date.

Mon. May 25, 2015: Short Story Discussion

Today, we discussed the following:

Period Two: "An Occurrence at Owl Creek Bridge"

Period Three: "Harrison Bergeron"

Any remaining time was used to work on short story critiques/Career Cruising/Independent novel study assignment.

Tomorrow, we will discuss "Miss Brill"

Fri. May 22, 2015: Catch Up

Today, students were instructed to work on creating their short story critiques, get their "Career Ed." files moved and completed, and/ or work on their independent novel assignment.
The "Career Ed." file needs to be completed by May 31.
The short story critiques and independent novel assignment must be in to me, at the latest, by June 8. I have stressed that this is the last day; many have already started to hand items in so they will not miss this final deadline.

Thurs. May 21, 2015: "The Lottery" Discussion

Today, we reviewed/discussed the short story "The Lottery." If you were not here, you will have to do some research on line to determine themes, symbols (the names), and what horrors, in addition to the stoning, are present.

Wed. May 20, 2015: Discussion of a short story

Today, we discussed one of the following short stories:

Period Two: "Paul's Case"
Period Three: "The Destructors"

Both were to have been read in preparation for the classes.
Tomorrow, we will discuss the following:

Period Two: "The Lottery"

Tues. May 19, 2015: "The Rocking-Horse Winner"

Today, we discussed the first of five short stories: "The Rocking-Horse Winner." If you were not here, the notes are in your portfolio. Tomorrow, we will discuss "Paul's Case" (in period two) and "The Destructors" (in period three). Be sure you have read the story and are prepared to discuss.

Fri. May 15, 2015: Short Story Active Reading

Today, you worked on one of the following assignments:
* Actively reading the five short stories (expected to have this done for Tuesday's class)
* Work on reading/developing your independent novel study assignment (must be completed by June 8).
* Transfer Career Cruising file into a word folder: create a cover letter and resume if you don't have one (must be completed by May 31).

For all of these activities, you can look back at earlier blogs for explanations.

Thurs. May 14, 2015: Readings and STEAL

Today, I reviewed what is expected on your short story critiques. While you don't have to do the MLA citation, you do have to include more information on characterization in your "what is relevant" section.
I gave you a handout explaining direct and indirect characterization. If you were not here, it is in your portfolio. You will need to read it.
I also discussed how to transfer your Career Cruising information into a folder on the school system. See yesterday's blog for more information.
You were then given time to read the short stories actively (again, see back on the blogs for more specifics on this assignment). You should have the active reading completed by the end of the long weekend (but not the critiques).

Wed. May 13, 2015: Reading and Update

Today, you read the short stories you have been assigned (see back to yesterday's instructions). I also updated you on the "Career Cruising" assignment all students in the Division are to have completed for the end of their grade 12 year.
You need to go to the site and sign in. You then need to copy/transfer all information to a word document.
You then need to put this into a folder called Career Ed (create it).
In this folder, you will need to have a copy of your resume, a copy of your Career Cruising information and a copy of your cover letter.
See me if you need your password (you would have started this in other years) or need help gathering this information (or creating it).

Tues. May 12, 2015: Overview of the rest of the Semester

Today, I provided an overview of what we will focus on for the remainder of the semester. The students have been provided with all readings. The steps to active reading are expectations. If they do all the steps, they will be rewarded with 100 per cent for those readings. More details will follow.
THIS IS ALSO A LAST CALL FOR YOUR READING QUESTIONS ON LORD OF THE FLIES. THEY NEED TO BE IN BY THE END OF CLASS TOMORROW.

Notes from class"

Overview of B30

Until End of the year

 

The final Unit: Short Stories (Characterization)

·       You will read five short stories ACTIVELY (yes, you will be marked on this part)

o  Review title

o  Read a paragraph and highlight the five W’s

o  Paraphrase the paragraph in a FEW words

o  Note ANY examples of stylistic devices (highlight and label)

o  Put in question marks where there are any changes of direction (odd shifts, moments of confusion: these can help us when we discuss a piece)

 

·       Create five short story critiques (one on each story) with a focus on Characterization (you will not have to do MLA citation!)

·       I will discuss each of these stories in-class; however, I might not match up to your own reading schedule.

