English 11 21-22 Daily Notes

Monday – Friday (January 17th – 21st)

STRUCTURE: How To Booklet Essay Outline Samples for each paragraph and tips

So today, you will be writing a Rhetorical Precis, based on the evidence from what we briefly talked about with the MLK paragraph. (Introduction only)

Examples (Good ones)

Magnuson_N Rhetorical Precis Outline

Byrne_C Rhetorical precis outline

Tuesday, we will be doing our final Tuneful Tuesdays

Wednesday the first paragraph is due for MLK.

Wednesday- Friday, we will be looking at Barak Obama speech. We will watch the video and you can take nots on how the speech and the transcript of the speech connect with the rhetorical strategies you have learned.

Here is the transcript:

https://www.npr.org/templates/story/story.php?storyId=88478467

Barak Obama Final

And put your ideas and notes into a rhetoric analysis essay (3 paragraphs)

Then on to English 12!

Monday – Friday (January 10th – January 14th)

Since I am unsure to what will happen in the near future, all you have to worry about is the basic introduction to rhetorical analysis. I am not putting this into days, more like a week (including the Tuneful Tuesdays presentations) and change.

I will change things to fit the ‘program’. This is the overview.

This is our unit on Rhetoric:

Introduction to EPL Purdy

Here’s a PPT that I’d like for you to take notes on:

Pathos_Logos_Ethos

And if you (or I) still have energy after that, here’s the big one:

4KtRUtUmVjsKgsh8

We can do the first exercise:

Shoes Appeal

Present this to the class WITHOUT mentioning the appeal and we can guess and see if this is a good argument to buy the shoes.

Speeches and Rhetoric

To reiterate the plan:

ethos-pathos-logos-definitions-and-worksheet-converted

First, with rhetoric, there is more than just “Ethos Pathos & logos.” Authors use literary devices to persuade their audiences as well.

• Alliteration – the recurrence of initial consonant sounds – rubber baby buggy bumpers
• Allusion – a reference to an event, literary work or person – I can’t do that because I am not Superman.
• Amplification – repeats a word or expression for emphasis – Love, real love, takes time.
• Analogy – compares two different things that have some similar characteristics – He is flaky as a snowstorm.
• Anaphora – repeats a word or phrase in successive phrases – “If you prick us, do we not bleed? If you tickle us, do we not laugh?” (Merchant of Venice, Shakespeare)
• Antanagoge – places a criticism and compliment together to lessen the impact – The car is not pretty but it runs great.
• Antimetabole – repeats words or phrases in reverse order – “ask not what your country can do for you — ask what you can do for your country.” (J F Kennedy)
• Antiphrasis – uses a word with an opposite meaning – The Chihuahua was named Goliath.
• Antithesis – makes a connection between two things – “That’s one small step for a man, one giant leap for mankind.” (Neil Armstrong)
• Appositive – places a noun or phrase next to another noun for descriptive purposes – Mary, queen of the land, hosted the ball.
• Enumeratio – makes a point with details – Renovation included a spa, tennis court, pool and lounge.
• Epanalepsis – repeats something from the beginning of a sentence at the end – My ears heard what you said but I couldn’t believe my ears.
• Epithet – using an adjective or adjective phrase to describe – mesmerizing eyes
• Epizeuxis – repeats one word for emphasis – The amusement park was fun, fun, fun.
• Hyperbole – an exaggeration – I have done this a thousand times.
• Litotes – makes an understatement by denying the opposite of a word that may have been used – The terms of the contract are not disagreeable to me.
• Metanoia – corrects or qualifies a statement – You are the most beautiful woman in this town, nay the entire world.
• Metaphor – compares two things by stating one is the other – The eyes are the windows of the soul.
• Metonymy – a metaphor where something being compared is referred to by something closely associated with it – The knights are loyal to the crown.
• Onomatopoeia – words that imitate the sound they describe – plunk, whiz, pop
• Oxymoron – a two word paradox – near miss, seriously funny
• Parallelism – uses words or phrases with a similar structure – I went to the store, parked the car and bought a pizza.
• Simile – compares one object to another – He smokes like a chimney.
• Understatement – makes an idea less important that it really is – The hurricane disrupted traffic.

Let’s read one of the greatest speeches in recent history:

dream-speech

I will print these out as well so you can write down literary devices, notes, etc.

Then we’ll be ready to form an essay.

Remember, for quotes, you should follow this ABC pattern:

A: Paraphrase

B: Application

C: Thematic connection

How To Booklet Essay Outline Samples for each paragraph and tips

This will be the guide for your essay  – we will go over this in detail.

Let’s go over what you have done with MLK first. You have about 10 – 15 minutes in class to get everything sorted out. We will outline your ideas today and tomorrow using the above ‘Precis’ structure.

If we have time, I’d like to introduce you to Aristotle’s Rhetoric – an ideal:

It’s a great read in any case

Rethoric_What_Aristotle_would_say_to_Don

Tuesday, December 14th

What Makes a Christmas Song Christmassy?

Partial Adapt. from https://www.classicfm.com/discover-music

We listen to Christmas songs starting in November and they blast through the 25^th of December. Some people hate Christmas songs, as the season itself can be tough and emotional. Another reason for the hate is that the season is cliché and the songs remain the same (or a cash grab from the newest artist ex. Ariana Grande sings Xmas Hits!! Yet Christmas is a multi-billion-dollar industry, so they’re not going to stop for a few people that don’t like the tunes.

Today, we will spend a little time looking at some of my favorites from the season. Then we will look at what elements make a song into a Christmas song.

