English 10

Today I assigned the following reading: read to the end of chapter 10 by tomorrow.

Then we took the following notes.

English 10 Notes on literary terms

1. Plot – the events of a story

Plot diagram (draw and label : introduction, initial incident, rising action, climax, conclusion [ denoument] )

Plot order

Chronological versus Flashbacks

Conflict

Internal versus External

Then students continued working on their short story assignment from last day (this story will probably be due at week's end).

English 12

We began by working on a creative poetry assignment. Click here.

Then we began looking at our final exam by looking at an example exam. I handed out both an example exam along with a list of English 12 Terms and Devices (which was taken directly from the Ministry of Education website).

English 10

Today we read quietly and then we began work on the short story assignment -- click here. I showed class the story that I wrote, as an example, and I was uncharacteristically proud of this one sentence from my story: "Doug Pfeiffer, his heart now beating faster, was SO preoccupied with the sensual touch of Beverly’s hand that he didn’t even think to say goodbye to his index finger."

We began working on this story. We will continue working on this next week.

No reading was assigned, although students should be on at least chapter 8 in their reading.

Oh, we also wrote a quiz on chapters 4-6 of The Chrysalids.

English 12

Today was our last day to work on our Ted Talk work. Ted Talk work is due on Monday.

Both at the beginning and the end of class, I highlighted the importance of the following: your TedTalk composition is NOT a research paper. Your composition must address your thoughts or opinions on the topic, as well as the important connections that you make with the topic (literary connections, connections with history, connections with contemporary issues).

English 12

We began class by reading a MacLean's article on the difference between lies and BS.

Then we continued our poetry work by reading the poem Sidewalk II. Students had time to scan the poem and identify figures of speech and other rhetorical devices.

We wrote out definitions for the following words: juxtaposition, pastoral imagery, and ambiguity.

We wen to the library second half to work on our Ted.com unit.

Ted work is due on Monday. Look at previous English 12 post to look at criteria and examples.

English 10

We did a quiz up to an including chapter 3.

We discussed David's telepathic powers and clarified it. We also discussed, at length both the setting of the novel (seems to take place in a post- nuclear war Newfoundland/Labrador), as well as the Mutant in chapter 4 and why David and Joseph Strorm are so struck by his resemblance.)

Students must read to the end of chapter 6 by Wednesday's class.

English 12

Today we studied Thomas Hardy's anti-war poem The Man He Killed.

Specifically, we added to our booklet of poetry terms: we added and discussed the terms rhyme scheme and meter (e.g. iambic pentameter).

Students answered these two questions from The Man He Killed: Which two stanzas have a faltering (disjointed) rhythm? Why would Hardy choose to do this (relate your answer to the theme/meaning of the poem).

We ended off by listening to Peter Gabriel's Family Snapshot song and discussed the ambiguity (it's a poem about the assassination of JFK but it can also be taken as a poem about a young boy VIEWING the assassination of JFK and linking it to his parents' breakup)

Tomorrow, it's back in the computer lab to work on Ted Talks (bring headphones).

English 10

We began by discussing the different points of view. The Chrysalids is written in the first person point of view with our narrator David Strorm.

We discussed the plot of the first chapter and read the second chapter. Much of our discussion focused around setting (what sort of world do they live in? why is it like that? is it the future? what is keeping them so isolated from other parts of the world?)

HOMEWORK: students must read to the end of chapter 3 for Monday -- there will be a quiz on Monday.

TIP: I will be asking you about the "curious understanding" that David has with his cousin Rosaline -- look back at chapter 1 and see what that 'understanding' could be (. . . he seems to have an unusual connection to/with Rosaline . . . )

English 12

Today we began class with a half-hour poetry assignment that was immediately handed in.

Click here to see the assignment “A Poem” by Roger Bates Kronmann.

Then we went to the library to work on our Ted.com mini-unit -- see earlier blog for details, examples, and assignment sheets.

English 10

Today we wrote the Sightlines 10 test as promised. This took most of the first half of the test.

Then we finished watching the movie "My Left Foot".

We'll be doing a novel study next. It will be The Chrysalids. If we have time, we'll begin it today.

English 12

In class today we began a mini-unit on Ted-talks.

I began by describing what Ted conferences are, and how many of those talks have been filmed and uploaded to the website www.ted.com

As a class we watched an example of the kinds of talks that are on ted.com . We watched Jill Bolte's Ted-talk entitled 'Stroke of Insight'.