·       Get short stories read by the end of the long weekend

·       More TBA

 

Understanding the 15 Common Errors

·       These mini lessons will be incorporated into your classes

 

Getting independent novel completed (Due June 8)

 

Essay Structure/test prep

 

Mon. May 11, 2015: In-Class Essay

Today, you wrote your in-class essay for the novel study unit. If you were not here, you will need to see me to write an make-up exam (in class as well).

Fri. May 8, 2015: Lord of the Flies Exam

Today, you wrote a comprehension exam on Lord of the Flies (with two additional readings to ensure you are developing comprehension skills). If you were not here, you will need to make arrangements to write the alternative within five days of your return. Keep in mind that the in-class essay is on Monday. See back to all entries last week to see what this entails.

Thurs. May 7, 2015: Finishing Film

Today, we completed our viewing of the film Lord of the Flies (1963). I also showed clips of a modern film adaptation in order to show how ideas are adapted for different audiences. You have your exam tomorrow and your essay on Monday. Look back to prior days for more specific information.

Wed. May 6, 2015: Lord of the Flies Film

Today, we continued to watch Lord of the Flies. I also showed students how writing programs on line can help with conventions, sentence structure and vocabulary, but are virtually useless when it comes to organization and content (see me if you want to view what we did.

Tues. May 5, 2015: Test Prep and Film

Today, I explained in more detail the exams you will be writing on Friday and Monday.
On Friday, you will write a multiple choice/reading comprehension exam on Lord of the Flies.
You will have to understand/know:
* the plot
* the characters
* various words which appear in the text
  

Excruciatingly        Skewed          Purged                  Coverts          Temptestuously                       

      Rebuke                    Bastion          Gesticulated         Inscrutable      Opaque                                    
      Pall                          Eclipsed        Maternal               Impalpable     

*  motivations for actions
* THERE WILL BE AN EXCERPT FROM A SHORT STORY YOU HAVE NOT READ AND NINE QUESTIONS TO ANSWER (COMPREHENSION: MULTIPLE CHOICE) AFTER YOU HAVE READ IT.


On Monday, you will write an in-class essay. You will receive ONE of FOUR possible questions: I have posted the questions below:

a.       In the novel Lord of the Flies, Golding uses the allegory of personality (Id, Ego, Superego) to explain man’s civility (or lack thereof). How does the allegory of personality demonstrate itself in this novel and what is its purpose?

 

b.      In the novel Lord of the Flies, Golding provides a very dark view of man. How does this novel connect to the concept of Genocide?

 

c.       In writing his novel Lord of the Flies, Golding attempts to support his view that man is a savage who, without civilization, will revert to a savage state.  Based on the novel, has Golding been able to present a strong argument to support this?

d.      Film adaptations from novels often have a number of differences. What are some of the differences you noted between the two? What do you perceive as the screenwriter’s purpose in making the choices/changes he made as well as the effectiveness?

If you miss EITHER exam, you will have to write an alternative that will test your skills, but not be trivia-based (don't miss exams!)

Fri. May 1, 2015: Lord of the Flies Completion

As stated yesterday, today is a catch-up day. For Tuesday, you need to have the book read and the reading questions submitted. What has changed is that I am going to watch the film. One of your possible in-class essay questions WILL be to discuss the differences between the film and the novel, so it is worth paying attention to and being here for these days.

Thurs. Apr. 30, 2015: Chapter 12

Today, you wrote a paragraph answering a questions relating to this chapter (timed journal). These are used not only to determine your knowledge of content, but also to reinforce writing conventions.
I then discussed this chapter at length and presented you with the sea allegory. If you were not here, you can look this allegory up (it is readily available via Google).
You will get a "catch up" day tomorrow in which you will finish reading the novel and answering questions.
On Tuesday, we will discuss the novel, then on Wednesday, you will write a comprehension exam. On Thursday, you will write an in-class essay (which will be explained on Tuesday: be here).

Wed. Apr. 29, 2015: Chapter Nine and Ten

Today, you did a journal activity relating to one of these chapters. It was timed. If you were not here, you need to see me to do it. I also talked about conventions that I expect a Grade 12 student to have under his or her belt (Capitalize nouns, write in pen, periods at the ends of sentence, name, date and class in the upper right hand corner, writing without contractions, writing without using first or second person reference, spelling out numbers up to 100, putting in a title if one is not present).