Finally, you are to choose a song and tell me the elements of why it is such a “Christmas” song in a 250–300-word paragraph. You can present it as well, but this is tentative to the class. The instructions for the mini assignment are on the next page after the write up.

Classic songs that are worth Listening to:

https://www.youtube.com/watch?v=bjQzJAKxTrE

Some 80’s.

https://www.youtube.com/watch?v=yXQViqx6GMY

Some Maria

 

Write up on the Question: What Makes a Christmas Song Christmassy?

From Tchaikovsky’s The Nutcracker to Mariah Carey’s All I Want for Christmas. These are all the elements that have to be in a Christmas classic

A touch of bitters –  some minor chords

But it’s Christmas, the season of joy, we hear you cry. And caramel tastes even better with a sprinkling of salt.

The point is, sprinkling minor and diminished chords through a song or piece that’s otherwise in a major key – or even changing key to a minor key for a section – only enhances that warm Christmas fuzzy feeling (to be technical about it).

Take a listen Mariah Carey’s ‘All I Want for Christmas is You’. That chord under ‘presents’ in the opening line is a scrunchy half diminished chord. It’s D minor 7 flat 5 to be exact. That chord on its own does not a Christmas song make.

BUT what that chord does do is bring in that delicious sprinkle of salt that makes your sweet caramel all the sweeter.

A stirring melody

Let’s go all the way back to Tchaikovsky for this. Because he is the original and best master of Christmas music.

Let’s take his Nutcracker ballet – a work that’s set at Christmas and is performed every winter around the world.

We’ll take the ‘Waltz of the Flowers’ as our example. (But really you could stick a pin in any part of The Nutcracker and find an absolutely storming tune).

The waltz opens with a simple but catchy tune before the harp comes in with a shimmering interlude. And then it’s over to the brass and winds who pave the way for the centre-piece of the melody, a soaring, whirling waltz tune from the violins that demands to be hummed along to.

Classic Tchaikovsky.

A story from the past

Christmas is 90 per cent nostalgia, so if your Christmas tune can hint at past times, broken hearts (oh hi there Wham!) but a determined optimism for the times ahead – all the better.

Irving Berlin’s ‘White Christmas’ ticks this box and then some.

It was written in the 1940s and become a massive hit in a recording with Bing Crosby. It’s since been covered over 500 (500!!) times.

Those lyrics are doused in more nostalgia than your nan puts sherry on her Christmas pudding:

I’m dreaming of a white Christmas,
Just like the ones I used to know
Where the treetops glisten and children listen
To hear sleigh bells in the snow.

In Crosby’s recording the second half of the song is performed by a choir – they sound more distant and fainter than Crosby’s voice. They could almost be ghostly voices from those past Christmases…

And the fact that the recording has that evocative warm crackle of vinyl only feeds that feeling that Christmas really was better in the 1940s.

Finally… sleigh bells

This is crucial. In fact, if you don’t include sleigh bells you’ve failed to write a Christmas hit.

And for our example we’re returning to Russia. It’s Prokofiev’s Troika. The piece was originally written as music for a film called Lieutenant Kijé. But the key thing here is that this is essentially a concerto for sleigh bells.

Listen to this and we defy you not to come over all Christmassy. Right, we’re off to eat a mince pie.

 

Your Task Today

 

1. Find your own Christmas song. Listen to it and copy down the lyrics right here. (In the box underneath the instructions
2. Determine through medley, lyrics, story & legacy what makes this song you’ve chosen a Christmas song.
3. Write a 250 – 300-word reflection style paragraph on the impact the song has on you (if any) and how this song is representative of the season – despite your celebration of the holiday itself.

Here is the exact same thing on a word document:

MM_Xmas2021

If we have more time then you can work on your poetry packages.

Monday, December 13th

So today, I will introduce our last independent project of the semester. This is a poetry unit.

I’ll go over some devices with you, and then I will let you know about the poetry package due on Friday. This is the final work that’s due before the end of the year (calendar, not school)

Poetic Devices PREassess

We’ll do this together in class.

Here is the package:

POETRY HONORS

The portfolio is due on Friday.

Tomorrow, for about 30 minutes, we’ll have a little Christmas Tuneful Tuesdays just to get ready for the break – small assignment – then you can get back to the poetry work. 

 

Tuesday, December 7th

Tuneful Tuesdays Presentations:

James

Niya & Isabel

Sunnie

So tomorrow is a day to really commit to the assignment you’ll be finishing for this Friday.  That means you will be doing a proposal and handing it in by tomorrow at 1159PM. I’ve opened a teams page for you. 

Let me know if you have any fresh ideas you’d like to share with me before you fully commit and I’ll help you.

Monday, December 6th

Classroom discussion. We’ll move the desks.

10 minutes to answer these three questions:

1. What was your book about? Give a brief summary.
2. What are the strengths and weaknesses of your book?
3. Describe a scene that sticks out to you without effort – why does it stick out? What’s the context?

Prepare to share your answers with the class in a round table discussion.

So now:

What is the independent Novel Study Project? Why have we been reading for 2 months?

Here is the project:

Honors 11 Q2 Outside Reading

It’s broken down into two parts.

Journal / Vocabulary lists (5 strong journal entries – more is recommended)

Final Project idea. I will hep you with this. You will need a proposal for me by the end of class tomorrow. 

Independent Book Project Proposal

Today, you will commit to and outline what your final will look like.

Friday, December 3rd

This is the final day for the character analysis projects.

Right away on Monday, I will be re-introducing the independent novel study projects. 

Up until the break, I have two units I need to get through so they will both be “project based.” It’s like you’re in CLE class, right?

