11’s Breakdown 19/20

January 17th, 2020

15 minutes to get everything ready then showtime for those presenters.

After that, you are done with everything in my class. Check your progress reports etc.

It has been an absolute pleasure to have you here this semester. Thank you for being a truly enjoyable class to teach – Both A and B block.

January 16th, 2020

Just in case I come late to school today think about an issue that is powerful to you personally, get a few (2 max) group members and come up with a way to sell awareness of the topic to an audience of your peers. A PPT is the best way to do this.

As soon as I get to school, I’ll give you the handout and post it here:

Final Paper 11’s Purdy

January 15th, 2020

I have the handout at school for the final project. Obviously I won’t expect too much, but come up with a product, then try to sell us, the audience with a powerpoint. It can be a public service announcement to create awareness.

I have all the details. You’ll have tomorrow to complete it and for the final day we can present.

Have a great snow day! I’ll be grading the rest of your papers.

January 14th, 2020

Ethos Pathos Logos continued:

Here is a PPT I’ll go over with you.

Pathos_Logos_Ethos

And here is a worksheet that I would like for you to go over before Wednesday when I give you the final (2 work day) project and presentation on Friday.

You’ll only be focusing on one element with a group, then mixing.

ethos-pathos-logos-definitions-and-worksheet

By Friday you’ll all be self proclaimed experts on this part of rhetorical analysis.

Forecast for your Tempest papers: Thursday (With Rubric) handed back. This is tentative.

January 13th, 2020

Ethos Pathos Logos

Pathos_Logos_Ethos

And a quick assignment that will be presented tomorrow

Shoes Appeal

January 10th, 2020

Here is a peer review sheet. I have paper copies as well. Please use this to improve your paper as others can see what you, the author, can not.

Tempest Hamlet Peer Review

Basics for turning in your paper on Monday:

MLA Format: Everything You Need to Know Here

MLA format if you’ve been taught this.

If not, it’s acceptable to have these simple parameters:

  1. Title

2. Name

3. Times New Roman 12 Point Format

4.Double Spaced

5. 750 – 1250 words

 

January 8th, 2020

You should have a good outline by today, or at least an introductory paragraph with a clear claim to where you’re going with writing.

Let me know if you need any help regarding this.

January 7th, 2020

Updated Structure:

3 Paragraph Essay Structure

Keep working on your papers for the final that is due Next MONDAY.

Let me know if you need any help or if there is some confusion regarding the structure. Please only come to me if you have something to show, not make me write the damned thing for you.

January 6th, 2020

Welcome Back!

There are two Musical Mondays I have written down for each class. If anything goes wrong, then I will have plan B.

Just so you know, this week will be quick. You have a paper that’s due for the tempest next Monday. This is your “final final” and then there is one more assignment that we will be doing based on Rhetoric and paragraph analysis.

Monday: A BLOCK:  Gio / Raychel

B BLOCK: Kristin / Pixie & Ella

So this week will be like this:

Monday / Tuesday: Choose your final question based on this list – your final reader response will have a grade and a highlight of your best idea to go with. These will be handed back on Tuesday:

1. Prospero presents himself as the civilized discoverer of a desert island, with Caliban and Ariel as its not-quite-human inhabitants. How does Caliban’s history of the island differ from Prospero’s? Whom do you think Shakespeare agrees with, Prospero or Caliban? Whom do you agree with, Prospero or Caliban? Give textual evidence in working out your answers.

2. How does the island function as a laboratory for testing human nature? For Prospero? For Shakespeare?

3. How does Trinculo and Stephano’s discovery of Caliban resemble aspects of Prospero and Miranda’s first encounters with him? What do these scenes of discovery reveal about the political, religious, or social attitudes of each character?

4. What are the goals of the conspiracy staged by Trinculo, Stephano, and Caliban (II.ii, III.ii)? What does each party want to get out of it? Do you ever feel that they are likely to succeed? How (if at all) does the playwright let us know whose side he’s on?

5. What is the play’s attitude towards uncontrolled sexual desire on the one hand and unregulated political ambition on the other? Key scenes include: the story of Caliban’s attempted rape of Miranda (I.ii.347-50); Gonzalo’s imaginary commonwealth (II.i.146-70); and the betrothal masque (IV.i). In each, what is the relation between law, erotic desire, and political ambition? How might Freud have used The Tempest as an example of “civilization and its discontents”?

6. What do you think happens on the island once the Italians leave? What kind of community, society, or form of life can you imagine Ariel and Caliban forming either together or alone?

Write a claim and an introduction for Wednesday. (Tuesday is working on this.)

Wednesday / Thursday: Focus on the body paragraphs and conclusion.

Friday: Peer edits of your rough draft. Good copy is due next Monday (January 13th)  printed out first thing.

Here is a structure of a 3-4 paragraph essay you should follow:

3 Paragraph Essay Structure

I will help you throughout this. Starting on Wednesday, I’d like to start editing and helping those of you with essays that have at least 750 words. Don’t come to me with 2 sentences. I believe that you can come up with your own ideas. This is a final.

December 19th, 2019

A Block – Reader Response 4 due at the end of class.

We will finish act 5. Last reader response due tomorrow PAPER COPY.

Questions Act 5:

22. Does Prospero plan to continue to practice magic when his plan is brought to completion (V.i.33-57)?

23. Who first asks Prospero for forgiveness? Who might you expect to ask Prospero for forgiveness?

24. What does Miranda mean by the phrase, “Brave new world” (V.i.185)?

FINAL READER RESPONSE QUESTIONS:

1. Prospero presents himself as the civilized discoverer of a desert island, with Caliban and Ariel as its not-quite-human inhabitants. How does Caliban’s history of the island differ from Prospero’s? Whom do you think Shakespeare agrees with, Prospero or Caliban? Whom do you agree with, Prospero or Caliban? Give textual evidence in working out your answers.

2. How does the island function as a laboratory for testing human nature? For Prospero? For Shakespeare?

3. How does Trinculo and Stephano’s discovery of Caliban resemble aspects of Prospero and Miranda’s first encounters with him? What do these scenes of discovery reveal about the political, religious, or social attitudes of each character?

4. What are the goals of the conspiracy staged by Trinculo, Stephano, and Caliban (II.ii, III.ii)? What does each party want to get out of it? Do you ever feel that they are likely to succeed? How (if at all) does the playwright let us know whose side he’s on?