For tomorrow, you need to have Chapter 11 read (and all the chapters before it, of course)!

Tues. Apr. 28, 2015: Discussion Chapter Eight

Today, you wrote a quiz on Chapter 7 and 8. You were also instructed to read chapters 9 and 10 for tomorrow's class.
I then discussed the significance of this chapter. It is here that the audience gets a real understanding of what the "danger" on the island is (it is the "Id" inside all of us). We discussed the myth of the beast (the masks, the pig's head, the parachutist), and the meaning of the term "Lord of the Flies."
I also discussed how pathetic fallacy is present in this scene. If you were not here, look up this term on your "Stylistic Devices" sheet and then see for yourself the connection. The rest of the class time was used for reading.

Mon. Apr. 27, 2015: Chapter Discussion

Today, we discussed Chapters 4 - 7 of Lord of the Flies. As part of this, we discussed the message the boys receive from above, the reliability of witness statements, how we perceive our reality based on former experiences, and how fear can become an uncontrollable force. We also discussed various symbols found in the play (the conch, masks, clothing, fire), the importance of Castle Rock and the further disintegration of Ralph and Jack's relationship.
For tomorrow you need to have Chapter 8 read as well as the reading questions.

Fri. Apr. 24, 2015: Chapter 3

Today, we discussed Chapter 3 of Lord of the Flies. We put focus on how Jack has changed since the beginning of the novel and discussed the importance of drawing inferences based on the evidence presented. I also handed out a sheet about faulty logic.
For the weekend, you are to read Chapters 4 thru 7. I may quiz you on Monday. You also need to answer the reading questions so you can participate in the discussion. I may also mark these.

Thurs. Apr. 23, 2015: Discussion of Chapter 2

Today, you wrote a quiz to ensure you are reading and comprehending the text. We then discussed the Chapter 2 questions for Lord of the Flies. I also gave you information on how the conch is a symbol. From here, you were assigned to read Chapter 3. It is short. I also informed you that time on the island has passed between Chapter 2 and Chapter 3. You are to have this chapter read and the questions answered for tomorrow's class.

Wed. Apr. 22, 2015: Chapter One

For tomorrow, you are to have read Chapter One and Chapter Two of Lord of the Flies. You are also to have the Chapter One questions completed.
A question that I came with after reading out loud on Tuesday was that Piggy does two things that he wouldn't normally do and he is proud of them. The fact that he does them shows that he is not simply a superego personality, as he is over-riding the rules of his aunt. What does he do?
* Piggy takes his jacket off outside/takes his clothes off
*Piggy gets into the water of the lagoon

Tues. Apr. 21, 2015: Lord of the Flies Intro. Cont.

Today, we discussed Freud's idea of the Id, Ego and Superego. This is important as the novel we are reading is an allegory and personality types are identified (much like the morality plays discussed when I was introducing Hamlet). If you were not here, I have a copy of the notes.
I then read the first part of the first chapter. (almost to the end of page 15 in period 2 and page 13 in period 3). In both cases, the conch has been spotted. I then gave you questions to answer for tomorrow (page one). If you were not here, or left early, you will need to see me for the questions. I am here at 7am, so come before class.

Mon. Apr. 20, 2015: Lord of the Flies

Today, you signed out the novel Lord of the Flies from the library. If you were not here, be sure you do this before coming to class.
I then introduced the novel (Powerpoint). If you were not here, this is in your portfolio. Please read it.

Wed. April 15, to Fri. April 17, 2015: Writing Class

Students used these three days (three in-class hours) to outline, write and revise an essay with Hamlet as the evidentiary source. This length of time is far greater than the amount of time they will be given during finals to write (Saskatchewan Education standards). The latest it will be accepted (without approval) will be the end of class on Friday. If the paper is not submitted, an alternative can be provided.

Tues. April 14, 2015: Arriving at a thesis

Today, we discussed the essay assignment you were given yesterday (the one that is due on Friday). I discussed how to approach the development of a thesis through charting, handed out an additional support for inserting quotations, and explained the exemplars that are now posted on the board (both at the front of the room and the back). I also stressed that you will have to write a timed essay at the end of the year (finals) and that the expectation is for you to write one in an hour.

