Wednesday, March 30, 2011
Thursday, March 31, 2011
Today you were given the quiz questions for part Two of 1984. You were then given all the prereading vocabulary for section Three and for the Appendix. These, as well as the study questions, need to be completed when you return after the break. I took in the part one questions today as well to make sure you are on track timewise.
Wednesday, March 30, 2011
Today, you completed the prereading activity for Two: IX and X (hand these in). You then read for the duration of the class.
Tuesday, March 29, 2011
Tuesday, March 29, 2011
Today, I handed out a reading quiz for section one of 1984. You then worked on reading section two. I also handed out the prereading vocabulary for section two: V, VI, VII, VIII.
Monday, March 28, 2011
Monday, March 28, 2011
Today, we discussed Part One of 1984. I then handed out the prereading vocabulary worksheets for Part Two: I, II, III, IV. These are to be handed tomorrow. Also, realize that you should read at the same rate as the vocab sheets. In this case, you should read to up to page 122. Of course, keep in mind that you will have the spring break to catch up (don't panic).
Thursday, March 24, 2011
Thursday, March 24, 2011
Hand out Day Three Pre-reading terminology sheets: “One: VII, VIII”. Read all of Section One (up to page 88) for Monday. This includes answering the reading questions as you proceed. Keep in mind that the purpose of the questions is to ensure you read actively (for understanding) not to slow you down so much that you give up. These are meant to be answered in fragments.
Wednesday, March 23, 2011
Today, you filled in a question sheet on the reading you were to have read last night. This led into a rather lengthy conversation of the importance of doing assigned readings when asked in order to stay on top of this course. You then were to complete Prereading vocabulary worksheets for "One: I, II, III", and "One, IV, V, VI". Keep in mind that the novel, and the reaading questions, need to be completed by the time you return to school after the break. This means that this novel needs to be your focus.
Tuesday, March 22, 2011
Tuesday, March 22, 2011
Today, we discussed the exam from yesterday, reviewing one of the readings as a class. I then handed out the following: “1984: Overview”, “1984: Author Biography”, “1984: Pre-reading vocabulary worksheets”, and “1984: Study guide/questions”.
You are expected to read this tonight for discussion tomorrow.
You are expected to read this tonight for discussion tomorrow.
Monday, March 21, 2011
Monday, March 21, 2011
Today, you wrote your multiple choice exam for the short story unit. Be sure to pick up the novel 1984 from the library as that is your next unit.
Friday, March 18, 2011
Friday, March 18, 2011
Today, you wrote an in-class essay for the short story unit. If you weren't here, you need to arrange a time to write it next week.
Thursday, March 17, 2011
Thursday, March 17, 2011
Today, you were given the pattern of argument that I like to use in essay writing in preparation of your in-class critical/analytical essay tomorrow. If you don't like this pattern, see Fit to Print to find one that you do like. I then handed out a list of previously used critical/analytical responses. I will be using one of these tomorrow for your exam. The purpose of doing this is to allow you some time to discuss approaches with classmates, as well as to think about structure and what is essential to include (ie: attention getter).
If you want, you can start the exam at 8 a.m. tomorrow. As some of you will, those who are not writing need to come in quietly with their pens, pencils, highlighters, Fit to Print text, dictionary, thesaurus and reading book (for after) already out of their binders and on their person so they won't disturb those who are writing already. Also, remember to put you phones in the day care so you will meet the standards set by Alberta Learning.
I am pasting the sheet you received in class here for those who were absent:
If you want, you can start the exam at 8 a.m. tomorrow. As some of you will, those who are not writing need to come in quietly with their pens, pencils, highlighters, Fit to Print text, dictionary, thesaurus and reading book (for after) already out of their binders and on their person so they won't disturb those who are writing already. Also, remember to put you phones in the day care so you will meet the standards set by Alberta Learning.