5. What is the play’s attitude towards uncontrolled sexual desire on the one hand and unregulated political ambition on the other? Key scenes include: the story of Caliban’s attempted rape of Miranda (I.ii.347-50); Gonzalo’s imaginary commonwealth (II.i.146-70); and the betrothal masque (IV.i). In each, what is the relation between law, erotic desire, and political ambition? How might Freud have used The Tempest as an example of “civilization and its discontents”?

6. What do you think happens on the island once the Italians leave? What kind of community, society, or form of life can you imagine Ariel and Caliban forming either together or alone?

B Block: Movie

December 18th, 2019

A Block – Act 4 and reader response

18. What is Prospero’s major admonition to Ferdinand and Miranda? Why do you think he is so concerned about this?

19. For the benefit of Ferdinand and Miranda, Prospero has Ariel stage a masque, or symbolic pageant, celebrating betrothal and marriage (IV.i). Ceres, goddess of the harvest and fertility, and Juno, goddess of marriage, as well as Iris, the goddess of the rainbow (associated with covenant or contract), all have speaking parts. Why isn’t Venus invited to the wedding masque?

20. What makes Prospero interrupt the masque?

21. How does Ariel get the best of the low-life plotters?

B block – Act 5 (Turn in reader response act 4)

22. Does Prospero plan to continue to practice magic when his plan is brought to completion (V.i.33-57)?

23. Who first asks Prospero for forgiveness? Who might you expect to ask Prospero for forgiveness?

24. What does Miranda mean by the phrase, “Brave new world” (V.i.185)?

FINAL READER RESPONSE QUESTIONS:

1. Prospero presents himself as the civilized discoverer of a desert island, with Caliban and Ariel as its not-quite-human inhabitants. How does Caliban’s history of the island differ from Prospero’s? Whom do you think Shakespeare agrees with, Prospero or Caliban? Whom do you agree with, Prospero or Caliban? Give textual evidence in working out your answers.

2. How does the island function as a laboratory for testing human nature? For Prospero? For Shakespeare?

3. How does Trinculo and Stephano’s discovery of Caliban resemble aspects of Prospero and Miranda’s first encounters with him? What do these scenes of discovery reveal about the political, religious, or social attitudes of each character?

4. What are the goals of the conspiracy staged by Trinculo, Stephano, and Caliban (II.ii, III.ii)? What does each party want to get out of it? Do you ever feel that they are likely to succeed? How (if at all) does the playwright let us know whose side he’s on?

5. What is the play’s attitude towards uncontrolled sexual desire on the one hand and unregulated political ambition on the other? Key scenes include: the story of Caliban’s attempted rape of Miranda (I.ii.347-50); Gonzalo’s imaginary commonwealth (II.i.146-70); and the betrothal masque (IV.i). In each, what is the relation between law, erotic desire, and political ambition? How might Freud have used The Tempest as an example of “civilization and its discontents”?

6. What do you think happens on the island once the Italians leave? What kind of community, society, or form of life can you imagine Ariel and Caliban forming either together or alone?

December 17th, 2019

For B Block:

Quick discussion on act 4.

Reader response #4 – finish it. Choose a question, make another deeper question and then print it out.

We have time also to finish act 5 today… Or perhaps start it. Depends on how you work on the reader responses.

Good luck!

December 16th, 2019

Musical Mondays

A Block:

Emma, Laura, Esra

Liam, Tim

Bruce, Bella, Sally

B Block:

Mike, Galen, Stephy

If we have extra time, I would like to  talk about your second reader responses – which are due today.

18. What is Prospero’s major admonition to Ferdinand and Miranda? Why do you think he is so concerned about this?

19. For the benefit of Ferdinand and Miranda, Prospero has Ariel stage a masque, or symbolic pageant, celebrating betrothal and marriage (IV.i). Ceres, goddess of the harvest and fertility, and Juno, goddess of marriage, as well as Iris, the goddess of the rainbow (associated with covenant or contract), all have speaking parts. Why isn’t Venus invited to the wedding masque?

20. What makes Prospero interrupt the masque?

21. How does Ariel get the best of the low-life plotters?

December 13th, 2019

Reader Response Questions TempestV2

Brief discussion of ideas  11-17.

Then we’ll try and get a reader response out of it. Remember how we asked deeper questions based on the shallow ones? Well, it will all be connected to the final paper so get this work done.

so this class will be half / half because it’s a shortened day.  Half discussion and half work on a reader response.

December 12th, 2019

Let’s finish act 3.

Then it’s your time to complete the questions for the end of the day.

We will have a discussion and a reader response time tomorrow. This is to turn in – hard copy  by Monday – because my inbox is full.

December 11th, 2019

Let me check what you have for reader responses. we’ll do a quick check around.

If you’re in B Block, this is Daniel Day. (D-Day) where you get a Wonder Wednesdays.

Mrs. Durand’s Room.

A Block, business as usual.

Act 2 of The Tempest today.

Here are the questions for act 2 & 3:

11. How does Prospero treat Ferdinand? Why? How is this treatment like and unlike the treatment of Caliban?

12. From what event were the Italians returning when they were ship-wrecked? What is their attitude towards the event?

13. What kind of society would Gonzalo like to found on the desert island (II.i.146-70)? What is the reaction of his companions?

14. What do Antonio and Sebastian want to do to Alonso and Gonzalo? Why? What does Antonio mean when he says, “What’s past is prologue” (II.i.254)?

15. Read with special care the scenes with Caliban, Trinculo, and Stephano (II.ii, III.ii). What does Caliban think Trinculo is? What does Trinculo think Caliban is? What does Stephano think Trinculo and Caliban together are? What is their plan, and what happens to it? To what extent would you call this plan revolutionary?

16. What role does Ariel play in III.ii?

17. The Harpies are characters from classical mythology who punish a bad king by always destroying his meals with their filth. What role do the Harpies play in III.iii? Why is Gonzalo the only character who doesn’t see and hear the speech given by Ariel in the form of a Harpy?

 

 

December 11th, 2019

How does Shakespeare use the class system as satire

These are the reader response questions and examples.

December 10th, 2019

READER RESPONSE QUESTIONS:

  1. How does Shakespeare use the class system as satire – specifically on the ship in A1 sc1?
  2. Is Miranda a ‘fake’ character? Why or why not? (Naive)
  3. Miranda is very sheltered. Does this hinder her as a character?
  4. Is Prospero a ‘helicopter dad?’
  5. What is the role of dreams and reality in act 1 of the Tempest?
  6. How is betrayal shown in The Tempest?
  7. How does prospero manipulate the characters on the island
  8. How does manipulation and power struggles affect people on the island. Shakespeare blurs the line between good and evil. How does he do this?
  9. How is Caliban’s hate for Prospero channeled into his own actions?
  10. I Prospero’s enslaving of Caliban justified? Why should the reader trust Prospero’s perspective of the events that happened with him and Caliban?
  11. The Power of language is a big theme in The Tempest. Explain this statement.
  12. How is magic and realism intertwined in The Tempest?

