Class Minutes: Fri. June 4th

1. Poetry quiz #3= 61%
2. Introduce Wilfred Owen and the war poets
3. Explicate The Parable of the Old Men and the Young
4. Read ch 12 and the ending together- discuss the irony of the ending
5. Read Dulce et Decorum Est and discuss its irony
6. Explicate independently
7. Started to go over together- will finish next day and will be writing a paragraph analysis
8. HW: Thesis statement on the ironic ending: What is Remarque suggesting about war through the irony of his ending?

Jesus Shaves (David Sedaris) meaning of Easter

Class Minutes: Wed. June 1st

1. Poetry quiz #2
2. Reviewed symbolism of butterfly and poplars
3. Listened to David Sedaris' "Jesus Shaves"
4. Discussed the Lost Generation
5. Completed the Lost Generation questions and poetry explication (finish at home)
6. Went over the exam outline

Rise Against - Hero Of War

Class Minutes: Monday, May 30th

1. We started with a prayer, which was a youtube video about the tragedy of war, markedly the delusion of the enemy as "other" than us, the lost generation, and the disappointment of authority figures who are supposed to protect. You can watch it again on the post above.
2. Wrote our first poetry terms quiz: class average was 61%; we need 80%
3. Collected the dramatic irony Macbeth multi
4. Went over the us vs. them discussion questions
5. Read Thomas Hardy's, "The Man He Killed," and wrote a C&C thesis with All Quiet
6. Discussed the episode with the French girls. It's important because:
a. it reveals the carpe diem attitude the boys adopted in the face of death
b. it reminds readers that these soldiers are just young, inexperienced, goofy kids who have yet to experience life
c. the inability to communicate with the girls is paralleled in their inability to communicate the horrors of the war to their families and loved ones. They become a lost generation...lost from others, lost from their previous lives. We'll talk more about this next class, after you've read the home visit excerpt.
7. We discussed the symbolism of the poplars and butterfly. They represent beauty. Paul knows beauty exists in the world, but feels it's not meant for him, which adds to his growing sense of hopelessness. See Moodle notes.
8. Read the home visit excerpt and study your poetry terms for next class.

Class Minutes: Thursday, May 26th

1. Class discussion on authority figures
2. Collected Kantorek and Himmelstoss flow charts
3. Discussed the concept of "otherness"
3. Listened to David Sedaris on This American Life re: Christmas traditions
4. Discussed the us vs. them mentality as it applies to war
5. HW: Prep for discussion questions on us vs them. and the French girls
6. Poetry quiz next day

Class Minutes: Tues. May 24th

Today:
1. Dramatic irony essay was assigned as a take home assignment, due Monday, May 30th
2. Mr. Street shared some WWI paraphernalia
3. We watched clips of All Quiet on the Western Front, which emphasize the futility of trench warfare
4. We discussed the Existentialism discussion questions and peer assessed each other on our speaking and listening skills with 2 Stars and a Wish
Homework:
5. Complete the character flow chart for Kantorek and Himmelstoss
6. Prep your response to the "authority" discussion questions
7. Read excerpts on the shell hole experience and the Russian POWs

The first poetry terms quiz has been postponed until next class.

Class Mintutes: Wed. May 18th

1. Collected Macbeth texts and handed out All Quiet on the Western Front novels.
2. Intro slides on WWI and trench warfare
3. Handout on Historical background info
4. Read, "Paper Cuts," and answered and discussed following questions
5. Read excerpts on existentialism and answered 3 questions as preparation for next class's discussion
6. Study poetic terms handout for review poetry terms quiz next class
7. Read excerpts on the failure of authority figures next day
8. Use handout on characters as a reference and guide in your reading

Glogster

Glogster

Glogster

Glogster

Class Minutes: Thurs. May 12th

A number of students were away. The assignment from today is due on Wed. May 18th.
You have a choice to either:

a. write a motif paragraph (use the worksheet you used while practicing with the on-line concordances)
OR
b. create a Glogster page and either email it to me or share it on our blog at:
http://euphonious2010-11.blogspot.com/

I've posted a sample Glogster on the blog that I made. It's fairly user friendly and easy to navigate. You'll have to create an account, but it's free. Stick to the emo and goth designs as they are most appropriate for Macbeth.

