Coup de Grace - the final, merciful blow

1. We reviewed and did a homework check on our questions from the short story "Once Upon a Time."
2. We worked on a reading strategy that students should use, at times, when they read:  the Think-Write.  (when you're reading, write down all the thoughts, comments, opinions, questions in the margin to the left OR write it down on stickie notes that you place beside your poem/story).
3. We read the poem Coup de Grace and did our own Think-Write and discussed it as a class.
4. I tried to teach students that it is OK and natural for your mind to wander, at times, when you read and that the Think-Write helps keep your mind focused while you read.
5. We added to our story parts notes (point of view and theme).
6. Students completed a handout on the story "Once Upon a Time" in which they were asked questions about the terminology we've learned (plot, setting, character, theme, point of view, conflict, irony).  This was completed and handed in at the end of class (two students didn't get finished and will hand it in next class).

Antagonistic and Dutiful

Students handed in their letter of introductions (which were due today). (Alex, Lena, Richard, Dawson, Lisa, and Peter still have to hand theirs in -- along with today's absences: Daniel, Skyler, and Kim)

Story Parts Notes - we added notes on the 7 character types (antatonist, protagonist, flat, round, static, dynamic, stock) -- we discussed examples of each.

We learned what the words dutiful and antagonistic mean.

We discussed the policy of Apartheid that was in place in South Africa up until 1993, and read some notes.

Students read the story "Once Upon a Time" from our texts and completed 7 questions (these are for homework).

1.              What is the husband’s first attempt to calm his wife’s fears?

2.              How does the little boy use this security measure?

3.              Why are the burglar alarms not effective in preventing crime?

4.              Why do the man and woman not hire anyone from the street?

5.              Why does the wife send out bread and tea?  Why is this discouraged?

6.              What is the next choice of security and how does the husband's mother contribute?

7.       How do the man and woman arrive at their final choice of barricade?

Last Saskatchewan Pirate

Today we reviewed last day's work on the short story "The Interlopers", including a definition of what an interloper is (an interloper is a person who is involved in a situation where they are not wanted or welcome).

Then we read the lyric poem "The Last Saskatchewan Pirate" and discussed its meaning.  You'll find it in your Sightlines text.

One key today, was learning that songs are poems set to music.  Mr. Pfeiffer was surprised that most students did NOT know that.  Yep, that's right: songs are poems.  I guess that means that poetry is important to most of you, right?

We spent part of the class discussing how The Last Saskatchewan Pirate song might sound.  Finally, we went on youtube and listened to it.  http://www.youtube.com/watch?v=DuGGNsE3_8Y

If you're so inclined you might want to listen to the Arrogant Worms's song "When Canada Rules the World" https://www.youtube.com/watch?v=3G84iG3Ny3o&feature=endscreen

Holding a Grudge

Today we defined the term setting and added it to our Story Parts Notes.
Then we did a pre reading writing activity:  in a paragraph discuss the concept of grudges. (why do people hold grudges?  Is it proper to hold a grudge or should we exercise forgiveness in all situations? How long could a grudge last? Can you describe any grudges in your own life or in history or in the news?).

Read "The Interlopers" from your text and complete the following questions:

“The Interlopers” by: Saki (H.H. Munroe)

1.      Why is this narrow strip of woodland so jealously guarded by the von Gradwitz family?

2.      What is poaching?  What part does it play in this story?

3.      Why do these men not shoot each other when they come face to face?

4.      Why do they think they will be rescued by their men?

5.      Who makes the first overture of friendship? What is it? How is it received?

6.      How is their feud resolved?

7.      Why is each man hoping that his men will be the first to arrive?

8.      What happens when they both call out together?

This was handed in, in-class.

Once finished the questions, students were give a sheet of words to cut out order, re-arrange, and glue onto a piece of paper. In other words, they created a poem out of these words. (you are not allowed to add or change any of the words).