First, we’ll go over these questions:

1. Act One, Scene i shows the “tempest” of the play’s title. How do the different characters react to crisis?

2. Who is Miranda? What is her reaction to the scene she has just witnessed?

3. Who is Prospero? How does he know that everyone has survived the storm?

4. How did Prospero and Miranda come to be on the island?

5. Who is Ariel? Why should he be grateful to Prospero, and just do what he’s told?

6. Who was Sycorax? How does Prospero feel about her? Are there any parallels between Sycorax’s story and Prospero’s?

7. Who is Caliban? What is his attitude towards Prospero’s control of the island?

8. What event led Prospero to start treating Caliban as his slave?

9. Who taught Caliban to speak? How does he tend to use language? Why?

10. Why does Miranda think that Ferdinand might be a “spirit”?

Now, let me show you how to do a reader response based on the questions we’ve answered.

Reader response:

Guiding question:

 

December 9th, 2019

So Musical Mondays – These are the people going today that are on my list:

A Block:

Emma, Laura, Esra

Areesha, Luise

B Block:

Spencer

Jake & Cole

Vincenzo

Tempest discussion tomorrow. Any extra time and you can work on your questions that are due tomorrow – you’ll learn about the reader response as well.

December 6th, 2019

Vocabulary Final.

Questions (Not that many – 30 minutes to finish)

Go over questions. These are them – in the document I gave you:

ACT ONE

1. Act One, Scene i shows the “tempest” of the play’s title. How do the different characters react to crisis?

2. Who is Miranda? What is her reaction to the scene she has just witnessed?

3. Who is Prospero? How does he know that everyone has survived the storm?

4. How did Prospero and Miranda come to be on the island?

5. Who is Ariel? Why should he be grateful to Prospero, and just do what he’s told?

6. Who was Sycorax? How does Prospero feel about her? Are there any parallels between Sycorax’s story and Prospero’s?

7. Who is Caliban? What is his attitude towards Prospero’s control of the island?

8. What event led Prospero to start treating Caliban as his slave?

9. Who taught Caliban to speak? How does he tend to use language? Why?

10. Why does Miranda think that Ferdinand might be a “spirit”?

December 5th 2019

This is the character map to help you remember the names.

Enjoy act 1, then we will look at the comprehension questions that you’ll complete today and tomorrow. Then – discussion tomorrow.

This link will help us with characters:

https://www.playshakespeare.com/the-tempest/scenes

December 4th, 2019

Welcome to The Tempest.

Horror stories and happiness with Shakespeare.

Here’s the overview that we will go over.

Tempest Overview

In detail, I’ll go over the expectations for this unit. Then, if everything goes well, I will give a very brief chat about the context around the text and we’ll jump in today.

These are the questions for all of the acts:

Tempest Comp Questions

And this is the introduction I hope to get to:

the_tempest Introduction

December 3rd, 2019

Basically December 2nd – only a day late. We’ll do a few extraneous spoken words in A block and B block at the end of class if we have time. The Tempest starts tomorrow.

December 2nd, 2019

1st thing is vocabulary final. I have the book with me. Copy what you don’t have. It is on Friday.

Musical Mondays Presentations –  A block might have time to complete these and have some extra time for spoken word. B Block will not.

A Block

Xavier / Malk & Megan

B Block

Ryan & Nolan / Richelle & Carima / Ella & Pixie

Wednesday we start The Tempest & Thematic Papers

November 28th, 2019

Spoken word final day. Presentations tomorrow.

November 27th, 2019

The class was a success yesterday. You have time to work on and practice your spoken words today. If you need to know what to do, check the rubric. I posted it on Friday the 22nd.

Please don’t waste this time. You fought for this extension. If you waste it, then I’ll be convinced that all students are liars and slackers.

November 26th, 2019

Today, we will be doing something called Fragmented narrative. These are the rules:

Today: Embodied Poetic Narrative (or fractured Narrative) for spoken word ideas.

  1. find an ‘artifact’ in your bag.
  2. Put it in the center table.
  3. We’ll do a quick Kinesthetic warm up so you can get rid of your egos
  4. Focus on an object.
  5. Quietly go back to your desks, don’t talk to anyone else about anything
  6. Write for five minutes about the artifact
  7. Come back into the circle
  8. One word that comes to mind from your story ‘word ball’
  9. Go back to your story and circle key words
  10. Export these chosen words to another piece of paper and reorder them as a poem
  11. Make a physical emblem from these poems
  12. Interpretive dance?

Sound difficult? It’s not if you let yourself go.

Here’s the 2nd part of class:

Prompts

This will help you from now on in making ideas come to life. Enjoy it.

November 25th, 2019

In Block A, after the presentation, we will be working on getting your ideas a little more in tune. There are some good ideas that my class last semester came up with I would like to share. It’s better to brainstorm as a class, then you have time to play with the idea you’d like to work with.

Musical Mondays:

A Block:

Claire

B Block:

Colby / Aiden

Gavin

Kevin / Moe

November 22nd, 2019

A Block will be sharing their ideas and then working on another small exercise in manipulating language. Here is an overview of techniques you can use in your spoken word. Next week — Let’s form our own:

devices Poetry

Poetry 1 – Poetic Devices Worksheet PRINT

B-Block:

Here is an introduction to spoken word: Spoken Word Presentation S19

Here is the rubric for the spoken word final: Rubric for Spoken Word

So as a bridge between non-fiction narrative and poetry slam, I would like for you to get used to the new medium.

You have your narratives mostly written. There is a new form of poetry where you can take from a longer piece of writing and quietly ‘glean’ some words in order to make a standalone piece through poetry.

So our experiment today is to first get your narratives out – then I will help you with the next step.

  1. re-read the work of someone else
  2. write down 10 words in linear order like so:

word

word

word

word etc.

3. Make a connection to those words by making a poem. I will show you an example.

4. share for the class.

November 21st, 2019

This pertains to A block only:

Here is an introduction to spoken word: Spoken Word Presentation S19

Here is the rubric for the spoken word final: Rubric for Spoken Word

So as a bridge between non-fiction narrative and poetry slam, I would like for you to get used to the new medium.

