Today: We did our first analysis assignment–one paragraph, minimum 200 words. Students submitted their work in MLA format via Google Docs to my Gmail address.
Period 1 Topic: Discuss imagination in the episode, “Idiot Box.”
Period 4 Topic: Select ONE of the following topics. Discuss that topic in “The Woman Who Came at Six O’Clock.”
- will power
- right and wrong
Note: “Discuss” is an admittedly broad and vague directive. It may help you develop your ideas to consider the topic’s…
- Negative aspects
- Positive aspects
- Relationships to other significant topics in the text
- Relationship to the text’s overall theme
If you need extra time, let me know that you are taking it and when. It is important that you select a time when you can finish the assignment in one sitting. Do not start and stop repeatedly. You may be permitted extra time on the provincial exam but you will still need to complete that exam on the day, so let’s do our best to train for that.
Please remember that this should be only your work. Do not use any writing aids including dictionaries, thesauruses, synonym lists, or any research. This should be just you and the text.
Recall the qualities and style of the high scoring Analyses of “The Dumka” we read last week to help you understand the style we are going for here.
Homework: Please preview the material I handed out at the end of class:
- Period 1: “From the Imagination” by Robert Walser and “Imagination” by Gary Soto
- Period 4: “Crime” from Vancouver Special by Charles Demers
Today: We started a Feedback Log to keep track of the feedback we receive on our assignments from the teacher, our peers and ourselves. We will use this feedback to help direct our future efforts on similar work.
We then read the short story, “The Woman Who Came at Six O’Clock,” by Gabriel García Márquez. (Email me if you need a copy.) In small groups we discussed the question, “What would José do next?” Additionally, you may have also discusses what we can infer about crime from this story.
Homework: Make sure you have completed the first entry in your feedback log and read your silent reading book for at least 30 minutes every day.
Today: We continued the brainstorming that we began briefly last week on the topic of crime, adding things that we “know” about the topic and things we “wonder” about the topic.
I distributed a copy of “The Woman Who Came at Six O’Clock” by Gabriel García Márquez which we will read and discuss tomorrow.
We finished the class with a brief discussion of the case of Dudley and Stephens.
Homework: Keep reading for at least 30 minutes a day! I am expecting no less than five reading journal entries a week.
Today: We read examples of Student Analyses of “The Dumka” and scored them according to the rubric used on the English 12 Provincial exam, AKA “the 6-point scale”. We then discussed them in groups, reaching consensus on what marks each paragraph should get. Hint: one is a “6”, one is a “5”, one is a “4”, one is “3” and one is a “2”.
We then compared what we thought as groups to the Assessments given with the exam prep material.
We then discussed as a class what we can infer about good and bad characteristics of analyses; i.e., the do’s and don’ts.
Also today: We were informed that our grades for the first composition we wrote are now available in the online gradebook.
- If you want to know how you can improve your mark, see the email I sent to you. Note that you may have also gotten an email notification from Google if I made any comments on your document but that is not the email I’m referring to. I emailed you directly, four paragraphs, probably beginning with “Good work” and ending with “thanks.”) If you still don’t the praise and advice I give you in that email, come and see me.
- You may, if you choose, submit a revision and I will add that to the gradebook (not replacing the original mark which.)
- Note that I expect revisions to be your sole work; not the work of tutors or any other helpers.
- I reserve the right to discount work that is inconsistent with what you can do in class.
You should have received an email from Google with a link to a shared folder containing examples of high-scoring student work for this assignment, shared anonymously, with the students’ permission. One of them scored higher than the other two. See if you can guess which one. I hope you read and enjoy them!
Next week: We begin reading and analyzing work in our chosen themes: imagination for period one and crime for period two.
Homework: Keep reading your silent reading book over the weekend! Have a good one!
Jarema’s dumka (1879), a painting by Stanisław Masłowski in the National Museum in Warsaw.
Today: we continued to discuss the poem “The Dumka,” focusing on “contrast” as the topic for analysis. We worked in groups to find as many examples of contrast as possible, discussed them in detail, and ultimately related that topic to the poem’s themes as a whole.
Tomorrow: we will look at examples of student analyses of this poem, working in small groups again to evaluate those analyses according to the 6-point scale.
Homework: Continue reading your SR book for at least 30 minutes today and everyday; make a new entry in your reading journal.
Today: In order to better understand literary analysis and the criteria used to evaluate it, we started working through some of the English 12 Provincial Exam materials available from the Ministry of Education. Specifically, we read the poem, “The Dumka,” practicing poetry reading and analysis strategies and answering multiple choice questions.
Tomorrow we will continue to discuss the poem, focusing on the topic of “contrast”.
Homework: Today and everyday, continue reading your silent reading book for at least 30 minutes.
Today: we selected our thematic focus for our first unit in which we will work on literary analysis as a skill.
Period 1 selected “Imagination.”
Period 4 selected “Crime.”
Note that from here on out, you will want to make sure you are looking at the class notes for the correct period of English 12.
Homework: In addition to the usual homework of at least 30 minutes of silent reading, I have a request: please keep an eye out for material that relates to our class theme, whether it is reading material, songs, movies, shows, or anything else. Let me know what you find!