English 12

Today we continued our work with The Lovely Bones. Last day we completed The Lovely Bones Half-way Test.

We discussed the theme of man's inhumanity to man and cited examples both in literature and in real life. We discussed the concept of Social Darwinism and how destructive many people feel that is. By all accounts, students seemed to enjoy our discussion which often returned to the idea that there is just a thin veneer of civilization that keeps our savage nature from being released. We also spoke about the concept of altruism and how that develops in a person.

I assigned chapters 14-16 along with 12 questions on a worksheet

English 10

Over the past two classes we have done much reading in Sightlines 10 along with continued work on the character paragraph.

On Thursday we read My Body and My Body is My Business. In both instances we talked about the issue of body image and how difficult it is for young women to reconcile what the media exemplifies as beauty and what real beauty actually is. Then, we related both of those pieces back to the main theme of the year (the brotherhood of man).

I returned the Warren Pryor paragraphs and went over four of them on the overhead, showing students just how attainable a 4/6 really is and also highlighting what marks an above average piece of writing. Much time was spent with students working on their writing, while I went around and worked one-one-one with students who needed extra help.

On Friday we read an excerpt of Christy Brown's memoir My Left Foot (from Sightlines). We also watched about 20 minutes of the movie and talked about cerebral palsy. Amber spoke about the child she babysat with cerebral palsy and then, like last day, we entered into a discussion where we linked Christy Brown's story to this year's theme.

Students continued to get help with their writing from both Mr. Pfeiffer and Ms. Mallette. Paragraphs on character from the Bicycle are due on Monday.

English 10

Today we reviewed euphemisms. Then we moved on to the terms cliche and proverb. Students understood that they should limit if not outright avoid the use of cliches and proverbs in their writing. Then students completed a worksheet on this topic.

Then we read the poem Envy and discussed the term juxtaposition. Students completed #3 from last day which is a look at the juxtapositions of the speaker of the poem and the "other boy". (students completed a chart along with a two sentence summary of each of the two characters).

English 10

Today we began class by discussing the term euphemism and what it means. We then completed a 'vocabulary sheet' that had to do with euphemisms.

(Oh, the Tante Rose paragraph from last day has been put on hold a bit, until I can mark and get back the Warren Pryor paragraphs back to students. We'll continue working on the Tante Rose paragraph as the week wears on).

We then completed the following assignment which will help us understand and appreciate the poem Envy from Sightlines. In the following assignment, students had to complete #1 and 2 for homework.
English 10
Sightlines 10
Envy, a poem pp 47-48

1. In your own words define the word ‘envy’

2. In a paragraph describe a time where you felt envious (Who did you envy? why? Explain)

3. This poem is based on juxtapositions (a type of contrast where different ideas are place side by side [either physically or thematically]).
Set up a two-column chart with one column labeled ‘The Speaker of the Poem’ and the other ‘Other Boy.’ Re read the poem and fill in the chart with the qualities of each.

Below each column write a one or two sentence summary of each character.


(How's the snow up there Flo? I spent my weekend in Vancouver and took in the Olympic atmosphere!)

English 10

Last day was spent reading and studying the story The Bicycle from our Sightlines text. Once finished reading, students completed a quiz (on the quiz there was a short paragraph).

Then we spoke about how one should approach a discussion of 'character' when one looks at literature. As a class we brainstormed the character traits of Hannah from the story and then, together, we wrote a paragraph on the overhead.

Then, students were given the following assignment: discuss the character Tante Rose from the short story The Bicycle.

Flo, I don't have anything typed up for you, but I think Ms Kreiger does the same kind of thing. I'll get her stuff on 'writing about character' and send it to you!

Students worked on this in class. It won't be due until next week.

English 10

Today most of the class was spent on working through vocabulary sheets on homonyms and idioms p. 40,41. Students handed this in before class was over.

We also began to read the short story The Bicycle from our text. We'll finish reading next day, complete a quiz, and work on our second writing assignment (this time, not on imagery, but on character).

English 10

Yesterday we did a quick review, discussion of Donne's Mediation XVII. Then we did a quick quiz on that poem.

Then we read the poem Non-Conformist in Sightlines, and familiarized ourselves with that word. In addition we had a discussion on the irony in the poem (Florina, can you give me a bit of a description of what a conformist/non-conformist is, generally, and then discuss the irony in the poem, specifically --just a short paragraph will do).

We continued work on our character paragraphs. They will now be due on Tuesday Feb. 16th.

