You are starting your Poetry unit today. I will be handing out an itinerary that barring changes, should be pretty accurate. Below are the notes and first assignment. This is due tomorrow.
Purpose
The purpose of poetry is to express fully the emotions and imagery that might not easily be captured in an essay or story. What often makes reading it so difficult is that many of us think in terms of black and white. Figurative language, with its use of symbolism, connotations, etc., can make the task of reading poetry accurately a bit of a challenge. It’s important then, that you take the time to read it accurately and look for the literal and underlying meaning in what is being presented.
English 30: Poetry Unit: Introductory Assignment
Define the following poetic terms. You may use a computer to do so and may work in pairs (if you are not being disruptive). Keep in mind that “cut and paste” will not work. I want you to re-word the definitions into your own words. By doing this, you’ll have a higher rate of retention.
Terms to define:
Terms to define:
· pastoral
accent
· personification
allegory
· pun
alliteration
· requiem
allusion
· paradox
analogy
· simile
apostrophe (make up an example as well)
· sonnet
ballad
· stanza
blank verse
· idyll
cacophony
· imagery
couplet
· imperfect rhyme (make up an example as well)
connotation
· irony
denotation
· juxtaposition (give me an example as well)
elegy
· metaphor
epic
· onomatopoeia
free verse
· oxymoron
haiku
· parody
hyperbole
Due Date: Tuesday, March 20
If you want to read ahead, read the poem “An Old Man’s Winter Night,” which will be handed out upon request.
Sunday, March 18, 2007
Friday, March 16
You are writing an in class Multipel Choice unit exam for the short story unit. If you are not here, you will need to make arrangements with Mrs. Watts.
Thurday, March 15
You are writing an in-class short story unit written response.
If you are not here, you will need to make arrangements with Mrs. Watts.
If you are not here, you will need to make arrangements with Mrs. Watts.
Wednesday, March 14, 2007
Wednesday, March 14, 2007
Today, we will discuss the in-class response they will be doing tomorrow as well as the fourth rule of commas. I have placed the notes for commas and the notes about tomorrow's exam below:
The Comma
WHEN IN DOUBT, LEAVE THE COMMA OUT!
There are four comma rules
Rule #1 : Use commas to separate items in a series of three or more.
Rule #2 : Use comma(s) to separate from the rest of the sentence any word or
expression that is not essential to the sentence’s meaning or that means the same as something else in the sentence.
Rule #3 : Place a comma between independent clauses when they are joined by these transition words.:
and nor for
or but yet
so
Rule # 4 : Put a comma after any word or group of words that comes before an independent clause.
e.g.,
Charlie, you aren’t paying any attention. (The second rule applies
here, too.)
Though tattered and torn, the book was worth a fortune.
Wherever you go, remember me.
If that’s all there is, we’d better buy more.
Until he got his promotion, he was quite friendly.
Final note: Never place a single comma between a subject and its verb:
right: Adam and Liz are going into business.
wrong: Adam and Liz, are going into business
Two commas between a subject and its verb are all right, however, if they are setting off nonessential material:
Adam and Liz, both recent graduates, are going into business.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
The Comma
WHEN IN DOUBT, LEAVE THE COMMA OUT!
There are four comma rules
Rule #1 : Use commas to separate items in a series of three or more.
Rule #2 : Use comma(s) to separate from the rest of the sentence any word or
expression that is not essential to the sentence’s meaning or that means the same as something else in the sentence.
Rule #3 : Place a comma between independent clauses when they are joined by these transition words.:
and nor for
or but yet
so
Rule # 4 : Put a comma after any word or group of words that comes before an independent clause.
e.g.,
Charlie, you aren’t paying any attention. (The second rule applies
here, too.)
Though tattered and torn, the book was worth a fortune.
Wherever you go, remember me.
If that’s all there is, we’d better buy more.
Until he got his promotion, he was quite friendly.
Final note: Never place a single comma between a subject and its verb:
right: Adam and Liz are going into business.
wrong: Adam and Liz, are going into business
Two commas between a subject and its verb are all right, however, if they are setting off nonessential material:
Adam and Liz, both recent graduates, are going into business.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
Wednesday, March 14, 2007
“War” by Timothy Findley (in Viewpoints 12)
Students will watch a video on this story in order to demonstrate how much more in-depth the readings are.
We will then discuss it as a class, looking at similarities, differences and the different interpretations that came from the viewing versus the reading.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
Students will watch a video on this story in order to demonstrate how much more in-depth the readings are.
We will then discuss it as a class, looking at similarities, differences and the different interpretations that came from the viewing versus the reading.
Test Prep
We will discuss the exam so students will not be too worried
The in-class essay will be a critical literary essay (not personal: no “I” or anecdotes)
Students will need to make sure they know the summaries of three short stories we studied in class (“Outside Edges”, “Miss. Brill”, “The War”) as well as the names of the author’s and purpose of each.
