May 7th:
We had a Shakespeare interlude, with Much Ado About Nothing. By the 8th, both classes will have performed their skits and we will be viewing the movie.
April 22nd:
We have done our last in-class paragraph and are now drawing our attention to the compare/contrast essay. This will be useful for those of you who are opting out of the term paper as well. Novels should be read -- or, at the very least, almost read -- and you can start thinking about the major concepts of the book to start building some thematic statements.
April 9, 10, and 11th:
We focused on paragraph writing skills because we have have one more in-class write. If you haven't yet done your terms test, please see me.
April 7th and 8th:
See me if you haven't yet done your paragraph write. Today we are focusing on the term review for the poetry term quiz which will run on Wed. (the 9th) for block A and has been moved to Fri (the 11th) for Blocks G and H. Be sure to review the terms and clarify any confusion you might have before that date.
April 2nd/3rd:
After reviewing the terms sheet, we did another in-class paragraph on a poem. Be sure to see me if you missed it. Remember, terms quiz is next week: Wednesday for Block A and Thursday for Blocks G and H. Don't wait until the last minute to review! There are a lot of terms and they are not easy.
Mar 31/ April 1st:
Terms revisited. Today's class was dedicated to the poetry terms. Please start learning them!!!
Quiz next week.
March 6th and 10th:
Assessment! Another block's poetry paragraphs were passed along for you to assess. It was interesting to watch and I will comment that some of you are harsh!
Groups left the following pieces of advice:
1. Where did they gain marks? (What did they do well?)
2. Where did they lose marks? (What could be improved?)
3. "I never thought of that..." (Were there any ideas that your group hadn't included?)
4. A mark out of 6 according to ministry criteria.
We ended the class with a rousing game of chiffre/chance. Some of you need to brush up on your terms!!! (Seriously.)
Feb. 28th and March 5th:
In-class group poetry write. We wrote (colourful) paragraphs on large chart paper in groups on
"Song for the Homeless" and juxtapostion. Next class, groups will assess the writing from another block, which should be interesting. We are also locked into our novels at this point, so hopefully everyone is happy with his/her choice. Keep reading and reviewing those poetry terms (they're difficult).
March 3rd and 4th:
Ian Ross came into the class to discuss potential careers based on English. Thanks for being great audiences.
Feb. 24th and 26th:
Term-a-rama! We looked at some of the more difficult terms (antithesis, epigram, anyone?)
Please start learning the poetry terms now. Look them over bit by bit because they are not easy and there are a lot of them. We will keep practising them in class, but you will have to spend some time on them at home. Also, you should have your next novel by now (seriously, people!) and should be aware that you have about a week to "test drive" it. After March 7th, there will be no novel switches because the term paper/two-day test will be running near the end of April, give or take a few days.
Feb. 21st:
This week we wrapped up term papers (with some great successes) and said good-bye to Term Two. Term Three is beginning with poetry. You should have received a definition sheet (if not, see below.) With these words, we built Word Walls in groups (classifying the terms -- for example, "Sounds" might have assonance, cacophony, alliteration...). We also had a Poetry War with the poem "Song for the Homeless as We Drive to Ruth's Chris Steakhouse in a Red Convertible on a Thursday Night in June." Some interesting points were raised. Be sure to have your notes as this "war" will turn into an in-class write!
Also, for this term, you are still expected to read one "adult" novel of strong literary merit. A list of suggested texts is included below. If you have one you'd like to read, be sure you check with me first.
poetry_terms_12.pdf | |
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term_paper_reading_list_2.pdf | |
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Feb. 14th: Oops! Didn't post for a MONTH because it has been term paper mania around here.
Please remember to submit
1. criteria
2. "thinking"
3. cover page
4. good copy
We have covered the government exam terms for short stories and essays. Up next: poetry!
In the meantime, to those of you who made the term paper deadline, congratulations and realize that your weekend will be less stressful than the other students'!
Jan. 10th and 14th:
In-class write. We turned those micro fictions into macro fictions. Keep in mind, we still had to manipulate the reader!
Jan. 8th and 9th:
After the presentation about Finanical Rewards and Scholarships, we looked at the examinable terms around essays, which we used to have a new round of the cards. So far, block H (reigning champions) are the ones to beat with an impressive time of 3:25. To be fair, there was an unexplainable glitch for Block G.
Jan. 6th and 7th:
Presentations are done! If you weren't finished in time to present, please be sure to submit your work as soon as possible.
Dec. 12th and 13th:
Spoken Word, our last one! All the criteria are provided below. The Micro Cafes run Wednesday and Thursday next week! I'm looking forward to seeing everyone's work.
Dec. 9th, 10th, 11th:
1. Twisters (exactly 140 characters; beginning, middle, end; misleads audience;
ends with a twist.)