You have your narratives mostly written. There is a new form of poetry where you can take from a longer piece of writing and quietly ‘glean’ some words in order to make a standalone piece through poetry.

So our experiment today is to first get your narratives out – then I will help you with the next step.

  1. re-read the work of someone else
  2. write down 10 words in linear order like so:

word

word

word

word etc.

3. Make a connection to those words by making a poem. I will show you an example.

4. share for the class.

November 20th, 2019

Like I had promised yesterday, today is the final day for you to work on the narratives in block A.  We start spoken word tomorrow. The paper is due on Friday. Printed out.

In block B, you still have today and tomorrow, since Mrs. Durand went over the Capstone with you yesterday. The paper is still due on Friday. Printed out.

Your all about me essay can be emailed to me.

Please use this  time wisely. Come to me for assistance if you need it.

Here are the prompts:

Narrative prompts 12s

November 19th, 2019

We have a few more days of the narrative non-fiction before moving on to spoken word. Spoken word, since  you’ve done it for a few years, will start off with a few games to come up with a poem – some youtube videos on how it’s done and then I’ll leave you to it.

Then finally we will be able (after next Wednesday) to do the Tempest. (Shakespeare)

So today is a peer review. I have a rubric that I will print and post.

Non-Fiction Writing Rubric

November 18th, 2019

Here are the Musical Mondays sign ups:

Musical Mondays Signup Sheet

And just so you don’t forget:

Musical Mondays Final guidelines

Today in A block:

Annbelle / Mikaila / Tamara

Musical Mondays Final Questions

B Block:

Rojeen / Nina

Sydney

If we have time (and we will I think after A block) I’d like for you to continue working on narratives for the rough draft.

November 15th, 2019

There are a few things to do before we continue the narratives:

  1. Hand in short stories. You should have them printed out because we start the vocabulary test in 5 minutes
  2. vocabulary test. (Final new one)

Narrative prompts:

We will share what you have come up with.

I have with me a list of prompts that I’d like for you to brainstorm over the weekend. You can also have time in class today for brainstorming with a partner. Commit to one for next week. Since there are Musical Mondays happening today, I would like for you to commit to a question by the end of class.

Tuesday should be work-shopping a draft from the weekend.

November 14th, 2019

So I will switch things up a little bit today. Since yesterday, we were working on “tell me about yourself” style non-fiction narrative prompts, today, I’d like to challenge all of you who think that their lives have been boring.

Now perhaps I’m wrong. You could actually be boring people. Who am I to judge? I believe that everyone has a story to tell, however. So today will be a conglomeration of stories sharing your truths as people.

I have some prompts that will help you through the narrative process. That’s what this unit is fundamentally about – no real stress about the future, just stories about your lives that you can use in whichever way you so choose… if you wish.

Get into small groups first, share your 250 word responses on who am I?

Delegate one person as a reader. It doesn’t have to be your own piece.

Next, I will hand out papers with prompts on them. We will sit in a circle. Look at the paper and start a story. Doesn’t have to be perfect. I just want you to write.

Then share the prompt with someone close to you.

If we have time, we will go around the circle and discuss what your processes were.

November 13th, 2019

This new unit is as follows:

College Application Unit

It will take a week.

Here’s a power-point on College applications:

Writing The College Essay – Dos and Donts

And a little confidence boost, if I’m in the mood:

the_very_worst_college_application_essays

The plan for the next week:

  1. Wednesday: Take notes on the PPT I will be giving you. (It’s adapted from another teacher that was smarter than me.
    1. Share with the class (round table discussion – Durand’s room) on small in class write.
  2. Thursday: Look at the university / college / tech-school you are applying to and find out what exactly they are asking for.
    1. Also, you will have an in class writing for participation marks.
  3. Friday: Review some published application essays in class.
    1. These are from my 12 Honors class.
  4. FRIDAY: After you have committed to the question you’d like to write about, start a rough draft. It’s due next Wednesday. Peer edits on Tuesday.

Here are the questions:

Narrative prompts 12s

November 12th, 2019

Vocabulary #5 (Last one. In 2 weeks is a ‘final’ of sorts)

Turn in PODCAST / JOURNALS

I will hand out your reports. You can get things organized. I’m cutting off late assignments tonight at 9PM. Get them in. The reports will be finalized by tomorrow.

Last Musical Mondays:

Instrumentals

What does it mean to really commit to a piece – pure sound without visuals or lyrics to help you through the meaning?

Chopin (Ballade #1 in G Minor Op. 23)

Mono – Halo (live)

This last Musical Mondays will be different. You will quietly write, in class, a meaning to your own experience of a piece from today. You can use anything you’ve learned from the questions over these past 7 weeks. Also you can personalize the document – talk about the whole experience so far. This is your final MM for me. Next week through the end of the semester, it’s your turn.

Turn it in, whatever you have, at the end of the class with this format on your word document:

LastName_MM7.doc

If you’re not here, get it in ASAP.

November 8th, 2019

Last day to get things done in class. See me if you’d like to chat about what you have.

Have a great long weekend.

November 7th, 2019

Peer editing day. Get at least one other human being to look at and critique your work.

Short Story Peer Editing Checklist

November 6th, 2019

Podcast Questions:

Talk about the plot and dystopian elements.

Is the world one you can believe in? Why? Give examples.

The dystopia is usually grounded in reality. What were elements of the book that made you think about your own worldview?

Sum-Up

Did this book seem realistic?

How well do you think the author built the world in the book?

Did the characters seem believable to you? Did they remind you of anyone?

Did the book’s pace seem too fast/too slow/just right?

If you were to write fanfic about this book, what kind of story would you want to tell?

November 5th, 2019

Thank you for your musical Mondays hand ins.

I have only talked to a few of you so far. Please let me know if you’re on your way or not.

Musical Mondays Final Schedule / plan

Musical Mondays Final guidelines

I will pass out the sign-up sheet today. Commit to a day. There are 21 slots in each class.

Please continue with your story and your journals. Here are all the prompts so far and two more if you need them. This is for those of you who haven’t been keeping up to date.

Journal Prompts

What does utopia mean to you? What is your perfect utopia? Try and avoid cliche.

In a novel, there are the most exciting parts, called the climax. Have you gotten to the most exciting part of your book yet? If not, what is keeping you interested so far?

Pick a specific scene in the book and re-write it in a way that is from a different character’s perspective. Reflect on why you chose this character.

What has been an exciting ‘aha’ moment for you during this novel so far? If you haven’t found one, tell me exactly what parts have interested you and why.