The link to Glogster is on the blog under Sites of Interest (as are the conconcordanes) as well as on Moodle. The criteria sheet for Glogster and motif paragraph assignment are both on Moodle.

Next class, you'll be writing the dramatic irony essay in full. You have all 70 minutes, but it must be finished in that time. You will not be able to finish it after school etc. It's important that you practice a timed write with the final exam coming up. So, bring your prepared outlines to class. The more you have done ahead of time (thesis, select quotes, know the references...), the less time you'll need in class.

Class Mintues: Friday, May 6th

1. Discuss Lady Macbeth, "Then and Now" and her changing attitudes. She's done a 180 degree turn since Act I.
2. Listen to the rest of Act V on ipod, pausing to discuss key points.
3. Homework: outline for an essay on Shakespeare's use of dramatic irony in the play.

Class Minutes: Wed. May 4th

1. Hand back marked work and update portfolios.
2. Watch and discuss Prezi picture summary of Act IV
3. Self check Act IV comprehension questions with provided key
4. Listen to Act V.i, the sleepwalking scene
5. Complete the first column of the text-to-film t-chart worksheet
6. Watch the sleepwalking scene on film
7. Complete the text-to-film t-chart
8. Use Shakespeare on-line concordances to prepare for motif paragraph (complete worksheet)

Catch-up

Mon. April 18th:
Collected sociogram
Went over the review sheet for Acts 1-2
Read and discussed the Act 2 notes
Wrote Act 1-2 quiz
Continued reading (III.i-iii)
Finish reading Act III for homework


Wed. April 20th:
Mrs. Wall was away.
We wrote the pathetic fallacy paragraph
Read theme notes and filled in the blanks (TOC went over with key)

HAPPY EASTER!

Tues. April 26th:
Daily focus questions: respond and discuss
a. Who is the third murderer?
b. How has Macbeth's attitude toward death changed?
Act III notes: read and discuss
Read Act IV.i and perform a choral reading (play the parts of witches, owls, wind, dogs, and lightning)
Finish reading Act IV.i

Thurs. April 28th:
Act III quiz
T-chart of film vs. text of Macbeth's second meeting with the witches
Watch the film clip and complete the T-chart
Read Act IV, ii-iii and do comprehension questions

Monday, May 2nd:
Text framing notes on Act IV
Go over student thesis samples: mark with rubric & discuss strengths and weaknesses

Class Minutes: Thurs. April 14th

1. We started a review booklet for our Act I-II quiz on Monday.
2. Also, due Monday is the sociogram for Macbeth, which we modelled on the board with Lord of the Flies characters
3. We completed a text to text chart comparing Lord of the Flies and Macbeth on microcosm, pathetic fallacy, and hubris.
4. Then, you selected one of the terms in the T-chart and wrote a C&C thesis statement, using the term as your common subject. The t-chart and thesis were stapled together and handed in at the end of class.
5. HW: study for quiz, use review booklet and create a sociogram
6. Don't forget about the forum post
7. I've registered Gabe, Isi, Sophia, and Claudia in the poetry slam. Either join them or support them at the Coquitlam Public Library (across the street from Centennial- 575 Poirier Street), Thursday, April 28th from 7-8pm. $$$ prizes

Class Minutes: Tues. April 12th

Due to the many absences over the past couple of weeks, today was a catch up day. We reviewed the last four lessons, and got our bearings on what we still needed to do. We watched some film clips of the play, including the dagger scene. For Thurs. you must have read to the end of Act II. Check Moodle for handouts listed in previous blog posts.

The Slam promotional material arrived. See the FYI board for info and remember 1st place is $150 and there are monetary prizes for 2nd and 3rd too. You should defininetly enter!