This is because the final unit – rhetorical analysis, is a very important component I’d like to start with as soon as we get back – fresh and refueled for more academic work. 

Thursday, December 2nd

Another fine day for a work block. 

Wednesday, December 1st

You wanted it, you got it. The outlines for your projects should be due today so that you can work on your final character analysis first thing on Monday. 

Monday we work on the independent novel study final project. 

Tuesday, November 30th

Full schedule today for TT

1. Linh & Shajan
2. Matteo
3. Annabelle & Mai

Any time left? Finish those character outlines. You will have more time tomorrow through Friday.

Monday, November 29th

Unit test today. Good luck. After you’re finished, then you will have time to quietly read or work on your character analysis outlines. 

Friday, November 26th

Today, we’ll have a review for the final. I’ll go over the different questions you need to study in order to get a good grade on the final test on Monday.

PER5_TempestQs

Hot Tips:

1. Explain the relationships between certain characters.
2. Antonio and Sebastian; what’s their problem?
3. Stefano and Trinculo; what’s their deal? Why do they bring Caliban in on this madness?
4. How does Ariel ‘fix’ things?
5. In act five, how does Prospero act towards others?
6. Speaking of Prospero, how is he a control freak? (Positives and or negatives)
7. Quotes. I mentioned some famous ones. Look at them. Who’s talking? What does it mean?

Here is a working drat of the final project. I will go over this with you in detail so there are no stones left unturned.

Final Character Outline_TempestV1

Thursday, November 25th

We will finish the rest of the play today. That’s the completion of Act V.

You will have time to complete the questions. There are only three. I think that we will have time to talk about them now and have this more ‘stale’ part of the unit to come to an end.

I have almost finished the character map instructions. They will be comprehensive. Any questions you have, you can direct them to me tomorrow when I hand out the worksheet.

Also tomorrow, we will go over the final review. This is for Monday’s in class test.

Wednesday, November 24th

We finished Act 4 yesterday. (Much to my surprise.)

Today, you will complete the questions in the first half and in the second half, we will discuss them as a group.

Tomorrow – we finish the play!

Tuesday, November 23rd

We have time to read independently for a few minutes before we start…

Tuneful Tuesdays presentations today:

1. Ashley
2. Lorenzo

Monday, November 22nd

Here is your task today:

You are to complete a graphic on the character you have chosen as we work through the play. Today is a day to outline everything you need in order to come up with a complete outline of the character you are assigned.

This is a good place to start:

https://www.rsc.org.uk/shakespeare-learning-zone/the-tempest/character/whos-who

Look up some information on your character. I will hand out a worksheet closer to the time we do a good copy of this project – it will have all these questions with the constituents of what the final should look like. Today is “Data Gathering”.

Data Gathering Questions for your Character:

1. Look up information on your character. There are four that have been assigned: ARIEL, MIRANDA, PROSPERO, CALIBAN
2. How does your chosen character see the world?
3. What is a good symbol of your character? (Miranda = innocence; so she is a dove?)
4. Give your character personality traits. Which adjectives fit your character best?
5. Look for quotes that define who your character is in Acts I-III (The ones we have read so far).
6. If you could see this character through a specific literary theoretical lens, which one would it be? Explain.
7. Write from the perspective of this character in first person during a chosen scene in the play (so far). You can use modern language, but bonus marks if you try to sound Shakespearean.
8. Try and research fun facts about this character. You can use contextual evidence as well.
9. Encapsulate this character in the grander scheme of the Tempest story. (Ex. Miranda is the naivety of the island; a young girl with the power of surface beauty, yet has no real personality that gives her depth.)
10. Synthesize this character with other characters – how does your character interact with others? What is his/her/their relationship to those on the island? (Tip: Use all the main characters – not only the chosen 4.)

Friday, November 19th

So let’s finish act 3 and you can complete the questions. 

On Monday, we will discuss the questions together.  (There are only 2) and then we’ll work on act 4.

I will also give you a paper that will help you through your character analysis on Monday.

Thursday, November 18th

So for the first part of class, we will be watching a Tuneful Thursdays presentation by Elizabet.

After this, we will get into our talking circle and discuss act 2 in more detail. I will write / summarize your answers on the document. You can either copy or add to your notes. It’s crucial you commit these answers to memory. The final test will be a rip of chosen questions from this document. 

If we have time, we will start act 3 today, 

Wednesday, November 17th

Act 2 – Let’s finish it today.

Then you’ll have the rest of the day to finish the Act 2 questions.

Tomorrow, we will discuss this (or today, depending on the time).

Tuesday, November 16th

We have some presentations for Tuneful Tuesdays. Here is the schedule:

Elisabet

Coco & Riley

If we have time, then we can continue the last 2 questions of the Tempest Act 1, then we can start Act 2 today to save some time. 

Here’s the final sign up sheet for the rest of the semester:

TTFINAL_Signup2021

Monday, November 15th

You have the first half of class to finish these questions. If you are finished, then you can work on your independent reading. 

We will discuss these questions as a class at 2:35. After we’re finished (15 minutes, I think) we can start Act 2. This entire week will be exactly the same structure. If you’re absent at all, then you know exactly what it is you’ll miss.

Friday, November 12th

We will finish act one today.

Then you have the rest of the class to finish the act one questions in the Tempest Comp Questions package.

On Monday, we will have a discussion on these questions and then start act 2.

Wednesday, November 10th

We start act 1 today. This document is one you should save for all five acts – they are the questions you’ll be answering and having in class discussion with:

Tempest Comp Questions

So we will finish act one and then you will have time to answer the questions for a brief discussion on Friday.

