Battle Royale!!!

We held our Love Letter Battle Royale today in class, and it was a tough competition.  There were beautiful letters, funny letters, grammatically incorrect letters, even letters that needed to be sung.  And in the end... there was only one winner left standing... Mr. Isaac Li.  Congratulations for winning the battle!  Most of the letters will be posted on our wall for all of you to enjoy.

I assigned Act II scene iv, to be read for Monday.  Also, please note the numerous hints Viola drops in that scene, to let the Duke know that she loves him.  Bring a list of them to share on Monday.  Could you please also write a little bit about what you think of the love that has emerged in Olivia for Cesario, in Orsino for Olivia, and in Viola for Orsino.  What do you make of these emotions?  Be ready to chat about what you think in our next class.

Love Letter Battle Royale!

I gave back the residential schools synthesis assignment today.  If you were away, your assignment has been placed in your work folder.

We spent today's class working through Act II, scene iii, answering questions on key plot points, and noting how Elizabethan love songs are similar to, or different from, modern day love songs.  We concluded these questions with a brainstorm on what makes an awesome love letter.  We will be having a Battle Royale of love letter writing next class.  Prepare.  Bring it.  It will be epic.

A copy of the questions can be accessed from the link at the side.

Shakespeare Sudoku

That's right... that's no typo... we started class with a Shakespeare vocabulary Sudoku.  All you have to do is match the word from Twelfth Night with its definition, and write the number for the definition in the corresponding square.  If you have all the definitions correct, each row and column will total the same sum.  Can you figure out the Magic Number?  Can you believe I am using a Math game in English class?  If you want to try it, access it at the side.

We then performed our "Making it Modern" scenes from last day.  You are all really, really good at updating Shakespeare's language!  The performances were funny, and smooth, and accurate!  Well done.  This is good practice for later, when we perform "for real."

Finally, I gave the class some time to finish off Act I Questions.  If you have not already submitted these to me, please bring them with you on Wednesday.

Enjoy your long weekend!

Act I Review

We finished our reading of Act I scene v today, though we scrapped the performing of the remainder of the tableaux.  (Sorry!)  Thank you to those of you who read today!

Then, we summarized the important information from each of the scenes we've read so far in Act I.  It seems we are finally clear on all the different story lines, and we've got all the characters (cross-dressing, or not) figured out.

I distributed Act I review questions and asked the class to have questions 2, 3 and 4 completed for the beginning of class on Wednesday.  I will provide some class time to complete the remainder of the questions.

Spoken Word with Zaccheus Jackson

Ahhhhhhh... so great!  Zaccheus Jackson, spoken word artist, visited us today, and performed, taught and shared his work with us.  After teaching us a little bit about the history of spoken word, Zaccheus performed four of his poems for us.  Such an amazing synthesis of rhyme, movement, volume, rate and energy!

After performing for us, Zaccheus ran students through three short writing exercises.  First, he had us list a noun (anything... something random), and then we listed an animal that the noun reminded us of.  Finally, we had to write an adjective we associated with the animal.  Then we crossed out the animal, and flipped the order of the noun and adjective.  We ended up with a super cool personified object.  We had things such as "sultry sunglasses"....  Then students were asked to write about gravity, using all the senses.  Then, to conclude, Julianna was asked to read her horoscope as an angsty seagull.  That's right... an angsty seagull.

Zaccheus wanted us to see the three stages of writing spoken word: write your words, amplify them, and then perform them.  A great class!

Act I Literary Devices and Characterization

I began class today by letting students know about an opportunity available to them next year, early in September, to attend Bard on the Beach - Twelfth Night!! If you are interested in taking part in this field trip, please pick up the appropriate forms from me.  Tickets are first come, first served, and we only have 30!!