Class Minutes: Mon. Apr. 4th and Wed. Apr. 6th

Monday:
1. Write Macbeth character sketch paragraph and peer edit with post-it notes
2. Venn diagram of Banquo vs. Macbeth
3. Watch: This is Macbeth interview between the two friends (link posted on Moodle)
4. Think-pair-share: In what ways is Banquo a character foil to Macbeth? And, why?
5. Read the handout on important terms in Macbeth
HW: Read I.v-vii

Wedneday:
1. Complete chart on Language Tools in Macbeth
2. Read Act I notes (posted on Moodle)
3. Write a compare & contrast thesis statement on Macbeth and "We Wear the Mask"
4. Forum question is posted on Moodle- if you reply intelligently, you can earn bonus marks
HW: Read II.i-v and complete the Lady Macbeth persuasion chart

Class Minutes: Thurs. March 31st

We started Macbeth today. Make sure you watch the video posted below, which we also viewed in class. We did a pre-reading activitiy called, "If the Crime Fits," and read Act I.i-ii. During reading, we did a metaphor/simile hunt for comparisons that characterize Macbeth as a hero. Homework: Read I.iii-iv

Prezi Intro to Macbeth

An Introduction to Macbeth by William Shakespeare on Prezi

Class Minutes: March 18th, 2011

Completed and marked work was handed back, portfolios updated, and progress reports posted. Then, we went over thesis statements for poetry analysis. Finally, we finished by watching a bit of "Freedom Writers." Have a great spring break.

Class Minutes: Wed. March 16th

Today you'll be adding the finishing touches on your Tom Phillips' poem and writing the paragraph analysis. They'll be stapled together and handed in at the end of class.

Class Mintutes: Monday, March 14th

SLAM PERFORMANCES...WOOT! WOOT!

Class Minutes: Thursday, March 10th

We create our Tom Phillip's style found poem and painted it. Slam on Monday!

Class Minutes: Tues. Mar. 8th

I handed back the rubrics and descriptive feedback for you poetry reading recordings. Use the feedback to practice your slam performance (Monday).

Then, we read the picture book, "Who Is the World For," and created a found poem with our favourite lines.

Next, we played Poor Man's Magnetic Poetry,creating found poems out of a selection of words in the envelopes. After creating a poem with our partner(s), we read the original poem from which the words came- "Dream Variations," by Langston Hughes.

We started our Tom Phillips found poem assignment, going over the criteria together. We'll be continuing with this on Thursday.

Class Minutes: Friday, March 4th

We worked in groups to do a gallery walk activity, working with concrete poems. At each station, a different poem was explicated and chart filled out, answering the questions, first without help, and then, with the tip envelope for guidance.

Class Minutes: Wed. March 2nd

We predicted line breaks for the text of a poem entitled, "We Real Cool." Then we listened to the reading and reconsidered our choices based on how it was read by the author. Finally, we saw the unorthodox choice Gwendyln Brooks made and discussed its purpose.

Then, we listened to John Ulrich, in a video interview, explain why "We Real Cool," is his favourite poem and discuss the personal connection he has to the piece.

Finally, we went to the language lab to record our selected favourite poems, include and introduction and explanation. They were then exported as WAV files and emailed to Mrs. Wall.

Class Minutes: Monday, Feb. 28th

Mrs. Wall was at a conference. We read through student samples of poetry explications as models of exemplary level writing.
Then, students had a choice of five poems, one of which was explicated and analyzed in formal theme-based paragraph.

Class Minutes: Thurs. Feb. 24th

1. Played the, "Don't say duh" game. Everyone got a turn to perform a one-minute speech on a randomly selected topic.
2. Students were given a poem with which to practice small group spoken word poetry performances. Peer assessment with rubric.
3. Watched professional slam and discussed its effectiveness.
4. Paragraph explication on Monday!

Class Minutes: Tues. Feb. 22nd

We started the poetry unit today by:
1. Watching Taylor Mali's, "Totally, Like, Whatever" slam (see post below)
2. We introduced the essential question: What's more important, what you say or how you say it.
3. Discussed essential question with a TPS
4. We discussed the Spoken Word genre and biography of Shane Koyczan
5. We discussed the effective speaking techniques he used and, in pairs, created ACROSTIC poems, incorporating the criteria, for SPEAKING. The poems were posted on the walls of the classroom.
6. We discussed and read our Performance poetry rubric
7. Ticket out the door: What matters to you? Three things.
8. Homework: Bring in your favourite poem (appropriate for an in-class reading and/or written explication). Be able to defend your choice.

Poetry Intro

Typography from Ronnie Bruce on Vimeo.

