Lesson 9

While we were going to do reading, and have some time to do vocab work, students used today's class to work on next week's presentations. 

We will move on to a new story on Wednesday - Friday the 4th is presentation day!

 HMWRK:

• For Wednesday's class, on a separate of sheet of paper, write (or type) the vocabulary words on Vocab List #2 (words in the file for this lesson). Please ensure that you write a definition AND a sentence using the word, which also illustrates the meaning of the word.

 

·       Daintily

·       Pleasant

·       Tonic (n.)

·       Infatuated

·       Appropriation (n.)

·       Absentminded

·       Negotiable

·       Translucent

·       Graciously

·       Consequently

·       Seemingly

Lesson 8

Students read their personal novels.

Each student should have a copy of the assignment and accompanying rubric.

Students had the block to work with their groups on the project.

NOTE: This is a Grade 10 English class - students should be able to behave appropriately (including abiding by the PDD policy, keeping hands and feet to themselves, not using profanity, and participating fully in group work/activities)

Lesson 7

Students read their personal novels

We briefly discussed symbols once again - Students should be starting to understand how to use text to defend their assertions about a given symbol

Students got a look at the full text of the assignment they are working on for TTH, and together we looked at a rubric for the work (which is both fitting for the competencies, and representative of student input)

NO HOMEWORK

 

Lesson 6

 We had a shortened block today, so we skipped reading.

Students had another opportunity to learn everyone's names.

In small groups, students reviewed the symbols they'd found in the story - we will need to continue this work. The discussed the literal object, its figurative meaning, and the ways in which it might be connected to conflict and theme - greater depth was needed.

Students then moved into pre-assigned groups, and started to fill in points for evaluation on a rubric (brainstorming in relation to competencies) for the following assignment:

"Your group is creating a speech (which will be presented to the class) in either the voice of the TTH narrator (defending his sanity) OR as a lawyer (defence or prosecution) arguing that the narrator is insane."

We will discuss greater details/plans/timelines in our next class.

HMWRK: If you were not prepared to discuss symbols in depth today, please ensure you are able to in our next class. 

This means considering what the symbol is (its literal meaning) what it represents (its figurative meaning) and then being able to point to specific quotations which support your assertions (evidence from the text - with page numbers). Additionally, students should be able to discuss potential connections between symbol and conflict and/or theme.

Lesson 5

 Students listened to "Pink and White" by Frank Ocean - while we didn't discuss the lyrics at length, they were introduced to classical allusion, through a reference (with multiple possible levels) to the goddess of tragedy, Melpomene, and a discussion about her children (half bird / half woman) potentially connected to  the sirens of the sea (the pictures of harpies were not the correct vision - more like women with wings)

Students read their personal novels.

Many students did not have their homework ready for the class - of those who did, many completed them in a very perfunctory manner, without even using full sentences. In future, unless otherwise indicated, please include:

• Full sentences
• Re-phrase the question in the answer
• Follow rules for the mechanics of language (punctuation, capitalization and sentence structure)
• Connect a quotation to your answer, and have the page number noted
• Ensure clear pronoun use, by including a character's name/title, before switching to "he" or "they"
• Only write in 1st-person when you are being asked for your personal opinion or feeling

Students discussed the questions from last class in small groups, then with the class as a whole.

We discussed point of view, the concept of an unreliable narrator etc.

HMWRK: Ensure you have a list of plenty of pieces of evidence regarding sanity/insanity (perhaps with evidence from the text) for the start of your next class (as per the sheet!)

Lesson 4

 *Most students came to class with their novels ready to go...

We looked at a speech from Shakespeare's Hamlet - Act 2, Scene 2 - and then compared the lyrics to "What a Piece of Work is Man" from the Broadway musical Hair (briefly talked about the ways in which literature alludes to, and makes use of, previous works of literature/art to comment on its own era...)

Students read their personal novels

Students received a set of vocabulary words, and were asked to fill out the 6 definitions from memory (as homework was to re-read the text, and familiarize themselves with the language). Many students found that their stated desire to increase their vocabulary is not yet matched by their homework choices...

We did a physical activity to get our heart rates up - then considered what this could mean in relation to the work at hand.

Students had a few minutes to begin questions 1-7 on the first side of the sheet - These are for homework, and students should also continue to bring their novels to class.

 

Lesson 3

Students began class by listening to "For What It's Worth" by Buffalo Springfield, and thinking a bout the lyrics - A number of students forgot to bring a novel today, and those students had a bit of extra time to think...

For some amusement combining Les Miserables, and gen z speak/slang, students listened to the audio of "Les Rizlerables" before we continued our work.

Students received a copy of short story terms (same as last year for many) and "The Tell Tale Heart" by Poe. 

HMWRK:

•  Make a plan for recording homework (other than your phone)

• re-read the creeeeeepy story, and look up language you don't recognize (the language use is antiquated - don't panic! - we'll talk it all through)

• BRING A NOVEL WITH YOU FROM NOW ON
   

 

Lesson 2

 

Students had a look at a list of the things their peers "want to learn this year," and we talked about the fact that most of those things are best supported by reading.

Students received a list of terms/devices that would have been on the old gr.10 provincial exam - they ticked off the terms they knew - it was good for them to know that they already have a pretty good handle on many of the devices commonly used in conversations around literature. Students are not expected to know every term on the list, but are encouraged to look up terms they don't know. 

(Blk 6 got to hear what OLD ENGLISH actually sounds like - and it's not Shakespeare - He wrote in English very close to our own)

In small groups, students discussed whether or not their are ethical concerns with authors and artists using AI in their work - they also considered possible benefits. We then looked at an article about a current controversy around the topic, and the use of terms like "abelist" and "classist" to shut down criticism.

In the same small groups, students listened to a quick brain teaser - pulling out detail, in order to decipher a mystery...

We played a name/memory game to try and help us remember everyone's names - zero judgment - just fun to try and put faces to names.

HMWRK: Bring a novel to next class.

Lesson 1

 

Students moved into a temporary, alphabetical seating plan, and got to know their new neighbours.

We went over classroom expectations, and the course outline (which will be posted to Teams), before students answered a few questions to help me get to know them a bit better.

Looking forward, students should set about finding an English language novel to read, and ensuring they have standard-sized, lined paper and writing implements ready to go.

Every class has been a pleasure to meet, and I look forward to working with these folks over the course of the academic year.