But let’s finish the questions first:

• Is revenge ever OK?
• How does one become noble?
• Is life controlled by destiny, or free will?
• What actions can turn a person into an actual monster?
• Can a monster be redeemed?

Tuesday, November 9th

FINAL GUIDELINES: Musical Mondays Final guidelines

This class is to create an outline for your final. This is where you ask questions. Your outline is due at the end of class. It is a participation mark. 

NOVEMBER 9th ASSIGNMENT: TT-Final-Practice

Musical Mondays Final Presentation Guide

Now that you’ve seen six different styles of how musical genres and themes can be connected, it’s your turn to come up with a final presentation and paper that is a culmination of all the connective tissue of writing and presenting in class. I will list them for you.

1. Literary Lenses
2. Literary Analysis
3. Musical / Poetry Analysis
4. Creativity
5. Reader Response Evaluation

Today is the first day of your preparation for the final. Here are some things you need to do so that when you write your paper, you will have all of the necessary evidence and prerequisites.

There are two parts to the final. You will be graded as a group.

Part 1 – Paper guidelines (Do this first):

Critical response multi-paragraphs do not simply summarize the text or evaluate whether you like the text; they are a three paragraphs, persuasive, and focused analysis, argument, or interpretation about the text. They not only help you think critically about the texts you read but also help you formulate ideas that can be expanded into longer essays. There are four parts to a critical response multi-paragraph:

You will be doing your own analysis / question and answer on lyrics or musical elements. I would like to see the outline (which are the questions I’ve been making you do for seven weeks) and a final paper that is well polished with a thesis and topic sentences with evidence from the songs themselves.

1) an argumentative topic sentence,

 2) evidence in the form of quotations or paraphrases for the argument you are making,

3) interpretation of your evidence in relation to the argument, and

4) a strong concluding statement.

Note: This is a review and collaboration of your lens paragraphs and reader responses – an extended idea that is fully developed and flows well.

 

Questions for Consideration (Data for Response) TODAY:

 

1. Do you like this song, why or why not?
2. What do you think is the most important line and what stands out to you?
3. Can you make a connection to your personal life with this song?
4. What does this song mean to you?
5. What do you think the theme of this song is and why?
6. In your opinion, why do you think Elton wrote this song?
7. When listening to the song, what mood did it put you in and do you think that it was intended?
8. What makes this song so appealing and why was it a hit when it was released?
9. Why do you think artists keep making breakup songs? Don’t say because they breakup, go deeper
10. How important are the lyrics? Would this make a good instrumental?
11. How do we think this song relates to the artist’s personal life?

 

Part 2: Presentation guidelines

 

Follow these directions in a PPT / Presentation:

 

Before you play the song – discuss this / present this to the audience:

1. What is your song?
2. What Genre is your song?
3. Explain the lyrics of the song
4. Hand in your written paper to me (see above, example below)
5. Play the song
6. Hand out discussion questions
7. Discuss
8. Provide everyone with a final ‘takeaway statement’

 

 

 

Monday, November 8th

Welcome to the next unit. Now we won’t do much with the work today. I will show you the Shakespeare style. We will start the book tomorrow. Remember this date: There are a lot of resources today.

This is the introduction to the text: (I’ll talk about this today)

the_tempest Introduction

And another one I used to use for fun: 

the-tempest 11’s

I will hand out your own copy of the text today as well. You can keep it here or bring it home.

Here is a resource that is very involved – a PDF Lit-Chart of the play:

The Tempest Lit Chart

And finally, this is what you will be using for the final project – but don’t worry too much about that now. (It’s not an essay)

 

So the whole unit will look like this:

1. Mini assignments: Participation grade
2. Comprehension questions document: Minor letter grade
3. Characterization graphic / map: Major letter grade
4. Final test: Major letter grade

Think about these questions today – answer a few and we’ll discuss them:

• What is betrayal, and how is it made worse by a family member?
• When is forgiveness necessary? 
• Is revenge ever OK?
• How does one become noble?
• Is life controlled by destiny, or free will?
• What actions can turn a person into an actual monster?
• Can a monster be redeemed?

Friday, November 5th.

Happy bonfire night.

The Non-fiction narrative assignment is due tonight at 1159PM!

Thursday, November 4th

Two more days.

I bet, those of you that have finished wonder what it is you’re doing now. 

There’s always more to do to a piece, even if it’s finished. See me for details.

So by now:

Outlines should be turned in.

Rough draft should be done

peer edits should be completed.

Wednesday, November 3rd

Today, we’re going to keep going with the peer reviews. Your rough draft should be finished. I have printed out the peer reviews so that you can have an actual paper copy. 

Two more days. Try and get the final completed by Friday at 3PM so you don’t have to take it home. 

Monday: Shakespeare begins…

Tuesday, November 2nd

Songs that Define a Generation

 

Every generation has an anthem or song that defines them. Music, as we’ve found out, is subjective and personal. Yet there are some songs, factoring in where those songs were played, (For example – an American wouldn’t think that the Korean song “Come Back Home” by Seotaiji would define their American cultural experience in the 1990’s) contribute very heavily to the generation it was played.