Mon. Apr. 13, 2015: Hamlet Comprehension Test

Today, you wrote your Hamlet comprehension test. If you were not here, you will need to see me about writing the alternative.
I also handed out your next major essay assignment. If you were not here, this is in your portfolio. The completed essay is due at the end of class on Friday. This is an ample amount of time considering you will have to write an essay of this type for the final and will have roughly an hour to do so.

Wed/Thurs. April 1 & 2, 2015: Hamlet Completion

Today and tomorrow, we are going to complete the reading of the play Hamlet. You are also going to be given study questions for Acts III, IV, and V.
These questions are due at the end of the holidays. If you are not here, do the Act III and Act IV ones that are posted earlier in this blog and get in ASAP on Monday, April 13 to get the rest out of your portfolio to complete.

You will also have a Hamlet comprehension test on Monday, April 13. This test will ONLY test you on your understanding of the play (NOT on your understanding about how to read this type of prose). It will be matching, True/false, and multiple choice.

Tues. Mar. 31, 2015: Hamlet Act III and IV

Today, we finished reading Act III of Hamlet and moved on to Act IV. If you were not here, you will need to complete the following questions:

Act III

8. What is ironic about Hamlet's failure to kill Claudius while the King is kneeling in prayer?
9. What is Hamlet's reaction when he realizes ha has killed Polonius rather than Claudius, whom he had presumed to be the one hiding behind the curtain?
10. What is the apparent purpose of the Ghost's appearance in the Queen's bedroom while Hamlet speaks with his mother?

Act IV

1. What is Claudius' response when Gertrude tells him that Hamlet has murdered Polonius?
2. What does Claudius direct Rosencrantz and Guildenstern do?
3. Why does Hamlet hid Polonius' corpse and then dash away when Rosencrantz and Guildenstern question him about it?
4. Why does Hamlet call Claudius "dear Mother"?
5. Why does Fortinbras send word to the Danish king (Claudius)?
6. How does Hamlet contrast himself (all men) to beasts?

Mon. Mar. 30, 2015: Hamlet Act 3, scene 3

Today, we reviewed the first part of Act III and then continued. We read up to Act III, Scene 3, (page 95 for those in period 3 and page 93 for those in period 2). If you were not here, answer the following:

1. What is the purpose of inserting the conversation between the player king and player king (lines 148 - 215)?
2. What does Gertrude say about the preamble? How does her reaction mirror her own experiences? Explain.
3. How has the name of the play been changed? Why has it been changed?
4. How have the actions in the play been changed from the death scene as described earlier by the ghost?
5. Why does Hamlet make these changes?
6. What do these changes indicate about Hamlet's feelings about his mother's involvement?
7. Hamlet uses the analogy of the recorder... what is the purpose of this analogy? What is he trying to tell Guildenstern by using it?
8. Why does Hamlet spare Claudius' life?
9. Why does Hamlet kill Polonius?

Thurs and Fri March 26 and 27 Hamlet Film

On these days, you will be watching Hamlet. The version is Kenneth Branagh. It will match up to the first two acts we have studied in class.
You were also given a one month independent novel study check in that must be completed for Monday.

Wed. Mar. 25, 2015: Act II Quiz Hamlet

Today, you wrote your Act II quiz for Hamlet. We then went on to reading Act III. We finished reading to the end of page 79. The Player King has just reminded his wife that they have been married for thirty years (Act 3, Scene 2).

I reminded the class that they need to have their independent novels here for Thursday and Friday as I have to get them to do a reflection activity (you have had your novels for more than a month now; I need to check in and see how you are doing).

If you were not here, you need to do the following questions. Be sure to label them as "Questions for Act III Scenes 1 and 2":

1. Why does Ophelia agree to engage in a conversation with Hamlet?
2. Why might Hamlet be suspicious of Ophelia being in the lobby?
3. After Hamlet leaves her, why is Ophelia embarrassed (be detailed)?
4. What was the end result of this encounter (what is the plan for Hamlet)?
5. Who has Hamlet told about what the ghost said?
6. How is Hamlet going to monitor the King's reactions to the extra lines inserted in the play?
7. What is Hamlet doing to Ophelia that is unexpected after their last encounter?
8. If you were Ophelia, how would this encounter make you feel?

