Chrysalids - chapter 5,6

Students handed in their chapter 5 questions.

We had much discussion about modern issues surrounding genetic mutations and genetic selection.  It may not be that far off where one day you can select certain genetic characteristics in your children.

We began reading chapter 6 and students began working on their ch. 6 questions.

Quiz today and updated marks

Quiz on ch 1-3 of our novel.

We discusses what TELEPATHY means and why that's important in the novel.

Homework:  students were to read chapter 4 and complete the three questions on the handout.

Click HERE for your updated marks!

Chrysalids - new novel

Last Friday, we wrote sonnets that emulate Elizabeth Barrett Browning.  Our sonnets began, "How do I hate thee, let me count the ways."

Yesterday we had the MADD assembly.

Today we began our first novel study, The Chrysalids.

Homework:  read until the end of chapter 2 for Thursday

Provincial Exams, Streaming, Working on Project

We discussed our English 10 provincial exam (and provincial exams in general).  We wrote down an outline on what is included in the test.  Then, we worked together and marked five student essays and used the provincial rubric to determine what marks those students earned.

Most students commented that it seems fairly easy to pass the exam, but it is difficult to do well on it.

We also had a brief discussion on 'streaming' in education and what that means.  Next year, some students will be in Communications 11 while others will be in English 11 -- that's an example of streaming.

Finally, students worked on their Society Reflections Project -- Final due date will be Monday.

tone and sonnets

We added the words "tone' and 'sonnets' to our list of words.  Two classes ago we added 'ambiguity.'

Today we discussed the nature of love by looking at Elizabeth Barret Browning's Sonnet 43 ("How do I love thee? Let me count the ways")

Then we looked at a humourous essay "Breaking the Ice" by Dave Barry about a similar theme.  Barry, unlike Browning, uses humour to make the serious point that young men need self-confidence in order to talk to young women.

Cailin, on Thursday this week, you and a few others, will be completing the Sightlines 10 test that you missed.  Okie dokie?  Was New York fun?  I bet it was.

Society Reflections Project - test next day

Today students had lots of time to work on their Society Reflections Project (this will be due next week sometime).
Access the assignment here

We also spoke about WeDay.

Finally we read Dreams by Langston Hughes (from our textbook).  We completed #2 on p. 89 and handed it in.

Reminder!  Test next day. 

Test Review and My Left Foot

Our Sightlines 10 Unit test will be Friday
15-20 Multiple Choice Questions plus a story to read
Essay

You'll have to read a story from Sightlines 10 (that is, a story you have not yet read)

What to study?
Study your list of terms.
Review the blog.
Know all of our readings.
Study the process of writing a literary paragraph (Dennis's email lesson)


Today's lesson focussed on the story MyLeft Foot.
We learned what a memoir is and added it to our List of Terms.
We read and discussed the story.
Students took home a letter indicating to parents that we MAY watch the movie My Left Foot (it contains a healthy dose of profanity and a touch of nudity -- if parents would rather their child NOT watch this film, they should contact me).

I have a dream

We started with a quick review of last day:  dialect, cliche, and proverb.

Then I handed out the Society Reflections Writing Project -- this will be due at the end of this week or next week.  I will be giving class time to work on this.

Finally, we learned about the Civil Rights movement in the USA in the 60's.  We read and listened to Dr. Martin Luther King Jr's famous "I have a dream" speech.  Students wrote and discussed about what  Dr. King was referring to as 'his dream.'

Cliche's proverbs and dialect

Today we reviewed our work from last day on body image and the piece "My Body is My Business."

Then we moved onto a worksheet where we learned about cliche's proverbs and dialect.

Interestingly, many students are unfamilar with the cliche "Life is like a box of chocolates."  Also, many people had never heard of the Canadian dialect word "Hoser".  Also, a few people had never heard of the proverb, "You can lead a horse to water. . . "

Oct. 2nd

We focussed on two pieces from Sightlines:  My Body, and My body is my business.

We watched this TedTalk http://www.ted.com/talks/cameron_russell_looks_aren_t_everything_believe_me_i_m_a_model.html

We completed these questions and handed them in:

My Body is My Own Business p. 51 Sightlines 10

Answer the following in full sentences:

1.     Why were the Muslim girls kicked out of Montreal schools?

2.     What misconceptions did popular movies spread about Muslim women who wear veils?

3.     How according to the author, does the hijab empower women?

4.     Why, according to the author, is it a myth that women in today’s society are liberated?

5.     In the context of the article, what does the author mean when she says, “I am not under duress.”

Complete Question#1 on page. 53

The power-dynamic in relationships and the Ninny.

1.  I handed back last day's work on connecting words.
2.  Several students still do not have their Bicycle paragraph finished.
3. We discussed the unbalanced power relationships that exist in the babysitter - employer dynamic.
4. We discussed Napolean's statement "Absolute power corrupts absolutely."
5. We read the short story "The Ninny," and completed the following three questions (these were handed in at the end of class) :

a. Which character deserves more scorn:  Julia or the owner?  Why?  (Synonyms for scorn:  renounce criticize disdain, despise, be critical of).

b. The author, Chekhov, was concerned about problems in his society.  What problems do you think he was showing in this story?

c.  After almost cheating out Yulia on her earnings, the owner rails against her saying,

“Why didn’t you protest?  Why did you keep your mouth shut? Is it possible that there is anyone in this world who is so spineless?  Why are you such a ninny?”

The author then writes, “She gave me a bitter little smile.  On her face I read the words: ‘Yes, it is possible.’ “

Read this over carefully to discover there is a something subtle about Yulia’s response.  What is it?  How does it change the reader’s perception of her?