I am pasting the sheet you received in class here for those who were absent:
Below is a list of previously used essay topics. I will use one of these for your exam tomorrow. I want you to look at them, highlight the topic words, see if any of these are really the same question just worded a bit differently. Try to create attention getters for them. Try to create a thesis from them that can be specifically proven using evidence from one of the short stories you have used this term (as a class, write down the ones we have read or studied on the board so everyone will know). This is a five paragraph, formal essay without the personal. Look over your notes on how to write the paragraph and essay.
CRITICAL/ANALYTICAL RESPONSE TO LITERARY TEXTS ASSIGNMENT
Suggested time: 1.5 to 2 hours
January 2008
Discuss the idea(s) developed by the text creator in your chosen text about the interplay between fear and foresight when individuals make life-altering choices.
June 2008
Discuss the idea(s) developed by the text creator in your chosen text about how acts of courage develop and nurture integrity.
January, 2009
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals struggle to restore honour and certainty.
June 2009
Discuss the idea(s) developed by the text creator in your chosen text about the significance of idealism and truth in an individual’s life.
January 2010
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals pursue or compromise their happiness.
June 2010
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals take responsibility for themselves and others.
January 2011
Discuss the idea(s) developed by the text creator in your chosen text about the conflict between pursuing a personal desire and choosing to conform.
CRITICAL/ANALYTICAL RESPONSE TO LITERARY TEXTS ASSIGNMENT
Suggested time: 1.5 to 2 hours
January 2008
Discuss the idea(s) developed by the text creator in your chosen text about the interplay between fear and foresight when individuals make life-altering choices.
June 2008
Discuss the idea(s) developed by the text creator in your chosen text about how acts of courage develop and nurture integrity.
January, 2009
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals struggle to restore honour and certainty.
June 2009
Discuss the idea(s) developed by the text creator in your chosen text about the significance of idealism and truth in an individual’s life.
January 2010
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals pursue or compromise their happiness.
June 2010
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals take responsibility for themselves and others.
January 2011
Discuss the idea(s) developed by the text creator in your chosen text about the conflict between pursuing a personal desire and choosing to conform.
Wednesday, March 16, 2011
Wednesday, March 16, 2011
Today, we answered and discussed the short story "The Shining Houses" and the short story "Horses of the Night."
Tuesday, March 15, 2011
Tuesday, March 15, 2011
Today, we discussed how to approach note-taking. I handed out a booklet entitled "English 30-1 Horses of the Night example" which we then examined as a class. I also had you refer to a sheet I handed out some time ago entitled "Reading a short story". I then assigned a short story critique for the short story "Horses of the Night." This, as well as any other assignments, are due for tomorrow so we can get them marked prior to your exam (in-class critical/analytical essay on Friday; multiple choice exam on Monday)
Monday, March 14, 2011
Inside Stories III - Second Edition
"Horses of the Night: - pp. 282 - 303
Margaret Laurence
(Short Story)
Background Information
The western provinces of Canada were severely affected by the economic Depression of the 1930s.
In particular, farmers, young people, small businessmen and the unemployed bore the brunt of
economic hardship. Local governments refused to aid single, homeless men although the federal
government established unemployment relief camps, paying men 20 cents a day for construction work
in the bush.
The title of this story comes from a line in Elegy XIII of Amores (The Loves), (not The Art of Love
as suggested on page 301 of this anthology) the first work by the Roman poet Ovid. In this elegy,
the speaker appeals to the goddess Eos (Dawn) to delay her arrival on behalf of all people who do
not wish the day to begin and especially on behalf of lovers who wish to spend more time in each
other' s arms.
1. Who is the narrator of the story? How old is she when Chris comes to visit? Where does the
narrator live and from where does Chris come?
2. Where does Chris stay while he is going to high school?
3. How does Vanessa feel when she hears her grandfather criticizing Chris's father? How does Chris
respond to these comments?
4. Since Vanessa is nine years younger than Chris, she is charmed by the fact that Chris talks to her
as an equal. What term or label does Vanessa give Chris?