Tues. Mar. 24, 2015: Hamlet Act Two

Today, we read to the end of Act II. You will have a quiz on this act tomorrow. If you miss it, you will have to do an alternative.

If you were not here today, You need to answer the following questions:

1. Why does Polonius speak to Hamlet in the lobby?
2. What reasons do Rosencrantz and Guildenstern give Hamlet for their arrival at Elsinore?
3. Why are the players coming to Elsinore?
4. What problems have the players had to deal with back in London? List them.
5. What play does Hamlet want the players to play?
6. What does Hamlet ask of the lead player?
6. What is Hamlet's true purpose in having the players perform a play?

Fri. Mar. 20, 2015: Act Two: Hamlet

Today, we read Act Two scene 1 of Hamlet and part of Act Two scene 2 of Hamlet. We ended at the point where Polonius is going to meet up with Hamlet (Hamlet is walking and reading a book). We stopped at the end of page 46 and will start on page 47 on Monday.
If you were not here, you will need to answer the following questions. These need to be handed in on the day you return.

1. What act does Polonius assign Reynaldo to do in Paris?
2. Why is Ophelia so upset when she speaks to her father?
3. How does Polonius change his mind in regard to Hamlet and his relationship to Ophelia?
4. What task does Claudius assign to Rosencrantz and Guildenstern?
5. What news does Voltemand bring back from Norway?
6. What does Polonius suggest to do as a way of finding out the real reason for Hamlet's madness?

Thurs. Mar. 19, 2015: Act One Completion: Hamlet

Today, we finished reading Act One of Hamlet. You then wrote a quiz on this act and on terms. If you were not here, you need to come in at lunch and write the alternative.

Wed. Mar. 18, 2015: Hamlet, Act 1 Cont.

Today, we continued reading Act I of Hamlet. We finished reading scene 2 and scene 3. We read scene 4 up to the point in which the ghost has finished telling Hamlet what happened to him (how he died) and what Hamlet must not do in relation to his mother (page 31, line 91). Keep in mind that there will be a quiz after every Act (so there will be one tomorrow).
If you were not here, you need to answer the following questions. These need to be handed in on the day you return.

1. Using everyday language, state the advice that Polonius gives to his son.
2. What does Laertes tell Ophelia to do in relation to Hamlet? Why might Laertes be giving her this advice?
3. What does Polonius tell Ophelia to do in relation to Hamlet? Why might Polonius be giving her this advice?
4. How realistic is Ophelia's final response to her father about what he is demanding of her? What choices does she have if this was happening in a household today?
5. What do the people of Denmark believe when it comes to King Hamlet's death?
6. What does the ghost say happened to King Hamlet?
7. What does the ghost want Hamlet to do to Claudius?
8. What does the ghost want Hamlet to do to Gertrude?

Tues. Mar. 17, 2015: Act One: Hamlet

Today, we began to read Hamlet. We read all of Act I, scene 1, and part of Act I, scene 2. We stopped on page 15, line 160. If you do not have the text, you can find this play online and read up to the part where Hamlet has just finished his soliloquy. Horatio and the guards have just come on stage to talk to Hamlet about the ghost they saw.
If you were not here, you also must answer the following questions. These need to be submitted on the day you get back:

1. What is the atmosphere or mood at the opening of this act? How does the audience come to understand that it is evening (find three examples)?

2. What is the political situation with which the country of Denmark is concerned? Who is Fortinbras and what is his problem?

3. What solution does Claudius come up with to stop Fortinbras?

4. List all of the reasons that Hamlet might be unhappy.

5. Why wouldn't the ghost talk to anyone?

6. Why does Horatio want to tell Hamlet about the ghost? List all possible logical reasons.

Mon. Mar. 16, 2015: Shakespeare Intro. Cont.

Today, we finished reading the introduction to Shakespeare booklet handed out last week. If you were not here, you need to read pages 6 to the end actively and answer questions 4 - 6 of the Shakespeare introductory questions. Both of these then need to be handed in to get the mark.

Fri. Mar. 13, 2015: Shakespeare Introduction Cont.