I have touched upon North American generational connections from 1968-2004 for this assignment. After 2004, I stopped caring because I moved away:

 

1. Say it loud, I’m Black and Proud – James Brown 1968

https://www.youtube.com/watch?v=j0A_N-wmiMo

 

2. God Save the Queen – Sex Pistols 1976

https://www.youtube.com/watch?v=RvMxqcgBhWQ

 

3. Don’t You Forget about Me – Simple Minds 1985

https://www.youtube.com/watch?v=CdqoNKCCt7A

 

4. Fight the Power – Public Enemy – 1989

https://www.youtube.com/watch?v=mmo3HFa2vjg

 

5. Smells Like Teen Spirit – Nirvana 1991

https://www.youtube.com/watch?v=hTWKbfoikeg

 

6. Hey Ya _Outcast 2003

https://www.youtube.com/watch?v=PWgvGjAhvIw

 

7. Neighborhood #1 – Arcade Fire 2004

https://www.youtube.com/watch?v=VU_2R1rjbD8

 

These seven songs are not the definitive voice of a 35-year period, but their lyrics were cutting edge; the songs themselves were completely new and fresh, daring and authentic.

Your job is to look for a connection between self and society. What is the song of your generation? Go through these questions for the criteria to be met:

 

1. Describe your generation in five descriptive words (Adjectives).

 

 

2. What is the music that you and your peers are into (if anything?) Who are your heroes? What is ‘popular’ now currently? How has that changed from your past? As a contrast, what is uncool? Be as specific as possible.

 

 

3. Focus on other areas of popular media (the collective) that have to do with your generation. What are they? Why are they important to you and your friends?

 

 

4. Create a slogan (phrase that is marketable) for your generation.

 

1. Example: We don’t care about your rules! Freedom unites us all!

 

 

5. Choose a song that is an emblem (guidepost) for your generation OR goes with the slogan you’ve just created. Analyze that song using the “Tuneful Tuesday Generic Questions” (Part B)

V6_MM_6_V1.0

Monday, November 1st

Continue with your narratives today. We will break it up tomorrow with some Tuneful Tuesdays, but that should only take about 30 minutes. After that, you can get back to the assignment. 

I am thinking that the good draft, depending on the climate of today, will be due on Friday. I like starting new units on Friday for some reason…

After the independent novel study, it will be time for good old Shakespeare.

Friday, October 29th

By the end of class today, you should have somewhat of a working draft. Please see me if you need any help. I was very happy to help some of you yesterday and will follow up today. 

If you are at that stage, here is a peer review that you can use when you’re sharing the draft with another. I suggest that you only share the draft when you feel as though it’s ready to go – no half-baked ideas or outlines. 

Peer Review Narrative

Thursday, October 28th

Today is, for the most part, a work block. I think that by tomorrow you should have a working first draft in which to share with others. This worksheet is due tomorrow at 11:59PM. Try and answer the questions to the best of your abilities. So you don’t fall down a rabbit hole of memory, it’s good to have a loose structure, without losing the integrity of the text and your personality in the prose. 

Narrative Essay Outline_Student

Wednesday, October 27th

Before we start, I would like for you to have a physical artifact and a chosen summary from your timeline.

These are the instructions:

Fragmentary Narrative / Poetry Activity. 

1. Take your ‘artifact’ out of 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 for three minutes.
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. Share the poem with another person. Discuss the importance of the assignment. (if any).
12. Interpretive dance? (Optional – after class when I have left the building.)

So now that you have a “fragmented memory’ from another person’s life that you have considered as your own, you have experienced the reader / writer dichotomy. Every detail is important when one is sharing their own stories. Every detail can be interpreted in a certain way. Once you have finished writing your narrative, it is theoretically no longer yours, but part of what Jung calls “a collective unconscious” – if enough people read it. 

What was your takeaway?

Tuesday, October 26th

Tuneful Tuesdays #5

Narrative in Song.

Every song has a story to tell. Yet some stories are better than others. The artist actually has a narrative in mind when they pen the thing, so what we have as listeners is a fully fleshed out story, characters, rising action, climax, the lot. The following four songs have stories to tell. It’s your job to understand what the plot is. Then at the end of the analysis, you are to write your own lyric based on the prompt given. 

Choose 1! Democracy Rules.

Led Zeppelin – Stairway to Heaven

https://genius.com/Led-zeppelin-stairway-to-heaven-lyrics

Pink Floyd – Shine on You Crazy Diamond

https://genius.com/Pink-floyd-shine-on-you-crazy-diamond-pts-1-5-lyrics

Skid Row – I remember you

https://genius.com/Skid-row-i-remember-you-lyrics

Thriller – by Michael Jackson

https://genius.com/albums/Michael-jackson/Thriller

1. What is the story about? Give a summary of the story as you understand it.
2. What is the effect of this story as a song? How do the lyrics and sound combine to make a cohesive whole?
3. Now that you know a little bit about stories in general, how is a short story different from a lyrical story? What are the pros and cons of both?
4. Put this idea into a lyrical narrative:
   1. A talented young man’s deepest fear is holding his life back. Your character’s biggest fear is your story’s secret weapon. Don’t run from it, write about it.

Complete the following document by Wednesday at 11:59PM (October 27th) for a minor letter grade.

V4Music analysis guide_2021

Monday, October 25th

Independent reading for 10 minutes.

You have completed, or come close to completing your timelines. We can have a ‘gallery walk’ for a few minutes. Today, I’ll ask for you to choose one of the timeline stories and go in depth with them.

I have two documents that I will share with you:

Narrative Writing Overview

This is what a narrative non-fiction essay looks like – (the elements of)

Ask peers, people you trust, and lastly me which seems to be the most interesting part of your timeline. Really think about this, as you will be committing to one of them.

When you commit, begin on this assignment:

Narrative Essay Outline_Student

Tuesday: Tuneful Tuesdays – “Stories in Song”

Wednesday: Bring in an item that symbolizes your narrative! We are doing something called “Fragmentary narrative poetry” – an artsy fartsy thing I learned in UBC that will help you with the creative process. (Or not, but it’s fun. I cut out the interpretive dance from the assignment.)