Class Minutes: Feb 10th and Feb 18th

Mrs. Wall checked the Reseach guides and PC outlines for completion and accuracy. Once approved, students wrote the multi-paragraph PC. They were returned the next class with feedback and a highlighted rubric. Students completed an assignment log and independent correction sheet before doing STAR revisions and handing back in. We'll be starting poetry next class- Tues. Feb. 22nd.

Class Minutes: February 4th and 8th

We watched the "Lord of the Flies" movie and completed the accompanying review sheet.
We started research on our PC based on the essential question: How do individuals fight injustice and corruption in society?
Romeo Dallaire will be one source of evidence, but you can choose another figure of your choice. Biographies and famous quotes were provided for: Mother Teresa, Nelson Mandela, Mahatma Gandhi, and Atticus Finch.
Please complete the research guide and PC outline before coming to class on Thurs. Feb. 10th, so you will be prepared to write the in-class PC.

Class Minutes: Mon. Jan. 31st and Wed. Feb. 2nd

Since we've been back from exam week, we've:
1. Gone over our marked exams
2. Begun an parallel study to Lord of the Flies with an investigation of the Rwandan genocide. See Essential questions and Theme layers worksheets as well as the film (Ghosts of Rwanda)clip T-chart.

Class Minutes: Tuesday, January 18th, 2011

Today was our final class before the exam. We:
1. Handed in our acrostic poems
2. Updated our Assignment logs with the returned Allegory multi, rubric, and 6 sample
3. Played a symbol and motif review game using our symbol trading cards. It's similar to Apples to Apples
4. We went over how to write thesis statements with focussed and interesting plans and developments. We revised three student samples, which are posted on Moodle. Adding modifiers is an easy way to move your writing from a rubric 4 to 6.
5. I handed out some review questions to use for home study
6. I posted the Intensely Important quotes key on Moodle, along with all the chapter notes, etc.

Good luck on the mid year. I know you can do it!

Class Minutes: Wednesday, January 12th

1. Collected themes worksheet
2. Went over sample of the Ch 10 Word Scramble, which was handed back along with the Evolution of the Beast worksheet
3. Discussed Ch 11 with notes
4. Tried a word scramble again with ch 11 vocab
5. Discussed Ch 12 with notes
6. Wrote Ch 8-12 Quiz
7. Everyone was assigned one "intensely important quote" to analyze and present next day
8. Homework: Acrostic poem (see handout for instructions)

Class Minutes: Monday, Jan. 10th

Today was a busy class of lots of little things to do, including:
1. Hand in your Evolution of the Beast Sheet
2. Self- check with answer key (on Moodle) the symbolism of the character names
3. Do a Word Scramble reading check of Ch. 10
4. Sort work that was handed back
5. Go over answer key to the Ch 1-7 partner quiz
6. Go over exam outline/study guide
7. Complete the Traffic Light Self-Assessment to focus your review
8. HW: Finish reading the novel Ch11-12. There will be a ch. 8-12 quiz next class
and Complete the Themes worksheet.

Class Minutes: Jan. 6th, 2011

Today we:
1. Handed in our symbol trading cards
2. Completed a chapter 9 text framing worksheet
3. Filled out an assignment log row for the returned revisions of the setting paragraphs
4. Paralled Simon and Christ in T-chart worksheet
5. Worked on a question sheet pertaining to the symbolic nature of other character names
6. Filled out an "Evolution of the Beast" chart
HW: all worksheets and the reading of chapter 10 is due for Monday

Class Minutes: Tues. Jan. 4th

1. Review chapter 7 summaries and observations

2. Read chapter 8 dicussing:
a. the reduction of the conch to a white blob
b. Jack's childish behaviour when he leaves the tribe
c. Piggy's new found confidence when the threat of Jack is removed
d. the hunting of the sow through the rape imagery and diction
e. Maurice's baptism by blood
f. Simon's conversation with the Lord of the Flies

3. Assignment of Symbol Trading cards (4 of your choice due Thurs.)

Class Mintues: Thurs. Dec. 16th

Write in-class multi on psychological and political allegory in Lord of the Flies.

Class Minutes: Tues. Dec. 14th

1. Partner ch 1-7 Quiz
2. Allegory lesson and discussion
3. Multi outline