So far in the novel, there should be a conflict that is presented. Write about the conflict, then think about if it is a parallel to your own life. 

The characters so far in your novel have shown you a world (hopefully) where they are either accepting or rebelling. How about this world? Are you accepting it or rebelling against it? Are we living in a dystopia now?

What is the world being described in your book? What similarities  to your world are like these descriptions?

What are your initial reactions to the book?

Write a letter from the future to your present self.

November 4th, 2019

No Musical Mondays today. Sadly, we will be skipping this altogether. I will be passing around a sign up sheet for you to have your own Musical Mondays final. This will be tomorrow.

Today, I would like for you to work on your short stories. Some have ideas, some do not. Here is a rubric for the final:

Short Story Rubric Dystopia

And here is a peer checklist:

Short Story Peer Editing Checklist

Since I have give n an extension for the final short story project, I would like for you to be actually working. If you are not, I sadly will change it back to the 12th of November.

So this week is all about getting these three things done:

  1. Finish the book & Journal entries (10 for November 12th)
  2. Finish and edit the podcast (November 12th)
  3. Short story final (November 15th)

Next Tuesday, we will be starting narrative non-fiction with an emphasis on college application essays so there will be no more time in class to work on your short stories.

I will be talking to you all individually about your ideas today / tomorrow / Wednesday.

November 1st, 2019

Vocab #4

I will collect it, grade it and while you’re reading, I will give it back (hopefully).

At the end of this class, perhaps 5-10 minutes before the bell, I would like to go around the classroom and have you tell me an update on where you’re at in the book, what your experience is like and how you feel you can cope with the work that is due in less than 2 weeks.

October 31st, 2019

Today is another quiet day for reading and independently working on your assignments.

Please respect others who are working quietly. Perhaps I’ll let 2-4 students go outside the classroom, but the majority should be in here working. There have been a few complaints about kids messing around and treating this like a free block. I was expecting it, but am still disappointed.

Get your journals done. Do the reading. Talk to me if you need help or would like to talk about the book. We can walk around the school and chat.

Journal Prompt:

Pick a specific scene in the book and re-write it in a way that is from a different character’s perspective. Reflect on why you chose this character.

October 30th, 2019

Today is your second podcast. You will be furthering your discussion. So By that rationale, we will be focusing on the worlds you have explored up until this point.

Here are the questions for week 2:

Dystopia Book Questions #2

If you have some extra time, here are the podcast questions for week 1.

Dystopia Book Questions #1

October 29th, 2019

We’re back to the books again. Hopefully you’re moving along nicely. Tomorrow is the second ‘podcast.’ I will have the questions up first thing tomorrow morning. They will be more dedicated to your actual text – yet general enough that everyone can access them.

The journal prompt today (I hope you’ve been keeping updated on this) is as follows:

What has been an exciting ‘aha’ moment for you during this novel so far? If you haven’t found one, tell me exactly what parts have interested you and why.

October 28th, 2019

Musical Mondays #6

I am changing the songs, as we have been talking about otherness in listening to music and this fascinates me.

Alternative rock came about in the 90’s. Some of you might have heard about it , some not. I am giving you three songs that had their moment in the sun, then passed away. These are one hit wonders – in my own time growing up. We love songs then hate them after some time has passed. These songs were some of those songs for my generation.

Why do we hate songs we once loved? What is over-saturation? Think deeper than ‘ it got boring’.

Here are the songs. The rest of the day is normal. We’ll discuss them during and after you finish the work.

  1. Harvey Danger, Flagpole Sitta: https://genius.com/Harvey-danger-flagpole-sitta-lyrics
  2. Marcy’s Playground, Sex and Candy: https://genius.com/Marcy-playground-sex-and-candy-lyrics
  3. Whetus, Teenage Dirtbag: https://genius.com/Wheatus-teenage-dirtbag-lyrics

October 24th, 2019

Today, you have Mr. Riley – He is an excellent man and he’s buff. (Jacked/ stacked)

Please read and then answer this journal prompt if you are not working on your own journal entries.

So far in the novel, there should be a conflict that is presented. Write about the conflict, then think about if it is a parallel to your own life. 

October 23rd, 2019

Podcast #1

Podcast-Rubrics (Due on 12th of November)

Here are the groups. Please let me know if I forgot your name. This is from the book lists. One or two groups have the same book – it was unavoidable. This is okay. Everyone has a different perspective. These groups will stay like this for the unit.

Group Listings

Here are the 1st set of questions for you to answer and talk about. Spend some time getting to know the questions for yourself before you talk about them.

Dystopia Book Questions #1

Have a recorder. This person is liable for all of your podcast files. If you want, this person can share them with you.

Remember – everyone has to talk, even if it’s forced. If you spend lots of time on one question, that’s okay. You don’t have to answer them all. I’m looking for ‘organic’ conversation.

October 22nd, 2019

Today, you will be quietly reading your independent books. Tomorrow will be your first group meeting.

Here is the journal prompt for today – if you choose to use it:

The characters so far in your novel have shown you a world (hopefully) where they are either accepting or rebelling. How about this world? Are you accepting it or rebelling against it? Are we living in a dystopia now?

October 21st, 2019

Hip Hop

Now, this is hip-hop that is more of narrative storytelling. Think: What are these artists trying to say and why do they use hip hop as their medium as a mode of expression?

The Roots: Tip the Scale

https://genius.com/The-roots-tip-the-scale-lyrics

Common, Ft. Kanye The Food

https://genius.com/Common-the-food-lyrics

And as always, here is the template for you to complete this work:

Music analysis guide

October 18th, 2019

Vocab #3

Silent reading – talk outside. This will actually be enforced today.

Journal #2 prompt (if you need it):

What is the world being described in your book? What similarities  to your world are like these descriptions?

October 17th, 2019

Here is the outline that should explain everything, including my expectations of class.

Dystopian Lit Kit Overview

Today, we will choose the books. Look around at the choices – write down your top 2. I’ll try and accommodate them.

Then read.

Then give a summary in your new journal of what your initial reactions are.

October 16th, 2019

What is Dystopian Fiction? Listen and let’s discuss:

dystopian_lit_ppowerp__1

Read this flash fiction excerpt from Margret Atwood:

Time capsule found on the dead planet

Margaret Atwood

1. In the first age, we created gods. We carved them out of wood; there was still such a thing as wood, then. We forged them from shining metals and painted them on temple walls. They were gods of many kinds, and goddesses as well. Sometimes they were cruel and drank our blood, but also they gave us rain and sunshine, favourable winds, good harvests, fertile animals, many children. A million birds flew over us then, a million fish swam in our seas.

