Wednesday, March 30, 2011
Wednesday, March 30, 2011
Today, you wrote your poetry comprehension unit exam (M.C.; matching). When finished, you were to read "Lord of the Flies" Chapter One: the Sound of the Shell and answer the reading questions for this.
Tuesday, March 29, 2011
Tuesday, March 29, 2011
Today, you wrote a personal response to texts assignment (essay) to complete your poetry unit. Tomorrow, you will write the multiple choice comprehension exam. Be sure to study your terminology.
Monday, March 28, 2011
Monday, March 28, 2011
Today, the last three presenters showed us their poetry analysis assignment. I then discussed how to write an introduction for a personal response to texts in order to show you how comparable this is to writing one for a critical/analytical response. Tomorrow, you will write a personal response for your poetry unit. Remember, you can use the pronoun "I" as well as less formal language, but stay away from text lingo, slang or expletives. Your unit final (comprehension) is on Wednesday. I also instructed you to go to the library and take out the novel Lord of the Flies. Please ensure you have this for Thursday (the library is open at lunch).
Thursday, March 24, 2011
Thursday, March 24, 2011
Today, we finished most of the poetry analysis presentations. There are still three to do, which we will do at the start of class on Monday.
Wednesday, March 23, 2011
Today, you began to present your poetry/lyric analysis to the class. We will finish these tomorrow.
Tuesday, March 22, 2011
Tuesday, March 22, 2011
The students today were given this class to work on their major analysis assignment. Keep in mind that the dates for exams are not changing just because of this. The exam (in-class essay) will te on March 29 and the multiple choice exam will be on March 30.
Monday, March 21, 2011
Monday, March 21, 2011
Today you wrote a quiz on terminology and essay layout. I then allowed them the rest of this class time to work on their major analysis asignment which was handed out last week.
Friday, March 18, 2011
Friday, March 18, 2011
Today we discussed introductory paragraphs in essays. We then discussed the major assignment for this unit (which was handed out) and a quiz you will do on literary terms on Monday as well as how to outline an essay the way I want it.
The literary terms include:
irony
alliteration
allusion
prolepsis (look this one up!)
paradox
metonomy
metaphor
onomatopoeia
oxymoron
simile
parallelism
personification
satire
pun
The literary terms include:
irony
alliteration
allusion
prolepsis (look this one up!)
paradox
metonomy
metaphor
onomatopoeia
oxymoron
simile
parallelism
personification
satire
pun
Thursday, March 17, 2011
Thursday, March 17, 2100
Thursday, March 17, 2011
Today you were given the poem "Nauseous Nocturne" to analyze. These were handed in at the end of class so that I have some understanding of the pace requirements for analysis. If you were not here, the poem is pasted below:A Nauseous NocturneBy Bill WattersonAnother night deprived of slumber,Hours passing without number, My eyes trace 'round the room. I layDripping sweat and now quite certainThat tonight the final curtain Drops upon my short life's precious play.From the darkness, by the closetComes a noise, much like a faucet Makes: a madd'ning drip-drip-dripping sound.It seems some ill-proportioned beast,Anticipating me deceased, Is drooling poison puddles on the ground.A can of Mace, a forty-five,Is all I'd need to stay alive, But no weapon lies within my sight.Oh my gosh! A shadow's creeping,Omnious and black, it's seeping Slowly 'cross a moonlit square of light!Suddenly a floorboard creakAnnounces the bloodsucking freak Is here to steal my future years away!A sulf'rous smell now fills the roomHeralding my imm'nent doom! A fang gleams in the dark and murky gray!Oh, blood-red eyes and tentacles!Throbbing, pulsing ventricles! Mucus-oozing pores and frightful claws!Worse, in terms of outright scariness,Are the suckers multifarious That grab and force you in its mighty jaws!This disgusting aberrationOf nature needs no motivation To devour helpless children in their beds.Relishing despairing moans,It chews kids up and sucks their bones, And dissolves inside its mouth their li'l heads!I know this 'cause I read it notTwo hours ago, and then I got The heebie-jeebies and these awful shakes.My parents swore upon their honorThat I was safe, and not a goner. I guess tomorrow they'll see their sad mistakes.In the morning, they'll come inAnd say, "What was that awful din We heard last night? You kept us both from sleep!"Only then will they surmiseThe gruesomeness of my demise And see that my remains are in a heap.Dad will look at Mom and say,"Too bad he had to go that way." And Mom will look at Dad, and nod assent.Mom will add, "Still, it's fitting,That as he was this world quitting, He should leave another mess before he went."They may not mind at first, I know.They will miss me later, though, And perhaps admit that they were wrong.As memories of me grow dim,They'll say, "We were too strict with him. We should have listened to him all along."As speedily my end approaches,I bid a final "buenas noches" To my best friend here in all the world.Gently snoring, whiskers seemingTo sniff at smells (he must be dreaming), He lies snuggled in the blankets, curled.HEY! WAKE UP, YOU STUPID CRETIN!YOU GONNA SLEEP WHILE I GET EATEN?! Suddenly the monster knows I'm not alone!There's an animal in bed with me!An awful beast he did not see! The monster never would've come if he had known!The monster, in his consternation,Demonstrates defenestration, And runs and runs and runs and runs away.Rid of the pest,I now can rest, Thanks to my