I will only expect them to write on one of these to prove their point in relation to the theme I give them.
I will present them with a piece of reading (short) and a theme it shows and then expect them to develop their understanding of this theme using one of the pieces above.
Monday, March 12, 2007
Tuesday, March 13, 2007
Journal: What types of reactions can you remember having in a situation where you’ve felt betrayed (as Neil did in “Wars”)? Describe the reaction(s) and situation.
We will mark the questions from "Four Seasons”
I usually break these down for discussion. I still want to look at all of it to determine active reading and thoughtful responses to arrive at answers.
Hand them in once they are marked.
“War” by Timothy Findley (in Viewpoints 12)
Students are to answer questions 1, 2, and 3 on pages 136 and 137 of their text.
You may work on these in pairs but keep in mind that the questions are due tomorrow and that the absence of one of them is not an excuse to get them in.
Reminder: you have an in-class essay exam on Thursday in which you will need to understand “War”, “Outside Edges” and “Miss. Brill” (as they will need to refer to at least one of these in their writing) and a short story multiple choice comprehension exam on Friday, March 16.
We will mark the questions from "Four Seasons”
I usually break these down for discussion. I still want to look at all of it to determine active reading and thoughtful responses to arrive at answers.
Hand them in once they are marked.
“War” by Timothy Findley (in Viewpoints 12)
Students are to answer questions 1, 2, and 3 on pages 136 and 137 of their text.
You may work on these in pairs but keep in mind that the questions are due tomorrow and that the absence of one of them is not an excuse to get them in.
Reminder: you have an in-class essay exam on Thursday in which you will need to understand “War”, “Outside Edges” and “Miss. Brill” (as they will need to refer to at least one of these in their writing) and a short story multiple choice comprehension exam on Friday, March 16.
Monday, March 21, 2007
You guys are going to get to use this class time to get caught up on novel study (readings), the questions for "Miss Brill", and the reading “The War” by Timothy Findley.
Thursday, March 8, 2007
Thursday, March 8, 2007
The students are going to read the short story from “Four Seasons” which was due today but they are confused. I am allowing time to talk to other students and debate their answers.
I am then going to hand out the questions for “Miss Brill”. These are due on Monday. I have pasted them below:
Miss Brill: Questions
Answer each of these questions fully. Be sure to use specific supporting evidence from the story, including quotations, as you respond to the questions below. You may do this in pairs, but keep in mind that if someone is not here on the day it is due and it can’t be handed in, you will both be considered late.
1. There is evidence in the story that Miss Brill might be experiencing some mental or emotional problems. What parts of the story support this interpretation?
2. On a related note, throughout most of the story, Miss Brill seems to experience reality not as it is but as she would prefer to see it. What parts of the story support this interpretation?
3. What do we know about Miss Brill's life? How might some of the facts of her life contribute to her problem with reality?
4. What details in the story suggest that Miss Brill might be having some health problems and might even be reaching the end of her life?
5. In what ways does Miss Brill change because of the comment from the young man near the end of the story? What realization does Miss Brill experience?
6. Create a character sketch for Miss Brill. Be sure to consult the “characterization” section of the short story handout I gave you.
7. What might be three or four good topics for the body paragraphs of an essay on "Miss Brill"? What might be the most logical order for those ideas in an essay?
I am then going to hand out the questions for “Miss Brill”. These are due on Monday. I have pasted them below:
Miss Brill: Questions
Answer each of these questions fully. Be sure to use specific supporting evidence from the story, including quotations, as you respond to the questions below. You may do this in pairs, but keep in mind that if someone is not here on the day it is due and it can’t be handed in, you will both be considered late.
1. There is evidence in the story that Miss Brill might be experiencing some mental or emotional problems. What parts of the story support this interpretation?
2. On a related note, throughout most of the story, Miss Brill seems to experience reality not as it is but as she would prefer to see it. What parts of the story support this interpretation?
3. What do we know about Miss Brill's life? How might some of the facts of her life contribute to her problem with reality?
4. What details in the story suggest that Miss Brill might be having some health problems and might even be reaching the end of her life?
5. In what ways does Miss Brill change because of the comment from the young man near the end of the story? What realization does Miss Brill experience?
6. Create a character sketch for Miss Brill. Be sure to consult the “characterization” section of the short story handout I gave you.
7. What might be three or four good topics for the body paragraphs of an essay on "Miss Brill"? What might be the most logical order for those ideas in an essay?
Wednesday, March 7, 2007
Wednesday, March 7, 2007
Today, we are going to mark the question portion from the short story “Outside Edges.”
Make sure your fishbone is handed in as I will most likely put it under the major assignment category.
I then want you to work on the reading from “Four Seasons.”
I have placed the questions and readings in your portfolio.
If you want to get ahead, the short stories we still have to read are “Miss Brill” and “War.” I will hand out “Miss Brill” today. “War” is in your Viewpoints 12 (page 120).