Today, I addressed the question: Why would anyone go and see these plays? We know the language is hard, many of the plays are long, and the conditions of the time didn't make viewing, at least for the groundlings comfortable. Yet, those who ran public playhouses not only managed to eke out a living, but some, such as Shakespeare, became financially comfortable. The theatre had to offer up entertainment not easily available in other forms of entertainment. Unlike the other vices, one was not participating in any debauchery, simply viewing it. The puns were funny, the insinuations were often titillating, and the characters were, while not of the same "rank" as most of the audience, at least capable of the frailties the average viewer also was dealt. In other words, plays were escapism from the everyday, yet still appealed to the emotions and realities of everyman/woman.
If you were not here, I have not been able to find a reading that is appropriate for this lecture. As such, if you missed it, you missed it. Too bad, as it provided the context. If you want to discuss it with me, come in and I will go over it with you. This is NOT a unit to miss as it is hard to catch up. Also, this is the ONLY lecture you will miss and not have additional work to complete.

Thurs. Mar. 12, 2015: Shakespeare Introduction

Today, we as a class actively read the booklet I gave you introducing Shakespeare and his tragedies. If you were not here, the booklet is in your portfolio. Those not here will also have to demonstrate that they have read the information in the booklet by reading pages 1 to 5 actively (and submitting) and answering questions 1 to 3 from the sheet that is now in your portfolio.

Wed. Mar. 11, 2015: Unit One: Heroes Comprehension (m.C.) Exam

Students wrote their unit exam today. If you were not here, you need to make arrangements with me to write the alternative.
I also instructed you to take the play Hamlet out from the library and read the introduction at the front of the book, followed by the reading on leading characters.

Tues. Mar. 10, 2015: Assmbly or sentences and run ons

Today, one class went to an assembly and another class was given a review on parts of the sentence and how to eliminate comma splices.
Keep in mind that you have a comprehension exam tomorrow. If you miss it, you will have to make arrangements to write the alternative (no one spoke with me in advance indicating he or she would not be here).

Mon. Mar. 9, 2015: Test Prep and Process of Elimination

Today, I gave you an overview of the reading comprehension exam (multiple choice) that you will be writing on Wednesday of this week. Keep in mind: if you know you are going to miss this exam, contact me in advance for an alternate time; if you miss it without notifying me first, you will write an alternative exam.
The information I presented you with today gives specifics about the exam (number of readings, questions, and marking expectations). I have put a copy of this information in your portfolio.
There are a couple of changes to the marking: The multiple choice questions are worth 48 points and the marks for meeting the time expectations add up to 2.

I also gave you a handout (blue) on how to answer multiple choice questions (using process of elimination). Most of you are already familiar with this approach: this was just a refresher. I also went over some of the meanings of terms often seen in the stem of multiple choice questions. If you were not here, you will have to define them on your own.

Fri. March 6, 2015: Paper Completion and Submission

Today, your multi-source paper was due. These are to be handed in with all components indicated in the instructions. If you have not handed it in, it will be recorded as an NHI. If you want to discuss these, see me at lunch to do so. An alternative can be arranged if necessary.
I also informed the class that you will have a reading comprehension (M.C.) exam on Tuesday. It will be discussed on Monday.

Thurs. Mar. 6, 2015: Writing Class

Today, you continued to work on your essays. Some of you are in the rough copy stage and others are already proofing (first revision). If you have not started typing this paper in, you should consider coming in at lunch or in the morning as you are falling behind. It is due at the end of the day tomorrow.

Wed. Mar. 4, 2015: Writing Class

Today, you worked on creating an outline for your multi-source essay, which is due at the end of class on Friday (the essay) with the outline attached.
I also handed out "How to "Write and Introductory Paragraph" and "Attention-Getters." These should help you when creating your final copy.

Tues. Mar. 3, 2015: Major Assignment Essay

Today, you were given essay questions for your first major essay assignment. This is a multi-source essay in which you have to refer to three of the texts we have studied thus far. I discussed approaches to this essay (how to chart ideas to arrive at a thesis), which should have already been addressed last semester, regardless of which teacher you had (we both teach it in the other class).
You also have to create a Works Cited Page.
The assignment needs to be typed into the system using proper layout and formatting. It needs to be labeled "Multi Source Essay One." It is due at the end of the day on Friday, March 6 (or earlier).
This is still much more time than should be needed. I expect a hand-written outline to be attached to your paper (both then submitted into the "In" box), and I will expect copy that is virtually error-free and proofed for clarity.