We spent the next part of class reviewing the events of Act I scene ii.  This is where Viola talks with the Sea Captain and we learn of the shipwreck she was involved in, the apparent loss of her brother, and her new location (Illyria).  Viola plans to go work for the Duke, as a eunuch.  I'll let Isaac explain what a eunuch is.

Finally, we worked through some of the literary devices present in scenes iii and iv.  I provided a handout meant to point you to some specific devices in these scenes, which we will talk about next day.  Please complete the handout for Wednesday.

A reminder that Zaccheus Jackson is coming to present to us, and work with us, on Monday.  That is going to seriously rock.  

If I were an actor....

We began class today with some puns.  Some funny puns.  Punny stuff.  Yes.

Then, we took Act I scene i and ii from Twelfth Night and we began to make sense of them as actors/directors would.  How would the people on stage position themselves in relation to one another?  What gestures would they use?  What emotion is guiding their speech?  We went down to the cafeteria to begin to move as actors would, and then came back to the classroom to debrief the scenes.

We will discuss the acting of scene ii next class.

Today was fun.

Right?  It was so fun.

We divided up the first three scenes from Twelfth Night and students did choral readings of these scenes.  Fun.

Then, students chose a scene and wrote to me about what they understood of what was going on in the scene, as well as noted poetic and literary devices used by Shakespeare.  Also fun.

More to come next week. Of fun, I mean.

Poetry Test!

We began class today with our poetry test.  I will return those as soon as I can read through them.  Soon.  Promise.

I then distributed some "Pre-Reading Questions" for our Twelfth Night unit.  These four questions are desigened to get you thinking about some of the themes that will arise in our reading of the play.  Please be ready to discuss your answers to the questions at the start of class on Wednesday.  You will not need to submit your answers, but you will want to have your thoughts recorded to share with your classmates in our discussion.  If you misplaced the handout, one may be accessed on the side here.

A Life Lived Ordinary....

After a super fun word game, students were asked to submit their synthesis charts.  If you did not turn in your chart, please make sure you do so, ASAP!

Then, students did a free write about whether they perceive their own life to be ordinary, or extraordinary.  After writing for a bit, they were asked to write about what would make their ordinary life extraordinary, or vice versa.  Students shared their thoughts with each other.

Then, the poem "Ordinary Life" was distributed, and students were asked to annotate it, considering what they thought the poem was about, and identifying poetic devices used.

We will discuss the poem in Thursday's class.  A summative assessment will occur in class on Monday.

It's Friday, Friday!

Since we were all feeling the pain and agony of last block, Friday afternoon... we made today's block a work period - time to complete the synthesis activity we began last class.  I have asked that students have this chart complete for Tuesday's class.

Some students chose to read great books this block, instead.  Yay, great books.  We love you.  Lots.

Synthesis Chart

Today, we read the poems by Rita Joe, and began to synthesize all that we have learned about the experience of Aboriginal people in residential schools.  Using the information gathered from Rabbit-Proof Fence, the Assembly of First Nations document, the children's books Shi-shi-etko and Shin-chi's Canoe, and the poems "I Lost My Talk" and "Hated Structure: Indian Residential School, Shubenacadie, N.S.", we are now beginning to pull out common themes/threads in order to synthesize our learning.

We have altered the original assignment somewhat... we have decided to create a chart, with the sources listed across the top, and then "aspects" or "points for comparison" listed down the left hand side.  We discussed that elements such as emotional impact, first language, conflicts, religion, etc. might be aspects to consider.  You choose the aspects you believe are central, and common, to many sources.  Charts can be completed in point form, and I will reserve some time on Friday for work on this chart in class.

Residential Schools - Personal Experiences

After spending time last week considering one person's interpretation of the residential school experience in Australia (the director of Rabbit-Proof Fence) and the weekend considering an informational text piece which summarizes the residential school experiences of First Nations children in Canada, today was focused on the personal experiences of those children.

We began by discussing what we thought was the most important information from the AFN document.  We also spent time discussing ties between the film and the document, noting that there are many similarities.