Thursday, October 21st

Here is a worksheet for the timeline. I will give you big paper to take home as well. All you need to do is look for 10 memories of your past in a linear way. Ask family / friends for ideas.

A Timeline of Your Life

Don’t worry about trying to understand everything right away. People said to me “Trust the Process” – it was good advise.

Wednesday, October 20th

I am going to read you a story – non-fiction narrative – called “Me Talk Pretty One Day”.

After we will discuss these three questions that I’d like you to copy in what is now known as your narrative non-fiction journal:

But first, there’s a poem that I’d like to share, and I’d like for you to write this quote and respond to it:

Refrigerator, 1957
by Thomas Lux

More like a vault — you pull the handle out
and on the shelves: not a lot,
and what there is (a boiled potato
in a bag, a chicken carcass
under foil) looking dispirited,
drained, mugged. This is not
a place to go in hope or hunger.
But, just to the right of the middle
of the middle door shelf, on fire, a lit-from-within red,
heart red, sexual red, wet neon red,
shining red in their liquid, exotic,
aloof, slumming
in such company: a jar
of maraschino cherries. Three-quarters
full, fiery globes, like strippers
at a church social. Maraschino cherries, maraschino,
the only foreign word I knew. Not once
did I see these cherries employed: not
in a drink, nor on top
of a glob of ice cream,
or just pop one in your mouth. Not once.
The same jar there through an entire
childhood of dull dinners — bald meat,
pocked peas and, see above,
boiled potatoes. Maybe
they came over from the old country,
family heirlooms, or were status symbols
bought with a piece of the first paycheck
from a sweatshop,
which beat the pig farm in Bohemia,
handed down from my grandparents
to my parents
to be someday mine,
then my child’s?
They were beautiful
and, if I never ate one,
it was because I knew it might be missed
or because I knew it would not be replaced
and because you do not eat
that which rips your heart with joy.

What is this poem about? Why did I choose this poem for a non-fiction writing unit?

COPY AND PASTE THESE QUESTIONS:

1. How does Sedaris use humor and characterization to come to terms with his fear of learning a new language?
2. Explain a time in your life when you have overcome adversity at school or a place of learning?
3. What quotes can you find in this story that are affecting / resonant? Choose up to three.

Tomorrow, I am introducing a project that you will take with you over the weekend.:

A Timeline of your life…

Tuesday, October 19th

Musical Mondays #4

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.

DISCUSSION QUESTION: 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:

V3Music analysis guide_2021

Here’s something to do before you finish the work, however:

1. Find song from your past that got ‘over saturated.’ Play it for your people / classroom buddies.
   1. Discuss these three questions and make sure to be ready to discuss the answers to me personally.
      • What made this song old and stale to you? (Besides repetition) Why is it that songs become loved, hated, then loved again?
      • What memories does this song invoke?
      • Are the lyrics even important or is it the beat? Something else entirely? (Nostalgia, aesthetic, etc.)

 

        1.Sugar We’re Going Down – Fall Out Boy

  https://genius.com/Fall-out-boy-sugar-were-goin-down-lyrics

 

 

        2. Marcy’s Playground, Sex and Candy: https://genius.com/Marcy-playground-sex-and-candy-lyrics

1. Whetus, Teenage Dirtbag: https://genius.com/Wheatus-teenage-dirtbag-lyrics

Monday, October 18th

Independent reading.

Narrative Non-Fiction Unit!

I love this unit. I change it every year. This is a rough version of what your final will look like:

Narrative Finals

TODAY:

This is a kind of “Speed Writing Challenge” that will be shared with someone in class. These are all random essay questions college boards would ask you during the application process. It is good to familiarize yourself with this kind of essay question before we get into the more ‘fun’ side of narrative non-fiction.

1. Please answer two of these questions. I will time you for each. (15 Minutes)
2. After three questions, I will ask you to choose the strongest of the two.
3. Group discussion of these pieces – what you took from your partner’s work.

You can download the questions here:

V2.5_NarrativePrompt_PreAssess

Wednesday, I will read to you a narrative Non-fiction piece I love. Then the actual unit and all the elements included will be revealed. Tomorrow will be Tuneful Tuesdays.

Friday, October 15th

I will repeat the steps that I covered yesterday.

1. Today you are to put all of your ideas in a coherent essay. You can work with others after you’ve finished in order to help each other a little more. I have different peer review sheets and a self evaluation if you need it.
2. Tomorrow, we will work on mechanics for a little bit. Mechanics are what is expected of you when you hand in any final paper. (12 pt. font; Times New Roman; Double spaced etc.)
3. I will help those that need help. If I see you struggling, I will help. If I see you socializing and doing nothing, I will politely ask you to leave the class.

For about 10 minutes, I will show you what I (and most of your other academic writing teachers) expect of you from now on when it comes to ‘good drafts’. Please memorize these rules:

I will need a volunteer to Email me their paper.

REMINDERS:

• 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

CONVENTIONS: (MLA FORMATTING)

• Times New Roman
• 12 Point font
• Double Spaced
• Name, Date, Period in upper Right hand corner
• Numbered Pages
• 1″ margins

Thursday, October 14th

You have a peer review completed (some better than others) and now you have seen many examples of a good vs. a mediocre analysis. So here is the plan for today and tomorrow.

Independent reading for 15 minutes.

1. Today you are to put all of your ideas in a coherent essay. You can work with others after you’ve finished in order to help each other a little more. I have different peer review sheets and a self evaluation if you need it.
2. Tomorrow, we will work on mechanics for a little bit. Mechanics are what is expected of you when you hand in any final paper. (12 pt. font; Times New Roman; Double spaced etc.)
3. I will help those that need help. If I see you struggling, I will help. 

