For this English class, Mrs. Wall was away, so we had a substitute teacher.
First, we listened to a CD recording of Macbeth, following along in our textbooks. We read through Act One, Scenes 6 and 7. After finishing going through Scenes 6 and 7, we filled out a chart on the Lady Macbeth's schemes to get Macbeth to kill Duncan, using quotes and filling out explanations. Once we finished the chart, we were given a worksheet with Act One comprehension questions. The chart was collected at the end of class, along with the worksheet if you were done (if not then it was for homework).
Tuesday, March 16, 2010
Saturday, March 6, 2010
Class Minutes, March 5th
Today, we started off by going over Act 1, Scene 2 of Macbeth, and we talked abouthe similes found in it, which show Macbeth's initial bravery. Then wrote in our Macbeth Logs, under the literary devices section : [Characters: Macbeth is introduced as a war hero: valiant, noble, strong. It is important that he starts on a pedestal so that he can be a tragic hero, and fall. Tragedy depends on the fall of an already great man. Simile and metaphor are used to reveal his bravery: a) "Like valour's minion, carved out his passage" (I.ii.20)
b) "Till that Bellona's bridegroom.." (I.ii.62)
c) "Dismayed not...our captains...Yes, as sparrows eagles or the hare the lion." (I.ii.38-39) ]
That was what we wrote a paragraph based on. We spent around 20 minutes writing a paragraph response on William Shakespeare's use of metaphor to develop Macbeth's character. At the end of class, we got a hand out about how Macbeth is a tragic hero and literary devices which commonly appear in Macbeth.
b) "Till that Bellona's bridegroom.." (I.ii.62)
c) "Dismayed not...our captains...Yes, as sparrows eagles or the hare the lion." (I.ii.38-39) ]
That was what we wrote a paragraph based on. We spent around 20 minutes writing a paragraph response on William Shakespeare's use of metaphor to develop Macbeth's character. At the end of class, we got a hand out about how Macbeth is a tragic hero and literary devices which commonly appear in Macbeth.
Monday, March 1, 2010
Class Minutes, March 1, 2010
Today we explicated two sets of poems. The first two are about love: The Je Ne Sais Quoi and Sonnet 130. The second two are about death: Sleeping at Last and Song. You could choose a set to begin writing a compare and contrast multi.
Thursday, February 11, 2010
Class Minutes, Thurs. Feb. 11th
1. Poetry device quizzes were handed back, but instead of a mark, you were told how many wrong you got, but not which ones. So, students had time to make corrections (without notes) and re submit their tests for an improved mark. This is an example of formative assessement- using assessemnt to further learning.
2. We read and explicated Ondaatje's poem, "The Time Around Scars," and wrote a practice thesis statement.
3. We read and explicated two poems on memory: a. "Remember", by Christina Rossetti, and "Mnemonic," by Li Young Lee. Then we wrote compare and contrast thesis statements, which were collected.
4. When we return from break we will be writing a compare and contrast multi paragraph on two new poems.
2. We read and explicated Ondaatje's poem, "The Time Around Scars," and wrote a practice thesis statement.
3. We read and explicated two poems on memory: a. "Remember", by Christina Rossetti, and "Mnemonic," by Li Young Lee. Then we wrote compare and contrast thesis statements, which were collected.
4. When we return from break we will be writing a compare and contrast multi paragraph on two new poems.
Class Minutes, Tues. Feb. 9th
Today in class we:
1. Wrote the poetry device quiz
2. Handed in our Found poetry paintings and paragraphs (1-2 only)
3. 1-4 had painting time
4. The wordsworth, "I Wandered Lonely as a Cloud," paragraphs were handed back with feedback. We discussed formative assessement: its theory and practice.
5. Students completed an Assignment Log for the, "I Wandered Lonely as a Cloud" paragraphs and put them into their portfolios.
1. Wrote the poetry device quiz
2. Handed in our Found poetry paintings and paragraphs (1-2 only)
3. 1-4 had painting time
4. The wordsworth, "I Wandered Lonely as a Cloud," paragraphs were handed back with feedback. We discussed formative assessement: its theory and practice.
5. Students completed an Assignment Log for the, "I Wandered Lonely as a Cloud" paragraphs and put them into their portfolios.
Saturday, February 6, 2010
Class Minutes, Fri. Feb. 5th
Today we worked on our Tom Phillip's found poetry. 1-2 was ready to paint, so their poems, including the explanatory paragraph are due on Tues. 1-4, however, just started the word search step and will have approx. 30 min. on Tues. to paint and their poems will be due on Thurs. Don't forget that your terms test is Tues. too.
Wednesday, February 3, 2010
Class Minutes, Wed. Feb. 3rd
We had a very busy day today.
1. We were assigned words to define on the Grade 11 Poetry Terms to Know Google Doc., which has been sent to everyone's gmail account. The terms quiz is on Tues. Feb. 9th, so the sooner your term is defined, the better. Including an example for your term is also helpful.
2. We explicated the poem, "High Flight." We searched for devices, discussed their purpose and read a sample pargraph analysis.
3. We explicated the poem, "I Wandered Lonely As a Cloud." As a class we discussed and took notes on the purpose of the three main devices: simile, personification, and hyperbole. The draft of the paragraph analysis is due next class.
4. We looked at samples of Tom Phillip's found poetry in "A Humument" and samples of previous students' poetry. Mrs. Wall handed out pages from "To Kill A Mockingbird." Students were to circle words and phrases found on the page, connecting them to make a poem that is removed from the context of the novel. The poem, without illustration, is due next class, Fri. Feb. 5th.
1. We were assigned words to define on the Grade 11 Poetry Terms to Know Google Doc., which has been sent to everyone's gmail account. The terms quiz is on Tues. Feb. 9th, so the sooner your term is defined, the better. Including an example for your term is also helpful.
2. We explicated the poem, "High Flight." We searched for devices, discussed their purpose and read a sample pargraph analysis.
3. We explicated the poem, "I Wandered Lonely As a Cloud." As a class we discussed and took notes on the purpose of the three main devices: simile, personification, and hyperbole. The draft of the paragraph analysis is due next class.
4. We looked at samples of Tom Phillip's found poetry in "A Humument" and samples of previous students' poetry. Mrs. Wall handed out pages from "To Kill A Mockingbird." Students were to circle words and phrases found on the page, connecting them to make a poem that is removed from the context of the novel. The poem, without illustration, is due next class, Fri. Feb. 5th.
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