5. When Chris babysits Vanessa, what does he do to amuse her and himself rather than doing
homework? What do his actions reveal about him?
6. Describe briefly Chris's home as he pictures it for Vanessa.
7. What does Chris hope to become?
8. During what period of time does the story take place? What are the effects of this era?
9. What are the name of Vanessa's parents?
10. Why is Chris unable to go to college in Winnipeg?
11. In the middle of page 289, what does Vanessa hope to do someday soon with respect to Chris?
12. As Chris packs his clothes, what does he imply he would like to be?
13. What does Chris believe to be the key to any dream or goal?
14. Instead of returning home to Shallow Creek after he graduates from high school, what does Chris
do?
15. What major changes have occurred in Vanessa's life since Chris left Manawaka?
16. How old is Vanessa when Chris returns to Manawaka in two years, and in what sense has he
succeeded in one of his goals?
17. How confident is Vanessa that Chris will earn enough money to pay his way through college?
18. What other strategies to make money does Chris attempt?
19. What further devastating loss does Vanessa suffer?
20. How old is Vanessa when she visits Chris and why does she make this visit?
21. When Vanessa arrives at Shallow Creek, what disappoints her?
22. How do the members of Chris's family treat each other?
23. Does the lake match Vanessa's image of it when she was young?
24. Why does Chris admire Vanessa's father?
25. Why does Chris hesitate to believe in God?
26. In Chris's thoughts about God and the war, the reader can see some examples of foreshadowing.
List two examples.
27. Despite his distrust of the opinion that a war would be "a godsend" (298), what partly appeals to
Chris about the war?
28. What happens to Chris as a result of his joining the Army and going to war?
29. How does Vanessa feel that she has failed Chris?
(i COULDN'T POST THIS QUESTION HERE DUE TO SPACING PROBLEMS)
31. Why is it significant that Vanessa goes to college?
32. What does Vanessa understand now about Chris's "unreal solutions" (300)?
33. In his letter to Vanessa, Chris writes that he no longer lives in his body. Why does he make this
choice or make this comment?
34. The last line of the story can be read symbolically. Offer an interpretation of the line in reference to Vanessa.
"Horses of the Night: - pp. 282 - 303
Margaret Laurence
(Short Story)
Background Information
The western provinces of Canada were severely affected by the economic Depression of the 1930s.
In particular, farmers, young people, small businessmen and the unemployed bore the brunt of
economic hardship. Local governments refused to aid single, homeless men although the federal
government established unemployment relief camps, paying men 20 cents a day for construction work
in the bush.
The title of this story comes from a line in Elegy XIII of Amores (The Loves), (not The Art of Love
as suggested on page 301 of this anthology) the first work by the Roman poet Ovid. In this elegy,
the speaker appeals to the goddess Eos (Dawn) to delay her arrival on behalf of all people who do
not wish the day to begin and especially on behalf of lovers who wish to spend more time in each
other' s arms.
1. Who is the narrator of the story? How old is she when Chris comes to visit? Where does the
narrator live and from where does Chris come?
2. Where does Chris stay while he is going to high school?
3. How does Vanessa feel when she hears her grandfather criticizing Chris's father? How does Chris
respond to these comments?
4. Since Vanessa is nine years younger than Chris, she is charmed by the fact that Chris talks to her
as an equal. What term or label does Vanessa give Chris?
5. When Chris babysits Vanessa, what does he do to amuse her and himself rather than doing
homework? What do his actions reveal about him?
6. Describe briefly Chris's home as he pictures it for Vanessa.
7. What does Chris hope to become?
8. During what period of time does the story take place? What are the effects of this era?
9. What are the name of Vanessa's parents?
10. Why is Chris unable to go to college in Winnipeg?
11. In the middle of page 289, what does Vanessa hope to do someday soon with respect to Chris?
12. As Chris packs his clothes, what does he imply he would like to be?
13. What does Chris believe to be the key to any dream or goal?
14. Instead of returning home to Shallow Creek after he graduates from high school, what does Chris
do?