Then, I read two children's books aloud: "Shi-shi-etko" by Nicola Campbell, and its sequel, "Shin-chi's Canoe."  Both are stories about children's experiences of being forced to go live in a residential school.  Students created a "Word Web" of words and phrases while they listened to the stories, made up of those words and phrases that most resonated with them.  We will finish our reading of sources next class, when we consider two poems written by Rita Joe about her personal experiences with residential schools.

Residential Schools in Canada

We completed Rabbit-Proof Fence today, and discussed our questions and observations, once it was completed.

I distributed a package to read over the weekend, about the experiences of First Nations people in residential schools in Canada.  I asked students to make note of important points, conflicts, themes, emotions... just as we did with the film.  Begin to think about similarities between the two.  We will add two poems written by a First Nations poet as our final source before synthesizing, next week.

If you were absent, you can access the readings here: http://www.sd61.bc.ca/edsrvs/ANED/educationalResources/ResidentialSchools/Secondary_Residential_School_Tips_for_Teaching_Controversial_Issues.pdf  The readings are pages 4-10.

Synthesizing the Aboriginal Experience Using Multiple Texts

Today, we began a synthesis activity that will carry us through several lessons, as we are going to view a film, read an informational text piece and read two poems, and then synthesize our findings.  Our topic of exploration is the experience of Aboriginal people with residential schools, in Canada and Australia.

We began watching Rabbit-Proof Fence today, and I asked students to make note of significant events, characters and their emotions, conflicts, and themes.  We will finish the film and discuss it in Thursday's class.

See... I promised you we'd watch a movie, and we did!

Synthesize This!

We spent the first part of today's class reviewing "The School Globe."  We seemed to agree on most points. But we will forever wonder... how DID he get into the school?

We then reviewed our responses to "Still I Rise."  We talked about Maya Angelou's use of powerful similes and metaphor, and the effectiveness of the repetition in the poem.

Finally, I asked students to synthesize the experiences of the women in the poem "Still I Rise" and "Nativity." Please bring your ideas with you to class on Tuesday.

Enjoy your Easter weekend.

Ohhhh... I suck.

I do.  I suck.  I totally lapsed with my responsibility for this blog.  I'm so sorry....  Blog?  What blog, you say?  Oh c'mon Honours English 11!  Get with the program!  There is an awesome blog here, just for you!  And I will keep updating it, until the end of June.  Promise.

Today, we wrote six-word Spring Break summaries.  It sounds like there was lots of sleeping, eating, sitting around and doing nothing, and a very little bit of exercising and/or having fun.  Good for you, whichever category you fall into.  Thanks for sharing your summaries, to those of you who did.

Then, we listened to the ever-awesome Maya Angelou discuss her poem "Still I Rise," and then read it aloud.  The class then read through the poem, appreciating the intracacies of the poetic devices, her tone and the theme.  We will discuss the poem next class.  Please complete the questions on the worksheet for Wednesday (posted on the side here, if you were away).

Also, if you haven't already submitted your story behind the poem, it is time to do so.  Like, now.  Thanks.

Protest Piece

After spending last class analyzing love poems in honour of Valentine's Day, we got back into our social issues poetry unit today.  I presented the "protest piece" I spoke of last week, distributing a detailed handout to everyone in class today.  If you were away, you can access a copy of the assignment from the link at the side.

We listened to "Invicta," a slam poet by Vancouverite, Zaccheus Jackson.  You can access the poem at this link if you'd like to listen again: http://www.youtube.com/watch?v=mVZC8-srpHY

We discussed how Jackson uses elements of voice, facial expression and gesture while delivering his piece, in order to show his passion for the topic.  Also, we mentioned that aspects of his writing which made his piece persuasive were his use of allusion, rhythm, rhyme and metaphor.