Our gods had horns on their heads, or moons, or sealy fins, or the beaks of eagles. We called them All-Knowing, we called them Shining One. We knew we were not orphans. We smelled the earth and rolled in it; its juices ran down our chins.

2. In the second age we created money. This money was also made of shining metals. It had two faces: on one side was a severed head, that of a king or some other noteworthy person, on the other face was something else, something that would give us comfort: a bird, a fish, a fur-bearing animal. This was all that remained of our former gods. The money was small in size, and each of us would carry some of it with him every day, as close to the skin as possible. We could not eat this money, wear it or burn it for warmth; but as if by magic it could be changed into such things. The money was mysterious, and we were in awe of it. If you had enough of it, it was said, you would be able to fly.

3. In the third age, money became a god. It was all-powerful, and out of control. It began to talk. It began to create on its own. It created feasts and famines, songs of joy, lamentations. It created greed and hunger, which were its two faces. Towers of glass rose at its name, were destroyed and rose again. It began to eat things. It ate whole forests, croplands and the lives of children. It ate armies, ships and cities. No one could stop it. To have it was a sign of grace.

4. In the fourth age we created deserts. Our deserts were of several kinds, but they had one thing in common: nothing grew there. Some were made of cement, some were made of various poisons, some of baked earth. We made these deserts from the desire for more money and from despair at the lack of it. Wars, plagues and famines visited us, but we did not stop in our industrious creation of deserts. At last all wells were poisoned, all rivers ran with filth, all seas were dead; there was no land left to grow food.

Some of our wise men turned to the contemplation of deserts. A stone in the sand in the setting sun could be very beautiful, they said. Deserts were tidy, because there were no weeds in them, nothing that crawled. Stay in the desert long enough, and you could apprehend the absolute. The number zero was holy.

5. You who have come here from some distant world, to this dry lakeshore and this cairn, and to this cylinder of brass, in which on the last day of all our recorded days I place our final words:

Pray for us, who once, too, thought we could fly.

Questions / workshop to discuss:

  1. Who is the narrator talking to? Why is this important to the concept of a ‘dead planet?’
  2. How is this ‘dystopian fiction’?
  3. Write for 15 minutes, a letter from the future to your present self.

October 15th, 2019

Vocabulary # 3 (For Friday) 10 minutes to look at it.

Tuneful Tuesdays #4

R&B – The subtle differences between R&B + Soul

https://genius.com/Otis-redding-cigarettes-and-coffee-lyrics

https://genius.com/Joe-tex-the-love-you-save-lyrics

Here is the template for this week’s songs.

Music analysis guide

Let’s talk about each one and then after you’ve finished, let’s leave the last 15 minutes up for discussion.

October 11th, 2019

Meet in the computer lab in the library for the in class test.

October 10th, 2019

Here is the worksheet for the final paper. You have today (and this evening) to prepare for it. I can help you very minimally since this is a test.

Some Godot papers are still trickling in. Get them in on time.

Purdy 11 Modernism Final

October 9th, 2019

This is a work block. Your essay is due today – please finish it and Email it to me by 3PM at the latest. I will be in class to help you through the process. This is a minor letter grade. Ask yourself: Do I get this structure?

Tomorrow, I will be giving you your final questions for the in class essay on Friday.

October 8th, 2019

We are going to finish our conversation about Godot and then I’ll show you a brief essay structure that you will be putting together.

Essay Topics Godot

I do warn you that you have to keep on top of things this week, as there are two papers that will be due – one minor letter, another in class for major grade.

This will be a workshop week.

October 7th, 2019

Musical Mondays #3

One of my heroes – Check out the chain shirt. This is from his groundbreaking album Joy.

Soul: What is Soul? Soul is hyperbolicsyllabicsesquedalymistic.

“music that arose out of the black experience in America through the transmutation of gospel and rhythm & blues into a form of funky, secular testifying.”

But in reality, soul is the experience of the listener. Soul to me is love’s truth.

Note: Both these songs are covers of other songs. But with Soul, they’re the superior versions.

Isaac Hayes By the Time I get to Phoenix (Edited) / Al Green How Can you Mend a Broken Heart

https://genius.com/Isaac-hayes-by-the-time-i-get-to-phoenix-lyrics

https://genius.com/Al-green-how-can-you-mend-a-broken-heart-lyrics

Music analysis guide

Your first 3 weeks of Musical Mondays will be due 15th October – sent to my Email as one document with your document like this : LASTNAME_MM123.doc

October 4th, 2019

Ok, so now we can finish Waiting for Godot together, If we don’t then we will on Monday before the Musical Mondays starts.

Don’t worry too much about the questions – they’re just there for discussion which I will go over in detail a little later.

We’re moving the Dystopian Lit kit to after the thanksgiving break. Next week is expanding on  paragraph responses to three paragraph responses. Your formative writing will be on Godot, because it’s rather difficult, then your final will be on one of the short stories we read.

This final will be an in class essay.

October 3rd, 2019

Let’s continue Waiting for Godot. Here are some questions we can look at as we read:

1. Who are the five characters in “Waiting for Godot?”
2. Vladimir asks Estragon if he has ever read the Bible. What does Estragon tell
him?
3. The set is very bare with the exception of one significant thing. What is it, and
why do you think Beckett used this particular thing?
4. What is the theme that is carried throughout the play and obvious from the
beginning? What does this theme mean to you?
5. Estragon is closely associated with a particular prop. What is that prop? Why
do you think Beckett chose that prop and what does it contribute to the play?
6. Vladimir is closely associated with a particular prop. What is that prop? Why do
you think Beckett chose that prop and what does it contribute to the play?
7. Of all the kind of trees there are, Beckett chose what kind of tree? Why do you
think he chose that particular type of tree.
8. Estragon and Vladimir frequently fall asleep throughout the play. Why do you
think Beckett uses that as a thread throughout the play.
9. After Estragon and Vladimir talk about the tree, Estragon falls asleep. He is
abruptly awakened by Vladimir. When he tries to tell Vladimir about a dream he
was having, Vladimir is adamant that he not talk about it. Why do you think
Vladimir is so vehement in his reaction?
10. How does the idea of hanging and Estragon and Vladimir’s inability to come
up with a workable plan contribute to the atmosphere of the play?
11. In Act I, Estragon and Vladimir have a long conversation about waiting for
Godot and their helplessness. Finally, Estragon exclaims he is hungry! What food
does Vladimir offer Estragon, and what food does he actually produce? Why
might Beckett chose these particular foods?
12. Estragon and Vladimir talk about the crucifixion of Christ and, later, about
offering a prayer or supplication to Godot. Why might Beckett reveal this vague
connection between God and Godot?

