Mon. June 13, 2016: Personal Response Paragraph Review

Today, we reviewed how to write a personal response paragraph (which you will have to do for the final). I have placed an example of a good one on the board.

Thurs. June 9, 2016: Cheat sheet Creation

Today, we discussed how to create a strong cheat sheet for the final. These are dead-lined for Tues. June 21.

Tues. June 7, 2016: Test Prep

Today, I went over the final exam with the students (the parts of it, expectations and final question/cheat sheet). I also presented them with terms to know/study.
We will work on cheat sheets in the next class.

Mon. May 30, 2016: Act Two

Today, we read the rest of Act Two of A Thousand Clowns. I gave you four questions to answer (fully, with correct grammar and punctuation). These are to be completed for Wednesday's class.

Thurs. May 26, 2016: A Thousand Clowns continued

Today, I showed a clip from the film A Thousand Clowns. It can be found by googling it (it is on youtube).
We then marked the Act One questions.
Finally, we started reading Act II. we finished half-way down on page 89.

Tues. May 24, 2016: Act One A Thousand Clowns

Today, we completed reading Act I of A Thousand Clowns. I then gave the students questions to answer for this act. These are due today.

Thurs. May 19, 2016: A Thousand Clowns Reading

Today, we read up to the top of page 77.

Tues. May 17, 2016: A Thousand Clowns

Today, I introduced the play A Thousand Clowns. We then began reading it. We are still near the beginning of Act I.

Fri. May 13, 2016: Poetry Unit Exam

Today, the students wrote their poetry unit exam. If a student missed the exam, that student needs to see me about writing the alternative.

Wed. May 11, 2016: Test Prep

Today, you were given a test prep sheet in order to prepare you for Friday's poetry exam. Be sure to study the terms on it as well as the steps for active reading in a test situation.

Mon. May 9, 2016: Poetry Analysis

Today, we discussed the poem "My Parents Kept me from Children who were Rough" and "the Unknown Citizen."

You will be having an exam on Friday in which you will demonstrate understanding basic poetry analysis, stylistic devices and process of elimination. I will give you a test prep sheet on Wednesday.

Thurs. May 5, 2016: Poetry Continued

Today, we examined the poem "Dana Moran." I planned on discussing "My Parents Kept me From Children who Were Rough," but instead returned it to students for theme revision (they were then handed back).
We will examine that poem and "The Unknown Citizen" in our next class.

Tues. May 3, 2016: Poetry Continued

Today, students returned to their groups from the last class to continue and complete their analysis of "The Unknown Citizen." It is due today.

Fri. Apr. 29, 2016: Poetry Analysis Continued

Today, students were to hand in the two poems they were to analyze. I then gave them the poem "The Unknown Citizen" to actively read as a group. These were then handed in. They will be returned to the students for completion on Tuesday. My goal for Tuesday is also to have students reflect on what a thesis is.

Wed. Apr. 27, 2016: "Jamie" Analysis

Today, we analyzed the poem "Jamie." Students submitted it first. If a student did not submit this poem, the student needs to see me about completing an alternative.

I also gave out two more poems that need to be actively read for tomorrow's class.

Mon. Apr. 25, 2016: "Two Prisoners" Analysis

Today, we analyzed the poem "Two Prisoners." Students submitted it first. If a student did not submit this poem, the student needs to see me about completing an alternative.

Thurs. Apr. 21, 2016: Poetry Analysis

Today, the students were given two poems to analyze using their stylistic devices sheets and their "How to Read Poetry" sheet (the twelve steps).
I also put up a copy of "Grandmother" as an examplar for students to refer to while working on their own analysis.
"Two Prisoners" is due at the start of class on Monday so that we can analyze it
"Jamie" is due on Wednesday.

Tues. Apr. 19, 2016: Poetry Analysis Reinforcement

Today, we discussed the poem "The West Wind," which most of you analyzed last week.
I then gave you a poem to analyze for your next class with me.

Thurs. Apr. 4, 2016: Poetry Analysis

Today, students went over the twelve steps to  "How to Read a Poem."  They were then allowed to get into groups of three and analyze the poem "The West Wind." They are to have this completed for class on Tuesday (if a group was not able to do this during class time, it must be done separately in the student's own time).