2. Micro Stories (about 50 words or less.)
beginning, middle, end; makes a point or tells a story.)
3. Drabbles (exactly 100 words; beginning, middle, end or worthy point)
4. Spoken Word (10 to 15 lines; plays with language; shows passion)
We also looked a sample of a Drabble that has been ready for presentation.
presentation1.pdf | |
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Looks like the Essay-palooza (see below) killed me. I haven't posted forever... but I'm back now!
Dec. 6th
So, after the essays, we focused on two things: short story terms (this was done through a card link game - congratulations to Block G on the victory - and the quiz) and manipulation through writing.
The Short Story Terms are found here:
short_story_terms__english_12name.docx | |
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For Manipulation, we first turned to A.A. Gill from Vanity Fair:
http://www.vanityfair.com/culture/2013/05/aa-gill-bull-blood-steak
which we used to create a Toolbox of Manipulation including:
imagery (5 senses), shock value, impressive vocabulary, relatable, facts, statistics, emotional appeal, humour, flashback, voice, suspense, irony, mood, paradox, directly involving readers, alliteration, hyperbole, metaphor, simile, personification, oxymoron, contradicting popular opinion, pun, caricature, onomatopoeia, symbolism.
To practice manipulation, we are embarking on a Micro Fiction project. Presentations will run Dec. 18th and 19th. Consider bringing snacks to share at our Micro Cafe. The presentations will include:
1. Twisters (exactly 140 characters; beginning, middle, end; misleads audience; ends with a twist.)
2. Micro Stories (about 50 words or less; beginning, middle, end; makes a point or tells a story.)
3. Drabbles (more to come)
4. Spoken Word (more to come)
Criteria included below:
english_12_micro_fiction.docx | |
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Nov. 12 - 15 Essay-palooza!
There is no shortage of work to be done. The next two classes are dedicated to finishing off the Patrick DeWitt essay. While notes and the story may go home with you, the writing is done in-class and left in the portfolios. Essays are due at the end of the second class. Please see below to be reminded of the topics. Also, keep in mind that the deadline for the novel essays is looming: Nov. 20th and 21st. See me for help if you need it!
Nov. 6th - 7th. See me if you haven't done your in-class compostion.
Oct. 31 - Nov. 5th
With the interruptions, etc.. things have been a bit off. (Is there ever a time without interruptions?) In the last class (or classes, depending on your block) we were quickly introduced to Patrick DeWitt. To prepare for our next read, we did a little bit of pre-reading thinking about the 7 deadly sins, the mid 1850's, the quintessential villain, different uses of the word bastard, words to describe literary tone, and Patrick DeWitt himself. Our next write will work a bit differently. We begin the read with essay choices (whereas previously, we read and thought about what possible topics could be), and there will be two days set aside to complete the write. (That does mean expectations will be higher.) Please remember that Nov. 6th and 7th is the grade-wide write.
Possible topics:
1. The seven deadly sins are said to be the origin of all other sins. Discuss in relation to the story.
2. Where does the blame lie, with Wilson, Molly, or the Bastard?
3. Explain how the story's tone enhances the meaning.
4. Explain the significance ofthe animal imagery in the story.
5. Discuss the Bastard's motivation.
6. Discuss the significance of the title of the story.
Oct. 28 and 29th:
We had to work through some of the Editing Rules today, so as we went over some of the rules (see below) and then attempted the second edit sheet. We simply ended the class by respondign to the feedback on their Hemingway essays. Anyone who is still unsure of some of the essay elements (thesis, topic sentences, evidence, explanations, embedding quotes...) please feel free to see me. I have handed out two student essays that were "Exemplary" for other students' references.
editing_rules.docx | |
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Oct. 22nd/23rd:
We wrote our second in-class essay. See me ASAP if you were away!
Oct. 17th and 18th:
Essay prep time! Today we used the graffiti strategy to flesh out the Hemingway story a bit more. All of the quotations that we used are copied below if you scroll down. As the groups discussed, there were a lot of good conversations about fear, power, masculinity, the symbolism behind the story's animals, and interest in the characters of Margot and/or Wilson. The conversations are improving, suggesting that our thinking is also improving. Before coming to class, you may want to revisit the quotes and the videos of Hemingway. You should do some thinking before coming to class because you are allowed to bring the following into the essay with you:
- notes on essay structures (as well as your previous essay)
- your "four words" with the reasons why you chose them
- thematic statements based on your four words
- a pre-written introduction, allowing that you may need to tweak the first and last sentence.