15. What major changes have occurred in Vanessa's life since Chris left Manawaka?
16. How old is Vanessa when Chris returns to Manawaka in two years, and in what sense has he
succeeded in one of his goals?
17. How confident is Vanessa that Chris will earn enough money to pay his way through college?
18. What other strategies to make money does Chris attempt?
19. What further devastating loss does Vanessa suffer?
20. How old is Vanessa when she visits Chris and why does she make this visit?
21. When Vanessa arrives at Shallow Creek, what disappoints her?
22. How do the members of Chris's family treat each other?
23. Does the lake match Vanessa's image of it when she was young?
24. Why does Chris admire Vanessa's father?
25. Why does Chris hesitate to believe in God?
26. In Chris's thoughts about God and the war, the reader can see some examples of foreshadowing.
List two examples.
27. Despite his distrust of the opinion that a war would be "a godsend" (298), what partly appeals to
Chris about the war?
28. What happens to Chris as a result of his joining the Army and going to war?
29. How does Vanessa feel that she has failed Chris?
(i COULDN'T POST THIS QUESTION HERE DUE TO SPACING PROBLEMS)
31. Why is it significant that Vanessa goes to college?
32. What does Vanessa understand now about Chris's "unreal solutions" (300)?
33. In his letter to Vanessa, Chris writes that he no longer lives in his body. Why does he make this
choice or make this comment?
34. The last line of the story can be read symbolically. Offer an interpretation of the line in reference to Vanessa.
Thursday, March 10, 2011
Friday, March 10, 2011
Today, we discussed conformity. We then discussed the short story "The Shining Houses" by Alice Munro. I showed some images of urban sprawl and conformity and played the song "Little Boxes" for emphasis. I then handed out the questions for "The Shining Houses". I made a couple of changes to them so use the ones posted here.
Short Story: “Shining Houses”
By Alice Munro
INSTRUCTIONS: READ the short story: “Shining Houses”, then answer the following questions. There is already an extra point included for complete answers in the values (ie: value: 2 means one for the answer and one for a complete answer)
Describe Mrs. Fullerton (create a character sketch which contains history, current state, physical make-up, and words that describe her with evidence to support it)
Describe Mary (create a character sketch contains history, current state, physical make-up, and words that describe her with evidence to support it)
What is the main conflict in this story? Explain.
What other conflicts appear (name the types and the details)
Who is the protagonist? Explain who you know this.
Defend the position of the homeowners at the birthday party (their views)
Explain how the views of Mary differ (some implication is necessary here….brainstorm)
Brainstorm and come up with three possible outcomes for this situation (what will follow- how will the issue being addressed eventually resolve itself).
Why did the author pick this title?
11. Create a short story critique for “The Shining Houses.”
Short Story: “Shining Houses”
By Alice Munro
INSTRUCTIONS: READ the short story: “Shining Houses”, then answer the following questions. There is already an extra point included for complete answers in the values (ie: value: 2 means one for the answer and one for a complete answer)
Describe Mrs. Fullerton (create a character sketch which contains history, current state, physical make-up, and words that describe her with evidence to support it)
Describe Mary (create a character sketch contains history, current state, physical make-up, and words that describe her with evidence to support it)
What is the main conflict in this story? Explain.
What other conflicts appear (name the types and the details)
Who is the protagonist? Explain who you know this.
Defend the position of the homeowners at the birthday party (their views)
Explain how the views of Mary differ (some implication is necessary here….brainstorm)
Brainstorm and come up with three possible outcomes for this situation (what will follow- how will the issue being addressed eventually resolve itself).
Why did the author pick this title?
11. Create a short story critique for “The Shining Houses.”
Wednesday, March 9, 2011
Wednesday, March 9, 2011
Today we discussed your answers for the short story "The Painted Door". I also took in the definitions of words and your explaination of the running metaphor in the short story.