Tues. Apr. 12, 2016: Poetry Unit: Introduction

Today, we reviewed the MOSES sheet and figured out some terms we are still having trouble with. I also have you a sheet entitled "How to Read a Poem." You will get that addressed in the next class.

Fri. Apr 8, 2016: In-Class Essay

Today, you wrote an in-class essay (with cheat sheet).

Wed. Apr. 6, 2016: Essay Assignment Introduction

The students and I finished discussing the attention getter handout from the last class. I then gave the students their in-class essay assignment. I have attached it below.

I am pasting this assignment below. The in class essay is on Friday.

ELAN B10

In-Class Formal Essay

Time Allowed: sixty minutes

Instructions: Using the Shakespearean play we studied in class, answer either a., b. or c.

a.       How have inequalities impacted the characters in the Shakespearean play read in class? OR b.      How important are relationships when it comes to the outcomes of the Shakespearean play read in class? OR c.       Examine the differences between the text version of the Shakespearean play read in class and the film version viewed in class. What motivated the director or script writer to choose to make differences to the film?

I am allowing you to have the question early so you can prepare; I am also allowing you to bring in a cheat sheet of no more than 50 words. If the cheat sheet has more than 50, then it will not be allowed. Your planning should involve gathering your evidence, studying essay format, and honing up on any areas of mechanics or punctuation where you have deficits.

Further considerations:

·         You must write in dark blue or black ball-point pen (not felt tip as they bleed through).

·         You must double-space (this allows you room to cross out errors and fix in the line above).

·         You will be allowed to use a dictionary and a thesaurus.

·         You will be given a planning page (you cannot bring one in with you).

·         All electrical devices must be off your person (if you bring them in the room, put the item(s) under the “Cell Phones” sign on the counter).

Mon. Apr. 4, 2016: Attention-getters

Today, I discussed the importance of attention-getters with the students. I also gave them a handout out on different types of attention-getters. We read much of this, but they need to completely read it (actively) for Wednesday,

Wed. Mar. 23, 2016: Unit Exam MC

Today, the students wrote their unit exam for their Shakespeare unit. They will write the corresponding essay after the holiday.

Mon. Mar. 21, 2016: Test Prep: Shakerspeare

Today, I reviewed the exam with students. It will be all multiple choice with 66 questions. Of these, 59 will have to do with comprehension of the play The Merchant of Venice. The remaining questions will be on a sonnet that students will have to actively read and interpret. In order to study for this exam, review your notes, read and jot notes on the summaries for the acts in the text, and study your figurative devices (MOSES) sheet.
The test is on Wednesday.

Thurs. Mar. 17, 2016: Test/Essay Prep

Today, I provided students with notes on theme in relation to The Merchant of Venice. I also discussed Freud's beliefs of personality (Id, Ego, and Superego) in order to show how laws (superego) sometimes need to be overthrown (Id) and how a well-developed Ego leads to such decisions.

Students were also informed that they will be writing their unit exam on Wednesday, March 23. This exam will contain a comprehension section (Shakespearean reading) and a section on comprehension of The Merchant of Venice. It will be multiple choice and matching.

Due to our limited time together as a result of the band trip, the essay will be completed and assigned once we return from the break.

Tues. Mar. 15, 2016: Film Completion

Today, we finished watching The Merchant of Venice. We then discussed how characters, like people, often have dynamic personalities. We focussed on Shylock. While he is portrayed as evil, an examination of his personality and circumstances shows that he is rounded.

Fri. Mar. 11, 2016: Movie cont.

Today, we continued watching the film.

Wed. Mar. 9, 2016. Merchant of Venice: Film

Today, we began watching the film version of The Merchant of Venice (with Al Pacino). We were able to watch 56 minutes of it.

You were instructed to take notes showing similarities and differences (as you did when viewing The Boy in the Striped Pajamas) as one of the essay question options will be a text to film comparison.

Mon. Mar. 7, 2016: Merchant of Venice Completion

Today, we finished reading the play. On Wednesday, we will watch it. Be here.

Thurs. Mar. 3, 2016: Merchant of Venice

Today, we read up to Act 4, Scene 1, line 260 of the play. We will be able to finish the play on Monday.

Tues. Mar. 1, 2016: Merchant of Venice

Today, we read up to Act 3, Scene 4, line 44 of the play.