Then, we listened to a Curtis Mayfield song called "Hard Times," covered by John Legend ft. the Roots.  The lyrics to the song are posted in the link at the side.  We talked about how the song is a protest of the economic climate and homelessness experienced by many African American people, and how desperate a situation many of them found themselves in.  The song is a plea for people to listen, understand and respond.

We will continue work on our protest pieces next week.  Students should choose a topic and come prepared to learn more about persuasive techniques.

Lit. Circle Summative Assessments - Last Planning Day

Today was our last opportunity to work on Literature Circle summative pieces.  These are due on or before Friday next week.  Please see me if you don't know what I'm talking about.  (You are in BIG trouble if you don't know what I'm talking about.)  Have a great weekend.

Course Selection and Rubric Distribution

Ms. Hein visited our class today, to provide information about course selection for next year.  If you were away today, please visit the counselling office, to pick up the documents that were distributed today.

I handed out rubrics for the assessment of your Lit. Circle summative pieces.  Again, if you were away, please see me to pick up the rubrics which pertain to the projects you have chosen.  These projects are due on or before next Friday, the 8th.

You must submit your copy of the rubric with your project.  Please don't lose them.  Please.

I intend to read through "The Chimney Sweeper" with the class on Friday.  If you were at Carnaval on Monday, please access a copy of the poem and the comprehension questions from the link at the side.

"The Chimney Sweeper"

Because so many students were away today at Carnaval, we used the class time as an opportunity to ensure our Voice of the Mind entries were completed and to complete the theme assignment from a couple of weeks ago.

I distributed a poem, "The Chimney Sweeper" and asked students to work through the poem, answering some comprehension questions and analyzing poetic devices.  A copy of the poem can be accessed by the link at the side, and we will discuss the poem on Wednesday, after course selection.

Personal Response to Poetry

We paired up and read and role played "What the Defense-Plant Worker Said" yesterday.  One student was the reader, and was asked to read the poem, considering appropriate voice and tone, given the subject matter.  The other student was responsible for creating questions to ask "the defense-plant worker".  Once the reader finished reading the poem, the questioner began asking questions.  The reader then role played as the defense-plant worker, and we explored why someone might hold a morally reprehensible job.

Students were then asked to respond personally, in writing, to the poem.  I will take these home this weekend to read and give feedback.

We concluded with some work time for projects.  A reminder that Voice of the Mind entries are due on Thursday January 31st.

Jobs that are Morally Reprehensible (Bad)

We finished our analysis of "Relics" today - noting that careful annotation of a poem and thorough analysis of poetic devices takes time and commitment!  But with practice... you will get there!

Then, we made a list of jobs we consider morally reprehensible, and we began a class debate about why some are perhaps more reprehensible than others.  We will read a poem about a morally questionable job next day.

Finally, here are some important dates to remember:

Course selection: Wednesday January 30th
Computer Lab: Friday February 1st
Last day to submit Lit. Circle assignments: Friday February 8th

Happy New Year!

I am officially back in the blogging world.  I hope you had a fun and relaxing break, and that you are excited about the second half of our year together.  I know I am!

Today Ms. Larisch visited our class, to give us some background information on Advanced Placement English 12.  Hopefully, all your questions have been answered, and hopefully many of you will challenge yourself next year with this amazing course!

I then pointed out some important dates to remember:

• Computer Lab - Friday Jan. 18th (for a workshop on video editing programs)
• Lit. Circles summative assessments are due NO LATER THAN Friday Feb. 8th
• Course Selection - Wed. Jan 23rd

Students were then asked to choose one of two poems - "Relics" or "Civilization" - and to annotate the poem, with thoughts and/or information about poetic devices used.  I also asked students to offer up an opinion on the poem, and to share with me what your likes/dislikes are about poetry.  We will officially begin our poetry unit next class.  The information I have gathered from today's activity will help me form the lessons for our unit - I need to know what you already know, in order to know where to take you.  If that sounds super intellectual and wise, that's because it is.