I then revealed the work that English 12 students need to complete by give examples of that work.

1. Students need to complete THREE sets of notes on three, different Ted-talks.

2. Finally, you need to complete an expository composition on a Ted-talk that you found particularly interesting, insightful, and/or thought-provoking.

Here is an example of the types of notes that should be taken.

Here is one example of the type of composition you can write (the beginning, at least). Here is a second example of the type of composition you can write.

Here is a blank form to use to take notes.

English 12

On Monday students were given time to study for Tuesday's novel test, read quietly, or work on project that is due on March 16th.

Today we wrote our Lovely Bones novel test.

English 10

On Monday I gave students their last chance to work on their projects, which are due on Tuesday.

On Tuesday we learned about the difference between real, unreal, and surreal. We looked at the rather surreal drawing that is used in Sightlines with Langston Hughes's poem Dreams. We talked about how the picture reflects the idea of reaching for your dreams or goals.

We then worked hard for quite some time in writing a third and final stanza for the Hughes's Dreams. Poems were completed as follows:

"Hold fast to dreams

For if dreams _______

Life is ______________________

__________________________

Students had to create an appropriate simile or metaphor for line 3 -- in other words, an image that shows power or freedom or potential but FLAWED power or freedom or potential (i.e the bird has a broken wing and the field is barren).

These were handed in. Sightlines 10 test next day. Review our readings, and any notes we've taken. Also, consider the main theme of the year. Finally, review the sheet on how to write a literary paragraph.

English 12

Today we watched a film related to the novel we're studying, The Lovely Bones.

I also handed out interim report cards.

The Lovely Bones project will be due on March 16th; this will also be the date for our final test on the novel.

English 10

Today we watched most of the video My Left Foot. This is a movie version of the autobiography, an excerpt of which we read in Sightlines 10. This was the first video we've watched this year, and it aptly reinforces our theme in English 10 -- mankind is interconnected and no man can live without those connections.

Society Reflections (Sightlines 10) project will be due March 16th. Sightlines 10 test will be given the first week back from spring break.

Today, I also handed out interim report card marks

English 12

Today we worked together through a practice LPI test and discussed, again, the importance of the upcoming LPI test.

We then worked on our Lovely Bones projects and reading of the novel.

The Lovely Bones project will be due the second day after spring break -- Tuesday, March 16th.

Also, that same day (March 16th), we'll be writing a final test on the novel.

English 10

Today we discussed the topic of public speaking. Specifically, we discussed what makes a good speech and what makes a good public speaker.

Then we looked at, perhaps, the greatest speech of the 20th century: Martin Luther King Jr.'s I have a dream speech (a portion of which is in Sightlines 10). We discussed his main idea and then answered the questions "What WAS Dr. King's dream?" and "Has Dr. King's dream come true?"

Much discussion ensued surrounding equality and how some groups of people, both past and present, are marginalized (treated unequally and/or with disrespect).

We continued in our discussions looking at the importance of empathy and tolerance, and how difficult that may be when confronted with a majority of people who are narrow minded or bigoted. Mr. Pfeiffer related several stories about his mother who was marginalized after the end of world war two.

English 12

Today we continued with our discussion on theme from the Lovely Bones. We took detailed notes on the sub-genre Bildungsroman. Students are advised to study these notes, along with the other notes we've taken, before the Lovely Bones test (which should be right after spring break).

Today, Students also handed in their questions that they completed on chapters 14-16 (only three students handed them in on time :( ).

Students were then presented with a project for the novel. Click here to view the project. Students will be working on this project as they finish reading the novel over the next few classes.

English 10

Today we looked at the painting by Mary Pratt near the very end of the Sightlines 10 text and we discussed just how much can be inferred from a piece of artwork. From that painting we drew several inference about the family, what they ate, why one child's glass was full, the pencil on the place-mat. . . all that helped us to infer things about the family.

We then learned about the word 'ambiguity' and discussed what it means. Pratt's painting, although loaded with detail, is still ambiguous. We then read The Cape an equally ambiguous poem from Sightlines 10. We discussed how ambiguity is a characteristic of many aspects of our lives and that 'not knowing for certain' is something that one must reconcile when studying literature (or indeed, in dealing with one's own life!)

Students were then presented with a project for Sightlines 10. Click here for the project sheet. This project will be due, possibly, at the end of the week.