Let me know before your class writes if you have any questions! (Either see me in the morning, at lunch, after school, during block D, or email me!)
hemingway.docx | |
File Size: | 16 kb |
File Type: | docx |
Oct. 15th/16th:
We revisted the essay and its format, with a focus on thesis statements, topic sentences, embedded quotations, and explanations. To prepare for the in-class essay, it's a good idea to start with your "four words." Make a list of why you selected your words because these will come in handy when you're writing your topic sentences. It will also help guide your thesis statement. Remember that your topic sentence sets the topic matter for the whole paragraph. Also remember to explain how your points link back to your thesis so that your reader can follow your argument. Finally, remember you should have most of your introduction written and you shouldn't put any new points in your conclusion. If you want to discuss essays or the story, let me know.
Oct. 10th/11th
We missed a class this week to do career prep. When we met last class, we did the Edit 1 Sheet, which may have been a challenge for some of you, but don't worry... It gets easier as we go one. We also had our first essays returned. Students read the comments and responded to me. Thanks for the thoughtful responses. Finally, in preparation for The Short Happy Life of Francis Macomber, we met the famous Ernest Hemingway, thanks to two short clips from Midnight in Paris. We noticed that Hemingway was portrayed as a macho, adventurous man who had a strong moral code, valuing courage and passionate love. We associated him with war, big game hunting, boxing, and drinking. Of course, we also noticed his crisp, clean prose. These ideas will help as you work your way through the story.
Happy Thanksgiving.
Oct 4th/7th
Our first in-class essay was written today. If you were away, please be sure to schedule a time when you can write.
Oct. 2nd/3rd
Essay Prep Time! We looked at the organization and style of an essay and then used the rest of the time to revisit the short story. Tips for next class: think about those key words and statements we've already written, think about the organization of your ideas, use the sample to format your ideas, and HAVE A "SO WHAT"!
Sept 30th/Oct 1st:
Hopefully George Bowering makes sense to you now. The quotations we played with are copied below. You also should have written out four words you think the story is about and have a thematic statement for all of them. Remember, your sentences should be true in the story, but also true about the world. Shoot for elegance! Next class we'll turn our attention to the essay, followed by our first in-class write.
it_was_that_slightly_disappointing_moment_in_the_year_when_the_cherry_blossoms_have_been_blown_off_the_trees.docx | |
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Sept 26/27th:
We got messy with George Bowering's "A Short Story" with grafitti. Groups ciruclated around chart paper to contribute their thinking. For some students, lightbulbs went off; others will have their lightbulb moments next class. This class was really about thinking about the reading. Great work, everyone.
Most of you are settled into your Silent Reading novels by now. If not, make that a priority over the weekend.
Sept 20/25th:
We started our Silent Reading in earnest today. All of you should be settled into your novels and are hopefully happy with your selection. (If not, fix that QUICKLY!) Remember, you are expected to have your novels from here on in. Moving away from "The Lottery" (yes!) we read and highlighted any ruptures we found in George Bowering's "A Short Story". A quick Google search informed us a little bit about Bowering - from the Okanagan, prolific writer, not afraid of edgy subjects, decorated poet, one-time RCA photographer - before we looked at his story.
still_thinking....pdf | |
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Sept 18/19:
We worked on making thesis sentences more "elegant" but then we went book shopping in the library. Thanks to Mr Elphick for the book talks! The Recommended Reading List is copied below.
recommended_reads.docx | |
File Size: | 46 kb |
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Sept 12/13:
We did another timed write on the short story "The Lottery" to see if the thinking around the story had grown any deeper since the initial reading. It also is good practice for writing on the spot. Next, we turned our attention to writing a solid thesis sentence, which can be more challenging than it seems. Everyone wrote two thesis statements for the short story on either theme, setting, irony, symbolism, or foreshadowing. Once a solid thesis was written, students planned an outline.
thinking_4.pdf | |
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The War is On! Story War Time.
On Sept. 10 and 11th, the class had its Story War. Students brought high level thinking and great analysis to class to use as ammuniton. We even had a few conspiracy theories.
Most impressive was the class's ability to counter and embellish other points. Great demonstrations of thinking about reading.
Most impressive was the class's ability to counter and embellish other points. Great demonstrations of thinking about reading.
outline_eng_12.docx | |
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Welcome to English 12!
Thinking While Reading
As you know, we are working on THINKING while reading literature; we're looking for the subtle details that come together to build a strong piece of writing. We explored ideas around tradition as we prepared to read Shirley Jackson's The Lottery. (Which, as it turned out, many of you had already read! D'oh!) We read this story looking for ruptures, areas of focus, and repetitions.
eng_12_thinking_1.pdf | |
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Sept. 6/9th
Are you ready to rumble? We prepared for our Story War using The Lottery. We gathered our "ammo" in groups, looking at the relevance of some of the subtle detail within the story. Be ready because the war is ON! Words are weapons on Sept. 10/11!
eng_12_thinking_2.pdf | |
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