The Texts we have studied are as follows:

Beowulf
from Sir Gawain and the Green Knight
"Robin Hood and the Three Squires"
"What Men Live By"
"Man in the Water"

Notes from board

Types of Heroes
Epic
* Roman hero
* Christian hero
* Chivilrous hero
* Underdog hero
______________________
Modern
* Societal hero
* Everyday hero

The characteristics of the hero types change over time, as do their motivations.

* Everyday hero

Mon. Mar. 2, 2015: Heroes Reading Cont.

Today, I checked your active reading on Friday's assignment. Those who did not complete the assignment were given alternative questions. If you were not here today, those questions are in your portfolio.
I then gave out the reading "The Man in the Water," by Roger Rosenblatt. This reading can be found online. Students are to have it read for tomorrow. If you cannot find it, the reading is in your portfolio. It is a 15 minute reading, so if you come up and get it before classes, you should be caught up.
Those who don't have it read (active reading, summary and purpose written on back) will have to do alternative questions.

Fri. Feb. 27, 2015: Hero in post Middle Ages

Today, we discussed the "Robin Hood and the Three Squires" ballad provided yesterday. I then gave you the reading "What Men Live By" by Leo Tolstoy. You are to read it actively (highlight 5ws, highlight and define unknown words, write a summary and a purpose for it on the back). This is to be due for Monday.
IF YOU WERE NOT HERE: this reading can be found online; just Google it!

Thurs. Feb. 26, 2015: Hero of the Common People

Today, you handed in your excerpt critique assigned for yesterday's reading. We then discussed one more hero who appeared during the middle ages: Robin Hood. I presented a Powerpoint (if you were not here, the notes are in your portfolio). I then gave out the reading assignment which was to actively read "Robin Hood and the Three Squires." The last slide of the Powerpoint explains what I want you to do in more detail.
These are to be submitted at the start of class tomorrow.

Wed. Feb. 25, 2015: Excerpt Critique Completion

Yesterday, you were provided with an excerpt from the ballad Sir Gawain and the Green Knight (translated into story form instead of the original poetic). You were to read it yesterday and create an article critique by the end of class today. This must be typed and follow the format expectations you have already received.

Tues. Feb. 24, 2015: Intro. to Chivalry as an Ideal

Today, I introduced the concept of chivalry in the Middle Ages. If you were not here, the Powerpoint is in your portfolio.
I then gave you an excerpt from Sir Gawain and the Green Knight to read and then write a text critique on. This is due at the end of class tomorrow.

Mon. Feb. 23, 2015 Beowulf Discussion and Group Work

Today, students were placed into groups to answer a question related to the excerpt from the poem Beowulf. Each group was given a different question. We then discussed them.
Students who were not here on the Friday prior to the break did not do this activity. They were given questions to answer instead.

Notes from what the students found:

Personality of the king, Beowulf and Grendal.
- Grendal (loner,impatient, curious, in pain due to lack of sleep, strong, angry, savage, stubborn)
-Beowulf (hero, brave, courageous, smart, determined, vain)
- King Hrothgar (scared, caring, miserable, depressed, coward)

How is Beowulf a hero on paper?
- courage to take on monster
- no weapons
- lead his men
- strategist
-related to king, notable birth
- strength to fight bravely
- ticked Grendal feigning sleep
- strength to hold on to the monster's claws
- fair fight (integrity and strength of character)
- puts himself in danger for the safety of others

Defend Grendal
- Lousy birth
- lived alone
- curious (he probably would have left him alone if they weren't partied)
- could have partied less
- abandoned bar
- sent for help rather than rumours
- bad urban planning
-ate for food and as a deterent
- attempted to stay away from others
- Shows no hatred to people, just annoyance

Admirable traits about Beowulf (see above)
Antonyms (overconfident, harsh, murderer, feels  no remorse)

Admirable traits for Grendal
Strong, powerful, fearless, smart, sneaky

Not Admirable
miserable, sneaky, scary, murderous, annoyed)

Fri. Feb. 13, 2015: Beowulf Reading and Tone Discussion

Today, we discussed the importance of monitoring tone when writing so that readers are not offended. We then examined the excerpt Beowulf. I read it out loud, discussed the difficulty with citing this excerpt, and then instructed you to do the "What is Relevant" section on your own for homework.
I also reminded you that the holidays are a great time to get independent novel readings out of the way. The activity relating to the novel is not due until June 8; however, getting it out of the way early will reduce stress.