October 2nd, 2019

We are starting Waiting for Godot today. First, I’d like to go over a few of the questions that are due.

Here is the text of Waiting for Godot.

Beckett, Samuel – Waiting for Godot

I also have paper copies that need to be returned after the class is over.

Here is an outline of the play. It is mainly about a movement in philosophy called Existentialism / absurdism. Yet we’re not looking at the play for it’s philosophical beauty. We’re looking for ways in which it connects to Modernism.

You will be writing a paper (Same format as the last one, only extended) as a formative exercise on this play as a warm up for the final  – one of the short stories (which is easier).

For now, just enjoy the play itself.

October 1st, 2019

Please finish the questions for Babylon Revisited.

Here is the text:

Text_-_Babylon_Revisited1

Here are the questions:

Questions Babylon Revisited

Email them to me after you finish with the document name like this:

LASTNAME_BRQuestions.doc

my Email: rpurdy@sd43.bc.ca

September 30th, 2019

Musical Mondays # 2

(I will check #1 today. Usually you’ll have a week to finish the sheet and I will collect them every three weeks.)

Discussion on Musical Mondays #1

How Jazz Continues into Blues and why the two are interchangeable.

What is Blues?

This is a type of blues that is synonymous with ‘Rock.’ since you know what rock music is, how are these lyrics / pieces different?

https://genius.com/The-jimi-hendrix-experience-red-house-lyrics

https://genius.com/Led-zeppelin-since-ive-been-loving-you-lyrics

Fill this out like last week:

Music analysis guide

This is the .doc you’ll be using for each lesson

 

September 27th, 2019

Vocab test #2

Text_-_Babylon_Revisited1

Questions Babylon Revisited

This is our next text. We might not get through all of it today, but it should be finished for the discussion on Monday.

September 26th, 2019

We will go over the questions after you’ve had some time to finish the worksheet. Come expecting to talk in class.

September 24th / 25th, 2019

Let’s go over the questions together. This will be our discussion of Hemingway.

When we finish the discussion – depends on the climate of class – we will start our second author. Kate Mansfield.

THE-GARDEN-PARTY1921

garden_party_questions

This will take us through tomorrow. No Rap tomorrow, so it will be doable. You can finish the questions as we read the text.

Think about this question for a paragraph intro response:

How do elements of modernism show in either Hemingway / Mansfield / Fitzgerald / Pushkin / short story?

Example Thesis:

Throughout Hemingway’s short story HLWI, the dialogue/allusion/metaphor shows individualism and fragmentation of modernist philosophy / society.

So the LITERARY ELEMENT shows ONE FACET OF MODERNISM.

September 23rd, 2019

Vocab #2

Musical Mondays #1.

This will take a bit of explaining. Here are my notes regarding this continuing unit:

Musical Mondays Introduction

Here is the weekly sheet I have gotten from the Canadian Government – It fits our purposes well for this unit:

music-analysis-guide

Above is PDF source material

Music analysis guide

This is the .doc you’ll be using for each lesson

When you analyze a piece for perceptive reasons, then the basic questions asked are the ones that seem simple, but provide evidence for good discussion.

Here are the links to today:

https://genius.com/Nina-simone-just-in-time-lyrics

https://genius.com/Billie-holiday-strange-fruit-lyrics

September 19th, 2019

This is the story we will be working on today after I finish the PPT for both classes.

HillsPDFText

We’ll read it together. There is a companion piece that goes along with it – but the reading is optional.

Hills like WE Conversation Analysis

There are questions for discussion I’d like for you to answer. These are due on Tuesday for our discussion.

hills like white questions

September 18th 2019

LENS PAPER DUE TODAY

Welcome to the Modernism unit.

Here is the power-point. I would like you to take notes as I will be going into detail about it.

modernism-modernist-literature FINAL

I have questions for discussion that will come right after this lecture (some during)

I have a story that you will be reading tomorrow if you feel like jumping ahead:

HillsPDFText

September 17th, 2019

HW: FINISH LENS PAPER

All Work today – Let me know when you need help.

In Richard Linklaeters film Before sunset, the theme of _________________ is shown through the character’s discussion of __________________________________________________________ .

A major frame of the film would be seen through a ________________ lens.

This is exemplified / explored / shown / highlighted because _________________________________________________________________________________________________________________________________.

Remember:

Theme

Lens

Evidence

Explanation

Evidence

Explanation

Conclusion

September 16th, 2019

Let’s finish the end of the movie.

Here is the entire official screenplay:

before-sunset

I have re-posted Friday’s instructions.

Remember: Only pick one piece of what they talked about to analyze. You only get a paragraph to do this.  Make it specific.

  1. What perspective (lens) shows the major theme of Before Sunset?

Structure you need to follow: (Copy and paste to a word document)

The Ten-Sentence Critical Paragraph – A Variation of P.E.E.

Like any model for composition, this is open to criticism. For instance, these paragraphs tend to become formulaic and predictable in structure. Excellent paragraphs, certainly, don’t always follow this or any guide. This guide might help, however, especially in the beginning stages of writing about literature.

Sentence 1 – Topic Sentence – contains the title of the piece of literature, the writer’s full name, and your topic. If this is an answer to an assigned question, then your topic sentence might be a rewording of the question into a statement. (a thesis statement, your statement to prove)

Sentence 2 – Main Point #1, One way the writer does what you say he or she does is through…

Sentence 3Example/Reference or quotation #1. The best example from the piece of literature which supports you main idea #1.

Sentence 4 and 5 – The explanation in your own words of how/why this example/quote does what you say it does. This section is where you develop your answer and prove your thesis.

Sentence 6 –   Main Point #2. Another way the writer does what you say he or she does is…

Sentence 7Example/Reference or quotation #2. The best example from the piece of literature which supports you main idea #2.

Sentence 8 and 9 – The explanation of how/why this example/quote does what you say it does. This section is where you develop your answer and prove your thesis.

Sentence 10– Concluding Sentence. Minimally: summarize your paragraph repeating some of the key words from the question. Better: relate this literary device/technique to the effectiveness of the whole composition and how the device/technique helps the author develop the theme, or, relate the composition’s theme to real life.

 

Remember the Conventions of Critical Writing

(writing about literature)

–          Verbs should be in Present Tense

–          Use Objective Point of View (no ‘I’ statements)

–          It’s not simply your opinion. You are making a plausible interpretation of a writer’s work.

