Dreams p. 89

Read the poem Dreams and discuss. What is a metaphor?

Assign Question #2 in book: write a third stanza.  Explain that the metaphor they choose must illustrate or somehow embody the idea of working toward your aspirations (like a bird flying or an abundant field of growth).  This metaphor must be presented in the third line, just like the original poem, and it must also be presented as a ‘flawed’ metaphor (a bird,   with a broken wing).

The third stanza must also follow the same rhyme and rhythm as the original.

Good copy on white paper with colourful illustrations – this is due next class.

The Bicycle, ambiguity, attention to detail

The meat of today's lesson was when students read the story The Bicycle and completed a quiz after break.  Students also handed in last day's work on the poem "Envy."

We also did much group work and discussion around the idea of attention to detail.  We looked at the famous photograph A Kiss at City Hall and discussed how the photographer captured how time stopped for two lovers during a busy day in Paris.

We also looked at the painting on p. 182 "April Love" and p. 390 "Supper Table".  After looking at and discussing specific detail, we were able to come up with possible stories that fit with those poems.

Furthermore, we talked of ambiguity in art and literature.

"Envy" poem work - Juxtapositions

Today's work included discussion about self-awareness in the context of how students behave during class if they do NOT want to get called on.

This assignment below was given and is for homework if students did not finish

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. 

Colloquial and Standard English, The Ninny

Students handed in their Warren Pryor paragraphs -- well some did.

Word of the week - subtle.

We discussed the difference between formal (standard) English and informal (colloquial) English.  Students completed both sides of a yellow grammar sheet that dealt with this.  Those not finished were assigned this for homework.

We discussed 'the power dynamic' that exists in relationships and when one person has more power than the other, the relationship can be unbalanced.  

We read and discussed The Ninny (p.43).  Students should note the subtle expression of Yulia's smile in the second last paragraph.

We also quickly went over the answers to the pink homonym sheet which was graded and handed back.

Non-Conformist, Listy paragraphs, Warren Pryor work

Students handed in their pink Antonym sheets.
Warren Pryor paragraph is due on Monday.

Today we discussed the word conformity and read the poem Non-conformist from Sightlines.  Students were able to understand the fundamental irony of that poem.

We discussed the marking rubric for the Warren Pryor paragraph:
6/6 shows insightful interpretation
5/6 shows above average interpretation
4/6 shows some interpretive thought
3/6 shows mostly literal level of thought
2/6 shows a misunderstanding of the poem or topic
1/6 is often very brief, can be off topic, or has a significant misunderstanding of the poem or topic

We read the following paragraph and discussed how it had a very list-like quality to it, even though it showed above average interpretation.

Listy Paragraph 

There are many images in the poem “Warren Pryor.”  He is in a “barren hole” is an image that is used near the very end of the poem.  This image shows that Warren Pryor feels like he’s an animal trapped underground. He really isn’t an animal who is trapped because he works in a bank.  Warren is filled with anger because he chose to listen to his parents and go to college.  He should have been a stronger person and spoken to his parents. His inability or desire not to communicate with his parents is the reason that his life was so miserable.  He is trapped in “his teller’s cage” is an image that is used near the middle of the poem.  This image shows that Warren feels like he is trapped, just like being in a hole.  He is working in a bank but feels that he is confined by what has happened to his life.  His silence when it came to talking to his parents is the ultimate reason for his unfulfilling life.  He will resent  what has happened to him each and every day as he toils and paces back and forth in a cage that he has created himself.

The good

-it’s on topic

-it uses brief quotations

-it shows understanding of the poem

-it is in full sentences

-it shows above average interpretation

-it has a strong conclusion that is not repetitive

The not so good

-first sentence does not have a strong thesis or topic

-all sentences are the same grammatical type:  subject – verb – object

-it has a “listy” feel to it – it is disjointed and choppy

- no connecting words such as although, furthermore, as a result, moreover,

Warren Pryor, Dennis Pfeiffer, Synonyms, Antonyms, Homonyms

Today we practiced our vocabulary skills by completing  a pink worksheet on synonyms, antonyms and homonyms.  Both sides of that worksheet are HOMEWORK and are due on Friday.

Students were taught by my nephew, Dennis Pfeiffer, and learned how to write a literary essay (the yellow handout). Furthermore, we discussed what effective literary writing looks like.

We read and discussed the poem Warren Pryor (p. 70).
Students then began to work on their own literary paragraph assignment.  We will continue to work on this on Friday.

This is the assignment:

Read the poem “Warren Pryor” from the textbook Sightlines 10.  

Your task is to do the following:  referring back to the notes on how to write a literary pargraph, write a literary paragraph in which you discuss the imagery in the poem “Warren Pryor.”

Daffodils, vanity, pride, Gorillas and interpretation

Today ALL students turned in their Meditation XVII Prose into Poetry Assignment.
We discussed the difference between PRIDE and VANITY.
I explained to students that there are only three kinds of questions:  Gorilla, Noodle, and Super-noodle questions.  Gorilla questions are literal-level questions. Noodle questions require you to read and think.  Super-noodle questions often ask you to read and think and compare two pieces of writing.
Students read and completed questions on "The Face in the Pool" from Sightlintes 10.  Here are the questions:  

1. What is another name for the character Jupiter?
2. Why does Juno become angry with Echo? 
3. Why does Echo fall in love with Narcissus? 
4. Why can’t Echo communicate with Narcissus? 
5. In what manner did Narcissus most likely die? 
6. Whom does Narcissus try to kiss?
7. What do you think the word ‘Narcissism’ means?
8. We also examined Self Portrait on p.30 and handed in the following:

Exit Slip Assignment:
In a mini paragraph, discuss "Self Portrait" by Buffy Sainte-Marie. Remember, go beyond the literal image and discuss what can be interpreted.

Arden, I hope you're feeling better!

Suffixes and project work.

Students completed and handed in a worksheet on suffixes.
We discussed this week's word of the week: narcissist.
Finally, students work on their Meditation XVII assignments that are due tomorrow.

I am a Rock

Today we read I am a Rock by Paul Simon and completed a worksheet that was handed in.

Our study revolved around the theme and we compared it to Donne's Meditation XVII.

Students also continued to work on their Meditation XVII assignment (below). This assignment will be due on Tuesday of next week.

English 10 -- “Meditation XVII” Sightlines 10 p. 2

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