Today you were given the poem "Nauseous Nocturne" to analyze. These were handed in at the end of class so that I have some understanding of the pace requirements for analysis. If you were not here, the poem is pasted below:A Nauseous NocturneBy Bill WattersonAnother night deprived of slumber,Hours passing without number, My eyes trace 'round the room. I layDripping sweat and now quite certainThat tonight the final curtain Drops upon my short life's precious play.From the darkness, by the closetComes a noise, much like a faucet Makes: a madd'ning drip-drip-dripping sound.It seems some ill-proportioned beast,Anticipating me deceased, Is drooling poison puddles on the ground.A can of Mace, a forty-five,Is all I'd need to stay alive, But no weapon lies within my sight.Oh my gosh! A shadow's creeping,Omnious and black, it's seeping Slowly 'cross a moonlit square of light!Suddenly a floorboard creakAnnounces the bloodsucking freak Is here to steal my future years away!A sulf'rous smell now fills the roomHeralding my imm'nent doom! A fang gleams in the dark and murky gray!Oh, blood-red eyes and tentacles!Throbbing, pulsing ventricles! Mucus-oozing pores and frightful claws!Worse, in terms of outright scariness,Are the suckers multifarious That grab and force you in its mighty jaws!This disgusting aberrationOf nature needs no motivation To devour helpless children in their beds.Relishing despairing moans,It chews kids up and sucks their bones, And dissolves inside its mouth their li'l heads!I know this 'cause I read it notTwo hours ago, and then I got The heebie-jeebies and these awful shakes.My parents swore upon their honorThat I was safe, and not a goner. I guess tomorrow they'll see their sad mistakes.In the morning, they'll come inAnd say, "What was that awful din We heard last night? You kept us both from sleep!"Only then will they surmiseThe gruesomeness of my demise And see that my remains are in a heap.Dad will look at Mom and say,"Too bad he had to go that way." And Mom will look at Dad, and nod assent.Mom will add, "Still, it's fitting,That as he was this world quitting, He should leave another mess before he went."They may not mind at first, I know.They will miss me later, though, And perhaps admit that they were wrong.As memories of me grow dim,They'll say, "We were too strict with him. We should have listened to him all along."As speedily my end approaches,I bid a final "buenas noches" To my best friend here in all the world.Gently snoring, whiskers seemingTo sniff at smells (he must be dreaming), He lies snuggled in the blankets, curled.HEY! WAKE UP, YOU STUPID CRETIN!YOU GONNA SLEEP WHILE I GET EATEN?! Suddenly the monster knows I'm not alone!There's an animal in bed with me!An awful beast he did not see! The monster never would've come if he had known!The monster, in his consternation,Demonstrates defenestration, And runs and runs and runs and runs away.Rid of the pest,I now can rest, Thanks to my
Wednesday, March 16, 2011
Wednesday, March 16, 2011
Today you were introduced with an example of a poem which had been analyzed. While it is not perfect (we made a number of changes) the steps are clearly represented. One of the discussions we had was about the speaker of a poem. I stress again here that the speaker of the poem is more than the writer. The speaker in the poem is the "person" who is narrating the story to the audience. You need to think about whose point of view is the poem coming from. The writer is the person who wrote the poem. The speaker is whose point of view it's from.Example:A girl in this class writes a poem from the perspective of her mother.
Tuesday, March 15, 2011
Tuesday, March 15, 2011
Today, I gave you information on the way you need to read poems. I have pasted it here for those who are absent.
I also then gave out a poem for you to analyze. If you weren't here, locate one on the web (or in your Viewpoints 11 text) and analyze it.
HOW TO READ POETRY
The first time you read a poem…
· Look over the entire poem before you read it.
o What does the title suggest? (write this down)
o Do you know anything about the poet?
o How long is the poem?(count stanzas and write down)
o Is it divided into stanzas?(how many? Write this down).
o What is the end rhyme scheme? (mark this and write it down).
o Is its layout on the page significant?
o Has the poet used a form, such as a ballad or sonnet, which carries with it some meaning?
· Read the poem all the way through the first time.
· Use the punctuation to help with meaning. Commas require a short pause, periods a full stop, and question and exclamation marks signal their own special meanings. If there is not punctuation at the end of a line, read on to maintain the flow of the idea.