–          A quote should not sit as a sentence. A quote should become part of your sentence.

–          convey, portray, depict, evoke, and any literary term… are good words to use!

–          Refer to the reader, the writer, the speaker

September 13th, 2019

Vocab #1

We’ll start the movie today, finish on Monday.

The paragraph for the essay will be due next WEDNESDAY September 18th – Printed out for the beginning of class.

The question you need to answer in a 400-500 word single paragraph is as follows:

  1. What perspective (lens) shows the major theme of Before Sunset?

Structure you need to follow: (Copy and paste to a word document)

The Ten-Sentence Critical Paragraph – A Variation of P.E.E.

Like any model for composition, this is open to criticism. For instance, these paragraphs tend to become formulaic and predictable in structure. Excellent paragraphs, certainly, don’t always follow this or any guide. This guide might help, however, especially in the beginning stages of writing about literature.

Sentence 1 – Topic Sentence – contains the title of the piece of literature, the writer’s full name, and your topic. If this is an answer to an assigned question, then your topic sentence might be a rewording of the question into a statement. (a thesis statement, your statement to prove)

Sentence 2 – Main Point #1, One way the writer does what you say he or she does is through…

Sentence 3Example/Reference or quotation #1. The best example from the piece of literature which supports you main idea #1.

Sentence 4 and 5 – The explanation in your own words of how/why this example/quote does what you say it does. This section is where you develop your answer and prove your thesis.

Sentence 6 –   Main Point #2. Another way the writer does what you say he or she does is…

Sentence 7Example/Reference or quotation #2. The best example from the piece of literature which supports you main idea #2.

Sentence 8 and 9 – The explanation of how/why this example/quote does what you say it does. This section is where you develop your answer and prove your thesis.

Sentence 10– Concluding Sentence. Minimally: summarize your paragraph repeating some of the key words from the question. Better: relate this literary device/technique to the effectiveness of the whole composition and how the device/technique helps the author develop the theme, or, relate the composition’s theme to real life.

 

Remember the Conventions of Critical Writing

(writing about literature)

–          Verbs should be in Present Tense

–          Use Objective Point of View (no ‘I’ statements)

–          It’s not simply your opinion. You are making a plausible interpretation of a writer’s work.

–          A quote should not sit as a sentence. A quote should become part of your sentence.

–          convey, portray, depict, evoke, and any literary term… are good words to use!

–          Refer to the reader, the writer, the speaker

 

 

 

 

 

 

 

 

 

 

September 12th, 2019

EMAIL LENSES PARAGRAPH BY 3PM.

LastnameF_Lenses paragraph.doc

Due to popular demand, there needs to be another work block to help students who are not connecting to the lens paragraph.

Remember – if this is the first time you’ve done this, and are completely lost, I understand that it can seem daunting. Take chances – ignore that nagging “It’s too hard” death trap in your egos and power through.

I won’t write it for you, but I’ll help you clean up what you have created.

Let’s get them all turned in today.

We will start the film first thing tomorrow. Music Mondays will be postponed to next -next week. (23rd of September)

September 11th, 2019

HOMEWORK: Work on Lens Paragraph

So it’s time to put everything together.

The three questions were your thesis statement.

The questions on the worksheet were the body of your essay.

I will use someone as an example to show how easy it is to put together a beginner’s  literary paragraph using the information you have gathered.

Once you’ve seen me do the work with one of the student’s outline, then you can apply what you have learned and finish the paragraph to turn in first thing tomorrow.

We apply this skill to the ‘Before Sunset’ movie that will begin tomorrow.

September 10th, 2019

We will watch the show first.

Let’s think about these three questions:

  1. What lens best represents the episode and why?
  2. What two pieces of evidence can you find (in the transcript or your notes) that backs up this lens?
  3. What does this mean as a ‘bigger picture’? For example – what can we take away and learn from this episode?

First, you can have a discussion with partners, and then begin to make a good idea of this in your writing. Make sure to answer the questions based on the lens you have chosen.

At the end of class tomorrow, this writing is due.

September 9th, 2019

HOMEWORK FOR TUESDAY

Read the transcript (below) and have a background head-start on what lenses to look through.

Quiz on lenses

What is Vocab?  Physical Handouts for English 11 Vocabulary. 10-15 Wordly Wise. My expectations

Fables Check / Homework – Discussion

How I Met Your Mother: The Best Burger in New York. (E402)

Transcript Link:
https://transcripts.foreverdreaming.org/viewtopic.php?f=177&t=11657

Discussion of the episode through lenses – Paragraph response (Due Wednesday)

September 6th, 2019

HOMEWORK FOR MONDAY:

Apply a lens from the handout I gave you to one fable from this list and answer the questions:

http://www.read.gov/aesop/001.html

 

 

There are many different lenses. Here is a guide to help you look through a few of them:

Literary_Theory_Powerpoint

And what we will be doing with certain pieces (Specifically fables)

Eight Critical Lenses

Apply them to one fable from this list:

http://www.read.gov/aesop/001.html

We will start the TV show on Monday, once I’m convinced that you know about lenses.

September 5th, 2019

We will answer these specific questions first:

  1. What are my academic goals this year? To what end will these goals meet?
  2. What are my strengths in English Literature? Be specific.
  3. What are my weaknesses in English Literature? Be specific.
  4. What do you expect out of this class this semester? – This is an important question because each class I’ve designed is tweaked for each dynamic.
  5. What is my expected grade? Why?

Now, we will talk about lenses. Those of you in my earlier classes, this will be a review. You can help others who are going through this their first time.

There are many different lenses. Here is a guide to help you look through a few of them:

Literary_Theory_Powerpoint

And what we will be doing with certain pieces (Specifically fables)

Eight Critical Lenses

Apply them to one fable from this list:

http://www.read.gov/aesop/001.html

We will continue this through tomorrow and watch an episode of How I Met Your Mother with these lenses in mind.

September 4th, 2019

Welcome to class.

Today will be a brief collection of ideas. You can write honestly as possible for the questions below and then I will go over the syllabus:

  1. What are my academic goals this year? To what end will these goals meet?
  2. What are my strengths in English Literature? Be specific.
  3. What are my weaknesses in English Literature? Be specific.
  4. What do you expect out of this class this semester? – This is an important question because each class I’ve designed is tweaked for each dynamic.
  5. What is my expected grade? Why?

Here is the syllabus:

Grade 11 Syllabus V3

print