Fri. Feb. 26, 2016: Merchant of Venice

Today, we read to the end of Act 3 Scene 1 and up to line 90 of Act 3, Scene 2 (page 137).

A term identified today was malapropism (see Launcelot and Gobbo's conversations with Bassanio).

Wed. Feb. 24, 2016: Merchant of Venice Continued

Today, we read up to the end of Act ii, Scene 5. We will start Act II, Scene 6 in the next class.

Mon. Feb. 22, 2016: Merchant of Venice Cont.

Today, we finished reading Act I of The Merchant of Venice and began reading Act II. We finished Act II, Scene 1.

Thurs. Feb. 11, 2016: Merchant of Venice Continued

Today, we finished reading Act 1, Scene 2 of The Merchant of Venice.

I also supplied students with additional notes on what punctuation means:

Colon indicates an intellectual shift (often heightened logic).

Semi colon means  an emotional shift (think of the semi colon as meaning "furthermore" with a passionate thrust).

Period means permission to leave the scene (a change in direction, either from the topic or the person or both).

Exclamation means more annunciation (vowel stress - impact)

Tues. Feb. 9, 2016: Merchant of Venice, Act One

Today, We began reading The Merhcnat of Venice. We got up to Act 1, Scene 1, page 15, line 135.

Today, we talked through the sonnet assignment that students were to do at home.
Students then went to the library and signed out the play The Merchant of Venice, by William Shakespeare.

I put the following summary of the play on the board

Summary of The Merchant of Venice by William Shakespeare

This play is about a merchant (Antonio) who decides to help a friend (Bassanio) win a girl in marriage (Portia). Antonio acts as a co-signer on a loan.
A Jew (Shylock) who lends the money to Bassanio, HATES Antonio. They sign an agreement that if the loan is not paid on time, then Shylock gets to cut off a pound of Antonio's flesh.

I then explained some of the relationships between the characters in order to introduce some of the sub-plots.

For homework, the students are to read the following from their play text:

Getting Started (page 3)
Dramatis Personae (page 5)

Wed. Feb. 3, 2016: Introduction to Iambic Pentameter

Today, I gave a presentation explaining iambic pentameter. The students then did an activity where they analyzed a sonnet, which was actually the words to a popular song altered to meet sonnet expectations. I then assigned each student a lyric sonnet to analyse (break into syllables and sets and then summarized). I also am curious to see how many of the students can determine what the song is. This assignment is due on Friday.

Tuesday, Jan. 19, 2016: Essay writing class

Today, you worked on your essays.

Fri. jan. 15, 2016: Essay Outline, charting

Today, students worked on creating a direction for their essays. They had access to computers as well.

Wed. Jan. 13, 2016: Major Essay Assignment

The students in this class will be writing a final (some, at least) for another English class. In order to allow them time to do this and not become too stressed, I have decided to give them an essay with plenty of completion time. The essay was presented today, The due date is Friday, January 22 (end of the day).
I have also given a DEADLINE date, which is Thursday, January 28.

Mon. Jan. 11, 2016: Boy in the Striped Pajamas Exam

Today, students wrote the comprehension exam for Boy in the Striped Pajamas. From this point on, they will be working on an essay.

Thurs. Jan. 7, 2015: Boy in the Striped Pajamas Cont.

Today, you finished watching the feature film, The Boy in the Striped Pajamas. We then discussed the similarities and differences between the two means of delivery. I then reminded you that you will have a reading comprehension exam on Monday and returned all relevant question/answer sheets. The exam will focus on the following:

* Your understanding of the text (setting, characters, motivations, outcomes, conflicts)
* Figurative devices and terms presented and discussed in your questions booklet
* Ability to read and comprehend new texts (there will be two readings as part of this exam that are unfamiliar)

The whole exam will be multiple choice.

Tues. Jan. 5, 2016: Boy with the Striped Pajamas: film

Today, you were to hand in your last assignment (pre-break) and your chapter analysis sheets. We then started watching the feature film The Boy in the Striped Pajamas. While watching, you were instructed to critically consider the changes that the director has made to the content.
I also answered questions relating to the completion of this unit: You will write a reading comprehension once we are finished the novel (relating to this novel and to comprehension in general) and will also write an essay relating to this text. Depending on time, I may give you test week to complete this essay. In this way, we can avoid an exam during that time period.