The second time you read a poem…
· Read the poem more slowly this time, Study the context of puzzling or unclear parts. Highlight and then use a dictionary to check unfamiliar words or words used in an unfamiliar way.
· Highlight in a different colour, poetic language used and then write what type it is in the margins.
· Determine the poem’s speaker. Is it the poet? An object, animal, or abstract noun?
· Identify the poem’s context. Does it begin with an idea? An act? An event?
The third time you read the poem…
· Read the poem out loud and listen to the sounds of the words and how they add to the meaning of the poem.
· Look for repeated words. Poets often use repetition to emphasize the main idea or to enhance rhythm.
· Look up any allusions and write them down on the page.
· Paraphrase (put in your own words) lines or stanzas to help you understand the main ideas or events of a poem.
· Discuss the poem with others to hear others’ questions, interpretations and ideas.
At the end, summarize, in your own words, what the poem is about (5 w’s).
I also then gave out a poem for you to analyze. If you weren't here, locate one on the web (or in your Viewpoints 11 text) and analyze it.
HOW TO READ POETRY
The first time you read a poem…
· Look over the entire poem before you read it.
o What does the title suggest? (write this down)
o Do you know anything about the poet?
o How long is the poem?(count stanzas and write down)
o Is it divided into stanzas?(how many? Write this down).
o What is the end rhyme scheme? (mark this and write it down).
o Is its layout on the page significant?
o Has the poet used a form, such as a ballad or sonnet, which carries with it some meaning?
· Read the poem all the way through the first time.
· Use the punctuation to help with meaning. Commas require a short pause, periods a full stop, and question and exclamation marks signal their own special meanings. If there is not punctuation at the end of a line, read on to maintain the flow of the idea.
The second time you read a poem…
· Read the poem more slowly this time, Study the context of puzzling or unclear parts. Highlight and then use a dictionary to check unfamiliar words or words used in an unfamiliar way.
· Highlight in a different colour, poetic language used and then write what type it is in the margins.
· Determine the poem’s speaker. Is it the poet? An object, animal, or abstract noun?
· Identify the poem’s context. Does it begin with an idea? An act? An event?
The third time you read the poem…
· Read the poem out loud and listen to the sounds of the words and how they add to the meaning of the poem.
· Look for repeated words. Poets often use repetition to emphasize the main idea or to enhance rhythm.
· Look up any allusions and write them down on the page.
· Paraphrase (put in your own words) lines or stanzas to help you understand the main ideas or events of a poem.
· Discuss the poem with others to hear others’ questions, interpretations and ideas.
At the end, summarize, in your own words, what the poem is about (5 w’s).
Monday, March 14, 2011
Monday, March 14, 2011
Today, I finished the introductory notes for the poetry unit (Powerpoint). If you were not here, these have been put in your portfolio. I also handed out a crossword to complete.
Thursday, March 10, 2011
Thursday, March 10, 2011
Today, I introduced the poetry unit. You took notes on literary devices (imagery: metaphors, similes, extended metaphors, personification, hyperbole, irony, satire, symbolism, allusion, flashback, and foreshadowing).. I then introduced sound devices (rhythm, metre, rhyme, allitaration, onomatopoeia and repetition) but haven't defined them. We will finish the notes on Monday (I also read you a poem entitled "Hams").
Wednesday, March 9, 2011
Wednesday, March 9, 2011
Today we examined sentences from essays to figure out what common writing errors are in need of review. I have pasted these below.
1. Don't use "you" in an essay (it can turn the reader off if not used correctly). Change the "you" to "one" or use "him/he or her/she", or “A person” to vary the pronouns.
2. Proof your work and get rid of fragments. If it doesn't make sense, then you are not being successful at communicating your message. Misplaced modifiers, like the ones above, lead to ambiguity.
3. Proof your work and get rid of run -ons. If a sentence, like the ones above, contains two complete thoughts, then it needs to either be broken into two sentences, joined by a semi-colon, or made clearer through the use of commas.
4. Check tenses (and re-read for spelling errors). In the case above, this person has used "can" in present tense and "would" which should be "will".
5. Spell it out. In an English composition, all numbers with two digits are to be spelled out. The only exception to this is if they are part of a name, address or a decimal. All digits that are more than two numbers do not have to be spelled out.
6. Check the location of modifiers and make sure all thoughts are single to avoid confusion. Make sure you define terms that might be unfamiliar to your reader.
7. Avoid repetition and shortcuts (such as…/ )
8. Check spelling and leave the slang out.
9. Leave out the obvious: Your goal is not to pad your paper with useless words. I don’t count letters, but ideas and successful argument of proof.