The final is due Tomorrow at Midnight. (Friday, October 15th 11:59PM)

V3_Essay Rubric

Wednesday, October 13th

THere are three categories for peer review:

Doctor

Lawyer

Counselor

Instructions for peer review:

1. Read the essay
2. Fill out your expert page.
3. Pass the essay on.
4. If there are no more expert groups on the peer review sheet that need answering, answer on the back of the paper: What would you change / revise?
5. Feel free to correct mistakes on the actual essay no matter what group you’re in.

Tuesday, October 12th

Today is the day for your in class writes. 

Please use all materials that you have prepared in both Thursday / Friday classes and over the weekend. 

You will turn in your rough drafts today at the end of the class that I will check for completion before printing them all out tomorrow with peer review sheets for you to fill out for your classmates. 

Please use the whole class.

If you’re finished, you can read your independent reading book. 

Thursday, October 7th & Friday October 7th

Think about this generalized question for a paragraph intro response: 

How are elements of Modernism highlighted in either the Hemingway, Woolf or Mansfield text?

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

So the LITERARY ELEMENT shows ONE FACET OF MODERNISM. (Check PPT).

You will need some time to get the basics of a three paragraph essay down – this is just a review of the literary essays you’ve done all throughout high school. But just in case, I have a PPT so that you understand the structure. I’ll go over it as a formality.

How-to-Write-Essay-BasicsDownload

Literary-3-Paragraph-Specific-OutlineDownload

This is for specific areas in which you need help for your writing. This resource is fantastic for brushing up on grammar, punctuation and writing skills. We will look at this during the week. 

https://media.openschool.bc.ca/osbcmedia/english_10v5/wotr/

Hills Like White Elephants Easiest

1. How does the symbolism in “Hills Like White Elephants” relate to the modernistic perspective? Explain using examples from the text. 

A Garden Party Easier

2. How do the different classes that are discussed in the short story “A Garden Party” relate to the modernistic perspective? Explain both classes and how they differ yet also how they are similar. 

A Mark on the Wall (NEW) Not as easy

      3. Through her stream of conscious writing, what worries do Virginia Woolf’s unnamed character reveal were happening in                            the Modernist period through her symbolic musing about a mark on the Wall?

Wednesday, October 6th

Since I was absent on Monday, we have a few things to catch up on.

Independent reading 10 minutes.

1. Let’s have a discussion for 30 minutes on A Garden Party. Your discussion will be part of the minor letter grade for the questions. Here is the breakdown:    /3 – Question completion  /2 discussion            /5 total.
2. We will RE read Woolf and I will explain what is going on throughout the text.
3. We will finish the class with discussion of The Mark on the Wall.

Tomorrow, you will choose one of the stories we have explored and you will choose a question to focus on for the in class write on Friday. Then this part of the unit is over. 

We will also go over grammar briefly (Passive vs. Active voice) tomorrow as well. 

Tuesday, October 5th

Neo Soul (Contemporary) What is Soul? Where is Soul / R&B Going?

This past year, I have really gotten into Neo-Soul. But what is it? Where did it come from? People argue that it was Lauryn Hill, D’Angelo and Erykah Badu that started the movement, really. This was in the 90’s, early 2000’s.

In these next few videos, I’d like you to think about contemporary music as a whole. Think about these questions that you can share with a partner:

1. What is a musical movement? How does it start? (You might need to do a bit of research.) Ex. Where does rap come from / How did music become popular?
2. Based on the classes we’ve had for Tuneful Tuesdays, can you see the evolution of R&B throughout the years? Give examples of this.
3. Pick an R&B song that you think is classified as Neo Soul. These are the elements that make up Neo Soul:

https://www.liveabout.com/what-is-neo-soul-2851222

These two songs are classed as neo soul. They are two very talented artists. One is from the 90’s, one is from today. You can also place this genre in ‘alternative R&B’ as well. There is a heavy guitar focus, because this is the exact kind of music I’m in to and I want to share it with you in this presentation.

https://genius.com/Lauryn-hill-everything-is-everything-lyrics

https://www.youtube.com/watch?v=lWGMIzYL_rU

https://www.musixmatch.com/lyrics/Isaiah-Sharkey/Time

Here is the file to complete with the instructions. This is due tomorrow at the end of the day:

V3Music analysis guide_2021

Monday, October 4th

You have a TOC today. I would like to do the discussion with you, so please just move on to the next story, which is this:

Both the story and the questions are in this one document:

The Mark on the Wall Virginia Woolf

NOW as a final:

Think about this question for a paragraph intro response: 

How are elements of Modernism highlighted in either the Hemingway, Woolf or Mansfield text?

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

So the LITERARY ELEMENT shows ONE FACET OF MODERNISM. (Check PPT).

You will need some time to get the basics of a three paragraph essay down – this is just a review of the literary essays you’ve done all throughout high school. But just in case, I have a PPT so that you understand the structure. I’ll go over it as a formality.

How-to-Write-Essay-BasicsDownload

Literary-3-Paragraph-Specific-OutlineDownload

This is for specific areas in which you need help for your writing. This resource is fantastic for brushing up on grammar, punctuation and writing skills. We will look at this during the week. 

https://media.openschool.bc.ca/osbcmedia/english_10v5/wotr/

Wednesday / Friday September 29 & October 1  

Let’s finish the questions together. This will be our discussion of Hemingway. When we finish the discussion  – we will start our second author. Kate Mansfield.