Thurs. Feb. 12, 2014: Discussion of Conventions and Language

Today, we discussed the layout of the Text critique. I explained that it is best to read and write the section on what is relevant before doing the summary. I also discussed how language has changed over time and why this can make it difficult to understand words in context. If you were not here, you might want to talk to me or a classmate to get a better understanding of the class.
I also used the analogy of a TV show to help explain expectations in the critique.

Wed. Feb. 11, 2015: Introduction to Unit One: Ideals

Today, I presented a Powerpoint explaining the questions you should be able to answer in this short unit as well as what the unit is about. The focus is on societal ideals. If you were not here, the Powerpoint notes are in your portfolio.

Tues. Feb. 10, 2015: Novel Study: Writing Activity

Today, students were reminded that they have outstanding assignments. Those who do not have them in by the end of lunch will be given an alternative that allows them to demonstrate mastery over the same objectives.

Today, they all had to have their novels (which they were instructed to have yesterday: see "Course Outline"). I gave them the assignment "Novels Study Initial Activity" which allows them the opportunity to practice their citation skills, summary skills and reading time.

This activity will determine how long it will take them to read their books. As such, it must be completed in class. If a student has been absent, he or she needs to see me at lunch to do this (it will not be in the portfolio).

Mon. Feb. 9, 2015: Writing/revision class

Today, you worked on completing your text critique. I also sat with some of you and explained revisions needed on the layout of your paragraphs. Both of these assignments are due and will be entered as late/NHI after school if they are not in by that time.
Students who had extra time were to read their novels. You were to have them (and your supplies) for today. Be sure to bring your novel for tomorrow's class as you will be completing an activity using it.

Fri. Feb. 6, 2015:Text Critique One: Writing Class

Today, you worked on your first critique based on the reading you received yesterday. To do this assignment effectively, you need the reading, the "Understanding Text Critiques" booklet, the "MLA Citation" booklet, and the "Computer Usage Steps" booklet.
While you worked on this, I also talked to you about your paragraphs. You will have Monday to complete this activity. If you were not here, read the information above and check your portfolio (if absent on Thursday and Friday) for the reading. Commit to being in the class at lunch as this is an in-school assignment.

Thurs. Feb. 5, 2015: Introduction to Western Literature

Today, we discussed the sheet you already received entitled "Understanding Text Critiques."
I then talked a bit about how Western Literature mattered and developed. In order to reinforce this, I gave you the reading "Life and Literature in Early Britain" by Richard Craig Coheen. This is a two-page read that should take less than 15 minutes to read. You are to have it read for tomorrow's class.

Wednesday, Feb. 4, 2015: Writing Class

Today, students completed their paragraphs and ensured they saved them properly on the computer system (using their "Computer Usage Steps" instruction sheet).

Tues. Feb. 3, 2015: Paragraph Discussion/Writing Assignment

Today, I reviewed paragraph writing with you, focusing on the importance of arriving at examples tied to topic before arriving at a thesis. If you were not here, there is a handout about this in your portfolio.

I also handed out your first assignment. You will be writing a personal response paragraph. It is also in your portfolio. This assignment is due at the end of class Tomorrow (Wednesday, February 4). It will be used to assess current levels of competency so it is an unavoidable exercise. Students absent will need to come in and work on this at lunch.

Mon. Feb. 2, 2015: Class Introduction

Welcome to ELA B30. The goal today was to introduce students to the course outline, important papers needed all year, and how to access this Blog.
The papers you were given today are as follows:
* Course Outline (Get supplies by Mon. Feb. 9)
* Approved Novel Study Choices (Get novel by Mon. Feb. 9)
* Independent Novel Study Assignment (Due  Monday, June 8)
* 15 Common Errors Booklet
* MLA Citation Booklet
* Integrating Quotations in Sentences
* Computer Usage Steps
* Understanding Text Critiques
* Stylistic Devices sheet

CELL PHONES ARE NOT ALLOWED IN CLASS.