Meditation XVII Quick Quiz

Choose the BEST answer

1. Meditation XVII could best be described as:

a. poetry

b. prose

c. genre

d. point of view

2. In Meditation XVII, the author compares mankind

a. to a deserted beach

b. to parts of a continent

c. to a deadly hurricane

d. to prose

3. Complete the following phrase: “No man is a(n)...”

a. continent

b. promontory

c. bell

d. island

4. The phrase in question #3 means

a. nobody can travel the whole world

b. nobody has the right to judge another person

c. nobody can have everything they want

d. nobody can live without human contact

5. The line ‘any man’s death diminishes me’ means

a. people who die and who are spiritual will go to heaven

b. people who attend funerals should be grateful for their lives

c. the death of any person affects all mankind

d. the death of any person is unpredictable

6. Another famous line from Meditation XVII is

a. “for whom the bell tolls”

b “diminished in its own dominion”

c “to err is human, to forgive divine”

d “I am a rock”

7. What does the word meditation mean?

a. to help two people work through a problem

b. to thoughtfully reflect on some topic

c. to say one word but mean another

d. to believe in two religions

8. The author of Meditation XVII is

a. Sermon Excerpt

b. William Shakespeare

c. John Donne

d. Paul Simon

English 10

Today in English we began by looking at Self Portrait on P. 30 of Sightlines. We had an insightful discussion on the connection between the ethnic heritage of the image and the emotions revealed by the posture of Buffy Saint Marie in the self portrait. (Flo, it might be good if you try and write down a few ideas on this and email them to me).

Then we worked on the paragraph that is DUE NEXT CLASS -- discuss the use of imagery in the poem Warren Pryor. Please remember to use the letter from Dennis Pfeiffer as both a model of what to write and as a process to follow.

Good luck

English 10

Today we moved onto our second "vocabulary sheet'. It focussed on suffixes and root forms (p. 38).

Then we read, as a class, the play This is a Test from Sightlines 10.

After break, I presented my nephew's lesson on How to Write a Literary Paragraph. This lesson will form the basis for much of what we need to know this year.

Then we read the poem Warren Pryor. Using what we learned about literary writing (and following the process put forward by my nephew, Dennis Pfeiffer), students began working on the paragraph Discuss the use of imagery in the poem Warren Pryor.

No homework was given. The assignment on Warren Pryor will be due early next week.

English 10

During Friday's class, we completed the first of several "vocabulary sheets". The sheet we worked on dealt with prefixes and suffixes and was completed in class (Florina, we'll have to get Amanda to pick these up next time she's in town!)

Students handed in their I Am a Rock questions.

Students begun work on the Meditation XVII assignment from last day.

During Today's class, we began by a review of the year thus far (for the band students who just arrived). Then we listened to the song One by U2 (we also ready the lyrics as we listened). Students then completed the following assignment in class and handed it in:

English 10 -- Using a T-chart or Venn Diagram or other visual device, compare "Meditation XVII" with U2's song "One". To end off class, students continued their work on the Meditation XVII assignment (which is due tomorrow).

English 10

Today we reviewed the theme of Meditation XVII

Then we discussed using a rock as a metaphor. For example, what impression would an author give if he or she were to compare a person to a rock. We brainstormed on the chalkboard.

Then we read I am a Rock by Paul Simon (as well, we listened to the Simon and Garfunkel song)

Students completed a sheet where they answered the following questions:

1 Identify two examples of alliteration.

2. Identify one metaphor used in the poem and explain what the comparison is meant to show.

3. Without looking in a dictionary, what is the best definition of disdain (in line 12)?

4. What is the setting of the poem?

5. What is the best explanation of lines 17 and 18?

6. Describe the narrator and his feelings.

7. What emotion is most prevalent in this poem?

8. What form of poetry is this?

9. There are several images the poet uses in this poem. Identify at least three images and explain what these images are meant to convey.

10. What is the basic message or theme of this poem?

This work is due next class.

We wrote down definitions of the words poetry, prose, and genre.

I also introduced the next assignment:

Although “Meditation XVII” by John Donne seems to be a poem, it is a piece of prose. Your assignment is to change the prose format of the poem into poetry, keeping in mind that line divisions are important to create meaning. Consider line length, word size, spacing, justification, font, colour, overall shape, and background illustrations

Criteria

creative

neat

white, unlined paper

For this assignment I show students poems that use crazy line breaks and unorthodox structure (and even concrete poems).

This assignment will be due next week some time.

English 10

Today in English class a course outline was presented along with a discussion about classroom routines.

Then we discussed what the word meditation means and how it can be used. I showed students a particular kind of meditation that I was taught (the Silva method) and we even tried to meditate together.

Then we proceeded to read the first piece of writing in Sightlines 10, Meditation XVII by John Donne. We discussed how Donne used the metaphor of "islands" and "continents" to help reinforce the theme that humanity is interconnected. In addition we discussed the metaphor of the "bell tolling" and how the loss of any man (or woman) affects us all.

Next day we'll pick up where we left off regarding this poem; in fact, we'll discuss how the theme of Donne's poem will be the main idea that links almost all the pieces of literature we will read and discuss this year.