Make sure your fishbone is handed in as I will most likely put it under the major assignment category.
I then want you to work on the reading from “Four Seasons.”
I have placed the questions and readings in your portfolio.
If you want to get ahead, the short stories we still have to read are “Miss Brill” and “War.” I will hand out “Miss Brill” today. “War” is in your Viewpoints 12 (page 120).
Tuesday, March 6, 2007
Tuesday, March 6, 2007
Journal: You will do the journal today and then hand them in for marking.
You are to hand in the questions I gave you yesterday to accompany your reading of “Outside Edges.”
I am then giving you class time to work on your in-depth fishbone about the story
If you finish early, I will hand out the excerpt from Four Seasons, which they are to read actively and answer fully. The due date for this will be Thursday, March 8.
You are to hand in the questions I gave you yesterday to accompany your reading of “Outside Edges.”
I am then giving you class time to work on your in-depth fishbone about the story
If you finish early, I will hand out the excerpt from Four Seasons, which they are to read actively and answer fully. The due date for this will be Thursday, March 8.
Monday, March 5, 2007
Monday, March 5, 2007
I will hand out the terminology that we didn’t get to last week.
You are then going to work on questions and a fishbone for the short story “Outside Edges, which was assigned on Friday, March 2.
I will provide you with an exemplar of a fishbone as well as the questions, which I have pasted below.
Short Story: Outside Edges
By Ivan Dorin (Value: 60)
INSTRUCTIONS: Read the short story, then answer the following questions. Be sure to answer them fully (complete sentences). You can work in pairs to do this, but if someone is absent when you are to hand it in, then it will effect your mark as well (swim together – sink together).
1. What is David’s goal? (value: 1)
2. Why is it important to him? (value: 1)
3. What obstacles must he overcome to reach his goal? (value: 3)
4. In what ways to people help him along his way? (value: 6)
5. How does his personal goal eventually become a shared vision with others? Give examples
of two people and back with facts/dialogue to prove it. (value: 5)
6. Would you describe David’s goal as “obsessive? Why or why not? Support your position
with evidence. (value: 5)
7. Is David’s goal realistic? Why or why not? (Value: 3)
8. Does David Achieve his goal? How? Explain. (Value: 3)
9. Create a fishbone for this story. Make sure that you develop using your handout on short stories. In order to do well on this, you will need to include the following:
· Characteristics (look at the sub-categories in handout) (v: 10)
· Plot (v:4)
· Setting (v: 3)
· Point of View (v: 3)
· Theme (v: 5)
· Miscellaneous terms as they apply (v: 8)
Use an 11 X 17 sheet of paper and colour if you choose. In addition to the above, I will mark you on spelling, grammar, and neatness.
You are then going to work on questions and a fishbone for the short story “Outside Edges, which was assigned on Friday, March 2.
I will provide you with an exemplar of a fishbone as well as the questions, which I have pasted below.
Short Story: Outside Edges
By Ivan Dorin (Value: 60)
INSTRUCTIONS: Read the short story, then answer the following questions. Be sure to answer them fully (complete sentences). You can work in pairs to do this, but if someone is absent when you are to hand it in, then it will effect your mark as well (swim together – sink together).
1. What is David’s goal? (value: 1)
2. Why is it important to him? (value: 1)
3. What obstacles must he overcome to reach his goal? (value: 3)
4. In what ways to people help him along his way? (value: 6)
5. How does his personal goal eventually become a shared vision with others? Give examples
of two people and back with facts/dialogue to prove it. (value: 5)
6. Would you describe David’s goal as “obsessive? Why or why not? Support your position
with evidence. (value: 5)
7. Is David’s goal realistic? Why or why not? (Value: 3)
8. Does David Achieve his goal? How? Explain. (Value: 3)
9. Create a fishbone for this story. Make sure that you develop using your handout on short stories. In order to do well on this, you will need to include the following:
· Characteristics (look at the sub-categories in handout) (v: 10)
· Plot (v:4)
· Setting (v: 3)
· Point of View (v: 3)
· Theme (v: 5)
· Miscellaneous terms as they apply (v: 8)
Use an 11 X 17 sheet of paper and colour if you choose. In addition to the above, I will mark you on spelling, grammar, and neatness.
Friday, March 2, 2007
Friday, March 2, 2007 Short Stories
We will continue to examine the short story and I will fill in the lecture notes up to theme. You will be expected to read the short story “Outside Edges” on pages 48 – 58 in Viewpoints 12. This needs to be read for Monday.
Thursday, March 1, 2007 Short Stories
Today, you will be given a lecture outline on short stories, which you will add to while we examine the history, of, what goes into, and terms relating to the short story (If you were not here, you'll find it in your portfolio). This unit will be short (ha ha – get the pun?). We only have ten classes and two of them will be taken up by an in-class essay (Wednesday, March 14) and an in-class comphrehension/terminology exam (Thursday, March 15). The goal is to read and analyze three short stories.
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