10. People… which of the 5 w’s refer to them? Not THAT, but WHO!!!! (use “Who” when referring to people)
11. Avoid passive sentences. They have less punch than you want
them to have. They almost take the emotional element away.
12. Make sure the terms you are using are explained.
"I thought about deacking but there was no way I could beat this
goalie. ')
13. Check for unintended puns: In order to get their attention, he wrote a satirical essay saying that they should eat the children so they are not put to waist.
1. Don't use "you" in an essay (it can turn the reader off if not used correctly). Change the "you" to "one" or use "him/he or her/she", or “A person” to vary the pronouns.
2. Proof your work and get rid of fragments. If it doesn't make sense, then you are not being successful at communicating your message. Misplaced modifiers, like the ones above, lead to ambiguity.
3. Proof your work and get rid of run -ons. If a sentence, like the ones above, contains two complete thoughts, then it needs to either be broken into two sentences, joined by a semi-colon, or made clearer through the use of commas.
4. Check tenses (and re-read for spelling errors). In the case above, this person has used "can" in present tense and "would" which should be "will".
5. Spell it out. In an English composition, all numbers with two digits are to be spelled out. The only exception to this is if they are part of a name, address or a decimal. All digits that are more than two numbers do not have to be spelled out.
6. Check the location of modifiers and make sure all thoughts are single to avoid confusion. Make sure you define terms that might be unfamiliar to your reader.
7. Avoid repetition and shortcuts (such as…/ )
8. Check spelling and leave the slang out.
9. Leave out the obvious: Your goal is not to pad your paper with useless words. I don’t count letters, but ideas and successful argument of proof.
10. People… which of the 5 w’s refer to them? Not THAT, but WHO!!!! (use “Who” when referring to people)
11. Avoid passive sentences. They have less punch than you want
them to have. They almost take the emotional element away.
12. Make sure the terms you are using are explained.
"I thought about deacking but there was no way I could beat this
goalie. ')
13. Check for unintended puns: In order to get their attention, he wrote a satirical essay saying that they should eat the children so they are not put to waist.
Tuesday, March 8, 2011
Tuesday, March 8, 2011
Today, you wrote your unit exam for the essay unit. We will start the poetry unit tomorrow.
Monday, March 7, 2011
Monday, March 7, 2011
Today, you wrote your first in-class essay. You were given two topic choices, as well as the freedom to use an essay (only) as evidence, or use personal (write from the personal) or not. Keep in mind that you will write your first unit exam with me tomorrow. Study your terminology in preparation of this.
Friday, March 4, 2011
Monday, March 4, 2011
Today, you had to define the following words and then read the story "The Visitor" from your Passages textbook (page 117).
1. Plot
2. Exposition
3. Rising action
4. Climax
5. Falling action
6. Resolution
7 Static Character8. Irony
9. Point of view
10. first person
11. omniscient
12. limited omniscient
13. Objective
14. Protagonist
15. Antagonist
16. Conflict17. Dynamic character
1. Plot
2. Exposition
3. Rising action
4. Climax
5. Falling action
6. Resolution
7 Static Character8. Irony
9. Point of view
10. first person
11. omniscient
12. limited omniscient
13. Objective
14. Protagonist
15. Antagonist
16. Conflict17. Dynamic character
Friday, March 4, 2011
Today, we discussed the in-class essay you will write on Monday. This essay will be personal (you can use your own experiences or those of others) as well as using ONE of the essays we have studied in this unit. In order to prepare, re-read and review at least two of these essays. You will only be allowed to bring a dictionary, thesaurus, and your Fit to Print text with you. In addtion to this, you have a unit comprehension exam on Tuesday. Study your terms.
Thursday, March 3, 2011
Thursday, March 3, 2011
Today, we went over the steps in essay writing (critical/analytical essay) which you will write next week. If you weren't here, the notes are in your portfolio.
Wednesday, March 2, 2011
Wednesday, March 2, 2011
Today, you were assigned a paragraph of the reading from yesterday. You were to type it in, highlight the opinions contained in it, highlight the facts contained in it, and then higlight the main point (different colours of course). You were then to get these to me via the Internet or jump drive.
Tuesday, March 1, 2011
Tuesday, March 1, 2011
Today, I began by attempting to increase your understanding of what a fact is and what an opinion is. Halfway through the lecture I changed direction and had you read the essay "Where the World Began" by Margaret Laurence.
We discussed the opinions and facts that were present in it. I also wanted you to determine the thesis.
This essay starts on page 326 in Viewpoints 11. If you were not here, you need to read it and determine the thesis for tomorrow.
We discussed the opinions and facts that were present in it. I also wanted you to determine the thesis.
This essay starts on page 326 in Viewpoints 11. If you were not here, you need to read it and determine the thesis for tomorrow.
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