The Execution

Today we read and studied the poem The Execution from p. 19 of your text.

Students were in groups trying to make sense of the poem.  Then they answered the following two questions on a piece of paper.

1.  How is the poem ironic?  Explain.
2. What greater or larger message is the poet making in this poem?  (In other words, what is the theme of the poem?)

These were handed in.

Elements of Plot

Today we reviewed the three types of irony.
We wrote out notes on the following terms:
verbal irony
dramatic irony
situational irony
poetry
prose
plot (which includes introduction, initial incident, rising action, climax, denouement, conclusion)
conflict

Students also began working on a letter of introduction (rough copy).

Lamb to the Slaughter

Students handed in their white vocabulary sheet on Suffixes and Synonyms (Skyler, Wes, Richard, Lena-Mae, and Lisa still need to complete this!)
Today we read and worked on these questions from the short story on p. 10 of your text.

“Lamb to the Slaughter” by Roald Dahl (page 10)

1.    Describe Mary Maloney at the beginning of the story.  What kind of wife does she appear to be?

2.    How is her behaviour different today?

3.    What clue suggests that Patrick Maloney is preoccupied when he comes home?

4.    What news does Patrick deliver to Mary?

5.    Why does Mary go ahead and make dinner after all?

6.    What is Mary’s first concern as she builds her alibi?

Irony is a central aspect of the short story "Lamb to the Slaughter".  Ask yourself the question, what is an example of dramatic irony in the story? What is an example of situational irony in the story?

We also took notes on the three different types of irony: situational irony, dramatic irony, and verbal irony. Students are reminded to study those terms.

We completed the green vocabulary sheet on antonyms and homonyms. 

We reviewed the main lesson of last day and that was the term "subtle".  We reminded ourselves that authors sometimes use subtlety in their stories because our relationships with other people in our own lives are often subtle.

The great director Alfred Hitchcock created a mini-movie of this famous story.  Have a look at it here http://www.youtube.com/watch?v=Rr6aFSOZEfk

 

GORE

Today we reviewed what a noun and verb are.
We read the short story in Sightlines called Gore.
It's important for you to know (for next class) that the ending of the story is very important.  We learn, as readers, that the three intruders into Amy and Lucas's house weren't, in fact, real.  She used her imagination as a weapon against her brother.  Think to yourself why would she do this?
Why is it ironic that her brother wasn't able to realize that Amy was making the whole thing up? (. . . the answer has something to do about their special bond).

Be prepared for some writing or maybe even a quiz on Tuesday (our next class.)

People don't turn into dinosaurs! Homework due Friday!

1. Handed out course outlines
2. Handed back questions on At the Bus Stop, One Autumn Morning
3. Completed a 10 minute in-class write on #2 from p. 3 of sightlines.
4. Students worked on Suffixes and synonyms worksheet.
5. We discussed what the "Bus Stop" poem may reveal about the speaker in the poem and how that may affect what students do as they complete their own transformation poem  (#4, p. 2 of Sightlines 9).
6. We discussed how poets use line breaks and how line breaks are used to emphasize words and phrases in a poem.
7. Students worked on their transformation poems. They are DUE on FRIDAY.

Key learning: free verse poetry, purpose of line-breaks in a poem, poems can reveal more than just events (In the case of "At the Bus Stop" the poem reveals a character's personality, fears, dreams)

Welcome to English 9!

Greetings and welcome to English 9.  This is where you'll find information on what we have done in our class, what we are presently working on, and what will coming up in the future.

It's a great idea to quickly check the blog at least once or twice a week just to see what's up.  I often give tips on the blog for upcoming tests and quizzes so it can be pretty handy.  Also, if you are absent, you MUST check the blog to see what's going on.  Oh, I also post marks on the blog.

I'll do my best to update it every couple of days.

Have a peek at my English 9 course outline HERE.

I hope you enjoy the next 5 months; I know I will.  :)