THE-GARDEN-PARTY1921Download

garden_party_questionsDownload

On Monday, our final story will be explored after our discussion of Katherine Mansfield.

Part 3: In Class Final Paper

Choose a Question: 750 – 1000 word response.

Hills Like White Elephants 

1. How does the symbolism in “Hills Like White Elephants” relate to the modernistic perspective? Explain using examples from the text. 

A Garden Party 

2. How do the different classes that are discussed in the short story “A Garden Party” relate to the modernistic perspective? Explain both classes and how they differ yet also how they are similar. 

A Mark on the Wall

       3. The main character says, “…what an accidental affair this living is after all our civilization” What does she mean? How is the mark on the wall  a modernistic symbol of that idea?

This will be an in class write. It will be treated as a first draft. I will grade it with this rubric:

3PP-Essay-RubricDownload

Tuesday September 28th

1st 45 minutes:

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

What is Blues? You tell me.

Check out this video:

https://genius.com/Bb-king-how-blue-can-you-get-lyrics

Then, with his influence, there came 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

Then some iconic British boys took the blues concept as well. This is Led Zeppelin with ‘Since I’ve Been Loving You’.

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

Fill this out and turn it into teams by next week:

https://mycharlesbest.sd43.bc.ca/rpurdy/files/2020/11/Music-analysis-guide-9s-Wednesday-Q2.docx

If we have time, I will show you this next story I posted yesterday:

We will start our second author. Kate Mansfield.

Think about this question for a paragraph intro response: 

How do elements of Modernism show in either the Hemingway or Mansfield text?

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

So the LITERARY ELEMENT shows ONE FACET OF MODERNISM. (Check PPT).

You will need some time to get the basics of a three paragraph essay down – this is just a review of the literary essays you’ve done all throughout high school. But just in case, I have a PPT so that you understand the structure. I’ll go over it as a formality.

Monday, September 27th

Today, we will have this happening:

1. Independent reading 15 minutes
2. Finish Hills Like White Elephants story questions
3. Get into a discussion circle to talk about the questions.
4. Submit the questions by 330PM today in Teams.

If we have time:

Think about this question for a paragraph intro response: 

How do elements of Modernism show in either the Hemingway or Mansfield text?

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

So the LITERARY ELEMENT shows ONE FACET OF MODERNISM. (Check PPT).

September 20-23rd 

September 20th – Musical Mondays

Musical Mondays #1. Jazz

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

Here is the homework sheet that you will be using each week to explore each of the songs. I will have two for you to complete. 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 the lyrics & the video today:

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

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

September 21st

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 them:

modernism-modernist-literature FINAL

modernism-modernist-literature FINAL Modernism_Notes

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 22nd

We’re going to the library to introduce you to the independent reading project today. Here is the information on the project. We will be starting tomorrow (just reading) The reading will go for a month and then you start the project in early November. I’ll explain it today. This will take the whole class.

Honors 11 Q2 Outside Reading

September 23rd

hills like white questions

There are questions for discussion I’d like for you to answer. These are due at the end of class, but we will be having discussion earlier so that you can take notes on the questions you may have missed.

Mon 23rd Nov. / Tuesday 24th Nov.

September 13th-17th

Let’s finish the lens presentations first. Then:

We will watch the show.

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. I will hand out a paper that is a matrix of lenses so that it can help you. This will also be used for the full length film.

At the beginning of class tomorrow, this informal writing is due in teams.

For you 10’s we will be going to the library first thing.

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

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 – informal Paragraph response (Due Wednesday)

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.

What perspective (lens) shows the major theme of Before Sunrise / Lion King?

Structure you need to follow for final paper: (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 3 – Example/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 7 – Example/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

Transcript of The Lion King

https://lionking.org/scripts/Script.html

Transcript of Before Sunrise:

Let me know when you need help.

In [Richard Linklater’s 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

Final due this Friday (11:59PM)

Sept. 8th / 9th / 10th, 2021

Welcome to class.

Here’s the syllabus. Let’s go over it briefly. Each pair should come up with a question that you need clarified.

Here’s the introduction to the unit:

10 Essential Questions (out of 100)

https://www.signupgenius.com/groups/getting-to-know-you-questions.cfm

1. Brainstorm with class on questions
2. Find someone you don’t know
3. Ask 10 of the questions from the board – answer them – Vice versa
4. Get ready to present your partner to the class

Let’s get started.

Now, things might get a little strange right away, but I’d like for you to take notes on this video to reflect on the content. I’ll hand out paper.

https://www.youtube.com/watch?v=6cOEFnppm_A

1. Structuralism:the significance of the changing balance between text and image and its relationship to an interpretation of the story as a fantasy – a figment of Max’s imagination, oppositions.
   b. Feminism: the role of the mother (and the absence of the father), the balance of power between mother and son, the role Max adopts with the ‘wild things’, the representation of the ‘wild things’ as gendered or genderless.
   c. Postcolonial: the role Max adopts with the ‘wild things’, his colonising – and subsequent desertion – of the creatures, the behaviour of the ‘wild things’, the colour symbolism of Max’s clothing.
   d. Psychoanalytic: what the ‘wild things’ might represent, Max’s relationship with his mother, the absence of the father, dream/reality distinctions, sublimation of desires into fantasy.

Look for fairytales, either solo or with a partner. Pick a lens in which to view your fairytale.

Look at this document. There are 8 lenses to choose from, but you only need to familiarize yourself with four.

http://www.ivyjoy.com/fables/

Tomorrow, you’ll present your fairy tale for class. You will do these three things:

1. Summarize the fairytale
2. tell the class what lens you are looking through and why
3. explain why this lens is relevant to the story.