Tuesday, March 8, 2011
Tuesday, March 8, 2011
Today, you handed in your answers about the short story "The Painted Door." We then discussed the story. One of the items that arose from this discussion was that many of you are not highlighting and defining words you don't know. I explained that this is crucial if you want to build your vocabulary up in preparation of the final. You homework tonight is to go through the story again, write out words you don't know (or are used oddly, depending on the context) and define them. I also want you to identify the running metaphor in this story and prove it, using evidence from the story itself. These are both due for tomorrow.
Monday, March 7, 2011
Monday, March 7, 2011
· We discussed the short story answers for "A Bolt of White Cloth", by Leon Rooke (marked them)
· You are also to read the short story “The Shining Houses” (in Viewpoints 12; take it out from the library if you weren't here today).
· Answer the questions for “The Painted Door” by Sinclair Ross (I have pasted them below)
These are due for tomorrow.
“The Painted Door” Questions
1. What are two types of conflict present in this story? Explain and give examples of where it is seen or where it shifts.
2. Describe John's character. Support your assertions with evidence from the story.
3. Is John a flat/static character or dynamic? Explain.
4. Describe Ann’s character. Support your assertions with evidence from the story.
5. Is Anne a flat/static character or dynamic? Explain.
6. Who is the main character in this story? How do you know?
7. What is the main character’s conflict?
8. Describe the setting of the story.
9. How is the setting important to the overall story?
10. Sometimes to create mood and atmosphere a writer will use repetition. How has Sinclair Ross used this device?
11. What is the theme of this short story (like a thesis, guys)?
· You are also to read the short story “The Shining Houses” (in Viewpoints 12; take it out from the library if you weren't here today).
· Answer the questions for “The Painted Door” by Sinclair Ross (I have pasted them below)
These are due for tomorrow.
“The Painted Door” Questions
1. What are two types of conflict present in this story? Explain and give examples of where it is seen or where it shifts.
2. Describe John's character. Support your assertions with evidence from the story.
3. Is John a flat/static character or dynamic? Explain.
4. Describe Ann’s character. Support your assertions with evidence from the story.
5. Is Anne a flat/static character or dynamic? Explain.
6. Who is the main character in this story? How do you know?
7. What is the main character’s conflict?
8. Describe the setting of the story.
9. How is the setting important to the overall story?
10. Sometimes to create mood and atmosphere a writer will use repetition. How has Sinclair Ross used this device?
11. What is the theme of this short story (like a thesis, guys)?
Friday, March 4, 2011
Friday, March 4, 2011
Today, I gave all the students copies of the following short stories: "The Destructors" by Grahame Green; "The Painted Door" by Sinclair Ross; and "An Occurrence at Owl Creek Bridge" which are to be read for Monday.
In addition to this, they have to write a short story critique for "A Bolt of White Cloth."
In addition to this, they have to write a short story critique for "A Bolt of White Cloth."
Thursday, March 3, 2011
Thursday, March 3, 2011
Today, you answered questions for the short story "A Bolt of White Cloth", by Leon Rooke. To do this well, you need to re-read the story. I also gave out the glossary of fiction terms for you to start memorizing. As with the essay terminology, highlight the terms you know and then work at learning the ones you don't know.
Wednesday, March 2, 2011
Wednesday, March 2, 2011
Today I introduced the short story unit. You read the short story "A Bolt of White Cloth" by Leon Rooke (it was a handout)..
I then showed a powerpoint that you were to copy (about how to read the short story)
I then gave you two handouts: The Short Story history; and Responding to Story. If you weren't here, these are in your portfolios. I also added another word to your terminology: verisimilitude.
I then showed a powerpoint that you were to copy (about how to read the short story)
I then gave you two handouts: The Short Story history; and Responding to Story. If you weren't here, these are in your portfolios. I also added another word to your terminology: verisimilitude.
Tuesday, March 1, 2011
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